1. Schools as Organization
1.1. The Structure of U.S. Schools
1.1.1. Governance; Those powers not mentioned in the constitution are explicitly delegated to the states. Each state is responsible for education. The U.S. Department of Education was created in 1970. The U.S. Dept. of Education has very little power.
1.1.2. Centralization 55 million students are educated at the cost of $650 billion. 1930’s there were 128,000 public school districts. !980’s there were slightly under 16,000 districts in the U.S. The average elementary school has 450 students. High schools have 856.
1.1.3. Student Composition in Public Schools 53.5 % are white Of the states, 16 have less than 50% white Ten states have no minorities Large states are heavily multiracial. New York City is 85.6% minority. Los Angeles is 91.3% minority Detroit is 97.4% minority
1.1.4. Private Schools There are approximately 28,200 elementary and secondary private schools in the U.S. Private schools constitute 25% of all schools and educate only 10% of all students. In 1930’s there were less than 10,000 private schools In 2009 there were 21,780 private elementary and secondary schools.
1.2. School Accountability Act 2013
1.3. John Goodlad says that teachers must have a major part in reform.
2. Philosophy of Education
2.1. What is a philosophical approach to education?
2.1.1. A philosophical approach aids teachers in; Selecting knowledge for the classroom Ordering their classroom Interacting with students, peers , parents and administrators Selecting values for their classroom. A philosophy aids teachers in understanding; Who they are and Why they do what they do
2.2. Realism
2.3. The material world is real It exist without anyone perceiving The real world exist before ideas exist. Aristotle develop a system of logical thinking Syllogism or a system of logical thinking A major premise A minor premise Conclusion Understand the facts then make assumptions and conclusions.
2.4. Pragmatism
2.4.1. John Dewey George Sanders Pierce William James John Locke Jean-Jacques Rousseau Learning through experience (experiential learning “What is practical has meaning and value” The approach to learning is by scientific inquiry. Pragmatism encourages people to find processes that work to achieve their desired outcome. Ex. Problem – speculative thought – action - results
3. Limits and promise
3.1. Crisis in Urban Education
3.1.1. Charter schools
3.1.1.1. able to choose who gets in to the school and there is no tenure at these schools
3.2. The Achievement Gaps
3.2.1. What students know and what students should know. their is a gap where students are and where they should be.
3.2.2. Need assessment
3.3. Decline in literacy
3.3.1. Critical Literacy (pg. 19)
3.3.1.1. the ability to connect knowledge, theory, ad research evidence to the everyday experience of teaching
4. Politics of Education
4.1. Radical
4.1.1. (they blame everyone)
4.2. Conservative
4.3. Purposes of Schooling
4.3.1. Political- to indoctrinate people into a particular order of patriotism
4.3.2. Intellectual- cognitive skills in math, reading, science, history, language
4.3.3. Social- to help people be socialable, productive members of society
4.3.4. Economic- prepare students for their occupation
4.3.5. What is the purpose of schooling/education
4.3.5.1. Society's ability to transmit knowledge, skills, values.
4.3.6. what type of society do we wish to have?
4.3.7. What constitutes the "good life" and a "good person"
4.4. Liberal
4.5. Neo- Liberal
4.6. My Political perspective
4.6.1. where do I stand?
4.6.1.1. is Competition good
4.6.1.2. Every person determines their outcome
4.6.1.2.1. Yes
4.6.1.3. Every person is responsible for their outcome
4.6.1.3.1. Yes, their is some factors we cant help like: who their parents are, where I was born, where do I go to high school
4.7. F.A.PE..
5. Always think is it for the people
6. Assessment Issues
6.1. Teaching to the Test
7. Curriculum & Pedagogy
7.1. Conservatist of the 1980’s and 1990’s say we should teach what is fundamentally basic to a common culture. P282
7.2. Social Efficiency Curriculum advocates say that we should reflect and teach what is important for society to be functional and productive.
7.3. Different needs for different people was their concern for curriculum
7.4. Communities reflect what is important to them as a society
7.5. Political Influences of the curriculum have determined and set battle lines for domination of what should be taught
7.6. Sociology of the curriculum Society influences the curriculum Formal curriculum – what is cognitively taught (subjects) Informal or Hidden curriculum – taught but not obvious to sight Null curriculum – what is not taught but is learned (values of the community
7.7. www.alex.state.al.us
7.8. social order determines the curriculum pg 292
7.9. Minetixcc is conservative and says that there a basic of kowledge to be learn by all
7.10. Transformative says that students needs should be the main focus of the curriculum
7.11. Effects of the curriculum
7.11.1. what is learned and what is taught my have a large gap between them
8. Equality of Opportunity
8.1. School Segregation Despite decreases in segregation, racial and ethnic segregation is increasing. Evidence shows that highly segregated schools have lower achievement levels than integrated schools and minorities do better in integrated schools
8.2. The Coleman Study 1966 Coleman found that school organizational differences did not contribute to student outcomes as much as student body composition between schools. P. 367 As a result lower class students should attend schools with the middle and upper class to improve their educational success. P. 367
9. Educational Inequality
9.1. Student-centered factors such as family, peer group, community, culture and the student. School-centered factors include teachers, teaching methods, curriculum, school climate and teacher expectations
10. Educational Reform
10.1. Characteristics of highly effective teachers A ‘Calling’ for the profession Professional knowledge Personal qualities With-it-ness Instructional Effectiveness Good communicator Street smart Willing to go the extra mile Lifelong learner
11. Sociological Perpectives
11.1. education has an effect on who it can effect
12. History of U.S Education
12.1. Brown vs Board of Education ** 1954
12.1.1. U.S Supreme Court rules that separate but equal schools for black and white children unconstitutional
12.1.2. Major court case
12.2. Plessy vs Ferguson** 18969
12.2.1. said you could have separate for black and white students but all educated the same
12.2.2. Major court case
12.3. Coloian Era
12.3.1. Wealthy saw education as perpetuating the ruling class, religion, utilitarian, civics
12.3.2. Old Deluder satan Law 1647
12.3.3. Franklin saw education to support trades and Jefferson supported public education
12.3.3.1. Tomas Jefferson- Meritocracy provided for higher education
12.4. Public Education
12.4.1. Massachusetts School LAw of 1647
12.4.2. Morrill Act est. land grants in each county and state for public education (18620
12.5. Progressiive Movment***
12.6. The Committee of Ten 1893
12.6.1. Was created by the national education association which was chaired by Harvard university president, charles elliot
12.6.2. The committee's recommendation for high school in 1918was
12.6.2.1. Command of fundamental processes Worthy home membership Vocation Citizenship Worthy use of leisure Ethical character They also est. Carnegie units for graduation and college entrance curriculum.
12.7. Elem./ Secondary Edu. Act 1965 provided for special needs student**
12.8. IDEA
12.9. Lee And Makin**
13. Sociology of Education
13.1. Definition- Understanding how social aspiration and fear force people to ask questions about the societies and culture in which they live.
13.2. **** Effective School ****
13.2.1. strong leadership, a safe and orderly environment, high expectations that all can learn, continual review of student progress, and a clear mission?