1. Politics of Education
1.1. Conservative
1.1.1. 1. Strong survive
1.1.2. 2. Individuals have the capacity to earn or not earn their place in the economy.
1.1.3. 3. Free Market
1.2. Traditional
1.2.1. 1. Hard Work, Family Unity, Individual Initiative.
1.2.2. 2. Pass on best of what was and what is.
1.2.3. 3. Provide the necessary educational training to ensure the most talented and hard-working individual receives the tools necessary to boost the economic and social productivity.
2. Educational Reform
2.1. School to work programs
2.1.1. Relevant education, allowing students to explore different careers.
2.1.2. Skills obtained from structured training, aid students in getting jobs.
2.1.3. Valued credentials, are received in each career.
2.2. Connecting Schools, Community, and Societal Reforms
2.2.1. Leadership as the driver for change
2.2.2. Parent Community Ties
2.2.3. Student centered learning climate
2.2.4. Instructional guidence
2.2.5. These reforms are most needed and difficult to implement in the highest of poverty schools.
3. Philosophy of Education: Pragmatism
3.1. Generic Notions: Dewey's form of pragmatism instrumentalism and experimentalism was founded on the new psychology, behaviorism, and the philosophy of pragmatism.
3.2. Key Researchers: Dewey
3.3. Goal of Education: Dewey's philosophy of education made a conscious attempt to balance the social role of the school with its effects on the social, intellectual, and personal development of individuals
3.4. Role of teacher: The teacher is no longer a authoritarian figure rather a facilitator.
3.5. Method of Instruction: Problem solving or inquiry method.
3.6. Cirriculum:Core Curriculum or integrated curriculum
4. History of U.S. Education
4.1. 1. Age of Reform: Rise os the Common School
4.1.1. Opposition to Public Education
4.1.1.1. Taxation is viewed as unjust
4.1.1.2. Roman Catholics founded their own school
4.1.1.3. 1862 congress passed the Morrill Act which authorized the use of public monies to fund public land grant universities.
4.1.2. Education for women and african-american
4.1.2.1. Education for women is viewed as biologically harmful or too stressful
4.1.2.2. 1821 Emma Hart Willard opened Troy Female Seminary. Math Science, history, and geography were taught their.
4.1.2.3. Southerners believed that literacy bred insubordination and revolution, for this reason they forbade the teaching of reading and writing to the slave population.
4.2. Post- World War II Equity Era: 1945-1980
4.2.1. Cycles of Reform: Progressive and Traditional
4.2.1.1. Traditionalist believed in knowledge centered education, teacher centered education,discipline and authority, and the defense of academic standards in the name of excellence.
4.2.1.2. Progressives believed in experiential education, a curriculum that responded to the needs of the students and times, child centered education.
4.2.2. Equality of Opportunity
4.2.2.1. Reformers have pointed to schools as capable of solving problems of inequality.
4.2.2.2. Post WWII the GI Bill of Rights was created
4.2.2.3. 1955 Brown II decision ordered the desegregation of schools.
5. Sociological Perspectives
5.1. Theoretical Practices
5.1.1. 1. Functional Theories, researchers often examine how well the parts are integrated with each other.
5.1.2. 2.Conflict Theories, these theories are based on ability of dominant groups to impose their will on subordinate groups through force, cooptation,and manipulation.
5.1.3. 3.Interactional Theories,extensions of Functional and Conflict Theories.
5.2. Schooling on Education
5.2.1. 1. Knowledge and Attitudes more years of schooling lead to more knowledge and social participation.
5.2.2. 2. Employment schools act as a gatekeeper to see who is going to get a managerial job with a corporation.
5.2.3. 3.Education and Mobility, Rosenbaum has the theory that mobility is like a tournament, the winners keep going, and the losers are eliminated. This is his reference to race, sex, social class, GPA, and SAT scores.
6. Schools as Organizations
6.1. State Senator: Tripp Pittman
6.2. House of Reprsenative: Bradley Byrne
6.3. County School board: David Cox, Angie Swiger, Shannon Cauley, David Tarwater, Tony Myrick, Norm Moore, Paul Christenberry.
6.4. State Superintendant: Dr. Tommy Bice
6.5. State School Board Representative: Matthew Brown.
6.6. Local Superintendant: Mr. Eddie Tyler
7. Curriculum and Pedagogy
7.1. Historical Cirriculum: Social Effencicy Cirriculum
7.1.1. Different groups of students with different needs and aspirations should receive different types of schooling.
7.1.2. Was a democratic response to mass public secondary education.
7.1.3. The social effencicy curriculum was based on the writings of Fredrick Taylor
7.2. Sociological Cirriculum: Modern Functionalist Theory,
7.2.1. this theory is important because it is the theory that pushes students to be prepared for roles in society.
7.2.2. Modern Functionalist Theory, was developed by Talcott Parsons and Robert Dreeben
7.2.3. Functionlsit beleived that the curriculum had to change to meet the new requirements of the new world.
8. Equality of Opportunity
9. Educational Inequality
9.1. Functionalist
9.1.1. Schooling process with provide unequal results.
9.1.2. unequeal education outcomes are the result, impart, of unequal educational opportunities.
9.1.3. focus on attempts of of equality.
9.2. School Financing
9.2.1. Taxes most of school funding comes from state and local taxes with the majority stemming from local property taxes. Schools in wealthier districts compared to inner city schools receive more funding per student due to the property taxes being higher in those areas.