1. Chapter Six: Schools as Organizations
1.1. Stakeholders
1.1.1. State Senators
1.1.1.1. Richard Shelby
1.1.1.2. Jefferson Sessions
1.1.2. House of Representatives
1.1.2.1. Terri Collins
1.1.3. State Superintendent
1.1.3.1. Michael Sentance
1.1.4. Representative on State School Board
1.1.4.1. Cynthia McCarty
1.1.5. Local Superintendent
1.1.5.1. Dan Brigman
1.1.6. Local School Board
1.1.6.1. Karen Duke
1.1.6.2. Peggy Baggett
1.1.6.3. Donnie Lane
1.1.6.4. Dwight Jett
1.1.6.5. Michele King
1.2. Elements of School Processes and School Cultures
1.2.1. 1. They have a definite population
1.2.2. 2. They have a clearly political structure, arising from the mode of social interaction characteristic of the school, and influenced by numerous minor processes of interaction.
1.2.3. 3. They represent the nexus of a compact network of social relationships.
1.2.4. 4. They are pervaded by a we feeling.
1.2.5. 5. They have a culture that is definitely their own.
2. Chapter Seven: Curriculum, Pedagogy, and Transmission of Knowledge
2.1. Curriculum Theory
2.1.1. Developmentalist Curriculum
2.1.1.1. Is related tot he needs and interests of the student rather than the needs of society. It emphasized the process of teaching as well as it content.
2.2. Two Dominant Traditions of Teaching
2.2.1. Mimetic
2.2.2. Transformative
3. Chapter Eight: Equality of Opportunity and Educational Outcomes
3.1. Impact on educational outcome
3.1.1. Class
3.1.1.1. Education is expensive schools usually represent values of the middle and upper class. Teachers the more high ly of these classes than working and lower classes. which leads to labeling which results in achievement in upper and middle class and underachievement in the lower and working class.
3.1.2. Race
3.1.2.1. Race has a direct impact on how much education the student is likely to achieve. Minorities receive fewer and inferior educational opportunities that white students. also their rewards for educational attainment are less.
3.1.3. Gender
3.1.3.1. Female students are more like to have a better achievement rate in school than males
3.2. Coleman Study from 1982
3.2.1. 1.The difference that exist between public and catholic schools are statically significant, but in terms of learning that results in negligible.
3.2.2. 2. Where an individual goes to school is often related to her race and socioeconomic background, but the racial and socioeconomic composition of a school has a greater effect on student achievement than race and class.
4. Chapter Nine: Explanations of Educational Inequality
4.1. Cultural Deprivation
4.2. School Centered Explanations
4.2.1. School Financing
4.2.1.1. A difference in funding between affluent and poor districts which called for equalization
4.2.2. Effective School REsearch
4.2.2.1. the differences in school resources and quality do not explain between-school differences in academic achievement was viewed by teachers as a mixed blessing
4.2.3. Gender and schooling
4.2.3.1. Traditional male and female characteristics are part of the full range possibilities and schools should socialize both genders to be caring and connected.
4.2.4. Curriculum and ability grouping
4.2.4.1. different groups of students in the same schools perform differently suggests that there maybe school characteristics affecting these outcomes.
5. Chapter Ten: Educational Reform and School Improvement
5.1. School-based Reforms
5.1.1. School-business partnership
5.1.1.1. it allows management assistance and training. most that contribute to it are often neo-liberal variety.
5.1.2. School to work
5.1.2.1. School-business became school to work programs with the intent to extend what had been a emphasis to non-college-bound students regarding skills necessary for successful employment and to stress the importance of work based learning
5.2. Reforms
5.2.1. Community
5.2.1.1. full service schools focus on meeting students and their families physical, mental, social needs
5.2.2. Societal
5.2.2.1. called for student centered learning climate, instructional guidance, professional capacity, and leadership as the driver for change
6. Chapter Two:The Politics of Education
6.1. Purposes
6.1.1. Intellectual
6.1.1.1. Teach basic skills such as reading, writing, and mathematics while transmitting specific knowledge to help student acquire higher-order thinking skills
6.1.2. Political
6.1.2.1. to inculcate allegiance to the existing political order , to prepare citizens who will participate in this political order,help assimilate diverse groups into a common political order and teach the basic laws of society.
6.1.3. Social
6.1.3.1. helps solve social problems,work on institutions (family and church) to ensure social cohesion, and to socialize children into the various roles, behaviors, and values of the society
6.1.4. Economic
6.1.4.1. To prepare students for the occupation roles and to select, train and allocate individuals into the division of labor
6.2. Perspective
6.2.1. Radical Perspective
6.2.1.1. Role of the School
6.2.1.1.1. The radical perspective believes schools ought to eliminate inequalities, they argue that schools currently reproduce the unequal economic conditions of the capitalist economy and socialize individuals to accept the legitimacy of the society. They also believe the schools prepare children from different social backgrounds for different roles within the economic division of labor.
6.2.1.2. Explanation of Unequal Performance
6.2.1.2.1. Radicals believe that students from lower socioeconomic backgrounds begin school with unequal opportunities, but the conditions result in educational failure are caused by the economic system, not the educational system, and can only be ameliorated by changes in the political-economic structure.
6.2.1.3. Definition of Educational Problems
6.2.1.3.1. 1. The educational system has failed the poor, minorities, and women through classist, racist, sexist, and homophobic policies.
6.2.1.3.2. 2. The schools have stifled critical understanding of the problems of American society through a curriculum and teaching practices that promote conformity.
6.2.1.3.3. 3. The traditional curriculum is classist, racist, sexist, and homophobic and leaves out the cultures, histories, and voices of the oppressed
6.2.1.3.4. 4. In general, the educational system promotes inequality of both opportunity and results.
7. Chapter Three: The History of Education
7.1. Reform Movement
7.1.1. Utilitarianism: The purpose of education is best described as the education is based on secular and utilitarian course of study rather than on the traditional studies of religion and classics. Utilitarian components of the curriculum would be practical aspects of mathematics, such as accounting and the natural history(biology); students would also study history, geography, and political studies. Adopted from Benjamin Franklin
7.1.2. The Standard Era: In 1983 the National Commission on Excellence issued a National at Risk. The committee notice that our future was threaten and offered five recommendations.
7.1.2.1. 1. All students graduating from high school complete what was termed the new basics -4years or English 3 years of Mathematics 3 years of Science and social studies and a half year of computer science
7.1.2.2. 2. Schools at all levels expect higher achievement from their students and that four-year colleges and universities raise the admissions requirements.
7.1.2.3. 3. More time be devoted to teaching the new basics
7.1.2.4. 4. the preparation of teachers be strengthened and that teaching be made a more respected and rewarded profession
7.1.2.5. 5. Citizens require their elected representatives to support and fund these reforms
7.2. Historical Interpretation of U.S. Education
7.2.1. Democratic-Liberals believe that the history of US education involves the progressive evolution, albeit flawed, of a school system committed to providing equality of opportunity for all. they suggest that each period of educational expansion involved that attempts of liberal reformers to expand educational opportunities to larger segments of the population and to reject the conservative view of schools as elite institutions for the meritorious.
8. Chapter Four: The Sociology of Education
8.1. Theoretical Persectives
8.1.1. Functionalism
8.1.1.1. Functionalist believe education, in virtually all societies was of critical importance in creating the moral unity necessary for social cohesion and harmony They view society as a machine, where one part articulates with another to produce the dynamic energy required to make society work.
8.1.2. Conflict
8.1.2.1. Conflict argue that the social order is not based on some collective argument, but on the ability of dominant groups to impose their will on subordinate groups through force, corruption, and manipulation. they did not see this relationship between the two (school and society) as problematical or straightforward.
8.1.3. Interactional
8.1.3.1. Interactional is and extension of the other to perspectives, their theory attempt to make the commonplace strange by turning on their heads everyday taken-for-granted behaviors and interactions between students and students, and between students and teachers
8.2. Effects of Schooling on Individuals
8.2.1. Employment
8.2.1.1. Graduating from college will lead to employment; they amount of education is only weakly related on to job performance. But it has been proven that job performance is not related to education. People learn their jobs by doing their jobs. Many factors besides education affect how much income people earning in their lifetime; these include the of employer, age, union membership, and social class background.
8.2.2. Teacher Behavior
8.2.2.1. Teachers have a huge impact on student learning and behavior. ....This can lead to role strain, where such conflicting demands are placed on teachers that they cannot feel totally comfortable in any role. Teachers are models for students and, as instructional leaders, teachers set standards for students and influences student self-esteem and sense of efficacy. This form of self-fulfilling prophecy indicates that teachers' expectations play a major role in encouraging or discouraging students to work to their full potential.
8.2.3. Student Peer Group and Alienation
8.2.3.1. There are always two groups the nerds and coolness. There are four major types of college students; careerist, intellectuals, strivers, and unconnected
8.2.4. Education and inequality
8.2.4.1. In the U.S., there are essentially five classes the upper, upper middle, lower middle, working, and underclass. The distribution of income, power, and property among these class are highly uneven. Class position creates selective perception which in turn, creates a world view that explains inequalities.
8.2.5. De Facto Segregation
8.2.5.1. Groups and individuals who believe that students should be allowed to choose the schools they wish to attend argue that school choice will break down the barriers to integration created by racially segregated neighborhoods.
9. Chapter Five: The Philosophy of Ebucation
9.1. Pargmatism
9.1.1. Genetic Notions
9.1.1.1. The school became an embryonice community where children could learn skills both exponentially as well as from books which would enable them to work cooperatively in a democratic society. Often referred to as progressive proposed that educators start with the needs and interests of the child in the classroom, allow the child to participate in planning hos course of study, employ project method or group learning, and depend heavily on experiential learning.
9.1.2. Key Researchers
9.1.2.1. John Locke ,Francis Bacon
9.1.2.2. Dewey
9.1.3. Goal of Education
9.1.3.1. HE fervently believed that philosophy had a responsibility to society and that ideas required lab testing, hence, he stressed the importance of the school as a place where ideas can be implemented, challenged, and restructured with the goal of providing students with the knowledge of how to improve the social order.
9.1.4. Role Of the Teacher
9.1.4.1. The teachers encourages, offers suggestions, questions, and helps plan and implement course of study. The teacher also writes curriculum and must have a command of several disciplines in order to create and implement curriculum.
9.1.5. Methods of Instruction
9.1.5.1. Dewey proposed that children learn both individually and in groups. He believe that children should start their mode of inquiry by posing questions about what they want to know. know as problem solving or inquiry method.
9.1.6. Method of Curriculum
9.1.6.1. Core curriculum or an integrated curriculum. A particular subject matter under investigation by students would yield problems to be solved using math, science, history, reading, writing, music, art, cooking and sewing. Progressive educators are not wedded to a fixed curriculum either; rather, curriculum changes as the social order changes and as children's interests and needs change.