1. goal of education-they trust that training should concentrate on the necessities of people. Existentialism, likewise push uniqueness. Likewise, they consider instruction to be an action freeing the person from disorderly, ludicrous world.
2. Schools as Organizations
2.1. Major Stakeholders in my district
2.1.1. Richard Shelby and Luther Strange- senators
2.1.1.1. Tommy Bice- State Superintendent
2.1.1.1.1. Jeffrey Newman- representative on state school board
2.2. Changes in school process and cultures
2.2.1. bureaucracies-political, can put an end to individuality, they can be harmful to the learning and growing of students and teacher
3. Curriculum and Pedagogy
3.1. Social Meliorist-developed in the 1930's
3.1.1. developed out of the writing of Dewey as well as the response of the social efficiency curriculum.
3.1.1.1. Influential social meliorist- George Counts and Harold Rugg
3.1.1.1.1. view of curriculum- curriculum that makes students aware of societal problems. Also, encourages student to be active in making a change in the world.
3.2. 2 traditions of teaching
3.2.1. Mimetic Tradition
3.2.1.1. purpose of education is to transfer knowledge to the student
3.2.1.1.1. lecture and presentation as the form of cummincation
3.2.2. Transformative Traditon
3.2.2.1. purpose of education is to change the student in some way that is meaningful
3.2.2.1.1. turns down the authoritarian relationship between student and teacher
4. Educational Inequality
4.1. Cultural deprivation theory suggest that working-class and nonwhite families often lack the cultural resources. The second perspective of cultural deprivation is that middle class culture values hard work and initiative.
4.1.1. School financing can cause educational inequality. For example, public schools are financed from a combinations of revenues. More affluent communities are able to raise more money for the local school. Federal aid can equalize school funding. Therefore, it allows opportunity regardless of residence. Students who attend schools in higher socioeconomic communities achieve in school. Different groups of students perform differently in the same schools.
5. Sociology of Education
5.1. Functional Theories
5.1.1. functionalist see society as a sort of machine, one section expresses with another to create the dynamic vitality required to make society work
5.1.1.1. Emile Durkheim - earliest sociologist to grasp a practical perspective about the connection of school and society-created the humanism of training in the late nineteenth and mid twentieth hundreds of years.
5.1.1.1.1. Functionalsits have a tendency to expect the accord is the ordinary state in the public eye, schools mingle understudies into the proper qualities.
5.2. Conflict Theories
5.2.1. Conflict sociologist try not to see the connection union in clarifying social request, they accentuate battle.
5.2.1.1. Karl Marx was the intellectual founder of the conflict school in the sociology of education.
5.2.1.1.1. Max Weber trusted that class contrasts alone couldn't catch the intricate ways people from chains of importance and conviction frameworks that make these orders appear to be simply and unavoidable.
5.3. Interactional Theories
5.3.1. Basil Bernstein contended that the auxiliary parts of the instructive framework and the interactional parts of the framework mirror each other and must be seen wholistically.
5.3.1.1. He has inspected how discourse designs mirror understudies' social class foundations and how understudies from common laborers foundations are off guard in the school setting since schools are basically working class associations.
5.4. Effects of Schooling on Indiciduals
5.4.1. employment-most understudies trust that moving on from school will prompt to more prominent business openings. Inquire about has demonstrated that the measure of training is just feebly identified with employment execution.
5.4.1.1. Inside the Schools- Bigger schools can offer understudies more in the method for offices, yet they are more bureaucratic and may limit activity. Educational programs express culture.
5.4.1.1.1. Teachers behavior- Teachers affect understudy learning and conduct. They have many duties, which can be stressful. Educators' desires assume a noteworthy part in urging or demoralizing understudies to work to their maximum capacity.
5.5. Philosophy of Education
5.5.1. Existentialism
5.5.1.1. key researcher- Soren Kierkegaard, Martin Buber, Karl Jaspers, Jean Paul Sartre, Maxine Heidegger and Maurice Merleau-Ponty.
5.5.1.2. Role of Teacher-Educators must go out on a limb; open themselves to safe understudies. Reflection is helpful to empower understudies to end up in contact with their universes and to engage them to pick and to follow up on their decisions. Instructors part is to be close to home and get tremendous duty.
5.5.1.3. Method of Instruction- Existentialism consider inclining to be seriously individual. They think every kid has a different learning style. The educator should to discover what works for each student.
6. Politics of Educaton
6.1. Perspective
6.1.1. Role of the School
6.1.1.1. Conservative Perspective
6.1.1.1.1. provide the necessary educational training to ensure that the most talented and hard-working individuals receive the tools necessary to maximize economic and social productivity
6.1.2. Unequal Performances
6.1.2.1. Radical Perspective
6.1.2.1.1. Put trust in that understudies from lower financial foundations begin school with unequal open doors. Trust that conditions that outcome in instructive disappointment are brought on by monetary framework
6.1.3. Educational Problems
6.1.3.1. Liberal Perspective
6.1.3.1.1. 1. Underachievement of poor and minority children
6.1.3.1.2. 2. Schools pat too much attention to discipline.
6.1.3.1.3. 3.Contrasts in quality and atmosphere amongst urban and rural schools and, most particularly, between schools with understudies of low financial foundations is a focal issue identified with disparities of results.
6.1.3.1.4. 4.Customary educational modules forgets the various societies of the gatherings that contain the pluralistic culture.
6.2. Vision
6.2.1. Purpose of educaton
6.2.1.1. 1.intellectual
6.2.1.1.1. teach basic cognitive skills
6.2.1.2. 2. political
6.2.1.2.1. to inculcate patriotism
6.2.1.3. 3. socail
6.2.1.3.1. help solve social problems
6.2.1.4. 4. economic
6.2.1.4.1. to prepare them for their jobs or role in life in the future
7. History of U.S Education
7.1. The Age of Reform
7.1.1. Horace Mann led the struggl;e for free education.
7.1.2. Morill Act- provided grants of land to states to finance the establishment of colleges specializing in “agriculture and the mechanic arts.”
7.1.3. By the middle of the nineteenth century a large number of girls attended elementary schools and private academies.
7.1.4. Emma Willard opened the Troy Female Seminary in Troy, New York.
7.1.5. development of the public high school.
7.2. Historical Interpretations of the U.S: Democratic Liberal Perspectives
7.2.1. Translates the U.S instructive history hopefully.
7.2.2. Trust that the U.S instructive framework must keep on moving nearer to uniformity and magnificence , without yielding either definitely.
8. Educational Reform
8.1. School based reform- educational researchers and policy makers were concerned that public school were failing in the areas of student achievement, discipline, and morality
8.1.1. In 1990 a bill was passed that provided direct federal support for open enrollment experiments..
8.2. School-to -work programs- In 1990 school business partnerships were added to school-to-work programs
8.2.1. The purpose was to extend what was a vocational emphasis to students who were not going to attend college about skills for successful employment and to express the importance of work based learning
8.3. School Finance Reforms- school finance equity and adequacy advocates litigated at the state level when the decision was declared that there is no constitutional right to equal education. In addition, In 1990, the court ruled that more funding was needed to serve the children in poor school districts. In 1998, the state was required to provide supplement programs, including preschool. Other supplemental; programs include: social services and increased security.
8.3.1. Full service and community schools- Full service schools meet educational, physical, psychological, and social needs of the student and its family. Full service schools aim to prevent problems in at risk neighborhoods.
9. Equality of Opportunity
9.1. Class can determine educational outcomes. Social classes experience different kinds of education. Children from lower class families are less likely to enroll in college and may even drop out. Children from upper class families are more likely to receive a degree.
9.1.1. Race affects educational opportunities. For example, studies have shown that minority students score low on SAT's. SAT scores determine admission to college and scholarship opportunities. Therefore, minority students are less likely to obtain a college degree.
9.1.1.1. Gender can determine educational outcomes. In the past, studies have shown that women are better students than men. However, they were less likely to obtain the same level of education. Today, however, women are less likely to drop out of school compared to men. In addition, they out perform men in many subjects.
9.2. The first response to Coleman's 1982 study found that the differences between public and private schools are significantly different.
9.2.1. The second response to Coleman's 1982 study found that where an individual goes to school is often related to his/her race and class.