My Foundations of Education

1. History of U.S. Education Chapter 3

1.1. 1. Choose and describe a reform movement that you think has had the most influence on education.

1.1.1. Education for all: Emergence of the Public High School

1.1.1.1. Until this movement, attending high school was a selective process. This made attending high school a mandatory task which gave greater exposure to higher education for all. Prior to this schools were voluntary and split into vocational and academic choices.

1.2. 2. Choose and describe one historical interpretation of U.S. Education.

1.2.1. Democratic liberals believe in providing equality of opportunity to all. Each successive attempt was aimed at expanding the educational exposure to all citizens and not just the elite.

2. Sociological Perspectives Chapter 4

2.1. 1. Define each of the theoretical perspectives concerning the relationship between school and society: functionalism, conflict theory, and interactionalism.

2.1.1. School and Society

2.1.1.1. Schools shape and mold students through the process of socialization. This passive movement teaches kids at a young age values, beliefs, and norms. Schools also help shape gender definitions and stereotypes. A question would be can school change the social construct or is it the other way around?

2.1.2. Functionalism

2.1.2.1. Functionalist look at the interdependent social system and view society as a machine. One part articulates with another to produce the energy to make society work. They believe education is of utmost importance to create moral unity required for social cohesion.

2.1.2.2. ANAR suggested a number of social and economic issues were caused by schools. It didn't provide any feedback on how education could overcome the social and economic problems without changing society.

2.1.3. Conflict Theory

2.1.3.1. For the people not convinced schools operate completely on social agreement, conflict theory suggests that peace is achieved through power. I.e. We get along because someone else possesses more power.

2.1.3.2. Marxists believed capitalism provided the platform of class struggles. We should move more toward a socialism for a more productive society. There are also some social identities schools pass on to their students. Prep schools produce attorneys while public schools produce a mechanic.

2.1.4. Interactionalism

2.1.4.1. The analytical focus of what happens in school and how students are categorized has importance. The categories students are placed in allow many assumptions about their social and cultural interactions.

2.2. . Identify and describe 5 effects of schooling on individuals that you think have the greatest impact on students as explained in the book (there are 10 between pages 121-128).

2.2.1. 1. Knowledge and Attitudes

2.2.1.1. Those with education tend to be more open and accepting of other ideas. Their attitude tends to be brighter and happier.

2.2.2. 2. Employment

2.2.2.1. Graduating with a degree gives your more access to wealth and a job. Someone with a lesser degree will not qualify typically and will therefore make less money. This is not 100%, but true for most people.

2.2.3. 3. Education and Mobility

2.2.3.1. On the subject of social mobility, education doesn't really contribute to that change. It's tough for someone in a lower class to attain the required education to jump to a higher class. One does gain prestige mobility by their mere attendance at certain institutions.

2.2.4. 4. Teacher Behavior

2.2.4.1. Teachers can directly influence the amount a student learns. Encouraging words can go a long way to aid in student achievement. Teachers cannot be held liable for all failures as they typically are.

2.2.5. 5. Education and Inequality

2.2.5.1. Schools aide and aim to even the levels of inequality. School is just the tip of the iceberg. Beyond social classes, add race and religion. Schools give students a level playing field to achieve at least in the K-12 arena.

3. Philosophy of Education Chapter 5

3.1. Add the following information to the “Philosophy of Education”: Describe the particular world view of one of student-centered philosophy of education (pragmatism or existentialism). Include the following information: generic notions, key researchers, goal of education, role of teacher, method of instruction, and curriculum

3.1.1. Pragmatists are action oriented. They look at a problem and pose a question to reach their desired goal. They also don't subscribe to a defined path. They place more value in the goal than the path. They'd rather have a nontraditional path to that goal as well. A few key researchers of the pragmatists movement are Francis Bacon, John Locke, Jean-Jacques Rousseau, and John Dewey. The most famous of these is John Dewey. His educational philosophy was based in instrumentalism and experimentalism. This approach of progressive education would lead to a student based curriculum that was child centered. Let the child have some say in what he/she is studying and rely on experience to teach the subject matter as opposed to lecture and recall. Dewey thought the goal of education should be to spur ideas about social order in which students were able to implement, challenge, and structure ideas. He believed this experience would prep students for life in a democratic society. The role of the teacher becomes facilitator. They suggest, question, and plan to help the study move along. Researcher Dewey suggested kids learn alone and in groups. He also believed they should actively question topics they were interested in learning. This type of instruction breaks down the traditional barriers of desks in a row and ordered time blocks. It's more free thinking where field trips and projects are used to fill requirements in the course of study. Dewey's core curriculum is followed by most, but the gem is the ideal of an integrated curriculum. A subject could be carried throughout the various curriculum's including academic and vocational. Above all the curriculum should be able to change with the interest of the child and not be tied down.

4. Politics of Education Chapter 2

4.1. 1. Identify and describe the four purposes of education.

4.1.1. 1. Intellectual reasons - teach basic congnitive skills such as reading, writing, and math.

4.1.2. 2. Political reasons - prepare individuals that will be future voters and patriots

4.1.3. 3. Social purposes - help solve social problems by teaching tolerance

4.1.4. 4. Economic purposes - prepare students for the world of work

4.2. 2. Choose and describe a perspective for each of the following: 1) the role of the school;

4.2.1. 1. School's primary role is based on the aims, purposes, and functions of education in a society.

4.3. 2) explanations of unequal performance; and

4.3.1. 2a. Conservatives argue low performance is based on ones own merit. The school has allowed the student to succeed through hard work, intelligence, and sacrifice. Their lack of success is based on a deficiency.

4.3.2. 2b. Liberals argue some enter school with more chances than others. Society must equalize the playing field through policies and programs to give low performers a better chance.

4.3.3. 2c. Radicals believe as liberals do in the area of more chances. They blame the economic system instead of education and want political-economics to equal the playing field

4.4. 3) definition of educational problems.

4.4.1. 3a. Conservatives argue.....

4.4.1.1. 1. Decline of standards, lowered academic standards and reduced educational quality

4.4.1.2. 2. Watered down curriculum lose the ability to pass heritage on

4.4.1.3. 3. Decline of moral standards and values

4.4.1.4. 4. Lack of discipline breeds chaos

4.4.1.5. 5. School operation is stifled by government inefficiency.

4.4.2. 3b. Liberals argue......

4.4.2.1. 1. Schools limit the chances of poor and minority

4.4.2.2. 2. Schools place too much emphasis on discipline and authority which limits student development as individuals

4.4.2.3. 3. Student inequalities between schools is based on their socioeconomic bases between urban and suburban schools

4.4.2.4. 4. The traditional curriculum leaves out those cultures which make up the whole

4.4.3. 3c. Radicals argue.....

4.4.3.1. 1. Education system has failed the poor, minorities, and women through classist, racist, sexist, and homophobic policies

4.4.3.2. 2 Critical understanding has been stifled through curriculum and teaching that promotes conformity.

4.4.3.3. 3. The traditional curriculum is classist, racist, sexist, and homophobic and leaves out culture, histories, and voices of the oppressed.

4.4.3.4. 4. Educational system promotes inequality of opportunity and results

5. Describe at least four school-centered (not student-centered) explanations for educational inequality.

5.1. School Financing is different for affluent and inner city areas. Quite a bit of the financing is property tax based. Less income is used in affluent areas for funding based on the fact higher property taxes are paid. Income and property taxes are significantly less in inner city areas. There has been a push to equalize this funding gap, The inequality of funding can explain lack of equal experience, but it doesn't take into account many other issues that also contribute to test scores and other such marks used for comparison.

5.2. School research is another such school issue. It's an issue of not comparing apples to apples. Differences in school resources and quality does not completely explain differences in academic achievement. Student and school differences should be taken into account when discussion the differences within schools.

5.3. Between school differences focuses on the different climates found within schools. Students in culture rich, affluent areas achieve at a higher level than students in inner city areas. A student within an affluent area has a far different outlook than a student in an inner city area.

5.4. Within-school differences takes a look at issues in the school that may be contributing to inequalities in student achievement. It's not much of an issue at lower levels, but in a high school it exists. Students are grouped by goals or levels of achievement. Some students are excelling while others are simply existing.

6. Schools as Organizations Chapter 6

6.1. Major Stakeholders

6.1.1. Federal

6.1.1.1. Senator - Richard Shelby

6.1.1.2. House of Representatives

6.1.1.2.1. Mo Brooks

6.1.1.2.2. Terri Sewell

6.1.1.2.3. Martha Roby

6.1.1.2.4. Gary Palmer

6.1.1.2.5. Bradley Byrne

6.1.1.2.6. Robert Aderholt

6.1.1.2.7. Michael D. Rogers

6.1.2. State Superintendent -

6.1.3. Local

6.1.3.1. Representative - Steve Clouse

6.1.3.2. Superintendent - Dr. Rick Mcinturf

6.1.3.3. State Board Representative - Betty Peters

6.1.3.4. School Board

6.1.3.4.1. James Harris

6.1.3.4.2. Theresa Locke

6.1.3.4.3. Brent Hohbach

6.1.3.4.4. Leslie Reeder

6.1.3.4.5. Larry HIcks

6.2. Identify and describe the elements of change within

6.2.1. School Processes

6.2.1.1. Teacher and student buy-in are first and foremost. This should be led by administration and backed by teachers. Any breakdown of confidence will be shown in the classroom and multiplied by the attitude of students. Otherwise the stuff is just a team of assembly line workers going through the motions.

6.2.2. School Cultures

6.2.2.1. Conflict will arise from change. This could be old issues or new ones. They need to be dealt with before they become the elephant in the room or the same issue in which we can't move on.

6.2.2.2. New behaviors need to be learned. You can't very well create change while doing and saying the doing old things you did months prior.

6.2.2.3. Processes and content are intertwined. They should complement and enhance each other. There is also a need of trust from all sides so the system can work. A lot of time is wasted on projects that are otherwise "mere motions" for the participants as they don't see the need or believe in it.

6.2.2.4. Team building must involve everyone. Give those involved a piece of the pie. This will empower them to get involved to see and be the change they want.

7. Curriculum and Pedagogy Chapter 7

7.1. 1. Explain a curriculum theory which you advocate (humanist, social efficiency, developmentalist, or social meliorist).

7.1.1. I'm mostly an advocate of the social efficiency curriculum. I like the fact the material is geared toward the students, but there is a chance to segregate via the same social shortcomings of race, background, social status, etc.

7.2. 2. Identify and describe the two dominant traditions of teaching.

7.2.1. The mimetic tradition is based that the purpose of education is to transmit specific knowledge of students. It assumes the teacher possess the knowledge and will pass it on to the student. It also assumes the student has less knowledge than the teacher.

7.2.2. The transformative tradition is based on changing the student in a meaningful way. This includes intellectually, creative, spiritually, and emotionally. The student is an integral part of the learning process.

8. Equality of Opportunity Chapter 8

8.1. Describe how class, race, and gender each impact educational outcomes. What were the two responses to the Coleman Study from 1982? (There are other responses but you focus ONLY on the two from 1982.)

8.1.1. Response one to the Coleman study was based on the the significant difference that Coleman found was in fact tiny when compared to reasonable benchmarks.

8.1.2. Response two suggested a student's environment was more of an important factor than the student's own racial makeup.

8.1.3. Class tends to define our path and motivation. Students from upper and middle class see the necessity in education and perform to their best and strive to achieve. Students from the working and lower class value education less and tend to drop out and underachieve.

8.1.4. Race is almost achieve by status. White students drop out less and achieve more while minorities are the exact opposite. This leads to low test scores and so on and so on and so on.

8.1.5. Gender can determine your efficiency in certain subjects. Males are good at math while their female counterparts rule reading and writing. Males score higher on standardized tests. Women are also going to college more than men.

9. Educational Inequality Chapter 9

9.1. Explain at least two types of cultural differences theory (page 424-427)

9.1.1. Working class and nonwhite students resist the dominant culture of schools. Instead of embracing the opportunity to learn from their classmates, They reject the school culture and instead look to an almost anti-school culture.

9.1.2. African American children perform at a lower standard. than their counterparts. This is due to a number of cultural issues. The students adapt to their oppression instead of aiming for the ceiling. These students are also raised to deal with their social standard as well. They are almost conditioned to achieve less due to their social class.

10. Educational Reform Chapter 10

10.1. Describe two school-based reforms (school-based, school-business partnerships, privatization, school-to-work programs, teacher education or teacher quality)

10.1.1. School choice is a type of reform gives the parent the choice of where they send their child for school. The belief is the stronger schools will flourish and the weaker schools will either die or reform to keep up. Two types choice are intersectional and intrasectional. Intersectional includes public and private schools. Some issues arise with including private schools and the suspicion they contribute to social inequalities. Intrasectional only includes public schools. Some districts further limit them to attending within their districts while others can attend any school. Many limitations include space and racial division. These limitations would impact the choices given to students. Choice models have proven to be successful due to increased opportunity, more parent involvement, and

10.1.2. School to work programs are another type of reform. The focus was to take a non-college bound student and train them to move into a job. Vocational programs are still being seen as secondary choices. This reform didn't pan out as students were not adequately linked to jobs in lieu of college.

10.2. Describe at least two societal, economic, community, or political reforms.

10.2.1. A community reform type is to educate the whole community instead of just the students. This focus would be on meeting the needs of the entire community. It was designed to improve the neighborhood, but it hasn't shown to improve student achievement.

10.2.2. Finance reforms focus on providing funding to equalize the educational opportunity from inner city to suburban students. The actual term was "thorough and efficient" went beyond just adding money. It included programs like preschool and renovations to aging facilities.