1. Politics of Education
1.1. The Liberal Perspective
1.1.1. Origins of Liberal Perspective
1.1.1.1. 20th century: John Dewey's works influenced liberal perspective.
1.1.1.2. FDR's administration: Politically, liberal perspective gained momentum during FDR's New Deal era.
1.1.1.3. Liberal perspective has roots in John Maynard Keynes' economic theories.
1.1.2. Emphasis on group dynamics rather than individuals
1.1.2.1. Conservatives focus on the effect of capitalism on individual progress, while liberals focus on its effects on groups of people.
1.1.3. Role of government
1.1.3.1. Government intervention is needed to ensure fair treatment of all citizens.
1.1.3.2. If left unregulated, capitalism provides unfair advantages to those with wealth and power. Therefore, liberals focus on balancing economic productivity with the social needs of groups in need.
1.2. Progressive Vision of Education
1.2.1. The progressive vision of education includes the "left" side of the liberal perspective and the radical perspective.
1.2.2. Schools are viewed as tools to help better society, solve social problems, and develop individual potential.
1.2.3. While traditionalists believe schools represent the best of what is out there, progressives believe they should be a part of continuous progress.
2. History of U.S. Education
2.1. Standards Era (1980s-2012)
2.1.1. In the 1980s, a new reform movement began as a reaction to the liberal reforms of the 1960s and 1970s. A Nation at Risk, an educational report released in 1983, brought significant attention to the need for these reforms.
2.1.2. President Clinton's Goal 2000, George W. Bush's No Child Left Behind, and President Obama's Race to the Top are all initiatives implemented during this era.
2.1.3. The school choice movement began to gain momentum in this era. This led to the creation of charter schools and similar programs that allow parents to choose a school for their child.
2.1.4. Accountability mechanisms linked to standardized test scores is a key component of the standards era.
2.2. The Democratic-Liberal School
2.2.1. Those who support the democratic-liberal school historical interpretation believe that the conservative view of education as elite institutions is flawed. They believe that schools should be committed to providing equality for all, not just the elite.
2.2.2. Notable historians of this interpretation include Ellwood Cubberly, Merle Curti, and Lawrence A. Cremin.
2.2.2.1. Quote from Cremin about the American educational system: "That kind of organization is part of the genius of American education- it provides a place for everyone who wishes one, and in the end yields one of the most educated populations in the world."
2.2.3. Democratic liberals believe education should strive toward equity and excellence, without sacrificing one or the other while doing so.
3. Sociological Perspectives
3.1. Interactional Perspective
3.1.1. The interactional perspective serves as a critique and extension of the functional and conflict theories.
3.1.2. The interactional theory criticizes functional and conflict theories for being too abstract and general (macrosociological) about the relationship between school and society.
3.1.3. This perspective focuses on the importance of everyday interactions in the schools and the effects of those interactions on society. (Microsociological)
3.1.4. Many educational theorists believe that there should be overlap between microsociologial and macrosociological perspectives.
3.1.4.1. Basil Bernstein believes that the interactional and structural aspects should be viewed wholistically to get the best picture of the relationship between school and society.
3.2. 3 Effects of Schooling on Individuals
3.2.1. Knowledge & Attitudes: Research shows that academically-oriented schools directly improve student achievement. More education leads to more knowledge, participation in politics, and higher self-esteem.
3.2.2. Employment: Those with higher education are more likely to have higher paying jobs.
3.2.2.1. 2011: High school graduates average salary: $32,552 College graduates: $53,976
3.2.3. Mobility: Americans believe that education is the ticket to a better life. This is mostly true for the middle class. Wealthy people and poor do not typically share this sentiment.
4. Philosophy of Education- Pragmatism
4.1. Generic Notations
4.1.1. "embryonic community"- The school is a place where children learn through experiences and environment.
4.1.2. Pragmatists believe we can achieve a better society through education.
4.1.3. child-centered- Educators start with the needs and interests of the child.
4.2. Key Researchers
4.2.1. John Dewey's pragmatism (progressive education) is rooted in social Darwinism. Children must interact with their environment to build knowledge.
4.2.2. Francis Bacon focused on abandoning traditional approaches by emphasizing the importance of experiential education.
4.2.3. John Locke believed that the mind is a blank tablet "tabula rasa," and people must acquire knowledge through their senses.
4.3. Goal of Education
4.3.1. The goal of pragmatist education is to prepare students for participation in a democratic society.
4.3.2. Growth that leads to more growth is the means to the goal.
4.4. Role of the Teacher
4.4.1. The teacher is there to guide and encourage the students as they participate and learn.
4.5. Method of Instruction
4.5.1. Students learn in groups and individually.
4.5.2. Inquiry-based: asking probing, essential questions that will lead the students to solve problems
4.6. Curriculum
4.6.1. Child-centered core curriculum: integrated curriculum in which a single topic is taught throughout all subjects.
4.6.2. Starts with a contemporary problem that the students will investigate by beginning with what they already know and working to solve the unknown.
5. Schools as Organizations
5.1. Major Stakeholders in my District
5.1.1. State Senators
5.1.1.1. Richard Shelby
5.1.2. House of Representatives
5.1.2.1. Speaker of the House- Mike Hubbard
5.1.2.2. Speaker Pro Tempore- Victor Gaston
5.1.3. State Superintendent
5.1.3.1. Thomas R. Bice
5.1.4. Representative on AL School board
5.1.4.1. Jeffery Newman, District 7
5.1.5. Madison City Schools Superintendent
5.1.5.1. Dr. Dee O. Flower
5.1.6. Madison City School Board
5.1.6.1. Dr. Terry Johnson, President
5.2. Comparison to Finland
5.2.1. Finland has eliminated almost all standardized testing.
5.2.2. Emphasizes formative assessment
5.2.3. Relies on teacher-student dialogue and relationships to track progress
5.2.4. Teachers are more autonomous, better paid, more respected, able to innovate
5.2.5. Achievement gaps are eliminated.
6. Curriculum & Pedagogy
6.1. Developmentalilst Curriculum
6.1.1. Student-centered
6.1.1.1. Curriculum is based around the needs and interests of the student
6.1.1.2. School life should reflect familiar life experiences for the students.
6.1.2. Process of learning & content itself were equally important.
6.1.3. Philospohers
6.1.3.1. John Dewey
6.1.3.2. Jean Piaget
6.1.4. Teacher education programs are heavily influenced by developmentalist curriculum.
6.2. Modern functionalist theory
6.2.1. Philosophers
6.2.1.1. Talcott Parsons
6.2.1.2. Robert Dreeben
6.2.2. stresses the importance of changing to meet the needs of a modern society
6.2.3. Less emphasis on specific facts and more on teaching students how to learn
7. Equality of Opportunity
7.1. Educational Achievement & Attainment of African Americans
7.1.1. Trends
7.1.1.1. 1973-1986: achievement gaps between whites and African Americans narrowed.
7.1.1.2. Since 1988: achievement gaps between whites and African Americans have increased or remained steady across all subjects
7.1.1.3. Federal regulations aimed at decreasing these gaps (NCLB & Goals 2000) have failed.
7.1.2. Possible Explanations
7.1.2.1. early federal policies of 1960s and 1970s
7.1.2.2. long term effects of crack cocaine epidemic of the 1980s
7.2. Response to the Coleman Study
7.2.1. Sociologists reexamined data found in the Coleman Study
7.2.1.1. Differences in schools do not predict different student outcomes.
7.2.1.2. When reexamined, sociologists substantiated Coleman's findings
7.2.1.3. Student body composition affects outcomes more than the school itself.
8. Educational Inequality
8.1. Sociological Theory- Functionalist
8.1.1. Functionalist believe that schooling should produce individual differences, not group-based differences.
8.1.2. Schools should provide a fair process of sorting individuals to promote individual success.
8.1.3. All groups should receive a fair chance for success; therefore, the sources of inequalities are crucial.
8.2. School-centered: Within Schools
8.2.1. Curriculum & ability grouping
8.2.1.1. Elementary level- similar curriculum taught to all, but vary in pace and teacher expectations
8.2.1.2. Secondary level- Students are grouped by ability and curriculum. Education varies greatly.
8.2.1.3. Debates about curriculum and ability grouping
8.2.1.3.1. Teaching all students the same can result in "teaching to the middle" which can be too challenging for some and not challenging enough for others.
8.2.1.3.2. Tests do not accurately gauge student ability because students cannot learn what they are not being taught.
9. Educational Reform
9.1. School-based Reform
9.1.1. School-to-work programs
9.1.1.1. Bill Clinton signed the School-to-Work Opportunities Act of 1994
9.1.1.1.1. Each state to provide every student with relevant education, vocational skills, valued credentials
9.1.1.1.2. School-to-work system 3 elements: school-based learning, work-based learning, and activities that bridge between school and work and connect students to relevant training and employers
9.1.1.2. Traditional school prepares students for college, but does not prepare for the workforce. School-to-work programs aim to reform that.
9.2. Societal, economic, and political reform
9.2.1. Full service & community schools
9.2.1.1. Emphasize on meeting the needs of the students and their families
9.2.1.1.1. Includes: extended hours, job training programs, adult education programs, mental health services, addiction counseling, and tutoring
9.2.1.2. Examples: Harlem Children's Zone, Newark's Broader Bolder Approach, and Dryfoo's model