My Foundations of Education

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

1. Encourages us to realize that society guides our thoughts and needs.

2. Conservative because it gives parents the ability to pick a school and education to better their kids in their performance.

3. Politics of Education

3.1. I personally like progressivism for teaching because it is more student-centered and that is what teaching is all about.

3.2. Traditional teaching is to basic and teacher-centered. Teaching is all about the students and how they learn.

3.3. The major founders of progressivism were Francis Parker and John Dewey.

3.4. Progressivism is "learning by doing".

3.5. Every student should have equal ability to learn.

4. History of U.S. Education

4.1. Brown v. Board of Education

4.1.1. declared state laws establishing public schools for black and white students to be unconstitutional

4.2. Horace Mann

4.2.1. Father of American public schools

4.3. A major reform movement that won support was the effort to make education available to more children.

5. Sociological Perspectives

5.1. This helps us to see general social patterns in the behavior of particular individuals.

5.2. Three effects of schooling that have an impact.

5.2.1. technology

5.2.2. religion

5.2.3. environment

6. Philosophy of Education

6.1. Pragmatism

6.1.1. American philosophy developed in the nineteenth century

6.1.2. Founders of this school of thought

6.1.2.1. George Sanders Pierce (1839-1914)

6.1.2.2. William James (1842-1910)

6.1.2.3. John Dewey (1859-1952)

6.2. Generic Notions

6.2.1. Dewey's form of pragmastism:

6.2.1.1. Instrumental

6.2.1.2. Experimentalism

6.2.2. Founded on the new psychology and behaviorism

6.2.3. Dewey's theories were influenced by the theory of evolution and by an eighteenth-century optimistic belief in progress

6.2.4. Dewey's ideas about education, referred to as progressive

6.2.4.1. Experimental learning

6.2.4.2. Group learning

6.2.4.3. Children participate in planning his or her course of study

6.3. Key Researchers

6.3.1. George Sanders Pierce

6.3.2. William James

6.3.3. John Dewey

6.4. Goal of Education

6.4.1. Dewey believed that schools should balance the needs of society and community on one hand and the needs of the individual on the other

6.4.2. Integrate children into not just type of society, but a democratic one

6.4.3. Dewey stressed the importance of the school as a place where ideas can be implemented, challenged, and restructured, with the goal of providing students with the knowledge of how to improve the social order

6.5. Role of Teacher

6.5.1. The teacher is no longer the authoritarian figure from which knowledge flows

6.5.2. The teacher assumes the peripheral position of facilitator

6.5.3. Teacher encourages, offers suggestions, questions, and helps plan and implement courses of study

6.5.4. Teacher writes curriculum and have a command of disciplines in order to create and implement curriculum

6.6. Plessy v. Ferguson

6.6.1. separate but equal

6.7. Method of Instruction

6.7.1. Dewey proposed that children learn both individually and in groups

6.7.2. Students should start posing questions about what they want to know

6.7.3. Problem-solving or inquiry method

6.7.4. Formal instruction was abandoned

6.7.5. Furniture, usually nailed to the floor, was discarded in favor of tables and chairs that could be grouped as needed

6.7.6. Children could converse quietly with one another, could stand up and stretch if warranted, and could pursue independent study or group work

6.8. Curriculum

6.8.1. Follow Dewey's notion of core curriculum, or an integrated curriculum

6.8.2. Working from the known to unknown

6.8.3. "Expanding environments"

6.8.4. Progressive educators are not wedded to a fixed curriculum

6.8.5. Child-centered

7. Schools as Organizations

7.1. "Openness"

7.1.1. Arranged

7.1.1.1. Elementary (K-6)

7.1.1.2. Middle School (6-8)

7.1.1.3. Junior High (7-9)

7.1.1.4. High School (9-12)

7.1.2. Schools are made to make sure students have multiple opportunities for their advancement

7.1.2.1. Advanced diploma

7.1.2.2. Standard diploma

7.1.2.3. Drop out

7.2. Government

7.2.1. Federal

7.2.1.1. Little money towards eduaction

7.2.1.2. Little authority when it comes to the government of the public school system

7.2.2. State

7.2.2.1. More money is given to public schools unlike the federal

7.2.2.2. Maintains curriculum, safety codes, and skills for teaching

7.2.3. District

7.2.3.1. Majority of funding to schools is by taxpayers

7.2.3.2. Mandates made are carried out by citizens of a district

8. Curriculum and Pedagogy

8.1. What is taught by schools?

8.1.1. Schools are required to teach a certain curriculum. It has to be reviewed by the state and implemented within the schools

8.1.2. Curriculum is defined as an objective and organized body of knowledge to be taught to the students

8.1.3. Curriculum is simplified and tends to ignore political and social aspects of what is being taught

8.2. Politics of Curriculum

8.2.1. Questions

8.2.1.1. One of the main questions asked: Who shapes curriculum?

8.2.1.2. Whose values are represented?

8.3. Sociology of Curriculum

8.3.1. Focused not just on what is taught, but why it is taught

8.3.2. Believe that the curriculum of the school includes both what is formally included as the subject matter learned-the formal curriculum as well as the informal and hidden curriculum

9. Equality of Opportunity

9.1. Students with special needs

9.1.1. Parents with special needs children tend to put more pressure on the education system

9.1.2. Congress passed the education of all handicapped children a law in 1975

9.2. Class

9.2.1. Different social classes have different experiences

9.2.1.1. Wealthier family better the eduaction

9.2.1.2. Teachers expect more from the middle and upper class and are given more attention

9.2.1.3. There's a higher chance of middle and upper class going to college and receiving a degree

10. Educational Inequality

10.1. Do schools reproduce inequality?

10.2. Cultural Difference Theories

10.2.1. Students from lower socioeconomic backgrounds face problems in their community due to:

10.2.1.1. Racism

10.2.1.2. Poverty

10.2.1.3. Social and Institutional Processes

10.2.2. Working class and non white students

10.2.2.1. Minority oppressed

10.2.2.2. May arrive at school with different cultural dispositions

11. Educational Reform

11.1. No Child Left Behind (NCLB) (BUSH)

11.1.1. Has historically undeserved low-income and minority children through curriculum tracking, poor instruction, and low-quality teachers in urban schools.

11.1.2. Mandates the uniform standards for all students in order to reduce and eventually eliminate the social class and race achievement gap by 2014

11.2. Race to the Top (OBAMA)

11.2.1. Grants will aid states while they work to meet the NCLB mandates, improve student outcomes, and eliminate achievement gaps

11.2.2. Many states adopted the common core standards