Foundations of Education
by Mashica Garth
1. Perspectives
1.1. 1."Schools have too often the life chances of poor and minority children and therefore the problem of underachievement by these groups is a critical issue" (p.29).
1.2. 2"In line with the liberal belief in equality of opportunity, it stresses the schools role in providing the necessary education to ensure that all students have an equal opportunity to succeed in society" (p.27).
1.3. 3. "Because liberals place a heavy emphasis on issues of equality of opportunity, and because they believe that the capitalist system often gives unfair advantages to those with wealth and power, liberals assert that the role of government is to ensure the fair treatment of all citizens , to ensure that equality of opportunity exists, and to minimize exceedingly great differences in the life chances and life outcomes of the country/s richest and poorest citizens" (p.24).
1.4. Visions
1.5. 1. "Traditional visions tend to view the schools as necessary to the transmission of the traditional values of U.S. society, such as hard work, family, unity, individual initiative, and so on"(p.26).
1.6. 2. "Traditional schools generally stress basic educational practices and expect mastery of academic learning in the care subjects of math, reading , writing, science and social studies" (education.seattlepi.com/advantages-traditional-schools-2140html).
1.7. 3. "Online schools and homeschooling, while having the potential to deliver quality instruction, can lack the opportunity for children to learn along side a community of other children" (education.seattlepi.com/advantages-traditional-schools_2140.html).
2. African-American
3. Equal Opportunity for All
4. Politics of Education
5. 1. Female students, however, out perform male students in most categories, with the exception of mathematics and science, where they have made some gains.
6. 2. The cardinal of Education does not include measures of socioeconomic status and social class background in order to provide similar analyses of the relationship between social class and educational achievement and attainment.
7. 3. Chapter 9 indicate, race, ethnicity, and socioeconomic levels are also highly correlated with curriculum track placement, with working-class and minority students more likely to be in lowwr tracks,and white and affluent students more likely to be in higher tracks.
8. One response to the Coleman Study
9. 1. In the past twelve years a body of empirical knowledge has accumulated, beginning with the Equality of Educational Opportunity survey (Coleman et al., 1966), ad based on both cross-sectional and longitudinal studies, which unequivocally indicates that, overall, between school differences in any measureable attribute of instructions are only modestly related to a variety of outcome variables.
10. 2. "In the examinations of effects on achievement, statistical controls on family background are introduced, in order to control on those background characteristics that are most related to achievement. The achievement differences between the private sectors and the public sector are reduced (more for other private schools than for Catholic schools) but differences remain" (p.368).
11. 3." Formal decomposition of the variance attributable to individual background and the social composition of the schools suggests that going to a highly segregated African American school has a profound effect on a student's achievement outcomes, above and beyond the effect of individual poverty or minority status. Specifically, both the racial/ethnic and social class composition of a student's school are 1 3/4 times more important than a student's individual race/ethnicity or social class for understanding educational outcomes" (p.369).
12. Inequality Education
12.1. one sociological explanation of unequal achievement
12.2. 1. "Functionalists believe that the role of schools is to provide a fair and meritocratic selection process for sorting out the best and brightest individuals, regardless of family backgrounds" (p.488).
12.3. 2. "The conventional wisdom of the time suggested that economically disadvantaged students attended inferior schools-schools that spent less money on each student, schools that spent less money on materials and extracurricular activities, and schools that had inferior teachers" (p.421).
12.4. "Given sensitivity of the subject, more often than not the debate about Jensen's work consisted of polemical attacks accusing him of being a racist and dismissed his claim that there is a biological biases of intelligence, rather than carefully considering his arguments" (p. 422).
12.5. one school-centered explanation
12.6. 1. "Public schools are financed through a combination of revenues from local, state, and federal sources" (p.428).
12.7. 2. "The use of foundation state aid programs, which seeks to make sure all districts receive a minimum standard of funding, with more state aid going to poorer districts in order to enable poorer districts to meet this minimum level, is one way of providing equality of opportunity" (p.430).
12.8. 3. "Thus, if students from the same racial and socioeconomic backgrounds attending different schools within the same community perform at significantly different rates, then something within the schools themselves must be affecting student performance" (p. 432).
13. Educational Reform
13.1. one school-based reform: school-business partnership.
13.2. 1. "The Committee to Support Philadelphia Public Schools pledged management assistance and training to the Philadelphia School District to restructure and implement a site-based management plan" (p. 526).
13.3. 2. "However, despite the considerable publicity that surrounds these partnerships, the fact is that in the 1980s, only 1.5 percent of corporate giving was to public primary and secondary public schools" (p. 526).
13.4. 3. "School-business partnerships have attracted considerable media attention, but there is little convincing evidence that they have significantly improved schools or that, as a means of reform, school-business partnerships will address the fundamental problems facing U.S. education" (p. 526).
13.5. one societal, economic, community, or political reform
13.6. 1. leadership as the driver for change;
13.7. 2. parent-community ties;
13.8. 3. professional capacity;
13.9. 4. student-centered learning climate;
13.10. 5. instructional guidance.
14. 4. My perspective and vision for role of teacher is to be a role model for my students who are in my classroom. My vision is to have a comfortable environment for my students to learn and that they are free to share their feelings with others.
15. Sociology of Education
15.1. Relationship between school and society
15.1.1. 1. parents
15.1.1.1. Parents are very important to our school system and communities.
15.1.2. 2. churches
15.1.2.1. There are different religions in our society.
15.1.3. 3. children
15.1.3.1. Children who makes a difference in our school.
15.2. Three effects of schooling or individuals
15.2.1. 1. Knowledge and attitudes
15.2.1.1. Children increase their learning in different areas.
15.2.2. 2. Employment
15.2.2.1. "The economic and social worth of an academic credential , however, cannot be fully measured by examining its effects on job performance" (p.122).
15.2.3. 3. Education
15.2.3.1. "Private and public school students may receive the same amount of education , but a private school diploma may act as a "mobility escalator" because it represents a more prestigious educational route" (p.122).