My Foundations of  Education

Get Started. It's Free
or sign up with your email address
My Foundations of  Education by Mind Map: My Foundations of  Education

1. Equality of Opportunity

1.1. Influences on Educational Outcomes

1.1.1. Class

1.1.1.1. Cost.  Education is quite experience.  The longer a student stays in school, the bigger the investment.

1.1.1.2. Schools merely represent the values of the middle and upper class.

1.1.1.3. Teachers thing highly of middle and upper class students. Therefore, expectations are higher.

1.1.2. Race

1.1.2.1. Minorities have a higher dropout rate. Only 5.2% of white students are expected to drop out of school while 9.3% African Americans and 17.6 Hispanics drop out.

1.1.2.2. 89% f white students are capable of reading at grade level compared to 66% of African Americans.

1.1.2.3. These statistics are representative of the data collected from standardized testing.

1.1.3. Gender

1.1.3.1. Females are less likely to drop out of school.

1.1.3.2. Males score higher on standardized tests like the SAT.

1.1.3.3. Girls have closed the attainment gap and are represented at post-secondary institutions at a higher rate than their male counter parts.

1.2. Coleman Study

1.2.1. The 1966 study found that student body composition influenced outcomes more than the organizational differences.

1.2.2. The 1982 study found that private school students performed higher than public school students across the board.

1.2.3. Private schools are more conducive to learning than public schools.

2. Educational Inequality

2.1. Cultural Deprivation

2.1.1. Educationally disadvantaged students lack the skills needed for academic achievement.

2.1.2. The middle class was raised to value hard work and initiative while delaying gratification' while viewing school as the key to success.  The poor desires instant gratification and does not see education as the key to upward mobility.

2.2. School-Centered Explanations for Inequality

2.2.1. School Financing

2.2.1.1. Schools are funded at the federal, state, and local levels.

2.2.1.2. The majority of funds come from the state and local levels.

2.2.1.3. Taxes are higher in affluent neighborhoods and suburbs.

2.2.2. Effective School Research

2.2.2.1. Research that identified that inequality was based on student differences and not school differences took the responsibility away from teachers.

2.2.2.2. Research shows that effective schools have a particular climate where both students and teachers are held accountable; effective leaders at the helm; monitor student learning; and the flexibility to adapt teaching strategies.

2.2.3. Between School Differences

2.2.3.1. Better performing schools have different climates.

2.2.3.2. School differences in curriculum and pedagogy are linked to inequality.

2.2.3.3. School environments of teach students to dream a different dream. There are greater possibilities for a student in a more affluent neighborhood.

2.2.4. Curriculum and Ability Grouping

2.2.4.1. Dividing students by ability/grouping has an emotional affect.

2.2.4.2. Our education system implies that lower track students are incapable of achievement.

2.2.4.3. Teachers are likely to use didactic, rote learning which leads to surface learning.

3. Educational Reform

3.1. School-based Reforms

3.1.1. School-Based

3.1.1.1. School of choice began to take shape in 1980 and seemed like a less expensive way of reforming the education system.

3.1.1.2. School of choice policies have made it possible to attend a school of choice within the district (intradistrict), state (intrasectional), or public/private (intersectional) schools.

3.1.2. Teacher Quality

3.1.2.1. Out-of-field teaching leads to ineffectiveness of highly qualified teachers.

3.1.2.2. Urban areas have a higher percentage of out-of-field teachers.

3.1.2.3. Poor teacher quality in urban areas are a result of a revolving door of teachers who are expected to perform in unprofessional, poor working conditions.

3.2. Societal, Economic, Community, or Political Reforms

3.2.1. Full Service Community Schools

3.2.1.1. Implies that we need to develop a plan to address inequality within the whole community and not just the child.

3.2.1.2. Makes a coordinated effort to meet the educational, physical, psychological, and social needs of both the student and their families.

3.2.2. School Finance Reform

3.2.2.1. Rodriguez v. San Antonio (1973) declared that students do not have a constitutional Right to an equal education.

3.2.2.2. 1998 Abbot V included the implementation of supplemental progr4ams and entitlement like whole school reform, all-dat kindergarten, and pre-school for children ages 3 and 4

3.2.2.3. Rothstein noted that education reform and inequality cannot be addressed outside of the external forces and economic conditions that impact the outcome.

4. Schools as Organizations

4.1. Major Stakeholders

4.1.1. Senator: Harri Anne Smith

4.1.2. Representative: Steve Clouse

4.1.3. State Superintendent: Bobby Bice

4.1.4. Representative on State Board: Betty Peters

4.1.5. Local Superintendent: Dr. McInturf

4.1.6. Local School board: Charlie Harper, Brent Hobach, Theresa Locke, James Harris, and Leslie Reeder

4.2. Elements of Change

4.2.1. Conflict

4.2.1.1. Previous issues hidden ion the school's culture come to light and must be addressed.

4.2.2. New Behaviors

4.2.2.1. Effective leaders must build communication, trust, remove barriers of learn new techniques,

4.2.3. Teambuilding

4.2.3.1. Shared decision-making is necessary and attention must be paid to the entire school.

4.2.4. Process and content are related

4.2.4.1. The processes used to change must reflect the content once change is implemented.

5. Curriculum and Pedagogy

5.1. Efficacy Social Efficiency

5.1.1. The view that all students  should not be forced fed the same curriculum and higher grades should be exposed to a curriculum composed of multiple aspirations.

5.1.2. Sees nothing wrong with grouping and tracking.

5.1.3. Implies that homogenous groups are better suited for learning.

5.1.4. The self-image of low performing students is negatively impacted when they compete with high performing students.

5.2. Dominant Traditions of Teaching

5.2.1. Memetic

5.2.1.1. Emphasizes the transition of knowledge from the teacher to the student.

5.2.1.2. A six step process that involves: (1) testing to discover what is known; (2) presentation of course material; (3) performance/evaluation is repeating what has just been modeled; (4) Reward/fix refers to reviewing if performance is accurate and fixing what is necessary; (5) implement remedial procedures that can fix any error; and (6) advance to the next level.

5.2.1.3. Teacher is the authority and central figure.

5.2.2. Transformative

5.2.2.1. This tradition expects to see a dramatic transformation in students.

5.2.2.2. Changes are both qualitative and quantitative.

5.2.2.3. Involves: (a) personal modeling where the teacher personifies the qualities expected in students; (b) soft suasion where the teacher uses a softer, milder pedagogy to influence learning; (c) educator uses narratives that build attitudes, character, virtues, and etc.

5.2.2.4. Teacher's role is not so apparent.

6. 2.  Politics of Education

6.1. Purpose of Education

6.1.1. Intellectual

6.1.1.1. The transmission of knowledge related to the basic skills of reading, writing, and math.

6.1.2. Political

6.1.2.1. Preparation and protection of political order.

6.1.3. Social

6.1.3.1. Preparation for social roles and problem solving.

6.1.4. Economic

6.1.4.1. Prepare students for future occupations.

6.2. Liberal Perspective

6.2.1. Role of Schools

6.2.1.1. The role of school in the conservative perspective is to prepare students to prepare students to integrate into a society that promoted individuality and economic productivity.

6.2.2. Unequal Perfromance

6.2.2.1. Success or failure as a result of personal achievement.  Conservatives believe that all it takes is hard work and initiative.

6.2.3. Educational Problems

6.2.3.1. Educational problems are a result of focusing on the wrong things. School are authoritative as opposed to focusing on student achievement gaps.  The current education system perpetuates inequality. Practices result in systematic failures.

7. 3.  History of U.S. Education

7.1. Reform Movement with Greatest Impact

7.1.1. The movement to create schools for African Americans and put an end to the standard practice of "Separate but Equal".

7.2. Historical Interpretation of US Education

7.2.1. Education basically served as a way for us to pass down cultural values, social values, morals, traditions, and etc.  There was a time when African Americans and women shared the same discriminatory practices.  Society didn't believe that they belonged in school.  African American education opportunities were extremely limited.  Roberts v. City of Boston marks the beginning of the fight to integrate schools.  Plessy v. Ferguson (1896) made sure that schools remained segregated.  Implying separate but equal was fair.  That would not change until 1954 with Brown v The Board of Education.

8. 4.  Sociological Perspectives

8.1. Relationship Between School and Society

8.1.1. Conflict Thery

8.1.1.1. Reflects a battle for resources.  The dominant group usually ends up pushing their objectives on the others. Schools have a rather oppressive environment where it's student vs. teacher; teacher vs. administration; administration vs. parents and etc.

8.1.2. Functionalism

8.1.2.1. School and society need each other in order to function efficiently.  Society establishes moral obligations and schools impress that upon their students. They need one another for moral unity.

8.1.3. Interaction

8.1.3.1. Focuses on the processes involved in learning.  It attempts to answers questions left over from the other two theories.

8.2. Effects of Schooling on Individuals

8.2.1. Knowledge and Attitudes

8.2.1.1. Knowledge or education shapes attitudes.  Researchers believe that schools that require academic focus produce students that are higher performing, allowing them to contribute to their overall well-being.

8.2.2. Employment

8.2.2.1. Although we encourage students to acquire higher education, the relationship between schooling and earning potential isn't supported by research.

8.2.3. Teacher Behavior

8.2.3.1. Research shows that a teacher's attitude influences outcomes.  Teachers generally expects most students in impoverished areas to underperform, creating a self-fulfilling prophecy.

8.2.4. Gender

8.2.4.1. Gender does play a minor role in education.  In the past, research showed disparities between girls and boys.  However, we have managed to close the gap.  Girls are better prepared for school in the early years, but boys will eventually settle in during the higher grades.

8.2.5. Inadequate Schools

8.2.5.1. The school environment is responsible for engineering student's social behavior. Students that attend urban school may have more social capital.  Schools are capable of reproducing the same environment in society.  This means that it can also produce immobility and anti-social behavior depending on which group or network one belongs to.

9. 5.  Philosophy of Education

9.1. Pragmatism

9.1.1. Generic Notions

9.1.1.1. Because students are social animals, they learn best when participating in real-life activities; through social interactions and teachers are expected to provide real world experiences that students can apply what they have learned to.

9.1.2. Key Researchers

9.1.2.1. John Dewey

9.1.2.2. Charles Sanders Pierce

9.1.2.3. William James

9.1.3. Goal of Education

9.1.3.1. Goal of school is to promote social growth; develop students that can integrate into society.

9.1.4. Role of Teacher

9.1.4.1. Teach is the facilitator.

9.1.5. Method of Instruction

9.1.5.1. Almost scientific. Students become aware of the problem by asking questions; propose a hypothesis; and test said hypothesis.

9.1.6. Curriculum

9.1.6.1. Progressives believe that learners are active participants, and learners shape their environment. Thus, the curriculum is sort of fluid, allowing them to change based on social concepts.