My Foundations of Education

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

1. Politicis of Education

1.1. Liberal

1.1.1. 1. Demoncratic: John Dewey "New Deal" Age. Liberal movement became relevant in the President Franklin D. Roosevelt term.

1.1.2. 2, Empowerment of Individuals: Liberals seek to bring balance primary "between economic productivity of capitalism to the social and economic needs of the people." Liberals aim to see fair treatment to all citizens to present  each the opportunity to exceed in life. Liberal believe despite one's effort without assistance from government overcoming economic hurdles can not be overcome.

1.1.2.1. 4. Offering the American Dream: More concerned with social and political functions than the economy.

1.1.3. 3. Policy and Reform: "Quality with Equality" The ablilty to give assistance to failing schools by offering school-based management and teacher enpowerment also know as effective school. Supports "parental choice" selection of public schools for their children.

1.1.4. 5. Role of the School: Equality of Opportunity:  The school's role is teach students to respect each individual's cultural. Teach the importance of citizenship and participation in democratic society. Libral stress the duty of the sc.hool is to promote creativity and sense of self

1.2. Progressivism

1.2.1. 6. Equity-seeking school change:  The liberals focus on all equality among schools despite minority groups or economic status.  Liberal argue the fact that schools are focusing less on student learning and more towards discipline and authority measures. Traditional curriculum lacks implementation of diverse cultures.

2. History of U.S History

2.1. Age of Reform Movement: The Rise of the Common School

2.1.1. Education for Women and African-Americans: 1820 the education for women was sweeping the US. In 1821 Emma Hart Willard established Troy Female Seminary in Troy, New York. Freed

2.1.2. Education for all: National Eduacation Association (NEA) required all high school students study a core of academic subjects.

2.1.3. Equality of Opportunity: GI Bill: Enabled 16 million servicemen and women the chance to purse higher education

2.1.4. The Great Debate: Argument over the pratice of progressive or traditional learning.

2.1.5. Cardinal Principles of Secondary Education refer to page 73

2.1.6. Horace Mann of Massachusetts,the first  state of normal school ( teacher training school0p

3. Sociological Perspectives

3.1. Sociology of Education

3.1.1. 1. Inside the schools: A student that attends a larger school is likely to better prepared and accepted into a college institution. Smaller schools mainly offer their students vocational programs rather than college preparatory courses (U.S. Department of Educ. National Center for Educ. Statistics, 2000). Research  completed on curricular placement(Byrk, Lee & Holland, 1993) pg.123

3.1.2. 2. Employment:   Many students complete college with the hopes they will have a better chance of employment and a higher paying job.  U.S. Bureau of Census, 2003a, reported that the average college graduate earned nearly $21,000 more than a  high school graduate.

3.1.3. 3.Teacher Behavior: (pg 124) Rosenthal and Jacobson 1968 study proved teachers' views of their students weighed heavily on student's outcome. Many question of the drop out rates among minority groups are based on teachers with low expectations of achievements from students.

3.1.3.1. Self-fulfilling prophesy- indicates a teachers' expectations play a major role in encouraging or discouraging students to work to their full potential.

3.1.4. 4. De Facto Segregatoion: "Racially Segregated neighborhoods"

3.1.4.1. Swan v. Charlotte Mecklenburg and Parents Involved in Communitgy Schools. v Seattle School District No.1

3.1.5. 5.Gender: The idea that women are subordinate to men.  Research proves girls start school prepared and motivated but lose drive and self-esteem. The young boys show very little interest in school in the begin but flourish in the end academically.

3.1.6. 6. Education and Inequality: Social stratification (resist/revolt) (cooperate/defend) Inequality is based on race, religion, age, ethnicity and gender

4. Philosophy of Education

4.1. Progmatism (Progressive)

4.1.1. Goal of Education: Dewey's focus was to actively involve the students in the planning and learning process of their studies. Children will obtain knowledge through "Experimental  learning" textbooks and collaboration with peers through group learning. Dewey's "growth leading to more growth" (Refer to page 189 "Democracy and Education passage)

4.1.1.1. 1.Howard Garner supported Dewey's therory and propsed his theory gave "balance between tradiontional discpline and the needs  and interest of the child". pg 190

4.1.1.1.1. Howard

4.1.2. Role of the Teacher: The teacher is the facilitator and offers guidance to the group to aid in meeting goals. The teacher creates the curriculum.

4.1.3. Methods of Instruction: Children are viewed as "tabula rasa or blanket tablet". Teachers use "problem-solving or inquiry method" teaching styles. Traditional textbooks were replaced with student/teacher written information books.

4.1.4. Curriculum: "expanding environments" The curriculum is not mapped out and followed but various on interest of student.

4.1.5. Generic Notions: Instrumentalist and experimentalism- Empower students with the ability to work cooperatively in democratic society. Dewey suppotrted the fact that "children were active, organic beings, growing and changing". page 188

5. Schools of Organizations

5.1. (State Senators): Richard Shelby,Jefferson "Jeff" Sessions (HOUSE OF REPRES). Jim Entrekin (AL. STATE SUPER.) Philip Clevland..interim (DECATUR CITY SUPER.) Dr. Dan Brigman ( LOCAL SCHOOL BOARD) Karen Duke, Joe Propst,Michele Gray King,Dwight Jett, Jr, Donnie Lane, Melanie Maples

5.2. Great Britain Educational System:

5.2.1. 1. School was only for the wealth. Children of poverty were permitted to attend a charity school sponsored by religious organizations.

5.2.2. 2.  1870 Education Act introduced dual  system. Local Education Authorities (LEAs) controlled state schools and the  Church of England and Roman Catholics were over school churches but supported by LEA and State.

5.2.3. 3. 1944 Education Act  created "integrated" public school for all children. The movement made a separation in social class because lower class students received vocational training while upper class received academic learning.

5.2.4. 4. Margaret Thatcher, prime minster, sought out to democratize the educational system by allowing  governing bodies to have control over budget and set a national  curriculum and assessment goals. City Technology Colleges were founded.

5.2.5. 5. Comparison to United States school: The inner-London schools are as multicultural just like the urban school of the U.S. are. The multicultural students consist of Pakistan, Africa, Asia and the Caribbean.

5.2.6. 6. Prime Minister,  Tony Blair , tried to reform the educational system to focus more equality rather that standards.

6. Curriculum and Pedagogy

6.1. Historical curriculum

6.1.1. "The Struggle for the American Curriculum" breaks down education into four categories: humanist, social efficiency, developmentalist and social meliorist.

6.1.2. IQ testing and  reading assessments were used on elementary students to determine group placement. Whilse standardized testing was used to determine the students course of study.

6.1.2.1. The students were placed in on the academic track for college bound students or vocational studies for students that would prep for the working class society. Radicals felt that the educational system cheated minorities, females, and the working class of an opportunity to excel in higher education.

6.2. Sociological curriculum

6.2.1. The focus is on "why" something is taught rather than "what" is taught. Sociological curriculum promoted a balance study of formal/informal curriculum.  Education was educate students in order to produce productive citizens.

6.2.1.1. Neo-Weberian, Randall Collins believes school does not prepare students with work related skills needed for future jobs.

6.2.2. Emile Durkheim played a major role in the functionalist theory. Durkheim stated the role of the school was prepare students to enter a "less cohesive modern world".

6.2.3. Neo-Marxists, Bowles and Gintis believed the informal curriculum

7. Equality of Opportunity

7.1. Hispanic American: "The National Center for Education Statistics" publish "The Condition of Educataion" yearly

7.2. Hispanics have a higher reading and mathematics scale than African American at the age of 9,13, and 17.

7.2.1. Despite the improvements, Hispanics and African Americans still fall behind when compared to whites.

7.2.2. Hispanics scored higher than Asian or African Americans in Advancement Placement Examinations in the high school population.

7.3. Coleman Study: (1966) a study conduct on discovering the correlation between student accomplishments and  organizational characteristics of schools. Results stated: the students outcome didn't depend on the organization differences.

7.3.1. Coleman Study (1982) accompanied by Thomas Hoffer and Sally Kilgore published "High School Acheivements Public, Catholic, and Private Schools Compared". Results: private school students scored significantly higher than students in the public score in all areas.

8. Educational Inequality

8.1. Sociological explanation

8.1.1. Functionalist theories: Believe the school is responsible for providing a non-bias education for students. Unequal edcation equal Unequal outcomes

8.1.2. Conflict theories: state schools need to reproduce than eliminate inequality

8.1.2.1. Interactionist theory: believes the solution is to understand the family dynamics.

8.2. School centered

8.2.1. Genetic and biological: Psychologist Arthur Jensen stated that the problem is biological because African American are not as intellectual as White students, therefore educational success is unattainable.

8.2.2. Cultural deprivation:  (1960s) Minority students often started school with the necessary basic skills because the proper resources were not available.

8.2.2.1. The working class often fail to see school as an investment for better future. They rather instill work ethics that show return know rather than later.

8.2.2.2. Educators established the "Project Head Start" to give younger children the developmentally and cognitive skill needed before entering grade school. The program aims to educate the parents by parent involvement and literacy skills.

9. Educational Reform

9.1. Student-to-Work programs: President Bill Clinton signed the School-to-Work Opportunities Act of 1994 on May 4,1994. The purpose for the bill was to create a partnership between companies and schools. The program give students worker skills needed to obtain high-end skills for global economy.

9.1.1. Core elements: 1. school based learning   2. work based learning 3. connecting activities (mentoring training)

9.1.2. Requirements for program: Explore various careers and needed skills, valued credentials to validated proper skills have been acquired.

9.2. Community

9.2.1. In order to better educate the student the community needs to play a role in educating the student.