1. Intellectual purpose: higher-order thinking skills like evaluation, analysis, and synthesis in math, science, history, English, ect.
2. Educational Inequality
2.1. Cultural Deprivation Theory
2.1.1. it suggests that working-class and nonwhite families often lack the cultural resources, such as books and other educational stimuli, and thus arrive at school at a significant disadvantage
2.1.2. Middle-class culture values hard work and initiative, the delay of immediate as a means to success, and does not view schoolings as the means to future success.
2.2. School-Centered Explanations
2.2.1. School Financing: tells different ways schools are funded.
2.2.2. Effective School Research: Differences in school resources and quality do not adequately explain between-school differences in academic achievement was viewed by teachers as a mixed blessing
2.2.3. Between-School Differences: Curriculum and Pedagogic Practices
2.2.4. Within-School Differences: Curriculum and Ability Grouping
3. Philosophy of Education:
3.1. Existentialism
3.1.1. the genetic notion towards education is finding what life is all about and make chaos and order.
3.1.2. For the goal of education existentialists believe that education should be focused on individualism.
3.1.3. The role of the teacher should first start with what teachers believe about their own lives and their purpose of living.
3.1.4. Methods of Instruction : Teachers understand that students have different learning styles, and it is the teacher's job to try to figure out what it is.
3.1.5. Curriculum should be towards humanities. They used the example of literature, art or drama to help students interact with one another.
4. Schools as Organizations
4.1. Major stakeholders in YOUR district
4.1.1. Sen. Richard Shelby
4.1.2. Alabama’s representative: Terr Sewell
4.1.3. State Superintendent : Mr. Michael Sentance
4.1.4. Representative on state school board: Jeffrey Newman
4.1.5. Local superintendent: Keith Davis
4.1.6. Local school board: James Garner
4.2. School Processes and School Cultures
4.2.1. They have a definite population
4.2.2. They have a clearly defined political structure, arising from the mode of social interaction characteristics of the school, and influenced by numerous minor processes of interaction.
4.2.3. They represent the nexus of a compact network of social relationships.
4.2.4. They are pervaded by a "we feeling."
5. Curriculum and Pedagogy
5.1. Developmentalist Curriculum
5.1.1. This theorem relates to the needs and interests of the students. By doing those things, It is the best way to reach a child's learning ability.
5.2. Two dominant traditions of teaching
5.2.1. The mimetic tradition is based on the viewpoint that the purpose of education is to transmit specific knowledge to students.
5.2.2. The transformative tradition rests on a different set of assumptions about the teaching and learning process
6. Equality of Opportunity
6.1. Class, Race, and Gender
6.1.1. Class: Students in different social classes have different kinds of educational experiences.
6.1.2. Race: An individual's race has a direct impact on how much education he or she is likely to achieve.
6.1.3. Gender: An individual's gender was directly related to his or her educational attainment.
6.2. Two responses to the Coleman Study from 1982
6.2.1. High School Achievement
6.2.2. Equality of Educational Opportunity
7. Educational Reform
7.1. Two school-based reforms
7.1.1. School-Business Partnerships: Business leaders became increasingly concerned that the nation's schools were not producing the kinds of graduates necessary for a revitalization of the U.S. economy.
7.1.2. Privatization: the traditional distinction between public and private education became blurred, with private education companies increasingly becoming involved in public education in a variety of ways.
7.2. Societal, Economic, Community, or Political reforms.
7.2.1. Connecting School, Community and societal reforms: reforms must be based on leadership, parents, professional capability, and etc.
7.2.2. Full Service and Community Schools: Another way to attack education inequity is to examine and plan to educate not only the whole child, but also the whole community.
8. Politics of Education
8.1. Purpose of Education
8.1.1. Political purpose: teach students the laws of society
8.1.2. Social purpose: help students how to solve social dilemmas and how to become a socialized citizens
8.1.3. Economic purpose: to prepare students for their future jobs
8.2. Perspectives :
8.2.1. conservative perspective sees the role of the school as offer the necessary needs for the students who are "most talented and hardworking
8.2.2. liberal perspective say that some students have more of an advantage for better schooling than others and the society needs to make education equal for all students
8.2.3. radical perspectives say that the traditional curriculum leaves out the culture history and the voices of the oppressed and it is also unequal with opportunity
9. History of U.S. Education
9.1. The Standard Era I think had the most influence in education because it has brought the acceptance of culture, race, beliefs, etc. to the education system
9.2. In the Common School era, they seemed to focus more on elementary school level. That is as far as they thought an average man should go and that is it.
10. Sociology of Education
10.1. Theoretical perspective
10.1.1. functional theories believe that the way things work is like a machine, each part has its own function to make the society work
10.1.2. conflict theory- students struggle with teachers and teachers with administrators, try to figure out the relationship between school and society
10.1.3. interactional theories are microsociological level of analysis. These theories try to understand where the students are in their academic level.
10.2. 5 effects of schooling on individuals
10.2.1. Employment-studies show that students who graduate from high school have higher rates of getting a good job and are skilled enough to do the job
10.2.2. Teacher Behavior : teachers attitude makes the biggest deference in a students life. Teachers are students' role models, and they are also the ones that can help students' self-esteem.
10.2.3. Student Peer Groups and Alienation: whatever group or click the students get into will make a difference in their future lives. Some might be nerds and others could be in a gang group. Whatever group they choose in high school will have a huge effect on them in the future whether it is in a positive or negative way.
10.2.4. Education and inequality: most people think that the U.S. population is like a triangle and most are at the base. Inequality will always be an issue in education because it is hard to include all of the cultures, races, ethnicity, etc. in the curriculum. We are getting better at it everyday.
10.2.5. Gender: There is still an issue that men get paid better than women. In grade school, girls are more mature than boys but towards the end of the high school years boys are more likely to have a higher self-esteem than girls.