Foundation of Education

1. Sociological Perspectives Chapter 4

1.1. Functionalism- the ways that societal and institutional forces create or a collective science based on shared values.

1.2. Conflict Theory-s concerned with the ways in which differences among groups at the societal level produce conflict and domination that may lead to change.

1.3. interactionalism- this theory believes that there are two things mind and body, each of which can have an effect on the other.

1.4. 5 effects of schooling- 1.Knowledge and Attitudes-this can impact a students development and student achievement. Students whom have negative attitudes towards learning their academic levels will decrease, whereas if they were in a structured environment where their attitudes towards learning will increase their academic development. 2. Teacher behavior-teachers have a huge impact on students. The way they teach impacts students learning and behavior. All though teachers have a huge amounts of responsibilities and roles they must remember the impact their job has on the students they educate. 3.Employment-most students believe that most students who graduate from college will have greater job opportunities.This is a true statement because many cooperation will higher more students with an educational rather than students that do not have one. 4. Inadequate schools-many ways schools have reproduced inequalities is through inadequate schooling. This will effect students by not fully preparing them for the future for a productive fulfilling life. 5. Tracking-within school tracking it has critically impacted students mobility. Tracking is what places students in curricular programs based on the students ability.

2. Curriculum and Pedagogy Chapter 7

2.1. The curriculum theory that I advocate the most would have to be

2.2. Mimetic Tradition- comes from the greek word "mimesis" because it gives a central to the transmission of factual and procedure knowledge from one place to another, through an essentially imitative process.

2.3. Transformative Tradition-successful teaching to be capable of accomplishing: a transformation of one kind or another in the person being taught.

3. Philosophy of Education Chapter 5

3.1. Pragmatism-is viewed as an American philosophy that developed in the late 19th century. Pragmatism comes from the work pragma which means work. This philoshophy encourages people to find processes that work ignorer to achieve their desired ends. They are action oriented, experimentally grounded, and will pose question concerning their desired end.

3.2. Generic Notions-the founding of pragmatism meant attainment for a better society through education. This proposed that educators start with the needs and interest of the child in the classroom. This allows the child to participate in planning his or her course of study, employ project method or group learning, and depend heavily on experimental learning. Key Researchers- John Dewey Goal of education-the goal of education was rooted in social order. Dewey believed that schools should provide conjoint, communicated experience and that should function as preparation for life in a democratic society. The aim of education is growth and more growth.

3.3. Role of the teacher-the teacher is no longer the authoritarian figure, rather the teacher is assumes the role as peripheral position facilitator. The teacher encourages the students and offers help. The teacher also writes the curriculum and must have several disciplines in order to create and implement curriculum. Methods of instruction-children will learn individually and in groups.

4. Schools as Organizations Chapter 6

4.1. 1.

4.1.1. Federal Level- Senators: Richard Shelby and Luther Strange. House of Representatives: Bradley Bryne, Martha Roby, Mike Rogers, Robert Aderholt, Mo Brooks, Gary Palmer, and Terri Sewell. Local Level- Senators: Clay Scofield. House of Representatives: Kerry Rich, Will Ainsworth, David Standridge, Randall Shedd, and Ed Henery. State superintendent and representatives-President - Kay Ivey.Superintendent/Secretary - (vacant)Board Members: District 1: Jackie Ziegler, (R) (2017-present) District 2: Betty Peters, (R) (2003-present) District 3: Stephanie W. Bell, (R) (1995-present), Vice President. Local Superintendent and Representative for Albertville, AL- Superintendenti Dr. Ric Ayer, President- Bobby Stewart, Vice President- Sandy Elkins, Rory Colvin, Lee Fleming, and Mike Price.

4.2. 1. school processes- changes happen through pay, productivity, and professional standards. 2.School cultures- changes requires patience, skill, and and good will and are shaped by a series of inherent condition.

5. Politics of Education Chapter 2

5.1. Four Purposes of Education

5.2. 1. The intellectual purpose of schooling are to teach basic cognitive skills such as reading, writing, and mathematics; to transit specific knowledge.

5.3. 2. The political purposes of schooling are to inculcate alligeiance to the existing political order; to prepare citizens who will participate in political order.

5.4. 3. The social purpose of schooling are to help solve social problems ; to work as one of the many institutions.

5.5. 4. The ecomomic purpose of schooling are to prepare students for their later occupational roles and to select, train, and allocate individuals into the divison of labor.

5.6. The conservative perspective

5.7. 1.Role of the School-The conservative perspective sees the role of the school as providing the necessary educational training to ensure that the most talented and hard-working individuals receive the tools necessary to maximize economic and social order.

5.8. 2. Explanations of unequal performance The conservatives argue that individuals or groups of students rise and fall on their own intelligence, hardworking, and initiative, and that individuals the opportunity to succeed.

5.9. 3.Definition of educational problems-The conservative perspective argue the following: 1. In their response to liberal and radical demands for greater equality in the 1600s to 1700s schools systematically lowered academic standards and reduced educational quality. 2. In their response to liberal and radical demands for multicultural education that their response to the needs of all cultural groups. 3. In their response to liberal and radical demands for cultural relativism values and ideas are equally valuable. 4. In their response to liberal and radical demands for individuality and freedom, schools lost their traditional disciplinary function and often become chaotic. 5.Becase they are state controlled and are immune form the laws of a competitive free market, school, are stifled by bureaucracy and inefficiency.

6. History of U.S. Education Chapter 3

6.1. A reform movement that I believe has had the most influence on education is the Education for women and African American. I believe it was the most powerful because every gender male or female and every race deserve the same opportunities especially when it comes to education.

6.2. One historical interpretation of U.S. education is the Democratic-Liberal view. They believed that the school system committed to providing educational equality of opportunities for all. They attempted to expand educational opportunities to larger segments of the population and to reject the conservative view of schools as an elite institution for the privileged. They believe that the U.S. educational system must continue to move closer without sacrificing one or the others dramatically.

7. Equality of Opportunity Chapter 8

7.1. Class- Social classes have different kinds of education experiences such as upperclass has higher expectations for their children and the finances to pay for college, while lower class families often have lower expectations for their children. **Race- Race has a direct impact on how much education he/ or she will get. ***Gender- Individual gender has been directly related to his/or her educational attainment, such as women are more likely to do better in college than males.

7.2. What were the two responses to the Coleman Study from 1982? * The two responses to the were that schools that are less bureaucratic and more academically oriented are better learning environments.

8. Educational Inequality Chapter 9

8.1. ***Explain at least two types of cultural differences theory (page 424-427)-One of the major cultural differences would be African American students do less well in school because they adapt to their oppressed position in the class and caste structure. Another would be working class and non-white students are resisting the dominant culture of the schools. ***Describe at least four school-centered (not student-centered) explanations for educational inequality.-1. Effective School Research discusses the differences in school resources and quality do not adequately explain between- school differences, as mixed blessings. 2. School Financing- discusses the vast differences in funding between affluent and poor districts, and called for equalization in school financing. 3. Curriculum and Pedogogic Practices- discusses how differences in what is often termed school climates affective academic achievements. 4. Curriculum and Ability Grouping- discusses the significant differences in educational achievement between schools, but within schools.

9. Educational Reform Chapter 10

9.1. ***Describe two school-based reforms (school-based, school-business partnerships, privatization, school-to-work programs, teacher education or teacher quality)- 1. School-to-work programs are school-business partnerships that became incorporated into School-to-work-programs that have been vocational emphasis to non-college students regarding skills necessary for successful employment and to stress the importance of work-based learning. 2. Teacher Education- is the emergence development of teacher education as an educational problem concerning the failure of the schools. ***Describe at least two societal, economic, community, or political reforms.- 1. School finance reforms- declares there is no right to an equal education, school finance equality , and adequacy advocates litigated state levels. 2. Full services and Community Schools- plan to educate not only the whole school , but the whole community.