My Foundations of Education

1. Politics of Education

1.1. Belief that the free market or market economy of capitalism is both the most economically productive economic system.

1.2. 19th Century Social Darwinist

1.3. View that the individuals are rational actors who make decisions on a cost benefit scale.

1.4. Places its primary emphasis on the individual and suggests that individuals have the capacity to learn.

1.5. Traditional: Tend to view the schools as necessary to the transmission of the traditional values of U.S. society such as hard work, family, unity, individual initiative and so on.

1.6. Traditionalists believe that schools should pass on the best of what was and what is and progressives believe the schools should be part of the steady progress to make things better.

1.7. Traditional Visions encompass the right liberal to the conservative spectrums.

2. History of U.S. Education

2.1. The Age of Reform: The Rise of the common School.

2.2. Although the reform movement attempted to address such diverse societal problems as slavery mental illness intemperance and pacifism many reformers generally believes that the road to secular paradise was through education

2.3. Struggle for free public education was led by Horace Mann of Massachusetts.

2.4. Normal School.

2.5. Social Mobility are beliefs responsible for the faith and support many people give to U.S. public schools.

2.6. 1. Health 2. Command of fundamental processes 3. Worthy home membership 4. Vocation 5. Citizenship 6. Worthy use of leisure 7. Ethical character

2.7. EQUALITY OF OPPORTUNITY

2.7.1. central feature of U.S. history

2.8. Relationship between race and educations and the question of school segregation were at the front fore of political educational and moral conflicts.

2.9. Unequal and separate education of African Amercians in the south became a focal point of the civil rights movements of the 1930s, 1940s, and 1950s

3. Sociological Perspectives

3.1. Relation between School and society

3.1.1. Socializtion

3.2. Relation between school and society are fundamental and complex.

3.3. Theoretical pictures of society are create by human beings and interpreted by them .

3.4. Social World can not be totally separated from ones personal and social situation.

3.5. Best conceptual guide to understanding the relation between school and society because it gives one the intellectual scaffolding from which to hang empirical findings.

3.6. 3 major theories: 1. Functional 2. Conflict 3. Interactional

3.7. EFFECTS OF SCHOOLING ON INDIVIDUALS

3.7.1. Knowledge and Attitudes

3.7.1.1. Employment

3.7.1.1.1. Education and Mobility

4. Philosophy of Education

4.1. PRAGMATISM

4.1.1. Generic Notions- Same historical tradition as idealism. It is associated with Plato and Aristotle. Plato argued for the centrality of ideas.

4.1.2. Key Researches- Aristotle and Plato. Aristotle is particularly important because he was the first philosopher to develop a rational systematic method for testing the logic.

4.1.3. Goals of Education-Goals are to help individuals understand and then be able to apply the principles of science to help solve the problems plaguing the modern world.

4.1.4. Role of teachers- Their role is to transmit knowledge and to be content knowledgeable.

4.1.5. Curriculum- The consistency of the basics such as science, math, reading, writing and humanities.

4.1.6. Method of Instruction- It is the problem solving or inquiry of method.

4.1.7. KEY WORDS- Instrumentalism and Experimentalism

5. Schools as Orginizations

5.1. COMPARISON OF OTHER COUNTRY'S EDUCATIONAL SYSTEM

5.2. United States as well as other nations fails to educate its most disadvantaged students.

5.3. If the U.S. was as successful as say Sweden in educating youths with mothers without a High school degree.

5.4. Students with Mothers without a High School diploma/Students from single parent homes Netherlands 560 Sweden 550 Denmark 540 Austria, Norway 530 International mean 520 Canada 510 United States 440

5.5. Local School Boards- Blount County Board of Education

5.6. Superintendent - Rodney Green

6. Curriculum and Pedagogy

6.1. THEORY AND PRACTICE

6.2. 20th Century- Curriculum studies was concerned with relating the study of curriculum to classroom practice

6.3. Beginning 1970's- Critical curriculum theorist both in the U.S. and England questioned the assumptions of curriculum studies and agreed that school knowledge represented the socially constructed interest of dominant groups in society.

6.4. In 1990's- Curriculum theory came under fire!

6.5. 1990's- Wraga argued that the reconceptualization of curriculum studies into curriculum theory has resulted in a false dichotomy between theory and practice.

6.6. KEY WORDS- pedagogical progressivism and romantic progressivism

7. Equality of Opportunity

7.1. Equality: Class, gender, race.

7.2. Educational Activity- Individuals gender was directly related to his or her educational attainment.

7.3. Educational Activity- Males outperform females is in mathematics proficiency.

7.4. Educational Activity- Recent date from the U.S, the United Kingdom, Canada, and Australia indicate that not only have girls caught up to boys in almost all measures of academic achievement.

7.5. Educational Activity- There is little doubt that society discriminates against women occupationally and socially.

7.6. THE CONDITION OF EDUCATION

7.7. From 1973 to 1986 the gaps in reading and mathematics between 13 year old African American and Hispanics and whites narrowed and then increased from 1986 to 1999.

7.8. Response to Coleman: Round Two- High school achievement centered on the interpretations attached to the magnitude of the findings.

8. Educational Inequality

8.1. Unequal Education. - A system that could guarantee equitable and fair treatment to all would not necessarily produce equal results as individual differences would still play an important role in creating significant inequalities.

8.2. Both Functionalists and conflict theorists agree that understanding educational inequality is a difficult task.

8.3. KEY TERMS- student centered, explanations, within school

8.4. Unequal Education- conflict theorists, although not denying the deleterious impact of extra-school factors such as poverty, believe that schools play an important role in reproducing the problems.

8.5. Student Centered - Equality of Educational Opportunity commonly referred to as variable for the lower educational achievement of working class and non white students.

8.6. Student Centered- Research by Jencks indicated that the differences between schools in privileged areas and in economically disadvantaged areas has been exaggerated.

8.7. KEY TERM- Within-school differences.

9. Educational Reform and School Improvement

9.1. School based reforms (School Choice, Charter schools, and tuition vouchers)

9.2. Private Schools were reputed to be accountable efficient and safe.

9.3. Magnet schools and private schools were superior to neighborhood public schools because schools of choice reflected the desires and needs of their constituents and were thus sensitive to change.

9.4. Intersectional choice plans include public and private schools, and intrasectional school choice policies include only public schools.

9.5. Most common form of intrasectional choice plans permit students to attend schools outside of their community school district.

9.6. Privatization- private education companies increasingly becoming involved in public education in a variety of ways,

9.7. SOCIETAL,COMMUNITY, ECONOMIC, AND POLITICAL REFORMS.

9.8. State Intervention and Mayoral Control in Local School Districts. - Some systems include school or district takeover as ultimate accountability measures.