1. The Philosophy of Education
1.1. Generic Notations
1.1.1. Evil may come through ignorance if only the rulers are eduacted, then evil will be obliterated
1.2. Pragmatism
1.2.1. Key Researchers
1.2.1.1. john Locke
1.2.1.2. Dewey
1.2.1.3. Francis Bacon
1.2.2. Role of Teachers
1.2.2.1. Teacher is no longer the authoritarian figure from which knowledge flows, but more of a facilitator.
1.2.3. Goal of Education
1.2.3.1. Ideas can be implemented with the goal of providing students with the knowledge of how to improve their social order.
1.2.4. Method of Instruction
1.2.4.1. problem solving or inquir methody
1.2.5. Cirriculum
1.2.5.1. Dewey's notation of core cirriculum
2. History of U.S. Education
2.1. The Radical Interpritation
2.1.1. View
2.1.1.1. Revised the history of education in a more critical direction.
2.1.1.2. Meets the Standards of working class and immigrants
2.1.1.3. Suggest the the working class and labor unions actively supported the expansion of public education for their own interest
2.1.1.4. The radical interpretation of U.S. education could be viewed a pessimistic
2.1.1.5. Over all think very little of equality.
2.1.2. Suggests each new expansion increased of classes of working class and dis advantage student within the system leaving these students to struggle educationally
2.2. Reform Movemnts
2.2.1. Education for women and African Americans
2.2.1.1. Responsible for making education, as well as the world what it is today.
2.2.1.2. Black Codes
2.2.1.3. G.I Bill of Rights
3. Equality of Opportunity and Educational outcomes
3.1. Things that impact educational outcomes
3.1.1. Class
3.1.1.1. Education is very expensive, the more money your family has the more likely you are to graduate.
3.1.1.2. Studies show that what peer group you are in effects the outcome of your education.
3.1.1.3. There is a direct correlation between a parents income and a child's academic performance.
3.1.2. Gender
3.1.2.1. Women are often rated as being better students than men
3.1.2.2. Females are less likely to drop out of high school and are better at reading and writing.
3.1.2.3. Men score higher on test scores and are better at mathmatics.
3.1.3. Race
3.1.3.1. Studies show that minorities may be more likely to drop out of school.
3.1.3.2. Minority students receive fewer and inferior educational opportunities than white students.
3.2. Coleman Study
3.2.1. Responses
3.2.1.1. Between school differences in any measurable attribute of instructions are only modestly related to a variety of outcome variables..
3.2.1.2. Going to a high poverty school or an African American dominated schoo lhas a profound effect on a students academic outcomes
4. Curriculum and Pedagogy
4.1. Curriculum Theory
4.1.1. Social Efficiency Curriculum
4.1.1.1. A philosophically pragmatic approach developed in the early twentieth century as a putatively democratic response to the developmental mass public secondary education.
4.1.2. 2 Dominant traditions of teaching
4.1.2.1. The Mimetic Tradition
4.1.2.1.1. Gives a central place to the transmission of factual knowledge and procedure from one person to another through an imitative process.
4.1.2.2. The Transformative Tradition
4.1.2.2.1. A transformation of one kind or another in the person being taught causing a change of dramatic proportions.
5. Explanations of educational inequalities.
5.1. Cultural Deprivation Theory
5.1.1. This deprivation results in educationally disadvantaged students who achieve poorly because they have not been raised to acquire the skills required for satisfactory academic achievement.
5.1.2. Because of the cultural and familial deprivation faced by poor students, the schools must provide an environment that ,akes up for lost time.
5.2. School Centered Explanations.
5.2.1. School Financing
5.2.1.1. Public schools are financed through a combination of revenues from local, state, and federal sources.
5.2.2. Effective School Research
5.2.2.1. Strong and effective leadership, the monitoring of student learning, and flexibility for teachers and administrators to experiment and adapt to new situation.
5.2.3. Curriculum and Ability Grouping
5.2.3.1. Elementary students recieve a similar curriculumin different groups, but may be taught at a different pace, or the teachers may have different expectations for different students.
5.2.4. Curriculum and Pedagogy
5.2.4.1. This research looks at differences in between schools in inner city, lower income neighborhoods to demonstrate that schools can make a difference in these communities.
6. The Politics of Education
6.1. Four Purposes of Education
6.1.1. Intellectual
6.1.1.1. To teach basic skills such as reading, writing, science, history, literature and mathematics, This gives students skills for better day to day analysis, as well as problem solving.
6.1.2. Social
6.1.2.1. Helps solve social problem so that students may better adapt to the society that surround them. Also gives the student the tools they need to thrive in groups or social situations.
6.1.3. Economic
6.1.3.1. To give students the skills and training that they need to succeed in the work force after graduation. It prepares them for a technical or professional career
6.1.4. Political
6.1.4.1. To inform the student of the existing political order. Also to prepare students who may want to enter the world of politics as a career
6.2. Liberal Prospective
6.2.1. View
6.2.1.1. Origins in the 20th century, modeled to the perspective of John Dewey
6.2.2. The Role of the school
6.2.2.1. Stresses the schools role in providing education to ensure that all students have an equal chance to succeed in this society.
6.2.3. Explanations of unequal Preformance
6.2.3.1. States that certain students begin school with different life chances, therfore certain groups have advantages over other. In this case society must attempt to even the playing field through various rules and programs
6.2.4. Definition of Educational Problems
6.2.4.1. Schools have to often limit the life chances of poor minority children, and the problem of underachievement by these groups is a critical issue.
6.2.4.2. Schools place too much emphasis on discipline and authority, thus limiting their role in helping students develop as individuals
6.2.4.3. The differences between quality and climate between urban and suburban schools and most of all students of low socioeconomic backgrounds is a central problem related to inequality
6.2.4.4. The traditional curriculum leaves out the diverse cultures of the groups that comprise the pluralistic society
7. Schools as Organizations
7.1. Major Stakeholders in Huntsville City Schools.
7.1.1. Members of Board of Education
7.1.1.1. President: Elisa Farrell
7.1.1.2. Vice President: Walker Mcginis
7.1.1.3. Third Proceeding Officer: Beth Wilder
7.1.1.4. Michelle Watkins
7.1.1.5. Pam Hill
7.1.2. Alabama State Senators
7.1.2.1. Richard Shelby 1987
7.1.2.2. Jefferson Sessions 1997
7.1.3. House of Representatives
7.1.3.1. Speaker of the House
7.1.3.1.1. Mac Mucutcheon
7.1.3.2. State House Majority Leader
7.1.3.2.1. Mickey Hammon
7.1.3.3. State House Minority Leader
7.1.3.3.1. Craig Ford
7.1.4. State Superintendant
7.1.4.1. Micheal Sentence
7.1.5. Huntsville City Schools Superintendent
7.1.5.1. Dr. Casey Wardynski
7.1.6. Alabama State Board of Educatiopn Members
7.1.6.1. President, Governer Robert J. Bentley
7.1.6.2. Secratary and Executive Officer. Micheal Sentence
7.1.6.3. Jeffery Newman
7.1.6.4. Matthew S. Brown
7.1.6.5. Yvette Richardson
7.1.6.6. Betty Peters
7.1.6.7. Stephanie Bell
7.1.6.8. Ella B. Bell
7.1.6.9. Cynthia Sanders-Mcarthy
7.1.6.10. Mary Scott Hunter
8. Sociology of Education
8.1. The theatrical prospective concerning concerning the relationship between school and society
8.1.1. Functionalism
8.1.1.1. views society as a well oinled machine, work as one to get everything accomplished
8.1.2. Conflict Theory
8.1.2.1. Believe that the ability of dominant groups to impose their will on smaller groups through unity, force and manipulation tactics. believe that the backbone of the society is political and military
8.1.3. Interactionalism
8.1.3.1. Functional and conflict theories are very abstract, and focus on the structure and process at very general level of analysis.
8.2. Impact and effects of schooling.
8.2.1. Employment
8.2.1.1. Schooling will greatly increase the chance of getting a better paying job. In 1986, 54% of graduated got a professional or technical job.The social and economic worth of a graduate is greater than someone who did not go to school
8.2.2. Teacher Behavior
8.2.2.1. Students found that when teachers demand more from their students, as well as praise them more, students not only learn more, but feel better about themselves
8.2.3. Education and Equality
8.2.3.1. Brings students together from different racial and cultural backgrounds. Social classes are also to be mentioned when speaking of equality.
8.2.4. De Factio Segregation
8.2.4.1. Racially mixed schools benefit minorities and do not suppress white achievement
8.2.5. Inside the schools
8.2.5.1. Larger schools can offer students more in the way of facilities. Also they make way for more extra curricular activities, project, and other events
9. Educational Reform and School Improvement
9.1. School Based Reforms
9.1.1. Charter Schools
9.1.1.1. Public Schools that are free from many of the regulations applied to the traditional public schools. thus are held responsible for the performance of their students.
9.1.2. School-to-Work Program
9.1.2.1. Extends a vocational emphasis to non-college-bound student regarding skills necessary for successful employment.
9.1.2.2. Focuses on work-based learning
9.1.2.3. allows students to explore different careers and learn to use the skills that they will need in their working environment.
9.1.2.4. Ensures that the proper education is aquired for that particular careeer.
9.1.3. School Finance Reforms
9.1.3.1. Declared that their is no constitutional right to an equal education, school finance equity litigated at a state level
9.1.3.2. 1990, More funding is used to serve children in poorer neighborhoods
9.1.3.3. 1998, the state was required to implement a package of supplemental programs
9.1.3.4. 2009, SFRA, the income supplemented is based on student needs
9.1.4. Full Service and Community Schools
9.1.4.1. Teaches not only the students, but the entire community.
9.1.4.2. Focuses on meeting students and their families educational, physical, psychological, and social needs in a coordinated and collaborative fashion between school and community services.
9.1.4.3. Specially designed to target at-risk neighborhoods, and aim to prevent problems.