1. Politics of Education
1.1. Conservative Perspective
1.1.1. Individuals and groups must compete in the social environment in order to survive, and human progress is dependent on individual initiative and drive. (p.23)
1.1.2. President Ronald Reagan represented this perspective. He championed a free market philosophy. (p.24)
1.1.3. The free market or market economy of capitalism is both the most economically productive economic system and the system that is most respectful of human needs. (p.24)
1.1.4. The view of social problems is the belief that the free market is most economically productive and is the most respectful of human needs. (p.24)
1.1.5. Decline of Standards (p.29)
1.1.6. Decline of Cultural Literacy (p.29)
1.1.7. Decline of Values or of Civilization (p.29)
1.1.8. Decline of Authority (p.29)
1.1.9. Conservatives response to the liberal and radical demands.. (p.29)
1.1.10. Role of the school as providing the necessary educational training to ensure that the most talented and hard-working individuals receive the tools necessary to maximize economic and social productivity. (p.27)
1.1.11. Argues that individuals or groups of students rise and fall on their own intelligence, hard work, and initiative. Hard work and sacrifice are the basis of achievement.
1.1.12. Return to basics, return to the traditional and academic curriculum, introduce accountability measures, introduce free market mechanisms. (p.30) ----Conservatives support/ Educational Policy and Reform
1.2. Progressive Vision
1.2.1. Views the schools as central to solving social problems, as a vehicle for upward mobility, as essential to the development of individual potential, and as an integral part of a democratic society. (p.26)
1.2.2. Believe schools should be a part of the steady progress to make things better. (p.27)
2. History of U.S. Education
2.1. The Rise of the Common School (most influence on education)
2.1.1. Mann helped start some of the first public schools within America, he helped shape education to what it is today.
2.1.2. Mann started new schools, to help the change of illiterate Americans, to Americans that have the chance to educate themselves with public school
2.1.3. Many historians see Mann as America's greatest educational reformer. (p. 68)
2.1.4. His annual reports served as models for public school reforms, the first state normal school, or teacher trainmen school was established in Lexington, Mass. (p.67)
2.1.5. Horace Mann became the first secretary for the Mass. state board of education in 1837. (p. 67)
2.1.6. The struggle for free public education was held by Horace Mann of Massachusetts. (p.67)
2.1.7. By 1820, those interested in education that the school that had been established by the pre-war generation were not functioning effectively. (p. 67)
2.1.8. Andrew Jackson was president. All men had obtained the right to vote. Groups of reformers were emerging that lacked higher education so they could not hold a place in public office. (p. 67)
2.1.9. Period between 1820 and 1860, The Industrial Revolution had started and immigrants were making a large impact. (p.67)
2.2. Democratic-Liberal School
2.2.1. The education system must continue to move closer to each other, without sacrificing one or the other too dramatically. (p. 83)
2.2.2. Historians: Ellwood Cubberly, Merle Curti, Lawrence A. Cremin represent this view. (p.83)
2.2.3. Historians suggest that each period of educational expansion involved the attempts of liberal reformers to expand educational opportunities to larger segments of the population and to reject the conservative view of schools as elite institutions for the meritorious. (p.83)
2.2.4. Believe that history of U.S. education involves the progressive evolution of a school system committed to providing equality of opportunity for all. (p.83)
3. Sociological Perspectives
3.1. Functional Theories
3.1.1. Sociologists stress the interdependence of the social system. They examine how well parts are integrated into each other. (p.117)
3.1.2. Durkheim's emphasis on values and cohesion set the tone for how present-day functionalists approach the study of education. (p. 118)
3.1.3. Moral values were the foundation of society. (Durkheim) (p.118)
3.1.4. Durkheim realized that education had taken different forms, he believed that creating the moral unit necessary for social cohesion and harmony.(p.118)
3.1.5. Socioloigists to embrace this view: Emile Durkheim (1858-1917). (p.118)
3.1.6. View Society as a machine, where one part articulates with another to produce energy required to make society work. (p.118)
3.2. Effects of Schooling on Individuals
3.2.1. Knowledge and Attitude
3.2.1.1. Ron Edmonds (pioneer for the effective school movement) was a researcher that demonstrates the differences in schools are directly related to differences in student outcomes. (p.121)
3.2.2. Teacher Behavior
3.2.2.1. Persil found that when teachers demanded more from their students and praised them, they learned more and felt better about themselves. (p.124)
3.2.2.2. Rosenthal and Jacobson, teachers expectations of students were found to directly influence student achievement. (p.124)
3.2.2.3. Jackson found that teachers have as many as 1,000 interpersonal contacts each day with children in their classroom. (p. 124)
3.2.3. Student Peer Groups and Alienation
3.2.3.1. Student cultures play an important role in shaping students' educational experiences.
3.2.3.2. Student violence continues to be a problem. increasing numbers of assaults on teachers from students. (p.125)
3.2.3.3. Stinchcombe found that students in vocational programs are headed toward low-status jobs. (p.125)
4. Philosophy of Education
4.1. Pragmatism, Dewey
4.1.1. Encourages people to find processes that work in order to achieve their desired ends (p.186)
4.1.2. "Do the results achieved solve the problem?" P.186
4.1.3. Problem>speculative thought>action>results (p.186)
4.1.4. New node
4.1.5. Dewey's notions: (pp.187-188)
4.1.5.1. school was considered "embryonic community".
4.1.5.1.1. Children could learn skills both experientially as well as from books
4.1.5.2. Start with needs and interests in the classroom of the child
4.1.5.3. Students require a course of reflect their stages of development
4.1.5.4. Democracy: through education you vowel continually reconstruct and reorganize the community
4.1.6. Key Researchers (p.186)
4.1.6.1. Francis Bacon sought a way of new thinking and new approaches. He emphasized inductive reasoning. (P.186)
4.1.6.2. John Locke was note rested in how people come to know things. (P.186)
4.1.6.3. John Dewey-instrumentalist and experimentalism. Most important influencer on progressive education
4.1.7. Educational goal was that visions of schools are rooted in the social order (pp.188-189)
4.1.7.1. "Conjoint communicated experience"
4.1.7.2. Balance society and community with one hand and the individual with the other
4.1.7.3. Balance social role of school with its effects on social, intellectual and personal development on individuals
4.1.7.4. PRIMARY ROLE WAS GROWTH
4.1.7.5. Integrate children to not just any type of society but a democratic one
4.1.8. Role of Teachers (p.189)
4.1.8.1. No longer the authoritarian
4.1.8.2. Becomes the facilitator
4.1.8.3. Encourages, offers suggestions, questions, and helps plan and implement courses of study
4.1.8.4. Writes curriculum and has commands of discipline to create and implement curriculum
4.1.9. Method of Instruction (p.189)
4.1.9.1. Individually and in groups
4.1.9.2. Poses questions about what they want to know
4.1.9.3. Problem-solving or inquiry method
4.1.9.4. No traditional yet natural ways
4.1.10. Core Curriculum, or Integrated curriculum (p.190)
4.1.10.1. Progressive schools follow.
4.1.10.2. Curriculum changes as the social order changes and as children's interests and needs change
4.1.10.3. Integrated curriculum provides the most effective means of balance
4.1.10.4. All academic and vocational disciplines in an integrated way
4.1.10.5. New node
5. Schools as Organizations
5.1. State Senator for Alabama: Senator Arthur Orr
5.2. District 21 House of Representatives: Representative Jim Patterson
5.3. Superintendent: Superintendent Matt Massey
5.4. School Board Representative: David Vess
5.5. State Superintendent: Tommy Bice
5.6. Madison County Schoo Board Members: 1) Dan Nash, 2) Angie Bates, 3) Mary Louise Stowe, 4) David Vess, 5) Jeff Anderson
5.7. FRANCE
5.7.1. The system in France is highly stratified.
5.7.2. The government in France controls the education system much more than in America. They control it right to the classroom level.
5.7.3. The students frame ideas into themselves
5.7.4. Centralized, Competitive, and Stratified
5.7.5. Most of the students in America go onto Universities and Colleges, where as in France only 1/3 move on into tertiary schooling.
6. Curriculum and Peagogy
6.1. DEVELOPMENTALIST CURRICULUM
6.1.1. Related to the needs and interests of the students rather than the society (p. 284)
6.1.2. Relates curriculum to the child
6.1.3. Flexible in what and how things are taught
6.1.4. Important model in teacher education prgorams
6.1.5. Relates schooling to life experiences
6.2. FUNCTIONALISM
6.2.1. Schools teach students the values of modern society and they they are essentail (p. 292)
6.2.2. Teach general norms, values and knowledge required
6.2.3. Prepares students for complex roles
6.2.4. Integrate students into social order
6.2.5. Respect Differences
6.2.6. Tolerate Change
6.2.7. Respect Others
6.2.8. Base opinions on knowledge rather than tradition
7. Equality of Oppurtunity
7.1. Educational Acheievement & Attainmentent of Special Needs (pp 364-365)
7.1.1. In 1975 the EDucation of All Handicapped Children Law (EHA) was passed.
7.1.2. The EHA law was reauthorized in 1996 as the Individuals with Disabilities Education Act (IDEA)
7.1.3. In the late 80's critics pushed the regular education initiative (REI) where it called for mainstreaming children with diabilities into the regular classroom
7.1.4. The field of Sp. Ed. still remains in conflict of what needs to happen and how children need to be taught.
7.2. Coleman Group Round Three (p 369)
7.2.1. Geoffrey Borman and Maritza Dowling used stats to evaluate educational data 40 years after Coleman.
7.2.2. There data partially agreed with both of Coleman's studies.
7.2.3. Their study showed that where an individual goes to school is related to their race and socioeconomic background.
7.2.4. But, the composition of the school with race and socioeconomic status has a greater impact than the individuals race and socioeconomic status.
7.2.5. Borman and Dowling do argue against Coleman's study that schools don't matter. They believe that "school segregation based on race and socioeconomic status within school interactions...largely responsible for gaps in student achievement." (p 369)
7.2.6. Think the edu. reform must focus on eliminating segregation within the schools in the U.S..
8. Educational Inequality
8.1. Functionalists Explanation
8.1.1. "the role of schools is to provide a fair and meritocratic selection process for sorting out the best and brightest individuals, regardless of family backgrounds." (p 418)
8.1.2. Schooling will produce different results, but these should be based on the student not the group.
8.1.3. Eliminate structural barriers
8.1.4. Unequal Educational Outcomes are the result of Unequal Educational Opportunities
8.2. School Financing Explanation
8.2.1. Jonathan Kozol (1991) Savage Inequalities
8.2.2. Kozol compared poor inner city schools with affluent suburb schools
8.2.3. Public schools recieve funding on state, local, and federal levels. When a public school is in an affluent part of a town or state, they recieve more funding for their school compared to an inner city school that is not in an affluent part of town.
8.2.4. People argue this falls under the Equal Protection Clause of the 14th Amendment and denies equal opportunities.
8.2.5. Serrano v. Priest (1971) the supreme court ruled the system unequal financing between wealthy and poor schools in their district
8.2.6. Arizona, Minnesota, New Jersey, Texas and Wyoming had similar ruling that next year.
9. Educational Reform
9.1. Charter School Reform (p. 522)
9.1.1. The first state to have Charter Schools was Minnesota in 1991, now 41 states have adopted Charter Schools and it is growin (as of 2013)
9.1.2. They are public schools that are free of some regulations, but hold their students to a higher accountability of preformance
9.1.3. Self-governing with control ver curriculum, instruction, staffing, budget, organizations, calendar, etx.
9.1.4. They are paid with tax dollars like public schools.
9.1.5. They provide better schooling for children in low-income areas
9.2. Community Reform (Harlem Children's Zone) p. 539
9.2.1. Geoffery Canada
9.2.2. Canada wanted to make where he grew up a better place. Instead of moving the children to a better comunity, he made the community better for the children.
9.2.3. Canada provides programs for parents to become educated, so they can help their children when it comes to their school work.
9.2.4. Providing equality at an early age and providing quality helps the minorities and low-income children the chance to become successful
9.2.5. In Newark, Pedro Noguera, is starting the Broader Bolder Approach, which will essentially be like Harlem Children's Zone
9.2.6. KIPP schools are evidence of the effects of discpline, high expectations and displine for achievement.