1. History of Education
1.1. Reform Movement
1.1.1. Gradual change in society
1.2. Historical Interpretation
1.2.1. Karl Marx, "Men make their own history"
1.3. Colonial Era
1.3.1. only the sons of the rich required an education since they would be the future ruling class
1.4. Thomas Jefferson
1.4.1. believed that the best safeguard for democracy was a literate population
1.5. Opposition to Public Education
1.5.1. taxation for public education was viewed as "unjust" by non recipients
1.6. Education for women
1.6.1. Generally women's education was harmful and too stressful. Through the nineteenth century a significant number of girls attended elementary schools.
2. Sociology of Education
2.1. Relationship between School and Society
2.1.1. believe that educators can't educate, believe in values
2.2. Sociological inquiry
2.2.1. Is about ideas and how they shape people's understandings of society.
2.3. Equal education opportunity
2.3.1. is a key element in the belief system that maintains that the United States is a land of opportunity where hard work is rewarded
2.4. Theory
2.4.1. an integration of all known principles, laws, and information pertaining to a specific area of study
2.5. Emile Durkheim
2.5.1. invented the sociology of education in the late nineteenth and early twentieth centuries
2.6. Three Effects of Schooling on Individualds
2.6.1. Employable
2.6.2. Attitudes
2.6.3. Knowledge
3. Politics of Education
3.1. Perspective
3.1.1. Knowing how political science works
3.2. Vision
3.2.1. Educational interest groups within schools
3.3. Problems
3.3.1. constructs different solutions
3.4. Policy
3.4.1. Important guidance for further development of federal policy
3.5. EHCA
3.5.1. Education of All Handicapped Children
3.6. Head Start
3.6.1. Founded in 1965
4. School Reform
4.1. School-based reforms
4.1.1. What many schools have gone too
4.2. Societal, community, economic, or political reforms
4.2.1. Public schools have gotten into throughout the past few years
4.3. Achievement Gaps
4.3.1. No Child Left Behind Act of 2001
4.4. Literacy
4.4.1. Public education have failed to teach children basic literacy skills in reading, writing, and mathematics and basic knowledge in history, literature, and the arts
4.5. NCLB
4.5.1. Makes mandated state testing as well as requiring states to label schools that did not meet standards
4.6. Critical literacy
5. Educational inequality
5.1. Tracking
5.1.1. The practice of dividing students into separate classes for high, average, and low achievers
5.2. School Centered Explanation
5.2.1. Suggest that school processes are central are central to understanding unequal educational performance
5.3. Student Centered Explanation
5.3.1. Disadvantaged students attend inferior schools
5.4. Genetic Differences
5.4.1. Mental and social factors are largely responsible for human behavior
5.5. Cultural Difference
5.5.1. There is differences between working class and non white students and white middle class students
5.6. Effective School Research
5.6.1. If student differences are more important than school differences, then teachers cannot be blamed for each students lower academic performance
6. Equality of Opportunity
6.1. Educational Achievement & Attainment
6.1.1. The National Center for Education Statistics publishes yearly statistical reports
6.1.2. The Condition of Education, provides important statistical data on a variety of educational issues
6.2. Response to the Coleman Study
6.2.1. Where an individual goes to school has little effect on his or her cognitive growth or educational mobility
6.2.2. Sociologists examined and reexamined Coleman's data
6.2.3. A group of minority scholars, set about the task of defining those characteristics of schools that made them effective
6.3. School Segregation
6.3.1. Schools that have higher segregation rates have lower achievement and graduation rates
6.4. Mobility
6.4.1. Life chances are directed to a person that is a certain race
6.5. The Reading Gap
6.5.1. Children who's parents graduated college normally start reading before Kindergarten
6.6. The Conversation Gap
6.6.1. Parents read different than their children
7. Curriculum & Pedagogy
7.1. Historical Curriculum Theory
7.1.1. Idealist philosophy that knowledge of the traditional liberal arts is the cornerstone of education
7.1.2. Focus on the Western heritage
7.2. Sociological Curriculum Theory
7.2.1. Concentrates on the function of what is taught in schools and its relationship to the role of schools
7.3. Functionalist Theory
7.3.1. Stressed the role of the schools in preparing students for the complex roles required for modern society
7.4. Conservative critics
7.4.1. Argued it threatened the foundation of Western civilization
7.5. Pedagogic Practices
7.5.1. The process of teaching, like the curriculum is not an objective skill agreed on by everyone
7.6. Stratification of the Curriculum
7.6.1. Some students receiving an academic curriculum and others receiving a vocational or general curriculum
8. Schools as Organizations
8.1. Governance
8.1.1. Senators
8.1.2. House of Representatives
8.1.3. State Superintendent
8.1.4. State School Board Representative
8.1.5. Local Superintendent
8.1.6. Local School Board
8.2. Degree of "Openness"
8.2.1. The school system is open in public schools. Elementary, junior high or middle school, high school.
8.3. Japan
8.3.1. The Japanese education system produces skilled worker and highly competent managers
8.4. Who becomes a teacher?
8.4.1. In 2001, 79 percent of all public school teachers in the United States were women.
8.5. Comparison to One Country
8.5.1. America has the best schooling
8.6. Nature of Teaching
8.6.1. Teachers are skilled in so many areas of technical expertise and human relations
9. Philosophy of Education
9.1. Generate Notions
9.1.1. people exist as individuals and also exist in a greater context of their culture
9.2. Key Researchers
9.2.1. Plato, St. Augustine, Rene Descartes, Immanuel Kant, George Wilhelm Friedrich Hegel
9.3. Goal of Education
9.3.1. interested in the search for truth through ideas rather than through the examination of the false shadowy world of matter
9.4. Role of the Teacher
9.4.1. responsibility to analyze and discuss ideas with students in order for students to move to new levels of awareness so that students can be transformed
9.5. Curriculum
9.5.1. Idealists study the classics, all contemporary problems have their roots in the past and can be understood by examining
9.6. Method of Instruction
9.6.1. Questioning is the best way for students to discuss, analyze, synthesize, and apply what they have have read
10. Educational Reform and School Improvement
10.1. Effective Teachers
10.1.1. You can make a difference, you can be a great teacher in an ineffective school
10.2. School-Business Partnerships
10.2.1. The Boston Compact was created for producing grads necessary for revitalization the U.S economy
10.3. Privatization
10.3.1. Private education was getting involved with public education
10.4. School-to-Work Programs
10.4.1. In the 1990's school-bussiness partnerships became incorporated into school-to-work programs
10.5. Teacher Education
10.5.1. Failure of the schools was going on, so they created the National Education Association and the American Federation of Teachers
10.6. The Effective School Movement
10.6.1. Where certain schools has models to show other schools how to improve their educational effectiveness