My Foundations of Education

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My Foundations of Education by Mind Map: My Foundations of Education

1. Politics of Education

1.1. Political perspectives on education:

1.1.1. Conservative {Darwinist approach to education/life: strongest will survive. Also value capitalist economic system.}

1.1.2. Liberal { Accepts conservative belief in economice, but believes that the free-market, if left unregulated, will be abused. Concerned with balancing economic productivity of capitalism w/ social& economic needs of majority. Heavy emphasis on equality.}

1.1.3. Radical {Does not believe free market capitalist system is best economically. Prefer democratic socialism. Believe capitalist system is central to U.S. problems. Believe problems are structural in nature and groups should be subject of change rather than individuals.}

1.1.4. Neo-Liberal {Often a mixture of conservative & liberal perspectives. Not fans of teacher unions, tenure. Big on teacher, student, and school accountability.}

1.2. Visions of education:

1.2.1. Traditional: Feel that schools are necessary for transmission of traditional values of U.S. Society, such as hard work, family unity, individual initiative, etc.

1.2.2. Progressive: View schools as central to solving social problems, a vehicle for upward mobility, a necessary part of the development of individual potential, & an integral part of democratic society.

2. History of U.S. Education

2.1. Reform Movements

2.1.1. Old Deluder Laws (1642, 1647) passed. Chastised parents for neglecting kids' education. Required that towns with 50 or more households appointed a teacher; 100 or more households, grammar school was required.

2.1.2. Massachusetts legislature created State Board of Education (1837). Horace Mann, who lobbied for it, became secretary. As a result, first teacher training school was developed in 1839.

2.1.3. Compulsory School Laws-All states had laws requiring school attendance by 1918. Public schools were present (including high school).

2.1.4. Education Equality for Women/African Americans. From 1820 on, women were increasingly admitted into more schools or created their own. In 1868, the Freedman's Bureau helped establish historically black colleges.

2.1.5. Committee of Ten formed. In 1873 issued report clarifying purpose/curriculum of education. Standardized education somewhat.

2.2. Historical Interpretations of Education

2.2.1. Democratic-Liberal Interpretation: See different movements (optimistically) as steps in the progression of opening U.S. education to all. Reject the idea of schools as elite institutions for the meritorious.

2.2.2. Radical-Revisionist Interpretation (pessimistic): Agree that education has expanded; however, believe that it expanded to allow the elites in society to have more control over the working class & immigrants and for economic efficiency and productivity.

2.2.3. Conservative Interpretation: Believe that pursuit of social and political objectives harmed schooling; U.S. schools/students' knowledge is currently mediocre.

3. Sociological Perspectives

3.1. Theoretical Perspcetives on Relationship Between School and Society include:

3.1.1. Functional Theories {Stresses interdependence of social system. View society as a machine. Schools teach kids appropriate values and sort/select them based on their abilities}.

3.1.2. Conflict Theories {Believe that society is not held together by shared values, but by the ability of the dominant group to impose their will on subordinate or minority groups. From a conflict theorist perspective, schools are free-for-all war zones where everyone is struggling against everyone else}.

3.1.3. Interactional Theories {Critique functionalist and conflict theorist perspectives as being too abstract. Emphasize structure and process at macrosocial level. It's what we don't question that is in fact problematic; for example, methods of classifying children as gifted or learning-disabled}.

3.2. Three effects of schooling that I feel have the greatest impact on individuals are:

3.2.1. Knowledge and Attitudes: I really do believe and feel that I have personally experienced the idea that knowledge/education and the right attitude (coupled with hard work) can get you just about anywhere you want to go in the world.

3.2.2. Employment. I am going back to college now because I did not have a degree before and therefore was limited in the jobs I was considered eligible for, regardless of my intelligence.

3.2.3. Education and Mobility: The life I have today wasn't handed to me. I studied hard in school, and that, coupled with a positive attitude, manners, and a good work ethic has enabled me to live a fairly successful life thus far.

4. Philosophy of Education

4.1. Particular philosophies of education: Idealism, Realism, & Pragmatism.

4.1.1. Pragmatism (goal of education): Growth leading to more growth. 'Education is subordinate to no end beyond itself,...[and] ultimately [aims] to make human beings who will live life to the fullest...' (189).

4.1.2. Pragmatism (generic notions): problem----->speculative thought--->action---> results.

4.1.3. Pragmatism (key researchers): Francis Bacon, John Locke, Jean-Jacques Rousseau, John Dewey

4.1.4. Pragmatism (role of teacher): facilitator, not authoritarian fount of all knowledgeEncourages, offers suggestions, questions, and helps plan and implement courses of study.

4.1.5. Pragmatism (method of instruction): Individually and in groups. problem-solving or inquiry method. Very informal.

4.1.6. Pragmatism (curriculum): similar to montessori schools. core or integrated curriculum. If students are studying cats, they study math, science, history, reading, writing, music, art, woodworking or metallurgy, cooking, sewing, etc. while studying cats.

5. Schools as Organizations

5.1. State Senators(2): Lamar Alexander & Bob Corker

5.2. House of Representatives(9): David Roe, John Duncan, Jr., Charles Fleischmann, Scott DesJarlais, Jim Cooper, Diane Black, Marsha Blackburn, Stephen Fincher, Steve Cohen

5.3. State Superintendent: Kevin Huffman

5.4. State School Board Rep.: Mr. Lonnie Roberts

5.5. Lincoln Co. Superintendent: Dr. Wanda Shelton

5.6. Lincoln Co. School Board: Mr. Brandon Kolle, Mr. Dexter Sullivan, Mr. Stan Golden, Mrs. June Towry, Mrs. Veronica King, Mr. Brent Malone, Mr. Jerry Pendergrass, Mr. Thomas Stevenson

5.7. U.S. compared to China:

5.7.1. Ministry of Education at national level. Dictates subjects, provides curriculum guidelines and materials.

5.7.1.1. Education Departments/commitees in major cities and provinces prepare educational development plans for their areas. They essentially fine-tune or fill in gaps from the national guidelines for their geographical areas.

5.7.1.1.1. Local governments implement curriculum and manage educational funding.

5.7.2. China has nationalized curriculum. U.S. does not.

6. Curriculum and Pedagogy

6.1. Historical Curriculum theories:

6.1.1. Humanist Curriculum: "Knowledge of traditional liberal arts is cornerstone...Purpose of education is to present srudents the best of what has been taught and written" (Sadovnik 282). Wants to teach english, foreign language, math, history, science.

6.1.2. Social Efficiency Curriculum: Different types of schooling for different students. Advocates standardized testing. (Academic, vocational, and general educational tracts).

6.1.3. Developmentalist Curriculum: Focuses on student; needs and interests of the student. Believes education should be more focused on what the student needs, less focused on what society needs. Student centered. Stresses "flexibility...in what is taught and how it is taught," with focus on each individual student and what he/she needs to know. Focuses on "making education come alive in a meaningful manner" for each student (Sadovnik et. al., 284).

6.1.3.1. This one is my favorite; although, I'm not sure that's what I put in my paper...might have to go back and edit that. I really like the idea of making the curriculum come alive for the students.

6.1.4. Social Meliorist Curriculum: "School should change society or...help solve its fundamental problems" (Sadovnik et. al., 285).

6.2. Sociological Curriculum Theories:

6.2.1. Functionalist Theory (MY FAVORITE): Focus on preparation of students for the increasingly complex world that exists out there and their role in it. Enables students to function in our society, which is democratic, meritocratic, and expert. Specific content of curriculum is less important than teaching students HOW to learn.

6.2.1.1. In addition to teaching students how to learn, functionalists also believe schools teach them social norms and values of our society.

6.2.1.1.1. "Schools teach students to respect others, to respect differences, and to base their opinions on knowledge rather than tradition" (Sadovnik et. al., 292).

6.2.1.1.2. Love the focus on the hidden curriculum in functionalist theory!

6.2.2. Conflict Theorist Theory: "Do not believe schools [should] teach liberal values and attitudes such as tolerance and respect" (Sadovnik et. al, 292). Believe that hidden curriculum teaches attitudes and behaviors necessary for workplace and formal curriculum teaches what the dominant class in society wants it to teach.

6.2.3. Neo-Marxists: Hidden curriculum teaches character traits, behaviors, and attitudes needed in the capitalist economy (Sadovnik et. al, 292). School prepares students to fit into the economuc order.

7. Equality of Opportunity

7.1. Significant educational achievement & attainment for Women.

7.1.1. Girls consistently have higher grades than boys in elementary, secondary, and postsecondary school. "High school teachers consistently rate girls as putting forth more effort and being less disruptive than boys..." (468). Girls also show more attentiveness, organizational skills, self-discipline, leadership qualities, & interest in school.

7.1.1.1. In the past, girls "lagged behind" boys in some areas, such as mathematics (# & intensity of courses). Now, girls take equally demanding courses (and an equal amount of courses) and get better grades in them.

7.1.1.2. Girls are more likely now to have taken biology and chemistry than boys. This hasn't always been the case.

7.1.1.3. Girls take more AP exams and college prep courses than boys take.

7.1.1.4. Girls are more involved in extracurriculars and community activities (with the exception of sports).

7.1.1.5. All of these achievements contribute to high-school success/graduation, and girls attending and graduating from college at higher rates than boys. Additionally, in the past, these were all male-dominated areas (ie. men used to do better in these areas) {not anymore}.

7.1.2. 1960: 65% of bachelor degrees were awarded to men. 2005: 58% of bachelor degrees were awarded to women.

7.1.3. High school drop out rates are now lower for women. In 2005, 11% of males 16-24 were dropouts, whereas, only 8% of women dropped out.

7.1.4. Yay girls!

7.2. Coleman Study or Coleman Report AKA "Equality of Educational Opportunity" Report

7.2.1. School differences weren't the biggest contributing factor of lower educational achievement of poor & minorities (421).Report goes on to suggest that largest contributing factor to performance differences was difference an=mong student groups. (within-school differences were larger than between-school differences). [student-centered explanations for poor performance: students themselves, their families, neighborhoods, culture, genes. (422).

7.2.1.1. Cultural Deprivation Theory: Response to Coleman Report Findings. Argument that working-class and white students come to school less prepared than other student groups because they lack resources(such as books, educational stimuli) and funds to provide those resources.

7.2.1.2. Cultural Differences Theory: Argues that while poor and minority students arrive at school less prepared, it is not due to deficiencies in their home life, but because they are part of an oppressed minority group. Attributes cultural differences to poverty, racism, discrimination, unequal life chances, and other social forces. (424).

8. Educational Inequality

8.1. Sociological (student-centered) explanations of unequal achievement:

8.1.1. Family: some place less value on education than others. Different families have different expectancies for their offspring (get a job, help with care of younger siblings, do well in school, etc.)

8.1.2. Community: Like families, different communities have different expectations. Similar to labeling theory, people often rise (or fall) to the expectations of those around them.

8.1.3. Culture of the group: Japanese culture places a high value on education. To do poorly is to bring significant dishonor to one's family name.

8.1.4. Peer group: Some peer groups idealize doing well in school as a path to future life success. Others look down on students who do too well.

8.1.5. Individual student: Genetics, personal beliefs/wishes, motivation, self-control, etc.

8.2. School-centered explanations of unequal achievement:

8.2.1. Teachers and teaching methods: Most teachers are female and caucasian. To many minority groups, it is literally like they have been immersed in a different culture.

8.2.1.1. CURRICULUM: While the book didn't mention this in this chapter, I feel strongly that the curriculum is also slanted towards basically white caucasian males. This also inhibits a student's ability/interest to do well if they are not a white caucasian male.

8.2.1.1.1. In addition, this establishes a prototype of what success is, and they're already excluded based on race, gender, ethnicity, before they've even given success a shot.

8.2.2. Ability grouping and curriculum tracking: Unfortunately, this isn't always as impartial as it should be. Sometimes is based more on minority status than test scores. Sometimes slants students into a lesser category, putting them on a life-path that will result in a lower-paying job, etc.

8.2.3. School Climate: Some school climates are very hostile towards minorities, etc. When everyone around a kid believes/says/doesn't expect them to succeed, how are they supposed to beat those odds? Education is supposed to be their door to a better life. When they're rejected by all of the people in the educational setting, what other path do they have...

8.2.4. Teacher expectations: sometimes vary based on race/ethnicity. It is a common belief that students rise to meet teacher expectations. Students in certain groups (race, ethnicity, socioeconomic, etc.) have nothing to rise to.

9. Educational Reform

9.1. Education Equity Project: school-based reforms(neo-liberal approach). stresses power of schools to eliminate achievement gap for low-income students.

9.1.1. school-based

9.1.1.1. school choice

9.1.1.2. charter schools

9.1.1.3. tuition vouchers (public or private, religious or secular)

9.1.2. school-business partnerships

9.1.2.1. each side gives a little. ie. business usually gives money. school provides more qualified employees.

9.1.2.2. examples: Boston Compact, Committee to Support Philadelphia Public Schools, Mark Zuckerberg's recent donation of $100 Million to improve schools in Newark, New Jersey.

9.1.3. privatization

9.1.3.1. Private companies managing schools (often schools that are failing).

9.1.4. school-to-work programs

9.1.4.1. vocational education/preparation

9.1.5. teacher education

9.1.5.1. Main Focus: (1) lack of rigor/intellectual demands in teacher education programs, (2) need to attract/retain qualified teachers, (3) changes needed in academic and professional components of teacher education

9.1.6. teacher quality

9.1.6.1. Recruiting and retaining highly qualified teachers

9.2. Broader Bolder Approach:: school reform is necessary but insufficient; also need societal, economic, community, or political reforms

9.2.1. State intervention/control if necessary

9.2.2. school financing reforms

9.2.2.1. provide equal and sufficient school funding

9.2.2.2. provide other supplemental community resources such as preschool and other social services.

9.2.3. Full service and community schools that focus on meeting both the student's and the family's educational, physical, psychological, and emotional needs.

9.2.4. Education of parents (sometimes before child is born) on proper discipline, parenting standards, etc.