1. Chapter 2- Politics of Education
1.1. Perspective
1.1.1. Conservative
1.1.1.1. Social evolution as in the strongest will survive depending on the individual initiative and drive
1.1.1.2. Role of school is to provide educational training and have the equipment provided to learn
1.1.1.3. Students rise and fall on their own based on hard work, initiative, and sacrifice
1.1.1.4. Definition of Educational Problems
1.1.1.4.1. Decline of Standards
1.1.1.4.2. Decline of Cultural Literacy
1.1.1.4.3. Decline of Values or of Civilization
1.1.1.4.4. Decline of Authority
1.1.2. Liberal
1.1.3. Radical
1.1.4. Neo-liberal
1.2. Purpose of Education
1.2.1. Intellectual
1.2.1.1. Teaching basic cognitive skills ( reading, writing, math)
1.2.2. Political
1.2.2.1. Prepare students to be citizens as in patriotism, democracy, such as teaching basic law of the society
1.2.3. Economic
1.2.3.1. Preparing for the work role in training
1.2.4. Social
1.2.4.1. Socializing students to different various roles, behaviors, values of society
2. Chapter 3- History of US Education
2.1. Reform Movements
2.1.1. The Colonial Era
2.1.1.1. Old World and New World Education
2.1.1.2. The Age of Reform: Rise of Common School
2.1.1.2.1. Opposition to Public Education
2.1.1.2.2. Education for Women and African- Americans
2.1.1.3. Urbanization and the Progressive Impetus
2.1.1.3.1. Education for ALL
2.1.2. The Post-World War II Equity Era
2.1.2.1. 1945-1980
2.1.3. Educational Reaction and Reform and the Standards Era
2.1.3.1. 1980s- present
2.2. Historical Interpretations
2.2.1. The Democratic-Liberal School
2.2.1.1. progressive evolution schools committed to provide equality of opportunity for all
2.2.1.2. expanding educational opportunities to large populations of people
2.2.1.3. reject the conservative view of schools being elite institutes
2.2.2. The Radical-Revisionist School
2.2.3. Conservative Perspectives
3. Chapter 4- Sociology of Education
3.1. Theoretical Perspective- an integration of all known principles, laws, and information pertaining to a specific area of study
3.1.1. Schools & Society
3.1.1.1. Schools shape children's perceptions of the world by processes of socialization
3.1.1.1.1. Values, beliefs, and norms of society
3.1.1.2. Socialization can shape children's consciousness
3.1.2. Functionalism
3.1.2.1. Society is a kind of machine
3.1.2.2. Consensus is the normal state in society and conflict is a breakdown of shared values
3.1.2.3. Educational reform is to create structures, programs, and curricula that are technically advanced, rational, and encourage social unity
3.1.3. Conflict Theory
3.1.3.1. Relations between schools and society are NOT unproblematic or straight foward
3.1.3.2. Emphasize struggle
3.1.3.3. Social battlefields
3.1.3.3.1. Student vs. Teacher
3.1.3.3.2. Teachers vs. Administration
3.1.3.3.3. Student vs. Student
3.1.4. Interactionlism
3.1.4.1. Parts of Functionalism and Conflict Theory
3.1.4.2. other theories are to general and should go deeper
3.2. Effects of Schooling on Individuals
3.2.1. Employment
3.2.1.1. College students
3.2.1.2. ON the JOB training
3.2.2. Inside Schools
3.2.2.1. School size
3.2.2.1.1. Large schools have more resources so they can offer more but also are more bureaucratic and may restrain initiative
3.2.2.1.2. Smaller schools may have more freedom but lack resources
3.2.3. Education and Inequality
3.2.3.1. Child's lifestyle such as income, health, religious beliefs, residence, family, etc
3.2.4. Inadequate Schools
3.2.4.1. Suburban and private schools do better
3.2.5. Gender
3.2.5.1. Girls start school higher than boys but by graduation time girls have lower aspirations than boys
4. Chapter 5- Philosophy of Education
4.1. Pragmatism
4.1.1. Key people
4.1.1.1. George Sanders Peirce, William James, John Dewey
4.1.2. Generic Notions
4.1.2.1. Encourages people to find processes that work in order to achieve their desired end
4.1.2.2. Study the past BUT focus on solving the problem in present-day terms
4.1.2.3. Action oriented, experientially grounded,
4.1.2.4. Progressive
4.1.3. Goals of Education
4.1.3.1. "Conjoint communicated experience" - function as preparation for life in democratic society
4.1.3.2. Education attempt to balance the social role of the school
4.1.3.2.1. Social Development
4.1.3.2.2. Intellectual Development
4.1.3.2.3. Personal Development
4.1.3.3. Schools should balance needs of society and community with the needs of individuals
4.1.4. Role of Teacher
4.1.4.1. NOT an Authoritative figure which all knowledge flows
4.1.4.2. Peripheral position of facilitator
4.1.4.3. Teacher encourages, suggests, questions, helps plan, and implements course of study
4.1.4.4. Writes curriculum as well as has several commands of disipline
4.1.5. Methods of Instruction
4.1.5.1. Individual work and group work
4.1.5.2. Students should pose questions
4.1.5.3. Problem-solving, or inquiry methods
4.1.5.4. Field Trips or Projects
4.1.6. Curriculum
4.1.6.1. The curriculum of expanding environment
4.1.6.2. Core curriculum under investigation by students
4.1.6.3. Curriculum changes as the social order changes
5. Chapter 6- Schools as Organizations
5.1. Major Stakeholders of Scottsboro Alabama
5.1.1. Senators
5.1.1.1. Luther Strange
5.1.1.2. Richard Shelby
5.1.2. Representatives
5.1.2.1. Bradley Byme
5.1.2.2. Martha Roby
5.1.2.3. Mike Rogers
5.1.2.4. Robert Aderholt
5.1.2.5. Mo Brooks
5.1.2.6. Gary Palmer
5.1.2.7. Terri Sewell
5.1.3. State Superintendent
5.1.3.1. Tommy Bice
5.1.4. Representatives on State School Board
5.1.4.1. Jackie Zeigler
5.1.4.2. Betty Peters
5.1.4.3. Stephanie Bell
5.1.4.4. Ella B. Bell
5.1.4.5. Cynthia Sanders
5.1.4.6. Jeffery Newman
5.1.5. Local Superintendent
5.1.5.1. Dr. Sandra Spivey
5.1.6. Local School Board
5.1.6.1. Hollie Thompson
5.1.6.2. John Esslinger
5.1.6.3. Julie Gentry
5.1.6.4. Patricia Stewart
5.1.6.5. Jason Williams
5.2. School process vs School culture
5.2.1. Elements of change
5.2.1.1. Making schools more learner centered requires time, effort, intelligence, and good will.
6. Chapter 7- Curriculum and Pedegogy
6.1. Curriculum Theory
6.1.1. Humanist
6.1.2. Social efficency
6.1.3. Developmentalist
6.1.3.1. Focus on students needs and interest rather than society needs
6.1.3.2. Student-Centered
6.1.3.3. Relating curriculum to the students interest
6.1.3.4. What is taught, How it is taught
6.1.3.5. Emphasis on development of student's individual capacities
6.1.3.6. Relating schooling to life experience
6.1.3.7. Teacher is a facilitator
6.1.4. Social Melorist
6.2. Two Dominant Tradition of Teaching
6.2.1. Mimetric Tradition
7. Chapter 8- Equality of Opportunity
7.1. Educational Outcomes
7.1.1. Race
7.1.2. Class
7.1.3. Gender
7.2. Coleman Studies of 1982
7.2.1. Thing 1
7.2.2. Thing 2
8. Chapter 9- Educational Inequality
8.1. Cultural Deprivation
8.1.1. Type 1
8.1.2. Type 2
8.2. School-Centered Explaination
8.2.1. 1
8.2.2. 2
8.2.3. 3
8.2.4. 4
9. Chapter 10- Educational Reform
9.1. School-Based Reform
9.1.1. School- business partnerships
9.1.2. Privatization
9.1.3. School-to-work programs
9.1.4. Teacher education
9.1.5. Teacher quality