1. Politics of Education
1.1. Perspective
1.1.1. Conservative
1.1.1.1. Unequal Educational Performance
1.1.1.1.1. Socioeconomic background
1.1.1.1.2. Rise and fall on their own intelligence
1.1.1.1.3. Deficient if they fall
1.1.1.2. Strongest individual survive
1.1.1.3. Adaptation to change
1.1.1.4. The role of the school
1.1.1.4.1. Educational training
1.1.1.4.2. Maintenance of the social order
1.1.1.4.3. Transmitting the cultural traditions
1.1.1.5. Education Problems
1.1.1.5.1. Decline of Standard
1.1.1.5.2. Decline of cultural leteracy
1.1.1.5.3. decline of values or of civilization
1.1.1.5.4. decline of authority
1.1.2. Liberal
1.1.2.1. Unequal Educational Performance
1.1.2.1.1. Different life chances
1.1.2.1.2. Equalize the playing field so disadvantage students have a better chance
1.1.2.2. Subject to abuse
1.1.2.3. Cycles of recession
1.1.2.4. Needs government intervention
1.1.2.5. The role of the school
1.1.2.5.1. An equal opportunity to succeed in society
1.1.2.5.2. Socializing children into societal roles
1.1.2.5.3. Develop talents, creativity, and sense of self
1.1.2.6. Education Problems
1.1.2.6.1. Limited the life chances of poor and minority
1.1.2.6.2. Too much emphasis on disciple and authority
1.1.2.6.3. Inequalities of results
1.1.2.6.4. Traditional curriculum leaves out the diverse cultures that comprise pluralistic society
1.1.3. Radical
1.1.3.1. Believes in democratic socialism
1.1.3.2. Produce fundamental contradictions
1.1.3.3. The role of the school
1.1.3.3.1. Eliminate inequalities
1.1.3.3.2. Social and cultural reproduction
1.1.3.3.3. Views opportunity as an illusion
1.1.3.4. Unequal Educational Performance
1.1.3.4.1. Unequal Opportunity
1.1.3.4.2. Educational failure caused by the economic system
1.1.3.5. Educational Problems
1.1.3.5.1. Failed the poor, minorities, and women through racist, sexist, and homophobic policies
1.1.3.5.2. Promote conformity
1.1.3.5.3. Leaves out the cultures, histories, and voices of the oppressed
1.1.3.5.4. Promotes inequality of both opportunity and results
1.2. Intellectual
1.2.1. Teaching basic skill, acquire critical thinking.
1.3. Political
1.3.1. To prepare people for political order, Help diverse culture groups
1.4. social
1.4.1. Diverse social skills
1.5. economic
1.5.1. Allocate individuals into the division of labor.
2. Philosophy of Education
2.1. Existentialism
2.1.1. Generic Notions
2.1.1.1. Individualistic Philosophy
2.1.1.2. The impact of Individual Lives
2.1.1.3. Individual People and must overcome Themselves
2.1.1.4. People must Identify with themselves and create their own future
2.1.1.5. Identity through the choices we make
2.1.1.6. Chaos and order, Good and evil
2.1.2. Key Researchers
2.1.2.1. Soren Kierkegaard
2.1.2.2. Martin Buber
2.1.2.3. Karl Jaspers
2.1.2.4. Jean Paul Sartre
2.1.2.5. Maxine Greene
2.1.3. Goals of Education
2.1.3.1. Focus on the need of Individuals
2.1.3.2. Education is based on Individuality
2.1.3.3. Making sense of the logical or non-logical world they live in
2.1.3.4. Notion of Possibilities
2.1.3.5. They view Education as a scape-goat from the cruel World
2.1.4. Role of the Teacher
2.1.4.1. Must have meaning and understanding of their own World in order to teach other student make sense of their own World
2.1.4.2. Make sure that student are aware of the World Around them
2.1.4.3. Take Risk
2.1.4.4. The role of the teacher is a heavy responsibility
2.1.5. Methods of Instructions
2.1.5.1. They take learning very serious
2.1.5.2. They believe that each student has their own way of learning and it's up to the teacher to find which way works for each child
2.1.5.3. Learn through Teacher-Student cooperative
2.1.5.4. Understand the possibility of each Student
2.1.6. Curriculum
2.1.6.1. Literature is a top subject
2.1.6.2. The Arts of Education is of importance
2.1.6.3. Believe in letting children solve problems at an early age
3. Explanations of Educational Inequality
3.1. Genetic Differences
3.1.1. 1. Environmental and Social Factors
3.1.2. 2. Biochemical and Genetic Causes
3.1.3. 3. Differences in Intelligence
3.1.4. 4. Social and Environmental Factors
3.1.5. 5. Cultural Bias of IQ
3.2. Cultural Deprivation Theories
3.2.1. 1. Social Skills
3.2.2. 1. Requisite Intellectual
3.2.3. 2. Books and other Educational Stimuli
3.2.4. 3. Lacks the Value System of Middle Class Culture
3.2.5. 4. Culture of Poverty
3.2.6. 5. Rejects Hard Work and Initiative
3.2.7. 6. Have not Been taught at Home to acquire the Skills and Dispositions for Success
3.3. Cultural Difference Theories
3.3.1. 1. Different Cultural Dispositions
3.3.2. 2. Skills and Attitudes
3.3.3. 3. Oppressed Minority
3.3.4. 4. Social Forces
3.3.4.1. Poverty
3.3.4.2. 2. Racism
3.3.4.3. 3. Discrimination
3.3.4.4. 4. unequal Life Chances
3.3.5. 5. Inferior Life Changes
3.4. School Financing
3.4.1. 1. Distribution of Funds Between Wealth and Poor Districts
3.4.2. 2. Some Monies are Based on Property Taxes
3.4.2.1. 1. Wealth Communities pay Higher Taxes, Therefore Receive More Money
3.4.2.2. 2. Poor Communities Pay less Tax So they Receive Less Funds
3.4.3. 3. Proportional Tax
3.4.3.1. 1. The Wealth are able to provide more per-pupil
3.4.3.2. 2. The Poor pay less per-pupil
3.4.4. Financed Through Local, State, Federal Sources
4. Educational Reform, School Improvement
4.1. No Child Left Behind
4.1.1. 1. Annual Testing Grades 3-8
4.1.1.1. 1. Reading and Math
4.1.2. 2. One Test Grades 10-12
4.1.2.1. 1. Includes Science
4.1.3. 3. Reported Test Performance
4.1.3.1. 1. Broken Down by Race
4.1.3.2. 2. Indication of Low Income
4.1.4. 4. Progress Goals
4.1.4.1. 1. 95% Participation of Subgroups
4.1.5. 5. "In Need of Improvement"
4.1.5.1. 1. Student who don't Reach Goals
4.1.6. 6. Qualified Teachers and Educators
4.2. School to Work Program
4.2.1. 1. School-Business Partnership
4.2.2. 2. Non College Bound Students
4.2.3. 3. School to Work Opportunities Act of 1994
4.2.3.1. 1. Singed into Law by Former President Bill Clinton on May 4, 1994
4.2.4. 4. Relevant Education
4.2.5. 5. Skills and Structured Training
4.2.6. 6. Valued Credentials
4.3. Full Service and Community Schools
4.3.1. 1. Meeting Every Student's Needs
4.3.2. 2. Meeting Families Needs
4.3.2.1. 1. Educational
4.3.2.2. 2. Physical
4.3.2.3. 3. Psychological
4.3.2.4. 4. Social
4.3.3. 3. Collaborated Between School and Communities
4.3.4. 4. Extended Hours
4.3.5. 5. Multitude of Services
4.3.5.1. 1. Adult Education
4.3.5.2. 2. Health Clinics
4.3.5.3. 3. Recreation Facilities
4.3.5.4. 4. After School Programs
4.3.5.5. 5. Mental Health Services
4.3.5.6. 6. Alcohol Programs
4.3.5.7. 7. Job Placement
4.3.5.8. 8. Tutoring Services
5. Schools As Organizations
5.1. State Senator
5.1.1. 1. Richard Shelby (R)
5.1.2. 2. Luther Strange (R)
5.2. House of Representative
5.2.1. 1. Mo Brooks (R)
5.2.2. 2. Martha Rody (R)
5.2.3. 3. Terri Sewell (D)
5.2.4. 4. Gary Palmer (R)
5.2.5. 5. Bradley Byre (R)
5.2.6. 6. Robert Aderholt
5.2.7. 7. Michael D. Rogers (R)
5.3. State Superintendent
5.3.1. 1. Michael Sentance
5.4. Representative on State School Board
5.4.1. 1. Kay Ives-President
5.4.2. 4. Jackie Zeigler- District 1
5.4.3. 5. Betty Peters- District 2
5.4.4. 2. Stephanie Bell-Vice President, District 3
5.4.5. 6. Yvette Richardson-District 4
5.4.6. 7. Ella Bell-District 5
5.4.7. 3. Cynthia McCarty-District 6
5.4.8. 8. Jeffrey Newman-District 7
5.4.9. 9. Mary Hunter-District 8
5.4.10. 10. Ed Richardson-Secretary and Executive Officer
5.5. Local Superintendent
5.5.1. 1. John Mullins
5.6. Local School Board
5.6.1. 1. John Mullins-Board Member
5.6.2. 2. Mrs. Susan LeSueur
5.6.3. 3. Dr. Bayon C. Maze
5.6.4. 4. Mr. Chuck Reynolds-Chairman
5.6.5. 5. Mrs. Kristy H. Thomas
6. History of U.S. Education
6.1. Reform Movement: The age of reform-The rise of the common school
6.1.1. The age of Reform: The rise of the common school
6.1.1.1. Large movement in Education during 1820-1860
6.1.1.2. Industrial Revolution
6.1.1.2.1. Textile Industry
6.1.1.2.2. New factory and more productive Systems
6.1.1.2.3. New Machines
6.1.1.3. Immigrants flock to America
6.1.1.3.1. Migrations of immigrants for work
6.1.1.3.2. Moved to Urban Area
6.1.1.3.3. Roman Catholics immigrated from Ireland due to starvation
6.1.1.4. Revolution in Transportation
6.1.1.4.1. Textile Industry
6.1.1.4.2. Factory Systems
6.1.1.4.3. New machines and tools
6.1.1.5. Most school were not functioning effectively
6.1.1.5.1. Most of the American people were still considered illiterate
6.1.1.5.2. Very little Access to reading
6.1.1.5.3. Cities and towns neglected the laws of Education
6.1.1.5.4. The disadvantaged children, if they were lived close enough could obtain a free education through a charity school
6.1.1.6. Horace Mann of Massachusetts
6.1.1.6.1. Stopped his practice of Law to Lobby for Education
6.1.1.6.2. Lobbied for the first State Board of Education, and established in 1837
6.1.1.6.3. Became the first Secretary
6.1.1.6.4. Due to his work, the first teacher traing school was established in 1839
6.1.1.7. Education for Women and African Women
6.1.1.7.1. Most women were considered helpmate to the husband in the earlier years
6.1.1.7.2. By mid nineteenth century, girls started attending elementary school
6.1.1.7.3. Education of African-American Women
6.1.1.8. The Post-World War II Equity Era: 1945-1980
6.1.1.8.1. The definition of a developed High School
6.1.1.8.2. Debates on how to run and operate a school
6.2. Historical Interpration
6.2.1. The Democratic-Liberal School
6.2.1.1. The expansion of purpose and opportunity
6.2.1.2. Progressive Evolution
6.2.1.3. equality of opportunity for every student
6.2.1.4. Rejects the conservative views
6.2.1.5. Commitment to popularization and multitudinousness
6.2.2. The Radical-Revisionist School
6.2.2.1. They are subject to the elites in society
6.2.2.2. They want control of immigrants and the working class
6.2.2.3. Economic Efficiency
6.2.2.4. Based on social class and race
6.2.2.5. Imposed on the poor and working class
7. Sociological Perspectives
7.1. Relationship between School and Society
7.1.1. Process of Clarification
7.1.1.1. Making it easier to understand
7.1.1.2. Clarify how schools operate
7.1.1.3. Agents of cultural and social transmission
7.1.2. Process of socialization
7.1.2.1. Children's perception of the world
7.1.2.2. Values, beliefs, norm of society
7.1.2.3. Promote gender Definitions and sterotypes
7.1.2.4. Sorters and Selectors
7.1.2.4.1. Tracking acedemic of student for curricular placements
7.1.2.4.2. School effect's who gets ahead and who doesn't
7.2. Three effects of schooling on Individuals
7.2.1. Knowledge and Attitudes
7.2.1.1. Produce higher rates of Learning
7.2.1.2. Achievement levels go up
7.2.1.3. More liberal in Politics
7.2.2. Employment
7.2.2.1. Most organizations and companies require a higher Education
7.2.2.2. Not a lot of difference in job performance among higher educated and lower educated
7.2.2.3. Being higher Educated mean More Money
7.2.3. Education and Mobility
7.2.3.1. Lack of economic and social mobility
7.2.3.2. Educational Amount
7.2.3.2.1. How many Years someone obtains in Education
7.2.3.3. Educational Route
7.2.3.3.1. Identifies where someone goes to school and Mobitity
7.3. Theoretical Perspectives
7.3.1. Functional Theories
7.3.1.1. Functionalists believe that education is the most functional Social Institution in Society
7.3.1.2. Moral Unity, Social Cohesion and Harmony
7.3.1.3. Supports a more Creative Structure, Programs, and Curricula
7.3.2. Conflict Theories
7.3.2.1. Do not see the Relationship between School and Society
7.3.2.2. Emphasize Struggle
7.3.2.3. Students are selected by their ability not their Social Status
7.3.2.4. Student and Teacher's through Achievement Ideology that school promotes Learning
7.3.2.5. View of Status Competition and Organizational Constraints
7.3.3. Interactional Theories
7.3.3.1. Less Likely to Create Theory
7.3.3.2. A reflection of Each Other
7.3.3.3. Important to Analyze
7.3.3.4. Schools are Labeled Middle Class Organization's
8. Curriculum, Pedagogy, Transmission of Knowledge
8.1. Humanist Curriculum
8.1.1. 1. Idealist Philosophy
8.1.2. 2. Traditional Liberal Arts
8.1.3. 3. The Best of Education has been Thought and Written
8.1.4. 4. Focused on Western Heritage
8.1.5. 5. Dominated 19th and 20th Century in United States Education
8.2. Developmentalist Curriculum
8.2.1. 1. Student Centered
8.2.2. 2. Developmental stages of each Individual
8.2.3. 3. Emphasized the Process of Teaching
8.2.4. 4. Relating Schooling to Life Experiences
8.2.5. 5. Related needs and Interests of the student rather than Society
8.3. Mimetic Tradition
8.3.1. 1. The Easiest of the two Dominant Teaching Methods
8.3.2. 2. What most People Relate To
8.3.3. 3. Most Familiar and moves to Less Familiar
8.3.4. 4. Process of Transmitting Knowledge
8.3.5. 5. Content of the Transaction
8.4. Transformative Tradition
8.4.1. 1. Capable of Accomplishment
8.4.2. 2. Qualitative Change of Dramatic Proportion
8.4.3. 3. Set of Undesirable Traits
8.4.4. 4. More Enduring
8.4.5. 5. More Exalted or Noble
9. Equality of Opportunity and Education
9.1. Class
9.1.1. 1. Different Classes mean different Educational Experiences and Opportunity
9.1.2. 2. The Wealth and Middle Class are more than likely to Graduate
9.1.2.1. Likely to Overachieve and Attend College
9.1.3. 3. The Working and Underclass Families have Lower Expectation for their Children
9.1.3.1. Likely to Underachieve or Drop Out
9.1.3.2. Resist Curriculum
9.1.4. 4. Teachers and Educator's seems to Favor Children of the Middle and Wealthy Class
9.1.5. 5. Directly Related to Achievement
9.1.6. 6. Related to Reading and Basic Skill Test
9.1.7. 7. Social Class and Level of Education are Highly Correlated
9.2. Race
9.2.1. 1. Has a Direct Impact of Educational Achievement
9.2.2. 2. White People are Likely to read at an Intermediate Level than other Races
9.2.3. 3. Related to Educational Outcome
9.2.4. 4. SAT Scores Reflect Admission to college as well as Scholarship Opportunity
9.2.5. 5. Minorities Receive fewer Educational Opportunity than Other Races
9.3. Gender
9.3.1. 1. Directly Related to Educational Fulfillment
9.3.2. 2. Women are Better Students
9.3.3. 3. Men Achieve More Financially than Women
9.3.4. 4. Women have a Higher Reading Proficiency
9.3.5. 5. The only Area that Men were Better Than Women was Math
9.3.6. 6. Men Tend to Score Higher Than Women on SAT's
9.3.7. 7. Society Discriminates Against Women in Educational and Occupational Attainment.