My Foundations of Education

1. Politics of Education

1.1. Conservative

1.1.1. Charles Darwin

1.1.1.1. Individuals are rational actors who make decisions on a cost-benefit scale

1.1.1.2. Human progress is dependent on the individual initiative and drive

1.1.1.3. Individuals and groups compete in the social environment to survive.

1.1.2. Educational problems

1.1.2.1. Decline of standards

1.1.2.2. Decline of cultural literacy

1.1.2.3. Decline of values or of civilization

1.1.2.4. Decline of authority

1.1.3. Schools provide necessary educational training to ensure that the most talented and hard-working individuals receive the tools necessary to maximize economic and social productivity

1.1.4. Support

1.1.4.1. Back to basics

1.1.4.1.1. Strengthen skills

1.1.4.2. Return to traditional academic curriculum

1.1.4.2.1. History, literature, canons of western civilization

1.1.4.3. Accountability measures

1.1.4.3.1. Minimum standards of performance and knowledge

1.1.4.4. Free market mechanisms

1.1.4.4.1. Tuition tax credits and vouchers for parents with students in private schools

1.1.4.4.2. Public choice programs

1.2. Progressivism

1.2.1. Based on belief that humans learn best in real life activities with other people

1.2.2. Teacher provides real world experiences and activities that center on the real life of the students

1.2.3. View schools as central to solving social problems

1.2.3.1. Vehicle for upward mobility

1.2.3.2. Essential to the development of individual potential

1.2.3.3. Integral part of a democratic society

2. Equality of Opportunity

2.1. Educational Achievement and Attainment of Students with Special Needs

2.1.1. late 1960's parents began to pressure educational system to serve their children more appropriately and effectively

2.1.1.1. children were often treated as invisible, not given appropriate services, sometimes excluded entirely from schools

2.1.2. 1975 Congress passed Education of ALL Handicapped Children Law (EHA)

2.1.2.1. 6 principles

2.1.2.1.1. right of access to public education

2.1.2.1.2. individualization of services

2.1.2.1.3. "least restrictive environment

2.1.2.1.4. scope of broadened services provided by schools and set procedures to determine them

2.1.2.1.5. general guidelines for identifying disability

2.1.2.1.6. primary state and local responsibilities

2.1.2.2. reauthorized in 1996 to IDEA

2.1.3. late 1980's REI

2.1.3.1. calling for inclusion of almost all children into mainstream

2.1.3.1.1. created controversy still going on today

2.2. Coleman Study

2.2.1. organizational differences between schools were not particularly important in determining student outcomes when compared to the differences in student-body compositions between schools

2.2.1.1. where an individual goes to school has little effect on his or her cognitive growth or educational mobility???

2.2.1.1.1. 1982 Reading, vocabulary, math, science, civics, and writing tests, private students outperformed public school students sometimes by a wide margin

2.2.2. schools that are less bureaucratic and more academically oriented are better learning environments for students

2.2.2.1. BUT this does not mean private schools are substantially superior to public schools-the public system should not be privatized

2.2.2.1.1. relationship between social class, race and achievement is  complex

3. Philosophy of education

3.1. pragmatism

3.1.1. School is a place where ideas can be implemented, challenged and reconstructed.

3.1.2. teacher is peripheral, positions as facilitator

3.1.2.1. offers suggestions, questions and helps implement and plan courses of study

3.1.3. group and individual learning

3.1.3.1. not a quit restricted learning environment, students are encouraged to work together and discuss problems

3.1.4. integrated curriculum

3.2. existentialism

3.2.1. focused on the needs of the individual

3.2.2. teachers take risks, expose themselves to students

3.2.3. children have different learning styles

3.2.4. teacher and student work together

4. History of U.S. Education

4.1. NEA  1893  Committee of  ten

4.1.1. issued report supporting the academic purpose of secondary education and dismissing the curricula differentiation.

4.1.2. Cardinal Principles

4.1.2.1. Health, Command of fundamental processes, Worthy home-membership, Vocation, Citizenship, Worthy use of leisure, Ethical Character

4.1.2.1.1. Led to final curriculum reform after WWII

4.2. Diplomatic-Liberal School

4.2.1. History of US Education involves the progressive evolution of a school system committed to providing equal opportunity

4.2.2. each person of expansion involved the attempts of liberal reformers to expand Ed opportunities to more of the population and reject the idea of schools as elite institutions (conservative views)

4.2.3. Elwood Cubberly, Merle Curti, Lawrence A Cremin

5. Sociological Perspectives

5.1. Functional Theories

5.1.1. stresses the interdependence of the social-system

5.1.1.1. how well the parts are integrated with each other.

5.1.2. society as a machine

5.1.2.1. one part articulates with another to produce the dynamic energy required to make society work

5.1.3. Emile Dukheim

5.1.3.1. Moral Education

5.1.3.2. The evolution of educational thought

5.1.3.3. Education and Sociology

5.1.4. tend to assume that consensus is the normal state in society and that conflict represents a breakdown of shared values

5.2. Effects of schooling on individuals that have the greatest impact on students

5.2.1. teacher behavior

5.2.2. knowledge and attitudes

5.2.3. peer groups and alienation

6. Curriculum and Pedagogy

6.1. Historical Curriculum Theory

6.1.1. Social efficiency curriculum

6.1.1.1. early 20th century

6.1.1.2. emerged from Dewey

6.1.1.2.1. different groups of students, with different sets of needs and aspirations, should receive different types of schooling

6.1.1.3. Conservative argument

6.1.1.3.1. separation of the curriculum has led to the denigration of the traditional purpose of schooling: to pass on a common culture to all citizens

6.1.1.4. Radical arugment

6.1.1.4.1. curriculum tracks is based on race, class and gender_ limiting the chance of minority, working class, and females making them less likely to go to college

6.2. Sociological Curriculum Theory

6.2.1. not only what is taught but why it is taught

6.2.1.1. designed to enable students to function within this type of society

6.2.1.2. functionalists argue that curriculum represents the codification of knowledge that students need to be competent members of society.

6.2.1.2.1. positive view of the role of schools

7. Schools as Organizations

7.1. Madison County Schools (AL)

7.1.1. Major Stakeholders

7.1.1.1. Senators: Richard Shelby and Jeff Sessions

7.1.1.2. House of Rep: Mo Brooks

7.1.1.3. State Superintendent Dr Phillip Cleveland

7.1.1.4. State Rep on Board Mary Scott Hunter

7.1.1.5. Local Superintendent: Matt Massey

7.1.1.6. Local Board                                     District 1: Vacant seat                      District 2 Angie Bates                        District 3 Mrs. Mary Louise Stowe   District 4 David Vess                         District 5 Jeff Anderson

7.2. Finland School System

7.2.1. highest scores on math, science and literacy (PISA exams)

7.2.2. little variation in student outcomes on exams across all populations of racial, ethnic, and socioeconomic groups

7.2.3. Major overhaul over past 40 years

7.2.3.1. focus on equal access to curriculum, the provision of wrap-around services for students and teacher education

7.2.3.2. removed all forms of tracking

7.2.3.2.1. focus: ensure all students attain a high level of academic success

7.2.3.3. abolished almost all forms of standardized testing

7.2.3.3.1. emphasizes formative evaluation and relies on oral and narrative dialogues between teachers and students to track progress

7.2.3.4. Education of teachers

7.2.3.4.1. only 15% of applicants to the TEP are admitted

7.2.3.4.2. those accepted into program receive a stipend and free tuition to the 3 year program

8. Education Inequality

8.1. Sociological explanation of unequal achievement

8.1.1. Functionalists believe that the role of schools is to provide a fair  and meritocratic selection process for sorting out the best and brightest individuals, regardless of family background

8.1.1.1. schooling process will produce unequal results, but these ought to be based on individual differences between students

8.1.2. Conflict theorists believe that the role of schooling is to reproduce rather than eliminate inequality, the fact that educational outcomes are to a large degree based on family background is fully consistent with this perspective

8.1.3. 3rd approach interactionist necessary to grasp the problem fully

8.1.3.1. must understand how people within institutions such as families and schools interact on a daily basis in order to comprehend the factors explaining academic success and failure

8.2. School centered explanation

8.2.1. financing

8.2.1.1. public schools financing comes from combination of revenues

8.2.1.1.1. majority of funds come from taxes

8.2.1.2. Federal Aid????

9. Educational Reform

9.1. School-based Reform

9.1.1. School business partnerships

9.1.1.1. resulted from businesses concerned that schools were not producing the graduates necessary for revitalization of the economy

9.1.1.1.1. Boston Compact 1982

9.1.1.1.2. 1991 Committee to Support Philadelphia Public Schools

9.1.1.1.3. scholarships for poor students to attend college and adopt a schools for businessess

9.1.1.1.4. last decade has held significant contributions to educational reform