1. 5 Effects of Schooling: Education and Mobility- The debate of whether one has an advantage with a private or higher education is still debated today. Hopper (1971) believed that where one received their education did determine their mobility. Private and public school students may receive the same amount of education, but a private school diploma may act as a "mobility escalator" because it represents a more prestigious educational route (Cookson & Persell, 1985). Teacher Behavior is another factor . Teachers have a huge impact on student learning and behaviors. The labels teachers give children can influence their actual performance. Persell (1977) found that when teachers demanded more from their students and praised them more, the students learned more and felt better about themselves. This means we should encourage each child to do their very best. Student Peer Groups and Alienation: Labeling students can have a negative effect on a child. Everyone recognizes that there are different peer groups in school. Stinchcombe (1964) found that students in vocational programs and headed toward low status jobs were the students most likely to join a rebellious subculture. Student subcultures play an important role in shaping students' educational experiences. We should strive to make all students actively involved and help them to feel included. Inadequate Schools: I feel that each child, no matter their social standing or povery level should receive the same educational opportunities. This is one of the most obvious ways that schools reproduce inequalities is through inadequate schools. Our book states that Urban education, in particular, has failed to educate minority and poor children. Moreover, differences, between schools and school systems reinforce inequalities. Students who attend suburban schools and private schools get a better educational experience than other children (Coleman, Hoffer, & Kilgore, 1982). This should not be the case. Every child deserves the right to an equal education. Gender: Gender affects the way students are viewed and what is expected behavior wise. Over the past two decades the gender gap in academic has almost vanished. Female and Male students should be held to the same standards.
2. Functionalism is also known as the Functional Theory. Emile Durkheim invented the sociology of education in the late 19th century. He believed that education was crucial in all societies in creating moral unity. Functionalists view society as a kind of machine, where one part articulates with another to produce the dynamic energy required to make society work. They believe that educational reform should create structures, programs, and curricula that are technically advanced, rational, and encourage society unity. Conflict Theory- Karl Marx did not write many educational pieces but he is the intellectual founder of the conflict school in the sociology of education.This group does not believe that society is held together by shared values alone. They believe the glue of society is economic, political, cultural, and military power. They believe the stronger, more dominant groups overtake the weaker ones. Interactionalism- This theory comes from the observation that functional and conflict theories are very abstract, and emphasize structure and process at a very general level of analysis. Basil Bernstein argued that structural aspects of the educational system and the interactional aspects of the system reflect each other and must be viewed wholistically.
3. Politics of Education
3.1. Project Sponsor
3.2. Project Manager
3.3. Developers
3.4. Primary User Group
3.5. Supporting Staff
3.6. The 4 Purposes of Education
3.6.1. The Intellectual Purposes of schooling are 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.
3.6.2. The Political Purposes of schooling are to inculcate allegiance to the existing political order (patriotism): to prepare citizens who will participate in this political order; to help assimilate diverse cultural groups into a common political order; and to teach children the basic laws of society.
3.6.3. The Social Purposes of schooling are to help solve social problems; to work as one of many institutions, such as the family and the church to ensure social cohesion; and to socialize children into the various roles, behaviors, and values of the society. This process, referred to by sociologists as socialization, is a key ingredient to the stability of any society.
3.6.4. The Economic Purposes of schooling are to prepare students for their later occupational roles and to select, train, and allocate individuals into the division of labor. The degree to which to which schools directly prepare students for work varies from society to society, but most schools have at least an indirect role in this process.
4. Philosophy of Education
4.1. Definition
4.2. Items to be Delivered
4.3. Extent
4.3.1. Included
4.3.2. Included
4.3.3. Excluded
4.4. Pragmatism is the philosophy that encourages people to find processes that work in order to achieve their desired ends. Although pragmatists do study the past, they generally are more interested in contemporary issues and in discovering solutions to problems in present-day terms. (Generic Notations) Dewey's Pragmatism- For Dewey, this meant the attainment of a better society through education. Thus, 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. Dewey's progressive methodology rested on the notion that children ere active, organic beings, growing and changing, and thus required a course of study that would reflect their particular stages of development. Dewey's vision of schools was rooted in the social order; he did not see ideas as seperate from social conditions. He believed that philosophy had a responsibility to society and that ideas required laboratory testing. His goal was to supply students with the knowledge of how to improve social order. Dewey's view of integration was premised on the school as an embryonic democratic society where cooperation and community are desired ends. For Dewey, the primary goal of education was growth. In the progressive setting, the teacher assumes the peripheral position of facilitator. The teacher encourages, offers suggestions, questions, and helps plan and implement courses of study. The teacher also writes curriculum and must have a command of several disciplines in order to create and implement curriculum. Dewey proposed that children learn both individually and in groups. Today this method is known as the problem-solving or inquiry method. Formal instruction was abandoned. Tables and chairs that could be grouped as needed were used. Children could converse with one another. They were allowed to study independently or do group work. Progressive schools generally follow Dewey's notion of a core curriculum,or an integrated curriculum. Progressive educators feel that curriculum changes as the social order changes and as children's interests and needs change. Howard Gardner (1992, pp. 410-411) , felt that Dewey proposed a balance between traditional disciplines, and the needs and interests of the child. https://plato.stanford.edu/entries/pragmatism
5. History of U.S. Education
5.1. Project Start
5.1.1. Project specifications
5.1.2. End User requirements
5.1.3. Action points sign-off
5.2. Development Stage 1
5.2.1. Define actions as necessary
5.3. I believe that one reform movement that had a major impact on the history of U.S. Education was the movement started by Harace Mann. He was from Massachusetts and was also known as "the father of American public schools." Mann only attended school for 10 weeks out of the year when he was growing up. His other time was spent working on his family's farm. There were very few public schools. Most wealthy families were the only ones who received a proper education. He believed that education would help poverty stricken children to escape and become productive citizens. He later became the state's supervisor of education. He made improvements to education and lengthened the school year to six months. This movement allowed children whose families were poor to receive a proper education. Later even more of the population were allowed to learn and further their education. This included women, people with disabilities, and people of different racial backgrounds. http://reformmovements1800s.weebly.com/education.html
5.4. Development Stage 2
5.5. One historical interpretation of U.S. History was the Radical- Revisionist School. This group reised the history of education in a more critical direction. Michael Katz, Joel Spring, and Clarence Karier argue that the history of U.S. education is the story of expanded success for a very different reasons. They do not deny that the educational system has expanded but they believe it has expanded to meet the needs of the high society so that they would have control over the working class and immigrants. They acknowledged the growth but did not feel that all people benefited equally from this. Dacid Hogan and Julia Wrigley also suggested that the working class and labor unions actively supported the expansion of public education for their own interests.
6. Sociological Perspectives
6.1. Schedule
6.2. Budget
6.3. Resources
6.4. Delays
7. Schools of Organizations
7.1. Budget
7.1.1. Materials
7.1.2. Personel
7.1.2.1. ;
7.1.2.1.1. There are nine members on the State Board of Education. Governor Kay Ivey serves as president of the Board by virtue of her position as governor. Dr. Yvette Richardson serves as vice president, and Mary Scott Hunter serves as President Pro Tem. Mr. Michael Sentance serves as Secretary and Executive Officer by virtue of his position as the State Superintendent of Education. Cullman Rep.-Cynthia Sanders- McCarty, Ph.D. District 06------------Cullman County Board of Education Board Members ( Kenny Brockman-President, Mike Graves- Vice President, Wayne Myrex, Chris Carter, Jason Speegle, Heath Albright, Gene Sullins) Shane Barnette- Cullman County Superintendent
7.1.2.1.2. The Developmentalist Curriculum is related to the needs and interests of the student rather than the needs of society. The curriculum emanated from the aspects of Dewey's writings related to the relationship between the child and the curriculum (Dewey, 1902), as well as developmental psycologists such as Piaget, and it emphasized the process of teaching as well as its content.
7.1.3. Services
7.1.4. Duration
7.2. Delivery Timeline
7.3. Requirements
7.4. The 2 Dominant Traditions in Teaching---- The Mimetic Tradition is named "mimetic" because it gives a central place to the transmission of factual and procedural knowledge from one person to another. The Transformative Traditon is a transformation of one kind or another in the person beig taught- a qualitative change often of dramatic proportion, a metamorphosis, so to speak of.
8. Curriculum & Pedagogy
8.1. Define Project Schedule
8.1.1. Dependencies
8.1.2. Milestones
8.2. Limitations
8.2.1. Schedule
8.2.2. Budget
8.3. Define Project Development Measurement
8.3.1. KPI's