1. Curriculum & Pedagogy
1.1. Define Project Schedule
1.1.1. Dependencies
1.1.2. Milestones
1.2. Limitations
1.2.1. Schedule
1.2.2. Budget
1.3. Define Project Development Measurement
1.3.1. KPI's
2. Educational Reform
3. Educational Inequality
4. Schools as Organizations
4.1. Budget
4.1.1. Materials
4.1.2. Personel
4.1.3. Services
4.1.4. Duration
4.2. Delivery Timeline
4.3. Requirements
5. Philosophy of Education
5.1. Pragmatism
5.1.1. Generic Notions: The school became an "embryonic community' where children could learn skills both experientially as well as from books, in addition to traditional information, which would enable them to work cooperatively in a democratic society.
5.1.2. Key researchers: Dewey
5.1.3. Goal of Education: The primary role of education was growth. He wants the school to integrate children into a democratic society.
5.1.4. Role of the teacher: to encourage, offer suggestions, questions, and helps plan and implement course of study
5.1.5. Methods of Instruction: Differentiated instruction; formal instruction was abandoned. Children were allowed to converse with one another
5.1.6. Curriculum: Integrated curriculum. Using different strategies to learn about a certain thing. For example, doing a study on mammals, but using math, language, and science to learn.
6. Politics of Education
6.1. Political Purpose
6.1.1. to inculcate allegiance to the existing political order (patriotism); to prepare citizens who will participate in it; to help assimilate diverse cultural groups into a common political order to to teach children the basic laws of society
6.2. Social Purpose
6.2.1. to help solve social problems; to work as one of many institutions to ensure social cohesion and to socialize children into the various roles, behaviors, and values of the society. This is process is known as socialization.
6.3. Economic Purpose
6.3.1. to prepare students for their later occupational roles, and to select, train, and allocate individuals into the division of labor
6.4. Intellectual Purpose
6.4.1. 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
6.5. Conservative Perspective on:
6.5.1. The Role of School
6.5.1.1. providing the necessary educational training to ensure that the most talented and hard-working individuals receive the tools necessary to maximize economic and social productivity
6.5.2. Explanations of Unequal Performance
6.5.2.1. Individuals or groups of students rise and fall on their own intelligence, hard work, and initiative, and that achievement is based on hard work and sacrifice.
6.5.3. The Definition of Educational Problems
6.5.3.1. Schools systematically lowered academic standards and reduced educational quality. This is referred to as the decline of standards.
6.5.3.2. Decline of cultural literacy, which means that schools watered down the rational curriculum and weekend the school's ability to pass on the heritage of American and Western Civilizations to children.
6.5.3.3. The decline of values or of civilization, which means that schools lost their traditional role of teaching moral standards and values.
6.5.3.4. The decline of authority, which means that schools lost their traditional disciplinary functions and became chaotic, in response to demands for individuality and freedom.
7. History of U.S. Education
7.1. Education for Women and African Americans
7.1.1. In the 19th and part of the 20th century, education for women was viewed as biologically harmful or too stressful, which made education opportunities for them severely limited. By 1820, the movement for education for women in the United States was making progress. Schools were being opened for females. In 1883, Oberlin Institute opened its doors to women and African Americans, who at this time were not provided with an education. Teaching slaves how to read and write was forbidden. In 1868, the Freeman's Bureau helped to establish colleges for African Americans to attend.
7.2. The Democratic-Liberal School Historical Interpretation
7.2.1. It involves the progressive evolution of a school system committed to providing equality of opportunity for all.
7.2.2. For Lawrence A. Cremin, a representative of this view, educational history in the US involved the expansion of opportunity and purpose.
7.2.3. They believe that the US educational system must continue to move closer to equality and excellence , without sacrificing one or the other.
7.3. Development Stage 2
8. Notes
9. Sociological Perspectives
9.1. Functionalism is concerned with the ways that societal and institutional forces create a collective conscience based on shared values.
9.2. Conflict theory is concerned with the ways in which differenced among groups at the societal level produce conflict and domination that may lead to change.
9.3. Interactional theories are critiques of the other theories. They attempt to make the commonplace strange by turning on their heads everyday taken-for-granted behaviors and interactions between students and students, and teachers and students.
9.4. Effects of Schooling
9.4.1. Employment- most students believe that graduating college will lead to greater employment opportunities, which is true.
9.4.2. Teacher Behavior- teachers set standards for students and influence student self-esteem and sense of self-efficacy.
9.4.3. Inadequate Schools-Urban education has failed to educate minorities and poor children, as opposed to the schools that are in better neighborhoods, and have students whose families have more money.
9.4.4. Tracking-I think tracking plays a big role in students because when they are given the right opportunities, they are able to achieve things that they would not be able to if they had not been given these opportunities.
9.4.5. Gender- Although girls usually start school cognitively and socially ahead of boys, by the end of high school they usually have lower self-esteem and lower aspirations than do boys.