1. CHAPTER 1: The Limits and Promises of Education
1.1. Educational Problems
1.1.1. The Achievement Gaps
1.1.1.1. Elementary Secondary Education Act 1965
1.1.1.2. Tried to ease discrepancies in opportunities
1.1.1.3. NCLB re-established these efforts in 2001
1.1.1.4. Because of testing, teaching gaps have widened
1.1.1.5. Causes are due to funding, environment, teacher quality, parents, etc.
1.1.2. Crisis in Urban Education
1.1.2.1. Demographic Trends
1.1.2.2. Social Stratification
1.1.2.3. Socioeconomic / Academic Achievement
1.1.2.4. Inequalities in School Systems
1.1.2.5. School Choice is an Issue
1.1.3. Decline in Literacy
1.1.3.1. Basic Skills of Fundamentals
1.1.3.2. Teaching to the Test
1.1.3.3. Pass them on due to age and no place to go
1.1.3.4. Schools become over-crowded
1.1.3.5. Raising Academic Standards (for whom)
1.1.4. Assessment Issues
1.1.4.1. Teaching to the Test
1.1.4.2. Authentic / True Assessments
1.1.4.3. Questions to ask ourselves;
1.1.4.3.1. What have we measured?
1.1.4.3.2. How do we use our data?
1.1.4.3.3. How do we use our data?
1.1.4.3.4. What does the curriculum look like?
1.2. The Four Elements of Foundations of Education
1.2.1. History of Education
1.2.1.1. Our Purpose THEN;
1.2.1.1.1. To read the Bible to save our souls (Old Deleuter Act 1964)
1.2.1.2. Our Purpose NOW;
1.2.1.2.1. Transmit culture
1.2.1.2.2. Prepare for global economy
1.2.1.2.3. Prepare for the workforce
1.2.1.2.4. Become a productive citizen
1.2.1.2.5. Become a social citizen
1.2.1.2.6. Pursuit of happiness
1.2.1.2.7. Pursuit of freedom
1.2.1.2.8. Pursuit of knowledge
1.2.1.2.9. Pursuit of life
1.2.2. Philosophy of Education
1.2.2.1. Questions to ask yourself;
1.2.2.1.1. How will you teach?
1.2.2.1.2. What is in the curriculum?
1.2.2.1.3. Who are you as a teacher?
1.2.2.1.4. Who are your students?
1.2.2.1.5. What does your classroom look like?
1.2.2.1.6. How will you assess students?
1.2.3. Politics of Education
1.2.3.1. How democratic are our schools?
1.2.3.2. Who is involved in the decision making?
1.2.3.3. What determines our curriculum?
1.2.3.4. What role does special interest group have?
1.2.3.4.1. Buisness
1.2.3.4.2. Labor unions
1.2.3.4.3. Colleges
1.2.3.4.4. World events
1.2.3.4.5. Religion
1.2.4. Sociology of Education
1.2.4.1. Are schools a reflection of our society / community?
1.2.4.2. How does the impact of social expectations drive decision making socially?
1.2.4.3. Are schools perpetuating the social class / community it serves?
1.3. Foundations of Your Personal Education
1.3.1. Questions to ask yourself;
1.3.1.1. Why am I a teacher?
1.3.1.2. What do I want to accomplish in my lifetime?
1.3.1.3. What kind of influence will I be?
1.3.1.4. What values do I want my students to have as a result of my influence?
2. CHAPTER 7: Curriculum and Pedagogy
2.1. Curriculum Theory
2.1.1. Developmentalist
2.1.1.1. Focuses of the needs and interest of the students rather than the needs of society.
2.2. Traditions of Teaching
2.2.1. Transfomative
2.2.1.1. The purpose of education is to change students intellectually, creatively, spiritually, and emotionally.
2.2.1.2. Educators do not see the transmission of knowledge as the only component of education.
2.2.1.3. They argue that teaching and learning are inextricably linked.
2.2.2. Mimetic
2.2.2.1. The purpose of education is to transmit knowledge to students.
2.3. Pedagogy, and the Transmission of Knowledge
2.3.1. Social
2.3.2. Political
2.3.3. Society
2.3.3.1. Formal curriculum – what is cognitively taught (subjects)
2.3.3.2. Null curriculum – what is not taught but is learned (values of the community)
2.3.3.3. Informal or Hidden curriculum – taught but not obvious to sight
2.3.4. Pedagogic Influences
2.3.4.1. Mimetic and Transformative approaches to teaching
2.3.4.2. Mimetic is conservative and says that there is a basic core of knowledge to be learned by all.
2.3.4.3. Transformative says that students needs should be the main focus of the curriculum. P. 296
2.3.5. Other influences
2.3.5.1. Evolutionists
2.3.5.2. Creationists
2.3.5.3. Science and math
2.3.5.4. Nation at Risk
2.3.5.5. NCLB
2.3.5.6. RTT
2.3.6. Highly Effective Schools
2.3.6.1. Save & Orderly Envioronment
2.3.6.2. Common Vission
2.3.6.3. Student Progress is Constantly Monitored
2.3.6.4. Strong Leadership
2.3.6.5. High Expectations
3. CHAPTER 8: Equality of Opportunity
3.1. Coleman Study
3.1.1. School differences did not contribute to student outcomes as much as student body composition between schools.
4. CHAPTER 9: Educational Inequality
4.1. Unequal Educational Achievement
4.1.1. Functionalist Theorists support the idea that each students’ success is determined by their own hard work and desire to succeed.
4.1.2. Conflict Theorists support the idea that student success is affected by their environment.
4.1.3. Interactionists Theorists support that student success is determined by a combination of factors such as family, social class schools and environment.
4.1.4. Other
4.1.4.1. Student-centered factors such as family, peer group, community, culture and the student.
4.1.4.1.1. Genetic Differences Explanations p. 422
4.1.4.1.2. Cultural Deprivation Explanations p. 423
4.1.4.1.3. Cultural Differences Explanations p. 423-427
4.1.4.2. School-centered factors include teachers, teaching methods, curriculum, school climate and teacher expectations.
4.1.4.2.1. School Financing p. 428
4.1.4.2.2. Effective Schools p. 431
4.1.4.2.3. Between School Differences p. 433
4.1.4.2.4. Within School Differences p. 434
4.1.4.2.5. Curriculum and Ability Grouping p. 434-436
4.1.4.2.6. Gender and Schooling p. 436-438
5. CHAPTER 10: Educational Reform
5.1. Characteristics of highly effective teachers
5.1.1. A ‘Calling’ for the profession
5.1.2. Professional knowledge
5.1.3. Personal qualities
5.1.4. With-it-ness
5.1.5. Instructional Effectiveness
5.1.6. Good communicator
5.1.7. Street smart
5.1.8. Willing to go the extra mile
5.1.9. Lifelong learner
5.2. Two Waves of Attack
5.2.1. The first was concerned with accountability and achievement.
5.2.2. The second was concerned with the processes of the school.
5.2.3. Top down management from the federal government. P.513
5.3. Federal Involvement
5.3.1. A Nation at Risk
5.3.2. Goals 2000 p. 515
5.3.3. No Child Left Behind p. 517
5.3.4. Race To The Top p. 518
5.4. School Based Reforms p. 520
5.4.1. School Choice
5.4.2. Charter Schools
5.4.3. Tuition Vouchers
5.4.4. Intersectional Choice Plans (public to private)
5.4.5. Intrasectional Choice Plans (any public school in district)
5.5. Teacher Education Programs p. 528
5.5.1. More intellectual demands in education programs
5.5.2. Attract and retain competent teachers
5.5.3. Reorganize educational academic and professional development
6. CHAPTER 2: Polotics of Education
6.1. The Purposes of Education
6.1.1. Intellectual
6.1.1.1. To teach cognitive skills in math, reading, science, history, and language.
6.1.2. Political
6.1.2.1. To indoctrinate people into a particular order of patriotism.
6.1.3. Social
6.1.3.1. To help people be sociable/productive members of society.
6.1.4. Economic
6.1.4.1. To prepare students for their occupation.
6.2. Perspective
6.2.1. Conservative
6.2.2. Liberal
6.2.2.1. The Role of the School
6.2.2.1.1. To provide the necessary education to ensure that all students have an equal opportunity to succeed in society.
6.2.2.2. Explanations of Unequal Performance
6.2.2.2.1. The individual or groups of students begin school with different life chances and therefore some groups have significantly more advantages than others.
6.2.2.3. Definition of Educational Problems
6.2.2.3.1. Schools have too often limited the life chances of poor and minority children and therefore the problem of underachievement by these groups is a critical issue.
6.2.2.3.2. The traditional curriculum leaves out the diverse cultures of the groups that comprise the pluralist society.
6.2.3. Radical
6.2.4. Neo-Liberal
7. CHAPTER 3: History of Education
7.1. Historical Interpretation of U.S. Education
7.1.1. The Democratic-Liberal School
7.1.1.1. Equality of opportunity for all.
7.1.1.2. The evolution of the nation's schools has been flawed, often a conflictual march toward increased opportunities.
7.1.1.3. Must continue to move closer to equality and excellence within our school system without sacrificing one or the other too dramatically.
7.1.2. The Radical-Revisionist School
7.1.3. Conservative Perspectives
7.2. Reform Movements
7.2.1. Progressive v Traditional
7.2.1.1. Equality and Equity
7.2.1.1.1. "It is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of education. Such an opportunity, where the state has undertaken to provide it, is a right that must be made available to all on equal terms. (cited in Ravitch, 1983, p. 127)
7.2.1.2. Civil Rights Act 1963
7.2.1.3. Plessy v Ferguson 1896
7.2.1.3.1. Separate but equal schools
7.2.1.4. Brown v Topeka Board of Education 1954
7.2.1.5. Desegregation was the main focus
7.2.1.6. Schools and Colleges opened doors for all
7.2.1.7. Elementary / Secondary Edication Act 1965
7.2.1.7.1. Provided for special needs students.
7.3. Responsibility of Education
7.3.1. Schooling has historically been in response to the uncertainty that family, church, or community could not provide the necessary tools needed to meet the needs of a literate person in a democratic society
7.3.2. The school serves as the focal point for addressing societal issues.
7.3.3. There is little consensus on motives for school reform.
7.4. Purpose of Education
7.4.1. Colonial Era
7.4.1.1. Old Deluder Satan Law 1647
7.4.1.1.1. To teach children how to read the bible to save their soul.
7.4.1.2. Massachusetts School Law of 1647
7.4.1.3. Colleges were established before the country was created
7.4.1.3.1. Harvard 1636
7.4.1.3.2. Yale 1701
7.4.1.4. Wealthy saw education as perpetuating the ruling class, religion, utilitarian, civics.
7.4.1.5. Franklin saw education to support trades and common man.
7.4.1.6. Emma Hart Willard
7.4.1.6.1. Troy University in 1821
7.4.1.7. Jefferson supported public education.
7.4.2. Industrial Era
7.4.2.1. Horace Mann lobbied to create the first state board of Educaiton
7.4.2.1.1. Created in 1837 in Mass.
7.4.2.2. Public education was for public stability and social mobility.
7.4.3. Educational Reaction and Reform and Standards Era (1980's-Present)
7.4.3.1. Nation at Risk (Reagan)
7.4.3.1.1. Each state is responsible for their own shools
7.4.3.2. Goals 2000 (Clinton)
7.4.3.3. No Child Left Behind (Bush)
7.4.3.4. Race you to The Top (Obama)
8. CHAPTER 4: Sociological Perspectives
8.1. Theoretical Perspectives
8.1.1. Functional Theories
8.1.1.1. Society is best when a consensus rules.
8.1.1.2. Conflict poses that influential groups impose their will on subordinate groups.
8.1.1.3. Interactional poses that society develops as a result of interactions between student and teachers.
8.1.2. Conflict Theories
8.1.2.1. Schools are opperessive and students are rebellious.
8.1.2.2. Students are forced to atttent.
8.1.2.3. College degrees are primarily status symbols and do not indicate actual achievement.
8.1.2.4. Where you go to school can determine your success more than achievement.
8.1.3. Interactional Theories
8.1.3.1. Schools are:
8.1.3.1.1. Middle class organizations.
8.1.3.1.2. Lower social classes are at a disadvantage.
8.1.3.1.3. Speech patterns are a reflection of social class backgrounds.
8.2. Effects of Schooling on Individuals
8.2.1. Student Peer Groups and Alienation
8.2.1.1. Rebellious students and violence in schools
8.2.1.2. Nerds, coolness and athletes
8.2.1.3. Four major types of college students includes
8.2.1.4. Careerists which are middle and upper middle class and do not have a good college experience
8.2.1.5. Intellectuals come from highly educated families, earned academic honors, and are politically motivated
8.2.1.6. Strivers come from middle and lower class hard workers and did not have great academic success but had a sense of accomplishment with their degree
8.2.1.7. The Unconnected came from all backgrounds and did not participate or achieve any success and were dissatisfied.
8.2.2. Teacher Behavior
8.2.2.1. Teachers may have as many as 1000 interactions with students on a daily basis
8.2.2.2. Teacher expectations directly influence student achievement
8.2.2.3. Self-fulfilling prophecy has a direct impact on student success
8.2.2.4. The more teachers demanded from their students results in higher student self esteem and success.
8.2.3. Tracking
8.2.3.1. Tracking has a direct effect on student expectations and success.
8.2.4. Inadequate Schools
8.2.4.1. Affluent schools provide better social mobility than poorer schools.
8.2.5. Education and Mobility
8.2.5.1. Education is the great equalizer in the status race.
8.2.5.2. Where you attend has great impetus.
8.2.5.3. Poor and rich people see no effect on their social status as a result of their education attainment.
8.2.5.4. Competition is not fair. Winners win with exceptions and losers are dropped from the competition.
8.2.5.5. Rules are not always fair.
8.3. Sociology Definition
8.3.1. Understanding how social aspirations and fears force people to ask questions about the societies and culture in which they live.
8.4. Research shows that a teacher is the single most important part of a students success.
8.5. Highly Effective Schools
8.5.1. Strong leadership
8.5.2. A safe and orderly environment
8.5.3. High expectations that all can lerarn
8.5.4. Continual review of student progress
8.5.5. Have a clear mission
8.6. Five Roles You Play as a Teacher
8.6.1. Nurse
8.6.2. Accountant
8.6.3. Counceler
8.6.4. Educator
8.6.5. Motivator
9. CHAPTER 5: Philosophy of Education
9.1. Student-Centered Philosophy of Education
9.1.1. Pragmatism
9.1.1.1. Generic Notions
9.1.1.1.1. What has meaning and value is the basic foundation of education
9.1.1.2. Key Researchers
9.1.1.2.1. John Dewy
9.1.1.2.2. John Locke
9.1.1.3. Goal of Education
9.1.1.3.1. Schools are vehicles to improve society.
9.1.1.3.2. Acquire knowledge through one’s senses and experiences.
9.1.1.4. Role of Teacher
9.1.1.4.1. A facilitator of experiences.
9.1.1.4.2. The teacher encourages, offers suggestions questions, promotes critical thinking.
9.1.1.4.3. The teacher must have a vast knowledge of all disciplines.
9.1.1.5. Method of Instruction
9.1.1.5.1. Problem solving or inquiry method. Test and re -test to learn.
9.1.1.5.2. Formal instruction does not exist as the norm.
9.1.1.5.3. Group activities, individual study is encouraged.
9.1.1.5.4. The classroom is changeable according to needs.
9.1.1.6. Curriculum
9.1.1.6.1. Core subjects as well as electives are all integrated. Learning and teaching using all subject areas.
9.1.1.6.2. Teaching across the curriculum.
9.1.2. Existentialism
9.2. Philospher Kings
9.2.1. Allegories Cave
10. CHAPTER 6: Schools as Organizations
10.1. The Stucture of U.S. Schools
10.1.1. Governance
10.1.1.1. The powers not mentioned in the constitution are explicitly delegated to the states. Each state is responsible for education,.
10.2. Stockholders in MY district
10.2.1. State Senators
10.2.1.1. Paul Bussman
10.2.2. House of Representatives
10.2.2.1. Ed Henry
10.2.2.2. Corey Harbison
10.2.3. State Superintendent
10.2.3.1. Michael Sentance
10.2.4. Representative on State School Board
10.2.4.1. Cynthia S. McCarty (District 6)
10.2.5. Local Superintendent
10.2.5.1. Dr. Susan Patterson
10.2.6. Local School Board
10.2.6.1. Superintendent - Dr. Susan Patterson
10.2.6.2. President- Suzanne Harbin
10.2.6.3. Vice-President - Jason Neal
10.2.6.4. Chris Branham
10.2.6.5. Joey Orr
10.2.6.6. Lee Powell
10.3. Elements of Change Within School Processes and School Cultures
10.3.1. Schools are separate social organizations because;
10.3.1.1. They have definitive populations.
10.3.1.2. They have political structures.
10.3.1.3. The represent a multitude of social groups.
10.3.1.4. They are prevailed by the "we feeling".
10.3.1.5. They have their own special culture.
10.3.1.6. Teachers are in conflict with students.
10.3.1.6.1. Curriculum v. social goals of students.
10.3.1.7. Administrators and teachers are in conflict.
10.3.1.7.1. Structure v. teaching.
10.3.1.8. Communities are in conflict with administration.
10.3.1.9. Studies show that the principal establishes the goal levels of academic and social expectations and the effectiveness of discipline.
10.3.2. Effecting change in schools is difficult at its minimum.
10.3.3. Bureaucracies control everything focusing on rules, regulations, and conformity.
10.3.4. Bureaucratic rationality suppress creativity.
10.3.5. Changing a school culture requires patience, skill, and good will.
10.3.6. "Schools of Tomorrow . . . Today Project" in New York City Schools focuses on child-centered teaching.
10.3.7. Changing a school:
10.3.7.1. Conflict is a necessary part of change.
10.3.7.2. New behaviors must be learned.
10.3.7.3. Team building must extend to parts.
10.3.7.4. Process and content are interrelated.
11. Legal Issues in Education
11.1. Teacher Negligence of Duties
11.1.1. •Contributory negligence is neglecting your and others’ safety.
11.1.2. Comparative negligence is having equal contributions to an injury.
11.1.3. Assumption of risk is having known that an activity could cause injury.
11.1.4. Supervise students at all times. Do not take any thing for granted. “I was just out of the room for a second”. This statement has been the demise and costly for many educators.
11.2. Reporting Child Abuse
11.2.1. Teachers are obligated to report suspected child abuse either mental or physical. Suggested guidelines to follow;
11.2.2. Report the suspected abuse to the guidance counselor, principal or DHR.
11.2.3. Document the action you have taken. (Document time, date, name of student, suspected abuse or symptoms and to whom you reported.
11.2.4. Follow-up on the situation.
11.3. Harassment (sexual or other forms of harassment)
11.3.1. -Franklin v. Gwinnett County Public Schools (1992) U.S. Supreme Court. -Vance v. Spencer County Public Schools 6th U.S. Circuit Court of Appeals (2000).
11.3.2. Educators can be held liable if they show an indifference to a student’s or teacher’s complaint.
11.4. Students Cheating on Tests (5th and 14th Amendment)
11.4.1. Due Process (procedural and substantive)
11.4.1.1. Procedural due process is notice, hearing and explanation.
11.4.1.2. Substantive due process is “what is fair” not capricious or arbitrary.
11.4.2. Suggested guidelines to follow;
11.4.2.1. Allow the student to finish the test or assignment.
11.4.2.2. Confront the student after class or take them to the principal immediately.
11.4.2.3. Do not grade that test or assignment. Arrange for another test or assignment if you consider this a viable option.
11.4.2.4. Never take up a test or assignment and give a “0” without allowing the student to explain. “Snatch and File 13”
11.4.2.5. Recently, a school board reversed a teacher’s and principal’s decision to give students a “0” for plagiarism. Both teacher and principal resigned because of the circumstances.
11.5. Corporal Punishment (8th, 5th or 14th Amendment)
11.5.1. -Ingraham v. Wright (1977) is the Supreme Court decision that allows for corporal punishment in schools. -Hinson v. Holt, Court of Civil Appeals of AL. (1998). -Baker v. Owen (1975) ruled that parents could not dictate to school officials not to paddle their child. Some schools acknowledge these requests, but do not guarantee their child will not be paddled.
11.5.2. Suggested guidelines to follow;
11.5.2.1. Always follow board policy
11.5.2.2. Use another form of punishment if available.
11.5.2.3. Have a professional witness (another teacher).
11.5.2.4. Use a reasonable paddle. The principal should determine size restrictions of a paddle.
11.5.2.5. Document all action taken.
11.5.2.6. Never paddle when angry or in doubt of a student’s guilt
11.5.3. School officials are usually protected if school board policy is followed; however, a person’s character and good name are “up for grabs” by any unscrupulous person.
11.6. Search and Seizure (4th Amendment)
11.6.1. -T.L.O. v. New Jersey (1985) is the Supreme Court decision that all cases are tested against. T.L.O was suspended for cigarettes and her purse was searched for other contraband. The U.S. Supreme Court ruled in favor of the school. -Thomas v. Roberts, 2001 (11th Cir. August 15, 2001). -Principals and teachers have the power to search based on reasonable suspicion. Police must have probable cause.
11.6.2. Suggested guidelines;
11.6.2.1. Do not search a student or locker without a witness.
11.6.2.2. Have reliable information before searching.
11.6.2.3. Do not search the entire class indiscriminately.
11.6.2.4. Do not conduct a strip search (imminent danger must be present).
11.6.2.5. When in doubt, refer to the principal.
11.7. IDEA (Special Education and Section 504)
11.7.1. Identify your students who are receiving services by contacting your counselor, principal or special education teacher.
11.7.2. Each teacher is responsible for knowing which students receive services.
11.7.3. Follow the IEP, 504 Plan, BIP or BBSST recommendations.
11.8. Freedom of Expression - First Amendment
11.8.1. Tinker v. Des Moines – Students does not leave their rights at the school house door.