1. Ch. 5 Philosophy of Education
1.1. Pragmatism
1.1.1. Philosophy that encourages people to find processes that work in order to achieve their desired ends.
1.2. Generic notions
1.2.1. Dewey's notion rested on the fact that children are active, growing and changing and require a course of study that would reflect their stages of development.
1.3. Key researchers
1.3.1. George Sanders Peirce (1839-1914) William James (1842-1910) John Dewey (1859-1952)
1.4. Goal of education
1.4.1. Dewey stressed the importance of school as a place where ideas can be implemented, challenged and restructured, with a goal of providing students with knowledge of how to improve the social order.
1.5. Role of teacher
1.5.1. The teacher encourages, offers suggestion, questions, and helps plan and implement courses of study.
1.6. Method of instruction
1.6.1. Problem solving or inquiry method is posing questions about what they wan to know. Children learn both individually and in groups.
1.7. Curriculum
1.7.1. Progressive schools generally follow core curriculum or an integrated curriculum.
2. Ch. 2 Politics of Education
2.1. Four purposes of Education
2.1.1. Intellectual
2.1.1.1. teach basic cognitive skills
2.1.2. Political
2.1.2.1. inculcate allegiance to the existing political order
2.1.3. Social
2.1.3.1. help solve social problems
2.1.4. Economic
2.1.4.1. prepare students for later occupational roles
2.2. Progressivism
2.2.1. believes the school should be part of the steady progress to make things better
2.3. Role of the school
2.3.1. Conservative perspective
2.3.1.1. provides necessary education to ensure that all students have an equal opportunity
2.4. Explanation of unequal educational performance
2.4.1. Liberal perspective
2.4.1.1. students begin school with different life chances
2.5. Definition of educational problems
2.5.1. Radical perspective
2.5.1.1. educational system has failed the poor, minorities, and women
2.6. My particular perspective
2.6.1. Conservative perspective
2.6.1.1. Places primary emphasis on the individual and the capacity to earn or not to earn their place within a market economy.
3. Ch. 8 Equality of Opportunity
3.1. Educational outcomes
3.1.1. Class
3.1.1.1. There is a direct correlation between parental income and children's performance on achievement tests, such as reading and basic skills tests.
3.1.2. Race
3.1.2.1. Minorities do not receive the same educational opportunities and their rewards for educational attainment are significantly less.
3.1.3. Gender
3.1.3.1. In the last 20 years, gender differences between men and women, in terms of educational attainment, have been reduced.
3.2. Coleman Study of 1982
3.2.1. Racial and socioeconomic composition of a school has a greater effect on student achievement than an individual's race and class.
3.2.2. The differences that do exist between public and Catholic schools are statistically significant, but in terms of significant differences in learning, the results are in
4. Ch. 6 Schools as Organizations
4.1. State Senator
4.1.1. Clay Scofield District 9 Marshall County
4.2. House of Representatives
4.2.1. Ed Henry, Kerry Rich, Will Ainsworth, David Standridge
4.3. State Superintendent
4.3.1. Michael Sentance
4.4. Representative on State School Board
4.4.1. Cynthia Sanders McCarty, Ph.D.
4.5. Local Superintendent
4.5.1. Cindy Saye Wigley
4.6. Local School Board
4.6.1. Terry Kennamer
4.7. Elements of change
4.7.1. Political
4.7.1.1. Many conflicts are resolved through negotiation.
4.7.2. Use of authority
4.7.2.1. There was chronic tension within schools because of conflicting goals.
5. Ch. 7 Curriculm and Pedagogy
5.1. Developmentalist Curriculum
5.1.1. It relates to the needs and interest of the students at particular developmental stages rather than the needs of society.
5.2. Two traditions of teaching
5.2.1. Mimetic Tradition
5.2.1.1. It gives a central place to the transmission of factual and procedural knowledge from one person to another.
5.2.2. Transformative Tradition
5.2.2.1. It is typically conceived of as being more deeply integrated and ingrained within the psychological makeup of the student.
6. Ch. 3 History of U.S. Education
6.1. Three reform movements
6.1.1. The Age of Reform: The Rise of the Common School
6.1.2. Cycles of Reform: Progressive and Traditional
6.1.2.1. This reform, in my opinion, had the most influence. This movement focuses not only on the process of education but on its goal.
6.1.3. Educational Reaction and Reform and the Standards Era: 1980's-2012
6.2. Three historical interpretations
6.2.1. The democratic imperative
6.2.2. The popular demand for education
6.2.3. Technological
6.2.4. The growth and structure of the U.S. education has represented an accommodation to the labor-training needs generated by the growth and structure of skill requirements in the economy.
7. Ch. 4 Sociological Perspectives
7.1. Theoretical Perspectives
7.1.1. Functionalism Theory
7.1.1.1. Functionalists view society as a kind of machine, where one part articulates with another to produce the dynamic energy required to make society work.
7.1.2. Conflict Theory
7.1.2.1. Conflict sociologists emphasize struggle. Schools are similar to social battlefields where students struggle against teachers, teachers against administrators and so on.
7.1.3. Interactionalism Theory
7.1.3.1. Attempts to make the commonplace strange by turning everyday behaviors and interactions between students and students and between students and teachers.
7.2. Five effects of schooling
7.2.1. Knowledge and Attitude
7.2.1.1. Research indicates that differences between schools in terms of their academic programs and policies do make differences in student learning.
7.2.2. Employment
7.2.2.1. Most students believe that graduating from college will lead to greater employment opportunities.
7.2.3. Teacher Behavior
7.2.3.1. Teachers are models for students and teachers also set standards for students and influence student self-esteem and sense of efficacy.
7.2.4. Tracking
7.2.4.1. Placement of students in curricular programs based on students' abilities and inclinations.
7.2.5. Inadequate Schools
7.2.5.1. Numerous critics have pointed out that the way children are educated today will not prepare them for a productive and fulfilling life in the future.
8. Ch. 9 Educational Inequality
8.1. Cultural deprivation
8.1.1. Middle class culture - values hard work and initiative, the delay of immediate gratification for future reward and the importance of schooling as a means to future success.
8.1.2. Culture of poverty - rejects hard work and initiative as a means to success, and does not view schooling as the means to social mobility.
8.2. Student-Centered Explanations
8.2.1. Genetic Differences
8.2.1.1. Most controversial student centered explanation. Environmental and social factors are largely responsible for human behavior.
8.2.2. School Finance
8.2.2.1. Since property values are significantly higher in more affluent communities, they are able to raise more money for schools through this form of taxation.
8.2.3. Effective School Research
8.2.3.1. There are school-centered processes that help to explain unequal educational achievement by different groups of students.
8.2.4. Cultural Differences
9. Ch. 10 Educational Reform
9.1. School-Business Partnership
9.1.1. Committee to Support Philadelphia Public Schools - 1991
9.1.1.1. Pledged management assistance and training to restructure and implement a site-based management plan.
9.2. School-to-Work Programs
9.2.1. School-to-Work Opportunities Act of 1994
9.2.1.1. Provided seed money to states and local partnership of business, labor, government, education, and community organizations to develop school-to-work programs.
9.3. School Finance Reforms
9.3.1. The court ruled in 1990, in order to provide a "thorough and efficient education" in urban districts, funding was equalized between urban and suburban school districts.
9.4. Full Service and Community Schools
9.4.1. This is another way to attack education inequity by examining and plan to educate not only the whole child, but also the whole community.