Foundations of Education

1. Politics of Education

1.1. Purpose #1 Intellectual, cognitive skills.( reading, writing, & math.) Students are taught higher level of thinking skills.

1.2. Purpose #2 Political, teaching students allegiance & patriotism of one's country. Wanting kids to be ready and willing to participate in politics. Also teaching basic laws of society.

1.2.1. Definition of Educational Problems from a conservative perspective: As a conservative educator, I do understand this view. There has been a decline in standards. Instead of increasing accountability, we water down our personal standards, and the curriculum to meet the child. Now I understand we must meet the child's needs, but we are going about it the wrong way. Children these days are held less accountable. Another problem is a decline in values. Our society has taken morals and values out of our schools. Everyone gets too easily offended. In the beginning of teaching, it was all about morals & values, now teachers are frowned upon if the speak of biblical morals & principles that our country was founded on. Finally, our schools have seen a drastic decline in authority. Look around, our society is mass chaos. Guns in schools, bomb threats, knives, & bullying. We as a society have become a content accepting people. It's alright to be content & accepting, but not at the expense of our youth, when we are to prepare them for life.

1.3. Purpose #3 Social, Help students solve social problems. Gear children towards positive roles & behaviors in society.

1.3.1. Role of the School from a conservative perspective. To provide children with social skills and interactions to make them functional individuals in society. Conservatives also value economic productivity. We live in a time where nothing is free. School is supposed to ready children for the job force. Basic skills should be taught (money, time, typing, writing, & computer knowledge), are all a must in the school. Children should thrive more than the previous generation. Also children are reared to solve social problems in a respected manner.

1.4. Purpose #4 Economic, Training & teaching kids for the next phase in life the job world. Examples: career, tech, or vocational school.

1.4.1. Unequal Educational Performance from a radical perspective: Radicals believe that children from lower socioeconomic backgrounds are given the same opportunities as kids from more wealthy families. However, they along with myself, believe that the economic system is what is hindering education, not education itself. There are some school systems with exceptional teachers, but they can't do as much as they like due to lack of funding. On the other hand, there are multi-million dollar school systems that could do so much to help struggling children, but only have mediocre teachers. It's a no win situation or a catch 22.

2. History of U.S Education

2.1. Conservative Perspective on Historical Interpretation of Education

2.1.1. The conservatives agree with other political parties in that education should be equal for all students. The conservatives base their interpretation on this: The education is struggling due to political and social objectives that have taken hold of our educational system. Conservatives believe educators need to get back to basic traditional curriculum and values. The conservatives see that the curriculum has declined, and that academic standards for students has lessened.

2.1.2. Reform Movement Post WWII 1945-1980 The debate continues to whether or not all children should get the same education. Expanding education, became the main priority in reforming education. This era was overly concerned with expanding collegiate level academics. Excellence & Equity became a major debate during this time. Within this period, there were two different belief systems. Traditional and Progressive. The traditional belief system was based on the basic curriculum. (reading, math, science). Teacher is the leader, educator is to establish discipline. The progressive belief system is based more on experiences. This states that the curriculum should be based on the students needs, and the needs of the times. The plan calls for the children to be the center, along with freedom and individualism. To narrow down this time period, the two main issues were that of the traditional (basic) teaching, and that of equal opportunity.

3. Sociological Perspectives

3.1. Theoretical Perspective: There are three theories that explain the relationship between the school and society.

3.1.1. Functional: These sociologist say everyone in the system has a part. There is independence in parts, and everyone works together to form the whole. In the late 19th century, education was vital in making society work. Back then, moral values were taught in school, and the foundations of society stood on that.

3.1.2. Conflict: These sociologist like to argue that the social order isn't an agreement among all, but rather the more powerful groups tell the less powerful what to do through force. They like to argue the struggle. The struggle trickles down like the domino effect. Students struggle with teachers, teachers with administration, and so on. Those from higher socioeconomic backgrounds have higher academic success rates.This is just one example of the social order conflict.

3.1.3. Interactional: This theory is a continuation of the other two theories. These sociologist want to know what students and teachers do on a daily basis. This theory focuses on labeling. (ex: gifted or learning disabled) When children are labeled as such, along with it comes a lot more things and situations for them to analyze.

3.2. Effects on schooling the Individual:

3.2.1. Knowledge and attitudes: How the teacher teaches and interacts with the students

3.2.2. Employment: graduating leads to jobs, 54%of 8 million were employed in 1986. Women with degrees earn less than men while African American men are about equal with white men

3.2.3. Education & Mobility: quantity of years in education determines ones career and major. Where someone decides to attend school effect their mobility.

3.3. Inside the School:

3.3.1. Teacher Behavior: Statistics show teachers have at least 1000 interactions daily in their classroom. Teachers are role models, moms, dads, and self-esteem boosters. Teachers are held to a high standard.

3.3.2. Student peer groups:

3.3.2.1. Careerist: top of class upper middle class

3.3.2.2. Intellectuals: come from educated families

3.3.2.3. Strivers: good work ethic, have to work hard but will succeed.

3.3.2.4. Unconnected: come from all backgrounds. least satisfied with experiences, active in very few activities.

3.4. Education & Inequality:

3.4.1. Inadequate Schools: urban struggle to educate the poor and minorities. Private and surburban schools have better opportunities due to more funding.

3.4.2. Tracking: Students put in programs based on ability. The working class are placed in vocational paths, upper class with high ability are placed in academic careers.

3.5. Defacto Segregation: Multicultural schools benefit minorities and it doesn't hinder white students.

3.6. Gender: Women still inferior to men

4. Philosophy of Education

4.1. Pragmatism: is a philosophy that involves working in order to establish goals. A problem arises, a pragmatic thinks how to fix it. After that he/she takes action to solve.

4.1.1. Generic Notion: Kids can learn from both books and experiments. John Dewey believed the children should grow contiinously. His ideas were seen as progressive. Teachers need to start with the needs of the children , teach & develop from there.

4.1.2. Goals of Education: Ideas should be challenged. This is where the classroom is key. Also in regards to society, children needed to know how to socialize with different cultural groups in order for society to flow peacefully. The school should be a place for improvement on multiple levels. Schools should ready children for life.

4.1.3. Key Researchers: John Dewey, Jean Jacques Rousseau. Rousseau believed that people were naturally good but society corrupted them. He believed in experience and environment.

4.1.4. Roles of the Teacher: the teacher is to give directions, but then allow the students to work, ask questions, and problem solve. The teacher moves around the room observing progress and answering questions.

4.1.5. Methods of instruction: instruction should be individually or in small groups. Children need to be able to inquire and problem solve.

4.1.6. Curriculum: core curriculum, Students should work given the known, to find out the unknown. The needs and interest of children needs to be part of the curriculum. Not just traditional basics.

5. Schools as Organizations

5.1. Federal senators: Richard Shelby & Jeff Sessions. Jeff Seesions position is currently vacant. Election run-off is currently underway.

5.2. Federal House of Representatives: 7 members: Bradley Payne (R) Mobile, Martha Roby (R) Montgomery, Mike Rogers (R) Tuskegee, Robert Aderholt (R) Gadsden, Mo Brooks (R) Huntsville, Gary Palmer (R) Vestavia Hills, & Terri Sewell (D) Birmingham.

5.3. Alabama;s House of Representatives has 105 members. Our House Speaker: Mac McCuctheon, Majority LeaderMicky Hammon, & Minority Leader: Anthony Daniels

5.4. State Superintendent of Education: Michael Sentance elected 09-2016

5.5. State School Board Members: Kay Ivey: President, Ed Richardson: Secretary & Executive Officer, Jackie Ziegler District #1,Betty Rogers District 2, Stephanie Bell District 3, Yvette M. Richardson District 4, Ella B. Bell District 5, Cynthia Sanders McCarty District 6Jeffery Newman District 7, & Mary Scott Hunter District 8

5.6. Local Superintendent Cullman County: Shane Barnette

5.7. Cullman County School Board Members: Cold Springs & CARE:Wayne Myrex, Fairview & Parkside: Chris Carter, Good Hope: Jason Speegle, Hanceville & Welti: Kenny Brockman (Board President), Holly Pond & Cullman Career Tech: Heath Allbright, Vinemont & Child Development Center: Mike Graves (Vice-President), & West Point & Harmony: Gene Sullins

5.8. Elements of change in school processes & cultures. School processes refer to cultural qualities within our schools. It is the emotions and events that individuals can recollect years later. Changes in school processes can be very difficult. Everyone seems to have a say. Thankfully most conflicts are easily solved. It is important to understand that everyone involved in education, is working together to achieve certain goals. School cultures are their own organizations. 1. their population is age specific, 2. Social interaction, 3. small social relationships, 4. It has an unique family appeal, 5. Every school has its own culture. (pg 230)Change in school culture is also very difficult. It takes work from: teachers, students, parents, and the community. Sometimes an agreement is not met. Four things have been found in common with these changes: 1. Conflict happens within change, 2. Everyone must learn & adapt to something new, 3. Team building must be a reform schoolwide, and finally 4. Trust must be built in order for any change to effectively take place (pg 232).

6. Curriculum & Pedagogy

6.1. Mimetic Tradition of Teaching: More subject centered. Stresses process by which knowledge is transmitted. It is detachable in 2 ways 1. information is preserved, 2. Information can be forgotten by the one that once knew it. Knowledge is transmitted in a 5 step process.

6.1.1. 1.Test see if child knows material 2.Present: deliver information to the students. 3: Perform/Evaluate: student is asked to repeat or summarize information. 4. Enter remedial Loop: correct incorrect answers and any misunderstandings. 5. Advance: after corrections are made, teach new materials and repeat steps.

6.2. Transformative tradition: What do we accomplish with our teaching. Goal is to increase the knowledge of our students. Views the teacher as the creator. Instruction is given by 3 different methods

6.2.1. Personal Modeling: teachers are held to higher standards because they are the example. Soft suasion: Teachers appear to be humble, but it isn't a true reflection of their actual demeanor. 3. Use Narrative use stories to teach our students. We should teach our kids morals and values.

6.3. Social Efficiency: Early 20th century students should have curriculum based on interest and needs. This allows more opportunity based on capability. As early as the 20th century, students ability started being judged by standardized test scores. This theory is still under debate. The conservatives argue that different curriculum degrades the purpose of schooling. Radicals argue socioeconomic bias & inequality based on diversity.

7. Equality of Opportunity

8. Educational Inequality

9. Educational Reform

10. Equality of Opportunity

10.1. Class: Education in America is tied to social class. Educational opportunities are better or in favor of the upper class due to expense education exposes. Poorer families sometimes have lower expectations for their children. theory is children tend to grow up and live in the social class in which they were raised.

10.2. Race: Minority groups are more likely to dropout. Hispanics more so than African Americans. Reading levels are significantly lower which begins the domino effect of lower SAT scores, which in turn lowers lcollege admissions. Due to this minorities lack the same opportunities & rewards of educational success.

10.3. Gender: Most men & women don't reach equal levels of educational opportunities. Women possess lower drop-out rates. Women on average are also better readers & writers. Math proficiency is still dominated by males. Women, globally are superior in academic achievement, however there is still a gap in occupational and social equality.

10.4. Educational Outcomes: Discusses the connection between relationships & characteristics of schools & how they affect children, and how outside influences affect children. The quality of the reputable the school is increases achievement. Secondly, schools as a whole cannot undo social backgrounds or status.

10.5. 2 responses from Coleman Study 1982

10.5.1. Private school vs. public school. Private produces better achievement, and higher test scores. Discipline is more consistent in private schools, and thus reflects achievement.

10.5.2. Catholic schools compared to public benchmark differences weren't that impressive. Catholic schools seem to service "Low income minorities" (369) they aren't in the same league so to speak as other private schools, but rather in a category with upper middle class suburban public schools.

11. Explanations of Educational Opportunity

11.1. John Ogbu, in 70's & 80's argued inequality in African American children due to their oppressed socioeconomic status. Argued success in schools for these children happened by denying their native culture. Working class and non-native students don't view schooling the same. Some dropout to work, or barely graduate in order to go to work.

11.2. Bourdieu, argues that upper class families are able to introduce their children to more cultural experiences Ex: museums, travel. He also argues more social capital, Ex: more parental involvement, college admissions. Children from lower socioeconomic backgrounds are taught more independence and to play on their own. Parents are careful planners of time & many extracurricular activities are done to advance knowledge for future careers.

11.3. School centered-

11.3.1. School Financing -upper class systems have more money, more resources which is argued as inequality for poorer systems. Financing should be equal.

11.3.2. Effective school research- all schools should have the following to help reach equality. high expectations for both teachers & students. Leadership. Accountability, monitoring students, instructional time held to high degree, Flexibility for new experiences & time for upcoming problems to be solved.

11.3.3. Curriculum- working class have teacher directed learning. Middle class are more student oriented upper class attend private schools with college prep curriculum.

11.3.4. Ability grouping children are grouped based on test scores or reading abilities curriculum can be taught at different rates. In high schools students can partake in different programs within the same school.

12. Educational Reform & School Improvement

12.1. School Reforms-

12.1.1. Charter Schools- these are public schools that aren't tied down to all the rules of most public schools. These schools focus mostly on performances. Charter schools are under contract, they have goals, list of students to serve, test, & how to measure students learning. These schools are in control of many things including budget, staff, curriculum, instruction, and calender.

12.1.2. School to work programs these were designed to help students with vocational skills who didn't plan on college. Pres. Clinton signed an act in 1994, giving aid to schools to help fund these programs, these programs were to have the following: relevant education, trained in skills, Valued credentials

12.2. Societal Reforms: Full Service & community schools. these schools were in places like NY & Newark. These schools provided more than educational needs. They were open extended hours along with an aim to help with all problems.

12.2.1. Harlem Children's Zone: was designed to help African American parents well before having children receive knowledge about how to care & provide for their future children. It helped these children not be behind given their socioeconomic status. They learn academic conversation, Healthy home environment, & acceptable Discipline