1. The Sociology of Education: Chapter 4
1.1. Theoretical perspectives
1.1.1. 3 Major theories
1.2. 5 effects of schooling on individuals that have great impact on students
1.2.1. What People Learn
1.2.2. Job Performance
1.2.3. Employment
1.2.4. Income
1.2.5. Mobility
2. The Philosophy of Education: Chapter 5
2.1. World View of the student-centered philosophy called Pragmatism.
2.1.1. Pragmatism is a philosophy that encourages people to find processes that work in order to achieve their desired ends. They are also very interested in contemporary issues and in discovering solutions to problems in present-day terms. Characteristics also include: being action oriented, experientially grounded, and usually ask questions about how to scheme the desired goal.
2.1.1.1. Generic Notions
2.1.1.2. Key Researchers
2.1.1.3. Goal of Education
2.1.1.4. Role of Teacher
2.1.1.5. Method of Instruction
2.1.1.6. Curriculum
3. Schools as Organizations: Chapter 6
3.1. Major stakeholders in district
3.2. Elements of change within school
3.2.1. Conflict is a necessary element to create change with. Not everyone likes change and this often results in conflict. In order for change to happen, new behaviors must be learned. Effort must be involved when learning how to cope with new relationships that are developed during change. Team building must be extended to the whole school. If this is not extended to everyone, then feelings of exclusiveness and imagined elitism may surface. These feelings can cause a perceived “resistance to change”.
4. Equality of Opportunity and Educational Outcomes: Chapter 8
4.1. Impact of educational outcomes based on:
4.1.1. Race
4.1.1.1. An individual's race has a direct impact on how much education he or she is likely to achieve. The minority students receive fewer and inferior educational opportunities than white students. Minorities have, on average, lower SAT scores than white students which hinders scholarships, and college admission from being attained.
4.1.2. Class
4.1.2.1. Children from upper class and the middle class families are expect to finish school, where as lower class families often times have lower expectations for their children. There is also a direct correlation between parental income and children's performance on achievement tests as well as placement in ability groups and curriculum track in high school. the higher a child's social class, the more likely they are to go and complete college.
4.1.3. Gender
4.1.3.1. Today, women are less likely to drop out of school than males, and armor likely to have a higher level of reading proficiency than males, which is also true for writing abilities. Males do outperform females in mathematic proficiency though. There is still a significant advantage for me when competing for the most prestigious academic prized . Most liberals blame "feminizing" the classroom on the decline in male academic achievements.
4.2. Responses to the Coleman Study from 1982
5. Educational Reform and School Improvement: Chapter 10
5.1. Two school-based reforms
5.1.1. Teacher Education programs were reformed with the following recommendations mad: get serious about standards, for both students and teachers, reinvent teacher preparation and professional development, fix teacher recruitment and put qualified teachers in every classroom, encourage and reward teacher knowledge and skill, create schools that are organized for students and teacher success.
5.1.2. Teacher quality has also been an issues. Teachers who are qualified but are not teaching subjects that are in their specialized field of study. Recent school improvement reformers have stressed the existence of teacher tenure and seniority based transfers and layoff provisions in union contracts as a primary factor in preventing an improvement of teacher quality. Some of these issues are being addressed at Washington, D.C.
5.2. Describe at least 2 reforms that impact education
5.2.1. Abbott V implemented additional entitlements for urban schools, including whole school reform, full day kindergarten, preschool for all 3- and 4-year olds, a comprehensively managed and funded facilities program to correct code violations.
5.2.2. Canada's Harlem Children's Zone reform wants to leave children where they are, simultaneously changing them and their neighborhood, instead of removing them from the neighborhood. Parents of children are taught how to have academic conversations with your children, as well as how to provide them with a healthy home environment and acceptable forms of discipline.
6. Politics of Education: Chapter 2
6.1. Purposes of Education
6.1.1. Intellectual: this purpose is to teach basic cognitive skills such as reading, writing, and mathematics; to transmit specific knowledge; and to help student acquire higher-order thinking skills such as analysis, evaluation, and synthesis.
6.1.2. Political: this purpose is to include 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: this purpose is to 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: this purpose is the prepare students for their later occupational roles and to select, train, and allocate individuals into the division of labor.
6.2. Perspective
6.2.1. Role of School
6.2.1.1. Conservative
6.2.2. Explanation of unequal performance
6.2.2.1. Radical
6.2.3. Definition of educational problems
6.2.3.1. Liberal
7. The History of Education: Chapter 3
7.1. Reform movement which influences on education
7.1.1. 1983 the National Commission on Excellence released a report called "A Nation at Risk"
7.2. One historical interpretation of U.S. Education
7.2.1. Democratic-Liberal School
7.2.1.1. History of schools involves progressive education or a school system committed to providing equality to all.
7.2.1.2. Reforms were meant to expand educational opportunity to larger segments of the population.
7.2.1.3. Believe the U.S. must continue to move closer to each, without sacrificing one or the other to drastically.
7.2.1.4. That the goals of education have become more social than intellectual.
8. Curriculum, Pedagogy, and the Transmission of Knowledge: Chapter 7
8.1. Curriculum theory I advocate
8.1.1. I advocate the social efficiency curriculum which states that different groups of students, with different sets of needs and aspirations, should receive different types of schooling. I believe this curriculum to be the best way to help society grow as a whole and as the best fit for the youth that is coming through the education system today.
8.2. Two dominant traditions of teaching
8.2.1. Mimetic
8.2.2. Transformative
9. Explanations of Educational Inequality: Chapter 9
9.1. Two types of cultural differences theory
9.1.1. Ogbu argued that African-American children do less well in school because they adapt to their oppressed position in the class and caste structure. There is also a "job ceiling" for African-Americans in the United States. Also, that African-American families and schools socialize their children to deal with their inferior life chances rather than encourage them to internalize those values and skills necessary for positions that will not be open to them.
9.1.2. Another cultural difference theory sees working-class and nonwhite students as resisting the dominant culture of the schools. This view point states that these students reject the white middle-class culture of academic success and embrace a difference, often anti school culture.
9.2. Four school-centered explanations for educational inequality
9.2.1. School Climates can affect academic performance.
9.2.2. Expectations
9.2.3. Pedagogic practices
9.2.4. curriculum