1. Primary User Group
2. Developers
3. Politics of Education
3.1. Intellectual
3.1.1. teach basic cognitive skills
3.2. Political
3.2.1. Inculcate alliegence
3.3. Economic
3.3.1. prepare students for their later occupational roles
3.4. Social
3.4.1. Help solve social problems
3.5. Role of the School
3.5.1. Directly concerned with the aims, purposes, and fuctions of education in society
3.6. Explanation of unequal performance
3.6.1. Conservatives argue that individuals or groups of students rise and fall on their own intelligence, hard work, and initiative, and that achievement is based on hard work and sacrifice
3.7. Cultural Liter
3.8. Definition of Educational problems
3.8.1. Decline of Standards
3.8.1.1. Decline of Cultural Literacy
3.8.1.1.1. Decline of Values or Civilization
4. Philosophy of Education
4.1. Existentialism: Modern philosophy, its roots can be traced back to the bible, as a philosophy that has relevance to education, one may date existentialism as the beginning with nineteenth century philosopher Soren Kierkegaard (1813-1855)
4.1.1. Generic Notions: Existentialist pose questions as to how their concerns impact on the lives of individuals . Basically they believe that individuals are placed on this earth alone, and must make sense of the chaos they encounter.
4.1.1.1. Key Researchers: Soren Kierkegaard (1813-1855), Martin Buber (1878-1965), Karl Jaspers (1883-1969), Jean Paul Sarte (1905-1986), Maxine Green
4.1.1.1.1. Goal of Education: Existentialist believe that education should focus on the needs of individuals, both cognitively and effectively.
5. Schools as Organizations
5.1. Definition
5.2. Items to be Delivered
5.3. Extent
5.3.1. Included
5.3.2. Included
5.3.3. Excluded
6. History of U.S. Education
6.1. Reform Movement I think Is the most important is the Period from 1820 to !860. During this time enormous changes took place with unprecedented speed.
6.1.1. 1. The struggle for free education was lead by Horace Mann.
6.1.1.1. 2. Teacher training school was established in Lexington, Massachusetts, in 1839
6.2. One Historical interpretation of U.S Education is that it has been defined by the expansion of schooling to increasingly large numbers of children for longer periods of time
6.3. History of U.S. Education
6.4. Development Stage 2
7. Sociology of Education
7.1. Theoretical Perspective
7.1.1. Sociologist begin their studies with an Overall look of how society looks in the most basic form. A good definition of theory is, "an integration of all known principles, laws, and information pertaining to a specific area of study
7.1.1.1. Functionalism: Sociologist begin with a picture of society that stresses the interdependence of the social system. They examine how well the parts are integrated with each other
7.1.1.1.1. Conflict Theory: Argues that the social order is not based on some collective agreement, but on the ability of dominant groups to impose their will on subordinate groups through force, cooptation, and manipulation.
7.2. 5 Effects of Schooling
7.2.1. Knowledge and Attitude: research indicates that differences between schools in terms of their academic program and policies do make differences in student learning
7.2.1.1. Employment: Most students believe that graduating from college will lead to greater employment opportunities.
7.2.1.1.1. Student Peer Groups and Alienation: No student wants to be labeled as a nerd, and in most schools, the student culture idealizes athletic ability, looks, and the detached style that indicates "coolness" In a sense, The adult culture of teachers are in conflict with the student culture. This can lead to alienation and even violence
7.3. Resources
7.4. Delays
8. Curriculum and Pedagogy
8.1. Mimetic Tradition- gives a central place to the transmission of factual and procedural knowledge from one person to another, through an essentially initiative process.
8.1.1. Transformative Tradition- Dramatic prportion. and metamorphosis, so to speak.
8.2. I support the the sociology theory because its focus is not only on what is taught, but why it is taught.
9. Educational Equality
9.1. The class of a person can impact educational outcomes: The longer students stay in school, the more he or she needs parental financial support. This situation favor wealthy families.
9.1.1. Race csn impact educational outcomes: minority students recieve fewer and inferior educational opportunities than white students.
9.1.2. Milestones
9.2. 1. Oscar Lewis (1966) The poor have a deprived culture, one that lacks the value system of the middle class. According to this perspective, 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.
9.3. Cultural Deprevation Theories
9.3.1. 2. According to culrural theorist, such as DeUtsh (1964), this depprivation results in educationally disadvantaged students who achieve poorly because they have not been raised toaquire the skills and dispositions required for satisfactory academic achievement (Dougherty &Hammack, 1990 p.34)
9.4. Four School Centered Explanations for Educational Inequality
9.4.1. 1. School Financing: More affluent communities are able to provide more per pupil spending than poorer districts, often at a proportionately less burdensome rate than in poorer communities.
9.4.1.1. 2. Genetic Differences:
9.4.1.1.1. 3.Effective School Research: Ronald Edmonds (1979), comparing schools in different socioeconomic backgrounds as well.
10. Educational Inequality
11. Educational Reform
11.1. 1. No child left behind: A landmark and controversial piece of legislation that had far-reaching consequences for educationin the United States.
11.1.1. 2. Race to the Top: Primary goal was to aide states in meeting various components of NCLB>
11.2. Two Community Reforms
11.2.1. 1. School Business Partnerships (Boston Compact begun in 1982). Business leaders were concerned that the nation's schools were not producing the kinds of graduates necessary for a revitalizationof the U.S. economy.
11.2.2. School to Work Programs (May 4, 1994) President Bill Clinton signed the Work to School to Work Opportunities Act of 1994. Intent was to extend what had been a vocational emphasis to non college bound students regarding skills necessary for successful employment and to stress the importance of Work based learning.