1. Class, Race, & Gender each impact educational outcomes
1.1. Class-Students in different social classes have different kinds of educational experiences. Education is very expensive. So, this situation favors wealthier families. Class is directly related to achievement and to educational attainment.
1.2. Race- An individual's race has a direct impact on how much education he or she is likely to achieve. Minorities have, on average, lower SAT scores than white students. There is a direct link between the SAT scores and admission to college.
1.3. Gender- Today, females are less likely to drop out of school than males and are more likely to have a higher level of reading proficiency than males. In the last 20 years, gender differences between men and women have been reduced. Society discriminates against women occupationally and socially.
2. 2. Politics of Education
2.1. Four Purposes of Education
2.1.1. 1. Intellectual-Purpose is to teach basic cognitive skills such as reading, writing, and math; to transmit specific knowledge
2.1.2. 2. Political-Purpose is to inculcate allegiance to the existing political order and to teach children the basic laws of society.
2.1.3. 3. Social-Purpose is to help solve social problems; to socialize children into the various roles, behaviors, and values of society.
2.1.4. 4. Economic- Purpose is to prepare students for their later occupational roles and to select, train, and allocate individuals into the division of labor.
2.2. The Liberal Perspective
2.2.1. The Role of the School-Stresses the school's role in providing the necessary education to ensure that all student's have an equal opportunity to succeed in society. It stresses the school's role in teaching children to respect cultural diversity so that they can fit into a diverse society.
2.2.2. Explanations of Unequal Performance-This perspective argues that individual students or groups of students begin school with differenct life chances so some groups have more advantages than others. So, society must attempt through policies and programs to equalize the playing field.
2.2.3. Definition of Educational Problems- This perspective believes: 1. Schools have limited the life chances of poor and minority children so under achievement by these groups is a critical issue. 2. Schools place too much emphasis on discipline and authority. 3. The differences in quality between urban and suburban schools and between high and low socioeconomic backgrounds is a problem. 4. Believes that traditional curriculum leaves out the diverse cultures of groups that comprise the pluralistic society.
3. 6. Schools as Organizations
3.1. Important Educators to by Distict:
3.1.1. Alabama State Senators: Richard Shelby, Jeff Sessions
3.1.2. State Superintendent: Michael Sentance
3.1.3. House of Representatives: Micky Hammon, Ken Johnson, Terri Collins, Ed Henry, Randell Shedd
3.1.4. DCS School Board of District 4: Karen Duke (President), Donnie Lane (VP), Peggy Baggett (Board Memeber), Dwight Jett (Board Memeber), Michele Cray King (Board Member)
3.1.5. DCS Superintendent: Dan Brigman
3.1.6. Alabama State School Board Representatives: Cynthia Sanders McCarty
3.2. Identify & Describe the elements of Change within School Processes & School Cultures
3.2.1. 1. Conflict- necessary part of change
3.2.2. 2. New behaviors must be learned. This is because change requires new relationships and behaviors.
3.2.3. 3. Team Building-must extend to the entire school. Shared decision making must consciously work out.
4. 7. Curriculum and Pedagogy
4.1. The Developmentalist Curriculum Theory
4.1.1. This theory is related to the needs and interests of the student rather than the needs of society. This progressive approach to teaching is student centered and concerned with relating the curriculum to the needs and interests of each child. So, it stresses flexibility in what is taught and how it is taught. This developmental curriculum relates schooling to the life experiences of each child. The teacher is a facilitator of student growth.
4.2. There are 2 dominant traditions of teaching: Mimetic and Transformative
4.2.1. 1. Mimetic tradition of teaching- is based on the viewpoint that the purpose of education is to transmit specific knowledge to students. So, the best method of doing this is termed the didactic method. It relies on lecture or presentation as the main form of communication. There is an assumed relationship between the knower (the teacher) and the learner (student). This model stresses the importance of rational sequencing in the teaching process. The emphasis is on measurable goals and objectives.
4.2.2. 2. Transformative tradition of teaching-rests on a different set of assumptions about the teaching and learning process. Proponents of this tradition believe that the purpose of education is to change the student in some meaningful way, including intellectually, creatively, spiritually, and emotionally. They provide a multi-dimensional theory of teaching. The dialectical method which involves the use of questioning is at the core. Transformative educators believe that all teaching begins with the active participation of the student and results in some form of growth. This tradition tends to reject the scientific model of teaching and instead uses teaching as an artistic endeavor.
5. 8. Equality of Opportunity
5.1. Coleman Study of 1982
5.1.1. Found that differences among schools do make a difference. Coleman and his collegues argued that private schools were more effective learning environments than public schools because they plame more emphasis on academic activities, and because private schools enforce discipline in a way that is consistnent with student achievement. In short, private schools demand more from their students than public schools.
5.1.2. Two Reforms
5.1.2.1. 1. School Finance Reforms-The court ruled in 1990 stating that more funding was needed to serve the children in the poorer school districts. Funding was equalized between urban and suburban school districts. Extra funding was to be distributed to provide additional programs in and to eliminate disadvantages within poorer school districts.
5.1.2.2. 2. Providing High Quality Schools for disadvantaged students- reform addressed the needs of children from disadvantaged families to assure that the schools such children attend are high quality. This was addressed by assuring high quality teachers and holding schools accountable.
6. 9.Educational Inequality
6.1. 2 Types of Cultural Deprivation Theory:
6.1.1. One cultural deprivation theory is based on John Ogbu's work which states the unequal achievement of white/blacks has to do with student, parental, and community cultures.
6.1.2. A second type of cultural deprivation theory sees working class and nonwhite students as resisting the dominant culture of schools.
6.2. 9. School-Centered explanations for educational inequality
6.2.1. 1.School Financing-Public schools are financed through a combination of revenue from local, state, and federal sources. Plus, a majority of funds comes from state and local taxes with local property taxes a significant source. Since property taxes are based on the value of property it is a proportional tax. So, affluent communities are able to raise more money for their schools. Thus, they are able to spend more per pupil.
6.2.2. 2. Effective School Research- research suggests that there are school-centered processes that help to explain unequal educational achievement by different groups of students.
6.2.3. 3. Between-School Differences: Curriculum & Pedagogic Practices-researchers agree that its findings support the argument that schools do affect educational outcomes, at times, independent of extra-school factors.
6.2.4. 4. Within-School Differences: Curriculum & Ability Grouping-research makes it clear that differences in the curriculum and pedagogic practices between tracks are partly responsible for the diverse academic achievement of students in different tracks.
7. 10. Educational Reform
7.1. Two School-Based Reforms
7.1.1. 1. School-Business Partnerships- developed in the 1980s because business leaders were concerned that the nations's schools were not producing the kinds of graduates needed to revitalize the US economy. Often times, these partnerships include scholarships for poor students to attend college and programs where businesses "adopt" a school.
7.1.2. 2. School-to-work Programs-began in the 1990s when school-business partnerships became incorporated into school-to-work programs. Their intent was to extend what has been a vocational emphasis to non-college bound students regarding skills necessary for successful employment and to stress the importance of work-based learning.
8. 3. History of U.S. Education
8.1. A Reform movement that I think had the most influence on education
8.1.1. I feel that Education for All:The Emergence of the Public High School has had a great impact on education. Once upon a time, High School was altogether voluntary. Now, at least for those 16 and under, it is required. The purpose of secondary education is to prepare students for "the duties of life".
8.2. Choose and describe one historical interpretation of US Education
8.2.1. The Democratic-Liberal School is one historical interpretation of US education. It believes in the progressive evolution of a school system committed to providing equality of opportunity for all.
9. 4. Sociological Perspectives
9.1. Theoretical Perspectives concerning the relationship between school and society:
9.1.1. Functionalism-views society as a kind of machine where one part articulates with another to produce the dynamic energy required to make society work. An example of a functionalist is Emile Durkheim (1858-1917) who invented the sociology of education. He believed that education had taken different forms at different times and places and that education was of critical importance in creating the moral unity necessary for social cohesion and harmony. In other words, moral values were the foundation of society.
9.1.2. Conflict Theory-Conflict sociologists do not see the relation between social and society as unproblematic or straightforward. Conflict sociologists emphasize struggle. They believe schools are social battlefields where students struggle against teachers, and teachers against administrators. Ex: Karl Marx (1818-18883) is the intellectual founder of the conflict school in the sociology of education.
9.1.3. Interactionalism- is primarily critiques and extensions of the functional and conflict perspectives. The critiques arise from the observation that functional and conflict theories are very abstract and emphasize structure and process at a very genera level of analysis.
9.2. 5 effects of schooling on individuals that i think have the greatest impact on students
9.2.1. 1. Knowledge and Attitudes-education is related to an individuals' sense of well-being and self-esteem. Thus, years of knowledge leads to a greater knowledge and social participation
9.2.2. 2, Employment-I believe education does lead to greater employment opportunities. Research has shown that large organizations require high levels of education. Employers expect their employees will have an ever-increasing amount of formal education.
9.2.3. 3. Teacher Behavior-I feel that teachers have a large impact on student learning and behavior. Teachers are models for students and set standards for students, as well as influence their self-esteem.
9.2.4. 4. Student Peer Groups and Alienation-This is very important while in school and after graduation. Everyone wants to feel like they belong. When this does not happen, students can feel alienated and alone.
9.2.5. 5. Inadequate Schools- Unfortunately, all schools are not equal. Differences between schools and school systems reinforce existing inequalities.
10. 5. Philosophy of Education
10.1. Pragmatism-Is an American philosophy that was developed in the latter part of the 19th century. This philosophy encourages people to find processes that work in order to achieve their desired ends. Pragmatists are action oriented, and experientially grounded.
10.1.1. General Notions: John Dewey's (1859-1952) form of pragmatism meant that attainment of a better society is through education. He believed schools allow children to learn skills which would enable them to work cooperatively in a democratic society. He proposed that educators start with the needs and interests of the child in planning his or her course of study, employ project method or group learning, and depend heavily on experiental learning.
10.1.2. Key Researchers: George Sanders Peirce (1839-1914), William James (1842-1910), and John Dewey ( 1859-1952) whose work had the most profound intellectual and practical influence on U.S. progressive education. Frances Bacon (1561-1626) was a pioneer in the pragmatic school of philosophy. He sought a way of thinking in which people might be persuaded to abandon the traditions or "idols" of the past for a more experiental approach to the world. John Locke (1632-1704) believed the mind was a blank tablet and that one acquires knowledge through one's senses. Jean-Jacques Rousseau (1712-1778) was a French philosopher who believed that individual s in their primitive state were naturally good and that society corrupted them.
10.1.3. Goal of Education: Dewey's vision of schools was rooted in social order. He stressed the importance of school as a place where ideas can be implemented, challenged, and restructured with the goal of providing students the knowledge of how to improve the social order. Also, he believed schools should function as a preparation for life in a democratic society.
10.1.4. Role of the Teacher: In a progressive setting, the teacher is no longer the authoritarian figure from which all knowledge flows. The teacher assumes the peripheral position of facilitator. The teacher offers suggestions, questions, and helps plan and implement courses of study. The teacher also writes curriculum.
10.1.5. Methods of Instruction: Dewey believed children should start their mode of inquiry by posing questions about what they want to know. This is today called problem-solving or inquiry method. Books were often written by the students and teachers together. Field trips and projects were also an integral part of school. Formal instruction was abandoned. Furniture could be grouped as needed and children could converse quietly with one another.
10.1.6. Curriculum: Progressive schools usually follow Dewey's notion of a core curriculum, or an integrated curriculum. Progressive educators support working from the known to the unknown or curriculum of expanding environments. They do not have a fixed curriculum. Their curriculum changes as the social order and as children's interest and needs change.