1. Chapter 8 Equality of Opportunity
1.1. Impact Educational Outcomes
1.1.1. 1. CLASS; Students in different social classes have different kinds of educational experiences.
1.1.1.1. a. Upper and Middle Class; expect children to finish school, they also have families who provide financial support.
1.1.1.2. b. Working and Under Class; have lower levels of expectations for their children and may not be financially able to provide the money required for a college degree.
1.1.2. 2. RACE; U.S. society is still highly stratified by race. A students race has a direct impact on how much education he or she is likely to achieve. Minorities do not receive the same educational opportunities as whites.
1.1.3. 3. GENDER; There is little doubt that society discriminates against women occupationally and socially. But, females have caught up to males, in terms of educational attainment in the past 20 years.
1.2. Response to the Coleman Study
1.2.1. 1. Private schools are more proficient/superior than public schools, particularly for low-income students.
1.2.2. 2. High poverty or highly segregated school has a profound effect on a students achievement outcome.
2. Chapter 9 Educational Inequality
2.1. School Center Explanation
2.1.1. 1. Genetic Differences--The argument is whether human behavior is genetic, which effects school performance.
2.1.2. 2. Cultural Deprivation--The argument is whether students come to school prepared intellectually and socially necessary for school success.
2.1.3. 3. Cultural Difference--Working class/nonwhite students vs. white middle class students; working-class/nonwhite are not culturally prepared with the social skills required by the school to be as successful as white middle class students.
2.1.4. 4. School Financing--Public schools in the suburbs vs. Public schools in the inner city; Public schools are financed through a combination of revenues from local, state, and federal resources. The suburbs require higher taxes which values the schools more and brings in more money for the middle-class area.
2.2. Cultural Deprivation
2.2.1. 1. Working-class and nonwhite families often lack the cultural resources to be successful in school.
2.2.2. 2. Middle-class families value hard work and initiative and the importance of schooling means a successful future.
3. Chapter 10 Educational Reform
3.1. School Based Reforms
3.1.1. 1. School to Work Program- school-business partnerships became incorporated into school-to-work programs. Their intent was to extend what had bean a vocational emphasis to non-college-bound students regarding skills necessary for successful employment and to stress the importance of work based learning.
3.1.2. 2. School Business Partnerships- was formed to produce successful graduates with the necessary skills to revitalize the U.S. economy.
3.2. Societal, community, economic, or political reforms
3.2.1. 1.Political Reform
3.2.1.1. State Intervention- when a state see fit to takeover a school when problems have been identified and solutions were determined to be beyond the local capacity.
3.2.2. 2. Economic Reform
3.2.2.1. School Finance- is a reform that declared all schools financially would have an equal education. Poorer schools were at a disadvantage and needed more money for additional programs including pre-k.
4. Chapter 6 Schools as Organizations
4.1. Goverance
4.1.1. Senator (Jackson County)
4.1.1.1. Steve Livingston
4.1.2. House of Representitive (JC)
4.1.2.1. Tommy Hanes
4.1.3. State Superintendent
4.1.3.1. Tommy Bice
4.1.4. State School Board Representitive
4.1.4.1. District 8 unavailable
4.1.5. Local Superintendent
4.1.5.1. Kevin Dukes
4.1.6. Local School Board
4.1.6.1. President: Chad Gorhan
4.1.6.2. V. President: Cecil Gant
4.1.6.3. Dr. Angela Guess
4.1.6.4. Kenneth Storey
4.1.6.5. Charles West
4.2. Comparison to one Country
4.2.1. Germany
4.2.1.1. is almost opposite of the US System. Primary schools in the US are relatively untracked, and secondary schools, although tracked, provide a relatively high degree of acess to higher education. Approximately 40% of US students enter college and universities and another 35% enter Community Colleges. With 30% finishing with BS degrees. German students are placed or selected for higher education.
5. Chapter 7 Curriculum and Pedagogy
5.1. Teaching
5.1.1. Mimetic tradition of teaching is based on the viewpoint that the purpose of education is to transmit specific knowledge to students.
5.1.2. Transformative tradition of teaching is a tradition believed that the purpose of education is to change the students in some meaningful way, including intellectually, creatively, spiritually, and emotionally.
5.2. Curriculum Theory
5.2.1. Social Efficiency Curriculum- is a pragmatist approach, putatively democratic response to the development of mass public secondary education. It was also rooted in the belief that different groups of students, with different sets of needs and aspirations, should receive different types of schooling.
6. Chapter 2 Polilitics of Education
6.1. Purpose
6.1.1. 1. Intellectual Purpose
6.1.1.1. to teach basic cognitive skills and to help students acquire higher-order thinking skills.
6.1.2. 2. Political Purpose
6.1.2.1. to inculcate allegiance to the existing political order; to prepare citizens who participate in political order; to help assimilate diverse cultural groups into a common political order; to teach children the basic laws of the society.
6.1.3. 3. Social Purpose
6.1.3.1. to help solve social problems; to work as one of many institutions and ensure social cohesion; to socialize children into the various roles, behaviors and values of the society.
6.1.4. 4. Economic Purpose
6.1.4.1. to prepare students for their later occupational roles.
6.2. Perspective
6.2.1. 1. The role of the school
6.2.1.1. is directly concerned with the aims, purpose, and functions of education in a society. Liberals believe in equality of opportunity. Conservatives see the role of school as providing the necessary educational training so the most hard-working succeed. While radicals believe schools ought to eliminate inequalities. They argue that schools reproduce economic, social, and political inequality within the U.S. society.
6.2.2. 2. Explanations of unequal education performance
6.2.2.1. is believed by radicals and liberals that students from lower socioeconomic backgrounds begin school with unequal opportunities. But radicals, unlike liberals, believe that the conditions that result in educational failure are caused by the economic system, not the educational system, and can only be ameliorated by changes in the political-economic structure. While conservatives argue that individuals or groups of students rise and fall on their own intelligence and that achievement is based on hard work and sacrifice.
6.2.3. 3. Definition of Educational problems
6.2.3.1. is viewed by the conservative as being watered down. They feel this has lead to a decline of standards. Liberals argues there is to much emphasis on discipline and authority, this is limiting their role in helping students develop as individuals. Radicals argue the educational system is a failure. They feel the poor, minorities, and women have suffered. They feel the education system promotes inequality of both opportunity and results.
7. Chapter 3 History of US Education
7.1. Reform movement
7.1.1. 1. Education for All: The Emergence of the Public School
7.1.1.1. 1. In the 1830's a man named Horance Mann proposed a reform that he hoped would bring all children of all classes together, They could have a common learning experience.
7.1.1.2. 2. Horance Mann's reform would also give an opportunity to the less fortunate to advance in the social scale and education would "equalize the conditions of men.". http://www.biography.com/people/horace-mann-9397522#synopsis
7.1.1.3. 3. Prior to th1875, fewer than 25000 students went to public schools, But between 1880-1920 2,382,542 students attended public school and that number more than doubled by 1940 to 6.5 million.
7.2. Historical Interpretation
7.2.1. 1. Democratic-Liberal School
7.2.1.1. 1. Democratic-Liberals believe that the history of U.S. education involved the progressive evolution of a school system committed to providing equality of opportunity for all.
7.2.1.2. 2. They suggest that each period of educational expansion involved the attempts of liberal reformers to expand educational opportunities to larger segments of the population and to reflect the conservative view of schools as elite institutions for the privileged.
7.2.1.3. 3. Common School Era was a victory for democratic movement and the first step in opening U.S. education to all.
8. Chapter 4 Sociological Perspectives
8.1. Theoretical relationship between school and society
8.1.1. 1. Functionalism-is like a machine, where one part articulates with another to produce the dynamic energy required to make society work. In a high-functioning society schools socialize students into the appropriate groups by sorting and selecting based on their ablilitys.
8.1.2. 2. Conflict Theory-is held together by shared values. Dominate groups impose their ideas through force and manipulation. School and society is viewed as a battlefield between students against teachers, teachers against administrator, and so on.
8.1.3. 3. Interactionalism-has a very general emphasizes on structure and process. It's analysis understands education as a "big Picture", but does not have an understanding on a everyday level. They believe both conflict and functionalism are abstract ideas. They have no true understanding or thought process in school and society as a whole.
8.2. Five effects of schooling on individuals
8.2.1. 1. Employment-This is by far the most important to me. It is vital that students are employable, not just educated. As a CTE Instructor it is important that I am preparing my students for the "Real-World".
8.2.2. 2. Teacher Behavior- I feel teacher behavior is an essential role that impacts students. Teachers are role models and students will mimic your behavior. Teachers are more than educators. They are instructors, disciplinarians, employer, friend,confidant and so on.
8.2.3. 3.Student Peers- As an educator and parent, student peers seem to influence another ones behavior patterns. It is important to pay attention to who you are associating with on a daily basis. This could lead to a bad reputation if you get caught in the wrong crowd, and could ultimately cost you a job in the future.
8.2.4. 4. Inadequate Schools-This is also very important to me as an CTE Instructor. I can not prepare my students for the "Real-World" without the most up to date equipment. Industry wants well prepared individuals who are properly trained and up to date on the "next best thing".
8.2.5. 5. Desegregation- Six months ago this would have not even been on my top five list of importance, but since I have been in Huntsville City Schools under a desegregation law. I now work at a Title I school that is majority African-American students. I understand how important it is to educate students that come from low poverty homes. The majority of these students have never been introduced to proper education, or have never seen where a high school/college degree can take them. They come from a home with one parent if they are lucky. These parents work multiple low paying jobs because of lack of education themselves. These students need equal opportunities and role models in their lives to give them guidance on a better future.
9. Chapter 5 Philosophy of Education
9.1. Pragmatism
9.1.1. is a philosophy that encourages people to find processes that work in order to solve a problem.
9.1.1.1. 1. Generic Notions
9.1.1.1.1. Societal roles to maintain the democratic way of life. Education would continually reconstruct and reorganize society.
9.1.1.2. 2. Key Researchers
9.1.1.2.1. George Sanders Peirce (1839-1914), William James (1842-1910), John Dewey (1859-1952)
9.1.1.3. 3. Goal of Education
9.1.1.3.1. Implement, challenge and restructure ideas. Improve social order.
9.1.1.4. 4. Role of Teacher
9.1.1.4.1. Facilitator; to encourage, offer suggestions and help implement course of study.
9.1.1.5. 5. Method of Instruction
9.1.1.5.1. Problem-solving or project method
9.1.1.6. 6. Curriculum
9.1.1.6.1. Solving problems by working from the known to the unknown