My Foundations of Education

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My Foundations of Education by Mind Map: My Foundations of Education

1. Politics of Education Chapter 2

1.1. Purposes of Education

1.1.1. intellelectual

1.1.1.1. teach basic skills-reading writing, and math which help students acquire higher education

1.1.2. political

1.1.2.1. deals with patriotism, assimilates students into diffrent cultural groups

1.1.3. economic

1.1.3.1. prepares students for the later occupational roles in division of labor

1.1.4. social

1.1.4.1. which help solve problems such as with family or pubic so they can get along seemsly

1.2. Perspective

1.2.1. Definition of Educational Problems in the radical perspective thinks that the educational system has failed the poor, minorities, and women. They also believe that the traditional curriculum is classist, racist, sexist, and homophobic.

1.2.2. Explanations of Unequal educational Performance in the liberal perspective believe that some student have unfair treatment in schools and it all relates to their background.

1.2.3. The Role of the School in the conservative perspective is viewed as the school providing the students with whatever they will need in order to become successful and productive adults.

2. History of US Education Chapter 3

2.1. Reform Movement

2.1.1. Education for All: Emergence of Public HIgh School

2.1.1.1. prepared students for life

2.1.1.2. focused on

2.1.1.2.1. health

2.1.1.2.2. command of fundamental processes

2.1.1.2.3. worthy home-membership

2.1.1.2.4. vocation

2.1.1.2.5. citizenship

2.1.1.2.6. worthy use of leisure

2.1.1.2.7. ethical character

2.2. Historical Representation

2.2.1. The Radical-Revisionist School

2.2.1.1. expanded because

2.2.1.1.1. schools were able to train factory workers

2.2.1.1.2. socialized immigrants into US values

2.2.1.1.3. created stability for urban enviorments

3. Sociology of Education Chapter 4

3.1. Effects of schooling

3.1.1. Employment

3.1.2. Knowledge and Attitudes

3.1.3. Education and Mobility

3.1.4. Peer Groups and Alienation

3.1.5. Teacher Behaviors

3.2. Theoretical Perspectives

3.2.1. functionalism

3.2.1.1. independence of social system

3.2.2. conflict theory

3.2.2.1. social system not based on agreement but on dominant groups to take control with force, cooptation,and manipulation

3.2.3. interactionalism

3.2.3.1. combination of the functional and conflict theory

4. Philosophy of Education Chapter 5

4.1. world view of Pragmatism

4.1.1. generic notions

4.1.1.1. based off of optimistic belief in progress, schools are an "embryonic community"

4.1.2. key researchers

4.1.2.1. John Dewey,Francis Bacon,John Locke,Jean Jacques Rousseau

4.1.3. goal of education

4.1.3.1. education is social

4.1.4. role of teacher

4.1.4.1. the teacher is not authoritative but instead a facilitator

4.1.5. method of instruction

4.1.5.1. problem solving/inquiry method, field trips and projects integrated

4.1.6. curriculum

4.1.6.1. integrated curriculum

5. Schools as Organizations Chapter 6

5.1. major stakeholders in Limestone County

5.1.1. state senator

5.1.1.1. Richard Shelby

5.1.2. house of representatives

5.1.2.1. Danny Crawford

5.1.3. state superintendant

5.1.3.1. Michael Sentance

5.1.4. representative of state school board

5.1.4.1. Jeffrey Newman

5.1.5. local superintendent

5.1.5.1. Tom Sisk

5.1.6. local school board

5.1.6.1. Earl Glaze

5.2. Elements of change between School Processes and School Cultures

5.2.1. new behavior must be learned

5.2.2. team building extended to entire school

5.2.3. process and content are interrelated

5.2.4. conflict is necessary part of change

6. Curriculum and Pedagogy Chapter 7

6.1. historical curriculum theory

6.1.1. The Developmentalist Curriculum

6.1.1.1. interest of need of students not society

6.1.1.2. process of teaching, as well as content(Piaget)

6.1.1.3. flexibility in what is taught and how it's taught

6.2. sociological theory

6.2.1. Modern functionalist theory

6.2.1.1. preparing students for roles required in modern society

6.2.1.2. society =democratic, meritocratic, and expert (Hurn)

6.2.1.3. specific curriculum- less important

6.2.1.4. teaching student how to learn- more important

7. Equality of Opportunity and Educational Outcomes Chapter 8

7.1. Equality of Opportunity

7.1.1. Class

7.1.1.1. education extremely expensive

7.1.1.2. upper class expect children to finish school

7.1.2. Race

7.1.2.1. direct impact on how much education likely to achieve

7.1.2.2. minorities receive fewer educational opportunities

7.1.3. Gender

7.1.3.1. now females are less likely to drop out of schools than males

7.1.3.2. males outdo females in mathematics proficiency

7.2. The Coleman Study

7.2.1. annual increment attribute to Catholic schooling tiny

7.2.2. racial and socioeconomic compostition of a school=great effect on student achievement

8. Explanations of Educational Inequality Chapter 9

8.1. Cultural Deprivation Theories

8.1.1. 1960's-working-class and nonwhite families lack cultural resources, thus at a disadvantage

8.1.2. poor have a deprived culture,lacks value system of middle class culture

8.2. educational inequality

8.2.1. genetic differences

8.2.1.1. mental or biological explanations

8.2.2. cultural differences

8.2.2.1. differences between working class and nonwhite students, and white middle class students

8.2.3. school financing

8.2.3.1. more affluent communities=more per-pupil spending

8.2.4. curriculum and ability grouping

8.2.4.1. grouping students on test scores, races, class. or gender

9. Educational Reform and School Improvement Chapter 10

9.1. School based reforms

9.1.1. Charter Schools

9.1.1.1. public schools free from many regulations applied to traditional public schools

9.1.2. Vouchers

9.1.2.1. used for religious or secular private schools, public money not to be used for religious purposes

9.2. Community reform

9.2.1. Full Service and Community Schools

9.2.1.1. met students' and their families educational,physical, psychological, and social needs

9.2.2. Harlem Children's Zone

9.2.2.1. different from boarding schools, charities, and social service agencies

9.2.2.2. left children in their neighborhood, prepared them positively