1. Sociological Perspectives
1.1. Knowledge/ Attitude
1.1.1. This section describes how school with more income achieve more than schools with less income. THe reason being is, students at a higher income schools are pushed more.
1.2. Peer groups
1.2.1. This section focuses on student influences. It tells how students are classified and the accomplishments of students depending on their peers.
1.3. Education and Mobility
1.3.1. My mother, whom is a Kindergarden teacher, has said to me that she "lays the foundation." This saying is similar to Education and Mobility. This section is described to begin at school. It helps to prepare for jobs and being social.
1.4. Teacher Behavior
1.4.1. Teacher behavior is the influence that teachers have on their students. If teachers compliment and push their students, they will retain and be happy.
1.5. Funtionalism
1.5.1. Functionalism focuses on beliefs people have in common.
1.6. Conflict Theory
1.6.1. Conflict theory is based on conflicts in society.
1.7. Interactionalism
1.7.1. Interactionalism is portrayed as the judge of Conflict Theory and Functionalism. This section focuses on education as well as the environment.
2. Schools as Organizations
2.1. Alabama's State Senator is Richard Shelby. The House of Representative for our district is Mo Brooks. The State Superintendent is Michael Sentance. The President of the State School Board is Kay Ivey. The Superintendent for Lauderdale County is Jonathan Hatton. The lady behind the desk (receptionist) is Karen Michael. The secretary to Jonathon Hatton is, Vicky Tubbs.
2.2. School Processes and School Cultures
2.2.1. This section explains how the school systems are. It is stressed to us about culture.
3. Equality of Opportunity
3.1. Equality of Opportunity is a major subject in school systems. Class deals with the student's family's financial background. In our text, the middle and higher class families typically expect a full education for their children where as the lower class families typically do not hold to as high of standards. Gender has a big effect in schools. This section explains strengths and weaknesses of males and females. Race effects student greatly. The race of students can depend on whether the student keeps attending school.
3.2. Two Responses of The Coleman Study (1982)
3.2.1. Round two argues achievement. It also collates how private schools usually achieve more. Round three talks about a person's class and culture often takes part in what school one attends.
4. Educational Reform
4.1. School-Business Partnership
4.1.1. School-Business Partnership is when schools did not have students prepared for the economy so they created schools so that students could learn about businesses.
4.2. School-to-Work Programs
4.2.1. School-to-Work Programs, to me, is portrayed as a Trade school. This meaning, student are given the option to learn skills. Trade school provides options like health, welding, automotive work and etc. Students can learn everyday trades.
4.3. Full Service and Community Schools
4.3.1. This section explains how education should not strictly be the children. It explains how the entire town should be included. Two Full Services I can think of is Riverbend and Safeplace.
4.4. School Finance Reforms
4.4.1. School Finance Reforms stresses the need for school funding. Multiple cases has been addressed.
5. Philosophy of Education
5.1. Pragmatism
5.1.1. Pragmatism is explained to be how students or adults can figure out a plan in order to succeed.
5.1.2. Generic Notation of Pragmatism focused on the student. Dewey wanted students to help decide how the lesson should be taught.
5.1.3. Goal of Education of Pragmatism focuses on changing society for the good.
5.1.4. The Role of the Teacher was more so a pep talker than and instructor, one who pushes the students.
5.1.5. Methods of Instruction was to have student be field-dependent and field-independent in a way.
5.1.6. Curriculum was pretty basic in a Pragmatic state. It required the basic subjects.
6. Politics of Education
6.1. Purposes of Education
6.1.1. The purposes of education has four different points that a teacher needs to meet, as the text states. The four points are intellectual, social, economic and political. The intellectual goal is to teach students things they will need in everyday life like, how to read. The social aspect is when students have a variety of places to learn about different social skills. The economic aspect teaches students about the "real world" so to speak. The political point, of the Purposes of education, is to help the students with diversity and for students to understand thing pertaining to the gpvernment, etc.
6.2. Role of School
6.2.1. In this section, there are three different perspectives the text talks about. The three perspectives are liberal, conservative and radical. The liberal perspective stresses the need for equality. The conservative perspective is wants students to be involved in competition. They want students to strive on their own. The radical perspective wants schools to limit inequality. They believe that capitalism will make the schools not successful.
6.3. Definition of Education Problems
6.3.1. The Definition of Education Problems is similar to the Role of School. This section list the liberal, conservative and radical perspective. Liberals focused more on diversity, student growth and backgrounds of student's financials. Conservatives focused on fixing complications of schools. Radicals focused on troubles of the school system as well. The book states how the liberal and radicals are closely related in these views.
6.4. Explanations of Unequal Performance
6.4.1. Liberals and radicals believe student accomplishments deal with where the students come from. Conservatives believe that the students have a choice on whether they do good in school. They do not believes the student's background has an affect on their accomplishments.
7. History of U.S. Education
7.1. National Commission for Excellence (1983)
7.1.1. This occurence was considered when schools were not very successful. The school systems were average.
7.2. The Radical-Revisionist School
7.2.1. The Radical-Revisionist School was democratic-liberals VS. radical historians. This change was the re-vamping of education to a more difficult schooling.