1. POLITICS OF EDUCATION
1.1. Conservative
1.1.1. looks at social evolution as adaptation to environment
1.1.2. Individuals compete in order to survive
1.1.3. human progress is dependent on personal initiative and drive
1.1.4. individual has the means to work for their own place with a market economy
1.2. Liberal
1.2.1. the free market is prone significant abuses to disadvantaged economically and politically
1.2.2. Government involvement is necessary to ensure fair treatment of people
1.3. Radical
1.3.1. Democratic socialism is a more fair political system
1.3.2. Poverty and educational problems of the poor are due to capitalism
1.4. Neo-liberal
1.4.1. State intervention is at times necessary to ensure equal opportunities
1.4.2. Similar to No Child Left Behind and Race to the Top
1.5. Vision
1.6. Traditional
1.6.1. Back to basics
1.6.2. Customary education
1.7. Progressive
1.7.1. Began in the late 19 century
1.7.2. Emphasizes learning by doing
1.7.3. Problem solving and critical thinking
2. History of Education
3. SOCIOLOGICAL PERSPECTIVES
3.1. Functional theories
3.1.1. These theorists view society as a machine. One part works with another to make society work
3.1.2. Interactional Theories
3.1.2.1. These sociologists examine closely the interactions of student/student, teacher/teacher
3.1.2.2. Conflict Theories
3.1.2.2.1. Believe that society is not held together only by shared values, it is held together by dominate groups imposing their thoughts on subordinate groups
3.1.2.2.2. 3 Effects of schooling individuals that have the greatest impact on students
4. PHILOSOPHY OF EDUCATION
5. SCHOOLS AS ORGANIZATIONS
5.1. Powerful organization
5.1.1. The power to affect the lives of children and adults who come in contact. People always remember their education experience whether good or bad.
5.1.2. A connection begins with a student and teacher that can last a lifetime.
5.1.3. No Child Left Behind Act states that teachers must have three qualifications.
5.1.3.1. Hold a college degree
5.1.3.2. Full certification in field of study
5.1.3.3. demonstrable knowledge of academic content.
5.1.3.4. Willard Waller (educational sociologist) stated that schools are separate organizations because of :
5.1.3.4.1. have a definite population
5.1.3.4.2. clearly defined political structure
5.1.3.4.3. represent a central network of social relationships
5.1.3.4.4. identify with a 'we' ideal rather than a 'me' ideal
5.1.3.4.5. each school is different based on the culture of that area.
6. CURRICULUM AND PEDAGOGY
6.1. Ignores the social and political aspects of what is taught in schools.
6.2. The traditional approach views curriculum as body of thought and the ways this knowledge can be designed, assessed, and taught.
6.3. The current approach is to design the curriculum around goals and objectives and to assess the ways the student learns it.
6.4. Humanist Curriculum
6.4.1. idealist theory, The purpose of education is to give students the best of what has ever been taught.
6.5. social efficiency curriculum
6.5.1. progressive belief. Different kids have different needs. Each should be taught to fit with those needs.
6.6. developmentalist curriculum
6.6.1. progressive practices. Focus on needs and interests of students at the different stages of child development.
6.7. social meliorist curiculum
6.7.1. schools should work to change society and help solve social problems.
6.8. functionalist theories
6.8.1. the purpose of curriculum is to give students knowledge and values to help with social things as well as furthering the social order.
6.9. conflict theories
6.9.1. curriculum is a reflection of ideas.
6.10. The hidden curriculum
6.10.1. norms which are being taught to kids through rules and messages, but not necessarily written in the curriculum.
6.11. The Null Curriculum
6.11.1. specifically omitted from being taught.
7. EQUALITY OF OPPORTUNITY
7.1. Caste Stratification
7.1.1. happens in societies where the social level is defined of religion or race.
7.2. Estate Stratificaiton
7.2.1. Occurs in societies where social status is determined by family worth.
7.3. Class Stratification
7.3.1. happens in the industrial societies that define the social level by the different accomplishments by people.
7.4. Achievement Gap
7.4.1. The observed educational measures between students. Most of these groups are by race, gender, and economic status.
7.5. The Coleman Report
7.5.1. Based on a survey of educational opportunity.
7.5.2. Mandated in the Civil Rights Act of 1964 by James Coleman
7.5.3. Mr. Coleman's work was often misunderstood as only caring about families and saying that schools don't really matter.
7.5.4. Coleman's work was meant to help identify the character traits of each school that matter.
8. EDUCATIONAL INEQUALITY
8.1. Functionalist Vision of a just society is where individual talent and hard work are based on principles of evaluation.
8.2. Functionalists expect the schooling process will be unequal results, but the results should be based on the difference between students, not on groups.
8.3. Interactionist Theory
8.3.1. understand how people in institutions interact on a daily basis, in families and in schools
8.4. 3 Controversial Perspectives of Student Centered Inequality
8.4.1. genetic differences
8.4.2. cultural deprivation
8.4.2.1. the working class can not easily gain cultural capital, which hinders their access to social mobility
8.4.3. cultural difference
8.4.3.1. African American students do not do as well as other children because they adapt to their oppressed position in the classroom.
8.5. School Centered of Educational Inequality
8.5.1. School financing
8.5.2. school climate
8.5.3. effective versus ineffective schools
8.6. Characteristics of Effective Schools
8.6.1. Flexibility for teachers to solve problems
8.6.2. closely monitored students
8.6.3. strong, effective leadership by the school administration
8.6.4. high expectations for students by the teachers
9. EDUCATIONAL REFORM
9.1. First Wave of Educational Reform
9.1.1. need for excellence in schools
9.1.2. need to clarify goals
9.1.3. need to develop a common core curriculum
9.1.4. eliminate tracking programs
9.1.5. education to teach about technology
9.1.6. increase duration and intensity of learning
9.1.7. recruit and retain more able teachers
9.2. Second Wave of Educational Reform
9.2.1. Teaching leadership and managment
9.2.2. parental involvement and choice
9.2.3. student readiness for school
9.2.4. school facilities being utilized
9.2.5. quality colleges and accountability for learning
9.3. Carnegie Report
9.3.1. "A Nation Prepared"
9.3.1.1. Need to attract and retain competent teacher candidates.
9.3.1.2. Be able to recognize the professional components of teacher programs
9.4. Goals
9.4.1. All students will start school ready to learn
9.4.2. High School graduation rates will increase to at least 90%
9.4.3. U.S. students will be the first in the world in math and science achievement.
9.4.4. Every American adult will be literate
9.4.5. Every school free of drugs and violence
9.5. Suggestions for Educational Reform
9.5.1. Turning around the lowest- achieving schools
9.5.2. adopt standards and assessments that prepare kids to succeed in college and the workplace
9.5.3. Build data systems that measure student growth and inform the school administrators aout how to improve instruction.
9.5.4. Reward effective teachers and principles