1. Sociological Perspective
1.1. Theoretical perspective
1.1.1. functionalism- that education is suppose to create structures, programs, curricula that are technically advanced, rational, and encourage social unity.
1.1.1.1. Conflict theory- that not everyone view that society held together by the same value along. Basic on your school credentials can influence the kind or type of job that a person will be able to get. A person graduating from an elite prep school vs one from public school, the one from a elite prep school will more likely get the better paying job, because of the power that school represents.
1.1.1.1.1. Interactionalism- is about the relation of school and society are primarily critiques and extension of the functional and conflict perspective. What it does attempt to make the everyday taken-for-granted behaviors and the interactions between students and student and students and teachers to see what is they actually do in school.
1.2. Five Effects of Schooling
1.2.1. knowledge and Attitudes- the more education that a individual receive the more likely they are read newspaper, books, magazines, and take part in politics and public affairs. Education is also related to individuals' sense of well-being and self-esteem. Knowledge is powerful and that can give an individual a sense of power.
1.2.2. Teacher Behavior- teachers has a great impact on student learning and behavior. They wear many different occupational hats. They set the standard for student and influence student self-esteem. Teacher has to be careful of not labeling their students, but encourage and praising the student. Students tend to what to learn more and feel good about themselves.
1.2.3. Education and Inequality- when it comes to education the is a vast different in the quality of education that individual might receive based on the social statics. In United States there are five classes: the upper-class, upper-middle class, lower-middle class, lower or underclass, depending which class an individual are in that will determine their education. This is where inequality of education comes into play, because the more money the family has the better the quality of education the individual will receive.
1.2.4. Inadequate schools- one way that school produces inequalities is through inadequate. Urban education has failed ti educated minority and the poor children. They do not receive the same education as the student in suburban schools or private schools.
1.2.5. Gender bias- Men and women do not share equally. Men are frequently paid more than women. Boys and girls are treated differently. The boys seems to get more attention where girls receives less. By the end of high school girl has lower self-esteem. This could be influenced directly or indirectly by staff or faculty.
2. 5- Philosophy of Education
2.1. pragmatism
2.1.1. Generic notions- Dewey's form instrumentalism and experimentalism and he believed that children could learn skills both experimentally as well from books, in addition to traditional information, which would enable them to work cooperatively in a democratic society.
2.1.2. Key researchers- Sanders Peirce (1839-1914), William James (1842-1910), and John Dewey (1859-1952).
2.1.3. Goal of Education- to integrate and prepare children for life in a democratic society.
2.1.4. Role of the Teacher- the teacher assumes the position of facilitator, encourages, offers suggestion, questions, and helps plan and implement courses of study. The teacher write curriculum and must have a command of several disciplines in order to create and implement curriculum
2.1.5. Methods of Instruction- problem-solving or inquiry method.
2.1.6. Curriculum- Core curriculum or an integrated curriculum. Children uses math, science, history, reading, writing, music, art, wood or metal working, cooking, cooking, and sewing to help solve problems
3. 6-Schools as Organizations
3.1. District 4 - Senate Paul Bussman (R)
3.2. House of Representative- Robert Aderholt (R)
3.3. State Superintendent- Michael Sentance
3.4. Representative State Board- Stephanie Bell, Cynthia Sanders McCarty
3.5. Local Superintendent- Gale Story Satchel
3.6. Local school board- Thomas Bennett, Sandra James, Carrie Mitchell, Ricky Saint, Mary Moore, and Thomas Burgess
4. 7-Curriculum & Pedagogy
4.1. Developmentalist curriculum because it focus on the needs and interest of the students rather than the needs of society. It stresses the importance of relating schooling to life experience of each child and their development.
4.2. Mimetic- is where lecture or presentation is main form of communication.
4.3. Transformative is conversation between the teacher and student. The student becomes an integral part of the learning process.
5. 2-Politic of Education
5.1. Intellectual purpose of school are to teach basic cognitive skills such as reading, writing, and mathematics; to transmit specific knowledge and to help students acquire higher-order thinking skills such as analysis, evaluation, and synthesis.
5.2. Political purposes of schooling are to inculcate allegiance to the existing political order(patriotism); to prepare citizens who will participate in this political order; to help assimilate diverse cultural groups into a common political order, and to teach children the basic laws of the society.
5.3. Social purposes of schooling are to help solve social problems, to work as one of many institution, such as the family and the church (or synagogues) to ensure social cohesion; and to socialize children into the various roles, behavior, and value of the society.
5.4. Economic purpose of schooling are to prepare student for their later occupational roles and to select, train, and allocate individual into the division of labor.
5.5. Role of the School
5.5.1. Liberal- teach that all students are to be treated equal.
5.6. Explanations of Unequal Education Performance
5.6.1. Liberal- that all students are to be given the same educational opportunities.
5.7. Definition of Educational Problems
5.7.1. Liberal- that school often limit what the students are taught. There is a difference between what is taught in urban and subra
6. 3-History of U.S. Education
6.1. Reform movement-The Post-World War II Equity Era: 1945-1980. The focus was on expanding educational opportunities to all levels of education. The GI Bill of Right enable servicemen and women the opportunity to receive an education and the National Association for the Advancement of Color People (NAACP) campaign to overthrow the law, equal but separate education.
6.2. Historical interpretation: The Democratic-Liberal because of their belief that U.S. educational system must continue to move closer to each other. To strive to ensure equal education for everyone
7. 8- Equality of Opportunity and Educational Outcomes
7.1. Class- the upper class and middle class children will receive a better education and those of lower class because more money is put into their schools.
7.2. Race- minority students do not receive the same educational opportunities as white students and their reward of educational attainment are significantly less.
7.2.1. Gender- women are less likely to attain the same level of education as men in post-secondary schools because the institutions are less academically and socially prestigious than those that men attend.
7.3. The Coleman study from 1982- showed that private schools demanded more from their students than public schools. Private schools out perform public schools in reading, vocabulary, mathematics, science, civics, and writing.
8. 9- Explanations of Educational Inequality
8.1. The working-class and nonwhite students- value hard work and initiative, the delay of immediate gratification for future reward, and the importance of schooling a means to future success.
8.2. Cultural poverty eschew- delay gratification for immediate rewards, reject hard work and initiative as a mean to success, and does not view schooling as a means of social mobility.
8.3. School-center explanation-
8.3.1. Genetic difference- based on the IQ controversy, cultural and family differences.
8.4. School financing- the differences in funding between affluent communities and the poorer district.
8.4.1. Race- nonwhite students does not receive the same education as white students.