1. Politics of Education
1.1. Purpose of Schooling
1.1.1. Intellectual
1.1.2. Political
1.1.3. Social
1.1.4. Economic
1.2. Perspectives
1.2.1. Liberal
1.2.1.1. Concerned with equality and balancing concerning capitalism with the social and economical needs of people. Equal opportunity.
1.2.1.2. Quality with equality
1.2.1.3. culturally diverse curriculum
1.2.1.4. balance of all standards-all students can meet them
1.2.2. Radical
1.2.2.1. Karl Marx- produce fundamental contradictions that will lead to its transformation into socialism.
1.3. Conservative
1.3.1. Charles Darwin-Survival of the fittest. Must compete in a social environment
1.3.2. Return to the basics
1.3.3. traditional academic curriculum
1.3.4. Accountability measures
2. History of U.S. Education
2.1. Evolution of Education
2.1.1. Roles-family, church, community
2.1.1.1. now schools are blamed for the children's behavior
2.1.2. Focal point in larger issues of social needs
2.1.3. Little to no consensus on the motives for reform
2.2. 1642 Old Deluder Law I
2.2.1. Chastised parents for their children's inability to read
2.3. 1647 Old Deluder Law II
2.3.1. Teach all children to read the bible-keep satan away.
2.4. 1779 Thomas Jefferson "Bill for the More General Diffusion of Knowlegde"
2.4.1. free education to ALL children for first 3 years
2.5. 1690
2.5.1. New England Primer- related letters to biblical examples.
2.6. John Dewy
2.6.1. Learning by doing..Still impacts education today
2.7. 1896
2.7.1. Plessy vs. Ferguson- separate but equal facilities
2.8. 1945
2.8.1. GI Bill of Rights- college tuition assistance for soldiers
2.9. 1964
2.9.1. Congress passes Civil Rights Act
2.10. 1975
2.10.1. College in New York ends free tution
2.11. 1983
2.11.1. "A Nation at Risk" education is mediocre
2.12. 2002
2.12.1. No Child Left Behind Act
3. Sociological Perspectives
3.1. Theory, School, and society
3.1.1. Why are schools like they are?
3.1.2. Theory- an integration of all known principals in a certain area of study.
3.2. Functional-interdependence of the social system. Machine- several parts make up one thing.
3.2.1. Emily Durkhiem-sociology of education
3.3. Conflict Theory-social order is based on dominant groups taking over by power.
3.3.1. Glue of Society- economic, political, cultural, military power
3.3.2. School is a battle field- each level of power is battling against one another.
3.3.3. Karl Marx-founder of conflict school
3.3.4. Max Weber- hierarchies are inevitable
3.3.5. Randal Collins- Weberian school of thought (Status Group Struggle) diplomas do not indicate the accomplishments they are merely a symbol.
3.4. Interactional Theory-
3.4.1. critiques and extensions of conflict and functional theories
3.5. Effectives of schooling on Individuals
3.5.1. Employment
3.5.1.1. Employers hiring according to education level
3.5.1.1.1. college education does not provide the necessary skills for specific jobs.
3.5.2. Knowlege and Attitudes
3.5.2.1. school effects on attitudes. the higher the social class of school the higher the education level resulting in attitude in the work force
3.5.3. Inside the school
3.5.3.1. Knowing what social class will benefit you teaching
3.5.3.1.1. one must know how to interact with the social status of the students
3.5.3.1.2. Curriculum is the same in all schools but how the children interact and learn often depends on social status of the children
3.5.4. Teacher Behavior
3.5.4.1. This is huge. Teachers are role models and all that a number of children have for faith and hope
3.5.4.1.1. a teacher's behavior is controlling of the students learning interest
3.5.5. Student Peer Groups and Alienation
3.5.5.1. Quack like a duck, walk like a duck, smell like a duck. probably a duck.
3.5.5.1.1. 4 types of college students. careerists, intellectuals, strivers, and unconnected
4. Philosophy of Education
4.1. Pragmatism
4.1.1. Founders: Sanders Pierce, William James, John Dewy
4.1.1.1. Frances Bacon, John Locke, Jean-Jacques Rousseau
4.1.1.2. Dewy- Progressive Education
4.1.2. Pragma-work
4.1.2.1. work to achieve a goal
4.1.3. Study the past to shape the future.
4.1.3.1. more interested in solutions to today's problems
4.1.4. Action oriented, experimentally grounded
4.1.4.1. "What will work to achieve my desired end?" Philosophy of education Pg. 186
4.1.5. Problems > Speculative thought > action > results
4.1.6. Dewy- Generic Notions
4.1.6.1. instrumentalism and experimentalism
4.1.6.2. improve society by progressive education
4.1.6.2.1. teach skills from readings and experiments enabling them to work in a democratic society
4.1.6.2.2. Let the children help in planning lessons/ group learning/experimenting
4.1.7. Goals of Education
4.1.7.1. School should be a place where children could experiment and provide them the knowledge to improve social order
4.1.7.1.1. "conjoint, communicated experience" -Dewy Philosophy of Education. pg.188
4.1.7.2. GROWTH
4.1.7.3. preparing children for life in a democratic society
4.1.7.4. Balance the needs of society and community/ balance in needs of individual
4.1.8. Role of the Teacher
4.1.8.1. not to be "boss"
4.1.8.2. lead the children in the correct direction allowing them to work through their thought process for the lesson
4.1.9. Instruction Methods
4.1.9.1. Individually and groups
4.1.9.1.1. ask what they want to learn about *Problem Solving or Inquiry Method*
4.1.9.2. Teacher/children authored books
4.1.9.2.1. educational field trips and projects
4.1.9.3. Formal instructions
4.1.9.3.1. nailed down furniture
4.1.10. Curriculum
4.1.10.1. Dewy's core curriculum or an integrated curriculum
4.1.10.1.1. progressive- starting from known to unknown on contemporary problems
4.1.10.1.2. curriculum of expanding environments
4.1.10.2. not tied to one thing can change as the children's needs change
5. Educational Reform
5.1. School Based Reforms
5.1.1. School choice
5.1.1.1. Allowed Market forces to shape school policies
5.1.1.2. Confusing because of the broad policies
5.1.1.2.1. Public and Private Schools
5.1.1.3. intrasectional-Public Schools
5.1.2. Charter schools
5.1.2.1. High Demand
5.1.2.1.1. free from regulations
5.1.2.2. more effective for low income children
5.1.2.2.1. takes time for impact
6. Schools as Organizations
6.1. Alabama/ Winston County
6.1.1. Senate: Richard Shelby, Jeff Sessions;Paul Bussman, Greg J. Reed
6.1.2. Superintendent: Michael Sentance
6.1.3. House of Rep: Robert Aderholt
6.1.4. Rep on Board: Jeffery Newman
6.1.5. Co. Superintendent: Greg Pendley
6.1.5.1. Board Members: Allin Bailey, Joey Boteler, Ellan Oliver, Ralf Williams, Larry Yancey
6.2. Elements of Change
6.2.1. Conflict
6.2.1.1. inevitable- it will happen, it must
6.2.2. New Behavior
6.2.2.1. must be ready to learn a new behavior
6.2.3. Team building
6.2.3.1. must go beyond the classroom, everyone has to be on the same page from students to principals
6.2.4. Process and Content Interelated
6.2.4.1. the process and content of learning have to go together. must work as one
7. Curriculum & Pedagogy
7.1. Social Efficiency
7.1.1. Prepare students for the work force
7.1.2. Lesson plans are focused more on the future, rather than the now
7.1.3. Students are taught skills needed for the work force not just knowledge
7.2. Dominant Traditions
7.2.1. Mimetic
7.2.1.1. Transmit specific knowledge to the students
7.2.1.1.1. Relationship between the Student and the Teacher
7.2.1.1.2. lecture or presentation
7.2.1.1.3. Student needs Teachers Knowledge
7.2.2. Transformative
7.2.2.1. Student and Teacher are equal
7.2.2.2. Change the student in some meaningful way
7.2.2.2.1. Multidimensional Teacher Theories
8. Equality of Opportunity
8.1. Impact on Education
8.1.1. Class
8.1.1.1. Financial
8.1.1.1.1. Determines your social status
8.1.1.2. behind or ahead in classroom
8.1.1.2.1. after high school
8.1.2. Gender
8.1.2.1. learning style
8.1.2.1.1. maturity
8.1.3. Race
8.1.3.1. learning style
8.1.3.1.1. behavior
8.2. Coleman Study 1982
8.2.1. #1
8.2.1.1. people did not agree
8.2.1.1.1. Catholic/ Private schools carried a better education than public schools
8.2.2. #2
8.2.2.1. Stats are there but not significant
8.2.2.1.1. white/other working class
9. Educational Inequality
9.1. Cultural Deprivation
9.1.1. cultural
9.1.1.1. Family
9.1.1.2. working class/non white students/white middle class students
9.1.1.2.1. lack cultural resources
9.1.2. Academic issues
9.2. Educational Inequality
9.2.1. Gender and Schooling
9.2.1.1. Differences
9.2.1.1.1. stereotypical jobs
9.2.1.2. educational opportunities
9.2.2. Financing
9.2.2.1. more money-teacher/student ratio
9.2.2.1.1. technology
9.2.3. Research
9.2.3.1. What makes it work
9.2.3.1.1. why is the school not producing academically
9.2.3.2. expectations
9.2.3.2.1. leadership skills
9.2.4. Within-School Differences
9.2.4.1. School educational level
9.2.4.1.1. child's individual ability
9.2.4.2. differences in tracks
9.2.4.2.1. achievements of each student