1. Equality of Opportunity
1.1. Educational Outcomes
1.2. Class: The longer the students reman in school the longer they will need financial help, usually from parents. This effects the working class and favors the wealthier family. Usually, lower class families have low expectations for their children's education. Effecting the children because their drop out risk increases, to the one that do not drop out they are prone to get labeled in school because of their vocabulary, clothes, etc.
1.3. Race: Race has direct impact on students education on average, minorities have lower SAT scores, which effects the entrance to college. Minorities do not receive equal educational opportunities as white's.
1.4. Gender: Historically, the gender of an individual affected their education. Women are typically better students than men. Today, females are less likely to drop ut of school than males. Also, the females are more than likely to have a higher level of reading proficiency than males. Males tend to outperform females in mathematics and SAT scores. In the past 20 years or so gender differences have reduced tremendously in education.
1.5. Coleman Study 1982 Responses:
1.6. 1. The differences that do exist between public and Catholic schools are statistically significant, but in terms of significant differences in learning, the results are negligible.
1.7. 2. Where an individual attends school is often related to their race and socioeconomic background, but these things composition of a school has greater effect on student's achievement.
2. Philosophy of Education
2.1. World view
2.1.1. Pragmatism: School where students would work to achieve goals
2.2. Generic Notions
2.2.1. Students would be educated through school work & books & tradition
2.3. Key Researchers
2.3.1. John Dewey, William James, George Sanders Peirce
2.4. Goals of Education
2.4.1. Dewey didn't believe in segregation
2.5. Role of Teacher
2.5.1. Teacher is to encourage, guide, help & teach students
2.6. Method of instruction
2.6.1. Individual & groups
3. Politics of Education
3.1. Purposes of Education
3.2. 1. Intellectual- Basic academic knowledge
3.2.1. 2. Political- People won't be ignorant about government issues
3.2.1.1. 3. Society- Individuals will make it in the society
3.2.1.1.1. 4. Economy-Individuals can learn to control money and finances
3.3. PERSPECTIVES
3.3.1. 1. Role of school: a schools role is to maintain a system so it will educate and maintain students and faculty safe
4. Curriculum and Pedagogy
4.1. Developmental Curriculum
4.1.1. Project specifications
4.1.2. End User requirements
4.1.3. Action points sign-off
4.2. *Developmental Curriculum is a curriculum that is student centered, focusing on students needs & interests. Following this curriculum it is important what & how everything is taught. This curriculum makes education important in student's life's.
4.2.1. Define actions as necessary
4.3. Dominant Traditions of Teaching
4.4. 1. Mimetic Tradition: The mimetic word comes from the Greek word mimesis, because it gives central place to the transmission of factual & procedural knowledge from one person to another.
4.5. 2. Transformative Tradition: The word transformative describes this tradition because it deems successful teaching to be capable of accomplishing a transformation in the student.
5. Schools as Organizations
5.1. Franklin County
5.2. House of Representative: Ken Johnson
5.3. State Senator: Larry Stutts
5.4. State Superintendent: Michael Sentance
5.5. Local School Board Members: Ralton Baker, Pat Cochran, Shannon Oliver, Chairperson: Mike Shewbart, Vice Chairperson: Terry Welborn, Local Superintendant: Greg Hamilton
5.6. ELEMENTS OF CHANGE
5.7. *Conflict- Part of change, they are not intended to create issues but to bring out previous ones. The involvement of faculty is necessary to reconstruct schools
5.8. *New behaviors must be learned so during change new relationships grow. Requiring change in communication & behaviors.
5.9. *Team building must be expanded on entire school. Shared decisions must be made, other wise conflict will arise.
5.10. *Process & content are interrelated. The project can sometimes demonstrate trust in between the team & school.
6. History of U.S. Education
6.1. REFORM MOVEMENT
6.1.1. Materials
6.1.2. Personel
6.1.3. Services
6.1.4. Duration
6.2. *Equality of Opportunity, people began to demand the opportunity to progress in life
6.3. HISTORICAL INTERPRETATION
6.4. *Democratic-Liberal School, school system that confirmed they would treat people equally
7. Sociological Perspectives
7.1. THEORY
7.1.1. Best way to understand relationship between school and society
7.2. EFFECTS OF SCHOOLING
7.2.1. Schedule
7.2.2. Budget
7.3. 1. Knowledge & Attitudes: Students will receive education & also learn how to solve problems in a professional way
7.3.1. 2. Employment: School can prepare students to find employment and earn a better lifestyle
7.3.1.1. 3. Teacher Behavior: Extremely important, a teacher can make a positive effect on a student or a negative effect
7.3.1.1.1. 4. Education & Inequality- As a teacher you become less ignorant, you will treat every student the same
8. Educational Inequality
8.1. Cultural Deprivation
8.2. 2. Suggests that working-class and nonwhite families often enter school without the necessary school materials and education.
8.2.1. 1. Middle-class culture values hard work but lacks immediate gratification for the future, and the importance of school falls in this category.
8.3. Explanations for School Inequality
8.3.1. *Academic performance among groups of students with in the same school result os student differences prior to entering school.
8.3.1.1. **School- centered explanations suggest that school process are central to understanding unequal educational performance.
8.3.1.1.1. *Researchers found that there are significant within- school differences that suggested schools may indeed make a difference.
9. Educational Reform
9.1. School-Based Reforms
9.1.1. (School-based 2) Charter Schools: These are public schools that do not have regulations applied to as traditional public schools. Charter Schools are held responsible for the students education as well as their improvement.
9.1.2. School- to- Work Program: Passed in 1944. These programs were to help non-college students become independent and learn working skills to become successful.
9.1.3. Economic & Community Reforms:
9.2. *School Finance Reform: Funding in school was needed to be increased to help students in poorer school districts.
9.2.1. *Full Service and Community Schools: Focusing on students' needs and their families needs (including: educational, physical, psychological, and social needs)