1. Sociological Perspectives Ch.4
1.1. Theoretical Perspectives
1.1.1. Functional Theories- Views society as a kind of machine, where one part articulates with another to produce the dynamic energy to make society work.
1.1.2. Conflict Theories- schools are similar to social battlefields, where students struggle against teachers, teachers against administrators.
1.1.3. Interactional Theories- the relation of school and society are primarily critiques and extensions of the functional and conflict perspectives.
1.2. Effects of Schooling on Individuals
1.2.1. Knowledge and Attitudes
1.2.2. Teacher Behavior
1.2.3. Student Peer Groups and Alienation
1.2.4. Education and Inequality
1.2.5. Gender
2. Philosophy of Education
2.1. Pragmatism: encourages people to find processes that work in order to achieve their desired ends.
2.1.1. Generic Notions- instrumentalism and experimentalism. Influenced by the theory of evolution.
2.1.2. Goal of Education- Vision of schools was rooted in the social order; does not see ideas as separate from social conditions.
2.1.3. Role of the Teacher- no longer the authoritarian figure from which all knowledge flows; rather, the teacher assumes the peripheral position of facilitator.
2.1.4. Methods of Instruction- Children learn both individually and in groups. Children should start their mode of inquiry by posing questions about what they want to know.
2.1.5. Curriculum- All the academic and vocational disciplines in an integrated, interconnected way.
3. Schools as Organizations
3.1. Senators: Richard Shelby, Luther Strange Representative: Robert Aderholt State Superintendent: Michael Sentence School Board: Bret Gist, Judy Pounders, greg Bachelor, Jerry Groce, Greg Trapp Local Superintendent: Heath Grimes
4. Equality of Opportunity
4.1. Class- Education is extremely expensive. For this reason, it separates the classroom into different ecumenic classes.
4.2. Race- an individuals race has a direct impact on how much education he or she is likely to achieve.
4.3. Gender- an individuals gender was directly related to his or her educational attainment.
4.4. 1. Other sociologists examined and reexamined Coleman's data. 2. A group of minority scholars, led by Ron Edmonds, set about the task of defining those characteristics of schools that made them effective.
5. Educational Reform
5.1. No Child Left Behind- is a landmark and controversial piece of legislation that had far-reaching consequences for education in the United States.
5.2. Race to the Top- goal of this initiative was to aid states in meeting the various components of NCLB.
5.3. Charter Schools- public schools that are free from many of the regulations applied to traditional public schools and in return are held accountable for student performance.
5.4. School-to-work Programs- extend what had been a vocational emphasis to non-college bound students regarding skills necessary for successful employment and to stress the importance of work-based learning.
6. Politics of Education Ch.2
6.1. Four Purposes of Education
6.1.1. Intellectual-teach basic cognitive skills such as reading, writing, and mathematics; to transmit specific knowledge; and to help students acquire higher-order thinking skills such as analysis, evaluation, and synthesis.
6.1.2. Political- inculcate allegiance to the existing political order; to prepare citizens who will participate in this political order; to help assimilate diverse cultural groups into a common political order; and to teach children the basic laws of the society.
6.1.3. Social- help solve social problems; to work as one of many institutions, such as the family and the church to ensure social cohesion; and to socialize children into the various roles, behaviors, and values of the society.
6.1.4. Economic- prepare students for their later occupation roles and to select, train, and allocate individuals into the division of labor.
6.2. 1.Role of the School- Liberal Perspective- sees the role of education as balancing the needs of society and the individual in a manner that is consistent with a democratic and meritocratic society.
6.3. 2.Explanations of Unequal Performance- Radical- believe student from lower socioeconomic backgrounds begin school with unequal opportunities.
6.4. 3.Definition of Educational Problems- Conservative- the decline of authority means to conservatives that schools lose their traditional disciplinary function and often become chaotic.
7. History of U.S. Education
7.1. Educational Reaction and Reform and the Standards Era: 1980s-2012
7.1.1. Critics argued that the educational opportunity had resulted in the decline of authority and standard. They also argued that the preoccupation with using the schools to ameliorate social problems, however well-intended, not only failed to do this but was part of an overall process that resulted in mass mediocracy.
7.2. The Democratic-Liberal School
7.2.1. Democratic-liberals believe that the history of U.S. education involves the progressive evolution, albeit-flawed, of a school system committed to providing equality of opportunity for all.