1. Most influential Reform movement of educational (in your opinion)
1.1. The rise of common school (free education)
1.1.1. Horace Mann
1.1.1.1. the struggle for free education was led by him
1.1.1.2. was a lawyer
1.1.1.3. lobbied for a state board of education and it was created one in 1837
1.1.1.4. Became first Secretary of board of education and held that for 11 years
1.1.1.5. His annual reports served as models for public school reforms throughout the nation /due to Mann's efforts there was the first teacher training school established in Lexington, Massachusetts in 1839
1.1.1.6. has been said to be one of America's greatest educational reformers
1.1.2. This reform was from 1820-1860
1.1.2.1. 1828- Andrew Jackson elected president
1.1.2.2. 1837- State board of education created
1.1.2.3. 1839- teacher training school established in Lexington, Massachusetts
1.1.2.4. 1860-public support of elementary schools was becoming prevalent throughout the U.S
1.1.2.5. 1862-Congress passed Morrill Act authorized the use of public money to establish public land grant universities, resulting in the establishment of large state universities especially Midwest
1.1.3. My opinion is that without this reform education would have never even been started. This is where free public education (k- 12th ) even came from. This reform was most important because it was our begin and without that you have nothing
2. Poltics of Eduction
2.1. Purposes of Education
2.1.1. Intellectual - to teach basic cognitive skills such a reading, writing, and mathematics
2.1.2. Political-inculcate allegiance to the existing political order, prepare citizens to participate in the political order, and assimilate diverse cultures
2.1.3. Social- to ensure social cohesion to socialize children into various roles, behaviors, and values of society
2.1.4. Economic- prepare students for later occupational roles and to select training and allocate individuals into divisions of labor
2.2. The Role of the School
2.2.1. Conservative-necessary educational training to ensure that the most talented and hardworking individuals receive the necessary tools to maximize economic and social productivity
2.2.2. Liberal-stresses the schools role in providing the necessary education to ensure that all students have an equal opportunity to succeed in society. Respect cultural diversity.
2.2.3. Radicals-school should reduce inequality of educational results and provide upward social mobility
2.3. Unequal preformance
2.3.1. Conservative-argue that individuals or groups of students rise and fall on their own intelligence, hard work, and initiative and that achievement is based on hard work and sacrifice
2.3.2. Liberal-because students begin school with different life chances and therefore some groups have significantly more advantages therefore society must attempt through policies and programs to equalize the playing field
2.3.3. Radicals-they believe students from lower socioeconomic backgrounds begin school with unequal opportunities.
2.4. Educational Problems Defined
2.4.1. Conservative
2.4.1.1. Decline of standards
2.4.1.2. Decline of cultural literacy
2.4.1.3. Decline of values or civilization
2.4.1.4. decline of authority
2.4.2. Liberal
2.4.2.1. underachievement of poor and minority children is a critical issue
2.4.2.2. emphasize too much on authority and displine limiting the role in helping students develop as individuals
2.4.2.3. the differences between urban and suburban is a central problem related to inequalities of results
2.4.2.4. traditional curriculum leaves out the diverse cultures of the groups that comprise the pluralistic society
2.4.3. Radicals
2.4.3.1. the educational system has failed the poor, minorities, and women through classist, racist, sexist, and homophobic policies
2.4.3.2. stifled critical understanding through a curriculum and teaching practices that promote conformity
2.4.3.3. traditional curriculum is classist,racist,sexist, and homophobic and leaves out the culture, histories and voices of the oppressed
2.4.3.4. educational system promotes inequality of both opportunity and results
3. The History Of U.S Education
3.1. Historical interpretation described
3.1.1. The Democratic-Liberal School
3.1.1.1. U.S history of education involves the progressive evolution, albeit flawed, of a school system committed to providing equality of opportunity for all . They think that each period of educational expanision invovled te attempts of liberal reformers to epand educational oportunities to larger segments of the populations and to reject the conservative views of school as elite institutions for the meritorious.
3.1.1.2. Ellowood Cubberly and Merle Curti and Lawrence A. Cremin are representatives of this view . Cubley and Curti thought the Common School era was a victory for democratic movements and the first step in opening U.S education to all. / Cremin the genius with U.s education lies with it's commitment to popularization and multitudinousness
4. Curriculum & Pedagogy
4.1. Explain a curriculum theory which you advocate
4.1.1. Developmentalist Curriculum- This a student center curriculum unlike its's society centered counter part. This philosophy is concerned with relating the curriculum with the needs and interests of the child at particular development stages. It stresses flexibility in what is taught and in how it is taught. Teachers are not a transmitter of knowledge but rather a facilitator of student growth.
4.2. Identify and describe the two dominant traditions of teaching
4.2.1. Mimetic-based on view point that the purpose of education is to transmit specific knowledge to students. You use the didactic method , a method that commonly relies on the lecture or presentation as the main form of communication. This involves the teacher, student and the process of exchanging information from one to the other This belief is that the student does not possess what the teacher as and stresses the importance of rational sequencing in the teaching process and assessment of the learning process.
4.2.2. Transformative-the purpose of education is to change the student in a meaningful way. This includes intellectually, creatively, spiritually, and ambiguously. Transformative educators do not see the transmission of knowledge as the only component of education and thus they provide a more multidimensional theory of teaching .Teaching and learning are inextricably linked. Not just didactic transfer of information but the conversation between teacher and student in such a way that the student becomes an integral part of the learning process.
5. Equality of Opportunity
5.1. How does class, race, and gender each impact educational outcomes
5.1.1. Race-An individual's race has a direct impact on how much education he or she is likely to achieve. 89% of white students can read however only 66% of African American students and only 70% of Hispanic-Americans therefore because of those proficiency levels the minorites score lower on SATs which reflect on being awarded scholarships to college. Minorities do not receive the same educational opportunities as whites, and their rewards for educational attainment are significantly less.
5.1.2. Class- Class is directly related to achievement and to educational attainment. There is a direct correlation between parental income and children's performance on achievement tests, as well as placement in ability groups and curriculum track in high school .Study after study that class is related to to achievement on reading test and basic skills test.
5.1.3. Gender-Historically gender was directly related to how much education someone attained.It seems women are catching up to profiency levels of that of men , they are less likely to drop out of high school , and have a higher level of reading. Men have a higher level in mathmatics but women are catching up since the recent reforms in education. The decline in male achievement argued by conservatives that is because of "feminizing of the classroom".
5.2. The two responses to the Coleman Study from 1982.
5.2.1. The differences among schools do make a difference
5.2.2. Where an individual goes to school is often related to his or her race and socioeconomic background, but the racial and socioeconomic composition of a school has a greater effect on student achievement than an individual's race and class.
6. Educational Reform
6.1. Two school based reforms
6.1.1. Charter schools- charter schools are public schools that are free from many regulations applied to traditional public schools. and return are held accountable for student performance. Charter schools are paid with tax dollars and must be open to all students in the school district.Have long argued that charter schools are a more effective and efficient alternative for low-income children especially in urban areas.
6.1.2. Vouchers- IN the 1990s states including Wisconsin,Ohio , and Florida implemented school voucher programs all of which were challenged in court.
6.2. Describe at two societal, economic, community, or political reforms
6.2.1. No child left behind-(NCLB)The no-child left behind act is a landmark and controversial piece of legislation that had far-reaching consequences for education in the UnitedStates. things required -annual testing ,-states and districts were to report school by school data on student test performance , -set adequate yearly progress (AYP) goals for each school, -if you don't meet (AYP) or two years you were labeled as schools that need improvement, -schools must have highly qualified teachers for the core academic subjects.
6.2.2. Race to the top-the primary goal of this intitivative was to aid states in meeting various componets of NCLB
7. Sociological Perspectives
7.1. Functional-stresses interdependence of the social system /how well the parts integrated with each other view society as a machine where the cogs all have to work together/ a person who had this belief system Emile Durkheim his emphasis on values and cohesion set the tone for how present-day functionalists approach the study of education
7.2. Conflict- The glue of society in this theory is economic, political, cultural, and military power. They emphasize struggle .From a conflict point of view schools are similar to social battlefields, where students struggle against teachers and teachers against administrators and so on . /Karl Marx , while he did not write a great deal about education had a big impact on conflict theory./Max Weber /
7.3. Interactional-extensions of functional and conflict perspectives ,they think the other two are too abstract and do not concentrate on the day -to-day of teacher and student interaction . The other two look at the big picture and this looks at the micro-sociological or the interactional aspects of school life, are less likely to create theories that are logical and eloquent but without meaningful content.
7.4. Five Effects of schooling on individuals
7.4.1. Employment- It is important because the amount of school determines careers and annual income which can determine the overall value of life to some people
7.4.2. Knowledge and attitudes-Education is related to individuals sense of well-being and self-esteem. More years of schools lead to greater knowledge and social participation
7.4.3. Teacher Behavior-teachers should not be scapegoats for society's problems but findings show that the attitudes of teachers toward their student may have a significant influence on student achievement and perceptions of self
7.4.4. Student Peer groups and Alienation-
7.4.5. Tracking-track placement directly affects cognitive development / student in lower tracks experience alienation and authoritarian teachers than high-track students
8. Philosophy of Education
8.1. Pragmatism
8.1.1. Researchers
8.1.1.1. Founders included: George Sanders Peirce , William James , John Dewey, (European ones): Frances Bacon, John Locke, Jean-Jacques Rousseau
8.1.1.2. George Sanders Peirce and William James described pragmatism through a biblical phrase "By their fruits ye shall know them" Find processes that work to meet their desired ends is way to describe pragmatism.
8.1.1.3. John Dewey: Most influential on what has been termed progressive education /education philosophy based on pragmatism therefore concentrates on Dewey's work
8.1.2. Goal of education
8.1.2.1. aim of education is growth. to live life to the fullest, to interrogate children into not just society but a democratic one, a lever of social reform.
8.1.3. Role of teacher
8.1.3.1. peripheral position of facilitator. encourages , offers suggestions and helps plan and implement course of study
8.1.4. Methods of instruction
8.1.4.1. student learn individual and in groups, posing question about what the students wants to -know, problem solving or inquiry-based, tables and chairs grouped as needed, field trips and projects reconstructed some aspect of the child's course of study , individualized study , problem solving and project method
8.1.5. Curriculum
8.1.5.1. core curriculum or integrated curriculum , example you would take a particular subject such under investigation by students as sloths and it would yield problems to be solved using math, history, reading , writing , music, art, wood , metal working / all the academic and vocational disciplines in an integrated interconnected way. using contemporary problems and working form the known to the unknown / need to be related to the inters and needs of the child
8.1.6. Generic notions
8.1.6.1. Often to referred to as progressive, proposed that educators start with the needs and interest of the child, allow the child to participate in planning his or her course of study, employ project method or group learning and depend heavily on experiential learning
9. Educational Inequality
9.1. Explain the two types of cultural deprivation theory
9.1.1. Obu- suggests that school success requires that African-American students deny their own cultural identities and accept the dominant culture of schools which is a white middle class model. African-American thus have the burden of actin white in order to succeed.
9.1.2. Willis- see working class and non white students as resisting the dominant culture of schools , from this point of view these students reject the white middle class culture of academic success and embrace a different often ant-school culture. One that opposes the culture of schooling as it currently exists.
9.2. Describe at least four school-centered explanations for educational inequality
9.2.1. School financing- school financing is raised through a combination of revenues from local, state, and federal sources. However the majority of funds come from local and state taxes with local property taxes being a significant source. Since property tax is based on the value of local property you can see why a a more affluent community with have more money for public schools compared to that of a poorer neighborhood .
9.2.2. Effective School Research-suggests that there are school-center processes that help to explain unequal educational achievement by different groups of students.
9.2.3. Curriculum and Ability Grouping- in elementary students are divided into reading groups and separate classes based on teacher recommendations , standardized test scores, and sometimes characteristics such as race, class or gender . Most of the time students are taught the same curriculum but different ways and at different paces. Secondary level , students are divided both by ability and curriculum with different groups of students often receiving considerably different types of education within the same school.
9.2.4. Gender and Schooling-The main take away is that women thrive on caring and connectedness . Men and women view the world differently therefore they will view curriculum differently. Society rewards men for male behavior and negatively effects women for female behavior.