1. Politics of Education
1.1. Viewpoints of Education
1.1.1. Conservative
1.1.1.1. Origins
1.1.1.2. Achievement is based on hard work
1.1.1.3. back-to-basics/ accountability
1.1.1.4. educational problems stem from:
1.1.1.5. school's role= training for future/ giving tools
1.1.1.6. disciplines are separated
1.1.1.7. assessment is norm-referenced, external, and graded
1.1.1.8. math/ language skills= intelligence
1.1.2. Liberal
1.1.2.1. learners are active participants
1.1.2.2. teachers are facilitators, guides
1.1.2.3. decision-making is shared by all groups
1.1.2.4. focus on play, direct experience, and social interaction
1.1.2.5. questions/ answers- style instruction
1.1.2.6. integration of subjects as students make connections
1.1.3. Radical
1.1.3.1. the Capitalist system is central to U.S. problems
1.1.3.2. democratic socialism is more fair
1.1.4. Neo-liberal
1.1.4.1. Educational policy focus areas:
1.1.4.1.1. Austerity
1.1.4.1.2. The market model
1.1.4.1.3. Individualism
1.1.4.1.4. State intervention
1.1.4.1.5. Economic prosperity, race, and class
1.2. Visions of Education
1.2.1. Traditional
1.3. Progressive
1.4. 4 Purposes of Education
1.4.1. Political
1.4.2. Social
1.4.3. Economic
1.4.4. Intellectual
2. History of U.S. Education
2.1. 3 important ideas
2.1.1. From its very inception, the school was charged with assuming roles that were once the domain of family, church, and community
2.1.2. The school continues to serve as a focal point in larger issues of societal needs.
2.1.3. There is little consensus on the motives for school reforms.
2.2. 1821- first public high school opens in Boston
2.3. 1855- first kindergarten in the U.S.
2.4. 1896- Plessy v. Ferguson
2.4.1. "separate but equal" continued segregation
2.5. There was some opposition to public education.
2.6. 1954- Brown v. Board of Education
2.6.1. repealed "separate but equal"
2.6.2. basis for desegregation of schools
2.6.3. beginning of Civil Rights movement
2.7. 1972- Title IX prohibited sexual discrimination
2.7.1. (video)
2.8. 1975- IDEA is passed
2.8.1. all students are to have equal opportunities regardless of disability
2.9. 1983- A Nation at Risk
2.10. 2002- No Child Left Behind
3. Sociological Perspectives
3.1. 3 Major Theories about the Relationships Between Schools and Sociology
3.1.1. functional
3.1.2. interactional
3.1.3. conflict
3.2. Determinism
3.3. Voluntarism
3.4. SocializationTheory
3.5. Interdependence
3.6. Moral values
3.7. Weberian approach
3.8. Cultural capital
3.9. Social capital
3.10. Cultural reproduction
3.11. Social stratification
3.12. Hierarchical society
3.13. Structural inequalities
4. Philosophy of Education
4.1. Pragmatism
4.1.1. Progressivism
4.1.1.1. Learning by doing
4.1.1.1.1. experimentation
4.1.1.1.2. scientific inquiry
4.1.1.2. Student led classroom
4.1.1.3. Theorists
4.1.1.3.1. John Dewey
4.1.1.3.2. Nel Noddings
4.1.1.4. Role of the Teacher
4.1.1.4.1. Teacher is not the central figure in the classroom
4.1.1.4.2. facilitator to learning
4.1.1.4.3. Guides and integrates learning activities for students
4.2. Existentialism
4.3. Neo-Marxism
4.4. Idealism
4.5. Post-Modernism
4.6. Pragmatism
4.6.1. Progressivism
4.6.1.1. Learning by doing
4.6.1.2. Student-led classroom
4.6.1.3. Individualized instruction
4.6.1.4. Integrated curriculum
4.6.1.5. Group/ collaborative work
4.6.2. Began in the US around 1870
4.6.3. Theorists/ Researchers
5. Schools as Organizations
5.1. “School processes”
5.2. “Decentralized school system”
5.3. Consolidation
5.4. Centralization
5.5. De jure segregation
5.6. De facto segregation
5.7. Role switching
5.8. Major stakeholders in my school district (Decatur City Schools)
5.8.1. Senators Jeff Sessions and Richard Shelby
5.8.2. House of representatives
5.8.3. State Superintendent of Education
5.8.3.1. Dr. Tommy Bice
5.8.4. Board president
5.8.4.1. Karen Duke
5.8.5. DCS superintendent
5.8.5.1. Ed Nichols
6. Curriculum and Pedagogy
6.1. Curriculum definition
6.2. Pedagogy definition
6.3. null curriculum
6.4. hidden curriculum
6.5. pedagogical progressivism
6.6. video
6.7. curriculum theories
6.8. romantic progressivism
6.9. pluralist model
6.10. political elite model
7. Equality of Opportunity
7.1. Caste Stratification
7.2. Estate Stratification
7.3. Class Stratification
7.4. Social Stratification in the United States:
7.4.1. Upper Class: 1 – 3% of the population
7.4.2. Upper Middle Class: 15 % of the population
7.4.3. Lower Middle Class: 25% of the population
7.4.4. Working Class: 40% of the population
7.4.5. Underclass/Lower Class 20% of the population
7.5. Achievement Gap
7.5.1. Females achieve at higher levels in reading at ages 9, 13 and 17 but achieve at lower levels in science at ages 9, 13 and 17. This is an example of sociological research that illustrates the impact of achievement gaps in schools on equal educational opportunities.
7.5.1.1. *
7.6. The Coleman Report
7.6.1. Link to the study
7.7. meritocracy
7.8. distribution of income
7.9. educational outcomes
7.10. Abbott v. Burke
7.10.1. recent developments in case
7.11. social reproduction
7.11.1. Social reproduction is a concept originally proposed by Karl Marx in Capital, and is a variety of his broader idea of reproduction. According to sociologist Christopher B. Doob, it “refers to the emphasis on the structures and activities that transmit social inequality from one generation to the next”.
8. Educational Inequality
8.1. The Functionalist Vision...
8.2. Functionalists...
8.3. Conflict theorists...
8.4. Interactionist theory...
8.5. Student Centered or Extra-School explanations of inequalities focus on factors outside of school such as family, the community, culture, peer groups and the individual student.
8.6. School Centered or Within School explanations of inequalities focus on factors within the school such as the teachers, teaching methods, curriculum, ability grouping, school climate and teacher expectations.
8.7. Student Centered Explanations of Educational Inequality: 3 Controversial Perspectives
8.7.1. Genetic or Biological Differences Theory
8.7.2. Cultural Deprivation Theories
8.7.3. Cultural Difference Theories
8.7.3.1. *First theory asserts that African American children do less well in school because they adapt to their oppressed position in the class structure.
8.7.3.2. *Second theory views working class and non-white students as resisting the dominant culture of schools.
8.7.3.3. *Third theory asserts that Asian Americans possess family values that place great emphasis on educational achievement along with high expectation for children.
8.8. School Centered Explanations of Educational Inequality
8.8.1. *School Climate
8.8.2. *School Financing
8.8.3. *Pedagogic Practices
8.8.4. *Effective versus Ineffective Schools
8.9. Characteristics of Effective Schools
8.9.1. High expectations for students by teachers and administrators.
8.9.2. Strong, effective leadership by school administration.
8.9.3. Accountability processes for both students and teachers.
8.9.4. Close monitoring of student learning.
8.9.5. A high degree of instructional time on task.
8.9.6. Flexibility for teachers to adapt to new situations and solve problems.
8.10. Serrano vs. Priest
8.11. Ability grouping
8.12. feminist scholarship
9. Educational Reform
9.1. A Nation at Risk: The First Wave of Education Reform
9.1.1. Reforms were based on the need...
9.1.1.1. for excellence and equity in schools.
9.1.1.2. to clarify educational goals.
9.1.1.3. to develop a common core curriculum.
9.1.1.4. to eliminate tracking programs.
9.1.1.5. for major changes in vocational education.
9.1.1.6. for education to teach about technology.
9.1.1.7. to increase duration and intensity of academic learning.
9.1.1.8. to recruit, train, and retain more academically able teachers.
9.2. The second wave of reform was based on the recommendations made at the State Governor's Conference. The reform focused on:
9.2.1. Quality colleges and accountability for learning.
9.2.2. Parental involvement and choice in schools.
9.2.3. Student readiness for school (for preschoolers).
9.2.3.1. *
9.2.4. School facilities being fully utilized.
9.2.5. Teaching leadership and management.
9.3. The Carnegie report entitled A Nation Prepared : Teachers for a 21st Century focused on the educational quality of teacher education programs. It asserted:
9.3.1. Teacher education programs lacked rigor and intellectual demands which would negatively impact success and student achievement in schools.
9.3.2. The necessity to reorganize the academic and professional components of teacher education programs.
9.3.3. The need to attract and retain competent teacher candidates.
9.4. Goals 2000:
9.4.1. Goal 1: All children will start school ready to learn. Goal 2: High school graduation rates will increase to at least 90%. Goal 3: American students will leave grades 4, 8, and 12, having demonstrated competency in challenging subject matter so that they would be prepared for responsible citizenship, further learning, and productive employment in our modern economy. Goal 4: U.S. students will be first in the world in math and science achievement. Goal 5: Every adult American will be literate and will possess the skills necessary to compete in a global economy. Goal 6: Every school in America will be free of drugs and violence and will offer a disciplined environment conducive to learning.
9.5. No Child Left Behind:
9.6. Race to the Top:
9.6.1. *