ED 302 Foundations of Education

1. Chapter 3: The History of Education

1.1. Old Deluder Laws - often towns neglected this idea to provide education to their youth but the precedent for the public responsibility for education remains.

1.2. The Common School - free publicly funded elementary schools

1.3. Brown v. Topeka BoE - 1954 ruling that segregation among schools was unconstitutional.

1.4. Plessy v. Ferguson - 1896 ruling that separate but equal facilities are constitutional.

1.5. Historians point to the period between 1820 and 1860 in the U.S. as one in which enormous changes took place with unprecedented speed.

1.6. The "great debate" was ended by the Soviet launch of the sputnik. The thought of the Soviets winning the space race brought the national attention to upgraded the standards of education.

2. Chapter 7: Curriculum, Pedagogy, and the Transmission of Knowledge

2.1. Social Efficiency Curriculum - different groups of students with different sets of needs and aspirations, should receive different types of schooling.

2.2. Humanist Curriculum - purpose of education is to present to students the best of what has been thought and written.

2.3. Developmentalist Curriculum - is related to the needs and interests of the student rather than the needs of society.

2.4. Social Meliorist Curriculum - curriculum should teach students to think and help solve societal problems, if not change the society itself.

2.5. Mimetic Tradition - based on the viewpoint that the purpose of education is to transmit specific knowledge to students.

2.6. Didactic Method - a method that commonly relies on the lecture or presentation as the main form of communication.

3. Chapter 8: Equality of Opportunity and Educational Outcomes

3.1. The Scholastic Aptitude Test has become the unofficial college entrance examination.

3.2. The Digest of Educational Statistics measures parental level of education, which is one indicator of socioeconomic status.

3.3. The Coleman Study: a study of the relationship between the organizational characteristics of schools and student achievement

3.4. Jencks and colleagues wrote that educational is related to employment and academic achievement is undeniable.

3.5. School segregation has increased over the past 20 years.

3.6. The Individuals with Disabilities Act improved disabled students starting in the 1980's

4. Chapter 9: Explanations of Educational Inequality

4.1. According to interactionists one how people interact within institutions such as families and schools interact on a daily basis in order to comprehend the factors explaining academic success or failure

4.2. Conventional wisdom about academic equality was to pump funding into inferior schools because that was believed to be the problem.

4.3. The most controversial student-centered explanation is the genetic argument.

4.4. Cultural deprivation theorists assert that the poor have a deprived culture one that lacks the value system of the middle class.

4.5. Lemann documented the black migration from the MIssissippi Delta to Chicago in the post-World War II years

4.6. Jonathan Kozol in his book Savage Inequalities, compared public schools in affluent suburbs witht the public schools in poor inner cities.

5. Chapter 2: The Politics of Education

5.1. Perspective - a model for understanding, analyzing, and solving educational problems.

5.2. Conservative Perspective - individuals and groups must compete in the social environment in order to survive.

5.3. Liberal Perspective - government involvement in the economic, political, and social arenas is necessary to ensure fair treatment of all citizens and to ensure a healthy economy.

5.4. Radical Perspective - believes in democratic socialism.

5.5. The school's role in the broadest sense is directly concerned with the aims, purposes, and functions of education in a society.

5.6. There is great differences in the four perspectives and they play themselves out in conflicts.

6. Chapter 4: The Sociology of Education

6.1. Functionalism - ways that societal and institutional forces create a collective conscience based on shared values.

6.2. Conflict Theory - ways in which differences among groups at the societal level produce conflict and domination that may lead to change.

6.3. De Facto Segregation - segregation not by law but just due to the non-diversity of some neighborhoods.

6.4. Tracking - the placement of students in curriculur programs based on ability.

6.5. The institutional level includes a society's major institution, such as the family, school, churches and synagogues, business and government, and the media.

6.6. The interpersonal level includes the processes , symbols, and interactions that occur within such institutional settings.

7. Chapter 5: The Philosophy of Education

7.1. Goal of Idealism- the search for truth through ideas rather than through the examination of the false shadowy world of matter.

7.2. Goal of Realism - help individuals understand and then apply the principles of science to help solve the problems facing the modern world.

7.3. Goal of Pragmatism - school should be a place where ideas can be implemented, challenged and structured to provide students with the knowledge to improve the social order.

7.4. Goal of Existentialism - existentialists see education as an activity liberating the individual from a chaotic, absurd world.

7.5. Role of philosophy - it aids teachers in understanding who they are or intend to be and why they do or purpose to do what they do.

7.6. Philosophical Inquiry - the three areas are: metaphysics, epistemology and axiology.

8. Chapter 6: Schools as Organizations and Teacher Professionalization

8.1. No Child Left Behind requires teachers to be highly qualified with a college degree, full certification and demonstrable content knowledge.

8.2. School-based management, if it is to succeed, must empower teachers in terms of their decision-making capacities about curriculum, discipline, and other academic areas.

8.3. Teacher burnout could be caused by the extremely demanding process of role switching.

8.4. 75.2 percent of all public school teachers in the United States were women.

8.5. Residential segregation has caused de facto segregation of our public schools.

8.6. The United States has one of the most decentralized school systems in the world.

9. Chapter 10: Educational Reform and School Improvement

9.1. Federal government was brought back to the forefront with the federal programs under Clinton, Bush, and Obama.

9.2. President G.H.W. Bush implemented America 2000. This was a set of goals to be met nationally by the year 2000.

9.3. No Child Left Behind was a program to further increase standards in education by President G.W. Bush. It was controversial and lofted the liberal critique back onto itself.

9.4. Race to the Top was put in place by President Obama to aid states on meeting the various standards of NCLB.

9.5. Voucher programs place the funding in the hands of the parents instead of the schools in order for good schools to be awarded and bad schools punished.

9.6. Charter Schools are open to all students and are regulated by a government agency. Accountability is at the forefront of the movement.