1. Politics of Education
1.1. Conservative
1.1.1. Dates back to the Darwinism time period. Belief that humans are the root of their own problems and should fix them their selves.
1.2. Liberal
1.2.1. Became politically dominant during the administration of Franklin Roosevelt. Sometimes referred to as New Deal era. Balances economic productivity of capitalism.
1.3. Radical
1.3.1. Does not believe free market capitalism is the best form of economic organization. Believes that Democratic socialism is a fairer political economic system.
1.4. Neo-liberal
1.4.1. Synthesis of conservative and liberal perspectives.
1.5. Traditional
1.5.1. Believe the school should pass on the best of what was and what is.
1.6. Progressive
1.6.1. Believe the school should be apart of the steady progress to make things better.
1.7. Purpose of schooling
1.7.1. intellectual
1.7.1.1. teach basic cognitive skills such as reading, writing, and math
1.7.2. social
1.7.2.1. help solve social problems
1.7.3. economic
1.7.3.1. prepare students for their later occupational roles
1.8. Political Perspectives
1.8.1. the different visions of the U.S> education can be discussed in terms of conservative, liberal, and radical perspectives.
1.9. <iframe width="560" height="315" src="https://www.youtube.com/embed/yK1SQL4njIw" frameborder="0" allowfullscreen></iframe
1.10. <iframe width="560" height="315" src="https://www.youtube.com/embed/J7I6VLwlKE4" frameborder="0" allowfullscreen></iframe>
1.11. http://www.huffingtonpost.com/news/education-politics/
2. History of the U.S. Education
2.1. Old World & New World
2.1.1. European beliefs stated that only the sons of the rich required an education since they would be the future ruling class.
2.1.2. Education in the South was confined in the upper class and Native Americans were confined to missionary activities.
2.1.3. Middle class colonies were very diverse when it came to education.
2.2. Age of Reform
2.2.1. The reform took place in the U.S. between 1820 and 1860 when things were changing very fast.
2.2.2. In this time frame Andrew Jackson was elected President and all men obtained the right to vote.
2.2.3. People started to realize the schools that were formed before the war were not going to suffice for education. So Horace Mann led the struggle for free public education.
2.2.4. Mann's argument for Common School reflected concern for stability and social mobility.
2.3. Education for Women and African Americans
2.3.1. Beginning of the 19th century school was viewed as biologically harmful and too stressful for women. Many women did not have educations.
2.3.2. By the middle of the 19th century many girls attended elementary and private schools. and by 1820 the movement for education for women began.
2.3.3. The period preceding the Civil War took a toll on African Americans though. Many were limited to education.
2.3.4. Jim Crow laws and Black Codes spread lots of hatred and kept African Americans from equality.
2.3.5. School segregation and educational problems in general continued to be am issues throughout the rest of the 19th century.
2.4. Cycles of Reform
2.4.1. Focuses not only on the process of education but also its goals.
2.4.2. The idea of the Soviet beating us to space resulted in national commitment to improve education
2.4.3. The new progressivism developed during one of the most turbulent decades in American History.
2.5. Equal Opportunity
2.5.1. Following WW2 the issue of access to education became important.
2.5.2. Ravitch stats,"GI Bill is the most ambitious venture in mass high education that had ever been attempted by any society."
2.5.3. Educational inequality of poor and disadvantaged becomes national attention.
2.5.4. Post Civil War reconstruction has little positive effect on African Americans
2.5.5. The attempt to desegregate schools arises. In the 1960s and 1970s, reforms were directed at providing equality at all levels of education. & by the 60s many collegess allowed open enrollment.
2.6. Educational Reaction and Reform and the Standards Era.
2.6.1. Conservative critics began to react to the educational reforms.
2.6.2. 1983 National Commission on Excellence is founded by Raegan's Secretary of Education
2.7. Understanding the History of U.S. Education
2.7.1. conflict, struggle, disagreement, aims, goals, and purpose of education.
2.7.2. Democratic-Liberal School
2.7.2.1. believes U.S. education involves progressive evolution, albeit flawed, and providing equal opportunity for all.
2.7.3. Radical-Revisionist School
2.7.3.1. optimistic vision of democratic-liberal historians begins to be challenged by radical historians, sociologists, and political economist of education.
2.8. <iframe width="560" height="315" src="https://www.youtube.com/embed/8LAEqYZ3uTU" frameborder="0" allowfullscreen></iframe>
2.9. http://www.cliffsnotes.com/study-guides/sociology/education/theories-of-education
3. Sociological Perspectives
3.1. The uses of Sociology for Teachers
3.1.1. Clear thinking, good information, and honest assessment are required
3.1.2. Interactions in the classroom shape the learning experiences for a child.
3.1.3. Provides analytical lens on education and school for teachers.
3.2. Relation between School and Society
3.2.1. schools shape children's perceptions of the world by socialization
3.2.2. socialization can shape children's consciousness
3.2.3. schools promote gender definitions and stereotypes they they segregate learning and extracurricular activity.
3.3. Theoretical Perspectives
3.3.1. sociology of education is a contentious field and questions asked about school are society are fundamental and complex.
3.3.1.1. Functional Theories
3.3.1.1.1. begin with a picture of society that stresses the interdependence of the social system.
3.3.1.2. Conflict Theories
3.3.1.2.1. Argument that the social order is not based on some collective agreement, but on ability of dominant groups to impose their will on subordinate groups through force.
3.3.1.3. International Theories
3.3.1.3.1. Primarily critiques and extensions of the functional and conflict perspectives.
3.4. Effects of Schooling on Individuals
3.4.1. Knowledge and Attitudes
3.4.1.1. Takes into account students social class and background
3.4.2. Education and Mobility
3.4.2.1. Occupational and social mobility begin at the schoolhouse door is a critical component of the American ethos.
3.4.3. Inside the Schools
3.4.3.1. idea of curriculum expressing the students culture.
3.5. Education and Inequality
3.5.1. Five classes: upper class 1-3%, upper middle class 10-15%, lower middle class 25%, working class 40%, and underclass 20%
3.5.2. people are not just stratified by class, but also race, ethnicity, age, and gender.
3.5.3. Ways schools reproduce inequalities
3.5.3.1. Inadequate schools
3.5.3.2. Tracking
3.5.3.3. De Facto Segregation
3.5.3.4. Gender
3.6. Sociology and the Current Educational Crisis
3.6.1. 1/3 children are at risk of failing school even before they enter kindergarten.
3.6.2. current educational crisis is complex and solutions are difficult to find.
3.7. <iframe width="420" height="315" src="https://www.youtube.com/embed/AdVPN9EGXlc" frameborder="0" allowfullscreen></iframe>
3.8. http://www.cliffsnotes.com/study-guides/sociology/education/theories-of-education
4. Philosophy of Education
4.1. Idealism
4.1.1. Engage other individuals in dialogue
4.1.1.1. Means of moving individuals collectively toward achieving the good
4.1.2. Plato was the main researcher
4.1.3. Search for truth through ideas
4.1.3.1. Education is transformation and ideas can change lives.
4.1.4. Very active teachers who occasionally lecture
4.1.4.1. Teachers question in order to get students to discuss, analyze, synthesize, and apply their knowledge.
4.1.5. Great importance on study of classics
4.1.5.1. Also use back-to-baiscs curriclum
4.2. Realism
4.2.1. Aristotle: only through studying material world was it possible for individuals to clarify/develop ideas.
4.2.2. Aristotle and Plato both took parts as researchers of realism.
4.2.2.1. Neo-Thomism, Modern Realism, and Contemporary realist.
4.2.3. Studying using dialect method helps to answer questions about life, truth, and beauty.
4.2.3.1. Help individuals understand and then apply principles of science to help solve problems.
4.2.4. Teachers should be grounded in science, math, and the humanities.
4.2.4.1. Must present ideas clearly and enable students to learn objective methods of evaluating work.
4.2.5. Lecture, Question and answer, and competency based assessment to ensure students learn what they are being taught.
4.2.6. Science, math, reading, writing, and humanities are all basics of realism.
4.3. Pragmatism
4.3.1. Instrumentalism and experimentalism founded on new psychology, behaviorism, and philosophy of pragmatism.
4.3.1.1. Influenced by theory of evolution
4.3.2. Importance of school as a place for ideas to be implemented, challenged, restructured, to provide students with knowledge of how to improve social order.
4.3.2.1. Integrate children into democratic society
4.3.3. Teacher should encourage, offer suggestions, questions, and help plan and implement course of study.
4.3.4. Students will learn individually and in groups.
4.3.4.1. Implement the problem-solving and inquiry method
4.3.5. Core curriculum/integrated curriculum.
4.3.5.1. All subjects are interconnected in some way and suggest starting with known problems and ending with the unknown.
4.4. Existentialism
4.4.1. Believed everyone is placed on this Earth alone and must make sense of their own life.
4.4.2. Soren kierkergaard was the founder of existentialism
4.4.3. Education should focus on needs of individuals
4.4.3.1. Individuality should come out of education.
4.4.4. Teachers must take risks, expose themselves to the students, and work constantly to help students to become "wide awake".
4.4.5. Learning is viewed as intensely personal
4.4.5.1. Every child has a different learning style and the teacher must understand that.
4.4.5.2. Learning should be cooperatively from one another.
4.4.6. Most would choose a heavily biased humanities curriculum.
4.4.6.1. Assessments usually occur in project type material.
4.5. Neo-Marxism
4.5.1. The history of civilization is defined by class struggle
4.5.2. Karl Marx is the founder.
4.5.3. Believe the process of education will contain tools to enable individuals to both understand weakness in the dominant ideology and construct alternate visions and possibilities.
4.5.4. The teacher should engage the students in a critical examination of the world.
4.5.5. Favor a dialectical approach to instruction with the question and answer method to help move students to new levels of awareness.
4.5.6. Curriculum is not objective or value free but is socially constructed.
4.5.6.1. individuals can reshape the curriculum to represent a fairer view of the world.
4.5.7. <iframe width="560" height="315" src="https://www.youtube.com/embed/W0GFSUu5UzA" frameborder="0" allowfullscreen></iframe>
4.6. http://www.edutopia.org/blog/what-your-educational-philosophy-ben-johnson
5. Schools as Organizations
5.1. Alabama State Senators
5.1.1. Richard Shelby
5.1.2. Jefferson Sessions
5.2. Alabama House of Representatives
5.2.1. Ritchie Whorton
5.3. Alabama state superintendent
5.3.1. Tommy Bice
5.4. Alabama representative on state school board
5.5. Madison County superintendent
5.5.1. Matt Massey
5.6. Madison County school board member
5.6.1. Dan Nash
5.7. Great Britain
5.7.1. At one point every school was a private school.
5.7.2. Schooling was considered to be the parents responsibility.
5.7.3. Poor kids were not given the opportunity to go to school.
5.7.4. The education system was class stratified, but is no longer a highly stratified.
5.7.5. <iframe width="560" height="315" src="https://www.youtube.com/embed/osY8Ynk7DOM" frameborder="0" allowfullscreen></iframe>
5.8. School processes/cultures
5.8.1. Willard Waller explained schools are separate social organizations for five reasons.
5.8.1.1. 1. Definite population
5.8.1.2. 2. Clearly defined political structure
5.8.1.3. 3. Represent a nexus of compact network of social relationships
5.8.1.4. 4. Pervaded by a "we feeling"
5.8.1.5. 5. Have culture that is their own
5.9. https://www.alsde.edu/sites/boe/Pages/boardmembers-all.aspx
6. Curriculum and Pedagogy
6.1. Humanist curriculum
6.1.1. Education needs to present the best of what has been taught and written to the students.
6.2. Social Effecieny curriculum
6.2.1. Democratic response to the development of mass public secondary education
6.2.2. Different groups of students with different needs also should receive different schooling.
6.2.3. <iframe width="560" height="315" src="https://www.youtube.com/embed/3nLF9LGIcfQ" frameborder="0" allowfullscreen></iframe>
6.3. Developmentalist curriculum
6.3.1. Pertains to the needs and interests of students as opposed to the need and interests of society
6.3.2. Emanated from the aspects of Dewey's writings.
6.4. Socialmeliorist curriculum
6.4.1. Social reconstruction
6.4.2. The radical wind of progressive education
6.4.3. Contemporary critical curriculum theory
6.4.3.1. Stresses the role of the curriculum in moving students to become aware of societal problems.
6.5. Sociology of the curriculum
6.5.1. Focuses on not only what is taught but why it is taught.
6.5.2. Concentrates on function of what is taught in schools and its relationship to society
6.6. Pedogogic practices; view points
6.6.1. Mimetic tradition
6.6.1.1. purpose of education is to transmit specific knowledge to students
6.6.2. Didatic method
6.6.2.1. commonly relies on lecture or presentation as the main form of communication
6.6.3. Transformative tradition
6.6.3.1. defines function of education more broadly and rests on different set of assumptions about the teaching and learning practices
6.6.4. <iframe width="560" height="315" src="https://www.youtube.com/embed/Csa5rDq4pyM" frameborder="0" allowfullscreen></iframe>
7. Equality of Opportunity
7.1. Calculating educational/life outcomes
7.1.1. Caste-stratification
7.1.1.1. social level is defined by race and religious worth
7.1.2. Estate-stratification
7.1.2.1. social level is defined in terms of hierarchy and family worth.
7.1.3. Class stratification
7.1.3.1. social level in terms of hierarchy in differential achievements by individuals especially in economic pursuits
7.1.4. Class
7.1.4.1. Students in different social classes will have different educational experiences
7.1.5. Race
7.1.5.1. an individuals race has a direct impact on how much he/she is likely to achieve
7.1.6. Gender
7.1.6.1. an individuals gender has been related to his/her educational attainment
7.2. Special needs students
7.2.1. there have always been debates around students with special needs and their need for equal educational opportunities
7.3. School differences/Educational outcomes
7.3.1. controversy surrounds the differences among schools leading to the differences between a students educational outcomes based on his/her school
7.4. Coleman Study of 1966
7.4.1. James Coleman studied the comparison of differences among schools
7.4.2. researchers examined the effects of magnet schools on students learning
7.4.3. studies compared public and private schools and decided that private schools "do it" better
7.4.4. racial and socioeconomic differences were also compared.
7.4.5. concluded that school differences do make a different in terms of student outcomes
7.5. <iframe width="560" height="315" src="https://www.youtube.com/embed/5VniVQT1gPo" frameborder="0" allowfullscreen></iframe>
7.6. http://images.slideplayer.com/13/3919207/slides/slide_39.jpg
8. Educational Inequality
8.1. Unequal education achievement
8.1.1. Functionalist vs. Conflict theorist
8.1.1.1. F: role of school is to provide fair/meritocratic selection process for sorting out the best and brightest individuals regardless of family background
8.1.1.2. C: role of schooling is to reproduce rather than eliminate inequality
8.2. Student centered explanations
8.2.1. convential liberal wisdom was far too simplistic
8.2.2. far more significant differences in academic performance among students in the same school than among students in different schools
8.3. Genetic differences
8.3.1. unequal education by working class and non-white students is due to genetic differences and intelligence
8.4. Culture deprivation theories
8.4.1. popular in the 1960s
8.4.2. suggest working class and non-white families often lack the culture resources for education
8.4.3. <iframe width="560" height="315" src="https://www.youtube.com/embed/8Fc1CuFb5no" frameborder="0" allowfullscreen></iframe>
8.5. Culture difference theories
8.5.1. theorist agree that there are differences between working class and non-white students and white middle class students
8.6. School financing
8.6.1. Johnathon Kozol documented the vast differences in funding between wealthy and poor differences
8.6.2. he called for equalization in school financing
8.6.3. wealthier schools were able to provide better resources
8.7. Effective school research
8.7.1. Effective school literature
8.7.1.1. high expectations
8.7.1.2. strong and effective leadership
8.7.1.3. accountability
8.7.1.4. monitoring learning
8.7.1.5. teacher-student relationship for greater learning
8.7.1.6. flexibility for experiment
8.8. Curriculum and Pedagogic practices
8.8.1. working class is far more likely to have teacher directed pedagogic practices
8.8.2. <iframe width="560" height="315" src="https://www.youtube.com/embed/OZBs8gUMvuA" frameborder="0" allowfullscreen></iframe>
8.9. Curriculum and ability grouping
8.9.1. Shanker stated education in the U.S. assumes that students in the lower tracks are not capable of doing academic work
9. Educational Reform
9.1. Two waves of reforms & they shifted from federal to state to local
9.2. Mostly involved the idea of testing procedures
9.3. Federal Involvement
9.3.1. George Bush announced 6 goals set for the U.S.
9.3.1.1. Children begin school ready to learn
9.3.1.2. graduation to increase
9.3.1.3. By grades 4, 8, and 12 students will move on demonstrating understanding of certain subjects
9.3.1.4. Lead in math and science
9.3.1.5. U.S. adults will be literate
9.3.1.6. schools will be drug and violence free
9.4. NCLB (No Child Left Behind)
9.4.1. was an extension of standards and far-reaching concept for education
9.4.2. <iframe width="560" height="315" src="https://www.youtube.com/embed/n5hLJDBm2pU" frameborder="0" allowfullscreen></iframe>
9.5. Race to the Top
9.5.1. Intends to close gaps
9.5.2. states will be aided with funds while they try to meet NCLB mandates
9.5.3. will improve stats outcomes in education
9.5.4. partially impacted by Obama
9.5.5. <iframe width="420" height="315" src="https://www.youtube.com/embed/mPjXLxlcCBQ" frameborder="0" allowfullscreen></iframe>
9.6. Approaches to Reform
9.6.1. Education Equality Project
9.6.2. independent power of schools in closing achievement gaps
9.6.3. some believe schools are limited for eradicating effect of poverty on children
9.7. School-Based Reforms
9.7.1. Includes public and private schools with Intersectional choice plans
9.7.2. only public schools with Intrasectional choice plans
9.8. Charter Schools
9.8.1. consists of public schools that are free from regulations applied to traditional public schools
9.8.2. <iframe width="560" height="315" src="https://www.youtube.com/embed/dJp71WQEqaI" frameborder="0" allowfullscreen></iframe>