1. History of U.S. Education
1.1. Reform movement
1.1.1. Progressive
1.1.1.1. Post WW II
1.1.1.2. experimental education
1.1.1.3. curriculum based on students' needs and culture
1.1.1.4. child-centered education
1.1.1.5. individualism
1.1.1.6. relativism
1.1.1.7. Civil Rights movement - push for equality
1.2. Historical interpretation
1.2.1. Democratic-Liberal
1.2.1.1. system committed to providing equlity
1.2.1.2. expand opportunities for education
1.2.1.3. reject idea of education based on merit
1.2.1.4. Cremin
1.2.1.4.1. popularization
1.2.1.4.2. mulititudinous
1.2.1.5. diverse student population
1.2.1.6. social goals
2. Politics of Education
2.1. 4 Purposes of Education
2.1.1. Iintellecutal
2.1.1.1. teach basic cognitive skills leading to higher level thinking
2.1.2. political
2.1.2.1. transmit the basic laws of society
2.1.3. social
2.1.3.1. socialization based on interaction
2.1.4. economic
2.1.4.1. prepare student to participate in labor and economy
2.2. role of school
2.2.1. Conservative perspective
2.2.1.1. Darwin
2.2.1.1.1. Survival of the fittest
2.3. unequal performance
2.3.1. liberal perspecitive
2.3.1.1. opportunities based on socio/economic factors
2.3.1.1.1. schools must attempt to level the playing field through programs like headstart
2.4. definition of educational problems
2.4.1. radical perspective
2.4.1.1. system is fundamentally flawed
2.4.1.1.1. system has failed minorities and anyone that does "fit"
3. Sociological Perspectives
3.1. functionalism
3.1.1. interdependence of social system
3.1.2. parts function together to make society work
3.1.3. Emile Durkheimm
3.1.4. education creates moral unity
3.1.5. conflict is the break down of shared values
3.2. Conflict theory
3.2.1. dominate group imposes will through force and manipulations
3.2.2. schools are social battlefields
3.2.3. Karl Marx
3.3. Interactional
3.3.1. microsociological
3.3.2. interactions between teachers and students.
3.3.3. interactions between students and students
3.4. 5 effects of Schools
3.4.1. knowledge and attitude
3.4.1.1. more schooling leads to greater knowledge and social partiicpation
3.4.2. mobility
3.4.2.1. attainment through education
3.4.3. employment
3.4.3.1. education determine type of employment
3.4.3.2. variables determine income level
3.4.4. segregation versus intergration
3.4.4.1. racially mixed schools benefit minorities
3.4.4.2. does not appear to impact achievement of majority
3.4.5. gender discrimination
3.4.5.1. girls develop lower self-esteem and aspirations
3.4.5.2. gender of staff: teachers mostly female, administration often male
4. Philosophy of Education
4.1. Pragmatism
4.2. problem-speculative thought-action-results
4.3. Key Researchers
4.3.1. George Sanders Pierce,
4.3.2. William James
4.3.3. John Dewey
4.4. generic notiions
4.4.1. better society through education
4.4.2. start with needs and interest of child
4.4.3. experimental, cooperative learning
4.4.4. students gain skills to help them contribute and improve democratic society
4.5. Goal of Education
4.5.1. change social order
4.5.2. "growth towards more growth"
4.6. Role of Teacher
4.6.1. facilitator
4.6.2. encourager
4.6.3. offers suggestions
4.6.4. questions
4.6.5. plans
4.7. Methods of Instruction
4.7.1. individually
4.7.2. groups
4.7.3. questions
4.7.4. problem solving/inquiry method
4.8. Curriculum
4.8.1. core/integrated
4.8.2. work from known to unknow
5. Equality of Opportunity
5.1. Class
5.1.1. Parental expectations
5.1.2. financial support
5.1.3. language usage
5.2. Race
5.2.1. Higher drop out rate for non-whites
5.2.2. lower test scores
5.2.3. difficult to separate race from class
5.2.4. minorities do not receive same opportunities
5.2.5. rewards for achievement not as great
5.3. Gender
5.3.1. females lower drop out rate
5.3.2. higher reading & writing
5.3.3. male higher math
5.3.4. teacher expectations/bias
5.3.5. females more likely to go to college
5.3.6. question of relationship between educational attainment and occupation
5.4. Coleman Study 1982
5.4.1. Interpretations of findings, Jenks,1985
5.4.1.1. Differences between public & private are significant, but differences in learning is not
5.4.2. Borman & Dowling 2010
5.4.2.1. Where student goes to school related to race & socioeconomic background
5.4.2.2. overall socioeconomic and racial makeup of school has more impact than that of individual student
5.4.2.3. call for reform eliminating segregation and tracking
6. Schools as Organizations
6.1. Stakeholders
6.1.1. Federal Senators
6.1.1.1. Richard Shelby
6.1.1.2. Luther Strange
6.1.2. House of Representatives
6.1.2.1. Mo Brools
6.1.3. State Senator
6.1.3.1. Tim Melson
6.1.3.2. Bill Holtzclaw
6.1.4. State representative
6.1.4.1. Phil Williams
6.1.5. State Superintendent
6.1.5.1. Ed Richardson(acting)
6.1.6. Representative on state school board
6.1.6.1. Mary Scott Hunter
6.1.7. local superintendent
6.1.7.1. Matt Massey
6.1.8. local school board
6.1.8.1. Nathan Curry
6.1.8.2. Angie Bates
6.1.8.3. Mary Louise Stowe
6.1.8.4. Dave Weis]
6.1.8.5. Shere Richer
6.2. Elements of change
6.2.1. school processes
6.2.1.1. policy
6.2.1.2. vested interest
6.2.1.3. bureacuracy
6.2.2. school culture
6.2.2.1. conflict
6.2.2.2. new behvaviors
6.2.2.3. team building
6.2.2.4. process and content interrelated
7. Curriculum and Pedagogy
7.1. Developmentalist
7.1.1. focused on needs of student
7.1.2. Dewey
7.1.3. Piaget
7.1.4. flexibility of what and how things are taught
7.1.5. teacher as facilitator
7.1.6. related learning to life experiences
7.2. Traditions of Teaching
7.2.1. Minetic
7.2.1.1. traditional, conservative
7.2.1.2. transmit specific knowledge to students
7.2.1.3. lecture focused
7.2.1.4. importance of rational sequencing of learning
7.2.1.5. clear, measurable goals
7.2.1.6. teacher as authority
7.2.2. Transformative
7.2.2.1. progressive
7.2.2.2. purpose is to change student in some meaningful way
7.2.2.3. rejects authoritarian role of teacher
7.2.2.4. student/teacher conversation important to learning process
8. Educational Inequality
8.1. Cultural Differences Theories
8.1.1. Ogbu, 1978,1979.1987
8.1.1.1. families and schools don't encourage to value learning
8.1.1.2. "burden of acting white"
8.1.1.3. African American student do less well because they have accepted and adapted to a lower class position
8.1.2. rejection of dominant culture of schools
8.1.2.1. working-class, nonwhite
8.1.2.2. schools demand middle class values
8.1.2.3. dropping out of school for workforce seen as valuable
8.2. School Centered explanations for inequality
8.2.1. Financing
8.2.1.1. affluent communities have more funding based on income and property taxes
8.2.1.2. federal funding
8.2.2. Effectiveness
8.2.2.1. higher expectations
8.2.2.2. leadership
8.2.2.3. accountablitily
8.2.2.4. monitoring
8.2.2.5. instructional time
8.2.2.6. flexabiltiy
8.2.3. Curriculum
8.2.3.1. working class: authoritarian /teacher foucused
8.2.3.2. middle class: student centered
8.2.4. Ability grouping
8.2.4.1. students meet expectations set for them
8.2.4.2. can't learn what not taught
8.2.4.3. tracking affects attainmnet
8.2.4.4. race/socioeconomic biased
9. Educational Reform
9.1. school based reform
9.1.1. school-business partnerships
9.1.1.1. Boston Compact, 1982
9.1.1.2. scholarships
9.1.1.3. adopting schools
9.1.1.4. limited impact
9.1.2. school to work programs
9.1.2.1. School to work act
9.1.2.2. school based learning
9.1.2.3. work based learning
9.1.2.4. connecting activities
9.1.2.5. programs often failed
9.1.2.6. vocational ed still "second class"
9.2. state take over
9.2.1. No standard for take over
9.2.2. reduce local nepotism
9.2.3. improve administration and finances
9.2.4. remove threat of teacher strikes
9.2.5. upgrade physical condition of schools
9.2.6. innovative programs
9.3. full service/community schools
9.3.1. focus on whole community
9.3.2. meet all needs not just education