1. Educational Reform
1.1. School-Business Partnerships
1.1.1. School-business partnerships were formed to help bring funds to schools to help produce successful graduates needed for the U.S. economy. There are a few different ways these partnerships helped. Some formed management plans that would raise the test scores to improve their rates. Also, some partnerships would provide scholarships for poor students. School-business partnerships have seen much recognition but doesn't provide enough information if they've improved these schools enough.
1.2. Privatization
1.2.1. For-profit companies are involved and do a number of things to help private schools. For example, some of these companies take over managing these schools that are failing and their districts too. Also, for-profit companies are used to hire specific centers to provide tutoring under the NCLB act. These companies view a significant interest in the cost of this help. Although, it's unclear of how successful these centers will be but it has promise to do great.
1.3. Full service/ Community School
1.3.1. This community based reform is used by creating full service schools. This includes general education, but also informative classes that are after hours for the entire community. This reform can be fulfilled by providing classes for adults before or as they carry their child to be able to educate the students properly along with many other programs.
1.4. School Finance Reform
1.4.1. All schools are not equally funded to provide an equal opportunity for education. In order to provide the equality, urban districts were funded by suburban and urban school. Also, any funding left over was to go towards additional programs. Although, funding has increased to provide better opportunities, they are sill limited. Achievement gaps are hard to limit unless they take in effect the factors involved outside of school.
2. Educational Inequality
2.1. Type 1
2.1.1. This type is based on the school if students were not financed as well at home to be able to give them the basics of learning needed to achieve at school. This type of cultural deprivation was noted to provide more money and resources into schools that contain children form lower socioeconomic backgrounds. They also developed more programs such as Head start to involve these students in providing the needed building blocks for school.
2.2. Type 2
2.2.1. The failure of these programs seemed to emerge when disadvantaged students were still receiving lower levels of achievements than those that were advantaged. The project Head Start received mixed views of its value but not enough information proves that all the programs being compensated have improved significantly enough. Thus, it led to the finding of cultural difference theory.
2.3. School Financing
2.3.1. The inequality of financing schools are between the wealthier and poor placements of school. They are funded from property tax and sense in some places their property is worth more than other places they will receive more money. To provide more equality they would give the wealthier schools the minimal to be successful and provide more financing to the lower class schools.
2.4. Effective School Research
2.4.1. In research, society change was important to receive change within schools. In this case, if that didn't happen then teachers will be given the blame over something they didn't have much control over. In other words, comparing schools from different socioeconomic communities was a big factor in the issue. Also, if there are differences in the performance of the student in comparison of school then there has to be school effects to factor in as well.
2.5. Between-School Differences
2.5.1. The atmosphere between schools can have effect on students and their achievement. In other words, students that can afford an Ivey league school will want to have higher career goals and see a different dream than those that go to a lower class school that may want to work but will lower their standards.
2.6. Gender and Schooling
2.6.1. School curriculum often stereotypes each gender. Fro example, often women's historical advances are not discussed, instead, are focused on male accomplishments. Schools, also, reinforce traditional gender roles, such as males dominating classroom discussion, females are the teachers, and males take over roles in administration. Also, single-sex schools, particularly females, will face more problems than if they were in a coeducational classroom.
3. Curriculum and Pedagogy
3.1. Developmentalist Curriculum
3.1.1. The curriculum theory that I would advocate for is the developmentalist curriculum. The focus of this curriculum is based off the students and their interests. Most importantly it focuses on life experiences and gives students some correlation between school and life outside of school. The benefit of this curriculum is to use students interests as an asset by providing new an exciting ways to teach them while they are interested.
3.2. Mimetic Tradition
3.2.1. This is based off transmitting specific knowledge to students. The best method is the didactic model. In other words, this method involves power points, lectures, videos, etc. as the core form of communication.
3.3. Transformative Tradition
3.3.1. This tradition is similar to mimetic by the use of lectures and presentations but uses them in a different form. Transformative uses lectures to challenge the students to be more creative and use critical thinking. Mimetic tell the knowledge needed to know where transformative tries to provoke conversation with students. It also allows students to be a part of the learning instead of being told what to learn.
4. History of U.S. Education
4.1. Education for women and African-American
4.1.1. The reform that I feel has had the most influence education is education for women and African-Americans. Education for women was so limited because it was believed that women were to only be the companion of the male and a homemaker. Not only women, but African-Americans received the same treatment. They believed that African-Americans didn't deserve to be able to read and write as the same of their owners or white people. Since then education has come a long way from where it began. some of the most famous women and African-Americans wouldn't be where they are without education and the reform that helped changed it. women getting the same education as men allows women to reach their full potential in all jobs that aren't submissive to the male. Also, African-Americans being teated equally to et the same education gives them freedom to believe they can make a difference and not be looked down upon. Education has definitely evolved from where it began.
4.2. Democratic interpretation
4.2.1. Liberal school is a historical interpretation of U.S education. Three historians, Cubberly, Curt, and Cremin describe their views of this. Cubberly and Curtis dedicate egalitarian principles to early school reformers. Cremin, on the other hand, relates U.S. education in two processes. He believed that the more and longer students were in school the education goals would be more diverse and social groups are more important or the same as intellectual goals. Cremlin does recognize the conflicts of U.S. education but still believes that U.S. education remains true with popularization and multitudinousness. Democratic-Liberal school is interpreted as optimistic but has increased to more opportunities. Therefore, the Historians, Cubberly and Curtis, view U.S. education as optimistic, where as Cremlin views equity and excellence as tension.
5. Politics of Education
5.1. Pespective
5.1.1. 1. Role of the School: The perspective that seems to be the most successful in the role of the school is the perspective of the liberals. This perspective has had multiple affects on many Americans. The liberal belief shows that equality is important to succeed as well as social roles to put them into different social situations to be accepting with a diverse society. My vision of this perspective is to give every child an equal opportunity to succeed while also being accepted in the society and other cultural difference that they are not familiar with.
5.1.2. 2. Explanations of Unequal Performance: The perspective of a radical closely relates to my view. The belief that students are not equal to everyone relies mostly on the economic system. Therefore, students that have life hard outside, whether it's their living conditions or family situations, will cause failure in the education system because the students are not supported outside of school. If the society will not be on the side of the student then how do we expect them to do well in school when everything else is against them.
5.1.3. 3. Definition of Educational Problems: The liberal perspective has the most sensible reason to use for school. The realization that poor and minority children have been limited in life chances and they know it's a serious issue. Although, the downfall is that authority is emphasized too much and leaves children behind in becoming an independent individual. Overall the liberal perspective is most relative in making students successful but leaves out the diverse cultural in its curriculum. Compared to the other perspective the liberals correlate with my vision by attempting to make them individuals and create equality for each child to become successful.
5.2. Four Purposes of Education
5.2.1. Intellectual Purposes: This purpose teaches basic cognitive skills and to be able to have thinking skills. This purpose is to give children basic skills to transmit and understand knowledge fro reading, writing, and mathematics. It also teaches skills to a analyze and evaluate common knowledge.
5.2.2. Political Purposes: This is to instill current political order for those that plan to participate in political order. Political purposes are also used for cultural groups to fully understand the political order and to teach children common ways of how the society works. These intentions are to give order to all children within our schools society and to teach different cultural groups how this society works and give them basic knowledge to succeed.
5.2.3. Social Purposes: This purpose is to instill social interaction to solve problems to ensure cohesion among children. The purpose is vital to society for stability and to give children experiences in different roles to socialize and cooperate with the society we are given .
5.2.4. Economic Purposes: this is to prepare students for roles that they will be in with their occupation later on in life. Although, these roles will differ from society to society This purpose is to advance students in a decision of labor when they reach their occupational goals and to succeed within them. In other words, this purpose is to give children the knowledge of labour and the correct and formal way to use it within their profession.
6. Equality of Opportunity
6.1. Class
6.1.1. Educational outcomes are affected by class because there are many different classes that do not receive the same expectation. For example, students of middle to high class are expected to stay in school longer and have a higher understanding of knowledge than lower and under class are expected of.
6.2. Race
6.2.1. Race also has an affect of educational outcomes. In particular, students that are white tend to have a higher percentage that can read at an intermediate level which is common. Hispanic-Americans have a 17.6% dropout rate. Race is always a factor when it comes to testing and educational opportunities.
6.3. Gender
6.3.1. Males and females are always compared when it comes to academics. Females have increased in their academic knowledge past males. Previously, men were more advanced in education and were always favored. Women are now more likely to go to secondary education than men and are more likely to succeed than men within education.
6.4. Response 1
6.4.1. The debate of high school achievement between private and public schools are minimal in comparison. Student outcomes seem to have more success in private schools than public schools. Although, Catholic schools favor to more low income students but are becoming more elite in comparison to suburban public schools. In other words, private schools favor higher class students but Catholic schools are favoring to lower class students and don't have much difference academically.
6.5. Response 2
6.5.1. The debate of race and class versus the school's socioeconomic status has profound effect in the students academic success. The students individual race and class doesn't effect the student as well as the schools atmosphere. For example, an African American student will be influenced more at a predominant African American school. It is more important that a student fits in with the school instead of focusing on their individual race and class.
7. Schools as Organizations
7.1. Major Stakeholders
7.1.1. State Senator: Richard Shelby and Luther Strange
7.1.2. House of Representatives: Bradley Bryne, Martha Roby, Mike Rogers, Robert Aderholt
7.1.3. State Superintendent: Michael Sentence
7.1.4. Representative on State Board: Kay Ivey, Michael Sentence, Mary Hunter, Yvette Richardson, Jackie Zeigler, Betty Peters, Stephanie Bell, Ella Bell, Cynthia Sanders, Jeffrey Newman
7.1.5. Local Superintendent: Gale Satchel
7.1.6. Local School Board: Thomas Barnes, Sandra James, Mary Moore, Thomas Burgess, Carie Mitchell, Ricky Saint
7.2. Conflict
7.2.1. In the aspect of changing things within a school, all parties involved have to be ready to resolve issues that come up abruptly. Although, change is good but issues will appear in almost anything. Therefore, conflict has to be faced head on to be resolved quickly and safely.
7.3. New Behaviors
7.3.1. With change, new behaviors will take affect to adapt with change. New relationships and trust will be needed to form an effective community to accept change.
7.4. Team Building
7.4.1. A vital factor with change will include team building. The effect of change will cause some struggle on people but if everyone does not work together then resistant to change will occur and then cause more conflict.
7.5. Process and Content
7.5.1. Process and content correlate together with the use of change. The process and how it is done will be vital for future actions and commitments. Therefore, how change will go about is important as well as the content. For the content to be effective, it will need the "trust and openness" with all parties and the school to end successfully.
8. Philosophy of Education
8.1. Existentialism can be traced back to references to the Bible: it is a more modern philosophy.
8.1.1. Generica notions- Existentialism refers to individuals being able to make sense of the chaos that happens to them. This philosophy is for people to find out who they are and what meaning they bring o the world. This philosophy also believes that the individual is given the opportunity to make the choice to be good or bad or have the freedom and responsibility to make a difference.
8.1.2. Goal of education- Existentialists goals of educations is to stress individuality and work on individuals cognitively and affectively. This philosophy emphasizes possibility because individuals are always changing to adapt.
8.1.3. Role of the teacher- According to existentialists, teachers are to take risks to be able to enable their students to get the best "lived world." This philosophy is to help students to choose and act on their choices regardless of the outcome.
8.1.4. Methods of Instruction- This philosophy believes that students have different learning styles and the teacher is responsible to find out the best learning style for each. They also believe that the teacher can not only teach the child but learn from them as well. This helps the student to gain better understanding.
8.1.5. Curriculum- This philosophy focuses on humanists that are heavily biased. This helps to evoke students to a new level of awareness. Personal interaction comes from art, drama, and music and exposing students to problems and possibilities at a young age is promising.
8.1.6. Key researchers- Jean Paul Satre was key in individuals being unique and making their own choices within the world and finding their meaning within it. Maxine Green was known from her works "wide awake" for teachers to enable the students. Martin Buber found the I-thou approach where teachers learned from the students to increase their all around knowledge on a topic.
9. Sociological Perspectives
9.1. Theoretical Perspective
9.1.1. Functionalism emphasizes values and usually has part in "creating structure programs and curricula that are technically advanced, rational and encourages social unity."
9.1.2. Conflict theory emphasizes struggle and base learning by the students ability instead of their social status.
9.1.3. Interactionalism is similar to conflict and functional perspectives but is more of critiques of these perspectives. On a general level emphasizes structure and process to understand the "big picture" of eduction.
9.2. 5 affects of schooling
9.2.1. Knowledge and attitude has a great impact on students because they spend majority of their young years in school and will be influenced by their teachers. It's also known that students that had went to summer school gained more knowledge than the students who didn't study at all. It was also found that schools that are required subjects to be taken and discipline is consistent that the students achievement level increased.
9.2.2. Employment- How much education a student receives does impact employment after graduation. Although, the actual knowledge acquired from education doesn't make much difference to certain jobs wether it was right after high school or college. In most cases the amount of knowledge has no affect on how the person can do the job because it can all be learned regardless. On the other hand, the amount of education can affect how much money a person can make within their job. Someone with only a high school degree can make an average of $32000 but soon with a college degree can make almost double the amount for the extra eduction received.
9.2.3. Student peer groups and alienation- violence has increased greatly and can have much impact today. It thought that large classes influenced the violence along with the underpaid teachers. Although, back in the day these circumstances were doubled but in today's society the new technology has influenced kids in the wrong light.
9.2.4. Inadequate schools- The production of inequalities impacts students most in inadequate schools. The failure of urban eduction has caused minorities and poor children to be educated properly. On the other hand, students that attended suburban and private schools had efficient education compared to other students. This has great affect on students because of the school they go to can affect what they will or will not learn. Suburban and private schools are said to have greater benefits than other schools.
9.2.5. Gender has greatly impacted students by stereotyping them. In most cases, most teachers are women and the administrators are men. Does this send a message to women that they are to bow down to men? Until recently, women were always underpaid compared to men. Recently that hap of difference has closed since women have started excelling past men in subjects that was usually dominated by men. They have have also stereotyped women to be nice and proper but boys could act out and be okay because it was expected. These roles can affect the students self esteem if they can be better than what stereotypes believe they are.