1. Philosophy of Education
1.1. Generic notions
1.1.1. Matter exist independent of ideas
1.1.2. By studying the material world around us, individuals are capable to clarify and develop ideas.
1.1.3. Ex: a triangle exist whether or not there is a human being within range to perceive it (pg 183)
1.2. Key Researchers
1.2.1. Aristotle
1.2.1.1. (384-322 B.C.) Son of a physician. Founded Lyceum school
1.2.1.2. Student of Plato, studied at Plato's Academy
1.2.2. Plato
1.3. Goal of Education
1.3.1. Individual understanding followed by the application of scientific principles to solve current world issues
1.3.2. Understand ideas through the study of worldly matter and materials
1.4. Role of the Teacher
1.4.1. Strong foundation of the basics that they are able to share and develop within their students
1.4.1.1. Math, science, humanities
1.4.2. present ideas in a clear and consistent manner
1.4.3. enable students to effectively evaluate works using objective methods
1.4.3.1. Art, poetry, music, literature
1.5. Method of Instruction
1.5.1. Lectures, Q & A
1.5.2. Competency based assessments
1.6. Curriculum
1.6.1. Essential body of knowledge required for function within society
1.6.2. Basics: Science, math, reading, and writing
1.6.3. Humanities
2. Schools as Organizations
2.1. Madison City Schools Stakeholders
2.1.1. State Senator: Sen. Bill Holtzclaw
2.1.2. House of Representatives, Education Chair: Terri Collins
2.1.3. State Superintendent: Thomas R. Bice, Ed.D.
2.1.4. State School Board Representative: Mary Scott Hunter
2.1.5. Superintendent: Dr. Dee O. Fowler
2.1.6. Local School Board: Dr. Terri Johnson, President Ms. Ranae Bartlett, Vice President Mrs. Connie Spears Mr. David Hergenroeder Mr. Tim Holtcamp
2.2. Drawing a comparison, France
2.2.1. France
2.2.1.1. Education is a centralized dual system comprised of two components, the ordinary and elite.
2.2.1.2. Students undergo a series of test to identify those elite or "gifted" individuals
2.2.1.3. Education serves to identify and educate a selective group of highly competent intellectuals, preparing them to fulfill roles as the social and political elite- including positions in the government.
2.2.2. United States
2.2.2.1. Education system is decentralized
2.2.2.2. Students undergo standardized testing to identify levels of academic achievement according to national and state standards as well as for grade level promotion.
2.2.2.3. Education serves to enable students with the knowledge and skills to fulfill complex adult roles in modern society.
3. Curriculum and Pedagogy
3.1. Developmental Curriculum
3.1.1. A progressive philosophy that prioritizes student passions over societal needs and/or obligations. Its origins are connected with the philosophies of both Piaget and Dewey.
3.1.2. Fosters meaningful learning utilizing personal experiences to form lasting connections with curriculum. The teacher serves as a guide on the side, while students to construct their own meaning.
3.1.3. Its implementation has significantly impacted teaching candidate programs and alternative programs, such as private and charter schools.
3.2. Modern Functionalist Theory
3.2.1. Origins are accredited to Talcott Parsons (1959) as well as Robert Dreeben (1968)
3.2.2. School serves as preparation to enable students to fulfill adult roles, becoming contributing members of society.
3.2.3. Emphasizes the need to teach student how to learn versus memorization of facts as a means to fulfill complex roles in the modern world.
4. Educational Inequality
4.1. sociological explanation of unequal achievement - Functionalist
4.1.1. Functionalist believe in establishing universal principles of evaluation, in which hard-work and individual talent is revered.
4.1.2. Acknowledge that this educative process will yield unequal results, however, insist that the focus should be individual differences rather than "group" differences.
4.1.3. Strive to provide equal opportunity through the identification and removal of educational barriers.
4.2. School-centered explanation(s) - School Financing
4.2.1. "Public schools are financed through a combination of revenues from local, state, and federal sources. A majority of which is generated from state and local taxes, to include property taxes." ( Pg. 428)
4.2.2. Meaning the more affluent the communities/area, the higher the property taxes = more money for schools = more per pupil spending.
4.2.3. The debate over funding issues and the delegation of funding responsibilities between local, state, and federal levels is on-going. The cry for solutions includes request for the redistribution of state funds and the use of federal aid funding to equalize deficits.
5. Educational Reform
5.1. Teacher Quality
5.1.1. Out-of-field teaching , when teachers are assigned to teach in subjects outside of their training and specialties.
5.1.2. 20% of secondary core subject classes are taught by teachers not specialized in that subject field.
5.1.3. Staffing problems within the urban city schools produce a perpetuating cycle of teacher dropout as a result of organizational issues such as lack of professionalism, status, and poor working conditions.
5.1.4. Alternative teacher education programs offer an alternative method to begin teaching and receive your certification without going through a college teacher education program (TEP).
5.1.5. Current efforts to improve teacher quality are focused on addressing the impact of tenure, seniority, and union contracts on teacher quality. Provisions in the Race to the Top funding and contracts attempt to rectify these issues.
5.2. Community Based Reform
5.2.1. This reform approach combines academics with community services to provide for the educational, physical, psychological, and social needs of students and their families (Dryfoos, 1994, 2005).
5.2.2. Community centers provide a variety of resources and services to include adult education, recreation, health clinics, mental health services, tutoring and more.
5.2.3. The goal of community based reform is to prevent problems while providing support, especially to those at-risk neighborhoods.
5.2.4. Anyon's (1997) argument states that improving public education means first addressing the larger social and economic issues of that community or society.
6. Politics of Education
6.1. Conservative
6.1.1. Emphasizes the belief that Individuals are responsible for their own education. To include take initiative and solving their own problems.
6.1.2. Promotes School Privatization
6.1.3. Back to Basics: redesigning curriculum focused on literacy skills and core subject matter .
6.1.4. Accountability measures of learning standards for each grade level. Standards are compromised of skills necessary for promotion.
6.2. Progressive
6.2.1. Educational vision that views schools as essential to addressing social issues and the development of individual potential.
6.2.2. Scope encompasses both liberal and radical ideals.
7. History of U.S. Education
7.1. Free Pubic Education Reform
7.1.1. Reform led by former Massachusetts lawyer Horace Mann. He initially lobbied for the founding of a state board of education, later founded in 1837.
7.1.2. Efforts contributed to the further reform and the establishment of the first official teacher training program known as the "Normal school" in 1839.
7.1.3. Viewed schools purpose as the preparation for citizenship and it's function as a "balance wheel" equalizing the conditions of men. Mann believed schools served to progress social order and generate social mobility.
7.1.4. Opposition to the reform argued taxation was unjust as those without children or enrolled in private school did not benefit from free public education.
7.1.5. 1862, Morrill Act- Congress authorizes the use of public wealth to fund public schools.
7.2. The Democratic-Liberal School Interpretation
7.2.1. Interpretation is linked to the representative views of historians Ellwood Cubberly, Merle Curtti, and Lawerence A. Cremin.
7.2.2. Interpret the history of education optimistically as a progressive evolution aimed at providing equal opportunity,
7.2.3. Cremin describes the evolution of U.S. education in terms of two related processes: popularization and multitudinousness (Cremin, 1988). He focuses on the expansion of opportunity and purpose.
7.2.4. Acknowledge flaws within education but do not view them irreconcilable. Viewing equality and excellence as compromisable ideals.
8. Sociology of Education
8.1. Functional Theories Perspective
8.1.1. Emphasizes interdependence of social systems, viewing society as a machine in which all parts including education work together allowing society to function or work.
8.1.2. Foundational Theorist, Emile Durkheim
8.1.3. Moral Values served as a societal foundation uniting individuals under a shared system of beliefs and guiding principles. However, moral values also had the potential to cause conflict creating rifts within society.
8.2. Effects of schooling on individuals
8.2.1. Employment is a significant individual impact as most employers are seeking applicants with higher levels of education. Higher levels of education have also been linked to higher wages. The U.S. Bureau of Census reports a nearly $22,000 gap of gross income between high school and college graduates.
8.2.2. Teacher Behavior has a detrimental impact on how students view themselves, their education, and on their levels of academic achievement. Teachers often serve as mentors thus students value their opinions and praise.
8.2.3. Student subcultures also have profound impact as they shape students academic experiences. The desire to fit in and gain acceptance can be very stressful. Often it leads to violence and alienation, all of which impacts a students physically, emotionally, and spiritually.
9. Equality of Opportunity
9.1. Women
9.1.1. Achievement
9.1.1.1. According to statistics from The Condition of Education Report female students outperform their male counterparts in every category, with exception of science and math; although statistics still indicate strong growth and improvement in each of these categories.
9.1.1.2. Female students outperformed males in mathematics at age 9; and in reading at ages 9, 13, and 17.
9.1.1.3. Today more females attend post-secondary institutions than males.
9.2. Coleman Study
9.2.1. Response Round One, 1966
9.2.1.1. Results stated "differences among school are not powerful predictors of differences in student outcomes"
9.2.1.2. Split reaction among sociologists & minority scholars. Sociologists set to reexamine findings while minority scholars were determined to substantiate "factors of effectiveness within schools"
9.2.1.3. Controversy & critics attempted to refute findings to no avail. Later prompting an additional study in 1982.