1. Schools as Organtations
1.1. Stakeholders
1.1.1. State Senators
1.1.1.1. Sen. Arthur Orr
1.1.2. House of Representatives
1.1.2.1. Rep. Ed Henry
1.1.3. State Superinterdent
1.1.3.1. Thomas R. Bice
1.1.4. Representative on State School Board
1.1.4.1. Dr. Cynthia Sanders McCarty
1.1.5. Local Superinterdent
1.1.5.1. Dr. Vic Wilson
1.1.6. Local School Board
1.1.6.1. Mr. Randy Sparkman
1.1.6.2. Dr. James Joy
1.1.6.3. Mr. Mike Swafford
1.1.6.4. Mrs. Venita Jones
1.1.6.5. Mrs. Jennifer Sittason
1.2. Japan Comparison
1.2.1. 1880 established first national system of education
1.2.2. Highly competitive,
1.2.3. Parallel to public system is large thriving private system
1.2.4. Efficiency and Effectiveness
1.2.4.1. Cultural Work ethic
1.2.4.2. High regard for education
1.2.5. Double schooling
1.2.5.1. Traditional public school
1.2.5.2. Nonformal, study institution
2. Cirrculum and progerss
2.1. Historical Curriculum
2.1.1. Developmentalist Curriculum
2.1.1.1. Needs and interests of the student
2.1.1.1.1. e
2.1.1.2. From Dewey's writing related to the relationship of the child and the curriculum
2.1.1.3. Process of Teaching
2.1.1.3.1. Student Centered
2.1.1.3.2. Relating the curriculum to the needs and interests of the child at particular developmental stages
2.1.1.4. Flexibility in What is taught and How it is taught
2.1.1.5. Importance of relating school with life experiences of each child
2.1.1.5.1. More meaningful to the child
2.1.1.6. Teacher is not a Transmitter of knowledge, but is a facilitator of student growth
2.2. Sociological Curriculum
2.2.1. Functionalists
2.2.1.1. Curriculum represent the codification of the knowledge that students need to become competent members of society
2.2.1.2. Transmits to students the cultural heritage required for a cohesive social system
2.2.1.3. schools help teach the bond between people and the rituals that give people a sense of community
2.2.1.4. Teaching students HOW to Learn
2.2.1.5. Teach the general values and norms essential to a modern society
3. Equaility of Oppurtunity
3.1. Educational achievement and attainment
3.1.1. National Center for Education Statistics publishes yearly reports
3.1.2. Achievement gaps have decreased since 1970s but has leveled off since 1988
3.1.3. Head start programs for free preschool for all 3/4 year olds in low income districts show these gaps are begin well before kindergarten
3.2. Response to Coleman Study
3.2.1. Looked at the characteristics of schools that made them effective
3.2.2. All students could learn and differences between schools had a significant impact on student learning
3.2.3. Differences among schools do make a difference
4. Educational Inequality
4.1. Sociological Explanation
4.1.1. Genetic Differences
4.1.1.1. environmental and social factors are largely responsible for human behavior however, biological factors cannot be ruled out entirely
4.1.1.2. Arthur Jensen said educational compensatory programs were due to fail because it aimed only at changing the social and environmental factors when the root of the problem was biologiacl
4.1.1.3. No persuasive evidence that social class and racial differences in intelligence are due to genetic facotrs
4.1.1.4. Differences in intelligence due to cultural bias of IQ tests, conditions under which they are given, and cultural and family differences
4.2. School Centered Explanation
4.2.1. School Financing
4.2.1.1. Public school funding
4.2.1.1.1. funds from combination of revenues from local, state and federal sources
4.2.1.1.2. Majority of funds from state and local tases
4.2.1.1.3. Property taxes significant local source
4.2.1.1.4. Property taxes are based on property values
5. Educational Reform
5.1. School Based Reform
5.1.1. School to Work Programs
5.1.1.1. vocational emphasis to non college bound students regarding their skills necessary for successful employment and to stress the importance of work based larning
5.1.1.2. School to Work Opportunities Act of 1994
5.1.1.2.1. allowed states and their partners to bring together efforts at education reform, worker preparation and economic development to create a system
5.1.1.2.2. Provided seed money to states and local partnerships of business, labor, government, education and community organizations to develop school to work systems
5.1.1.3. Every state and locally created school to work had three core elements
5.1.1.3.1. school based learning
5.1.1.3.2. work based learning
5.1.1.3.3. connecting activites
5.2. Societal, economic,community or political reform
5.2.1. No child left behind
5.2.1.1. To reduce and eliminate the social class and race achievement gap
5.2.1.2. Annual Testing
5.2.1.3. State and district report student test performance based on race, special education, LEP and low income
6. Politics of Education
6.1. Conservative Perspective
6.1.1. Origins in 19th century Darwinist thought
6.1.2. Social evolution as a process that enables the strongest individuals/groups to survive
6.1.3. Belief that the free market/economy of capitalism is both the most economically productive economic system & most respectful of human needs
6.1.4. Places primary emphasis on individuals having the capacity to earn or not their place within a market economy
6.2. Traditional Vision
6.2.1. Schools are Necessary to transmission of traditional U.S.values
7. History of U.S. Education
7.1. Post-World War II Era: 1945-19890
7.1.1. Patterns continued from the Progression Era
7.1.2. Equality of Opputunity
7.1.3. Desegregation of Schools
7.2. Democratic-Liberal School
7.2.1. Progressive Evolution of providing equality of opportunity for all
7.2.2. Periods of educational expansion involved the attempts of liberal reformers to expand educational opportunities to more people
7.2.3. View educational history optimistically
8. Sociolagily Perceptive
8.1. Functional Theory
8.1.1. Stresses the Interdependence of the social system
8.1.2. Educational reforms create structures, programs, and curricula that are technically advanced
8.2. Knowledge and Attitudes
8.3. Employment
8.3.1. Greater Employment Oppurtunitues
8.4. education and Mobility
8.4.1. "The Great Equalizer in the status race"
9. Philosopy of Education
9.1. Helps to clarify what they do and justify why they do it.
9.2. Firmly rooted in Practice
9.3. Pragmatism
9.3.1. Key Researchers/Founders:
9.3.1.1. George Sanders Pierce
9.3.1.2. William James
9.3.1.3. John Dewey
9.3.1.4. Francis Bacon
9.3.1.5. John Loche
9.3.1.6. Jean-Jacques Rousseau
9.3.2. Works, Action oriented
9.3.3. Generic Notions
9.3.3.1. Better society through education
9.3.3.2. instrumentalism and experimentalism
9.3.3.3. Educators start with the needs and interests of child
9.3.3.4. Group projects
9.3.3.5. Children are active
9.3.4. Goals of Education
9.3.4.1. Provide students with the knowledge of how to improve the social order
9.3.4.2. Preparation for life
9.3.4.3. Balance the needs of society/community with the needs of the individual
9.3.4.4. integrate children into a democratic type of society
9.3.4.5. Growth
9.3.5. Role of the Teacher
9.3.5.1. facilitator
9.3.5.2. Encourages, offers suggestions and questions,
9.3.5.3. Helps plan and implement courses of study
9.3.6. Methods of instruction
9.3.6.1. Pose Questions/problem solving or inquiry method
9.3.6.2. Tables and chairs grouped as needed
9.3.6.3. individualized study
9.3.6.4. Learning in a natural way
9.3.7. Curriculm
9.3.7.1. Integrated curriculm
9.3.7.2. All academic and vocational disciplines are connected.
9.3.7.3. Based on needs and interests of students
9.3.7.4. Child centered