1. Philosophy of Education
1.1. Idealism
1.1.1. Generic Notions
1.1.1.1. truth
1.1.1.2. state of flux
1.1.1.2.1. changing
1.1.1.3. senses not trusted
1.1.1.4. dialectic
1.1.1.4.1. move to world of ideas
1.1.1.5. "idealism"
1.1.1.6. "tracking system"
1.1.1.6.1. gender free
1.1.2. Key Researchers
1.1.2.1. Plato
1.1.2.2. St. Augustine
1.1.2.3. Rene Descartes
1.1.2.4. Immanuel Kant
1.1.2.5. George W. F. Hegel
1.1.3. Goal of Education
1.1.3.1. truth through ideas
1.1.3.2. truth as individuals
1.1.3.3. responsibilities
1.1.3.4. transformation
1.1.4. Role of Teacher
1.1.4.1. analyze ideas
1.1.4.2. discuss ideas
1.1.4.3. abstract notions
1.1.4.4. reminiscence
1.1.4.5. moral education
1.1.4.6. role model
1.1.5. Curriculum
1.1.5.1. study of classics
1.1.5.2. Great Books curriculum
1.1.5.3. Paideia Proposal
1.1.5.4. back-to-basics approach
1.1.6. Method of Instruction
1.1.6.1. active
1.1.6.2. lectures
1.1.6.3. dialectic approach
1.1.6.4. work in groups or individually
1.2. Realism
1.2.1. Generic Notions
1.2.1.1. matter is real
1.2.1.2. independent of ideas
1.2.1.3. triangle existing
1.2.1.4. syllogism
1.2.1.4.1. major premise
1.2.1.4.2. minor premise
1.2.1.4.3. conclusion
1.2.1.5. science
1.2.2. Key Researchers
1.2.2.1. Aristotle
1.2.2.1.1. classic realism
1.2.2.2. Thomas Aquinas
1.2.2.2.1. religious realism
1.2.2.3. Francis Bacon
1.2.2.3.1. modern realism
1.2.2.4. John Locke
1.2.2.5. Alfred N. Whitehead
1.2.2.5.1. contemporary realism
1.2.2.6. Bertrand Russell
1.2.3. Goal of Education
1.2.3.1. understand/apply principles of science
1.2.3.2. solve problems plaguing modern world
1.2.4. Role of Teacher
1.2.4.1. basic academic disciplines
1.2.4.2. have solid grounding
1.2.4.2.1. science
1.2.4.2.2. math
1.2.4.2.3. humanities
1.2.4.3. present ideas in a clear manner
1.2.4.4. enable students to evaluate works
1.2.4.4.1. art
1.2.4.4.2. poetry
1.2.4.4.3. music
1.2.4.4.4. literature
1.2.5. Curriculum
1.2.5.1. science and math
1.2.5.2. reading and writing
1.2.5.3. humanities
1.2.5.4. body of knowledge
1.2.6. Method of Instruction
1.2.6.1. lecture
1.2.6.2. question and answer
1.2.6.3. objective criteria
1.2.6.4. competency-based assessment
1.3. Pragmatism
1.3.1. Generic Notions
1.3.1.1. instrumentalism and experimentalism
1.3.1.2. theory of evolution
1.3.1.3. optimistic belief
1.3.1.4. "embryonic community"
1.3.1.5. democratic society
1.3.1.6. progressive
1.3.2. Key Researchers
1.3.2.1. John Dewey
1.3.2.2. George Peirce
1.3.2.3. William James
1.3.3. Goal of Eduation
1.3.3.1. social order
1.3.3.2. "conjoint communicated experience"
1.3.3.3. preparation for democratic society
1.3.3.4. social progress
1.3.3.5. "dialectic of freedom"
1.3.3.6. growth, and more growth
1.3.4. Role of Teacher
1.3.4.1. peripheral position
1.3.4.1.1. encourages
1.3.4.1.2. offers suggestions
1.3.4.1.3. questions
1.3.4.1.4. helps plan course of studt
1.3.5. Curriculum
1.3.5.1. core curriculum
1.3.5.2. integrated curriculum
1.3.5.3. curriculum of expanding environments
1.3.5.4. discipline-centered curriculum
1.3.6. Method of Instruction
1.3.6.1. individually and in groups
1.3.6.2. inquiry method/problem-solving
1.3.6.3. no formal instruction
1.3.6.4. no blocks of time
1.4. Existentialism and Phenomeology
1.4.1. Generic Notions
1.4.1.1. concerns on the lives of others
1.4.1.2. consciousness, perception, meaning
1.4.1.3. on earth alone
1.4.1.4. make sense of chaos
1.4.1.5. "existence precedes essence"
1.4.1.6. individual's choice
1.4.1.7. "a great leap of faith"
1.4.2. Key Researchers
1.4.2.1. Soren Kierkegaard
1.4.2.2. Martin Buber
1.4.2.3. Karl Jaspers
1.4.2.4. Jean Sartre
1.4.2.5. Maxine Greene
1.4.2.6. Edmund Husserl
1.4.2.7. Martin Heidegger
1.4.2.8. Maurie Merleau-Ponty
1.4.3. Goal of Education
1.4.3.1. needs of individual
1.4.3.1.1. cognitively
1.4.3.1.2. affectively
1.4.3.2. individuality
1.4.3.3. notion of possibility
1.4.4. Role of Teaher
1.4.4.1. understanding "lived world"
1.4.4.2. take risk
1.4.4.3. "wide awake"
1.4.5. Curriculum
1.4.5.1. humanities
1.4.5.2. expose children at young age
1.4.5.2.1. problems
1.4.5.2.2. horrors
1.4.5.2.3. possibilities
1.4.5.2.4. accomplishments
1.4.6. Method of Instruction
1.4.6.1. abhor "methods"
1.4.6.2. intensely personal
1.4.6.3. I-thou approach
1.5. Neo-Marxism
1.5.1. Generic Notions
1.5.1.1. The Economic and Philosophical Manuscripts of 1844
1.5.1.2. The German Ideology
1.5.1.3. The Communist Manifesto
1.5.1.4. social order and change
1.5.1.5. ruling class
1.5.1.6. Capitalism
1.5.2. Key Researchers
1.5.2.1. Karl Marx
1.5.2.2. Samuel Bowles
1.5.2.3. Herbert Gintis
1.5.2.4. Michael Apple
1.5.2.5. Paulo Freire
1.5.3. Goal of Education
1.5.3.1. reproduction theories
1.5.3.2. resistance theories
1.5.3.3. "human agency"
1.5.3.4. postmodernist
1.5.3.5. feminist
1.5.4. Role of Teacher
1.5.4.1. critical pedagogical process
1.5.4.2. "transformative intellectual"
1.5.5. Curriculum
1.5.5.1. socially constructed
1.5.5.2. organized and codified
1.5.6. Method of Instruction
1.5.6.1. dialectical approach
1.5.6.2. question-and-answer
1.6. What it is?
1.6.1. rooted in practice
1.6.2. selected knowledge
1.6.2.1. order classroom
1.6.2.2. interact with students, peers, and parents
1.6.2.3. values
1.6.3. clarify
1.6.4. justify
2. Schools as Organizations
2.1. Huntsville City Schools
2.1.1. state senators
2.1.1.1. Richard Shelby
2.1.1.2. Jefferson Sessions
2.1.2. House of Representatives
2.1.2.1. Bradley Byrne
2.1.2.2. Martha Roby
2.1.2.3. Mike Rogers
2.1.2.4. Robert Aderholt
2.1.2.5. Mo Brooks
2.1.2.6. Gary Palmer
2.1.2.7. Terri Sewell
2.1.3. state superintendent
2.1.3.1. Thomas R. Bice
2.1.4. representative on state school board
2.1.4.1. Governor Robert J. Bentley
2.1.4.2. Thomas R. Bice
2.1.4.3. Jeffery Newman
2.1.4.4. Yvette Richardson
2.1.4.5. Matthew S. Brown
2.1.4.6. Betty Peters
2.1.4.7. Stephanie Bell
2.1.4.8. Ella B. Bell
2.1.4.9. Cynthia Sanders McCarty
2.1.4.10. Mary Scott Hunter
2.1.5. local superintendent
2.1.5.1. Dr. Casey Wardynski
2.1.6. local school board
2.1.6.1. Ms. Elisa Ferrell
2.1.6.2. Mr. Walker McGinnis
2.1.6.3. Mr. Mike Culbreath
2.1.6.4. Ms. Laurie McCaulley
2.1.6.5. Beth Wilder
2.2. Japan's Educational Sytem
2.2.1. exemplary
2.2.2. produce skilled workers
2.2.3. highly competent managers
2.2.4. distinctive
2.2.5. compulsory eucation
2.2.6. highly competitive
2.2.7. "double schooling" phenominon
2.2.8. "study institution" (Juku)
2.2.9. high value for education
3. Curriculum and Pedagogy
3.1. Developmentalist Curriculum
3.1.1. needs/interest of student
3.1.2. Dewey
3.1.3. Piaget
3.1.4. student centered
3.1.5. developmental stages
3.1.6. life experiences
3.1.7. facilitator of student growth
3.2. Functionalist
3.2.1. competent members of society
3.2.2. existing social order
3.2.2.1. consensus and agreement
3.2.3. codification of knowledge
3.2.4. social stability
3.2.5. Emile Durkheim
3.2.5.1. less cohesive modern world
3.2.6. values to modern society
3.2.7. general norms
3.2.8. Parsons and Dreeben
3.2.8.1. democratic society
3.2.8.2. meritocratic society
3.2.8.3. expert society
4. Educational Inequality
4.1. Unequal Educational Achievement Explanation
4.1.1. profound and persistent inequalities
4.1.2. role of schools
4.1.2.1. provide a fair & meritocratic selection process
4.1.3. Functionalists
4.1.4. liberal educational policy
4.1.5. conflict theorists
4.1.6. guarantee equitable
4.1.7. interactionism
4.1.8. inequalities
4.1.8.1. race
4.1.8.2. class
4.1.8.3. gende
4.1.9. factors outside of school
4.1.9.1. family
4.1.9.2. community
4.1.9.3. culture
4.1.9.4. peer group
4.1.10. factors within school
4.1.10.1. teachers
4.1.10.2. curriclum
4.1.10.3. climate
4.1.10.4. expectations
4.2. School-Centered Explanations
4.2.1. School Financing
4.2.1.1. J. Kozol
4.2.1.1.1. Savage Inequalities
4.2.1.2. financed sources
4.2.1.2.1. local
4.2.1.2.2. state
4.2.1.2.3. federal
4.2.1.3. Property taxes
4.2.1.4. per-pupil spending
4.2.1.5. Serrano v. Priest
4.2.1.6. Independent School District v. Rodriguez
4.2.1.7. Abbott v. Burke
4.2.1.8. Quality Education Act
4.2.1.9. Governor Mario Cuomo
4.2.1.10. Williams v. State of California
4.2.2. Effective School Research
4.2.2.1. Ronald Edmonds
4.2.2.2. the effective school literature
4.2.2.3. Catholic schools
4.2.2.4. implementation
4.2.3. Between School Differences
4.2.3.1. school climates
4.2.3.2. Bernstein
4.2.3.3. elite private schools
4.2.3.4. Bowles and Gintis's
4.2.3.5. "select 16"
4.2.3.6. school climates
4.2.4. Within-School Differences
4.2.4.1. tracking by ability
4.2.4.2. Albert Shanker
4.2.4.3. Hallinan
4.2.4.4. Oakes, 1985
4.2.4.5. Hurn, 1993
4.2.5. Gender and Schooling
4.2.5.1. Anita Hill
4.2.5.2. EEOC
4.2.5.3. feminists movement
4.2.5.4. "The Next Great Movement in History Is Theirs"
4.2.5.5. Carol Gilligan
4.2.5.6. In a Different Voice
4.2.5.7. Bennett and LeCompte
4.2.5.8. "silences women"
4.2.5.9. gender roles
4.2.6. Coleman and Jencks
5. Equality of Opportunity
5.1. Achievement an Attainment of Special Needs
5.1.1. Education of All Handicapped Children Law
5.1.2. "least restrictive environment"
5.1.3. Individuals with Disabilities Education Act
5.1.4. regular education initiative
5.1.5. inclusion
5.1.6. Harvard Educational Review
5.2. Coleman Study Round 2
5.2.1. High School Achievement
5.2.2. Jencks (1985)
5.2.3. Catholic schools
5.2.4. Alexander and Pallas
5.2.5. "do it better"
5.2.6. Chubb and Moe
6. History of U.S. Education
6.1. The Rise of the Common School
6.1.1. The Industrial Revolution
6.1.2. Andrew Jackson
6.1.3. right to vote
6.1.4. Franklin
6.1.5. Jefferson
6.1.6. Ralph Waldo Emerson
6.1.7. Horace Mann
6.1.8. normal school
6.1.9. common school
6.1.10. public education
6.2. The Democratic-Liberal School
6.2.1. progressive evolution
6.2.2. albeit flawed
6.2.3. Ellwood Cubberly
6.2.4. Merle Curti
6.2.5. Lawrence Cremin
6.2.6. Common School Era
6.2.7. Popular Education and Its Discontents
7. Sociological Perspectives
7.1. Conflict Therories
7.1.1. social capital
7.1.2. Randall Collins
7.1.3. cultural capital
7.1.4. social order
7.1.5. antagonism
7.1.6. social capital
7.1.7. schooling in capitalist America
7.1.8. Marxist perspective
7.1.9. Max Weber
7.1.10. Willard Waller
7.1.11. The Sociology of Teaching
7.1.12. Max Weber
7.2. Interactional Theories
7.2.1. Basil Bernstein
7.2.2. macrosociologial
7.2.3. "big picture"
7.2.4. class analysis
7.2.5. abstract
7.2.6. interactional analysis
7.3. Employment
7.3.1. Colllins
7.3.2. Berg
7.3.3. credential inflation
7.3.4. academic credential
7.3.5. gatekeepers
7.3.6. employment opportunity
7.4. Knowledge and Attitudes
7.4.1. Coleman and colleagues
7.4.2. Jencks and colleagues
7.4.3. academic programs and policies
7.4.4. Ron Edmonds
7.4.5. Heyns
7.4.6. well-being
7.4.7. self-esteem
7.5. Education and mobility
7.5.1. Rosenbaum
7.5.2. tournament
7.5.3. Americaqn ethos
7.5.4. civil religion
7.5.5. Macleod
7.5.6. mobility escalator
7.5.7. Turner-contest mobility
7.5.8. sponsored mobility
7.5.9. Hopper
7.5.10. educational route
7.5.11. educational amount
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