1. The Sociology Of Education
1.1. Functionalism
1.1.1. A functionalist believes that education should
1.2. Conflict Theory
1.2.1. The conflict theorist believe the same as functionalist. The feel the purpose of education is to maintain social inequality and keeping people in power in power.
1.3. Interactional Theory
1.3.1. This perspective uses interactions between teachers and students to set up guidelines of what is expected from the students, not only in academics but discipline,
1.4. Five Effects of Schooling
1.4.1. 1.Knowledge and Attitudes-Research has shown that the more a student is in school the more likely they are to read books and newspapers and take part of their communities and the more education they have leads to further knowledge.
1.4.1.1. 2.Employment-Students are taught that if you graduate college, you get a better job and have a better life.
1.4.1.1.1. 3.Teacher Behavior-teachers are models for students and examples of instructional leaders. Sometimes they wear lots of different hats-they are mothers, fathers and grandparents all while they have to teach and be positive examples that the students will want to be like them and become a productive citizen.
1.4.2. 4-Student Peer Groups and alienation-unfortunately in schools kids get labeled into certain groups(nerd, band geek, jock) and sometimes this makes school become a place where you don't want to be.
1.4.2.1. 5-Inadequate schools-it is well known that education in urban areas is not as well education in rural areas. Also children who go to private schools seem to have better educational experience than those who attend suburban schools. Differences that are made between schools and school system define existing inequalities.
2. Philosophy of Education
2.1. Existentialism is a modern philosophy that can be traced back to the bible, but some date it to the nineteenth century. Philosophers that study this are Kierkegaard, Jaspers, and Maxine Greene. Existentialists believe that you are put on this earth and must figure out how to deal with the chaos you are placed in. You must create yourself and your own meaning. They believe that education should focus on the needs of the individuals, stressing individuality. They believe that you should discuss the non-rational with the rational, and anxiety generated through conflict should be discussed. The role of the teacher as an existentialist is to understand their own "lived world" as well a the students to help them achieve their best "lived world". Teachers should take risks, confess themselves to the student and work constantly to enable their students to be their best. The method of instruction they like to use is none-they believe that each child has a different way of learning and that it is personal. The teacher must find the way that works best for the child and teach on it. They choose a curriculum based on the humanities, focusing on exposing the child to problems, as well as possibilities.
3. Schools as Organization
3.1. Stakeholders
3.1.1. State Senators-Bill Holtzclaw and Arthur Orr
3.1.2. House of Representatives-Micky Harmon and Phil Williams
3.1.3. State Superintendent-Michael Sentance
3.1.4. State School Board Representative-Cynthia Sanders McCarty
3.1.5. Local Superintendent-Dr. Tom Sisk
3.1.5.1. Local School Board Members-Earl Glaze, Bret McGill,, Ed Winter, Anthony Hilliard, Bradley Young, Charles Shoulders, Ronald Christ
3.1.5.1.1. Elements of change in school processes and school cultures
3.1.5.1.2. Processes and content are interrelated-the process is as important as the content-everyone must work as a team for success.
4. Equality of Opportunity
4.1. Class-students from different social classes have different educatonal outcomes. Students who come from money often more support from parents and are expected to stay in school longer. Students from middle to lower classes have to work harder and sometimes don't get as much encouragement to further their education.
4.1.1. Race impacts education because your race can decide how much education and support you get. Minorities don't get the same chances at education that white students receive.
4.1.1.1. Gender impacts education less today than in the past. In the past times if you were female you did not get the opportunities that males received. This has changed over the years and many women are attending college and out-performing males in differnt areas.
4.2. The colman Study of 1982
4.2.1. 1-The differences in schools makes a difference in the education received. Private school place demand more from their students because they place more emphasis on academic activites, use a different discipline procedure, and have more effective learning enviroments.
4.2.1.1. 2-The type of school that you attend is related to your class, race or even religion. While some catholic schools are placed in lower income areas, you might or might now come from a catholic background.
5. Educational Reform
5.1. 2 School Based Reforms
5.1.1. 1-School-business partnerships-Some businesses in communities donate money to local schools through foundations.
5.1.1.1. 2-Schools-to-work programs-These programs were to provide skills necessary for successful employment while centered on work-based learning. They were to provide education in different careers and what skills were needed to perform these careers.
5.2. Societal, Community, Economic and Political Reforms
5.2.1. 1-School Finance Reforms-Poorer school districts need more funding, so programs were set up to minimize differences.
5.2.1.1. 2-Harlem's children zone-Geoffrey Canada set up programs for parents before their children are born. "Baby College"-to teach parents how to have conversations with their children, provide a good home environment and discipline.
6. Politics of Education
6.1. Intellectual Purpose of School
6.1.1. To teach basic skills like reading, writing and math and help develop higher-order thinking skills like evaluation and analysis
6.2. Political Purpose of School
6.2.1. To teach children the basic laws of society, develop allegiance to the existing political order, prepare citizens to act in this political order.
6.3. Social Purposes of School
6.3.1. To help solve social problems, to learn to work in one of the many social institutions like church, ensure social adhesion, teach children the basic roles of society like roles, behaviors and values.
6.4. Economic Purpose of School
6.4.1. To prepare students for their future jobs by selecting, training and placing them in the labor force.
6.5. What is the Role of the School
6.5.1. The role of the school is based on two perspectives-conservative and liberal. The conservative believes school should teach children how to be a benefit to society and the school is there to help economic productivity and social stability. The liberal believes the school should provide equal opportunity to give children a chance in society.
6.5.1.1. Explanation of Unequal Performance-Radicals and liberals feel that unequal performance is due to lower socioeconomic background because they begin with unequal opportunities. Radicals believe that it is due to economiic system, not education system.
6.5.1.1.1. Definition of Educational Problems-1-Decline in standard-lowered academic standards and reduced educational quality.
7. History of U.S. Education
7.1. Reform Movement
7.1.1. Each reform made a big difference in education, but I feel like the rise of the common school important. The leaders realized the importance of public education. After the war, the leaders realized that there were problems with the education system and many fought for public education or common school. There was a push for more elementary schools and also the first teacher training school was established and the women gained the right to earn an education..
7.2. Historical Interpretation of U.S. Education
7.2.1. Democratic-liberals believe that the evolution of education should be committed to providing equality of opportunity for all.They believe that the evolution of the nation's schools has had problems leaning more toward increased opportunities. Cremin and other historians do not see equity and excellence as irreconcilable but the tensions between the two create compromise and that equality and excellence are just ideals.
8. Curriculum and Pedagogy
8.1. The developmentalist curriculum mirrors the writings of Dewey and Piaget. It focuses on the needs of the child, not society and empahsizes the process of teaching as well as content. It also plaxes emphasis on the needs of the child at certain develpmental stages.
8.2. Traditions of Teaching
8.2.1. The mimetic tradition-this tradition is where the knowledge is presented to the students and evaluated through test, present, perform/evaluate, reward/fix and enter remedial loop, and advance.
8.2.1.1. The transformative tradition-this tradition trys to transform the person who is being taught. This is accomplished through personal modeling, "soft" suasion, and use of narrative.
9. Education Inequality
9.1. 2 Types of Cultural Deprivation Theory
9.1.1. 1.Woring class and minority families do not have the cultural resources(books) and when the begin school are already at a disadvantage.
9.1.1.1. 2.THe poor have a deprived culture, and they do not have the values that middle class families have. Policy makers set up programs like HeadStart that are not about the school, but aimed at family environment.
9.2. Four School Centered Explanations for educational inequality
9.2.1. 1.School financing-most of the funding for schools comes from property taxes, so if an area is low income, the school will be also because of less funding.
9.2.1.1. 2.Gender-feminists believe that school portrays men and womens roles differntly and have men at a higher standard than women. They believe that this limits opportunities for women in education and life.
9.2.1.1.1. 3.Curriculum and Ablility Grouping-students are grouped by grades and receive the same curriculim. Then some are grouped by individual abilities.