1. Sociological Perspective
1.1. Theoretical perspectives concerning the relationship between school and society
1.1.1. - Functional Theory - Functional sociologist begins with a picture of society on how well the parts are integrated with each other. They view society as one part articulate with another to produce the energy required to make society work. Emile Durkheim was an important sociologist who believed that education had the connection on creating the moral unity necessary for society. Durkheim knew that the foundation of society were moral values, this values would set the tone for functionalist to approach the study of education properly. In a well functioning society, schools socialize students into appropriate values, and sort out and select students according to their abilities. When students develop attitudes, values, and behaviors they become more socialized and are better to adapt to society.
1.1.2. -Conflict Theory -Conflict sociologist sees the relationship between the school and society as a struggle. Conflict theorists view society as an arena or “social battlefield” where students struggle against teachers, teachers against administrators, and so on. The “achievement ideology” of schools disguises the real power of struggles which correspond to the power struggle of the large society. Max Weber, founder of conflict theories studied that people identified their group by what they consume and with whom they socialize.
1.1.3. Interactionism theory-Interactional theory is about the relation of schools and society that are critiques of the functional and conflicts perspectives. It arises from observation of structure and process in variety general level of analyzes. Interactional theories also attempt to make the common place strange by turning and taken for granted behaviors and interactions between students, and students and teachers.
1.2. 5 effects of schooling on individuals with great impact.
1.2.1. -The more education individuals receive, the more likely they are to be able to read newspapers, books , magazine and be bale to take part on political and public affairs.
1.2.2. The more education a person has the more likely they are to be liberal in their political and social attitudes.
1.2.3. -Education also relates to individuals sense of well being and self esteem.
1.2.4. -Is believed that education can provide with greater employment opportunities
1.2.5. Academic education can help an individual to obtain higher status in a career that will relate to higher income.
2. Philosophy of Education
2.1. World view of student-centered philosophy of education in Existentialism.
2.1.1. -The Generic Notions in Existentialism is an individualistic philosophy; many of its adherents believe that it is particular philosophical movement that has important applications of education. Existentialists believe that individuals are placed on earth alone and must make some sense out of the chaos they encounter.
2.1.2. Key researchers in existentialism include philosophers that can be traced back to the Bible. Likely to be relevant to education, that includes philosopher Soren Kierkegaard (1813-1855), Martin Buber (1878-1965), Karl Jaspers (1883-1969), Jean Paul Sartre (1905-1986) and but most important is Maxine Greene.
2.1.3. The goal of education in Existentialism believes that education should focus on the needs of individuals, cognitively and effectively. They believe that education should stress individuality and include discussion of non rational and rational world. They also think that tension of living in the world in particular anxiety through conflict should be addressed.
2.1.4. -The role of a teacher in Existentialism is to understand their own “lived worlds” just as well their students in order to help their students achieve the best “lived worlds”. Teachers must take risks; expose themselves to resistant students; and work constantly to enable their student to become wide awake.
2.1.5. The methods of instructions in Existentialism are to contain of instructions as they are currently taught in school and education. They view learning as intensely personal. They believe that each child has a different learning style and is up to the teacher to discover what works for each child.
2.1.6. -The curriculum in Existentialism is chosen in a biased manner toward humanity. Literature especially has meaning for them since literature is able to evoke responses in readers that might move them to new levels of awareness.
3. Schools as Organizations
3.1. Major stakeholders in my district
3.1.1. State Senator:
3.1.1.1. Clay Scofield
3.1.2. House of Representatives:
3.1.2.1. --Standridge, David (District34) --Shedd, Randall (District 11) --Henry, Ed (District 9) -- Ainsworth, Will (District 27)
3.1.3. Alabama State superintendent:
3.1.3.1. Michael Sentance
3.1.4. Representative on state school board
3.1.4.1. Jeffrey Newman
3.1.5. Marshall County superintendent
3.1.5.1. Cindy Wiggly
3.1.6. Local school board
3.1.6.1. --Joe Van Bunch --Vince Edmonds --Terry Kennamer --Mark Rains --Tony Simmons
3.2. Elements of change in school process and culture:
3.2.1. Communication
3.2.2. Team building
3.2.3. Process and Content
3.2.4. Conflict Safety
4. Curriculum and Pedagogy
4.1. Social efficiency and developmentalism curricular theory
4.1.1. The social efficiency goal is to educate children according to his or her proficiency.
4.1.2. In developmentalism, children are educated according to their emotional and behavioral qualities.
4.2. Two traditions of teaching
4.2.1. Mimetic tradition
4.2.1.1. Lectures and presentation are the main form of communication
4.2.1.2. Measurable goals and objectives
4.2.1.3. Relationship between the person with knowledge and student learning from them.
4.2.1.4. Purpose of education is to transmit specific knowledge to student.
4.2.2. Transformative tradition
4.2.2.1. Purpose of education is to change the student into a meaningful way to society.
4.2.2.2. Relationship between student and teacher becomes conversational where students become the integral part of learning.
5. Equality of Opportunity
5.1. How does class, race, and gender each impact educational outcomes.
5.1.1. Race- has a direct impact on how much education children can receive. Statistics show that there is a higher percentage for a African American and Hispanics students to drop out of school than a White student. The disadvantage are shown in academic performance also. Segregated society play a role since the minority of students will more likely receive inferior educational opportunities.
5.1.2. Class- it is said that students in different social class have different educational experiences. Education is very expensive if you decide to obtain a high degree. Low income families have the disadvantage because they cannot afford to spend the money they don't have. Is favorable for a wealthy family member to continue and receive a degree in as it is not a financial struggle. The outcome and opportunities for these different classes can vary.
5.1.3. Gender-Now in days women are rated to be better students than men. They are less likable to drop out of school and are more likely to perform high levels in reading and writing. Men are expected to drop out of school soon and show good levels to perform in math. Teachers tend to assume that females wont do as well in math and that males wont do as good in reading and writing so that plays a big impact in a classroom.
5.2. Responses from Coleman Study of 1982
5.2.1. The debate was over a high school achievement findings that was very significant for Coleman and his colleagues but not for others. Coleman and his colleagues claim that Catholics schools are educationally superior to public schools based on benchmarks.
5.2.2. Coleman's Equality of educational opportunities publication brought the formal composition of individuals backgrounds. Social composition suggest that going to a high- poverty school or a highly segregated school African American schools has a profound effect on students achievement and outcomes above any poverty or minority status.
6. Politics Of Education
6.1. Four Purposes of Education
6.1.1. Intellectual
6.1.2. Political
6.1.3. Social
6.1.4. Economic
6.2. Perspective
6.2.1. Conservative
6.2.1.1. The role of the school in the conservative perspective is viewed as an important economic productivity and social stability.
6.2.1.2. The explanation of unequal performance in the conservative perspective is seen as students rise and fall on their own intelligence, hard work, and sacrifice.
6.2.1.3. The definition of educational problem in the Conservative perspective is viewed by declining of standards, cultural literacy, values of civilization, and decline of authority.
6.2.2. Liberal
6.2.2.1. The role of the school in the liberal perspective sees the school role as enabling the individual to develop his or her talents, creativity, and sense of self.
6.2.2.2. The explanation of unequal performance in the liberal perspective says that students begin school with different life chances and therefore some groups have more advantages than others.
6.2.2.3. The definition of educational problems in the liberal perspective is believed that educational problems are because school limits chances of poor children. School place too much discipline, that causes limiting roles of students. problems are also seen by inequality between socioeconomic backgrounds and diversity.
6.2.3. Radical
6.2.3.1. The role of the school in the radical perspective sees the role of the school to perpetuate the society and to serve the interest of those with economic wealth and political power.
6.2.3.2. The explanation of unequal performance in the radical perspective is said that is because of students from lower socioeconomic background begins school with unequal opportunities.
6.2.3.3. The definition of educational problems in the radical perspective sees the problem by the education system failing the poor minorities by promoting conformity and inequality for opportunities and results.
7. History of U.S Education
7.1. Reform Movement
7.1.1. The rise of public education reform has been a tremendously positive movement to influence education. The road to a better life will always be through education. Horace Mann from Massachusetts, started the movement to form public education. Thanks to this movement, free public education has been established. Mann's beliefs were strong that schools would have a positive social order.
7.2. Historical Interpretations
7.2.1. One important interpretation of U.S education is Democratic liberal school. It involves the school system committed to provide opportunity to all. The opportunity to expand education become a great democratic movement. This interpretation involves the U.S education system to become more open on opportunities to more students from diverse backgrounds.
8. Educational Inequality
8.1. Two types of cultural deprivation theory.
8.1.1. One of the theories suggest that working-class and nonwhite families often lack the cultural resources, such as books, and other educational stimuli, so when child arrives to school they are with a disadvantage.
8.1.2. Another theory of cultural depravation is shown when students educationally achieve poorly because they have not been raised to acquire the skills and dispositions required for satisfactory achievements.
8.2. Four school-centered explanations for educational inequality.
8.2.1. School financing play a big role in education inequality. Funds come from state and local taxes, usually come from property taxes, properly taxes are significally higher in well maintain communities and are able to raise significantly more money for schools than poor communities.
8.2.2. Socioeconomic tend to show educational inequalities too. low socioeconomic backgrounds do poorly because they attend inferior schools. A student center explanation would suggest that the factors outside of the school that affect nonwhite and working class students are the same in different schools within the same neighborhoods.
8.2.3. Academic Curriculum explains unequal education achievement. Different academic achievement are caused by differences in curricula, pedagogic practices, and expectations in the different schools.
8.2.4. Gender Inequalities also play a role in education. It was noticed how men and women see the world different. it is also said that school often limits education opportunities and life chances for women but even though today is seen evenly.
9. Educational Reform
9.1. Two school-based reforms
9.1.1. In summer 1990, school choice reform was passed as a bill. It provided direct federal support for open enrollment.
9.1.2. In 2004, voucher program reform was passed. It provides low income parents with the same choices of middle class parents and lead to increase parental satisfaction with their children's school.
9.2. Two societal, economic, community, or political reforms.
9.2.1. Abbot V economic reform implemented programs that included preschools,full day kindergarten, preschool for all 3 and 4 years old that help eliminate overcrowded schools.
9.2.2. SFRA form eliminated Abbo V, and implemented a formula to advocate funding's to all districts based on students needs. Technacally money followed the child in need. This would give help to all "at risk" children.