1. Curriculum of Pedagogy
1.1. Transmission of Knowledge
1.1.1. Communities reflect what is important to them as a society
1.1.2. Social Meliorists
1.1.3. Different needs for different people was their concern for cirriculum
1.2. Influence on Cirriculum
1.2.1. Society
1.2.2. Formal, Informal, and null teaching
1.2.3. Stratification
2. Equality of Opportunity
2.1. Class Level/Race/Gender
2.1.1. Lower class have the ability to overcome decreased because of inflation
2.1.2. Middle class can mostly be the parental income is directly related to educational achievement and test performance.
2.1.3. Race has direct impact on persons educational attainment achievements
2.1.4. In the last twenty years significant gains have been made to equalize gender educational and professional attainment.
2.2. Coleman Study of 1966 and 1982
2.2.1. Coleman found that school organizational differences did not contribute to student outcomes as much as student body composition between schools.
2.2.2. Differences in schools do make a difference.
2.2.3. Private school students outperform public school students.
3. Educational Inequality
3.1. School Centered Explanations
3.1.1. School Finacing
3.1.2. Effective Schools
3.1.3. School Differences in Curriculum and Pedagogic
3.2. Student Centered Explanations
3.2.1. Genetic Differences Explanations
3.2.2. Cultural Deprivation Explanations
3.2.3. Cultural Differences Explanations
3.3. Sociological Explanations of Inequality
3.3.1. Functionalist Theorists support the idea that each students’ success is determined by their own hard work and desire to succeed.
3.3.2. Conflict Theorists support the idea that student success is affected by their environment.
3.3.3. Interactionists Theorists support that student success is determined by a combination of factors such as family, social class schools and environment.
4. Educational Reform
4.1. Characteristics of highly effective teachers
4.1.1. Professional knowledge
4.1.2. Good communicator
4.1.3. Willing to go the extra mile
4.1.4. Instructional Effectiveness
4.2. School Based Reforms
4.2.1. School Choice
4.2.2. Charter Schools
4.2.3. Tuition Vouchers
4.2.4. Intersectional Choice Plans
4.2.5. Intrasectional Choice Plans
5. Politics of Education
5.1. Conservative Perspective
5.1.1. William Sumner
5.1.2. Compete to survive
5.1.3. Capitalism is best
5.2. Progressive Vision
5.2.1. Solves social problems
5.2.2. Develops individual potiential
5.2.3. Schools make life better
6. Schools as Organizations
6.1. Structure of U.S. Schools
6.1.1. Each state responsible for education
6.1.2. U.S. Department of Education created in 1970
6.1.3. U.S. Dept. of Education has very little power
6.2. 5 Characteristics of Highly educated schools
6.2.1. Principal is highly involved
6.2.2. High Expectations
6.2.3. Student achievement is monitored
6.2.4. Safety and security
6.2.5. Clear Mission
7. The History of Education
7.1. The Committee Ten
7.1.1. National Educational Association
7.1.2. Five Model Curricula
7.1.3. Supporting secondary education
7.2. John Dewey
7.2.1. Created vocational school
7.2.2. Increased expansion in education
7.2.3. Part of Progressive Movement
8. Philosophy of Education
8.1. Postmodernist
8.1.1. Henry Giroux
8.1.2. Neo-Marxist
8.1.3. Human agency
8.2. Critical Pedagogy
8.2.1. To transform schools, teachers, and society
8.2.2. "language of critique possibility
8.2.3. To create new forms of knowledge out of analysis of competing discourses
9. Sociological Perspectives
9.1. Society
9.1.1. Helps shape the education of children
9.1.2. Schools act as agents
9.1.3. Perceptions and consiciousness
9.2. Teacher Behavior
9.2.1. Being a model for your students
9.2.2. Effect self fulfilling prophecies
9.2.3. The label teacher you become is important to the children