1. History of Education
1.1. Reform Movement on education
1.2. The Age of Reform: The Rise of the Common School
1.3. Historical interpretation of U.S. Education
1.4. The Democratic-Liberal School
2. Philosophy of Education
2.1. World view
2.2. Existentialism: Its roots trace back to the bible, as a philosophy that has relevance to education. One may date existentialism as beginning with the nineteenth-century European philosopher Soren Kierkegaard (1813-1855).
2.3. Generic Notions
2.3.1. Since Existentialism is an individualistic philosophy, many of its adherents argue that it is not a particular school of philosophy. Language is important here, since language is used to describe the various phenomena in life.
2.4. Key Researchers
2.4.1. Soren Kierkegaard; Martin Buber; Karl Japers; Jean Paul Sartre; Maxine Greenw
2.5. Goal of Education
2.5.1. Existentialism believe that education should focus on the needs of individuals, both cognitively and effectively. They also believe that education should stress individuality; that it should include discussion of the non-rational world; and the tensions of living in the world.
2.6. Role of Teacher
2.6.1. Teachers should understand their own "lived worlds" as well as that of their students.
2.7. Method of Instruction
2.7.1. They view learning as intensely personal. They believe that each child has a different learning style and it is up to the teacher to discover what works for the student. Teachers help students understand the world through posing questions, generating activities, and working together.
2.8. Curriculum
2.8.1. Literature especially has meaning for them since literature is able to evoke responses in readers. Art, drama, and music also encourage personal interaction.
3. Schools as Organizations
3.1. Federal Alabama Senators:
3.2. Richard Shelby
3.3. Luther Strange
3.4. House of Representative:
3.5. Mo Brooks
4. Educational Inequality
4.1. Anthropologist John Ogbu argue that African-American children do not do well in school because they adapt to their position in the class.
4.2. Ogbu later work suggest that school success requires that African-American students deny their own cultural identities and accept the dominant culture of the schools.
4.3. Four school centered:1. School Financing: Public schools are financed through a combination of revenues from local, state, and federal sources.Property values are higher in more affluent communities, they can raise more money for schools.
4.4. 2. Effective School Research: On one hand, if student differences are more important than school differences then teachers cannot be blamed for the lower academic performance. One another hand, if schools effects are not significant, then schools and more specifically, teachers can do little to make a positive difference, teachers can do little to make a positive difference.
4.5. 3. Within-School Differences: There are different groups of students in the same schools perform very different suggests that there are many school characteristics affecting these outcomes. At each level in school the students are dived up into different groups with similar curriculum.
4.6. 4. Gender and Schooling: This talks about how men and women see the world. Feminist scholarship on schooling is about understanding the ways in which the school limit the education and life chances of women.
5. Educational Reform
5.1. School-Business Partnerships: Business leaders became concerned that the schools were not producing the kinds of graduates necessary for the U.S economy. That is when the School-Business Partnerships were formed. They have attracted considerable media attention, but there is little convincing evidence that they have improved the schools.
5.2. School-to-Work Program: Relevant education, allowing students to explore different careers. This is for non college bond students. 3 core elements: 1. school-based learning 2. work-based learning 3. connecting activities
5.3. Full Service and Community Schools: They focus on meeting students and their families educational, physical, psychological, and social needs in a coordinated and collaborative fashion between school and community.
5.4. Connecting School, Community, and Societal Reform: A successful school reform must be based on a number of essential supports: 1. leadership as the driver for change 2. parent-community ties 3. professional capacity 4. student- centered learning climate 5. instructional guidance.
6. Politics of Education
6.1. Four Purposes of Education
6.1.1. Intellectual Purpose
6.1.1.1. Political Purpose
6.1.1.1.1. Social Purpose
6.2. Perspective
6.2.1. Definition of educational problems
6.2.2. Explanations of unequal performance
6.2.3. The role of the school
7. Sociological Perspectives
7.1. Define each theoretical perspectives concerning the relationship between school and society
7.1.1. functionalism
7.1.1.1. Functionalists view society as a machine, where one part articulates with another to produce the energy.
7.1.2. conflict theory
7.1.2.1. Not all sociologists of education believe that society is held together by shared values alone. Some argue that the social order is not based on collective agreement.
7.1.3. interactionalism
7.1.3.1. International theories about the relation of school and society are primarily critiques and extensions of the functional and conflict perspectives.
7.2. 5 effects of schooling
7.2.1. Knowledge and Attitudes
7.2.1.1. Sociologist disagree strongly about the relative importance of schooling in terms of what knowledge and attitudes young people acquire in school.
7.2.2. Employment
7.2.2.1. About 54% of the 8 million college student graduates in the U.S. entered professional and technical jobs.
7.2.3. Education and Mobility
7.2.3.1. The belief that occupational and social mobility begin at the schoolhouse door is a critical component. Most Americans believe that more education leads to economic and social mobility. The popular belief that education opens the doors of opportunity, this is likely to remain firmly embedded in the American ethos.
7.2.4. Teacher Behavior
7.2.4.1. Teachers have a huge impact on student learning and behavior. Jackson (1968) found that teachers have as many as1,000 interpersonal contacts each day with students in their class.
7.2.5. Gender
7.2.5.1. Another way that schools reproduce inequalities is through gender discrimination. Men and women do not share equally in U.S. society. Schools are active organizational agents in recreating gender inequalities, schools should not be held accountable for gender discrimination.
8. Curriculum and Pedagogy
8.1. The humanist curriculum- it presents the curriculum to students the best of what has been written.
8.2. The Mimetic
8.2.1. This is based on the viewpoint that the purpose of education is to transmit specific knowledge to the students
8.3. The Transformatice
8.3.1. This rests on a different set of assumptions about the teaching and learning process
9. Equality of Opportunity and Educational Outcomes
9.1. Class: Students in different social class have different kind of education experiences.
9.1.1. School is expensive. Teachers have been found to think more highly of the middle and high class students.
9.2. Race: U.S society is still highly stratified by race. An individual's race has a direct impact on how education he or she is to achieve
9.2.1. 5.2% white students drop out where as 9.3% African-Americans and 17.6% Hispanic-Americans drop out. Given nature of the U.S. society, it is extremely difficult to separate race from class.
9.3. Gender: An individual's gender was directly related to his or her educational attainment. Women are often rated as being better students than men, in the past they were less likely to attain the same level of education.
9.3.1. Gender differences between men and women, in terms of educational attainment have been reduced.