1. Philosophy of Education
1.1. Generic Notions
1.2. Key Researchers
1.3. Goal of Education
1.4. Role of the Teacher
1.5. Method of Instruction
1.6. Curriculum
2. Schools as Organizations
3. Curriculum & Pegagogy
4. Equality of Opportunity
4.1. The Coleman Study: Response to Coleman: Round one
4.1.1. The student body composition has such a major effect on student learning
4.1.2. On average, students who attended schools that were predominantly middle class were more likely to do better on test of achievement than students who attended schools where middle-class students were not a majority
4.1.3. Ron Edmonds of Harvard University: argued strongly that all students could learn and that differences between schools had a significant impact on student learning
4.2. Educational Achievement and Attainment
4.2.1. Females achieve at higher levels in reading at ages 9,13, and 17
4.2.2. Females achieve at slightly higher levels in mathematics at the age of 9 and at lower levels at ages 13 and 17
4.2.3. Females achieve at lower levels in science at ages 9.13.and
5. Educational Inequality
6. Politics of Education
6.1. Perspective
6.1.1. Charles Darwin
6.1.2. Conservative
6.1.3. Free Market Economy
6.2. Vision
6.2.1. Traditional
6.2.2. family unity
6.2.3. Individual Initiative
7. History of U.S. Education
7.1. Reform Movement
7.1.1. Women's Rights
7.1.2. Opposition of public education
7.1.3. first Industrial Revolution
7.2. Historical Interpretations
7.2.1. William Bennett
7.2.2. The Closing of the American Mind (1987)
7.2.3. Diane Ravitch (1977)
8. Sociological Perspectives
8.1. Theoretical Perspectives of relationships between school and society
8.1.1. Functional Theories
8.1.2. Conflict Theories
8.1.3. Interactional Theories
8.2. Effects of Schooling on individuals
8.2.1. Knowledge and attitudes
8.2.2. Employment
8.2.3. Education and Mobility
8.2.4. Inside the Schools
8.2.5. Teacher Behavior
8.2.6. Student Peer Groups and Alienation
9. Educational Reform
9.1. Teacher Education
9.1.1. Carnegie and Holmes Report
9.1.1.1. Agree that overall problems in education cannot be solved without corresponding changes in teacher education
9.1.1.2. Teacher education programs must be upgraded in terms of their intellectual rigor and focus
9.1.1.3. Career ladders that recognize differences in knowledge, skill, and commitment must be created for teachers
9.2. Takeovers
9.2.1. Takeover is, in appropriate cases, a necessary expression of a state's constitutional responsibility for public education.
9.2.2. Can help create a healthy environment in which the local community can address a school district's problems.
9.2.3. Can provide a good opportunity for state and local decision makers to combine resources and knowl