1. Schools as Organizations
1.1. Compared to Japan
1.1.1. First national system of education established in 1880s
1.1.2. Under central authority of the Ministry of Education, Science, and Culture
1.1.3. Structure changed after WW2
1.1.4. "Double-schooling" phenomenon
1.1.5. "study institutions
1.2. Major Stakeholders
1.2.1. State Senate: Richard Shelby and Jeff Sessions
1.2.2. House of Representatives: Robert Aderholt
1.2.3. State Superintendent: Dr. Tommy Bice
1.2.4. Representative on State Board: Mary Scott Hunter
1.2.5. Local Superintendent: Hugh Taylor
1.2.6. Local School Board: Matt Sharp, Jeff Williams, Randy Peppers, Mark Richards, and Terry Wooten
2. Curriculum and Pedagogy
2.1. Historical Curriculum
2.1.1. National Education Association's Committee of Ten
2.1.2. Students should study English, foreign languages, mathematics, history, and science
2.1.3. Bennett, Ravitch, and Finn
2.2. Sociological Curriculum
2.2.1. Emile Durkheim
2.2.2. Concerned with the role of schools in combating the social and moral breakdown initiated my modernization.
2.2.3. Schools had to teach children how to fit into the less cohesive modern world.
3. Equality of Opportunity
3.1. African Americans v. Whites
3.1.1. Reading
3.1.1.1. By Grading Scores: whites still had better scores than African Americans
3.1.1.2. Grades By Gender: age 9- girls had higher scores. Age 13 and 17, boys had higher scores/
3.1.2. Mathematics
3.1.2.1. By Grading Scores: Whites scored better than African Americans at all three ages. These smallest gap is at age 13 - whites 268 and African Americans 247.
3.1.2.2. By Gender Score: females scored higher at all three ages
3.1.3. Coleman Study
3.1.3.1. Public v. Catholic
3.1.3.1.1. the annual increment attributed to Catholic schools was tiny.
3.1.3.2. Coleman and associates saw as significant, others saw as nearly insignificant.
3.1.3.3. Public v. Private
3.1.3.3.1. Private schools seem to "do better"particularly for low income
4. Educational Inequality
4.1. Student-Centered Explanations
4.1.1. Equality Of Educational Opportunity- school differences were not the most significant explanatory variable for lower educational achievement of working-class and nonwhite students
4.1.2. within-school differences
4.1.3. Coleman and Jencks
4.2. Sociological explanation of unequal achievement
4.2.1. Gender
4.2.1.1. Women to better in the humanities. Men do better in math and science.
4.2.1.2. Key difference is economic outcome
4.2.1.3. focus on noncognitive outcomes of schooling
5. Educational Reform
5.1. School-To-Work Programs
5.1.1. May 4, 1994- Bill Clinton- School-toWork Opportunities Act of 1994
5.1.2. Brought together: efforts of educational reform, worker preparation, and economic development
5.1.3. Three Core Elements: 1. school based learning 2. work based learning 3.connecting activities
5.2. Community Reform
5.2.1. Models of Community based reform: 1. Dryfoo's model of full service schools, 2. Canada's Harlem Children's Zone, and 3. Newark's Broader Bolder Approach
5.2.2. Full service schools focus on meeting needs such as: educational physical, psychological, and social
5.2.3. designed to target and improve at-risk neighborhoods
6. Politics of Education
6.1. The Conservative Perspective
6.1.1. developed by William Graham Sumner
6.1.2. Primary focus on individual
6.1.3. individuals/groups compete in social environment, and progress depends on individual initiative and drive
6.2. Traditional Vision of Education
6.2.1. encompasses conservative spectrum
6.2.2. views schools as necessary to the transmission of traditional values of U.S. society
6.2.2.1. hard work
6.2.2.2. family unity
6.2.2.3. individual initiative
6.2.3. should pass on the best of what was and what is
7. History of US Education
7.1. The pedagogical progressive movement
7.1.1. believes in experiential education, curriculum responding to needs of students and the times, child-centered education, freedom and individualism, and relativism of academic standards I the name of equality
7.1.2. by mid-1960s, shift of educational priorities moved back toward the progressive side
7.1.3. two main movements which helped this occur was the Civil Right Movement and the general criticism of US society
7.2. Education for Women and African Americans
7.2.1. 1821- Emma Hart Willard opened the Troy Female Seminary in Troy, New York
7.2.2. 1856- the University of Iowa became the first state university to admit women
7.2.3. 1868- the Freedman's Bureau hele establish historically Black Colleges, including Howard University in Washington, D.C.
8. Sociological Perspective/Sociology of Education
8.1. Functionalist Theories
8.1.1. stresses interdependence
8.1.2. believed education was a critical importance in creating the moral unity necessary for social cohesion and harmony
8.1.3. Emile Durkhiem believed that moral values were the foundations of society
8.2. 3 Effects of Schooling
8.2.1. Knowledge and Attitudes
8.2.1.1. Ron Edmonds - effective school movement
8.2.1.2. academically oriented schools do produce higher rates of learning
8.2.1.3. amount of time spent is school contributes to how much is learned
8.2.2. Teacher Behavior
8.2.2.1. Rosenthal and Jacobson (1968)
8.2.2.2. teachers' expectations of students found to directly influence student achievement
8.2.2.3. self-sufficient prophesy- labels teachers apply to students can influence actual performance
8.2.3. Gender
8.2.3.1. girls usually start school cognitively and socially ahead of boys
8.2.3.2. by the end of high school, girls have lower self-esteem and lower aspirations than boys
8.2.3.3. over the past 2 decades, the gender gap in academic achievement has almost disappeared
9. Philosophy of Education
9.1. Realism
9.1.1. Generic Notions: reject Platonic notion that only ideals are real, and argue instead that the material world or matter is real
9.1.2. Key Researchers: Aristotle- first philosopher to develop a rational, systematic method of testing the logic of statements people make; syllogism
9.1.3. Goal of Education: help individuals understand and then apply the principles of science to help solve problems
9.1.4. Method of Instruction: lecture, and question and answer; competency-based assessment
9.1.5. Role of the Teacher: should have a solid grounding in science, mathematics, and the humanities; present ideas in clear and consistent manner
9.1.6. Curriculum: consist of the basics- science, math, reading and writing, and the humanities