1. Politics of Education
1.1. Conservative
1.1.1. Traditionalists
1.1.1.1. School is a preparation for life.
1.1.1.2. Teachers are the primary source of information and authority.
1.1.1.3. Program is determined by external criteria, particularly test results.
1.1.2. Believe school is suppose to teach students to grow and be independent, hard working individuals.
1.1.3. Based on the ideas of Social Darwinism
1.1.4. Believe in the basic standards of education.
1.2. Liberal
1.2.1. Progressivism
1.2.1.1. Solve social problems.
1.2.1.2. Essential to the development of individuals.
1.2.1.3. School is challenging and a fun part of life.
1.2.2. School is a part of life.
1.2.3. Students are active, problem solvers and planners.
1.2.4. Students learn through experience, play and interactions.
1.3. Radical
1.3.1. Suggests capitalist system produces fundamental contradictions that lead to transformation into socialism.
1.4. Neo-Liberal
1.4.1. Combination of Conservative and Liberal philosophies.
1.4.2. Purpose of Education
1.4.3. Purpose of Education
2. History of U.S. Education
2.1. 1635 Boston Latin Secondary School
2.2. 1636 Harvard College
2.3. 1647 Old Deluder Satan Law
2.4. 1687-1890 New England Primer
2.5. 1820 Education Reformation beginning
2.5.1. U.S. needs educated citizens to help the country.
2.6. 1896 PLESSY vs. Ferguson
2.7. 1954 Brown vs. Board of Education
2.8. 1983 A Nation At Risk
2.8.1. U.S. school behind.
2.9. 2002 No Child Left Behind
2.9.1. Required standardized testing, increased accountability and adequate yearly progress.
3. Sociological Perspectives
3.1. Functionalist Theory
3.1.1. Focus on the ways that universal education serves the needs of society. Functionalists first see education as conveying basic knowledge and skills to the next generation.
3.2. Conflict Theory
3.2.1. See the purpose of education as maintaining social inequality and preserving the power of those who dominate society.
3.2.2. See the educational system as the status quo by the lower classes into being good worker.
3.3. Interactional Theory
3.3.1. Focuses on bodily behaviors and environmental contexts rather than on mental processes.
3.3.2. Primarily critiques and extensions of functional and conflict perspectives
3.3.3. Effects of Schooling http://www.globalpartnership.org/education/the-benefits-of-education
3.3.3.1. Knowledge and Attitudes
3.3.3.2. Employment
3.3.3.3. Education and Mobility
3.4. Sociological Inqiry
3.4.1. Education and Inequality
3.4.1.1. Inadequate Schools
3.4.1.2. De facto segregation
3.4.1.3. Tracking
3.4.1.4. Gender
4. Philosophy of Education
4.1. Idealism
4.1.1. Perennialism
4.1.2. Theorists Robert Hutchins and Mortimer Adler
4.1.3. Teacher led classroom.
4.1.4. Study of literature instead of textbooks
4.1.5. Multiple perspectives and analytical thinking
4.2. Realism
4.2.1. Essentialism
4.2.1.1. Back to basic education: reading, writing and math
4.2.1.2. Traditional approach
4.2.1.3. Teacher led classroom with exact instruction.
4.2.1.4. Theorist: E.D. Hirst and William Bagley
4.3. Pragmatism
4.3.1. Group work and collaboration.
4.3.2. Based on experimental and scientific inquiry.
4.3.3. Student led classrooms.
4.3.4. Progressivism
4.3.4.1. Learn best by doing.
4.3.4.2. Theorist: John Dewey
4.4. Neo-Marxism
4.4.1. Social Reconstuction
4.4.2. Theorists George S. Counts and Paulo Friere
4.4.3. Focused on social skills and educational studies.
4.4.4. Student led classroom
4.4.5. Students are taught to help society and better society.
4.5. Existeniatialist
4.5.1. Student sets the pace
4.5.2. Theorists: Maxine Greene and A.S. Neill
4.5.3. Self learning and enhancing
5. Schools as Organizations
5.1. Madison County School District
5.1.1. State senator: Bill Holtzclaw
5.1.2. House of Representative: Moe Brooks
5.1.3. State superintendent: Matt Massey
5.1.4. Representative on state school board: David Vess
5.1.5. Local superintendent: Doug Brown
5.1.6. Local school board : Dan Nash, Angie Bates, Mary Louise Stowe, David Vess and Jeff Anderson.
5.2. Educational systems
5.2.1. U.S.
5.2.1.1. Very complex system
5.2.1.2. Very inclusive
5.2.1.3. Equal opportunity for education
5.2.1.4. t
5.2.2. Other Systems:
5.2.2.1. Separate "academically talented" and less gifted
5.2.2.2. France:
5.2.2.2.1. Highly centralized educational system
5.2.2.3. Japan:
5.2.2.3.1. Highly competitive education
5.3. Social Organization
5.3.1. Schools are their own separate social organizations according to Waller.
5.3.1.1. population
5.3.1.2. political structure
5.3.1.3. social relationships
5.3.1.4. "we feeling"
5.3.1.5. culture
5.4. Teaching requirements
5.4.1. College degree
5.4.2. Full Certification
5.4.3. Knowledge in the area of teaching
6. Curriculum and Pedagogy
6.1. Types of Curriculum
6.1.1. Developmentalist Curriculum
6.1.1.1. Based on progressive view
6.1.1.2. Looks for the needs and interests of the child
6.1.2. Social Meliorist Curricumlum
6.1.2.1. Based on social reconstructive theory
6.1.3. Social Efficiency
6.1.3.1. Students prepared for real word tasks
6.1.3.2. Based on Idealism
6.1.4. Null Curriculum-not taught, giving students the message that these elements are not important in their educational experiences or in our society
6.1.5. Hidden curriculum- implied by the structure and nature of schools, much of what revolves around daily or established routines
6.2. Curriculum includes:
6.2.1. Information taught
6.2.2. Organization of studies
6.2.3. Academic information
6.2.4. A sequence of courses
7. Equality of Opportunity
7.1. Forms of Stratification
7.1.1. Caste Stratification-is a social system based on ascribed statuses. Their status can include race, gender, nationality, body type, and age. A caste system ranks people. No matter what a person does, they will never be allowed to change castes.
7.1.2. Estate Stratification- social level is defined in terms in hierarchy of family.
7.1.3. Class Stratification- socially divided into separate classes whose members have different access to resources and power.
7.2. The Coleman Report- 1966
7.2.1. Also called 'Equality of Educational Opportunity'
7.2.2. Fueled a debate about how the school has an effect on a student and their academic achievement.
7.2.3. The Coleman Report implied that student background and socioeconomic status determined a students educational outcome.
8. Educational Inequality
8.1. Sociological Theories of Education
8.1.1. Functionalists
8.1.1.1. -individual talent and hard work based on universal principles of evaluation.
8.1.1.2. - school produces unequal results based on individual differences between students, not groups.
8.1.2. Conflict Theorists
8.1.2.1. -believe the role of school is to produce inequality
8.1.2.2. -do not believe everyone is entitled to an equal opportunity.
8.1.3. Theories
8.1.4. Race, Class and Gender Based Inequalities
8.1.5. School Centered Explanations
8.1.5.1. School financing
8.1.5.2. School Climate
8.1.5.3. Pedagogic Practices
8.1.5.4. Effective/ineffective schools
9. Educational Reform
9.1. School Based Reforms
9.1.1. School Choice
9.1.1.1. Reflected that student's desires and needs.
9.1.2. Charter School
9.1.2.1. Free from many rules applied to public schools.
9.1.2.2. Assure school goals to create more successful students.
9.1.2.3. Charter schooling vs. public schooling
9.1.3. Tuition Vouchers
9.1.3.1. Will provide 3 educational impacts
9.1.3.1.1. Provides lower income families better satisfaction with their children's schools.
9.1.3.1.2. Provide better learning environments for low-income students.
9.1.3.1.3. Forces public schools to improve.
9.2. Societal Reforms
9.2.1. gradual change throughout a society
9.3. Community Reforms
9.4. Economic Reforms
9.4.1. dealing with parts of the government
9.5. Political Reforms
9.5.1. evolving politically