1. Philosophy of Education"
1.1. World View of student-centered philosophy
1.1.1. Existentialism-has its roots traced back to the Bible but educational relevance can be traced back to European philosopher Soren Kierkegaard and more recently Martin Buber.
1.1.1.1. Generic Notions-Individuals are placed on Earth and it is up to them to make sense of the chaos in their life
1.1.1.2. Goal of Education-Education should focus of the needs of individual students and stresses individuality
1.1.1.3. Key Researchers-Martin Buber, Karl Jaspers, Jean Paul Sartre, Maxine Greene,
1.1.1.4. Role of Teachers-Teachers must makes student feels as if they are "wide awake" and experiencing life through the eyes of their teachers. The teacher has a tremendous responsibility to the student.
1.1.1.5. Method of Instruction- Each child has a different learning style and the teacher must make sure they reach all of their students. The teacher and the student works together to learn from each other.
1.1.1.6. Curriculum-Believe that early exposer to arts, drama and music helps student develop interaction skills needed as well as exposing them to dreams and possibilities.
2. "Schools as Organizations"
2.1. Major Stakeholders
2.1.1. Senator Henry "Hank Sanders
2.1.2. Representative Darrio Melton
2.1.3. Congresswoman Terri Sewell
2.1.4. Interim Superintendent James Bakeer
2.1.5. Ella Bell
2.1.6. Mrs. Mangum
2.1.7. Johnny Moss, Brenda Obomanu, Tanya Miles,Danielle Wooten, Phyllis Moore Houser
2.2. Elements of Change
2.2.1. Schools may be political in nature making it difficult to effect change,
2.2.2. To change the culture requires patience, skills and good will.
2.2.3. Introduction of magnet schools-using teachers with a high skill sets of qualifications.
2.2.4. Change in the teaching profession and who becomes teachers.- teachers must become highly qualified, pass a battery of tests, specific major or pass subject related exam. All instructors must pass the PRAXIS
2.2.5. The style of teaching has changed and teachers must incorporate more artistic creativity in the classroom.
2.2.6. More emphasis is placed on math and the sciences.
3. Curriculum & Pedagogy"
3.1. Developmentalist Curriculum
3.1.1. This curriculum focuses on the needs of the students versus the needs of society.
3.1.2. It is based on a relationship between the student and the curriculum.
3.1.3. It is supported by Dewey as well as Psychologist Piaget who feel that content id just as important as teaching.
3.1.4. The developmentalist places great value on the individual student's needs and growth.
3.1.5. Developmentalist places value on learning from life's experiences which are related to the curriculum being taught.
3.1.6. The teacher become a facilitator with a goal of student growth.
3.2. Identify and Define two dominant traditions of teaching
3.2.1. Differing Views on Pedagogic Practices
3.2.1.1. Mimetic
3.2.1.1.1. Thinks that the purpose of education is to provide specific information to students.
3.2.1.1.2. Relies on traditional lecture style presentation .
3.2.1.1.3. Based on the assumption that there must be a relationship between the student and the teacher.
3.2.1.1.4. Must have measurable outcomes and assessments.
3.2.1.2. Transformative
3.2.1.2.1. Thinks the purpose is to bring about meaningful change in the student.
3.2.1.2.2. Rejects the notion of a relationship between the teacher and the student.
3.2.1.2.3. The student plays an integral role in their own education.
3.2.1.2.4. Has its roots in the teachings of Socrates
4. Equality of Opportunity"
4.1. Describe how class, race and gender each impact educational outcomes.
4.1.1. Class impact educational outcomes because different classes of students have different amounts of access to educational opportunities. The higher the class level the greater chance of succeeding.
4.2. Coleman Study from 1982
4.2.1. The study compared the high schools achievements of private, public and catholic schools. The study was conducted by James Coleman,
4.2.2. The study showed that private schools have a better rate of success with low-income students compared to the public schools.
4.2.3. The third response relates the socioeconomic status of the student to their educational attainment.
5. Educational Inequality"
5.1. Cultural Deprivation
5.1.1. Disadvantages based on class and race.
5.1.1.1. Higher class and whites fair better
5.1.2. Disadvantaged bases on culture deprived system.
5.1.2.1. Middle class work for what they have.
5.2. School-Centered Explanations for Educational Inequality
5.2.1. School Financing-The more affluent the communities the better the school systems . Most of the finances for schools come from taxes with some assistance from the state and federal government.
5.2.2. Effective School Research-researchers feel that the lower socioeconomic classes need to be compared as opposed to comparing them to higher socioeconomic classes. Students in lower socioeconomic status perform at a lower rate than those that are part of a high socioeconomic status.
5.2.3. Curriculum and Pedagogic Practices:This is a between schools difference.The pedagogic practices of school systems are based on the socioeconomic status of the communities they are located in and the culture of the neighborhoods.
6. Educational Reform
6.1. School based-reform
6.1.1. Charter Schools
6.1.1.1. Public schools that are free fro most of the regulations that plague public schools;however, they are held accountable for the student's learning. Charter Schools are paid for with tax dollars. Charter schools advocates feel that students attend charter schools when they can not make it in regular schools.
6.1.2. School-Business Partnerships
6.1.2.1. School based partnership were created in the 1980's to increase the revitalization of the economy which started with the Boston Compact. Other efforts include scholarships for poor students to attend college. Only 1.5 percent of the business gave back to the schools-public or private. Some notable partnerships include the following:Walton Foundation and The Bill and Melinda Gates Foundation
6.2. Societal, economic,community or political reforms
6.2.1. State Intervention
6.2.1.1. Accountability is the key which is in the form of state regulation or oversight. The accountability includes rewards and sanctions. Twenty-three states including Alabama have measures in place for state take-over. Takeovers have been credited with limiting nepotism within school districts, improving school administrative and financial practices, reducing threats of strikes and upgrading the physical appeal of schools.
6.2.2. School Finance Reforms
6.2.2.1. Precedence was set with the Rodriguez versus San Antonio in 1973 which stated that there was not a constitutional right for equal education, school finance equity and adequate advocates at state levels. Measures have been put in place to improve schools for low income and minority children.
7. "Politics of Education"
7.1. Purposes of Education
7.1.1. Intellectual
7.1.1.1. teaching cognitive skills
7.1.1.2. transmit specific knowledge
7.1.1.3. teach critical thinking skills
7.1.2. Political
7.1.2.1. indoctrinate patriotism
7.1.2.2. political participation
7.1.2.3. making diverse groups common as they relate to politics
7.1.3. Social
7.1.3.1. solving social problems
7.1.3.2. create social togetherness
7.1.3.3. socialization of children to function in society
7.1.4. Economic
7.1.4.1. train for the workforce
7.1.4.2. help understand the division of labor
7.1.4.2.1. select
7.1.4.2.2. train
7.1.4.2.3. allocate
7.2. Perspectives
7.2.1. Role of the school
7.2.1.1. Provide the necessary training
7.2.1.2. Provide equal opportunity for all students to succeed.
7.2.1.3. Enable students to develop their own sense of self.
7.2.1.4. Reduce inequality and increase upward social mobility
7.2.2. Explanations of unequal performance
7.2.2.1. Achievement is based on hard work.
7.2.2.2. Equalize the playing field.
7.2.2.3. Failures are the result of the economic system.
7.2.3. Definition of educational problems
7.2.3.1. Conservative
7.2.3.1.1. Decline of standards
7.2.3.1.2. Decline of cultural literacy
7.2.3.1.3. Decline of values or of civilization
7.2.3.1.4. Decline of Authority
7.2.3.2. Liberal
7.2.3.2.1. Limited life chances
7.2.3.2.2. Limited roles in helping students
7.2.3.2.3. Inequalities of results
7.2.3.2.4. Omission of diverse cultures
7.2.3.3. Radical
7.2.3.3.1. Failure of minority populations
7.2.3.3.2. Do not believe in educational reform
7.2.3.3.3. Greater voice for parents and students
7.2.3.3.4. Understanding of social and educational problems
7.2.3.3.5. Multicultural curriculum and teaching methods
8. "History of U.S. Education
8.1. Choose and describe a reform movement that you think has had the most influence
8.1.1. The introduction of charter schools which gave parents the right to choose not to send their child to the public school in the neighborhood. Charter schools afforded some students a better education than they would have received in the local public school.
8.1.1.1. Key Figures
8.1.1.1.1. Thomas Jefferson-believed that literacy was a key factor in safegaurding democracy
8.1.1.1.2. Ralph Waldo Emerson- Stated "we are all an little wild here with numberless projects of social reform."Although the reform movement attempted to address such diverse societal problems as slavery, mental illness, intemperance, and pacifism, many reformers generally believed that the road to secular was through education.
8.1.1.1.3. Horace Mann led the struggle for free public education. Mann's arguments for the establishment of the common school, or free publicly funded elementary schools,reflects both the concern for stability and order and the concern for social mobility-both of which were to be addressed through free public education.
8.1.1.1.4. In 1821,Emma Hart Willard opened the Troy Female Seminary in Troy, New York. Troy Seminary sought to deliver an education to females that was similar to that of the male counterpart. In subsequent years, other female reformers dedicated to education for women, such as Catharine Esther Beecher and Mary Lyon,opened school for females. A pioneer in Post-secondary
8.2. Choose and describe one historical interpretation of U. S. education
8.2.1. The Passage of the GI Rights Bill set the tone for other minorities especially soldiers and African-Americans educational inequality to be looked at and scrutinized. Although this did not solve some of the problems associated with soldiers, it did give them a voice and alternative after military service. As for African -Americans , it brought up the problems of segregation in the educational system.
8.2.2. Functional Theories- This theory relies heavily on the interdependence of the social system in which all parts work together to achieve a goal.
9. "Sociological Perspectives
9.1. Identify and describe your choice(s) of theoretical perspective concerning the relationship between school and society
9.1.1. Functional Theories- This theory relies heavily on the interdependence of the social system in which all parts work together to achieve a goal. Emile Durkheim-virtually invented the sociology of education
9.1.2. Conflict Theories-Emphasis is placed on struggle- Max Weber who believed that class difference along is not enough to show the difference in human beings.
9.1.3. Interactionalism-Tries to make is seem strange that students interact with each other and teachers. Basil Bernstein- believes in a wholistic approach between educational aspects and interactional aspects of the system.
9.2. Choose and describe at least five effects of schooling on individuals that you think have the greatest impact on students.
9.2.1. Employment-The consensus is that most of those graduating from school will find gainful employment. Corporations require educational attainment for higher level jobs. The higher the degree the higher the salary.
9.2.2. Education and Mobility-Many believe that more education leads to social and economic mobility. Contest, upon merit based, versus sponsored, chosen at an early age mobility.
9.2.3. Knowledge and Attitude-The attitude is that the higher the social class the higher to educational level. Ron Edmonds found that the differences in schools is directly related to student outcomes. Studies show that the amount of time student spend in school is related to how much they learn.
9.2.4. Teacher Behavior- Teachers have a great impact on the students in regards to their learning and behavior. Teachers influence students and set the standards. Research showed that the greater the demand from instructors, the better the performance of students.
9.2.5. Gender-Women generally have fewer employment opportunities compared to their male counter parts. Girls tend to have lower self esteem and life aspirations than males, but they develop cognitively than males.