1. Politics of Education
1.1. Conservative
1.1.1. capacity to earn or not earn their place within a market economy.
1.1.2. views the role of the school as essential to both economic productivity and social stability
1.1.3. believe students rise and fall on their own intelligence, hard work, and initiative, and that achievement is based on hard work and sacrifice
1.2. Traditional
1.2.1. parents are uninvoled
1.2.2. teachers are sources of information
1.2.2.1. http://www.wingraschool.org/who/progressive.htm
1.2.3. school is a preparation of life
2. HISTORY OF US EDUCATION
2.1. Conservative Perspectives
2.1.1. Ravitch argued that effort at multiculturalism are historically incorrect and neglect the fact that the heritage of our civilization is Western
2.1.2. Ravitch argued that the adjustment of the traditional curriculum to meet the needs of all of these groups has been a violation of the fundamental function of schooling, which is to develop the powers of intelligence
2.1.3. the vision that the evolution of U.S education has resulted in the dilution of academic excellence
2.2. Reform Movement: desegregation
2.2.1. unequal and separate education of African Americans in the South of the 1930s, 1940s, and 1950s (civil rights movements)
2.2.2. attempted to desegregate Southern schools first. Schools threatened to closed down schools because of violence and confrontation.
2.2.3. Purpose: to give equal/fair opportunity to all students. Federal government was not backing down to schools not wanting to desegragate
3. SOCIOLOGICAL PERSPECTIVES
3.1. School and Society Relationship: Functional Theories
3.1.1. Durkheim believed that education was a critical importance in creating the moral unity necessary for social cohesion and harmony. Moral values were the foundations of society
3.1.2. assume that consensus is the normal state in society and that conflict represents a breakdown of shared values
3.1.3. creates structures, programs, and curricula that are technically advanced, rational, and encourage social unity
3.2. Effects of Schooling on Individuals
3.2.1. Knowledge and attitudes
3.2.1.1. The more education individuals receive, the more likely they are to read newspapers, books, and magazines. Education is related to an individuals self esteem.
3.2.2. Teacher Behaviors
3.2.2.1. teachers are models for students, instructional leaders, and influence self esteem. Teachers expectations play a major role in a child's life. Be positive, helpful and caring.
3.2.3. Student peer groups and Alienation
3.2.3.1. Students in vocational vocational programs and headed toward low-status jobs are more likely to join a rebellious subculture. They are more likely to get into fights at school because they feel under appreciated by teachers and fellow classmates. Pay extra attention to these students. You never know how much of an impact you will give on them.
3.2.3.1.1. Careerists- from middle and upper class backgrounds, won few academic honors, lost confidence during college, and were not intellectually motivated by their experience.
3.2.3.1.2. Intellectuals- highly educated families, studied in humanities, politically involved, earned many academic honors.
3.2.3.1.3. strivers- working class background, came from ethnic or racial minorities, worked hard, often did not have a high GPA, but graduated with real sense of accomplishment
3.2.3.1.4. unconnected- from all backgrounds, few extracurricular activities, least satisfied among all the groups with their college experience
4. PHILOSOPHY OF EDUCATION
4.1. Pragmatism
4.1.1. Generic Notions
4.1.1.1. educators start with the needs of and interests of the child in the classroom, allow the child to participate in planning their course of study, employ project method or group learning, and depend on heavily experiential learning
4.1.2. Key Researchers
4.1.2.1. John Dewey- instrumentalism and experimentalism. john Locke- believes one acquires knowledge through one's senses
4.1.3. Education Goal
4.1.3.1. part of the larger project of social progress and improvement
4.1.4. Teacher Role
4.1.4.1. teacher is a facilitator, not an authoritarian figure. ENCOURAGE,QUESTIONS, OFFER SUGGESTIONS, HELP PLAN AND IMPLEMENT courses of study
4.1.5. Methods of Instruction
4.1.5.1. learn in groups and individually.
4.1.6. Curriculum
4.1.6.1. Have your curriculum be based on something in your local community. For instance, littering, have littering be the subject in all math problems and projects that year. It gives kids a better understanding with a real life example.
5. SCHOOLS AS ORGANIZATION
5.1. Etowah County School District-Alabama
5.1.1. http://www.legislature.state.al.us/aliswww/default.aspx
5.1.1.1. House of Representatives- Becky Nordgren, Mack Butler, and Craig Ford
5.1.1.2. State Senator- Phillip W. "Phil"
5.1.2. alsde.edu
5.1.2.1. Etowah County School Board- Mr. Tim Langdale, Mr. Michael Todd Hindsman, Dr. Jon Paul Campbell, Mrs. Scarlett Farley, Mr. Danny Golden, Mr. Ernie Payne, Mr. Doug Sherrod, Mr. Timothy Womack
5.1.2.2. State School Board Rep.- 9 members in all
5.1.2.3. State Superintendent- Dr. Phillip Cleveland
5.1.2.4. Etowah County Superintendent- Robert Alan Cosby
5.2. http://www.gsgi.co.uk/articles/curricula-and-exams/the-french-system-in-all-its-gloire
5.2.1. Other Culture comparison- THE FRENCH
5.2.1.1. Once High school begins, France starts teaching them as a college student would be taught here (US). They are designated to certain classes for their specific "degree".
5.2.1.2. There are many similarites with the U.S and the French educational system. They can start off early and are going to be studying the same as any student within their own country.
6. Curriculum & Pedagogy
6.1. Historical Curriculum
6.1.1. developmental curriculum
6.1.1.1. related to the needs and interests of the student rather than society needs
6.1.1.2. Dewey- not a transmitter of knowledge but a facilitator of student growth
6.1.1.3. relates schooling to the life experiences of each child in a way the would make education come alive in a meaningful manner
6.2. Sociological Curriculum
6.2.1. functionalists believe the role of the schools is to integrate children into the existing social order
6.2.2. represent the codification of the knowledge that students need to become competent members of society
6.2.3. give students the knowledge, language, and values to ensure social stability
6.2.4. derived by the work of Emile Durkheim
7. EQUALITY OF OPPORTUNITY
7.1. educational achievement and attainment: CLASS
7.1.1. teachers have been found to think more highly of middle-class and upper middle-class children than they do of working class and underclass children because they do not speak middle class English
7.1.2. data show that peer group have a significant influence on students' attitudes toward learning
7.1.3. directly related to achievement and to educational attainment
7.2. Coleman study
7.2.1. an individual goes to school is often related to their race and background
7.2.2. Borman and Dowling argue that race and class are predictors of academic success
7.2.3. education reform must focus on eliminating the high level of segregation the remains in the U.S educational system
8. EDUCATIONAL INEQUALITY
8.1. sociological explanation of unequal achievements
8.1.1. functionalists believe that the schooling process will produce unequal rights
8.1.2. unequal educational outcomes are the result of unequal educational opportunities
8.1.3. all groups need a fair chance to compete in the educational marketplace
8.2. school centered explanation: School financing
8.2.1. majority of funds come from state and local taxes with property taxes being a significant source
8.2.2. since property taxes are higher in some areas, these communities are able to raise higher in more money for schools through this form of taxation than poorer communities
8.2.3. more affluent communities are able to provide more per-pupil spending than poorer districts, often at a proportionately rate than in poorer communities
9. EDUCATIONAL REFORM
9.1. school based reform- charter schools:
9.1.1. paid for with tax dollars and must be open to all student in the school district
9.1.2. will provide better education at a lower cost
9.1.3. advocates argue that they often admit students who have not performed well in public schools and that it takes time for charter schools to have an impact
9.2. community reform
9.2.1. no evidence they affect student achievement
9.2.2. specifically designed to target and improve at-risk neighborhoods as well as to support them