1. Curriculum and Pedagogy
1.1. Developmentalist Curriculum
1.1.1. John Dewey (child and curriculum)
1.1.2. Piaget (Stages of Development)
1.1.3. Relates to the interests and needs of the student at specific developmental stages rather than societal needs.
1.1.4. Relates education to real life experiences of the student in order to put the educational content into context for the child.
1.1.5. Teacher is viewed as a facilitator of student growth.
1.2. Memetic Tradition (Traditional)
1.2.1. Believes the purpose of education is to transmit knowledge to learner commonly through lectures or presentations (didactic method)
1.2.2. Knower (teacher) transfers knowledge to learner (student)
1.2.3. Display clear learning goals and provide a clear means of assessment in order to determine whether the student has acquired them.
1.3. Transformative (Progressive)
1.3.1. John Dewey believed in active student participation in order to result in student growth.
1.3.2. Views teaching as an artistic encounter
1.3.3. Questioning is found at the core of their methods
1.3.4. Conversation between student and teacher is made a priority in order for the student to be involved in the learning and teaching process.
1.3.5. They believe that the purpose of education is to change the student in a meaningful way, including: intellectually, creatively, spiritually, and emotionally.
2. Equality of Opportunity
2.1. Educational Outcomes
2.1.1. Class
2.1.1.1. A student's social class is directly related to their educational experience. Several authors in the text claim that there is a connection between parents' income and students' performance. Children from working class families are more likely to perform poorly and underachieve, whereas middle and upper class children perform on a average level, with high chances at overachievement and success.
2.1.2. Race
2.1.2.1. A child's race is often directly related to the amount of educational opportunities a they will be given. Minorities are shown prejudice and treated less than whites, causing a great amount of inequality within the school system.
2.1.3. Gender
2.1.3.1. In the past, women were very limited in their rights and the amount of education they were allowed to receive. Women's opportunities have increased drastically over time. In today's society women are now achieving a higher level of proficiency in reading and writing than men. While this is one of the many successes for women, society is not perfect. Women still undergo discrimination occupationally and socially.
2.2. Coleman Study 1982 Responses
2.2.1. The first response of the Coleman Study disagrees with it's results. Researchers argue that although there are differences between public and private Catholic schools, these differences do not have an affect on the learning process. This debate is still ongoing in today's society.
2.2.2. Other researchers used similar data to partially confirm the Coleman Study. The second response says that the location of a student's attendance in school is directly related to the student's race and socioeconomic background. It is believed that the race and socioeconomic history of a school have a greater effect on student achievement rather than their personal background. This response states that the focus needs to be on reducing segregation in the educational system.
3. Educational Inequality
3.1. Cultural Deprivation Theories
3.1.1. The first theory by John Ogbu argues that minorities, especially African Americans do not excel in school because they adapt to their position in society and accept the oppression that they are surrounded by instead of fighting against it. Ogbu suggests that the reason minorities have this mindset is because they are asked to dent their cultural identities in order to conform to the white majority.
3.1.2. A second theory on cultural deprivation suggests that working class and minority ethnicities should just resists the cultural makeup of schools. This would mean that these students take on an anti-school culture. Ogbu suggests that they reject school because it will not help them in the life they chose to live.
3.2. Educational Inequality
3.2.1. School Financing: Public schools receive different benefits than private institutions. Communities that are more wealthy are able to donate more to schools in their area because of the differences in taxes. Therefore, schools in high poverty areas are disadvantaged based on the communities lack of funds.
3.2.2. Curriculum and Ability Grouping: Within the school there is grouping system that occurs. Such grouping places the low scoring students together, thus hindering their academic growth. This is more evident at the secondary level, in which students are grouped based on ability and curriculum.
3.2.3. Gender: There is a vast difference in how men and women view the world. This perceived view is not catered toward women in the educational system. Women need to be in an environment that makes effective connections and allows for caring and empathetic situations.
3.2.4. Curriculum and Pedagogic Practice: Different types of authoritative figures based on the social class of communities which leads to more teacher-centered practices.
4. Educational Reform
4.1. School Based Reforms
4.1.1. School-Business Partnerships
4.1.1.1. Businesses became concerned about the success of graduates contributing to the economy.
4.1.1.2. Successfully adress fundamental problems facing the US educational system.
4.1.1.3. Little evidence of significant improvement asa means of reform.
4.1.2. School-to-Work Programs
4.1.2.1. School-to-Work Opportunities Act of 1994
4.1.2.2. A vocational program provides necessary skills and work based training for students wanting to learn a specific trade.
4.1.2.3. Vocation skills training is offered for non-college bound students.
4.1.2.4. Relevant education offered in order to explore different careers and skills necessary in select careers
4.1.2.5. Provide students with valued credentials
4.1.2.6. This program is very successful, yet it is still considered a "second class" educational track.
4.2. Community Reform
4.3. Economical Reform
5. History of U.S. Education
5.1. Reform Movement- Equality of Opportunity
5.1.1. The demand for equality of opportunity has been a central feature of U.S. history.
5.1.2. Immediately following WWII, the issue of access to educational opportunity became extremely important. The GI Bill of Rights offered 16 million servicemen and women the opportunity to pursue a higher education.The GI Bill set an important precedent, the issue of educational inequality for the poor and disadvantaged became a focus of national attention and debate.
5.1.3. In the late 1940s and 1950s, the relationship between race and education, and the question of school segregation were at the forefront of political, educational, and moral conflicts. After a series of victories, the advocates of the civil rights won their major victory when, in the landmark decision in Brown v. Topeka Board of Education, the Supreme Court ruled that state-imposed segregation of schools was unconstitutional.
5.2. History Interpretation- The Democratic Liberal School
5.2.1. The Democratic-liberal view is a combination of a hope to provide equality and excellence in the educational system. The belief is that with each progressive movement more educational opportunities were extended to a variety of Americans.
5.2.2. The Democratic-liberal goal is to reach and incorporate more diversity throughout the school system by providing an opportunity of equality to all students. The hope is to successfully balance equity and excellence without leaning on one side or the other. It is believed by historians that educational history in the U.S. involved both the expansion of opportunity and purpose. Democratic-liberals believe that the U.S. educational system must continue to move closer to each, without sacrificing one or the other too dramatically.
6. Politics of Education
6.1. Purposes of Education
6.1.1. Intellectual: To teach basic cognitive skills, to transmit specific knowledge, and to help students acquire higher-order thinking skills.
6.1.2. Political: To instill patriotism, to encourage students' participation in political democracies, to incorporate diverse cultures into a common political order, and to teach children the basic laws of society.
6.1.3. Social: To help solve social problems, ensure social cohesion, and to expose children to the process of socialization.
6.1.4. Economic: To prepare students for future occupational roles and responsibilities.
6.2. Perspective: Liberal
6.2.1. Role of School: On a social level the liberal perspective stresses the school's role in providing the necessary education to ensure that all students have an equal opportunity in society. They also emphasize the school's role in teaching children to respect cultural diversity. On a political level, liberals stress the importance of citizenship and participation in a democratic society and the need for an educated citizenry. Liberals envision a society in which citizens participate in decision making, an individual's status is based on achievement, and in which all citizens receive a fair and equal opportunity for economic wealth, political power, and social status.
6.2.1.1. "To believe in education is to believe in the future, to believe in what may be accomplished through the disciplined use of intelligence, allied with cooperation, and good will. If it seems naively American to put so much stock in schools, colleges, universities, and the endless prospect of self-improvement and social improvement, it is an admirable, and perhaps even a noble flaw." -Diane Ravitch
6.2.2. Explanation of Unequal Performance: Liberals argue that individual students begin school with different life chances, therefore causing some groups to have more advantages than others. In order to equalize these advantages, society must assist the disadvantaged students through policies and programs. This will allow students from lower backgrounds to have a better chance at success.
6.2.3. Definition of Educational Problems: The liberal perspective recognizes educational problems as the following: underachievement by poor and minority children due to limited life chances, underdevelopment of individuality shown in students because of overbearing disciplinary rules and authority, inequality between urban and suburban schools, and finally, the traditional curriculum excludes the diverse cultures that embody pluralistic society.
7. Sociological Perspectives
7.1. Definition of Theoretical Perspectives
7.1.1. Functionalism: Functional sociologists stress the interdependence of the social system. They view society as a machine, where one part depends on another part in order to produce a successful society. Emile Durkheim was a prominent founder of the sociology of education and believed in a functionalist approach. Durkheim's emphasis was focused on moral values and cohesion. Functionalist believe that education is supposed to create programs, structure, and curriculum in order to promote social unity.
7.1.1.1. "For Durkheim, moral values were the foundation of society."
7.1.2. Conflict Theory: Conflict theorist argue that social order is based on the ability of dominant groups to take control of subordinate groups through force, cooperation, and manipulation. They believe that class struggle is what keeps social order. As stated in the text, conflict theorist believe that the school should be viewed as a battleground with students against teachers, teacher against administration, and so on. Karl Marx is the founder of this theory. He believed that the working class would overthrow the upper class therefore creating a completely different social order. Max Weber was a follower of Marx and also held stock in the conflict theory. Weber believed that in addition to the struggle of social order is the struggle within classes to achieve a certain societal position.
7.1.3. Interactionalism: Interactional theories are primarily critiques and continuations of the functional and conflict perspectives. The critique portion of their belief comes from the observation that the functional and conflict theories are abstract and emphasize structure at a macro-sociological level. Although Interactionalist understand the importance of analyzing the "big picture", they believe it would be more beneficial to focus on what schools are like on an everyday level. Basil Bernstein pointed out the benefits of looking at the macro and micro observations as a whole.
7.2. 5 Effects of Schooling
7.2.1. Knowledge and Attitudes: The more knowledge a student receives the higher level of achievement they will attain. When evaluating the impact of education, research shows that more years of schooling leads to greater knowledge and social participation.
7.2.2. Employment: A higher-level education will greatly contribute to a student's ability to secure a career. While, attaining a college level degree is important for earning more money, it alone does not fully explain differences in levels of income.
7.2.3. Education and Mobility: Occupational and social mobility begin at the school. American ethos is constructed by the belief that education opens the doors of opportunity.
7.2.4. Teacher Behavior: Teachers enstill an academic and social confidence in students which in turn influences the student's achievements inside and outside of the classroom.
7.2.5. Student Peer Groups and Alienation: A student's cultural surroundings influences the development of their attitude towards academics as well as their position in society.
8. Philosophy of Education
8.1. Pragmatism
8.1.1. Generic Notions (Dewey's)
8.1.1.1. Dewey's ideas were influenced by the theory of evolution and an optimistic belief in progress. Dewey believed the key to attaining a better society was to go through education by forming the school into an"embryonic community". These ideas were often referred to as progressive, allowing the children to have a say in the course of study and participate in experiential learning. Dewey was a firm believer in providing students with freedom and responsibility.
8.1.2. Key Researchers
8.1.2.1. Generally the founders of the pragmatism school are George Sanders Pierce, William James, and John Dewey. Some of the earlier European philosophers with the same ideals are Frances Bacon, John Locke, and Jean-Jaceques Rosseau. Bacon challenged people to drift from traditional way of thinking and take on a more experimental approach. This method of thinking is commonly known as "inductive". Locke was primarily known for being focused on knowledge. Rosseau focused strongly on environmental experiences. Dewey sought to expand pragmatism an is often labeled as "the father of progressive education".
8.1.3. Goal of Education
8.1.3.1. Dewey believed the function of schools was to prepare students to participate in a democratic society. He strongly promoted the believe that the primary role of education was to help students grow. When asked what growth was towards he responded, "growth leading to more growth". He wanted to develop human beings to continually add to the quality of life, and hep others in creating a well functioning society.
8.1.4. Role of Teacher
8.1.4.1. In a progressive educational setting the teacher is no longer viewed as the authoritarian, but rather as a facilitator. They are there to encourage their students by offering suggestions, and help to plan and implement a course of study.
8.1.5. Method of Instruction
8.1.5.1. Dewey proposed the concept of students learning both individually and in groups. He believed in what is known as the problem- solving or inquiry method. Traditional methods became standard, along with individual study, problem-solving and project based methods.
8.1.6. Curriculum
8.1.6.1. Progressive schools usually follow a core or integrated curriculum. These educators like use what is called curriculum of expanding environments where you start with a contemporary problem from the known to the unknown. Progressive education supporters believe in a curriculum that is flexible and can change when the student's interests change and grow.
9. Schools as Organizations
9.1. District Representatives - Cullman County District 4
9.1.1. State Senators
9.1.1.1. Richard Shelby
9.1.1.2. Paul Bussman
9.1.2. House of Representatives
9.1.2.1. Ed Henry
9.1.3. State Superintendent
9.1.3.1. Michael Sentence
9.1.4. Representative on State School Board
9.1.4.1. Yvette Richardson
9.1.5. Local Superintendent
9.1.5.1. Shane Barnette
9.1.6. Local School Board
9.1.6.1. Gene Sullins
9.1.6.2. Heath Albright
9.1.6.3. Mike Graves
9.1.6.4. Kenny Brockman
9.1.6.5. Jason Speagle
9.1.6.6. Chris Carter
9.1.6.7. Wayne Myrex
9.2. Elements of Change
9.2.1. Conflict
9.2.1.1. Conflict is necessary in order to promote change
9.2.1.2. The resurfacing of conflicts can be beneficial at times
9.2.1.3. It is critical for staff to have the ability to efficiently manage and resolve conflicts
9.2.2. Education of New Behaviors
9.2.2.1. Communication and trust are the foundation to success
9.2.2.2. Leadership must be enabled in all parts of the team
9.2.2.3. Constantly learning new techniques of communication, collaboration, and conflict resolution are vital to success.
9.2.3. Interrelated Process and Content
9.2.3.1. The process used to teach is just as important as the content being taught
9.2.3.2. It is essential to establish trust and openness within the team
9.2.4. Inclusion of Team Building in Entire School Body
9.2.4.1. Shared decision making must be practiced and consistently worked on
9.2.4.2. Relationships within the school staff must be focused on