1. Politics of Education
1.1. Conservative
1.1.1. View is survival of the fittest. The strongest individuals/ groups survive. Human evolution is adaptation to changes in the environment. Individuals are responsible for their own success.
1.2. Liberal
1.2.1. (New Deal Era)-free market, if left unregulated, is prone to significant abuse, especially to those who are disadvantaged economically and politically. Capitalist market economy is prone to cycles of recession that must be addressed through government intervention.
1.3. Radical
1.3.1. Radical- does not believe that free market capitalism is the best form of economic organization, but rather prefers democratic socialism is a fairer political-economic system. Believes that the capital system produces fundamental contradictions that will lead to socialism. CENTER OF SOCIAL PROBLEMS. Blames everyone.
1.4. Neo-Liberal Perspective
1.4.1. ideology and policy model that emphasizes the value of free market competition.
1.5. Purposes of Schooling
1.5.1. Intellectual- congnitive skills in math, reading, science, history, and language.
1.5.2. Political- to indoctrinate people into a particular order of patriotism.
1.5.3. Social- to help people be sociable, producative members of society.
1.5.4. Economic- prepare students for their occupation.
1.5.5. What is the Purpose of Schooling according to Progressivism??? --> Society's ability to transmit knowledge, skills, and values.
1.6. FAPE
1.6.1. Free and Appropriate Public Education
2. History of U.S Education
2.1. Brown V. Board of Education 1954
2.1.1. Whites & blacks have equal rights in school.
2.2. Plessy V. Ferguson 1896
2.2.1. Whites & blacks have separate facilities.
2.3. Choose and describe one historical interpretation of U. S. Education.
2.3.1. The Democratic-Liberal School: The Democratic - liberals believe that the history of U.S. education involves the progressive evolution of a school system committed to providing equality of opportunity for all. They believe that the educational system must continue to move closer to each ideal without sacrificing one or the other.
2.4. Choose and describe a reform movement that has had the most influence on education.
2.4.1. I believe one of the most influential reform movements was Mann's struggle for free public education. His reports served as models for public school reforms throughout the nation. The first state normal school was because of his efforts and established in Lexington, Massachusetts, in 1839. This reform was the foundation for future school reforms to come.
2.5. Massachusetts School Law of 1647
2.6. The Committee of Ten, 1893
2.6.1. Created by the National Education Association which was chaired by Charles Elliot.
2.7. Elementary/Secondary Act 1965
2.7.1. IDEA - 1993 - Individual Disability Education Act
2.7.1.1. Lee vs. Mathem 1966 - Settled in 2001
3. Philosophy of Education
3.1. Pragmatism
3.1.1. generic notions: Dewey's progressivism. better society through education. Students learn through experiment as well as from books. Student-centered learning.
3.1.2. key researchers: John Dewey
3.1.3. goal of education: Dewey believed that school should function as preparation for life in a democratic society. Balanced the social role of the school with its effects on the social, intellectual, and personal development of individuals. Primary role of education is growth.
3.1.4. role of teacher: teacher is no longer the authoritarian figure from which all knowledge flows; rather, the teacher assumes the peripheral position of facilitator.
3.1.5. method of instruction: Used methods of learning consistent with problem-solving and inquiry-method. Formal instruction was abandoned. Group work encouraged. Student-centered learning.
3.1.6. curriculum: Curriculum was not set in stone, was not set to one thing. What they taught and learned changed with society. When subject matter was learned, it flowed into all of the subjects.
4. Schools as Organizations
4.1. School of Accountability Act - 2013. You have a choice of where your student attends school if it has been declared a failing school.
4.2. John Goodland says that teachers must have a major part in reform.
4.3. identify and describe the elements of change within school processes and school cultures.
5. Curriculum and Pedagogy
5.1. The social efficiency curriculum was a philosophically pragmatist approach developed in the early twentieth century as a punitively democratic response to the development of mass public secondary education.
5.2. www.Alex.state.al.us
5.3. Teach math, science, reading, history, foreign languages and emphasize the influence of western civilization.
5.3.1. student centered- assessments, lessons, and everything else is based off of the students and their needs. Teacher centered- teachers do all the talking and lecture to the students. Then give them tests.
5.4. Idealists say we should teach the great works of mankind
6. Equality of Opportunity
6.1. IDEA 1996
6.1.1. EHA
6.2. REI
6.3. Impact Educational Outcomes
6.3.1. Class, race, and gender each impact educational outcomes for the fact that a certain type prospers. When it comes to class, Schools represent the middle and upper class. Parental income is directly related to educational achievement and test performance. The more money you have the more academic resources you have and the better on eon one teaching you receive. Race has always been a major factor when it comes to educational impacts. For many years it took deaths, protest, and many other horrifying things for blacks to get the same education as whites.
6.3.2. What were the two responses to the Coleman Study from 1982? 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.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.
6.3.3. Public education has been conceived as a social vehicle for minimizing the importance of wealth and class as a determinant of who shall get ahead
7. Educational Inequality
7.1. Working class and nonwhite families often lack the cultural resources. And arrive at school at a disadvantage. Lacks the value system of middle class culture. Therefore, head-start was formed to help make up the gap. The failure of many of the compensatory educational programs assumptions that disadvantage children have lower level of achievement.
7.2. School-centered factors include teachers, teaching methods, curriculum, school climate and teacher expectations.
7.3. School Financing p. 428 Effective Schools p. 431 Between School Differences p. 433 Curriculum and Pedagogic Within School Differences p. 434 Curriculum and Ability Grouping p. 434-436
8. Educational Reform
8.1. Teacher Education Programs p. 528 Three Major Points; More intellectual demands in education programs Attract and retain competent teachers Reorganize educational academic and professional development. No child left behind act- everyone deserves an equal right at education.
8.2. Full service and community schools- attack education inequality. Examine and plan to educate not only the whole child but the whole community. Harlem Children's Zone- Canada wanted other African Americans to be prepared. Not making them go to boarding schools, but staying where they are. Simultaneously changing them and their neighborhood. By involving them in at home high quality programs.
9. Limits and Promises
9.1. Achievement Gap: The difference between what a student should know and what a students actually knows. *Needs assessment
10. Sociology of Education
10.1. Theoretical Perspectives for How School and Society Interract
10.1.1. Functional, Conflict, and Interactional
10.2. Functionalism - views society as a kind of machine, where one part articulates with another to produce the dynamic energy required to make society work.
10.3. Conflict Theories - The glue of society is economic, political, cultural, and military power.
10.4. Interactionalism -this is primarily critiques and extensions of the functional and conflict perspectives.
10.5. Five effects of schooling on individuals are what people learn, employment, job performance, income, and mobility. The more someone learns, the more their self-esteem shoots up. The higher level of education produce a better chance at having a higher income. The more knowledge someone has, the better they perform at their job.
10.6. Effective Schools
10.6.1. Strong Leadership
10.6.2. Safe and Orderly Environment
10.6.3. High Expectations for Everybody
10.6.4. Continual Review of Student Progress
10.7. #1 reason why students misbehave
10.7.1. Attention