1. Philosophy of Education
1.1. Pragmatism is to find work in order to achieve their desired end. It does study the past. Pragmatism is student centered. It has a schema : Problem~Speculative thought~Action~Result. Pg 186
1.2. Claims
1.2.1. Generic Notions: needs and interest of the students, all participation in his/her study, and project or group
1.2.2. Key Researchers: George Sanders Pierce (1839-1914), William James (1842-1910), and John Dewey (1859-1952)
1.2.3. Goal of Education: improving what is already in place, democratic citizen
1.2.4. Role of Teacher: content expert
1.2.5. Methods of Instruction: problem solving, project based, inquiry based
1.2.6. Curriculum: integrated, not fixed, student and interest based
2. Schools as Organizations
2.1. IDENTIFING STAKEHOLDERS
2.1.1. State Senators
2.1.1.1. Senate President : Kay Ivey Majority Leader: Greg Reed Minority Leader: Quinton Ross
2.1.2. Representatives by District
2.1.2.1. Lauderdale County: Phillip Pettus Lauderdale County/Limestone: Lynn Greer Lauderdale County/Lawrence/Colbert: Marcel Black
2.1.3. Superintendent
2.1.3.1. Lauderdale County: Jonathan Hatton
2.1.3.2. Limestone County: Dr. Tom Sisk
2.1.3.3. State: Michael Sentence
2.1.4. BOARD REPRESENTATIVES
2.1.4.1. State Board: Governor- Robert Bentley ; President - Michael Sentance ; Secretary and Executive Officer- Mary Scott Hunter
2.1.4.1.1. Local School Board :
2.2. ELEMENTS OF CHANGE- ALL EXTRA INFO ON PAGE 232
2.2.1. 1. Conflict is a necessary part of change
2.2.1.1. All staff members must be on board. They need to be able to allow previous situations such as hidden problems, issues, and disagreements rise to the surface and be resolved.
2.2.2. 2. New Behaviors must be learned
2.2.2.1. Change requires new attitudes and new relationships. Builds trust, leadership, and commitment.
2.2.3. 3. Team Building must extend to the entire school.
2.2.3.1. Share decisions and ideas with one another. Build a relationship with all staff members.
2.2.4. 4. Process and content are interrelated
2.2.4.1. Project often is determined by the attitude and trust between co-workers. The new behaviors will influence future comittments with staff members and others involved.
3. Curriculum & Pedagogy
3.1. CURRICULUM THEORY
3.1.1. Developmentalist- related to the needs and interest of the students rather than the needs of society; student based and revolves around the developmental stage at which the child is at. The teacher is a facilitator of student growth. Pg 284
3.2. DOMINANT TRADITIONS OF TEACHNG
3.2.1. Mimetic Tradition: based on the viewpoint at education; viewed that education is to transit specific knowledge to students relationship transferring knowledge. Teacher -> Student
3.2.2. Transformative Tradition: different sets of assumptions about the teaching and learning process. Not only transferring knowledge but doing it in a way where students ask questions and actually understand the information being consumed in.
4. Equality of Opportunity
4.1. 1. Describe How Class, Race, and Gender Impact Educational Outcomes.
4.1.1. Class
4.1.1.1. Students in different social classes have different kinds of educational experiences called class based experiences. Families from the upper class and the middle class are more likely to expect their children to succeed and push them too. Studies also show that the number of books in the family home are related to academic achievement.
4.1.2. Race
4.1.2.1. Individual's race has a direct impact on how much education he or she is likely to achieve. In a society like the united states, it is not surprising that minority students receive fewer and inferior educational opportunities than white students
4.1.3. Gender
4.1.3.1. History indicates that an individual's gender is related to their educational attainment. Today, females are less likely to drop out of school than males and more likely to have higher levels in reading. The one area that males out do females in mathematics.
4.2. 2. What Were the Two Responses to the Coleman Study from 1982?
4.2.1. 1. Studies have compared public and private schools and have found that private schools "do it better" particularly for low-income students. It judged against reasonable benchmarks.
4.2.2. 2. Individual background and social composition. Where an individual goes to school is often related to race and socioeconomic background, but the racial and economic composition of a school has a greater effect on students achievement than a individual race and class.
5. Educational Inequality
5.1. 1. Explain Two Types of Cultural Deprivation Theory
5.1.1. 1. Deutsch (1964)- educationally disadvantaged students because they are not raised to acquire skills and dispositions.
5.1.2. 2. Compensatory Education- assumptions about why disadvantaged children have lower levels of achievement than more advantaged children.
5.2. 2. Describe at least Four School-Centered Explanations for Educational Inequality
5.2.1. 1. School Financing- public schools are financed through local, state, and federal sources. Students from low economic areas use property taxes to fund schools, etc. Also shows that backgrounds and areas do not receive equal opportunities pg.430.
5.2.2. 2. Effective School Research- it suggests that there are school- centered processes that help explain unequal educational achievement by different groups of students. Only thing, it does not provide clear providing implementation, nor do they provide answers to how effective schools are created
5.2.3. 3. Curriculum and Ability Grouping - research indicates that differences in tracks help to explain the variations in academic achievement of students on different tracks through out the school year.
5.2.4. 4. Gender
6. Politics of Education
6.1. PURPOSES
6.1.1. 1. Intellectual- teach basic skills such as reading, writing, and mathematics; Help students acquire higher-order thinking skills, such as analysis things.
6.1.2. 2. Political- to prepare citizens who will participate in political order; help with participation in political order.
6.1.3. 3. Social- help solve social problems; such as family and church. To socialize children into various roles, behaviors, and values of society.
6.1.4. 4. Economic- division of labor. Schools directly prepare students for work varies society to society.
6.2. PERSPECTIVES
6.2.1. 1. Role of the School- the central focus of each perspective and differing analysis. also their broadest concern purposes and function of education. The liberals stress the training and socializing function of the school. They also focus on students enabling the individual to develop talents, creativity, and sense of self.
6.2.2. 2. Explanation of Unequal Performance- Liberals argue that individual students begin school with different chances and some have more advantages. Therefore, society attempt programs to make equalized playing field for students.
6.2.3. 3. Definition of Educational Problems- The way in which each perspective addresses specific educational problems and consequently how each sees solutions to those in utmost importance.
7. History of U.S. Education
7.1. REFORM MOVEMENT
7.1.1. 1. The rise of the common school- Morill Act 1862 authorized public money to establish public land grant universities, resulting in establishment of large state universities, especially in the Midwest.
7.1.2. 2. Education for Women and African Americans- Education was viewed for women as biologically harmful or too stressful. The first of the 19th century, education for women was slim to none. Very few women achieved a education other than literacy or numeracy. By the middle to end of 19th century, many women were in elementary schools or private academies.
7.1.3. 3. In 1833, Oberlin Collegiate Institute in Ohio not only opened it's doors to women but also African Americans. Roberts vs. City of Boston, the court ruled school communities had the right to establish black and white schools. African Americans were now encouraged to build their own schools. This is where people get the whole " racists" thing, as well as other things that have happened over the centuries. The Ku Klux Klan continued to spread racial hatred and Jim Crow law and Black Codes continued to Discriminate blacks in the south.
7.1.4. 4. With all these pros, yet negatives against women and African Americans has a big impact on education. It separated people and did not give humans all the equal rights and abilities. There was no faith in either of the groups that they could better themselves and become something.
7.2. HISTORIAL INTERPRETATION
7.2.1. 1. Conservative Perspective- rising tides of conservative criticism swept education circles. Ravitch and Hirsch supported democratic-liberal goals but they believed that the historical pursuit of social and political objectives resulted in significant harm. Ravitch believed the curriculum should be fair and nonracist, she also argues that multiculturalism was often historically incorrect and neglect of the facts. She also argued that reforms that she once supported have resulted in a corporate takeover of public schooling and threatening the democratic nature of public schooling. The closing of the American mind 1987 and Hirsch in cultural literacy 1987 never fully captured the complex relationship between educational reform and social as well as political.
8. Sociology of Education
8.1. Schools are viewed as shaping the childrens' view of the world. Theoretical perspective allows investigators to create answers to problems that may cross minds.
8.1.1. Conflict Theory: what makes the economy go around such as political, cultural, and military power. Pg 118
8.1.2. Functionalism: were life is viewed as a machine, where one part of life leads to another, needs each other, and energy required. Pg 117
8.1.3. Interactionalism: comes from viewing things and looking at the structure. "What do students and teachers actually do in school"?
8.2. 5 effects of schooling on individuals
8.2.1. What people learn: students attitude and knowledge go hand and hand. The way a student acts at school is going to affect the amount of knowledge he/she takes in.
8.2.2. Employment: going to college and getting a degree is important in the field of earning more money. Just education does not always guarantee more money.
8.2.3. Job Performance: having a degree in something does not mean you are put out for that job. Yes it is a good trait to have but book smarts and work ethic are two different categories.
8.2.4. Income: having a college degree does look good and also sometimes halos with your pay grade yet depends on the job. • at a plant you would get more money if you apply for a certain job and have college background of it •being a teacher it would not because everyone has to have a degree in college before they can start
8.2.5. Mobility: shows differences in teacher qualities across different school districts.
9. Educational Reform
9.1. 1.Two School-Based Reforms
9.1.1. 1. Charter Schools- they are paid with tax dollars and argue that they provide a more effective and efficient alternative for a "lower cost".
9.1.2. 2. Vouchers- they argued that school choice will have 3 important impacts.
9.1.2.1. 1. Will provide low-income parents with the same choices as middle-class parents.
9.1.2.2. 2. Given the absence of the large educational bureaucracy of Urban Schools. Pg.524
9.1.2.3. 3. Urban schools will be forced to improve or close their doors which would increase student achievement.
9.2. 2. Two Reforms
9.2.1. 1. Schooling in the US can be improved by enlarging the goals of the curricula. Requires thoughtful learning on skills.
9.2.2. 2. Schooling in the US can be improved by strengthening the professional status of teachers and other educators. Every child in the US should have the equal access to a high-quality education.