1. Ch. 2 Politics of Ed.
1.1. Identify and describe the four purposes
1.1.1. Intellectual purpose is to each basic cognitive skills
1.1.2. Political purpose is to inculcate allegiance to the existing political order (patriotism)
1.1.3. Social purpose is to help solve social problems; to work as one of many institutions, such as family and the church to ensure social cohesion
1.1.4. Economic purpose is to prepare students for their later occupational roles.
1.2. Explanations of Unequal Educational Performance
1.2.1. Conservatives 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. If they do not succeed it may be because they are, as individuals, deficient in some manner or because they are members of a group that is deficient.
2. Ch. 3 History of Ed.
2.1. Choose and describe one historical interpretation of U.S. Education
2.1.1. Democratic-liberals believe that the history of education involves the progressive evolution, albeit flawed, of a school system committed to providing equality of opportunity for all. They suggest that each period of expansion involved the attempts of reformers to expand educational opportunities to larger segments of the population and to reject the conservative view.
2.2. Choose and describe a reform movement that has had the most influence on education.
2.2.1. Equality of Opportunity: From the implementation of the GI Bill after WWII giving veterans the opportunity to pursue higher education as well as preventing mass unemployment to Brown v. Topeka B.o.E. decision that segregation is unconstitutional.
3. Ch. 5 Philosophy of Ed.
3.1. Pragmatism
3.1.1. George Sanders Pierce; William James; and John Dewey were the founders of this school of thought. Coming from the Greek word for work Pierce and James described pragmatism in biblical terms "By their fruits ye shall know them". Dewey's form of pragmatism was founded on the new psychology, behaviorism, and the philosophy of pragmatism. For Dewey this belief was the attainment of a better society through education. Thus 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. Stressing the importance of school as a place where ideas can be implemented, challenged and restructured with the goal of providing students with the knowledge of how to improve social order. The teacher encourages, offers suggestions, questions, and helps plan and implement courses of study. And also writes curriculum and must have a command of several disciplines. Proposing students learn both individually and in groups. Formal instruction was abandoned. Traditional blocks of time for specific instruction were eliminated. Students could pursue independent study or group work. Core or integrated curriculum where a particular subject matter under investigation by students such as whales would yield problems to be solved using all academic and vocational disciplines in an integrated or interconnected way.
4. Ch. 4 Sociology of Ed.
4.1. Define the theoretical perspective concerning the relationship between school and society: functionalism, conflict theory, and interactionalism.
4.1.1. functionalism believes that society is a machine in which one part articulates with another to produce the energy required to make society work. And education is critical in creating the moral unity necessary for social cohesion.
4.1.2. conflict theory emphasizes struggle wherein the school is more a social battle field and students struggle against teachers and vice versa
4.1.3. Interactionalism is about the relation of school and society as primarily critiques and extensions of the functional and conflict perspectives.
4.2. Identify and describe 5 effects of schooling on individuals that you think have the greatest impact on students as explained in the book
4.2.1. Knowledge - research indicates that the more education individuals receive, the more likely they are to read newspapers, books, magazines and to take part in politics and public affairs.
4.2.2. Employment - graduating from college will lead to greater employment opportunities.
4.2.3. Job performance - of all the positives that education gives an individual this is one that it has little affect on. In a survey of several different occupations with different levels of education there was no relation to performance based on education. People learn how to do jobs by doing them.
4.2.4. Income -according to census data on average high school graduates earned 32,552 and college graduates earned 53,976
4.2.5. Mobility - the belief that occupational and social mobility begin at the school house door is a critical component of the American ethos. And that education is the great equalizer in the "great status race"
5. Ch. 6 Schools as Organizations
5.1. State Senator: Steve Livingston
5.2. State Representative: Nathanial Ledbetter
5.3. State Board of Education: President Gov. Ivey
5.3.1. District 8: Mary Scott Hunter
5.4. Dekalb County Board of Ed. Superintendent: Dr. Jason Barnett
5.4.1. Jeff Williams
5.4.2. Matt Sharp
5.4.3. Randy Peppers
5.4.4. Mark Richards
5.4.5. Robert Elliot
6. Ch. 7 Curriculum and Pedagogy
6.1. Humanist Curriculum reflects the ideals that knowledge of traditional liberal arts is the cornerstone of an educated society.
6.1.1. All secondary students should study and be educated in English, foreign languages, math, history, and science
6.1.2. Bennett, Hirsch, and Ravitch and Finn argued that U.S. students do not know enough about their cultural heritage because curriculum has not emphasized it for all students.
6.2. Functionalists argue that the school curriculum represents the codification of knowledge that students need to become competent members of society
6.2.1. Parsons and Dreeben stressed the role the school has in preparing students for the increasingly complex roles required in a modern society.
6.2.2. According to Hurn, this society is democratic, meritocratic, and expert society and the school system is designed to enable students to function within this society.
7. Ch. 8 Equality of Opportunity
7.1. Generally speaking middle and upper class families are more likely to expect their children to finish school where as working class or lower class families have lower levels of expectations.
7.1.1. Middle and upper class students are more likely to speak "standard" English. Teachers have been found to think more highly of these students than those from working class or lower class families. Which can lead to labeling children.
7.2. Statistics indicate the impact race still has on an individuals level of education as well as SAT scores.
7.2.1. For 16-24 age demographic 5.2 percent of white students drop out; 9.3 percent of black students and 17.6 percent of hispanic students will drop out.
7.3. Historically gender was directly related to an individuals level of educational attainment. Women are rated as better students however in the past they were less likely to reach the same level of education as men.
7.4. Responses to The Colman Study:
7.4.1. Round two were the differences found between levels of education received private or Catholic schools versus public were not as significant as Coleman believed
7.4.2. Round three Borman and Dowling found data that partially supports Coleman's data from the original study in 1966 and 1982. The students racial/socioeconomic background plays a smaller role than the racial/socioeconomical make up of the school
8. Ch. 9 Educational Inequality
8.1. Cultural Deprivation Theory
8.1.1. One side of cultural deprivation theorizes that the poor have a deprived culture. One that lacks the values associated of that of the middle class