1. Politics of Education
1.1. The Neo-liberal Perspective
1.1.1. Austerity: cutting public spending on education
1.1.2. Free-market model: supports charter schools, vouchers for private school attendance, etc.
1.1.3. Individualism: educational success or failure results form individual effort, not social or economic factors
1.1.4. State Intervention: sometimes required to ensure failing schools or districts improve
1.1.4.1. No Child Left Behind (2001)
1.1.4.2. Race to the Top (RTT)
1.1.4.3. Value Added Model (VAM)
1.1.5. Economic prosperity, race and class: recognize that these are factors in the widening achievement gap, though they are not excuses for inequality, rather inequality stems from failing schools and ineffective teachers
1.1.5.1. Diane Ravitch's "Left Back" (2000)
1.1.5.2. Bowles and Gintis's "Schooliing in Capitalist America" (1976)
1.2. The Progressive Vision of Education
1.2.1. View schools as central to solving social problems, a tool for upward mobility, essentail to development of individual potential and an intregral part of a democratic society
1.2.2. View schools for transmission of traditional values of society
2. History of U.S. Education
2.1. The first major reform: Free Public Education
2.1.1. Led by Horace Mann of Massachusetts
2.1.1.1. Believed schools could change the social order and that education can foster social mobility
2.1.2. Creation of State Board of Education (1837)
2.1.3. Served as model for future national public school reforms
2.1.4. led to creation of first state "normal school" (teacher training school) -Lexington, Mass. 1839
2.2. The Conservative Perspective on the History of U.S. education
2.2.1. Argued that U.S. students knew little and schools were mediocre
2.2.2. The evolution of education has resulted the dilution of academic excellence
2.2.2.1. Allan Bloom
2.2.2.1.1. "The Closing of the American Mind" (1987)
2.2.2.1.2. Blames universities for watering down curriculum's/
2.2.2.2. Chester Finn Jr.
2.2.2.3. Diane Ravitch (1977)
2.2.2.3.1. Provided critique of radical-revisionist perspective and defense of democratic-liberal position
2.2.2.3.2. The Troubled Crusade (1983) -Book- argued that using education to solve social problems has been unsuccessful and led to the corrosion of educational excellence
2.2.2.3.3. Argued adjusting curriculum to meet the needs of all groups has violated the fundamental function of schooling-developing powers of intelligence
2.2.2.3.4. Later felt reforms she supported led to corporate takeover of schooling
2.2.2.4. William Bennett
2.2.2.4.1. Secretary of Education (Reagan Admin)
2.2.2.4.2. Called for return of traditional Western curriculum
2.2.2.5. E.D. Hirsch Jr.
2.2.2.5.1. "Cultural Literacy" (1987)
2.2.2.5.2. Blames public schools for valuing skills over content
3. Educational Inequality
3.1. Social Explainations
3.1.1. Genetic Differences
3.1.2. Cultural Deprivation Theories
3.1.2.1. suggests that working-class and non-white families lack the cultural resources (books, educational stimuli) and are at a significant disadvantage
3.1.2.2. Deutsch(1964) deprivation results in educationally disadvantaged students who lack skills and dispositions required for satisfactory academic achievement
3.1.2.3. Project Head Start: preschool intervention program for educationally and economically disadvantaged students
3.1.3. Cultural Difference Theories
3.2. School-Centered Explainations
3.2.1. Financing
3.2.1.1. Jonathan Kozol (1991) "Savage Inequalities" compared public schools in affluent suburbs with public schools in poor inner city schools
3.2.1.2. Majority of funds come from local and state taxes
3.2.1.2.1. Property taxes: wealthier neighborhood= greater property value and less percentage of income, poorer neighborhood=lower property value, greater percentage of income
3.2.1.3. Serrano v. Priest (1971) ruled system of unequal school financing between wealthy and poor districts unconstitutional (California)/ did not declare use of property taxes illegal----5 other states followed; AZ, MN, NJ, TX, and WY)
3.2.1.3.1. San Antonio Independent School District v. Rodriguez (1973) Supreme Court reversed ruling
3.2.1.4. Abbot v. Burke (1998)
3.2.2. Effective school research
3.2.3. Curriculum and pedagogic differences between schools
3.2.4. Curriculum and ability grouping differences within school
4. Educational Reform
4.1. School-to-Work Programs
4.1.1. Goal: extend vocational emphasis to non-college-bound students regarding necessary skills for successful employment ((Work based learning))
4.1.2. School-to-Work Opportunities Act of 1994
4.1.2.1. Provided seed money to states and local partnerships of business, labor, government, education and community organizations to develop school-to-work systems
4.1.2.2. Allowed states to create an individualized system that worked for them
4.1.2.2.1. Must provide: Relevant education, skills necessary for the working environment, and valued credentials, industry-based benchmarks and training standards
4.1.2.2.2. Must contain: (1) school based learning (2) work based learning and (3) connecting activities
4.1.3. AGAINST: some suggest these goals have failed and are not giving non-secondary students and adequate career path
4.2. State intervention and Mayoral Control in Local Districts
4.2.1. As of 2000, 23 states enacted statues authorizing state educations agencies to take control of school districts from local authorities - including Alabama
4.2.2. Advantages
4.2.2.1. an expression of staes constitutional responsibility for public education
4.2.2.2. can provide opportunity for state and local decision makers to combine resources and knowledge to improve learning
4.2.2.3. Can allow competent executive staff to guide uninterrupted and effective implementation of school improvement efforts
4.2.2.4. Can create environment where local community can address a districts problems
4.2.2.5. can create more radical change in low-performing districts than standard regimens
4.2.2.6. can hold school boards responsible for any corruption
4.2.3. Disadvantages
4.2.3.1. Can be seen as attempt to reduce local control
4.2.3.2. suggests local communities incapable to operate schools effectively
4.2.3.3. may place poorly-prepared state-selected officials in charge
4.2.3.4. rely on narrow learning measures as primary criterion for take over
4.2.3.5. Focuses more on petty corruptions thab the root problem
4.2.3.6. Undermines local authority by fostering negative perception
4.2.3.7. Can slow management practices, drain resources, and reinforce community resentments
5. Schools as Organizations
5.1. My District
5.1.1. Federal
5.1.1.1. State Senator: Jeff Sessions. Richard Shelby
5.1.1.2. House Representative: Robert B. Aderholt
5.1.2. State
5.1.2.1. School Board Representative: Cynthia Sanders McCarty Ph.D.
5.1.2.2. Superintendent: Thomas Bice
5.1.3. Local
5.1.3.1. Cullman City Schools
5.1.3.1.1. Susan Patterson (Superintendent)
5.1.3.1.2. Jason Neal (President)
5.1.3.1.3. Steve Sides (Vice President)
5.1.3.1.4. Kim Addison
5.1.3.1.5. Brenda Howell
5.1.3.1.6. Suzanne Harbin
5.1.3.2. Cullman County Schools
5.1.3.2.1. Shane Barnette (Superintendent)
5.1.3.2.2. Gene Sullins: Westpoint Schools, Harmony
5.1.3.2.3. Kenny Brockman: Hanceville Schools, Welti Elementary
5.1.3.2.4. Jason Speegle: Good Hope Schools
5.1.3.2.5. Mike Graves: Vinemont Schools, Child Development Center
5.1.3.2.6. Wendy Crider: Cold Springs Schools, C.A.R.E
5.1.3.2.7. James Thompson: Holly Pond Schools, Cullman Area Technology Acadamy
5.1.3.2.8. Chris Carter: Fairview Schools, Parkside
5.2. Education in Germany
5.2.1. Selects and sorts children at young age
5.2.2. Tripartite Secondary education system
5.2.2.1. Hauptschule
5.2.2.1.1. Designed for blue-collar, lower-level service positions
5.2.2.2. Realshule
5.2.2.2.1. lower-level white collar and technical positions
5.2.2.3. Gymnasium
5.2.2.3.1. preparation for university; intellectual and management professions
6. Philosophy of Education: Realism
6.1. General Notions
6.1.1. Argue that the material world or matter is real
6.1.1.1. Matter exists independent of ideas: a triangle exists whether or not there is a thinking person within range to perceive it
6.2. Key Rearchers
6.2.1. Aristotle (348-322 B.C.)
6.2.1.1. Systematic Theory of Logic: (1) a major premise, (2) a minor premise, (3) a conclusion- all parts must be true EX. All men are mortal, Socrates is a man, Socrates is mortal
6.2.1.2. Importance of moderation in all things
6.2.1.3. Reason helps achieve balance and moderation
6.2.1.4. Through education individuals learn to reason
6.2.2. Thomas Aquinas (1225-1274)
6.2.2.1. Neo-Thomism
6.2.2.1.1. synthesis of pagan ideas and Christian beliefs
6.2.2.1.2. Believed God could be understood through reasoning based on the material world
6.2.2.1.3. Balancing the world of faith with the world of reason
6.2.3. Francis Bacon (1561-1626)
6.2.3.1. Scientific method
6.2.3.2. Modern Realism
6.2.4. John Locke (1632-1704)
6.2.4.1. Modern Realism
6.2.4.2. The human mind ordered sense data and experience and then reflected on it
6.2.5. Alfred North Whitehead (1861-1947)
6.2.5.1. Contemporary realist
6.2.5.2. Search for "universal patterns"
6.2.5.3. "Principia Mathematica"
6.2.6. Bertrand Russell (1872-1970)
6.2.6.1. "Principia Mathematica"
6.2.6.2. Universal patterns could be verified and classified through mathematics
6.3. Goal of Education
6.3.1. To help individuals understand and then apply principles of science to help solve the problems int he modern world
6.4. Role of the Teacher
6.4.1. Knowledge of basic academic disciplines: science, math, and humanities
6.4.2. Present ideas clearly and persistently and demonstrate definitive ways to judge works of art, music, poetry and literature
6.4.3. Enable students to learn objective methods of evaluating works
6.5. Methods of Instruction
6.5.1. Lecture
6.5.2. Question and Answer
6.5.3. Competency-based assessments
6.6. Curriculum
6.6.1. Science, Math, Reading, Writing and the humanities
7. Sociological Perspectives
7.1. The Theoretical Perspectives: School and Society
7.1.1. Theory: an integration of all known principles, laws, and information pertaining to a specific area of study
7.1.1.1. Conflict Theories
7.1.1.1.1. Schools are similar to social battlefields: students struggle against teachers, teachers against administrators, and so on.
7.1.1.1.2. Karl Marx (1818-1883)
7.1.1.1.3. Max Weber (1864-1920)
7.1.1.1.4. Cultural Reproduction Theorists
7.1.1.2. Interactional Theories
7.1.1.2.1. Critiques of the functional and conflict perspectives
7.1.1.2.2. Basil Bernstein (1990)
7.1.1.3. Functional Theories
7.1.1.3.1. Stresses independence of the social system
7.1.1.3.2. View society as a machine: examine how well parts are integrated with each other
7.1.1.3.3. Emile Dirkheim (1858-1917)
7.1.1.3.4. school socialize students into the appropriate values, and sort and select students according totheir abilities
7.1.1.3.5. "A Nation at Risk" (1983)
7.2. Effects of Schooling on Idividuals
7.2.1. Knowledge and Attiudes
7.2.1.1. More years of schooling leads to greater knowledge and social partipation
7.2.1.2. Ron Edmonds (1979)
7.2.1.3. Heyns (1978)
7.2.2. Teacher Behavior
7.2.2.1. Jackson (1968)- teachers have as many as 1000 interpersonal contacts each day with students
7.2.2.2. Ingersoll (2004) - teachers play many different roles
7.2.2.3. Rosenthal and Jacobson (1968)-teachers expectations of students directly influences student acheivement
7.2.2.4. Persell (1977)-teachers who demand more and praise more have students who learn more and feel better about themselves
7.2.3. Employment
7.2.3.1. Graduating from college leads to better employment opprotunities
7.2.3.2. Berg (1970) -the level of education was essentially unrelated to job pperformance
8. Curriculum and Pedagogy
8.1. Historical Curriculum Theory
8.1.1. Humanist
8.1.2. Social Efficiency
8.1.3. Social Melorist
8.1.4. Developmentalist
8.1.4.1. Student-Centered
8.1.4.2. Relates curriculum to needs and intrests of studetns
8.1.4.3. Emphasis on relating school to real-life
8.1.4.4. Teacher as facilitator
8.2. Sociological Curriculum Theory.
8.2.1. Functionalist
8.2.1.1. Curriculum=knowledge needed to become competent members of society
8.2.1.2. Goal: to ensure social stability
8.2.1.3. Emile Durkheim (1962, 1938/1977)-combating social breakdown resulting from modernization
8.2.1.4. Modern Functionalists
8.2.1.4.1. Talcott Parsons (1959)
8.2.1.4.2. Robert Dreeben (1968)
8.2.1.4.3. Specific content less important than teaching how to learn
8.2.2. Conflict Theorist
9. Equality of Opprotunity
9.1. Students with Special Needs
9.1.1. 1975: Education of All Handicapped Children Law (EHA)
9.1.1.1. 1996: Individuals with Disabilities Education Act (IDEA)
9.1.1.2. Right of access to public education programs
9.1.1.3. individualization of services
9.1.1.4. principle of "least restrictive environment"
9.1.1.5. broadened services provided and set procedures for determining them
9.1.1.6. guidelines for identifying disability
9.1.1.7. principles of state and local responsibility
9.1.2. 1980's : Regular Education Initiative (REI)
9.1.2.1. goal: mainstreaming children with disabilities into regular classes
9.2. The Coleman Study (1966): found that organizational differences between schools were not significant in determining student outcomes when compared to differences in student-body compositions
9.2.1. Response- Borman and Dowlings (2010)
9.2.1.1. racial and socioeconomical compositions of schools have a greater effect on student achievement than an individuals race or class
9.2.1.2. achievement gaps due to segregation based on race and socioeconomic status and bias toward white and middle-class students