1. Politics of Education
1.1. Neo Liberal Perspective
1.1.1. 1. Stress 5 areas for educational policy: 1. Austerity; 2. The market model: 3. Individualism; 4. State intervention; 5. Economic prosperity, race and class.
1.1.2. 2. Synthesized mix of both conservative and liberal views.
1.1.2.1. Agrees with Liberal view that state intervention is sometimes necessary to ensure quality of opportunity.
1.1.2.2. Like conservatives they believe that free market solves social problems better than government policy.
1.2. Progressivism
1.2.1. 1. Solving social problems
1.2.2. 2. Vehicle for upward mobility
1.2.3. 3. Essential to development of individual potential
1.2.4. 4. Allows students to become integral part of a democratic society
2. History Of U.S. Education
2.1. New Progressivism Era
2.1.1. emphasis on individualism, & relevant education. challenged the unquestioned authority of the teacher, schooling shifted from knowledge to process, attempts are made to provide schooling to the disdvantaged
2.1.2. the challenge of traditional schooling and an attempt to provide educational opportunity to the disadnvantaged
2.1.3. debate in schools, progressivism, new progressivism
2.1.4. Herbert Kohl- 36 children & Charles S. Silberman- Crisis in the Classroom
2.2. Conservative Perspsctive
2.2.1. Ravitch's complex perspective pg 85
2.2.2. Allan Bloom, Diane Ravitch, E.D. Hirsch, William Bennett, Chester Finn, Jr.
3. Sociological Perspectives
3.1. Interactional Theory- pg 120 This is the theory that unlike the other theories(functional & conflict)which focus on a broader scale (the big picture) the interactional theory takes a more macroscopic approach getting into the areas where the students and teachers are, not the administration of it.
3.1.1. 2. Macro approach vs. micro approach to education reform and planning
3.1.2. 2. Interactional analysis of a class which links language with processes and outcomes
3.1.3. 3. this critiques arises out of a observation of both functional and conflict theories.
3.1.4. Structural aspects of educational system and the intereactional aspects of the system reflect each other and must be viewed wholistically
3.2. Three effects of schooling on individuals that you think have the greatest impact on students- Employment, Student peer groups & alienation, Gender
3.2.1. 1.Student peer groups in school can shape the persona you take on and that can lead to self assumed identity and the role you think you have to have in society
3.2.2. 2. Employment in this day and age determines what kind of life you live after schooling ends. The desire to continue education beyond high school is sometimes influenced by the promise of job security and higher income .
4. Philosophy of Education
4.1. Generic notions of Pragmatism
4.1.1. 1. Instrumentalism- Influenced by the theory of evolution
4.1.1.1. Dewey's progressive methodology rested on the notion that children were active, organic beings, growing and changing, and thus required a course of study that would reflect their particular stages of development.
4.1.1.2. Advocates that both freedom and responsibility for students are vital components of democratic living. Dewey believed the school should reflect the community .
4.1.2. 2. Experimentalism- The 18th century optimistic belief of progress
4.1.2.1. Embryonic community where children could learn skills both experimentally as well as from books, in addiction to traditional information, which would enable them to work cooperatively in a democratic society.
4.1.2.2. Dewey's ideas referred as progressive, proposed that educators start with the needs/interests of the child in the classroom., allow the child to participate in planning his/her course of study, employ project method or group learning and depend heavily on experiential learning.
4.2. Key researchers of Pragmatism
4.2.1. John Dewey
4.2.2. George Sanders Peirce
4.2.3. William James
4.3. Goal of education- Pragmatism
4.3.1. Dewey's Vision of pragmatism is that the role of the school is to integrate the child into not just any society but a democratic one. Primarily the goal to be growth, leading to more growth.
4.3.2. Dewey's philosophy of education made a conscious attempt to balance the social role of the school with its effects on the social, intellectual, and personal development of the individual.
4.4. Role of teacher
4.4.1. The teacher is no longer the authoritarian figure from which all knowledge flows, rather the teacher assume the peripheral position of facilitator
4.4.2. The teacher encourages, offers suggestions, questions , and helps plan and implement the courses of study.
4.4.3. The teacher also writes curriculum and must have a command of several disciplines in order to create and implement curriculum.
4.5. Method of instruction
4.5.1. Children learn both individually and in groups.
4.5.2. Children should start mode of inquiry by posing questions about what they want to know. Currently referred to as problem-solving or inquiry method
4.5.3. Non-traditional yet natural pedagogy is used. Project method, problem solving and individualized study are common
4.6. Curriculum
4.6.1. A balance between traditional disciplines and the needs and interests of the child are present leading to an integrated curriculum that provides balance
4.6.2. Dewey's notion of a core curriculum or an integrated curriculum where subject matter under investigation by students would yield problems to be solved using math, science, history, reading , writing, music, art, wood or metal working cooking and sewing - all of the academic and vocational disciplines are used.
4.6.3. New node
5. Schools as Organizations
5.1. Comparison of another country's educational system
5.1.1. United States Educational system compared to others throughout the world ranks high. We have a very systematic approach where every child gets an opportunity for education unlike other countries where disability or social ranking may prevent educational opportunities.
5.1.2. Africa- a nation where school availability and opportunity are somewhat scarce. Civil wars and crimes against humanity are occurring there and will likely never stop without a truly educated people to run a democratic government.
5.2. My District- State Senators
5.2.1. Senator Richard Shelby
5.2.2. Senator Jeff Sessions
5.3. Representatives on state school board: Gov. Robert Bentley is president due to his role in our state government
5.3.1. Jeff Newman -Vice President
5.3.2. Dr. Yvette Richardson- president pro tem
5.3.3. Dr. Thomas Bice Ed. D. Is the secretary and executive officer
5.3.4. Dr. Cynthia McCarty board member
5.3.5. New node
5.4. Local School Board- 5 members serving staggering 5 year terms
5.4.1. James B. Durham Jr.- President
5.4.2. Dr. Randy McClung-Vice President
5.4.3. Mrs. Cathy Prater
5.4.4. Mrs. Carolyn Martin
5.4.5. Mr. Neal Baine
5.5. Local Superintendent- Fort Payne City Schools- Jim Cunningham
5.5.1. FP Native
5.5.2. Moved up the ranks of education
5.6. State Superintendent- Dr. Thomas Bice Ed. D.
5.6.1. Elected official
5.6.2. Also on State school board
6. Curriculum & Pedagogy
6.1. The school I want to teach at uses a wholistic approach to teaching. Themes are used and explored in every possible way.
6.2. Key vocabulary
6.3. Haughton Mifflin series is what the Prek at WVES uses curently
6.4. John Dewey, Dianne Ratvich,, ennett & Finn.
6.5. POst MOdernist theory
6.5.1. believes on is given the tools and resources necessary to change their life into what they want it to be.
6.6. Historical curriculum theory I would advocate
7. Equality of Opportunity
7.1. Coleman Study- Response
7.1.1. Where students go to school is often directly related to their race and socioeconomic background.
7.1.2. study found that private schools scored higher than public schools on all academic levels
7.2. Educational achievement and attainment for marginalized group- women
7.2.1. education as related to employment achievement is undeniable.
7.2.2. for each level of educational attainment women reach they make about $10,000 less than their men counterparts
7.3. life chances and how they relate to opportunity in education
7.3.1. directly related to where the individual is located in the class structure
7.3.2. directly related to race and to a lesser degree- gender
7.4. Role model gap
7.4.1. the role of the adults and their professions influence how a child sees their future in society
7.4.2. This being said those with parents who hold more professional jobs are around more professional minded friends and this can influence their desire to meet social demands, obvious or not
7.5. Health and housing gaps
7.5.1. there are fewer primary care physicians available in low income areas resulting in poorer health or awareness than wealthier counterparts
7.5.2. growing unaffordability of adequate housing for low income families also affects achievement because of mobility of the student which is a leading cause of failing student performance
7.6. Narrowing the GAp
7.6.1. the most important new investment should be early childhood programs
7.6.2. The quality of early childhood education is as important as the existence of the program itself.
8. Educational Inequality
8.1. Sociological explanation of unequal achievement
8.1.1. functionalist belief- role of schools is to provide a fair and meritocratic selection process for sorting out the best and brightest individuals regardless of backgrounds
8.1.2. conflict theorists belief- the role of schooling is to reproduce rather than eliminate inequality, the belief also extends to a large degree based on the family background
8.2. school-centered explanation
8.2.1. refer to the Equality of Education Opportunity, commonly referred to as the Coleman Report pg 368-, etc
8.2.2. within school differences in education are far more significant than differences between schools.
8.3. Genetic differences
8.3.1. more advances in the understanding of mental health leading to the argument that genetic predisposition must be considered
8.3.2. most significant factor in affecting intelligence is social according to Hurn
8.4. Cultural Deprivation Theories
8.4.1. middle class- cultural views of working hard for delayed gratification positively influences the need for schooling for future success
8.4.2. Project Head Start- a preschool intervention program for educationally and economically disadvantaged students
8.5. cultural difference theories
8.5.1. more affluent families give their children access to cultural capital ( museums, concerts, travel, etc)
8.5.2. working class families - use a natural growth of child rearing in which children are encouraged to be independent and play on their own, modeling concerned cultivation
8.6. school financing
8.6.1. affluent communities pay more taxes so more tax money goes toward the education of students in that area, leading to a higher quality of education than poorer communities nearby
8.6.2. Equal Protection Clause of the 14th Amendment is necessary and used to keep a checks and balances between various communities, even today.
9. Educational Reform
9.1. school-based reform--privatization
9.1.1. for profit companies taking over the management of schools in an effort to raise test scores and performance
9.1.2. EMO- Educational Management Organization
9.2. societal, economic, community, or political reform
9.2.1. Bill Clinton's- School to Work Opportunities Act of 1994
9.2.2. using federal seed money, states and their partnerships were encouraged to design the school to work system that made the most sense for them.
9.3. Carnegie and Holmes report focuses on:
9.3.1. overall problems in education cannot be solved without corresponding changes in teacher education
9.3.2. necessary changes must be made in the schools and the professional lives of teeachers in order to attract and retain the most competent candidates for the profession
9.4. No Child Left Behind Act
9.4.1. Annual testing is required for students in grades 3-8 in reading and math plus at least one test in grades 10-12, science testing to follow
9.4.2. schools must have "highly qualified" teachers for the "core academic subjects" - started this in 2005-2006
9.5. charter schools-
9.5.1. charter schools are public schools that are free from many of the regulations applied to traditional public schools, and in turn are held accountable for student performance
9.5.2. self governing institutions with wide control over their own curriculum, instruction, staffing, budget, internal organization, calendar, etc.
9.6. vouchers
9.6.1. proponents- argue that by injecting market competition in to the education system, low performing urban schools will be forced to deliver higher quality education at a lower cost.
9.6.2. critics- argue that proponents have underlying assumptions , limited methods of analysis, drain resources from public schools and cause further inequality of education.