1. Politics of Education
1.1. Purposes of Education
1.1.1. 1. Intellectual
1.1.2. 2. Social
1.1.3. 3. Political
1.1.4. 4. Economic
1.2. Perspective: Conservative
1.2.1. role of the school: Provide educational training to ensure the best students receive the necessary tools to maximize productivity.
1.2.2. unequal performance: success of the student lies on his or her intelligence, work ethic, and initiative.
1.2.3. educational problems: In a nutshell: the attempt to make everything equal, and culturally relative has caused a drop in competition, standards, and overall abilities of students.
2. History of Education
2.1. Influential Reform Movement: Undoubtedly the most influential reform would have to be the freedom given to women and African Americans to go to school. These reforms began very slowly following the Civil War. Early education for these two groups of people were not on par with that of their white, male counterparts. Over time the quality of education was balanced and equal. Colleges, and universities were opened specifically for women, and African Americans. Athens State, and Tuskegee University, respectively are two examples here in our state of Alabama. Emma Hart Willard, and Mary Lyon, are a couple of good examples in our book that were leaders, and revolutionaries in this positive change.
2.2. Reform Movement
2.2.1. Education for Women and African Americans:
2.3. Historical Interpretation
2.3.1. Conservative: Over the years our educational system has moved to make the schooling process more multicultural, diverse, and equal, but in doing so has eroded our academic excellence. It has become what is more politically correct rather than what is more beneficial, and rewarding on an intellectual,
3. Sociological Performance
3.1. Functionalism: Viewed as a machine; every part is important. Most common view of educators. There is a cohesion, unity, and equality that must exist in the school systems.
3.1.1. Conflict theory: Views relationships in school, and in life as a power struggle. Karl Marx was indirectly responsible for the theory being applied in school settings; Another sociologist named Randall Collins stressed that educational achievements such as diplomas, were status symbols, rather than actual achievement.
3.1.1.1. Interactionalism: Basically views the two previous theories as being over analytical. This theory looks at the big picture, and how school effects most people in general. It takes education as whole. Not bits and pieces to fit a certain agenda or theory.
3.2. 1) Employment- Easier, more enjoyable careers; better pay, and benefits; overall better opportunities in life. These are all driving forces for students
3.2.1. 2) Inadequate Schools- Schools, like anything else, are unequal. Some have more money, some have better teachers, some have more parent, and community involvement. These differences can pave the way for better educational outcomes for students at these schools versus those who attend schools that severely lack in these areas.
3.2.1.1. 3) Tracking- Similar to my previous point. Students who are on track to achieve higher are provided with more opportunity, and educational material to do so, and vice versa.
3.2.1.1.1. 4) Teacher Behavior- Teachers have obvious influences over the education of their students. It's literally their job. Also the self-fulfilling prophecy, and labeling theory have provided much evidence in support of their claims
4. Schools as Organizations
4.1. Federal Senators: Richard Shelby (Senior) Roy Moore (Junior)
4.1.1. House of Representatives (Federal)- District 4- Robert Aderholt
4.1.1.1. State Superintendent: Currently vacant following the resignation of Michael Sentance.
4.1.1.1.1. State School Board Representative: Yvette M. Richardson
5. Curriculum and Pedagogy
5.1. Social Meliorist:
5.1.1. Based off of some of Dewey's works
5.1.2. Role of school is to reform society
5.1.3. George Counts, Harold Rugg radicalized the philosophy, and made it famous
5.1.4. Least common of the four curriculum theories
5.2. Mimetic Tradition:
5.2.1. Knowledge can be possessed, dispossessed, and transfered
5.2.2. can be judged correct or incorrect; accurate or inaccurate
5.2.3. knowledge of the teacher is essential for the students to receive knowledge
5.3. Transformative:
5.3.1. aspires to transform students. A metamorphosis so to speak.
5.3.2. Puts emphasis on a students character, and personality
5.3.3. The relationship of the teacher to the student is comparable to a potter working with clay
5.3.4. Teacher is more of an expert in teaching rather than an expert on a particular subject
6. Philosophy of Education
6.1. Pragmatism: Action oriented, and focused on present issues; understand that people change, thus requiring a course of study that is equally flexible; more concerned with the outcome than the process.
6.1.1. Generic Notions: places importance on experiential learning, active learning plan, education should reflect community, and societal needs.
6.1.1.1. Key Researchers: John Dewey, Diane Ravitch, Francis Bacon
6.1.1.1.1. Goal of Education: Integrate students into a democratic society. Continual growth in education translating to a fulfilling life.
7. Equality of Opportunity
7.1. I do not believe that race or gender really have an effect on educational outcomes. I discussed gender in great detail on my discussion board posts for this chapter
7.2. Class: (Socioeconomic)
7.2.1. limited access to tech and resources
7.2.2. lower achieving school systems
7.2.3. less likely to continue education post high school
7.3. Culture: Not listed, but I feel as though it effects educational outcomes a great deal
7.3.1. language barriers
7.3.2. importance/ priority of education to a particular culture
7.4. Coleman Study:
7.4.1. The difference in test scores are irrelevant. The benchmarks, what matters, are still met equally by both schools.
7.4.2. The school segregation based on race, and socioeconomic status is the result of the difference in test scores. Whether the school is public or a private catholic school doesn't cause the difference.
8. Educational Inequality
8.1. proper English/ grammatically correct sentences versus slang or Black English
8.1.1. The Black English is acceptable outside of the school setting, and wouldn't hold the user back; however it would effect them negatively academically, which would in turn make success more difficult to attain
8.1.2. It is considered deficient by linguistic codes
8.2. African Americans and other minorities are oppressed in the work force by having a job ceiling
8.2.1. children of said minorities are encouraged to socialize rather than work hard and pursue academic or professional greatness, because it would not be obtained anyways due to their race
8.3. School Financing: The ammount of funding the school system receives to pay teachers, staff, and provide resources needed by the students
8.4. In school resources: The tech, books, qualified staff, the school can provide to the students
8.5. School Climate: Overall atmosphere of the school. How the school interacts with it's community, relationships between school personnel, encouraged academic growth
8.6. Student grouping: (also referred to as tracking) based on test scores, race, teacher recommendations, ability, etc.
9. Educational Reform
9.1. Vouchers
9.1.1. Supreme court ruled that it does not violate the separation of church, and state
9.1.2. believed to provide more opportunity to students from low class families
9.1.3. data on voucher schools is very limited, and insufficient
9.1.4. proponents believe it will force low income school districts to provide higher quality education at a lower cost
9.2. Privatization
9.2.1. not enough data or research to determine the success, or lack there of
9.2.2. For-profit groups, or businesses often take over management of the school systems. Especially in the ones that are failing
9.3. School Finance Reforms:
9.3.1. more funding needed in poorer school districts
9.3.2. different court rulings requiring school systems to provide an array of resources and amenities
9.4. Full Service Schools
9.4.1. community based
9.4.2. provides support for families such as adult education, job training, and health clinics
9.4.3. provide after school care, and recreational facilities for children
9.4.4. goal is to help at risk schools, and also the communities in which they exist
9.4.5. no data or evidence to suggest that these schools help or effect student achievement.