My Foundations of Education

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My Foundations of Education by Mind Map: My Foundations of Education

1. History of U.S. Education

1.1. The Rise of the Common School

1.1.1. The Industrial Revolution

1.1.2. Andrew Jackson

1.1.3. right to vote

1.1.4. Franklin

1.1.5. Jefferson

1.1.6. Ralph Waldo Emerson

1.1.7. Horace Mann

1.1.8. normal school

1.1.9. common school

1.1.10. public education

1.2. The Democratic-Liberal School

1.2.1. progressive evolution

1.2.2. albeit flawed

1.2.3. Ellwood Cubberly

1.2.4. Merle Curti

1.2.5. Lawrence Cremin

1.2.6. Common School Era

1.2.7. Popular Education and Its Discontents

2. Sociological Perspectives

2.1. Conflict Therories

2.1.1. social capital

2.1.2. Randall Collins

2.1.3. cultural capital

2.1.4. social order

2.1.5. antagonism

2.1.6. social capital

2.1.7. schooling in capitalist America

2.1.8. Marxist perspective

2.1.9. Max Weber

2.1.10. Willard Waller

2.1.11. The Sociology of Teaching

2.1.12. Max Weber

2.2. Interactional Theories

2.2.1. Basil Bernstein

2.2.2. macrosociologial

2.2.3. "big picture"

2.2.4. class analysis

2.2.5. abstract

2.2.6. interactional analysis

2.3. Employment

2.3.1. Colllins

2.3.2. Berg

2.3.3. credential inflation

2.3.4. academic credential

2.3.5. gatekeepers

2.3.6. employment opportunity

2.4. Knowledge and Attitudes

2.4.1. Coleman and colleagues

2.4.2. Jencks and colleagues

2.4.3. academic programs and policies

2.4.4. Ron Edmonds

2.4.5. Heyns

2.4.6. well-being

2.4.7. self-esteem

2.5. Education and mobility

2.5.1. Rosenbaum

2.5.2. tournament

2.5.3. Americaqn ethos

2.5.4. civil religion

2.5.5. Macleod

2.5.6. mobility escalator

2.5.7. Turner-contest mobility

2.5.8. sponsored mobility

2.5.9. Hopper

2.5.10. educational route

2.5.11. educational amount

3. Philosophy of Education

3.1. Idealism

3.1.1. Generic Notions truth state of flux changing senses not trusted dialectic move to world of ideas "idealism" "tracking system" gender free

3.1.2. Key Researchers Plato St. Augustine Rene Descartes Immanuel Kant George W. F. Hegel

3.1.3. Goal of Education truth through ideas truth as individuals responsibilities transformation

3.1.4. Role of Teacher analyze ideas discuss ideas abstract notions reminiscence moral education role model

3.1.5. Curriculum study of classics Great Books curriculum Paideia Proposal back-to-basics approach

3.1.6. Method of Instruction active lectures dialectic approach work in groups or individually

3.2. Realism

3.2.1. Generic Notions matter is real independent of ideas triangle existing syllogism major premise minor premise conclusion science

3.2.2. Key Researchers Aristotle classic realism Thomas Aquinas religious realism Francis Bacon modern realism John Locke Alfred N. Whitehead contemporary realism Bertrand Russell

3.2.3. Goal of Education understand/apply principles of science solve problems plaguing modern world

3.2.4. Role of Teacher basic academic disciplines have solid grounding science math humanities present ideas in a clear manner enable students to evaluate works art poetry music literature

3.2.5. Curriculum science and math reading and writing humanities body of knowledge

3.2.6. Method of Instruction lecture question and answer objective criteria competency-based assessment

3.3. Pragmatism

3.3.1. Generic Notions instrumentalism and experimentalism theory of evolution optimistic belief "embryonic community" democratic society progressive

3.3.2. Key Researchers John Dewey George Peirce William James

3.3.3. Goal of Eduation social order "conjoint communicated experience" preparation for democratic society social progress "dialectic of freedom" growth, and more growth

3.3.4. Role of Teacher peripheral position encourages offers suggestions questions helps plan course of studt

3.3.5. Curriculum core curriculum integrated curriculum curriculum of expanding environments discipline-centered curriculum

3.3.6. Method of Instruction individually and in groups inquiry method/problem-solving no formal instruction no blocks of time

3.4. Existentialism and Phenomeology

3.4.1. Generic Notions concerns on the lives of others consciousness, perception, meaning on earth alone make sense of chaos "existence precedes essence" individual's choice "a great leap of faith"

3.4.2. Key Researchers Soren Kierkegaard Martin Buber Karl Jaspers Jean Sartre Maxine Greene Edmund Husserl Martin Heidegger Maurie Merleau-Ponty

3.4.3. Goal of Education needs of individual cognitively affectively individuality notion of possibility

3.4.4. Role of Teaher understanding "lived world" take risk "wide awake"

3.4.5. Curriculum humanities expose children at young age problems horrors possibilities accomplishments

3.4.6. Method of Instruction abhor "methods" intensely personal I-thou approach

3.5. Neo-Marxism

3.5.1. Generic Notions The Economic and Philosophical Manuscripts of 1844 The German Ideology The Communist Manifesto social order and change ruling class Capitalism

3.5.2. Key Researchers Karl Marx Samuel Bowles Herbert Gintis Michael Apple Paulo Freire

3.5.3. Goal of Education reproduction theories resistance theories "human agency" postmodernist feminist

3.5.4. Role of Teacher critical pedagogical process "transformative intellectual"

3.5.5. Curriculum socially constructed organized and codified

3.5.6. Method of Instruction dialectical approach question-and-answer

3.6. What it is?

3.6.1. rooted in practice

3.6.2. selected knowledge order classroom interact with students, peers, and parents values

3.6.3. clarify

3.6.4. justify

4. Schools as Organizations

4.1. Huntsville City Schools

4.1.1. state senators Richard Shelby Jefferson Sessions

4.1.2. House of Representatives Bradley Byrne Martha Roby Mike Rogers Robert Aderholt Mo Brooks Gary Palmer Terri Sewell

4.1.3. state superintendent Thomas R. Bice

4.1.4. representative on state school board Governor Robert J. Bentley Thomas R. Bice Jeffery Newman Yvette Richardson Matthew S. Brown Betty Peters Stephanie Bell Ella B. Bell Cynthia Sanders McCarty Mary Scott Hunter

4.1.5. local superintendent Dr. Casey Wardynski

4.1.6. local school board Ms. Elisa Ferrell Mr. Walker McGinnis Mr. Mike Culbreath Ms. Laurie McCaulley Beth Wilder

4.2. Japan's Educational Sytem

4.2.1. exemplary

4.2.2. produce skilled workers

4.2.3. highly competent managers

4.2.4. distinctive

4.2.5. compulsory eucation

4.2.6. highly competitive

4.2.7. "double schooling" phenominon

4.2.8. "study institution" (Juku)

4.2.9. high value for education

5. Curriculum and Pedagogy

5.1. Developmentalist Curriculum

5.1.1. needs/interest of student

5.1.2. Dewey

5.1.3. Piaget

5.1.4. student centered

5.1.5. developmental stages

5.1.6. life experiences

5.1.7. facilitator of student growth

5.2. Functionalist

5.2.1. competent members of society

5.2.2. existing social order consensus and agreement

5.2.3. codification of knowledge

5.2.4. social stability

5.2.5. Emile Durkheim less cohesive modern world

5.2.6. values to modern society

5.2.7. general norms

5.2.8. Parsons and Dreeben democratic society meritocratic society expert society

6. Educational Inequality

6.1. Unequal Educational Achievement Explanation

6.1.1. profound and persistent inequalities

6.1.2. role of schools provide a fair & meritocratic selection process

6.1.3. Functionalists

6.1.4. liberal educational policy

6.1.5. conflict theorists

6.1.6. guarantee equitable

6.1.7. interactionism

6.1.8. inequalities race class gende

6.1.9. factors outside of school family community culture peer group

6.1.10. factors within school teachers curriclum climate expectations

6.2. School-Centered Explanations

6.2.1. School Financing J. Kozol Savage Inequalities financed sources local state federal Property taxes per-pupil spending Serrano v. Priest Independent School District v. Rodriguez Abbott v. Burke Quality Education Act Governor Mario Cuomo Williams v. State of California

6.2.2. Effective School Research Ronald Edmonds the effective school literature Catholic schools implementation

6.2.3. Between School Differences school climates Bernstein elite private schools Bowles and Gintis's "select 16" school climates

6.2.4. Within-School Differences tracking by ability Albert Shanker Hallinan Oakes, 1985 Hurn, 1993

6.2.5. Gender and Schooling Anita Hill EEOC feminists movement "The Next Great Movement in History Is Theirs" Carol Gilligan In a Different Voice Bennett and LeCompte "silences women" gender roles

6.2.6. Coleman and Jencks

7. Equality of Opportunity

7.1. Achievement an Attainment of Special Needs

7.1.1. Education of All Handicapped Children Law

7.1.2. "least restrictive environment"

7.1.3. Individuals with Disabilities Education Act

7.1.4. regular education initiative

7.1.5. inclusion

7.1.6. Harvard Educational Review

7.2. Coleman Study Round 2

7.2.1. High School Achievement

7.2.2. Jencks (1985)

7.2.3. Catholic schools

7.2.4. Alexander and Pallas

7.2.5. "do it better"

7.2.6. Chubb and Moe

8. Politics of Education

8.1. Radical

8.1.1. combination of conservative and liberal

8.1.2. democratic socialism

8.1.3. fairer political economic system

8.1.4. Karl Marx

8.1.5. U.S. social problems

8.1.6. Western capitalist societies

8.1.7. The Third Way

8.2. Progressivism

8.2.1. solving social issues

8.2.2. upward mobility

8.2.3. individual potential

8.2.4. democratic society

8.2.5. progress to make things better

8.2.6. encompass left liberal to the radical spectrum

9. Educational Reform

9.1. Teacher Quality

9.1.1. high quality teachers

9.1.2. NCLB's requirement

9.1.3. out-of-field-teaching

9.1.4. Ingersoll

9.1.5. staffing urban schools

9.1.6. Teach for America

9.1.7. New York City Teaching Fellows Program

9.1.8. New Jersey's Alternative Certification Program

9.1.9. Race to the Top funding

9.2. School Finance Reform

9.2.1. Robinson v. Cahill

9.2.2. New Jersey State Constitution

9.2.3. Education Law Center

9.2.4. supplemental programs

9.2.5. Abbott V

9.2.6. SFRA

9.2.7. "money follows children"

9.2.8. CFE

9.2.9. "sound basic education"

9.2.10. state school funding formula