My Foundations of Education

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My Foundations of Education by Mind Map: My Foundations of Education

1. Schools as Organizations

1.1. Major Stakeholders in the City of Haleyville

1.1.1. State Senators

1.1.1.1. Paul Bussman

1.1.2. House of Representatives

1.1.2.1. Karen Johnson

1.1.3. State School Board Representative

1.1.3.1. Governor Robert Bentley

1.1.3.2. Jeff Newman- Vice President- District 7

1.1.4. Haleyville City Superintendent

1.1.4.1. Dr. Alan Miller

1.1.5. Haleyville City Board of Education

1.1.5.1. Beth McAlpine

1.1.5.2. Steve Stott

1.1.5.3. Barry Burleson

1.1.5.4. Kris Burleson

1.1.5.5. Sandra Manasco

1.2. Finland's educational system

1.2.1. Finland has had some of the highest scores on the math, science, and literacy exams administered by PISA

1.2.2. Little variation in outcomes based on racial, ethnic and socioeconomic backgrounds

1.2.3. Educational system focuses on equal access to curriculum, the provision of wrap-around services for students, and teacher education

1.2.4. Almost no standardized testing, instead focuses on formative assessment

1.2.5. Teachers receive competitive wages, treated with high degree of professionalism, & maintain a large amount of autonomy over their teaching practices

2. Curriculum and Pedagogy

2.1. Developmentalist curriculum

2.1.1. focuses on the needs and interests of the student instead of society's

2.1.2. emphasized relating schooling to life experiences of each child in a meaningful way

2.1.3. became dominant in the private, independent sector

2.2. Functionalist theory

2.2.1. Schools focus less on memorization and more on teaching students how to learn

2.2.2. Schools teach students to respect others, respect differences, and to base their opinions on knowledge rather than traditions

2.2.3. suggests what schools teach are general norms, values, and knowledge required for the maintenance and development of modern society

3. Equality of Opportunity

3.1. Educational Achievement & Attainment for women

3.1.1. Females tend to score higher than males in reading

3.1.2. Females start out with similar scores to males in mathematics but in later years fall behind males.

3.1.3. 87.6% of females graduate high school, 29.8% of those receive a Bachelor's degree

3.2. Coleman Study Response "Round Three"

3.2.1. Borman & Dowling found that going to a high-poverty school or a highly segregated school had major impacts on student outcomes.

3.2.2. concluded that education reform must focus on eliminating the high level of segregation that is in the US school system

3.2.3. Schools must bring an end to tracking systems and biases that favor while & middle-class

4. Educational Inequality

4.1. Functionalists view of unequal achievement

4.1.1. expect schooling to produce unequal results but believe those results should be based on the individual, not the group

4.1.2. Believe that unequal educational outcomes are  caused in part by unequal educational opportunities

4.1.3. Foundation of liberal perspective since 1960's

4.2. School Financing

4.2.1. Kozol documented the vast difference in funding between affluent and poor districts

4.2.2. The majority of funds come from the local property tax-giving more affluent communities the upper hand

4.2.3. children of lower socioeconomic groups do not receive the same equality of opportunity based on funding

5. Educational Reform

5.1. School-to-Work Program

5.1.1. Contained 3 core elements: 1. school-based learning, 2. work-based learning, 3. connecting activities

5.1.2. School-to-Work Opportunity Act of 1994 provided funding for states and local partnerships of business, labor, government, education, and community organizations to develop this system.

5.1.3. Charner and Mortimer suggests this system fails to live up to expectations and instead puts students on "second-class" educational track.

5.2. School Finance Reforms

5.2.1. in 1990 the court ruled that more funding was needed in poorer districts, in order to provide a "thorough and efficient education" funding was equalized.

5.2.2. Abbot V implemented additional entitlements for urban schools-recognizing that not just the school funding needed to be changed but also the outside factors.

5.2.3. These reforms have been found beneficial to improve schools, but alone it doesn't effectively change the achievement gaps, without addressing outside factors effecting educational inequalities.

6. Politics of Education

6.1. Neo-liberal perspective

6.1.1. Important feature of official federal, state, and local policy.

6.1.2. Five areas for educational policy: austerity, the market model, individualism, state intervention, and economic prosperity, race and class.

6.1.3. Combination of conservative and liberal perspectives

6.2. Progressive

6.2.1. Believes schools should be part of steady progress to make things better

6.2.2. Encompasses the left liberal to radical spectrums

6.2.3. Views schools as central to solving social problems, a vehicle for upward mobility, essential to the development of individual potential, and as a integral part of a democratic society.

7. History of U.S. Education

7.1. Common School Era

7.1.1. Horace Mann fought for free publicly funded elementary schools.

7.1.2. Mann believed that education could enable social mobility and could the social order.

7.1.3. Despite some push back against the taxation for public schools from non-recipients, by 1860, support for publicly funded elementary schools was widespread.

7.2. The Democratic-Liberal School

7.2.1. believes in an educational system focusing on equality and excellence

7.2.2. Lawrence Cremin, Ellwood Cubberly, and Merle Curti are major historians who support this historical view

7.2.3. rejected the notion of "schools as elite institutions for the meritorious" but rather wanted to offer educational opportunity to the masses

8. Sociological Perspectives

8.1. Conflict Theories

8.1.1. Believes that social order comes from dominant groups imposing their will on subordinate groups.

8.1.2. Karl Marx, Max Weber, and Willard Waller are some of the sociologists who believe in this theory.

8.1.3. According to Waller, students are forced to go to school against their will. He also sees schools as oppressive and demeaning.

8.2. Effects of Schooling on Individuals

8.2.1. Knowledge and Attitudes

8.2.2. Employment

8.2.3. Education and Mobility

9. Philosophy of Education

9.1. Pragmatism

9.1.1. Generic Notions - believed that the course of study should grow and change to reflect the different stages of development in children.

9.1.2. Key Researchers -Sanders Pierce, William James, and John Dewey.

9.1.3. Goal of Education -Believes that schools should focus on balancing the social role of the school with the effects on the individual; believes in integration of democratic society, focusing on cooperation and community; believes that education should lead to growth and personal improvement.

9.1.4. Role of the Teacher - Believes the teacher is a facilitator of education who encourages and questions her students and implements courses of study

9.1.5. Methods of Instruction - uses the problem-solving or inquiry method. Allows children to work in groups and individually as a means of learning.

9.1.6. Curriculum - generally use a core curriculum or integrated curriculum. Uses a particular subject mattered to be solved by using all the academic and vocational studies in an interconnected way.