My Foundations of Education

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

1. Politics of Education

1.1. Radical

1.1.1. Does not believe that free market capitalism is the best form of economic organization, but rather says a democratic socialism is a fairer political-economic system.

1.1.2. http://www.historyisaweapon.com/defcon1/radedupro.html

1.1.3. https://www.youtube.com/watch?v=q_EWlmpwUoc

1.2. Progressive

1.2.1. Views the schools as central to solving social problems, as the way to move society forward, to develop individual potential, and a part of the democratic society.

1.2.2. Basic comparison of Traditional and Progressive Education

1.2.2.1. (Picture Source) http://www.joebower.org/2011/11/formal-traditional-vs-progressive.html

1.2.3. http://www.uvm.edu/~dewey/articles/proged.html

2. History of U.S. Education

2.1. African-American Civil Rights Movement

2.1.1. African-Americans were first provided their free public education through segregated schools. These people were often advised to create their own. Due to the low economic opportunities for the African-Americans, the schools had little if any funding.

2.1.2. http://www.countriesquest.com/north_america/usa/history/progressivism_and_reform/african_americans_in_the_progressive_era.htm

2.1.3. http://www.yourarticlelibrary.com/education/the-relationship-between-education-and-society-7040-words/8584/

2.1.4. African American Education Reform http://study.com/academy/lesson/african-americans-in-the-progressive-era-issues-leaders.html

2.2. Democratic-Liberal School Interpretation

2.2.1. This view believes in a school system committed to providing equality of education for all.

2.2.2. http://www.studentnewsdaily.com/conservative-vs-liberal-beliefs/

2.2.3. https://www.democrats.org/issues/education

3. Sociological Perspectives

3.1. Relationship Between School and Society

3.1.1. Schools provide socialization for children. They learn ideals, values, and expectations. Schools are a small representation of our society. Many of the problems found with in our society are replicated in the schools because of the individuals that participate in the environment bring their own views and create the society.

3.1.2. relationship between schools and society

3.1.2.1. (Picture Source) https://sites.google.com/site/indicadoresperu/home

3.1.3. http://study.com/academy/lesson/functions-of-school-socialization-cultural-innovation-integration-latent-functions.html

3.2. Three Effects of Schooling on Idividuals

3.2.1. Knowledge and Attitudes

3.2.1.1. The more education a person receives, the more likely the person is to read, keep up-to-date on current events, develop ideas and opinions regarding political affairs, and develop a strong sense of well-being.

3.2.2. Employment

3.2.2.1. The majority of education the students receive does not relate to job performance or readiness.

3.2.2.2. http://www.mckinsey.com/client_service/public_sector/mckinsey_center_for_government/education_to_employment

3.2.2.3. The employment field is not level to all applicants. https://www.youtube.com/watch?v=_TbvuqRMUO4

3.2.3. Education and Mobility

3.2.3.1. Americans believe that more education leads to economic and social mobility. The individual is in charge of their own success.

3.2.3.2. http://www.brookings.edu/research/reports/2013/06/13-facts-higher-education

4. Philosophy of Education

4.1. Progressivism Philosophy

4.1.1. http://study.com/academy/lesson/progressivism-overview-practical-teaching-examples.html

4.1.1.1. General Notions 1. Children learn through hands-on activities more than lecture (example: riding a bike) 2. Children will learn based on the questions they develop and the means of answering them that they attempt 3. Teachers are not over all learning. The child must also work to develop their own understanding of material

4.1.1.2. Goal Of Education 1. Students should learn how to be productive in the world outside of school 2. Students should learn to work together and for each other to reach desired goals 3. Students should learn to continually improve themselves and their lives

4.1.1.3. The Role of the Teacher 1. The teacher is not the authoritarian 2. The teacher should help the students to learn to question and search for answers 3. The teacher should teach the students to become independent learners

4.1.1.4. The Method of Instruction 1. Instruction should take place both individually and in groups 2. Prompts should be in a problem-solving or deep thinking format 3. All aspects of curriculum should be intertwined to help teach the relevance of each subject

4.1.1.5. The Nature of Curriculum 1. The curriculum should mirror the students’ interests and questions 2. The curriculum should be based on hands-on activities 3. The curriculum should prepare students for the future needs, not just test needs

4.1.2. Key Contributors

4.1.2.1. John Locke https://www.youtube.com/watch?v=X-buzVjYQvY

4.1.2.2. Jean-Jacques Rousseau http://study.com/academy/lesson/jean-jacques-rousseau-ideas-impact-works.html

4.1.2.3. John Dewey http://study.com/academy/lesson/john-dewey-on-education-impact-theory.html

5. Schools as Organizations

5.1. Major Stakeholders in American Education

5.1.1. State senators: Jefferson Sessions and Richard Shelby

5.1.2. House of Representatives: Mike Hubbard, Micky Hammon, and Craig Ford

5.1.3. State super intendent: Thomas Bice

5.1.4. Representatives on the State Board: Governor Robert Bentley, Thomas Bice, Jeffery Newman, Yvette Richardson, Matthew Brown, Betty Peters, Stephanie Bell, Ella Bell Cynthia Sandars McCarty, and Mary Scott Hunter

5.1.4.1. https://www.alsde.edu/

5.1.5. Local Super intendent: Dr. Vic Wilson

5.1.6. Local School Board Members: Randy Sparkman, Dr. James Joy, Mike Swafford, Ventia Jones, and Jennifer Sittason

5.1.6.1. http://www.hartselletigers.org/

5.2. Germany's Education System

5.2.1. Germany sorts it's students at a young age and divides them into various schools. The schools each focuses on a different goal - producing government employees, STEM works, Language arts workers, and vocational skills.

5.2.2. http://www.german-way.com/history-and-culture/education/the-german-school-system/

5.2.3. A discussion between and American and German regarding education. https://www.youtube.com/watch?v=KCBTLJ7sEv8

6. Curriculum and Pedagogy

6.1. Modern Functionalist Theory

6.1.1. Developed in America, and focused on preparing students for the increasingly complex roles of our society

6.1.2. http://study.com/academy/lesson/structural-functionalism-and-the-works-of-talcott-parsons.html

6.1.3. Curriculum should changed based on the requirements to be a functional individual within our society. Students should learn to be independent and self sufficient while questioning the world around them.

6.2. Developmentalist Curriculum

6.2.1. This type of curriculum has a goal to be based off of the needs and interests of the students rather than trying to fix society through education

6.2.2. Quick Comparison

6.2.2.1. http://www.slideshare.net/drburwell/the-curriculum-1900-present-2008-presentation-772675

6.2.3. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/nature-based-learning

7. Equality of Opportunity

7.1. African-American Achievement and Attainment

7.1.1. What is an Achievement Gap? https://www.youtube.com/watch?v=U8N9-ubmuoM

7.1.2. The higher the education of the parents, the more liking the child will be successful in school and also continue until graduation.

7.1.3. Information on the Achievement Gap from Education Week http://www.edweek.org/ew/issues/achievement-gap/

7.2. Coleman Study

7.2.1. The scholarly minority group. led by Ron Edmonds, set out to define what made a school effective. They also believed that all students can learn and it is dependent upon the school environment. (Sadovnik, et al. 2013, p. 367)

7.2.2. After many studies and research, it was concluded that the differences among schools are not great predictors of student outcome. (Sadovnik, et al. 2013, p. 267)

7.2.3. Effective schools research study http://ces.ou.edu/effective_schools_research.html

8. Educational Inequality

8.1. Sociological Explanation

8.1.1. Interactionism says that to fully understand the problem, you must first learn how the people that are apart of the institution interact daily to comprehend the factors that may be effecting success and failure.

8.1.2. Sociological Perspectives http://2012books.lardbucket.org/books/a-primer-on-social-problems/s14-02-sociological-perspectives-on-e.html

8.1.3. Video on the Four Theological Perspectives http://study.com/academy/lesson/sociologys-four-theoretical-perspectives-structural-functional-social-conflict-feminism-symbolic-interactionism.html

8.2. School-Centered Explanation

8.2.1. School Financing is a possible cause of inequality. Schools are either funded through the state, privately, or based on area taxes. When a school is in a better area they are more likely to get better funding.

8.2.2. This article discusses funding as the issue with school inequality. https://www.americanprogress.org/issues/education/report/2012/09/19/38189/the-stealth-inequities-of-school-funding/

8.2.3. What will Help? http://www.wcer.wisc.edu/news/coverstories/decrease_ed_inequity.php

9. Educational Reform

9.1. School Reform

9.1.1. Benefits - allows students to explore careers and see what skills will be required -skills are gained that can be used in a variety of environments -valued benchmarks that ensure that the education needed for that career is being received.

9.1.2. http://www2.ed.gov/pubs/Biennial/95-96/eval/410-97.pdf

9.1.3. Fox News Video http://fox6now.com/2015/06/03/students-employers-who-are-part-of-mps-school-to-work-program-honored-for-their-efforts/

9.2. Community Reform

9.2.1. Explained: Community-centered education reform can strengthen the effectiveness and sustainability of technical or research-based reforms by providing the political, social, and moral capital required to counter forces that often derail and delay essential changes in policy and practice. In addition, community-centered reform recognizes the need to adapt rather than replicate “best” practices so that they address local conditions and aspirations.

9.2.2. http://annenberginstitute.org/about/smart-education-systems

9.2.3. Document providing an in depth view of urban based reform. https://datacenter.spps.org/uploads/SOTW_Communities_and_Schools_A_View_of_Urban_Education_10_14_05.pdf