Foundations of Education Example

1. PHILOSOPHY OF EDUCATION

1.1. If stability is to occur, individual variations, rather than being suppressed, must be fostered. In such a situation, individual variations are at a premium, since it is these variations, and not the old, fixed ways, which will more likely provide the basis or means for the integration of the new environment with the individuals.If stability is to occur, individual variations, rather than being suppressed, must be fostered. In such a situation, individual variations are at a premium, since it is these variations, and not the old, fixed ways, which will more likely provide the basis or means for the integration of the new environment with the individuals.

1.2. Research in the area of education in a society in transformation examines the theoretical basis of education as well as questions that relate to teaching and educational studiesResearch in the area of education in a society in transformation examines the theoretical basis of education as well as questions that relate to teaching and educational studies..

1.3. The main goal of our General Education program is to provide all students the tools they need to improve their thinking, reasoning, and problem solving skills

1.4. teacher's role involves more than simply standing in front of a classroom and lecturing. In fact, even though a teacher spends the majority of the day in the classroom, the actual teaching component is only part of the job.

1.5. An instructional method can be defined as the process by which instruction occurs, whether that might be lecture, class discussion, small group discussion, simulation, experience, or individual project.

1.6. Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes and skills, such as tolerance and respect.

2. SCHOOLS AS ORGANIZATIONS

2.1. State senate in Jackson Co. Steve Livingston

2.2. House of Representative for Jackson co is Tommy Hanes and Ritchie Whorton

2.3. State superintendent is Timmy Bice

2.4. representative on state school board is john Robinson

2.5. Jackson county superintendent is Bart Reeves

3. CURRICULUM AND PEDAGOGY

3.1. CURRICULUM  Based on conditions, problems and needs of society  An agent for transmission of basic values of culture  Prepare the child for global/world society  Flexible and changeable for the effective realization of socially determined objectives

3.2. METHODS OF TEACHING Enable child to acquire skills and knowledge needed Develop a capacity for social adjustment

3.3. Education takes place in society  Education is essentially a social process  Social environment educates the child education has a social role to play  Education is a lifelong process

4. EQUALITY OF OPPORTUNITY

4.1. Equality of opportunity is a political ideal that is opposed to caste hierarchy but not to hierarchy per se. The background assumption is that a society contains a hierarchy of more and less desirable, superior and inferior positions

4.2. advantages some parents give their children are not related to intimacy, such as paying tuition for an expensive boarding school. If we take this option then those advantages will not be justified.

4.3. we might think that only some of the demands of familial partiality, those related to intimacy such as bed-time stories, are sufficient to out-weigh concern for equality opportunity but that equal opportunity is an important principle and we ought to try to equalize upbringings in many ways when we can do so without sacrificing the goods central to the family

4.4. children have quite different personalities and needs, it is clear from inequality in family wealth and differences in employment that family background will influence a child’s prospects in the labor market, in education, in health, in civic participation and overall well-being

5. EDUCATIONAL INEQUALITY

5.1. NCLB requires all states to assess annually all K-12 students and report the percentages—disaggregated by race, ethnicity, gender, socio-economic status, and disability—of students who are proficient in core subjects such as mathematics and reading

5.2. NCLB advocates argue that it will force states to reduce the achievement gaps among students because schools cannot hide low achievement by disadvantaged students behind the higher achievement of advantaged children

5.3. The hope is that this sociological contribution will produce policy discussions that are better grounded in sociological theory and research and thus better able to produce policy that effectively reduces social class and race-ethnic gaps in educational achievement

5.4. The “achievement gap” in education refers to the disparity in academic performance between groups of students. The achievement gap shows up in grades, standardized-test scores, course selection, dropout rates, and college-completion rates, among other success measures

5.5. With the passage of the No Child Left Behind Act of 2001, closing achievement gaps among these various student groups became a focus of federal education accountability, and schools and districts were required to disaggregate student test scores and other performance data by student characteristics to enable better comparisons between groups.

5.6. Achievement gaps seem likely to remain a focus in the next authorization of the Elementary and Secondary Education Act. The requirement that schools, districts and states disaggregate students’ test scores and graduation rates by race, gender, language and socio-economic status remains one of the few parts of NCLB with broad bipartisan support for reauthorization.

6. EDUCATIONAL REFORM

6.1. The study on curriculum reform, conducted by the University of Colorado, Boulder, aimed to learn from pioneering curricular reform efforts in science, mathematics, and higher order thinking skills across the disciplines. Specifically the study focused on which reforms worked; which incentives for change were effective; and, which means of overcoming barriers to change were successful

6.2. The study looked at the factors that influenced how policy makers design innovative early childhood programs. For example, what strategies lead to the development of more comprehensive and family-responsive programs at the community level? The study also focused on implementation issues for early childhood programs in communities

6.3. The educational partnerships described in the national education goals, plus the growing number of state and local initiatives and mandates related to parent and community involvement, provide a climate of increased attention to the meaningful involvement of parents and the community in education at the state and local levels.

6.4. Progressive reformers urged cities to pass legislation which set standards for housing (to try to eliminate the worst tenements) and such sanitation matters as garbage pick-up and sewage systems

6.5. Progressive reformers focused their fight against the consumption of alcohol on the saloons.� Saloons were a major center of immigrant culture, for they were not only bars but important social gathering places and where most political machines operated out of

7. POLITICS OF EDUCATION

7.1. political as education issues can be, teachers, charged with ultimate execution of new policies, often refrain from viewing themselves as political. Even as some members of the profession rage against tests, or certain teacher-evaluation proposals, or any number of other policies, many don’t want the “political” label.

7.2. As an academic discipline the study of politics in education has two main roots. The first root is based on theories from political science while the second root is footed in organizational theory.[1] Political science attempts to explain how societies and social organizations use power to establish regulations and allocate resources. Organizational theory uses scientific theories of management to develop deeper understandings regarding the function of organizations

7.3. political contexts that shape our conceptions of education and guides our pedagogical practice. Contemporary educational theory and practice are taken to task for attempting to instill democratic values and a love of freedom anti-democratically with little to no freedom

7.4. The Politics of Education considers the effects of standardized examinations on the individual and her ability to function in a democratic society. Critiques of contemporary educational theory and practice by Dewey, Foucault, Bourdeau, classical conservative thinkers and others are considered

7.5. The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a nation and as a people

8. HISTORY of US EDUCATION

8.1. 1964 - The Civil Rights Act becomes law. It prohibits discrimination based on race, color, sex, religion or national origin

8.2. The civil rights movement to me has changed everything towards education, It shows education is for every one not just a certain race.

8.3. Remember the titans, is not really an education movie but it shows a glimpse of what these students had to go through.

8.4. This is a great quote I found “Education must also train one for quick, resolute and effective thinking. To think incisively and to think for one’s self is very difficult. We are prone to let our mental life become invaded by legions of half-truths, prejudices, and propaganda. At this point, I often wonder whether education is fulfilling its purpose"

8.5. A great majority of the so called educated people do not think logically or scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us the objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education.

8.6. The ability to deal with people is as purchasable a commodity as sugar or coffee and I will pay more for that ability than for any other under the sun”.

9. SOCIOLOGICAL PERSPECTIVES

9.1. Social class differences in the communication codes of working class and middle class children…differences that reflect class and power relations in the social divisions of labor, family, and school

9.2. the 3 effects I have chosen is poverty, bullying, and civil rights

9.3. Poverty-Children raised in poverty are much less likely to have these crucial needs met than their more affluent peers.

9.4. Bullying- This is an issue getting worse everyday. Students can not focus on academics or anything because their emotions are just out of control from students bullying them.

9.5. Civil rights- This issue has gotten a lot better since the 1960's but their is still problems throughout the U.S. where some people will never get over race or sex. Which cause some teachers to show favoritism.