1. Philosophy of Education
1.1. Pragmatism (Dewey)
1.1.1. Generic Notions
1.1.1.1. Instrumentalism
1.1.1.2. Experimentalism
1.1.2. Goal of Education
1.1.3. Key Researchers
1.1.4. Role of Teacher
1.1.4.1. Facilitator
1.1.5. Method of Instruction
1.1.6. Curriculum
2. Schools as Organizations
2.1. House of Representatives: Ed Henry, Mickey Hammonds, and Terri Collins
2.2. State Superintendent: Tommy Bice
2.3. State school board representative: Cynthia McCarthy
2.4. Morgan County Superintendent: Bill Hopkins
2.5. Morgan County school board members: Jimmy Hobbs, Adam Glenn, Mike Tarpley, Jeff McLemore, Tom Earwood, Paul Holmes,
2.6. State Senator: Author Orr
2.7. Comparison of another country's educational system
2.7.1. Hauptschule
2.7.2. Realschule
2.7.3. Gymnasium
3. Equality of Opportunity
3.1. Special Needs Individuals
3.1.1. Education of All Handicapped Children Law(EHA) 1975
3.1.1.1. 1. The right of access to public education programs
3.1.1.2. 2. The individualization of services
3.1.1.3. 3. The principle of "least restrictive environment"
3.1.1.4. 4. The scope of broadened services to be provided by the schools and a set of procedures for determining them.
3.1.1.5. 5. The general guidelines for identifying disability
3.1.1.6. 6. The principles of primary state and local responsibilities
3.1.2. The Coleman Study
3.1.2.1. Round Three
3.1.2.1.1. Best School equals Best Results
3.1.2.2. Best Schools equal Best Results
4. Educational Inequality
4.1. Genetic Differences
4.1.1. Arthur Jensen '69
4.1.2. Hurn '93
4.2. Effective School Research
4.2.1. Ronald Edmonds '79
4.2.2. The effective school literature
4.2.2.1. Characteristics of effective schools
4.2.2.1.1. A climate of high expectations for students by teachers and administrators.
4.2.2.1.2. Strong and effective leadership by a principal or school head.
4.2.2.1.3. Accountability processes for students and teachers.
4.2.2.1.4. The monitoring of student learning.
4.2.2.1.5. A high degree of instructional time on task, where teachers spend a great deal of their time teaching and students spend a great deal of their time learning.
4.2.2.1.6. Flexibility for teachers and administrators to experiment and adapt to new situations and problems.
5. Educational Reform and School Improvement
5.1. School Based-Reforms
5.1.1. School Choice
5.1.1.1. Intersectional
5.1.1.2. Intrasectional
5.1.2. Charter Schools
5.1.2.1. Pros
5.1.2.1.1. Autonomous
5.1.2.1.2. Free from regulations that most public schools have to adhere to
5.1.2.1.3. Held accountable for student performance.
5.1.2.2. Cons
5.1.2.2.1. Held accountable for student performance. Don't perform, funding is pulled.
5.1.2.2.2. Research showed that public schools outperformed charter schools.
5.1.3. Vouchers
5.2. Societal
5.2.1. Takeover
5.2.1.1. Advantages
5.2.1.1.1. A necessary expression of a state's constitutional responsibility for public education.
5.2.1.1.2. Can allow a competent executive staff to guide an uninterrupted and effective implementation of school improvement efforts.
5.2.1.1.3. Provide a good opportunity for state and local decision makers to combine resources and knowledge to improve children's learning.
5.2.1.1.4. Help create a healthy environment in which the local community can address a school district's problems.
5.2.1.1.5. Can make possible more radical changes in low-performing school districts than the customary regimen.
5.2.1.1.6. Can put school boards on notice that personal agendas, nepotism, and public bickering can have severe consequences.
5.2.1.1.7. State can collect achievement data and it can lead to improvement in statewide accountability efforts.
5.2.1.2. Disadvantages
5.2.1.2.1. May be seen as an attempt to reduce local control overs the school.
5.2.1.2.2. Appearance that the local community lacks the capacity to operate an effective school.
5.2.1.2.3. Focused on standardized test scores as the primary reason for the takeover
5.2.1.2.4. A negative self image of the school may cause low self-esteem for the community and school.
5.2.1.2.5. Typically focuses on petty corruption and incompetent administrators.
6. History of U.S. Education
6.1. Education for Women and African Americans
6.1.1. Emancipation Proclamation
6.1.2. Emma Hart Willard
6.1.3. Benjamin Roberts
6.1.4. Freedman's Bureau
6.2. The Radical-Revisionists School
6.2.1. Michael Katz('68), Joel Spring('72) and Clarence Karier(76')
6.2.2. David Hogan('78) andJulia Wrigley('82)
6.2.3. Radical interpretation is pessimistic
7. Sociology of Education
7.1. Theories of Education
7.1.1. Functional
7.1.2. Conflict
7.1.3. Interactional
7.2. Education and Inequality
7.2.1. Inadequate Schools
7.2.2. Tracking
7.2.3. De Facto Segregation
7.2.4. Gender
8. Curriculum and Pedagogy
8.1. Historical Curriculum
8.1.1. Social Meliorist Curriculum
8.1.1.1. George Counts and Harold Rugg
8.2. Socialogical Curriculum
8.2.1. General Functionalists Theory
8.2.1.1. Emile Durkheim('62)
8.2.2. Modern Functionalists
8.2.2.1. Talcott Parsons ('59) and Robert Dreeben('68)
8.2.3. Conflict Theorists
9. Politics of Education
9.1. Traditional
9.1.1. The Role of the School
9.1.1.1. Conservative Perspective
9.1.1.2. Liberal Perspective
9.1.1.3. Radical Perspective
9.2. Conservative
9.2.1. The Purposes of Schooling
9.2.1.1. Intellectual
9.2.1.2. Political
9.2.1.3. Social
9.2.1.4. Economic