1. Chapter 2: Politics of Education
1.1. Four Purposes of Education
1.1.1. 1. Intellectual Purpose
1.1.1.1. Intellectual Purpose to teach basic cognitive skills such as Mathematics, Writing, and Reading.
1.1.1.1.1. They teach the basic cognitive skills to help with specific knowledge. It also helps students learn how to do analysis, evaluation, and synthesis.
1.1.2. 2. Political Purpose
1.1.2.1. Political Purpose is to infuse allegiance to a political view.
1.1.2.1.1. It is also use to help citizens to learn how to participate with political order.
1.1.3. 3. Social Purpose
1.1.3.1. Social Purpose is to help with any social problems that the children might have.
1.1.3.1.1. They encourage all of the children to work and talk with family or their church.
1.1.4. 4. Economic Purpose
1.1.4.1. By working with people allows the children to have a role in life and to help them with learning how to behave.
1.1.4.2. The Economic Purpose of school is to prepare each student for the job that they will have some day. It also helps each student to train and understand what labor really is.
1.2. Perspective
1.2.1. The Role of the School
1.2.1.1. The Role of School focuses on different perspectives toward education.
1.2.1.2. The schools's role is mainly concerned with aims, purpose, and functions.
1.2.1.3. The conservative perspective sees the role of schools as an educational training for students.
1.2.1.4. They also think that The Role of School is an essential part of education.
1.2.1.5. The liberal perspective considers the role of school is necessary for all students to have an equal opportunity in today's society.
1.2.2. Explanations of Unequal Performance
1.2.2.1. Based on Explanations of Unequal Educational Performance, schooling has not done enough to reduce inequality.
1.2.2.2. The Liberal Perspective argues that each student or a group of students start school with a different life style than other students. This will provide other students with a bigger advantages over the other students.
1.2.3. Definition of Educations Problems
1.2.3.1. Conservative Perspective
1.2.3.1.1. In 1960s and 1970s the school system lowered the academic standards on education.
1.2.3.1.2. They state that the school went down on the curriculum being taught in school. This resulted in weakened of American and Western Civilization to the students.
1.2.3.1.3. They believe that schools lost some of the traditional ways that were used. For example, their morals and values that they may have used in the past.
1.2.3.1.4. They think that schools and their system may have lost disciplinary functions. When they lose this it can become very chaotic.
1.2.3.1.5. The conservative perspective believe that liberals have a major differences on what they believe for their students. They believe that they have major educational problems.
1.2.3.2. Liberal Perspective
1.2.3.2.1. Liberal Perspective thinks that schools is the reason why poor and minority students is having problems achieving in school.
1.2.3.2.2. They also think that school are focusing on discipline instead of working with the students as individual.
1.2.3.2.3. They also think that reason for there being inequalities in school is due to urban and suburban areas.
1.2.3.2.4. They say that some of the traditional ways leaves out the diversity between cultures.
1.2.3.3. Radical Perspective
1.2.3.3.1. The Radical Perspective thinks the reason that school system has fail is because they let down the poor, minorities, and women. They say that it is due through sexist, racist, and etc.
1.2.3.3.2. They also say that schools has given up on critical understanding based on the American society.
1.2.3.3.3. They also refer to the traditional ways that the schools are racist, sexist, and etc. instead of worrying about the culture and the history.
1.2.3.3.4. They also say that school system promotes inequality.
2. Chapter 3: History of U.S. Education
2.1. Reform Movement
2.1.1. Educational Reaction and Reform and the Standards Era: 1980s-2012
2.1.1.1. They argued that the liberal reform was the cause of the decline of authority.
2.1.1.2. The committee realized that education was declining so bad that it threaten the future of the people and the nation.
2.1.1.2.1. They came up with 5 things that they thought would help our education system.
2.1.2. There has been many reforms over the years. Some example has been the No Child Left Behind (2001), Race to the Top (2009).
2.1.3. They also have the many charter schools that they are trying to see if it will help the education system.
2.2. Historical Interpretation of U.S. Education
2.2.1. The Democratic- Liberal School
2.2.1.1. The Democratic- Liberals think that the U.S. Education school system is the one that provides a equal opportunity for all of the students.
2.2.1.2. The Common School Era was a victory for the democratic movement.
2.2.1.3. According to a person by the name of Cremin, says that the history of the United States involves many things to have an opportunity and purpose.
2.2.1.4. The Democratic- Liberal always tend to interpret the United States education history, but they also tend to work toward increasing the opportunity for the students.
2.2.1.5. Having ideas about students having equal opportunities is just ideas.
3. Chapter 4: Sociological Perspectives
3.1. Theoretical Perspective
3.1.1. School and Society
3.1.1.1. Functionalism
3.1.1.1.1. Most Functional Sociologist starts with a picture of society.
3.1.1.1.2. Some of the earliest functional sociologist views on school and society.
3.1.1.1.3. They also tend to think that society is consenus.
3.1.1.1.4. They also say that education will not overcome the deep, social, and economic problem with the society changing.
3.1.1.2. Conflict Theory
3.1.1.2.1. Some of the sociologist in education may not believe in shared values.
3.1.1.2.2. Conflict sociologist does not see or use the relations between the schools and society.
3.1.1.3. Interactionalism
3.1.1.3.1. Interactional theories are about the relationship between the school and society.
3.1.1.3.2. Interactional theories also tends to turn their heads on to the behavior of students and communicate between students and students and between students and teachers.
3.1.1.3.3. When students are labeled as grifted or learning disabilities this falls under the category of interactional.
3.1.1.3.4. Interactional tend to create theories that are logical and eloquent theories.
3.2. Greatest Impact on Students
3.2.1. 5 Effects of Schooling
3.2.1.1. 1. Knowledge and Attitudes
3.2.1.1.1. Sociologists in the educational field does not agree with the importance of schooling when based on Knowledge and Attitudes.
3.2.1.1.2. Researchers does not know how important schools are when it comes to the students achievement.
3.2.1.1.3. There has been a study that states when students go to summer school, library, or reads a lot during the summer; they tend to gain a lot of knowledge.
3.2.1.1.4. It also states that when people are higher educated that they are more likely to have liberal views.
3.2.1.2. 2. Employment
3.2.1.2.1. Most students say that if they graduate from college that you will have more employment opportunities.
3.2.1.2.2. Most jobs that are from the corporations and larger companies tend to require a higher level of education.
3.2.1.2.3. It also states that you will learn more about your job by doing it than actually reading about it.
3.2.1.2.4. The more schooling someone has will most of the time make more money than someone with little schooling.
3.2.1.2.5. When applying for jobs most people tend to look at your school history as well as your race, gender, age, and your background.
3.2.1.3. 3. Teacher Behavior
3.2.1.3.1. Teacher has a huge impact on students.
3.2.1.3.2. Nearly every student shows some kind of improvement between the beginning of the year and end of the year.
3.2.1.3.3. Researchers shows that most teachers have lower expectations on minorities and working class students.
3.2.1.3.4. Most teachers are very dedicated to their students in everything that they do.
3.2.1.4. 4. Inadequate Schools
3.2.1.4.1. Some of the ways that students learn in today's society will not help them in the future.
3.2.1.4.2. Most Urban schools has failed to help and teach to minorities and learning disabilities.
3.2.1.4.3. Students that are in private schools tend to learn a lot more than other school.
3.2.1.5. 5. Gender
3.2.1.5.1. When talking about gender, men are still given more opportunities than women are.
3.2.1.5.2. Men also tend to make a lot more money than women do in today's society.
3.2.1.5.3. Most teachers are female, but most administrative positions are male.
3.2.1.5.4. Schools should not be the only one that should be held accountable on gender circumstances.
4. Chapter 5: The Philosophy of Education
4.1. Existentialism
4.1.1. Generic Notion
4.1.1.1. They believe that individuals are place on this earth.
4.1.1.2. The mount of freedom and responsibility people have is awesome.
4.1.1.3. Individuals might accept the existence of God.
4.1.1.4. Phenomenologists are concerned with the way in which objects present themselves.
4.1.1.5. Language is used to describe the various phenomena in life.
4.1.2. Key Researchers
4.1.2.1. Soren Kierkegaard (1813-1855)
4.1.2.2. Martin Buber (1878-1965)
4.1.2.3. Karl Jaspers (1883-1969)
4.1.2.4. Jean Paul Sarte (1905-1986)
4.1.2.5. Edmund Husserl (1858-1935)
4.1.2.6. Martin Heidegger (1889-1976)
4.1.2.7. Maurice Merleau-Ponty (1908-1961)
4.1.3. Goal of Education
4.1.3.1. They believe that education should focus on individuals.
4.1.3.2. It should include discussion on non-rational as well as rational world.
4.1.3.3. They also believe as a notion of possibility.
4.1.4. Role of Teacher
4.1.4.1. Teachers should understand theirs as well as their students "lived worlds".
4.1.4.2. Teachers must take risks.
4.1.4.3. Teachers has a huge responsibility.
4.1.5. Method of Instruction
4.1.5.1. They understand the methods as they are taught in school.
4.1.5.2. They also believe that each child has a different learning style.
4.1.5.3. Mark Buber wrote the I-thou approach.
4.1.5.4. The role of Teacher is to help the students understand the world through questions.
5. Chapter 6: Schools as Organizations
5.1. Major Stakeholders
5.1.1. State Senators
5.1.1.1. Richard Shelby
5.1.2. House of Representatives
5.1.2.1. First 10 House of Representatives: Alabama
5.1.2.2. Phillip Pettus
5.1.2.3. Lynn Greer
5.1.2.4. Marcel Black
5.1.2.5. Micky Hammon
5.1.2.6. Danny Crawford
5.1.2.7. Phil Williams
5.1.2.8. Ken Johnson
5.1.2.9. Terri Collins
5.1.2.10. Ed Henry
5.1.2.11. Mike Ball
5.1.3. State Superintendent
5.1.3.1. Mr. Michael Sentence
5.1.4. Representative on State School Board
5.1.4.1. Gov. Robert Bentely
5.1.4.2. Stephanie Bell
5.1.4.3. Matthew Brown
5.1.4.4. Mary Scott Hunter
5.1.4.5. Betty Peters
5.1.5. Local Superintendent
5.1.5.1. Mr. Gregory Pendley
5.1.6. Local School Board
5.1.6.1. President- Ralph E. Williams
5.1.6.2. Vice President- Joey Boteler
5.1.6.3. Allin Bailey
5.1.6.4. Mark Finley
5.1.6.5. Ellan Oliver
5.2. Elements of Change with School Process and School Cultures
5.2.1. School Process
5.2.2. School Cultures
5.2.2.1. Inspiring Vision
5.2.2.2. Challenging Mission
5.2.2.3. Focus on Student and Teacher Learning
5.2.2.4. Leadership
5.2.2.5. District Flexibility and Support
6. Chapter 7: Curriculum & Pedagogy
6.1. Explain a curriculum theory which you advocate (humanist, social efficiency, developmentalist, or social meliorist). Identify and describe the two dominant traditions of teaching.
6.2. Developmentalist Cirriculum
6.2.1. related to the needs and interests of the student rather than the needs of society.
6.2.2. The curriculum is emanated from the ideas of Dewey's writing.
6.2.2.1. They only use the writing from the relationship between the child and the curriculum.
6.2.3. The curriculum is based on a student centered classroom.
6.2.3.1. They were concerned with teaching on the students interests at a particular stage.
6.2.4. They stressed the importances of relating school with life experiences.
6.2.5. They later said that the Developmentalist Cirriculum was not very influential in the United States public schools.
6.3. The Sociology of the Curriculum
6.3.1. They teach not only what is taught but why it is taught.
6.3.2. There curriculum is created more neutral.
6.3.3. They believe and teach to integrate children.
6.4. The Stratification of the Curriculum
6.4.1. This type of teaching has been a dominant model in the United States Public Education since 1920s.
6.4.2. They normally teach this type of curriculum during the students secondary school level.
6.4.2.1. They normally only use standardized tests.
6.4.2.2. This type also separates the students by according to the students ability, curriculum, or both.
7. Chapter 8: Equality of Opportunity
7.1. Impact Educational Outcomes
7.1.1. Class
7.1.1.1. Education is extreme expensive.
7.1.1.2. Families from the upper and middle class expect their children to finish school.
7.1.1.3. Families from the underclass families have lower expectation for the children.
7.1.1.4. Teachers have a better relationship with the middle and upper middle class than with the working class.
7.1.1.5. Children from working class and under class are maore than likely to drop out of school.
7.1.1.6. The more elite a college maybe. the more that they are to enroll upper-classand upper middle class students.
7.1.2. Race
7.1.2.1. An individual 's race has an major impaction how much education they will receive.
7.1.2.2. From ages 16-24 years old the drop out rate is as followed.................
7.1.2.2.1. 5.2% White Students
7.1.2.2.2. 9.3% Aftrican American Students
7.1.2.2.3. 17.6% Hispanic American Students
7.1.2.3. There is many different answers for minorities underachieve to white people.
7.1.3. Gender
7.1.3.1. Woman are rated as better students than men.
7.1.3.2. Female are less likely to drop out of school than males.
7.1.3.3. Women are proven to be better readers than men are.
7.1.3.4. Males are more likely to score higher on the SATs than females do.
7.1.3.5. Males are also more likely to score higher in Math class than females.
7.2. Coleman Study (1982)
7.2.1. Responses to Coleman: Round One
7.2.1.1. Edmunds argued strongly that all students could learn and that differences between schools had a significant impact on student learning.
7.2.1.2. When a individual goes to school has little effect on his or her cognitive growth and/or educational mobility.
7.2.1.3. This particular case is where data and common sense separate.
7.2.1.4. These assumption is what created the difference between students and the schools and between the school districts.
7.2.1.5. When they published the book "High School Achievement: Public, Catholic, and Private Schools Compared" created a firestorm of problems.
7.2.1.6. Coleman said that private schools were better than public schools.
7.2.1.6.1. They said that Private schools had better discipline policies.
7.2.2. Responses to Coleman: Round Two
7.2.2.1. Coleman said that the annual amount of money that the Catholic Schools made was very low.
7.2.2.2. When you compared public to private schools; private schools seem to "do it better".
7.2.2.2.1. Especially for Low income students
7.2.2.3. Catholic schools has an advantage of low income minority students, especially in urban areas.
7.2.2.3.1. Catholic Schools are also coming more elite in suburban public schools.
7.2.2.3.2. There is still no answer to if Catholic Schools will continue to serve the poor people.
8. Chapter 9: Educational Inequality
8.1. Cultural Deprivation Theory
8.1.1. 1st Theory
8.1.1.1. Suggested that the working class and online families on him like the court through resources
8.1.1.1.1. Some examples was books and other educational stimulus stimulus
8.1.1.2. Cultural Deprivation Theory even created a project had store to have all of the economically disadvantaged students
8.1.1.2.1. If the students was not prepared for school at home than the preschool had to provide a foundation for learning.
8.1.1.2.2. Preschool/Headstart made an attempt to involve the parents in their child's school work to help them prepare and develop them with different skills that went would help with their child's success
8.1.2. 2nd Theory
8.1.2.1. Another Theory was associated with the middle-class culture.
8.1.2.2. The middle class culture valued hard work.
8.1.2.2.1. The middle class new album important schooling was for their future success.
8.1.2.3. The Deutsch resulted in a education disadvantage for students who chose to preform poorly in their classes.
8.2. 4 School-Centered Explanations
8.2.1. Genetic differences
8.2.1.1. Unequal educational performance was established by the working class and the non-white students.
8.2.1.1.1. This was established due to the genetic differences in intelligence for these races.
8.2.1.2. They argued over the social class and racial differences due to the genetic differences.
8.2.2. School Financing
8.2.2.1. Jonathan Kozol documented the vast differences in funding between the affluent and the poorer districts.
8.2.2.2. Public schools has many groups that help finance the school systems.
8.2.2.2.1. Federal
8.2.2.2.2. Local
8.2.2.2.3. State
8.2.2.3. In 1971 California court system had an argument between the rich and poor.
8.2.2.4. They used federal aid to make school funding equal.
8.2.2.5. In suburban disctrits is faced with a reductions in state aid.
8.2.2.5.1. This made the teacher be layoff and have major cutbacks.
8.2.3. Effective School Research
8.2.3.1. They have found many things that make an Effective School Research including:
8.2.3.1.1. High expectations for students by different school people
8.2.3.1.2. Effective Leadership
8.2.3.1.3. Monitor of a student learning
8.2.3.1.4. Flexibility for teachers and administrators
8.2.4. Gender and Schooling
8.2.4.1. They had different cases that was charged with sexually harassed her.
8.2.4.2. The feminist movement created during the Mid-19th century in the United States.
8.2.4.3. Gilligan's work was feature for the feminists.
8.2.4.4. Schooling often limits the Educational Opportunities .
8.2.4.4.1. They often limits to the educational opportunities and life chances of women
9. Chapter 10: Educational Reform
9.1. Two School-Based Reforms
9.1.1. Charter Schools
9.1.1.1. In 1991 they enactment of 41 charter laws. This included District of Columbia and Puerto Rico.
9.1.1.2. States are allowing more charters schools to come into their states.
9.1.1.3. Charter Schools is paid for with tax dollars.
9.1.2. Vouchers
9.1.2.1. There were several states that implemented school voucher programs
9.1.2.2. Voucher argues that they have to have educational impacts.
9.1.2.3. There was improvement with the U.S. education system.
9.2. Societal, Community, Economic, and Political Reform
9.2.1. State Intervention and Mayoral Control in Local School Districts
9.2.1.1. The state accountability system mainly focuses on rewards.
9.2.1.2. There are many State Takeovers
9.2.1.2.1. Shows state's constitutional responsibility for public education.
9.2.1.2.2. Takeovers can help create more healthy environment
9.2.1.2.3. Takeovers make changes for low performing school districts.
9.2.2. School Finance Reform
9.2.2.1. There are no constitutional right to an equal education.
9.2.2.2. They created many Supplemental Programs
9.2.2.2.1. Social Services
9.2.2.2.2. Increase Secruity
9.2.2.2.3. School-to-work
9.2.2.2.4. Summer- School Programs
9.2.2.2.5. After School
9.2.3. Full Service and Community Schools
9.2.3.1. They want to educate the whole community and not just a child.
9.2.3.2. This program was created to improve their neighborhoods.
9.2.4. Harlem Childrens's Zone
9.2.4.1. Compares the boarding schools, charities, and social service agencies.
9.2.4.2. They think that the educated parents needs to read to their children, especially when they are younger.
9.2.4.3. Black children tend to watch television shows more then white children.
9.2.5. Connecting School, Community, and Societal Reforms
9.2.5.1. Things that make school reforms successful
9.2.5.1.1. Leadership
9.2.5.1.2. Parent and Community Ties
9.2.5.1.3. Professional Capacity
9.2.5.1.4. Student-Centered Learning Climate
9.2.5.1.5. Instructional Guidance
9.2.5.2. Darling- Hammond's five elements
9.2.5.2.1. Meaning Learning Goals
9.2.5.2.2. Intelligent
9.2.5.2.3. Equitable Resources
9.2.5.2.4. Strong Professional Standards and Supports
9.2.5.2.5. Schools Organized for student and teacher learning