1. Philosophy of Education
1.1. Existentialism
1.1.1. Jean Paul Sartre
1.1.2. Maxine Greene
1.1.3. Generic Notions
1.1.3.1. Believe in focusing on the phenomena of consciousness, perception, and meaning, as they arise in a particular individual's experiences.
1.1.4. Goal of Education
1.1.4.1. Education should focus on the needs of individuals.
1.1.4.2. Emphasize the notion of possibility, since the individual changes in a constant state of becoming.
1.1.5. Role of the Teacher
1.1.5.1. Teachers must take risks, expose themselves to resistant students; and work constantly to enable their students to become in Greene's words "wide awake."
1.1.5.2. Help students understand the world through posing questions, generating activities, and working together.
1.1.6. Methods of Instruction
1.1.6.1. Learning is intensely perosonal
1.1.6.2. I-thou approach
1.1.7. Curriculum
1.1.7.1. Heavily biased toward the humanities
1.1.7.2. Believe in exposing students at early ages to problems as well as possibilities.
1.2. Progressivism
1.2.1. John Dewey
1.2.2. William James
1.2.3. Generic Notions
1.2.3.1. The school became an "embryonic community" where children could learn skills both experientially as well as from books, in addition to traditional information, which would enable them to work cooperatively in a democratic society.
1.2.3.2. Educators start with the needs and interests of the child in the classroom, allow the child to participate in planning his or her course of study.
1.2.4. Goal of Education
1.2.4.1. School as a place where ideas can be implemented, challenged, and restructured, with the goal of providing students with the knowledge of how to improve the social order.
1.2.5. Role of the Teacher
1.2.5.1. The teacher encourages, offers suggestions, questions, and helps plan and implement courses of study.
1.2.5.2. The teacher assumes the peripheral position of facilitator.
1.2.6. Method of Instruction
1.2.6.1. Learning is both groups and individual
1.2.6.2. Problem-solving
1.2.6.3. Inquiry method
1.2.6.4. Projects that reconstruct some aspect of the child's course of study
1.2.7. Curriculum
1.2.7.1. Core curriculum
1.2.7.2. Integrated curriculum
1.2.7.3. Start with contemporary problems and working from the known to the unknown.
1.2.7.4. Not a fixed curriculum but rather a curriculum that changes as the social order changes and as the student's interests and needs change.
2. Schools as Organizations
2.1. Marshall County Elected Officials
2.1.1. U.S. Senators
2.1.1.1. Richard C. Shelby (R)
2.1.1.2. Jeff Sessions (R)
2.1.2. U.S. Representative
2.1.2.1. Robert B. Aderholt (R-4)
2.1.3. State Senator
2.1.3.1. Clay Scofield (R-9)
2.1.4. State Representatives
2.1.4.1. Kerry Rich (R-26)
2.1.5. State Board of Education Member
2.1.5.1. Dr. Charles E. Elliott
2.1.6. Albertville Superintendent
2.1.6.1. Dr. Frederic E. Ayer
2.1.7. Albertville School Board
2.1.7.1. Chairman
2.1.7.1.1. Mr. Bobby Stewart
2.1.7.2. Vice Chairman
2.1.7.2.1. Mrs. Sandy Elkins
2.1.7.3. Board Member
2.1.7.3.1. Mrs. Rory Colvin
2.1.7.4. Board Member
2.1.7.4.1. Mr. Lee Fleming
2.1.7.5. Board Member
2.1.7.5.1. Mr. Michael Price
2.2. France
2.2.1. Ecole Maternelle (Kindergarten)
2.2.1.1. Ages: 2 to 6
2.2.1.2. Preparing students for primary school
2.2.2. Ecole Elementaire (Primary Schools)
2.2.2.1. Ages: 6 to 11
2.2.2.2. Average of 28 hours classes per week
2.2.3. College (Middle School
2.2.3.1. Ages: 11 to 15
2.2.3.2. Backbone of the education systems
2.2.3.3. Designed to provide all pupils with a fundamental secondary education
2.2.4. Lycee (High School)
2.2.4.1. Last three years of secondary education
2.2.4.2. The last year they take a test called bacculaureat and if they don't pass they have to retake their last year of school.
3. Curriculum and Pedagogy
3.1. Historical Curriculum Theory
3.1.1. Developmentalist Curriculum
3.1.1.1. Needs and interests of the students rather than the needs of society.
3.1.1.2. Teaching is student-centered
3.1.1.3. The curriculum is flexible
3.1.1.4. It is important to relate schooling to the life experiences of each child in a way that will make education come alive in a meaningful manner.
3.2. Sociological Curriculum Theory
3.2.1. Functionalists
3.2.1.1. Believe the role of the schools is to integrate children into the existing social-order.
3.2.1.2. Role of the curriculum
3.2.1.2.1. Give students the knowledge, language, and values to ensure social stability.
4. Equality of Opportunity
4.1. Women
4.1.1. Achieve at higher levels in reading at ages 9,13,and 17
4.1.2. Women fall behind in other areas but not by much.
4.2. Coleman
4.2.1. I agree that private schools do have a better structure.
4.2.2. I think because private schools don't have the population that public schools plays apart in their students doing better. They are able to do more one-on-one learning.
4.2.3. I agree that where a student lives and goes to school can affect a student, but it doesn't have to define them.
4.2.4. All students are capable of success no matter what researchers say.
5. Educational Inequality
5.1. Sociological Explanation of Unequal Achievement
5.1.1. Functionalists
5.1.1.1. The role of schools is to provide a fair and meritocratic selection process for sorting out the best and brightest individuals, regardless of family background.
5.1.1.2. It's imperative to understand the sources of educational inequality so as to ensure the elimination of structural barriers to educational success and to provide all groups a fair chance to compete in the educational marketplace.
5.1.2. School-centered Explanation
5.1.2.1. Cultural Deprivation Theories
5.1.2.1.1. Popularized in the 1960's
5.1.2.1.2. Deutsch believed that their was an educationally disadvantaged students who achieve poorly because they have not been raised to acquire the skills and dispositions required for satisfactory academic achievement.
5.1.2.1.3. Develop programs for the working-class and non-white students.
6. Educational Reform
6.1. School-Basic Reform
6.1.1. School-Business Partnerships
6.1.1.1. In the 1980's business leaders became increasingly concerned that the nation's schools were not producing the kinds of graduates necessary for a revitalization of the U.S. economy.
6.1.1.2. The Bill and Melinda Gates Foundation contributed to small schools and more recently to teacher effectiveness.
6.1.1.3. Mark Zuckerberg contributed $100 million to improve education in Newark, New Jersey.
6.2. Economic
6.2.1. In 1990, people believed that more funding was needed to serve the children in the poorer school districts.
6.2.2. In 1998, they were to implement a package of supplemental programs, such as preschools.
6.2.3. In 2009, an implemented a formula for allocating funding to all districts based on student needs.
7. Sociological Perspectives
7.1. Sociologists are in a good position to view schools with a dispassionate eye and a critiacal awareness
7.2. Sociological research helps pinpoint the characteristics of schools that enable them to become effective learning environments
7.3. Schools-as well as parents, churches, and synagogues, and other groups-shape children's perceptions of the world by processes of socialization
7.4. Functional Theories
7.4.1. View society as a kind of machine, where one part articulates with another to produce the dynamic energy required to make society work
7.4.2. Emile Durkheim
7.4.2.1. Virtually invented the sociology of education
7.5. Effects of Schooling on Individuals
7.5.1. Knowledge and Attitudes
7.5.2. Teacher Behavior
7.5.3. Student Peer Groups and Alienation
8. Politics of Education
8.1. Conservative
8.1.1. William Graham Sumner
8.1.2. Looks at social evolution as a process that enables the strongest individuals and/or groups to survive.
8.1.3. Human progress is dependent on individual initiative and drive.
8.1.4. Free market or market economy of capitalism is both the most economically productive economic system.
8.1.5. Solutions to problems should also be addressed at the individual level.
8.2. Progressive
8.2.1. View 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.
8.2.2. Believe the schools should be part of the steady progress to make things better.
8.3. Traditional
8.3.1. View the schools as necessary to the transmission of the traditional values of U.S. society, such as hard work, family unity, individual initiative.
8.3.2. Believe the schools should pass on the best of what was and what is.
9. History of U.S. Education
9.1. Cycles of Reform: Progressive and Traditional
9.1.1. Started around the turn of the twentieth century
9.1.2. Debates
9.1.2.1. The type of education children should receive
9.1.2.2. Whether all children should receive the same education
9.1.2.3. Equity vs. Excellence
9.1.3. Traditionalists
9.1.3.1. Knowledge-centered education
9.1.3.2. Traditional subject-centered curriculum
9.1.3.3. Teacher-centered education
9.1.3.4. Discipline and authority
9.1.3.5. Defense of academic standards in the name of excellence
9.1.4. Progressives
9.1.4.1. Experiential education
9.1.4.2. Curriculum that responded to both the needs of students and the times
9.1.4.3. Child-centered education
9.1.4.4. Freedom and Individualism
9.1.4.5. The relativism of academic standards in the name of equity
9.1.5. From 1957 through the mid-1960s education was focus on excellence, and curriculum reformers attempted to redesign the curricula in ways that would lead to the return of academic standards.
9.1.6. By the mid-1960s the shift moved toward progressive side
9.1.6.1. The Civil Rights movement
9.1.6.1.1. Led to an emphasis on wquity issues
9.1.6.1.2. Elementary and Secondary Education Act of 1965
9.1.6.2. Antiwar Movement
9.1.6.2.1. General criticism of U.S. society and the persistent failure of the schools to ameliorate problems of poverty and racial minorities.
9.1.6.2.2. "New Progressivism"
9.1.6.2.3. Summerhill
9.1.6.2.4. Students for a Democratic Society (SDS)
9.1.6.2.5. Free Speech Movement
9.1.7. Mid-1960s to the mid 1970s was a time of great turmoil in the educational arena
9.1.7.1. Challenge to traditional schooling
9.1.7.2. The attempt to provide educational opportunity for the disadvantaged
9.2. Democratic-Liberal School
9.2.1. Historians
9.2.1.1. Ellwood Cubberly
9.2.1.2. Merle Curti
9.2.1.3. Lawrence A. Cremin
9.2.1.3.1. Popularization
9.2.1.3.2. Multitudinousness
9.2.1.3.3. Expansion of opportunity and purpose