My Foundations of Education

1. Politics of Education

1.1. Conservative Perspective

1.2. 1. Return to the traditional academic curriculum, including history, literature, and the canons of Western civilization.

1.3. 2. Ronald Reagan supported a free market philosophy and argued that welfare state policies (government intervention in the economy) were at the heart of an American malaise.

1.4. 3. Reagan's policies have been credited with restoring U.S. economic growth.

1.5. Traditional Vision

1.6. 1. Transmission of the U.S. Society, hard work, family unity and individual initiative.

1.7. 2. Pass on the best of what was and what is.

1.8. 3. Overlap of radical, progressive, liberal, traditional and conservative views.

2. History of U.S. Education

2.1. Reform Movement

2.2. 1. One of the most influencing reform movement in the History of U.S. Education was The rise of the Common School.

2.3. 2. Horace Mann of Massachusetts was the first secretary for the Board of Education.

2.4. 3. Establishment of the common school also known as the free publicly funded elementary schools.

2.5. 4. Mann's beliefs that schools can change the social order and that education can foster social mobility.

2.6. Historical Interpretation of the U.S. Education

2.7. 1. The history of the U.S. Education is based on patterns and how you preserve these patterns. One thing that holds true is that throughout history American's have always asked a great deal form their schools.

2.8. 2. Schools have expanded to include a large number of children.

2.9. 3. The demand for equality of opportunity.

2.10. 4. Conflict between education for a common culture.

2.11. 5. Tensions between popularization and educational excellence.

2.12. 6. The history of the U.S. Education is a complex story of conflict, compromise, and struggle which continues today.

3. Sociological Perspectives

3.1. Theoretical Perspective

3.2. 1. Theory is an integration of all known principles, laws, and information pertaining to a specific area of study.

3.3. 2. Theoretical pictures of society are created by human beings and interpreted by them. This is why it is so hard to separate personal judgment.

3.4. 3. Emily Durkheim (1858-1917) was the earliest sociologist to embrace a functional point of view about the relation of school and society.

3.5. 4. Functionalists view society as a kind of machine, where one part articulates with another to produce the dynamic energy required to make society work.

3.6. 5. Conflict theories is based on the ability to dominate groups to impose their will on subordinate groups through force, cooptation, and manipulation

3.7. 6. Karl Marx (1818-1883) was the intellectual founder of the conflict school in the sociology of education.

3.8. 7. Interactional theories are the relation of school and society and are primarily critiques and extensions of the functional and conflict perspectives.

3.9. Effects of Schooling with Greatest Impact

3.10. 1. High standards and expectations of all students.

3.11. 2. Curriculum, instruction, and assessment aligned with state standards.

3.12. 3. A supportive learning environment.

4. Philosophy of Education

4.1. My Philosophy of Education

4.2. 1. Generic notions: Education is for the good of our children. As a teacher I will look for brighter means to educate our children and result in achieving good in our children.

4.3. 2. Key researchers: Maxine Green passionately argues for teachers to become critically aware of the world around them and to help students understand their own lives. Jane Roland Martin, examines what an educated person out to be.

4.4. 3. Goal of education: Teachers encourage their students to search for the truth in their education. Teachers goal of education is to help their students understand then apply the principals. Teachers are to help children learn thru life experiences. The goal of education is also to teach children about individuality.

4.5. 4. Role of teacher: The teacher is to analyze and discuss ideas and make students aware. The teachers should play an active role in discussion, posing questions, selecting materials, and establishing an environment, all to produce the teachers desired outcome of learning.

4.6. 5. Method of instruction: Teachers should take an active part in their students' learning. Teachers question their students to assess their learning and allow the students to work in groups to encourage a social environment.

4.7. 6. Curriculum: Back to basics curriculum with roots of the past to teach the future.

5. Schools as Orginations

5.1. Alabama State Senators

5.2. District 2, Bill Holtzclaw, Republican - District 3, Arthur Orr, Republican - District 4, Paul Bussman, Republican

5.3. Alabama House of Representatives

5.4. District 8, Terri Collins, Republican - District 9, Ed Henry, Republican - District 10, Mike Ball, Republican

5.5. Alabama State Supertintendent

5.6. Dr. Tommy Bice

5.7. Alabama Representative on State School Board

5.8. Govenor Robert J. Bentley, President

5.9. Local Superintendent

5.10. Rodney P. Green, Blount County Superintendent

5.11. Local School Board

5.12. Japan's Educational System

5.13. 1. Same amount of schooling years as the United States. 6 Years primary, 3 years middle school, 3 years high school and 4 years university.

5.14. 2. Academic school year begins in April and ends the following March.

5.14.1. Blount County School Board - Ken Benton, District I - Christ Latta, President, District V - Jackie T. Sivley, Vice President, District II - William Ferry, District IV - Bruce McAfee, District III

5.15. 3. School is attending from 8:30 to 3:30, 5 days a week.

5.16. 4. Language spoken is Japanese.

5.17. 5. Teachers use technology 97.7% in their classroom.

5.18. 6. Japan has entrance exams for all primary, middle, high school and university.

6. Curriculum and Pedagogy

6.1. Developmentalist curriculum: relates to the needs and interests of the student rather than the needs of society.

6.2. Social meliorist curriculum: concerned with the role of the schools in reforming society as well as a response to the growing dominance of the social efficiency curriculum.

6.3. http://www.nadasisland.com/

6.4. http://kibogoji.com/

6.5. Sociologists of curriculum have focused on not only what is taught but why it is being taught.

6.6. The general functionalist theory, concerned with the role of schools in industrialization, secularization, and urbanization weakened the bonds between people and the rituals that traditionally gave people a sense of community.

6.7. http://sociology.about.com/

7. Equality of Opportunity

7.1. Achievement gaps between whites, blacks, and Hispanics decreased since the 1970's.

7.2. Blacks enter kindergarten with lower reading and mathematics skills than whites.

7.3. Achievement gaps persist at all income levels.

7.4. Data indicate that despite improvements by minority students, African -American and Hispanic-American students lag behind white students.

7.5. The Scholastic Aptitude Test (SAT) is the unofficial college entrance exam in the United States.

7.6. School differences do make a difference in student outcomes.

8. Educational Inequality

8.1. Product of the relationship between societal, institutional, interactional, and intrapsychic variables.

8.2. Effect of social class, gender and race.

8.3. Cognitive outcomes from schooling.

8.4. Schools have significant effects on students.

8.5. Student differences are more important than school differences.

8.6. School processes are central to understanding unequal educational performance.

9. Educational Reform

9.1. No Child Left Behind Act (NCLB) no child is left behind due to low-income minority. Mandates the uniform standards for all students.

9.2. Education Equality Project (EEP) to eliminate the achievement gap by working to create an effective school for every child.

9.3. School-To-Work Opportunities Act of 1994. This law provided seed money to states and local partnerships of business, labor, governments, education, and community organizations to develop school-to-work programs.

9.4. Teacher quality: reformers have stressed the existence of teacher tenure and seniority based transfers and layoff provisions in union contracts as a primary factor in preventing an improvement of teacher quality.

9.5. Successful school reforms must include leadership, parent-community ties, professional capacity, student-centered learning climate, and instructional guidance.

9.6. Darling-Hammond notes that our society must provide for the basic needs of all children so that they are able to focus their attention on their academic work instead of on survival.