1. School as Organizations
1.1. Average high school
1.1.1. 856
1.2. Average elementary school
1.2.1. 450
1.3. Private School
1.3.1. 28,000 in the U.S.
1.3.2. Mostly located on the east and west coast
1.3.3. 1980's and 1990's studies indicated private schools were a better learning environments.
1.4. Great Britain
1.4.1. In 19th Century England the rich had education in privates schools. The poor did not get educated.
1.4.2. The establishment of a national education system was opposed by the Church of England and the Roman Catholic Church.
1.4.3. The 1944 Education created free elem. And sec. education for all.
1.4.4. England decentralized the education system which had been fundamentally elitists.
1.4.5. The 1988 Education Reform Act created a more centralized curriculum and systtem of national assessments.
1.5. France
1.5.1. France has a very elitists educational system. Only the very elite have the opportunity to move up educationally.
1.5.2. The top students go to the grandes e’coles. The government controls everything down to the classroom.
1.6. Japan
1.6.1. After WWII, Japan focused on the economic purpose to drive educational purposes. Education is highly competitive. Very demanding and rigorous college entrance exams.
1.6.2. A double system of education exist. Students are educated publicly and then pursue the non-formal school or jukus
1.6.2.1. 10,000 jukus in Japan
1.7. Germany
1.7.1. German students are sorted at an early age to be tracked into their appropriate careers
1.7.1.1. Hauptschule for lower level blue collar work
1.7.1.2. Realschule is for lower level white collar and technical positions.
1.8. Finland
1.8.1. Finland had historically had the highest scores on math, science, and literacy exams. Racial and social classes have very few discrepancies across test scores in all areas.
1.8.2. Almost no standardized testing.
1.8.3. Emphasis is on formative evaluations.
1.8.4. Finland has a high regard for teachers and has competitive salaries.
1.8.5. They have a large amount of autonomy. Teachers have a high degree of job satisfaction.
1.9. John Goodlad says that teachers must have a major part in reform.
2. Curriculum and Pedagogy
2.1. Pedagogy-what we teach and how we teach it.
2.2. Idealist-we should teach the great work of mankind.
2.3. Conservatist say we should return to a humanist foundation.
2.4. Teach math, science, reading, history, foreign languages and emphasize the influence of western civilization.
2.5. Conservatist of the 1980's say we should teach what is fundamentally basic to a common culture.
2.6. Social meliorists- reform society through schools also known as social reconstruction.
2.7. communities reflect what is important to them as a society.
2.8. the social class composition of the school and community have determined what is of value in the curriculum.
2.9. Political influences of he curriculum have determined and set battle lines for domination of what should be taught.
2.10. influences on curriculum- evolutionists, creationists, science and math, nation at risk, NCLB, RTT.
2.11. sociology in curriculum- formal curriculum- the subjects that are being taught. informal curriculum- taught but not obvious to sight.null curriculum- what is not taught but is learned.
2.12. Multiculturalists influence on curriculum has promoted a diverse needs classroom.
2.13. Conservarists argue that multicultural curriculum had diluted western civilizational values. They say we have melted and lost our western cultural identity.
2.14. transformative says that students needs should be the main focus of the curriculum.
3. Equality of Opportunity
3.1. Social stratification is a structural characteristic of societies.
3.2. Human differences do not cause social stratification; social stratification causes human differences
3.3. Social stratification – three systems
3.4. Caste- a persons’ social level is determined by race or religion.
3.5. Estate systems – a persons’ social level is determined by family value and worth.
3.6. Class systems – a persons’ worth is determined by their ability to overcome by personal achievement.
3.7. The lower classes in America have had their ability to overcome decreased because of inflation.
3.8. Class Schools represent the middle and upper class. Parental income is directly related to educational achievement and test performance.
3.9. Educational achievement is directly related to family achievement and social class.
3.10. Educational achievement is directly related to financial success.
3.11. Race Race has a direct impact on how much educational attainment a person achieves. Minorities do not receive the same educational opportunities as white Americans
3.12. Gender In the last twenty years significant gains have been made to equalize gender educational and professional attainment. Disparities still exist in education and job salaries
3.13. The Coleman Study 1966 Coleman found that school organizational differences did not contribute to student outcomes as much as student body composition between schools. As a result lower class students should attend schools with the middle and upper class to improve their educational success
3.13.1. The Coleman Study 1982 Private school students outperform public school students. Differences in schools do make a difference. The difference is in how much more demanding private schools are of their students.
3.13.2. The Coleman Study 1982 Private school students outperform public school students. Differences in schools do make a difference. The difference is in how much more demanding private schools are of their students.
3.13.3. Where a student attends school is often related to race and socioeconomic background. The racial and socioeconomic composition of a school has a greater impact on student outcomes than an individual's race or socioeconomic status
3.14. 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
4. Educational Inequality
4.1. Functionalist Theorists support the idea that each students’ success is determined by their own hard work and desire to succeed. Conflict Theorists support the idea that student success is affected by their environment. Interactionists Theorists support that student success is determined by a combination of factors such as family, social class schools and environment.
4.2. School-centered factors include teachers, teaching methods, curriculum, school climate and teacher expectations.
4.3. Student-centered factors such as family, peer group, community, culture and the student.
4.4. Multidimensional factors include everything that affects student success.
5. Educational Reform
5.1. highly effective teacher characteristics
5.1.1. long life learner
5.1.2. a calling for the profession
5.1.3. personal qualities
5.1.4. good communicator
5.1.5. willingness to go the extra mile
5.1.6. street smart
5.1.7. good communicator
5.1.8. professional knowledge
5.2. two waves of attack
5.2.1. 1st- accountability
5.2.2. 2nd-concerned with the processes of the school
5.3. improvements
5.3.1. america 2000
5.3.2. goals 2000
5.3.3. no child left behind
5.3.4. race to the top
5.4. two different approaches to reform
5.4.1. neo liberal approach
5.4.2. societal and community approach
5.5. School based reforms
5.5.1. school choice
5.5.2. charter schools
5.5.3. tuition vouchers
5.5.4. intersectional choice plans- public to private
5.5.5. intersectional choice plans- public school in district
5.6. privatization of school
5.7. school to work programs
5.8. teacher education programs
5.8.1. more intellectual demands in education programs
5.8.2. reorganize education academic and professional development
5.8.3. attract and retain competent teachers
5.9. Societal, community, economic and political reforms
5.10. school finance reforms
5.10.1. Where you are born or live determines your advantage for a good education
5.11. full service schools
5.11.1. repair and educate the community
6. Limits and Promises
6.1. achievement gap- the gap between what a child knows and what they should know
6.1.1. Needs assessment
6.2. Crisis in Urban Education-
6.3. Decline in literacy- critical literacy- understanding what you read
6.4. Assessment issues- "teaching for the test"
7. Philosophies of Education
7.1. Idealism
7.1.1. Idealist in education encourage students to search for the truth.
7.1.2. Role of the teacher
7.1.2.1. role model in the classroom
7.1.2.2. provoke thought
7.1.2.3. bring out what is already in their mind
7.1.3. Socrates and Plato
7.1.4. Methods of instruction
7.1.4.1. Discussion
7.1.4.2. Questioning
7.1.4.3. Lecture on material not present in text
7.1.5. Curriculum
7.1.5.1. Study the great works
7.1.5.2. All new problems have their roots in the past
7.1.5.3. Study history
7.1.5.4. Great literature, sciences, math, history, philosophy
7.1.5.5. A basic core foundation
7.2. Realism
7.2.1. Thomas Aquinas, Francis Bacon, John Locke
7.2.2. Goal of Education is to understand the real world then apply science and logic to solve problems.
7.2.3. Role of the teacher
7.2.3.1. Present ideas in a clear and consistent manner
7.2.3.2. enable students to examine from an adjective approach
7.2.4. Methods of Instruction
7.2.4.1. Lecture
7.2.4.2. Question and Answer
7.2.4.3. Discussion
7.2.5. Curriculum
7.2.5.1. Consist of basic body of knowledge
7.3. Pragmatism
7.3.1. John Dewey, George Sanders Pierce, William James, John Locke, Jean-Jacques Rousseau
7.3.2. Learning through experience
7.3.3. encourages people to find processes that work to achieve their desired outcome.
7.3.4. Goal of Education
7.3.4.1. Provide students with the knowledge to improve society.
7.3.5. Role of the Teacher
7.3.5.1. Facilitator of learning activities Methods of instruction. learn individually as well as in groups.
7.3.6. Curriculum
7.3.6.1. integrated core subjects, teaching across the curriculum.
7.4. Existentialism & Phenomenology
7.4.1. Goal of Education
7.4.1.1. The focus is on the individual, cognitively and affectively.
7.4.2. Existence procedes essence
7.4.3. We are who we are as a result of our decisions
7.4.4. Perception of the world is based on one's ability to make sense of it.
7.4.5. Education liberates the individual from a chaotic world.
7.4.6. Role of the Teacher
7.4.6.1. The reflective teacher enables students to be reflective students. It is a very personal teacher/student relationship.
7.4.7. Methods of Instruction
7.4.7.1. Each sty debt has a different learning style. Help students understand the world through posing questions, generating activities and working together.
7.4.8. Curriculum
7.4.8.1. Humanities are heavily emphasized. Students hold be exposed to the harsh and good realities of the world.
7.5. Neo-Marxism
7.5.1. Goals of Education
7.5.1.1. Schools perperpetuate the ideology of the dominant society and legitimize it to all other groups
7.5.2. The purpose of education in a capitalist society is to perpetuate the ideology of the dominant class
8. Politics of Education
8.1. Perspectives
8.1.1. conservative
8.1.1.1. individuals and groups must compete in the social environment in order to survive, and human progress is dependent on individual initiative and drive. people are in charge of their own future
8.1.2. liberal
8.1.2.1. free market like conservatism. fair treatment of all citizens.
8.1.3. radical
8.1.3.1. no free market. socialism is more fare economic system.
8.1.4. neo-liberal
8.1.4.1. between conservative and liberal
8.2. Purpose of schooling- Society's ability to transmit knowledge, skills, and values. ( Page 22)
8.2.1. intellectual- Cognitive skills in math, reading, science, history, and language.
8.2.2. political- to indoctrinate people into a particular order of patriotism.
8.2.3. social- to help people be sociable, productive members of society. ( for the people)
8.2.4. economic- prepare students for their occupation. Their future.
8.3. FAPE- Free and appropriate education
9. History of U.S. Education
9.1. Brown VS Board of Education
9.1.1. 1954
9.2. Plessy VS Ferguson
9.2.1. 1896
9.2.1.1. Same facilities but still segregated
9.3. Colonial Era-
9.3.1. old Deluber satan law(MA
9.3.1.1. all town has to provide a school.
9.3.2. Massachusetts School Law
9.3.2.1. curriculum
9.3.3. Colleges Established
9.3.3.1. Havard 1636
9.3.3.2. Yale 1701
9.4. Age of reform
9.4.1. Horace Mann
9.4.1.1. lobbied and helped start the first board of education.
9.4.2. normal schools were created for teacher education.
9.5. Industrial Revolution
9.5.1. Child labor laws
9.5.2. health education
9.6. The committee of ten 1893
9.7. Post WW2
9.7.1. progressive vs traditional
9.7.2. civil rights movement
9.7.3. progressive vs traditional
9.8. 1965 elementary/ secondary act
9.8.1. provided for special need students
10. Sociological Prospecitives
10.1. sociology
10.1.1. understanding how social aspirations and fears force them to make actions
10.2. social level includes the most general levers of society such as economics, level of development, and system of social stratifications
10.3. institutional level
10.4. processes, symbols interactions within such organizations such as face to face interaction. gesture and rituals.
10.5. Effective schools have
10.5.1. strong leadership
10.5.2. safe environment
10.5.3. has high expectations to learn
10.5.4. review of student progress
10.6. theories
10.6.1. conflict
10.6.1.1. influential groups impose their will on subordinate groups.
10.6.2. interaction
10.6.2.1. society develops as a result of interactions between students and teachers.
10.6.3. functional
10.6.3.1. society is best when a consensus rules.