1. Politics of Education
1.1. Viewpoints of Education
1.1.1. Conservative - assertion that due to progressive movements in education, academic quality has suffered.
1.1.1.1. Conservatives argue that the liberal pursuits of social and political objectives have resulted in significant damage to the traditional academic goals of school.
1.1.2. Liberal - assertion that the history of education in the US involves progressive evolution, although flawed, of school systems that are committed to providing equal opportunity for all students.
1.1.2.1. Liberal-democratic historians believe that each period of educational expansion involved liberal reformers who helped expand educational opportunities to larger portions of the population.
1.1.3. Radical - educational assertion that educational expansion has benefitted the elite few rather than the general population, and has not produced equality of opportunity or effective results.
1.1.3.1. The radical interpretation of the history of American education reform is pessimistic due to the ongoing lack of educational equality.
1.1.4. Neo-Liberal
1.2. Vision of Education
1.2.1. traditional
1.2.1.1. schools are necessary to the transmission of the traditional values of the US, society such as hard work, family unity, individual initiative, etc...
1.2.2. progressive
1.2.2.1. schools are central to solving social problems, a vehicle for upward mobility as essential to the development of individual potential, and as an integral part of a democratic society.
1.3. https://www.youtube.com/watch?v=OvpJHxAFxZw&feature=youtu.be&list=FLlPoWHs0GmD5OTUCl0Dzorg
2. Sociological Perspectives
2.1. Focus on influence of schooling on equity and opportunity of students.
2.2. Schools are "gate-keepers"
2.2.1. provides students with both economic and social worth in the world of employment
2.3. 3 Major Theories of Schools/Sociology
2.3.1. Funcitonal
2.3.1.1. view society as a machine where one part works with another to make society work.
2.3.1.2. interprets how society is functional for the whole society
2.3.1.3. society is more than the sum of its parts.
2.3.1.4. Social change comes when one part of the system doesn't work, affecting all parts and creates problems.
2.3.2. https://www.youtube.com/watch?v=5jOZqVnQmdY&feature=youtu.be&list=FLlPoWHs0GmD5OTUCl0Dzord
2.3.3. Interactional
2.3.3.1. take close view of interactions between students/students and teachers/teachers
2.3.3.2. approaches questions about social cognition that focus on behavior in environmental contexts rather than mental or academic achievement.
2.3.4. Conflict
2.3.4.1. assert that society is not held together by shared values, but on dominant groups that impose their will on lesser groups.
2.3.4.2. Marxist social theory - social classes within society have different resources. (wealthy vs poor)
2.3.4.3. inequality exists because those in control of a disproportionate share of society's resources actively defend their advantages.
2.3.5. https://www.youtube.com/watch?v=d_c2p0Y7mgU&feature=youtu.be&list=FLlPoWHs0GmD5OTUCl0Dzorg
2.4. Influences of School
2.4.1. The effect of schooling impact:
2.4.1.1. knowledge
2.4.1.1.1. attitudes
2.4.1.2. employment
2.4.1.3. education
2.4.1.4. social mobility
2.5. Inadequate Schools
2.5.1. Three Items in common
2.5.1.1. 1. Overcrowding
2.5.1.2. 2. Poor physical conditions of buildings
2.5.1.3. Lack of supplies/materials
2.5.2. https://www.youtube.com/watch?v=RQa35uXsl7U
3. Philosophy of Education
3.1. Essentialism
3.1.1. Teacher Centered
3.1.2. William Bagley and Ed Hirsch were influential in beliefs of this philosophy.
3.1.3. geared toward the fundamental 3"R's"in Elementary, 5 core subjects in High School
3.2. Perennialism
3.2.1. Teacher Centered
3.2.2. Rooted in idealism, Teaching from the "great" books.
3.2.3. Expounds the past and teachers universally agreed upon knowledge and cherished societal values.
3.2.4. DOES NOT BELIEVE IN TEXT BOOKS
3.2.5. Socratic Method of Teaching
3.2.6. Theorists: Mortimer Adler & Robert Hutchins
3.2.7. NO ELECTIVES. Primary focus on: Literature and History
3.3. Progressivism
3.3.1. Student Centered
3.3.2. Rooted in Pragmatism
3.3.3. *HOW to think, not WHAT to think.
3.3.4. Teaches problem solving, cooperation and self discipline.
3.3.5. Theorists: John Dewey, William Janes, Nell Noddings, Francis W. Parker
3.3.6. http://johndewey.shawnolson.net
3.4. Social Reconstructivism
3.4.1. Student Centered
3.4.2. Rooted in Pragmatism
3.4.3. Emphasis on society centered education and global issues.
3.4.4. Focus on societal reform
3.4.5. Theorists: Theodore Brameld, George Counts, Paulo Freire, Bell Hooks.
3.4.6. ***No pure social reconstructivism in classrooms due to public school restrictions.
3.5. Existentialism
3.5.1. Emphasis on individualism and personal self-fulfillment
3.5.2. subject matter is secondary to self understanding
3.5.3. Learning is self paced and self directed.
3.5.3.1. Totally student directed
3.5.3.2. students even assign own grades
3.5.4. Theorists: Maxine Greene, AS Neill
4. Schools as Organizations
4.1. Decentralized school system
4.1.1. each state maintains its autonomy, authority, and responsibility regarding education.
4.1.2. Federal government has little input regarding individual schools.
4.2. Consolidation and Centralization of Schools
4.2.1. In the last 80 years schools have been consolidated so that education is more efficient and cost effective.
4.2.2. Negative impact is that schools have become more bureaucratic and less democratic.
4.3. William Waller suggested schools are separate social organizations due to:
4.3.1. Schools have a definite population
4.3.2. schools have a clearly defined political structure
4.3.3. schools represent a central network of social relationships.
4.3.4. schools are permeated with a "we" ideal rather than a "me" ideal.
4.4. Max Weber asserted schools are social organizations to organize human behavior in order to achieve specific goals.
4.5. No Child Left Behind
4.5.1. Mandates all teachers must be highly qualified through 3 qualifications:
4.5.1.1. 1. Hold a college degree
4.5.1.2. 2. Full certification in the field of study
4.5.1.3. 3. Demonstrable knowledge of academic content (Praxis) in the field of study and Certification.
4.6. Great Britian
4.6.1. 5 Stages of education:
4.6.1.1. 1. Early Years
4.6.1.2. 2. Primary
4.6.1.3. 3. Secondary
4.6.2. Highly centralized national curriculum and system of national assessment.
4.7. France
4.7.1. Education is highly centralized.
4.7.2. Government controls system all the way to scripting individual classrooms.
4.7.3. Schools are highly stratified.
4.7.4. Two public school systems
4.7.4.1. 1. ordinary citizens
4.7.4.2. 2. Elite Society
4.8. Japan
4.8.1. widely regarded as global benchmark for educational effectiveness.
4.8.2. Double Schooling
4.8.2.1. Students are exposed to two sets of educational systems:
4.8.2.1.1. 1. traditional public school
4.8.2.1.2. 2. Informal school called the "study institution" (JUKU)
4.9. Germany
4.9.1. Sorts children at a young age to track them into a three part system of secondary education:
4.9.1.1. 1. Blue collar service positions
5. Curriculum and Pedogogy
5.1. Traditional approaches view curriculum as objective bodies of knowledge and examine ways in which this knowledge may be designed, taught and evaluated.
5.2. Simplified view:
5.2.1. What goes on inside schools related to curriculum and teaching practices?
5.2.2. What do schools teach, how do they teach it and why?
5.3. Current approaches focus on:
5.3.1. goals and objectives
5.4. 4 Types of Curriculum
5.4.1. Humanist/Perinnalism based on knowledge of the traditional liberal arts as the basis of an educated society.
5.4.2. Social Efficiency/Pragmatic/Progressivism belief that different groups of students have different needs and should receive different types of education to meet specific needs.
5.4.3. Developmentalist/Progressivism emphasized the importance of the process of teaching along with the curricular content. Focuses on the needs and interests of each individual child at each developmental stages.
5.4.4. Social Meliorist/Social Reconstructivist focus on that schools should work to change society and help solve fundamental social problems.
5.5. 2 Theories
5.5.1. Functionalist: give students the knowledge, language and values to ensure social stability to further the common social order.
5.5.2. Conflict: curriculum is a reflection of ideology, schools DO NOT teach liberal values such as tolerance and respect (Hidden curriculum)
5.6. "Hidden Curriculum" includes norms which are taught to students through implicit rules and messages, but is not a written part of the official curriculum. (Manners, Etiquette, Socialization)
6. Equality of Opportunity
6.1. Caste Stratification-
6.1.1. occurs in agrarian societies where social level is defined in terms of some strict criteria such as race or religion.
6.2. Estate Stratification-
6.2.1. occurs in societies where social level is defined in terms of the hierarchy of family worth.
6.3. Class Stratification-
6.3.1. Occurs in industrial societies that define social level in terms of a hierarchy of differential achievement by individuals especially in economic pursuits.Occurs in industrial societies that define social level in terms of a hierarchy of differential achievement by individuals especially in economic pursuits.
6.4. Social Stratification in the United States
6.4.1. Upper Class:
6.4.1.1. 1-3%
6.4.2. Upper Middle Class
6.4.2.1. 15%
6.4.3. Lower Middle Class
6.4.3.1. 25%
6.4.4. Working Class
6.4.4.1. 40%
6.4.5. Underclass/Lower Class
6.4.5.1. 20%
6.5. Achievement Gap
6.5.1. observed, persistent disparity of educational measures between the performance of groups of students (socioeconomic status, race/ethnicity or gender)
6.5.1.1. Sociological research illustrates the impact of achievement gap in schools on equal educational opportunities. Females achieve high levels of reading at ages 9,13,and 17 but lower levels in schience at the same ages.
6.6. THE COLEMAN REPORT
6.6.1. http://www.us-education.net/447-coleman-report.html
7. Educational Reform
7.1. Reform 1980-Today
7.1.1. First wave- concerned primarily with issues of accountability and achievement.
7.1.1.1. Essential to first wave:
7.1.1.1.1. 1. attain the twin goals of excellence and equity.
7.1.1.1.2. 2. clarify educational goals,
7.1.1.1.3. 3. develop a common core curriculum.
7.1.1.1.4. 4. eliminate tracking programs
7.1.1.1.5. 5. major changes in vocational education.
7.1.1.1.6. 6. teach about technology
7.1.1.1.7. 7. increase both the duration and intensity of academic learning
7.1.1.1.8. 8. recruit, train and retain more academically able teachers
7.1.1.1.9. 9. redefine principal's role to focus on educational equality in school.
7.1.1.1.10. 10. forge new partnerships between business, corporations and schools
7.1.2. Second Wave- included recommendations from the State of the Governors Conference. 1991 Report on Education.
7.1.2.1. 1. time to work out a fair, affordable Career Ladder salary system that recognizes real differences in function, competence and performance of teachers.
7.1.2.2. 2. States should create leadership programs for school leaders.
7.1.2.3. 3. Parents should have more choice in the public school their children attend.
7.1.2.4. 4. The nation needs report cards about results of what the students know and can do.
7.1.2.5. 5. School districts and schools that do not make the grade should be declared bankrupt and taken over by the state and reorganized.
7.1.2.6. 6. It makes no sense to keep closed half a ear the school buildings while we are under educated and over crowded.
7.1.2.7. 7. States should work with 4-5 year olds from poor familes to help get ready for school and decrease the chances for drop out later.
7.1.2.8. 8. Better use of technologies through proper planning and training.
7.2. No Child Left Behind
7.2.1. Mandates teachers be highly qualified.
7.2.1.1. Hold a college degree
7.2.1.2. Full certification in field of study
7.2.1.3. Demonstrable knowledge of academic content in field of study (Praxis).
7.2.2. Annual testing of students in grades 3-8 in reading and math and at least one test in grades 10-12.
7.2.3. States and districts required to report school-by-school data on student performance broken down by race and or income.
7.2.4. States must set Adequate Yearly Progress (AYP) goals for each schools.
7.2.5. Schools that don't meet AYP for 2 years are labeled "in Need Of Improvement", school must offer option for students to choose another school and options for federally funded tutoring.
7.3. Race to the Top (American Recovery and Reinvestment Act of 2009)
7.3.1. Adopting standards and assessments that prepare students to succeed in college and the workplace to compete in a global economy.
7.3.2. Building data systems that measure student growth and success and inform teachers and principals about how to improve
7.3.3. Recruiting, developing, rewarding, and retaining effective teachers and principals
7.3.4. Turning around our lowest achieving schools.
7.4. School based reform:
7.4.1. School Choice
7.4.2. Charter Schools
7.4.3. Tuition Vouchers
8. History of Education
8.1. 1635 : Boston Latin grammar school established
8.2. 1636 Harvard College established
8.3. 1647 "Old Deluder Satan Law"
8.3.1. first compulsory government directed school system
8.4. 1687-1890 New England Primer published.
8.4.1. first reading text book for American Colonies
8.4.2. most successful textbook of 18th century.
8.4.3. Became foundation of most education before 1890
8.5. 1751 Franklin Academy opened in Philadelphia
8.6. 1783 Noah Webster's American Spelling book published
8.7. 1785,1787 Land Ordinance Act, Northwest Ordinance
8.7.1. Thomas Jefferson
8.7.2. asked for state division
8.7.3. regulated property tax for land owners.
8.8. 1821 Emma Willard's Troy Female Seminary opens.
8.8.1. First endowed secondary school for girls.
8.9. 1821 First PUBLIC school, Boston
8.10. 1837 Horace Mann became Secretary of the Board of Education in Massachusetts.
8.10.1. politician and reformer argued public education was the best way to produce responsible citizens. He is credited for the popularization of "normal schools" which trained teachers.