1. History of U.S. Education
1.1. Equal opportunity for all people
1.1.1. Chief Justice Earl Warren said that how was a person suppose to succeed without the calhance at an education
1.1.2. Justice John Marshall Harlan wrote that under our constitution all people are equal and it was color blind
1.2. Brown v. The Topeka Board of Education
1.2.1. Ruled different schools for black and white unconstitutional
1.2.2. Was part of four other cases in different states
2. Schools as Organizations
2.1. Tennessee State Superintendent: Kevin Huffman
2.1.1. Define actions as necessary
2.2. State Senators: Lamar Alexander and Bob Corker
2.3. State House of Representatives: David “Phil” Roe, John “Jimmy” Duncan Jr., Charles “Chuck” Fleischmann, Scott DesJarlais, Jim Cooper, Diane Black, Marsha Blackburn, Stephen Fincher, and Steve Cohen
2.4. State Board of education members: Mr. B. Fielding Rolston, Chairman District 1, Mr. Mike Edwards District 2, Ms. Allison Chancey District 3, Mr. Lonnie Roberts District 4 Ms. Carolyn Pearre, Vice Chair District 5, Ms. Lillian Hartgrove District 6, Ms. Wendy Tucker District 7, Mr. Cato Johnson District 8, Dr. William E. Troutt District 9, Student Member - Vacant, Dr. Russ Deaton - See more at: https://www.tn.gov/sbe/topic/board-members#sthash.TP7Jf1Zs.dpuf
2.5. Lawrence Country, Tennessee Board of Education members: Joey Hardin, Larry Davis, Ricky Mabry, Jerry Campbell, Roberta Brazier, Kevin Caruso, Nicky Hartsfield, Brenda Jacobs, Donna Wells and Superintendent: Johnny McDaniel
3. Philosophy of Education
3.1. Generic Notions
3.1.1. Instrumentalism and experimentalism
3.1.2. Dewey's idea came from behaviorism, psychology, and philosophy of prigmatism
3.2. Key researches
3.2.1. George Sanders Peirce
3.2.2. William James
3.2.3. Johns Dewey
3.2.4. John Locke
3.3. Goal of Education
3.3.1. John Dewey said education was growth and that you never stop learning
3.3.2. Help better society
3.3.3. Education effects personal development, social, and intellectual
3.4. Role of teacher
3.4.1. Teacher is a facilitator
3.4.2. Teacher doesn't just stand at front of the room and lecture. Teacher walk around and helps as they work together to solve problems
3.5. Method of Instructions
3.5.1. John Dewey thought students learn in groups and alone
3.5.2. Groups work on real world problem as the teacher walk around to give advice and ask question to make students think critically.
3.6. Curriculum
3.6.1. Problems to solve society problem
3.6.2. Core curriculum to bend together
4. Politics of Education
4.1. Traditional
4.1.1. Role of the School
4.1.1.1. Schools should transmit traditional values.
4.1.1.1.1. family centered
4.1.1.1.2. honest and trustworthy
4.1.1.1.3. doing your best
4.1.2. Basic curriculum
4.2. Consevative
4.2.1. Created by William Graham Sumner
4.2.1.1. stronger students will prosper and adopt to changes
4.2.2. Idea came from Darwinist
4.2.2.1. Only the strong will survive
4.2.3. Get back to learning the basic
4.2.3.1. reading and writing
4.2.3.2. arithmetic
4.2.4. Capitalism Economy
4.2.4.1. A combined idea of Adam Smith and Milton Friedman
4.2.4.2. Free market economy - people earn their place in the world and not just given something.
4.2.4.3. Ronald Reagan adopted this viewpoint while being president
5. Sociological Perspectives
5.1. Effects of Schooling on Individuals
5.1.1. Ouside the Schools
5.1.1.1. Less interaction with teachers and other students
5.1.1.2. Less opportunities to take vocational classes
5.1.2. Knowledge and Attitudes
5.1.2.1. Narrower subject matter
5.1.2.1.1. Public school offer a wide curriculum and a more standard
5.1.2.2. Regular discipline
5.1.2.2.1. Where there is multiple teachers and staff to obey.
5.1.3. Teacher Behavior
5.1.3.1. Schooling on individual offers less teacher interact because your teacher is either your parent or just one other person
5.1.3.2. Public or Private schooling allows you to have at least three teachers each year
5.1.3.2.1. Student have to learn to adopt to each teacher differently.
5.1.3.2.2. More real life adaptation since you will probability have more than one boss
5.2. Relationship between society and school
5.2.1. Functional theories
5.2.1.1. Schools transmit how people are going to act in society
5.2.1.2. Schools are the building blocks of what society will turn into
6. Curriculum and Pedagogy
6.1. Historical Curriculum
6.1.1. Curriculum started out to help citizens be a active member in a democratic society
6.1.2. Progressive Reform Movement thought curriculum should be child centered and have reachable levels for the students
6.2. Sociological Curriculum
6.2.1. Teach students to be productive member of society and be able to work together
6.2.2. Teach essential values to work hard in everything they do
7. Equality of Opporunity
7.1. Gender Inequality is still present in education
7.1.1. Females are shown to out shine males in ever subject but mathematics.
7.1.1.1. Test scores are the only advantages that males have on females.
7.1.2. Females are more likely to be more educated, but there pay does not match.
7.1.2.1. The percent of directors and supervisors has closer over time for women, but it is not even close to 50 percent
7.1.2.2. Females earn 75% of what a male does in the same positions.
7.2. The Coleman Study is trying to answer a very important question, because everybody thinks private schools are better.
7.2.1. I think private schools may be a better learning environment, but I do not know if that is grantee. Private school usually get the better students starting out.
8. Educational Reform and School Improvement
8.1. The Effective School Movement
8.1.1. Five key factors that define successful school. 1. High Expectations for all students and staff acceptance of responsibility for student learning. 2. Instructional leadership by principal 3. Safe and orderly environment for learning 4. Clear and focused mission concerning instructional goals shared by the staff. 5. Frequent monitoring of student progress. Gartner, A. & Lipsky, D.K.(1987). Beyond special education:Toward a quality system for all students. Harvard Educational Review, 57, 367-395
8.1.2. Districts also had to some based-reforming to do 1. Vision and leadership 2. Collective commitment and cultural norms 3. Knowledge or access to knowledge 4. Organizational structures and management 5. resources Goertz, G., Floden, R., & o'Day. (1995).Building capacity for education reform. Consortium for Policy Research Educations Policy Briefs. Philadelphia, PA: university of Pennsylvania, (pp.1-10)
8.1.3. Ron Edmond work to find the characteristics of effective schools so that he could help other schools to become effective.
8.2. School, Community, and Societal level reform
8.2.1. School reform should follow these guide lines
8.2.1.1. 1. Leadership helps to change 2. parent-community unity 3. Professional expectations 4. Learning based around students. 5. Guide by teachers.
8.2.2. Reforms have been benefice for the rich people but not so much for the poor.
9. Educational Ineuality
9.1. Interactionist Theory
9.1.1. Interactionist theorist believe you need to watch how student, teachers, parents, and school staff intact with each other.
9.1.2. We need to not only look at test schools, but how the students home life and how they are interact with other students and teachers at school to see how they are doing.
9.2. School-centered explanations
9.2.1. School financing between inner cities schools and suburbs school is sufficient difference. Researches believe that has something to do with the production of schools.
9.2.2. There is two different problems that can effect whether a school is productive or not.
9.2.2.1. The students test scores are sufficient difference then that can have an effect on schools.
9.2.2.2. On the other hand if students scores are closer than teachers or school resources are to blame why students are not learning