1. Historical Curriculum Theory
1.1. Social Efficiency Curriculum
1.1.1. Responsible for what is taught in U.S. schools
1.1.2. Curriculum in distinct tracks
2. Philosophy of Education
2.1. Goal of Education
2.1.1. Idealism- Plato
2.1.1.1. Teacher: connect analysis with action
2.1.1.1.1. Method: dialectic approach (Plato's method of examination of view points)
2.1.1.1.2. Curriculum: classics (all current problems should have answers hidden in the past)
2.1.1.2. Responsibility & Truth
2.1.2. Realism-Plato & Aristotle
2.1.2.1. Responsibility & Understanding
2.1.2.2. Teacher: Solid ground and clear demonstrations
2.1.2.2.1. Method: lecture and competency-based assessment (ensuring the students are aware of expectations)
2.1.2.2.2. Curriculum: basics (in order to play part in society)
3. Schools as Organizations
3.1. Fort Payne City School System
3.1.1. Previously part of DeKalb County School System
3.1.1.1. Now FPCSS is independent
3.1.1.1.1. Superintendent of Ed: Jim Cunningham
3.2. France Educational System
3.2.1. Two divisions: ordinary and elite
3.2.1.1. Very competitive and centralized
3.2.1.1.1. Grandes Ecoles
4. Curriculum and Pedagogy
4.1. Sociological Curriculum Theory
4.1.1. Modern Functionalist Theory
4.1.1.1. New requirements of modern world
4.1.1.2. Teaching values and norms
5. Equality of Opportunity
5.1. Coleman Study response
5.1.1. The amount of books, the worth of books, the amount of degrees per instructor, etc. has little impact on student achievement
5.1.2. Larger circumstances make a difference on student achievement such as the life outside of school
5.2. Regardless of circumstance (race, gender, etc.), achievement attainment merely relies on life outside of school
5.2.1. Parental involvement is an apparent factor
5.2.2. Parent education level is an apparent factor
5.2.3. From my experience, both were a factor
5.2.3.1. My parents did not finish high school, therefore, they did not know what or when to expect things from me or my instructors
6. Educational Reform
6.1. No Child Left Behind (NCLB)
6.1.1. President George W. Bush
6.1.1.1. Goal: eliminate achievement gap
6.1.1.1.1. Benefits: highly qualified teachers, student achievement increase
6.1.1.1.2. Disadvantages: Students are not all the same. Therefore, they should not all be tested the same and judged the same. Discouraging.
6.2. School-to-Work Opportunities Act of 1994
6.2.1. President Bill Clinton
6.2.1.1. Stressed the importance of work-based learning for non-college bound students
6.2.1.1.1. Systems required: school-based learning, work-based learning, and connecting activities
7. Politics of Education
7.1. Liberal Perspective
7.1.1. Gov't involvement in the social, political and economic areas is necessary
7.1.1.1. Citizen fairness
7.1.1.2. Well-fit economy
7.2. Traditional Vision
7.2.1. Schools=Necessity for keeping traditional values alive
7.2.1.1. Value hard work
7.2.1.2. Value family-togetherness
8. History of U.S. Education
8.1. WWII
8.1.1. Equal opportunity
8.1.2. Pedagogical traditionalism vs. progressivism
8.2. Horace Mann
8.2.1. Free public education
8.2.2. The "balance wheel"
9. Sociological Perspectives
9.1. Theoretical Perspectives
9.1.1. Education might have the positive power to trounce social and economic problems
9.1.2. Educational refinement creates structures which encourage social unity
9.2. Effect of Schooling on Individuals
9.2.1. Attitudes
9.2.2. Employment
9.2.3. Knowledge
10. Educational Inequality
10.1. Common sociological explanation for educational inequality
10.1.1. Ethnicity
10.1.1.1. Race plays a major role much too often in school systems. There is almost always a minority race(s) in a school. Not only students, but teachers also discriminate based on this and expected behavior from that particular race.
10.2. Common school-centered explanation for educational inequality
10.2.1. Behavior
10.2.1.1. Behaviors from unique students, regardless of race or social class, differ. Though, there is almost always an explanation for them. Sometimes, a students culture affects their behavior. Sometimes, it is treatment by teachers, students or even family that affect behaviors of students. We should not treat students harshly for this reason.