My Foundations of Education

1. Politics of Education Chapter 2

1.1. 4 Purposes of Education

1.1.1. Intellectual - teach basic cognitive skills, transmit specific knowledge, help students acquire higher thinking skills.

1.1.2. Political - inculcate allegiance to existing political order, prepare citizens who will participate, help assimilate diverse cultural groups into a common political order, teach children the basic laws of the society.

1.1.3. Social - help solve social problems, work as one of many institutions, socialize children into various roles, behaviors, and values of the society.

1.1.4. Economic - prepare students for occupational roles, to select, train, and allocate individuals into the division of labor.

1.2. Perspective(Explanations of Unequal Educational Performances)

1.2.1. Conservatives believe that achievement is based on hard work and sacrifice and if they don't succeed, its because of a deficiency of some manner.

1.2.2. Liberals believe that students begin school with different life chances and therefor have significantly more or less advantages.

1.2.3. Radicals believe basically the same as liberals except that the reason for failure is in the economic system and not the educational system.

2. Sociological Perspectives Chapter 4

2.1. Functionalism is the idea that society is a machine and that different parts work together in order to make society work.

2.2. Conflict theorists believe that social order is based on the ability of dominant groups to impose their will on lesser groups.

2.3. Interactional theorists believe that they are simply an extension of functionalism and conflict theorist.

2.4. 5 Effects of Schooling

2.4.1. Knowledge and Attitude - academically oriented schools produce higher rates of learning.

2.4.2. Teacher Behavior - teachers are models as well as instructional leaders for students.

2.4.3. Student Peer Groups and Alienation - students in vocational programs and headed towards low status jobs were more likely to join rebellious subcultures.

2.4.4. Inadequate school - students who attend suburban or elite private schools get a much better education than those who attend urban schools.

2.4.5. De Facto Segregation - students who attend racially mixed schools were more likely to graduate from high school and college.

3. Philosophy of Education Chapter 5

3.1. Pragmatism

3.1.1. Generic Notions - educators start with the needs and interests of the child in the classroom.

3.1.2. Goal of Education - primary role is growth. To be the central institution for societal and personal improvement.

3.1.3. Role of the Teacher - encourage, offer suggestions, question, help plan and implement courses of study, write curriculum, and have command of several disciplines.

3.1.4. Method of Instruction - books often written by teachers and students together, field trips, projects that reconstructed some aspect of the course of study.

3.1.5. Curriculum - changes as the social order changes and as the children's interest and needs change.

3.1.6. Key Researchers - John Dewey, Diane Ravitch, Francis Bacon

4. Schools as Organizations Chapter 6

4.1. Major Stakeholders For Dekalb County

4.1.1. Senator - Steve Livingston

4.1.2. House of Representatives - Nathaniel Ledbetter

4.1.3. State Superintendent - Michael Sentance

4.1.4. State School Board Rep - Mary Scott Hunter

4.1.5. Local Superintendent - Jason Barnett

4.1.6. Local School Board - Jeff Williams, Randy Peppers, Matt Sharp, Mark Richards, Robert Elliot

5. Curriculum and Pedagogy Chapter 7

5.1. Developmentalist Curriculum

5.1.1. focused of needs & interest of thestudent

5.1.2. teacher is the facilitator of student growth

5.1.3. more dominant in private/independent

5.2. Social Efficiency

5.2.1. philosophically pragmatic approach to teaching

5.2.2. different curriculum for different students

5.2.3. solve social problems

5.2.4. standardized testing and tracking

6. Equality of Opportunity Chapter 8

6.1. Class

6.1.1. The wealthier you are, the more likely you are to continue your education.

6.1.2. Middle and upper class children are more likely to speak "standard" english.

6.1.3. Teachers have been found to think more highly of middle and upper class students.

6.2. Race

6.2.1. White - 5.2% drop out rate

6.2.2. African American - 9.3% drop out rate

6.2.3. Hispanic - 17.6% drop out rate

6.2.4. Minorities receive fewer and inferior educational opportunities.

6.3. Gender

6.3.1. Females are less likely to drop out.

6.3.2. Males out perform females in math.

6.3.3. Males are more likely to score higher on Sat's.

7. Educational Inequality Chapter 9

7.1. Cultural Difference Theory 1

7.1.1. African Americans do worse in school because they adapt to their oppressed position.

7.1.1.1. African American families and schools socialize their children to deal with their inferior life chances.

7.1.1.1.1. African American students are forced to deny their own cultural identities.

7.2. Cultural Difference Theory 2

7.2.1. Sees working class and nonwhite students as resisting the dominant culture of schools.

7.2.1.1. Working class boys in England reject middle class values and embrace working class culture.

7.2.1.1.1. This leads to dropping out of school and joining the working class culture.

7.3. 4 School centered explanations

7.3.1. School Financing

7.3.1.1. Vast differences between affluent and poor school districts.

7.3.1.1.1. More affluent schools are able to provide more spending per student compared to poorer schools.

7.3.2. Effective School Research

7.3.2.1. Differences in school resources and quality do not adequately explain between school differences in academic achievement was viewed by teachers as a mixed blessing.

7.3.3. Between School Differences - Curriculum and Pedagogical Practices

7.3.3.1. Points to how differences "school climates" affect academic performances.

7.3.3.1.1. Demonstrates that schools can make a difference in inner city and lower socioeconomic neighborhoods.

7.3.4. Gender and Schooling

7.3.4.1. Boys and girls are socialized differently through a variety of school processes.

7.3.4.1.1. Traditional curriculum omits significant aspects of women's history.

8. Educational Reform Chapter 10

8.1. 2 School based reforms

8.1.1. School - Business Partnerships

8.1.1.1. Includes scholarships for poor students to attend college and programs where businesses "adopt" a school.

8.1.1.1.1. Little convincing evidence that they have significantly improved schools.

8.1.2. School to Work Programs

8.1.2.1. School to Work Opportunities Act provided seed money to states and local partnerships of business, labor, government, education, and community organizations to develop school to work systems.

8.1.2.1.1. They had to contain 3 elements, school based learning, work based learning, and connecting activities.

9. History of U.S. Education Chapter 3

9.1. Reform: Education for Women and African-Americans

9.1.1. Women and African-Americans were not allowed to attend school until the 19th century.

9.2. Interpretation: Conservative Perspectives

9.2.1. Pointed at the failure of progressive education

9.2.2. Critical of neo-liberal education reforms.

9.2.3. Blames public schools for valuing skills over content.