1. Educational Inequality
1.1. functional theriories support the idea that each students success is determined by own hard work desire to succeed.
1.2. success is determined by environment
1.3. student is determined by a combination of factors such as family, social class schools and enviroment.
1.4. other factors that influence students success
1.4.1. student centered
1.4.1.1. family
1.4.1.2. peer group
1.4.1.3. community
1.4.1.4. culture
1.4.1.5. student
1.4.2. school centered
1.4.2.1. teachers
1.4.2.2. teaching methods
1.4.2.3. curriculum
1.4.2.4. school climate
1.4.2.5. teacher expectations
1.5. do schools reproduce inequality
2. Equality of Opportunity
2.1. it is all about who you know
2.2. social stratifications is a structural characteristics of society
2.3. caste
2.3.1. social level is determined by race or religion
2.4. estate systems
2.4.1. persons social level determined by race or religion
2.5. class systems
2.5.1. determined by ability to overcome by personal acheievment
2.6. educational achievement is directly related to family achievement
2.7. educational achievement based on financial success
2.8. schools represent middle and upper class
2.9. parental income is directly related to educational achievement
2.10. race has a direct impact on how much educational atainments a person achieves
2.11. minorities do not receive same educational opportunities
2.12. in the last 20 years signifigant gains have been made to organize gender educational and professional attachement
2.12.1. disparities still exist in education and job salaries
2.13. pl 94-142 education of the handicap
2.14. section 504
2.14.1. physical disability
2.15. special ed
2.15.1. mental disability
2.16. should go to school with close or same social class
2.17. minorities do better in segregated schools
3. Curriculum and Pedagogy
3.1. social influences
3.2. political influence
3.3. societies influence
3.4. cultural influence
3.5. special interests
3.6. should reflect and teach hat is important for society to be functional and productive
3.7. parents and community reflect what is importance and it will reflect in students
3.8. other influence on curriculum
3.8.1. evolutionists
3.8.2. creationists
3.8.3. science and math
3.8.4. nation at risk
3.8.5. NCLB
3.8.6. RTT
3.9. Curriculum
3.9.1. formal
3.9.1.1. what is taught
3.9.2. informal
3.9.2.1. taught but not obvious
3.9.3. null
3.9.3.1. not taught but learned
3.10. students are tracked to help them with there development as they grow as students
3.11. gap between what we know what we teach and the students are actually learning
3.12. maturity
3.12.1. the base of what and how we teach is heavily influenced on maturity
4. Schools as organizations
4.1. US constitutions does not provide for education
4.2. centralzation
4.2.1. 55 million students are educated at the cost of 650 billion
4.3. students composition in pubic schools
4.3.1. 53% are white
4.3.2. ten states have no minorities
4.3.3. NYC 85% minorty
4.3.4. LA 91
4.3.5. Detroit 97
4.4. private schools
4.4.1. gotta have money to go there
4.5. internaional comparisons
4.5.1. in other countries individuals go through rigorious acadamic rites of passage
4.6. finland pays teachers as if they were doctors
4.7. teachers in conflicts with students
4.7.1. curriculm v social goals of students
4.8. communities in conflict with admin
4.9. it is all a giant mess
4.10. effecting change is difficult at its min
4.11. reality is hard to ignore
4.11.1. everyday life is a struggle
5. History of U.S.U Education
5.1. Old Deluder Satan Law 1647
5.1.1. based on learning of bible and religion
5.2. Massachusetts School of law of 1647
5.3. this was considered the colonial era
5.4. Dame schools were for girls
5.4.1. widowed teacher taught them how to read, write and do things around the house.
5.5. secondary schools were for boys and the elite
5.6. education in the south was mainly intended for upper class
5.7. iowa university is the first public university to admit women in 1856
5.8. John Dewey- progressivism
5.9. The committee of ten created by charles elliot who as the president of harvard university. Healt, command of fundamental process worthy home membership vocation citizenship ethical character
5.9.1. the dilemma
5.9.1.1. 4 themes
5.9.1.1.1. tension between subjects
5.9.1.1.2. college entrance requirements
5.9.1.1.3. high school students should be able prepared for life not college
5.9.1.1.4. all students should follow the same course of study regardless of need for further education
5.10. progressive v traditional
5.10.1. college student movement for civil rights
5.10.1.1. impact GI bill has had an education
5.11. plessy v ferguson of 1896. public facities they could seperate races but they have to be equal in how nice the facilties are.
5.12. brown v topeka desgreation was the main focus in these
5.13. space race was a major factor in math and science coming back into our schools. civil rights act 1963
5.14. elementry secondary education act 1965 provided for special needs students
5.15. three historical perspectives of US education
5.15.1. FAPE free and approiate education
5.15.2. democratic liberal school
5.15.3. radical revisonist school
5.15.4. conservative school
6. Sociological Perspectives
6.1. fears that tend to drive
6.2. persells model
6.2.1. institutional
6.2.2. societal
6.2.3. interpersonal
6.3. our human free will
6.4. the big question
6.4.1. 1. can we Crete a more functional society
6.4.2. 2. what is the relationship between schools and socitey.
6.4.3. 3. how does teacher interaction with student determine student success
6.5. effective learning enviroment
6.6. highly effective schools
6.6.1. strong leadership
6.6.2. safe enviroment
6.6.3. strong academic instruction
6.6.4. teachers believe all students can learn
6.6.5. constant review of student progress
6.7. goal of education
6.7.1. training people for working and for thinking
6.8. effects of school on people
6.8.1. people learn
6.8.2. employment
6.8.3. job performance
6.8.4. income
6.8.5. mobility
6.9. racial integration helps minority much more then majority
7. Politics of Education
7.1. our goal for schools should not be that they are democratic that is ruled by a sole individual
7.1.1. how democratic are our schools?
7.1.2. who all is involved in decisions?
7.1.3. what determines curriculum?
7.1.4. what special interests are involved in the decisions Mr. Mattox makes a great point that most everyone has a secret agenda with that being said it is benificial for us or just the one in the position make the decision?
7.1.5. we always have to remember we are in education to help the students not to appeal to certain social classifications we can not lose focus of that.
7.1.6. either democrats or republican liberal or conservative or radical
7.1.7. every person determines outcome
8. Educational Reform
8.1. rise of common school
8.1.1. horace mann lobbied for a board of education
8.1.2. normal schools were created for teacher education
8.1.3. public education was for public stability and social mobility
8.1.4. the right to vote was restricted to all man except slaves and emotionally disturbed
8.1.5. first board of education was created in massachusetts
9. Philosophy of Education
9.1. Teacher Centered
9.2. Students Centered
9.3. love centered
9.4. pragmatism
9.4.1. just shoots straight
9.4.2. give me facts and assignments and let me go
9.5. existenlisim and phenomly
9.6. neo- marxism
9.6.1. a capitaist society
9.7. post modermists and critical theory
9.8. progressive teaching
9.8.1. students learn by doing well as textbooks
9.8.2. you can teach through many differnt activities
9.8.3. students learn through experiences
9.8.4. studnets group by common interests and usually learn due to this as well
9.8.5. most importantly it is based on the needs of the students