My Foundations of Education

1. Politics of Education

1.1. Progressive

1.1.1. Steady Progress

1.1.2. Working toward making things better

1.1.3. Central to solving social problems

1.2. Liberal

1.2.1. Quality with Equality

1.2.2. Improve failing schools

1.2.3. Balanced

2. Philosophy of Education

2.1. Pragmatism

2.1.1. Method of Instruction

2.1.1.1. Children pose questions

2.1.1.2. Natural

2.1.1.3. Project method

2.1.1.4. Hands on; real life experiences

2.1.1.5. Books that were used were written by teachers AND students

2.1.2. Goal of Education

2.1.2.1. School is the place to gain knowledge.

2.1.2.1.1. School should prepare students for life in a democratic society.

2.1.2.1.2. Cooperation and community are desired outcomes.

2.1.2.1.3. Growth

2.1.3. Generic Notation

2.1.3.1. Children learn skills through experience as well as through books. This helps prepare them for life after school.

2.1.3.1.1. "Progressive"

2.1.4. Key Researchers

2.1.4.1. Jean-Jacques Roussaeu

2.1.4.2. Sanders Peirce

2.1.4.3. Francis Bacon

2.1.4.4. William James

2.1.4.5. Dewey

2.1.4.6. John Locke

2.1.5. Curriculum

2.1.5.1. Literature, art, drama, and music

2.1.5.2. Expose children to the truths of the world, good or bad.

2.1.5.3. Humanities

2.1.6. Role of Teacher

2.1.6.1. Encourages and helps plan study

2.1.6.2. Writes curriculum

2.1.6.3. Partnership

3. Schools as Organizations

3.1. My District Leaders

3.1.1. State Senators

3.1.1.1. 35 Alabama State Senators, from Albritton to Williams

3.1.1.1.1. Richard Shelby and Jefferson Sessions are Alabama's two state senators. They will serve 6 year terms.

3.1.2. State Superintendent

3.1.2.1. Tommy Banks

3.1.3. State school board representative

3.1.3.1. Robert Bentley serves as President of the Board of Education

3.1.3.1.1. Philip Williams

3.1.4. local school board

3.1.4.1. Madison County Schools is where I live, such as Legacy, Monrovia, and Madison Crossroads

3.1.4.1.1. Athens City is where I go to school

3.1.5. local superintendant

3.1.5.1. For Madison County schools, Matt Massey is the voted in superintendant

3.1.5.1.1. Mary Scott Hunter represents the Athens State area

3.1.6. House of Representatives

3.1.6.1. 84 Members in the House of Representatives in the state of Alabama

3.1.6.1.1. Mo Brooks is my local representative

3.2. Another Country's Educational System

3.2.1. http://www.imdb.com/title/tt0058578/ This link goes to the documentary "Up". Although it does not specifically pertain to the German education system, it shows a little of what the experience sounds like and what the children sort of go through when they know they will be chosen for different schools based on social class etc.

3.2.2. Germany

3.2.2.1. Children get separated at a young age. They are sorted into different areas and schooled on who will grow up to be what

3.2.2.1.1. Realschule

3.2.2.1.2. Gymnasium

3.2.2.1.3. Hauptschule

3.2.2.2. Almost opposite of the US education system. Short opinion note: if Germany would not categorize their young students and make them follow such a schooling pattern, they may increase their college graduation rate. Although because college is free, they may be just fine with the low numbers that actually finish. Also the students they selected early on are actual people, and may not want to pursue something someone else chose for them to do.

3.2.2.3. Gymnasium

3.2.2.3.1. Children complete academic curriculum to prepare them to take a Abitur to get into college. By the end, less than 15% who tested in actually complete the university education.

4. History of U.S. Education

4.1. Influential Reform

4.1.1. Progressive Movement/John Dewey

4.1.2. Child's Interest

4.1.3. Laboratory School at the University of Chicago

4.2. Historic Interpratation

4.2.1. Michael Katz

4.2.2. Expansion due to economic interests of capitalists

4.2.3. thought reformers intend for schools train factory workers and socialize immigrants into the U.S.

5. Sociology of Education

5.1. theoretical perspective concerning the relationship between school and society

5.1.1. Interactional Theories

5.1.2. Conflict Theories

5.1.3. functional Theories

5.2. Three effects of schooling on individuals

5.2.1. Knowledge and Attitudes

5.2.2. Employment

5.2.3. Education and Mobility

6. Curriculum and Pedagogy

6.1. Historical Curriculum Theory I would advocate: Develop-mentalist Curriculum

6.1.1. Dewey's writings pertaining to student and curriculum helped shape this theory

6.1.2. The develop-mentalist curriculum can be seen somewhat in todays teaching. Mostly when looking at explicit teaching instruction as well as the development of children.

6.1.3. Focused on the process of teaching AND its content

6.1.4. Was mainly focused on providing the child with what they needed at their given developmental stage, and also what they were interested in.

6.1.5. Teachers using this method are providing students with what they need to grow.

6.1.6. Although never fully incorporated, right now this theory still remains measurable in private schools.

6.2. Side note: teachers should prepare their students to think critically and take on ANY type of society they will be thrown into after they finish their schooling. The society we have prepared our students for may not be the same as the one they will go out into, nor will it be the same the rest of their lives. Giving them the skills to think logically, have respect, and common sense, as well as be lifelong learners, will ensure they are productive in whatever society they encounter.

6.3. Sociological Curriculum Theory that I would advocate: A little of all of them. Alone they are far too dramatic. Together they could work together to ensure the students get what they need. If I had to choose just one, it would be Modern Functionalist Theory

6.3.1. Functionalist and Conflict theorists

6.3.1.1. Functionalist think that students need to be taught things that will enable children to mesh into the social order as it is. Conflict theorists on the other hand strive to reproduce the current dominant social order.

6.3.2. General Functionalist Theory

6.3.2.1. Made sure to teach students to stay grounded. Stay oriented to family and community ties.

6.3.3. Modern Functionalist Theory

6.3.3.1. Has students able to function in a society that is broad, this society is democratic, meritocratic, and an expert society. The role of the curriculum is to teach students how to learn.

6.3.3.2. Makes sure students are taught life skills, such as being respectful

6.3.3.3. Makes sure to teach students to base their opinions off of facts, rather than random thoughts or hearsay

6.3.3.4. Also teaches the general things students will need to know to be independent and successful in society

7. Equality of Opportunity

7.1. Educational Achievement attainment of one marginalized population(African-American, Hispanic-American, women, or special needs individuals

7.1.1. The Condition of Education

7.1.1.1. A published report the National Educational Statistics publishes every year that includes a statistical report called The Condition of Education. This particular report has information on many different issues pertaining to education. These issues include items relating to race and gender.

7.1.1.2. Does not include socioeconomic status

7.1.1.2.1. Higher level of reading proficiency correlation with higher level of parental education, indicating higher social class

7.1.2. Achievement gaps between races, and education of parents

7.1.2.1. According to the National Center for Educational Statistics between the years of 1973 and 1986, gaps between whites, Hispanics, and African Americans got closer, and then further apart in later years. The gaps for the males of these races have stayed pretty much the same since 1999.

7.1.2.1.1. Lower income and/or minority families tend to have to send their kids to school with unqualified, less experienced teachers. They are less likely to have parental involvement. May have to frequently change schools and have a larger class size.

7.1.3. White Affluent families

7.1.3.1. Have more parental involvement, more opportunities for their children, start school with a leg up, no matter if the minorities had years of Pre-K before entering Kindergarten. Tend to do well on the SAT placement tests. According to statistics they seem to have the upper everything in terms of education.

7.1.4. Achievement gaps between gender

7.1.4.1. Males achievement in math since 1973 has been better than females. While females have shown better achievement in reading since 1973, than males. Females and males also differ when it comes to the ages they do best in these subjects. Females tend to perform better in reading at the ages of 9, 13, and 17, as well as age 9 for math. Then there is a decline at age 13 and 17. These same ages go for declines in science.

7.1.5. Steps were taken to close the achievement gap between the races, but the gap continues to grow. This gap grows even though there were mandated to reduce these gaps, such as Goals 2000 and NCLB. Programs such as Head Start, or the implementation of free pre-k to all 3 and 4 year olds in low income areas. Even with all these things, the gap widens between races. The text points out that this is still and issue, no matter the income of the family.

7.2. Response to Coleman Study

7.2.1. Findings are not surprising. The Coleman study being done at different times in American culture may also play a factor in the outcomes. It also makes sense that private schools would produce students with higher achievement than a public school. Based on the Coleman study, it depends on who the student is around in the school, not how the school gets the information to the students. In further studies this proves to be true as well. This is why it would make sense that students from lower income attending the private schools did well.

8. Educational Inequality

8.1. Unequal Achievement

8.1.1. Sociological Explaination

8.1.1.1. The makeup of the school students within each school vs. between each school, as well as financing, were the first thoughts of why there may be such a difference between schools.

8.1.1.1.1. Major factor that effects intelligence is social, rather than what race a person is. Two different views of culture and education. On one hand you have middle-class culture who has great work ethic, values money, and think school is important, while the poverty culture shows little importance, almost a complete disregard, for these areas.

8.1.2. School-Centered Explaination

8.1.2.1. In regards to the quality of the school, what kinds of resources the school has. The way a school works is central to knowing why there is an unequal educational performance.

8.1.2.1.1. Cultural Deprivation Theory

9. Educational Reform

9.1. Community Reform

9.1.1. Educating the whole community, including the students.

9.1.1.1. Harlem Children's Zone: Focuses on keeping the child in their community, and changing the neighborhood with the child. Mixed reviews on effectiveness, although shown to work pretty well, some still oppose.

9.2. School Based Reform

9.2.1. School choice

9.2.1.1. Magnet and private schools possibly better than neighborhood public schools. If parents had funding (through vouchers) public schools would not be first choice. School choice would somewhat take pressure of educators.

9.2.1.1.1. Intersectional

9.2.1.1.2. Intradistrict

9.2.1.1.3. Intrasectional

9.2.2. Charter Schools

9.2.2.1. Regulation free public school. Held accountable for the way their students perform. Control all their own movements with schooling the students. Charter schools use the same way to get their funding as public schools do. Not a lot of data on performance levels of Charter schools. These schools can be opened by anyone. Most students coming to the charter schools were already doing bad in the traditional schools.

9.2.3. Vouchers

9.2.3.1. Low income or special needs students can get vouchers to attend schools in a number of states. Allows low income families to make the same choices as middle class families as far as schooling goes. Vouchers can be used in either religious or private schools. Voucher programs have evidence that back them up for being beneficial to students and their families, but some critics remain.