1. Philosophy of Education
1.1. Pragmatism/ Progressivism
1.1.1. Generic Notions
1.1.1.1. Instrumentalism
1.1.1.1.1. pragmatic relationship between school and society
1.1.1.2. Experimentalism
1.1.1.2.1. application of ideas to educational practice on an experimental basis
1.1.2. Key Researchers
1.1.2.1. George Sanders Peirce
1.1.2.2. William James
1.1.2.3. John Dewey
1.1.2.3.1. Progressive Education
1.1.2.4. Francis Bacon
1.1.2.4.1. Inductive reasoning
1.1.2.5. John Locke
1.1.2.5.1. Tabula rasa
1.1.2.6. Jean-Jacques Rousseau
1.1.2.6.1. Emphasis on environment and experience
1.1.3. Goal of Education
1.1.3.1. School should provide "conjoint, communicated experience"
1.1.3.2. Preparation for democracy
1.1.4. Role of the Teacher
1.1.4.1. Teacher is a facilitator of knowledge
1.1.5. Method of Instruction
1.1.5.1. Problem-solving
1.1.5.2. Inquiry method
1.1.6. Curriculum
1.1.6.1. a balance of traditional disciplines, and the needs and interests of the child
2. Curriculum and Pedagogy
2.1. Historical Theory of Education
2.1.1. Social Efficiency curriculum
2.1.1.1. different groups of students, with different sets of needs and aspirations, should receive different types of schooling
2.2. sociological theory of education
2.2.1. Conflict Theory
2.2.1.1. schools hidden curriculum teaches the attitudes and behaviors required in the workplace and the formal curriculum represents the dominant cultural interests in society
3. Politics of Education
3.1. Liberal
3.1.1. Quality with equality
3.1.2. A balance should be maintained between setting acceptable performance standards and ensuring that all students can meet them
3.1.3. Programs should enhance equality of opportunity for disadvantaged groups
3.2. Progressive
3.2.1. Schools are central to solving social problems
3.2.2. schools should be a vehicle for upward mobility
3.2.3. essential to the development of individual potential
4. Schools as Organizations
4.1. State Senators
4.1.1. Bill Holtzclaw
4.2. House of Representatives
4.2.1. Mo Brooks
4.3. State superintendent
4.3.1. Tommy Bice
4.4. representative on state school board
4.4.1. Dan Williams
4.5. Local Superintendent
4.5.1. W. L. Holladay III
4.6. Local school board
4.6.1. Russell Johnson
4.6.2. Beverly Malone
4.6.3. Dr. Chris Paysinger
4.6.4. Jennifer Manville
4.6.5. James Lucas
4.6.6. Scott Henry
4.6.7. Tim Green
5. Equality of Opportunity
5.1. African-American Gaps
5.1.1. Head Start
5.1.1.1. Abbot v Burke
5.1.1.1.1. Mandate in New Jersey for free preschool for all 3 and 4-year-olds in the low income, urban districts
5.1.2. Crack cocaine epidemic
5.1.2.1. In the 1980s many minority and poor children were born addicted to cocaine and showed cognitive deficits in the 1990s
5.1.3. Gaps in reading and mathematics narrowed from 1973-1986 but then increased again from 1986-1999
5.1.4. for persons of both sexes 25 years and older 84 percent graduated from high school and 19.9 percent received a bachelor's degree
5.1.5. more likely to have less challenging curricula
5.1.6. Less likely to be in advanced placement classes
5.2. The Coleman Study
5.2.1. Where an Individual goes to school is often related to her race and socioeconomic background
5.2.2. Racial and socioeconomic composition of a school has a greater impact than an individual's race and class
5.2.3. racial composition of a student's school is 1 and 3/4 times more important than a student's individual race.
5.2.4. school segregation based on race and socioeconomic status
5.2.5. school interactions dominated by middle class values
5.2.6. Schools must end tracking systems and biases that favor white and middle-class students
6. History of U.S. Education
6.1. Equality of Opportunity
6.1.1. Plessy v Ferguson
6.1.1.1. Separate but equal
6.1.2. GI Bill of Rights
6.1.3. Brown v Topeka Board of Education
6.1.3.1. Segregation unconstitutional
6.2. Cardinal Principles of Secondary Education
6.2.1. Health
6.2.2. Command of Fundamental processes
6.2.3. Worthy home-membership
6.2.4. Vocation
6.2.5. Citizenship
6.2.6. Worthy use of leisure
6.2.7. Ethical character
7. Sociological Perspectives
7.1. Interactional Theory
7.1.1. "The processes by which students are labeled gifted or learning disabled are...important to analyze, because such processes carry with them many implicit assumptions about learning and children".
7.1.2. "...students from working class backgrounds are at a disadvantage in the school setting because schools are essentially middle-class organizations."
7.1.3. Microsociological > Macrosociological
7.2. Effects of schooling
7.2.1. De Facto Segregation
7.2.2. Employment
7.2.3. Teacher Behavior
8. Educational Inequality
8.1. Sociological explanation
8.1.1. Cultural difference theory
8.1.1.1. John Ogbu
8.1.1.1.1. African American students do less well in school because they adapt to their oppressed position in the class and caste structure
8.1.1.1.2. relationship between language and educational acheivement
8.1.1.2. Bernstein
8.1.1.2.1. Schools reward middle-class communication codes
8.1.1.3. Bourdieu
8.1.1.3.1. Cultural capital
8.1.1.4. Tyson
8.1.1.4.1. Black students are more negatively affected by race-based tracking rather than racial or cultural attitudes learned at home or in their communities
8.2. School centered explanation
8.2.1. School Funding
8.2.1.1. More affluent communities are able to provide more per-pupil spending than poorer districts
8.2.1.2. Serrano v Priest
8.2.1.2.1. System of unequal school financing between wealthy and poor districts unconstitutional
8.2.1.2.2. Did not declare the use of property taxes for school funding illegal
8.2.1.3. Abbot v Burke
8.2.1.3.1. Funding between rich and poor districts unconstitutional
8.2.1.3.2. Resulted in Quality Education Act
8.2.2. School Research
8.2.2.1. Characteristics of effective schools
8.2.2.1.1. Climate of high expectations for students
8.2.2.1.2. Strong effective leadership by a principal
8.2.2.1.3. Accountability processes for students and teachers
8.2.2.1.4. monitoring of student learning
8.2.2.1.5. high degree of instructional time on task
8.2.2.1.6. flexibility for teachers and admin to experiment and adapt to new situations
9. Educational Reform
9.1. School Based reform
9.1.1. School Choice
9.1.2. Charter schools
9.1.2.1. Privatized schools
9.1.3. Tuition Vouchers
9.1.3.1. use of money to send children to private schools
9.1.4. School to work programs
9.1.4.1. allows students to explore different careers
9.1.5. Teacher Education
9.1.5.1. Perceived lack of rigor and intellectual demands in TEPs
9.1.5.2. Need to attract and retain competent teacher candidates
9.1.5.3. Necessity to reorganize the academic and professional components of TEPs
9.2. Societal, Community, Economic, and Political Reforms
9.2.1. State intervention
9.2.1.1. Allows for school takeovers by local governments
9.2.2. School Finance reforms
9.2.2.1. more funding is needed to serve the children in poorer school districts
9.2.3. Full service and community schools
9.2.3.1. Targeted at-risk communities
9.2.3.2. prevent problems
9.2.3.3. repair the larger social and economic problems of society