1. Sociology
1.1. Theoretical Perspectives-
1.1.1. Functionalism- viewed as a machine; two parts- one articulates, the other creates energy making society flow
1.1.2. Conflict Theory-survival of the fittest type view; stronger groups will conquer the weak
1.1.3. Interactionalism- reprimands conflict and functionalism theories
1.2. Five Effects
1.2.1. Employment- everyone wants the opportunity to make more money and higher education provides this opportunity
1.2.2. Teacher Behavior- tone impacts desire to learn; negative= no desire; positive= desire
1.2.3. Knowledge and Attitudes- tone in schools impacts the learning environment
1.2.4. Gender- girls start ahead and finish behind; inequality in pay grade
1.2.5. Education and Mobility- prestige and merit propels individuals to succeed
2. Philosophy
2.1. World View-Pragmatism-motivates people to find systems that work to achieve wished outcomes
2.1.1. Generic Notions- instrumentalism and experimentalism; psychology, behavior, pragmatism philosophy
2.1.2. Key researchers-John Locke; Francis Bacon; Jean-Jacques Rousseau; John Dewey
2.1.3. Goal of Education- social order; social balance and progress
2.1.4. Role of Teacher- monitor and assist; motivate
2.1.5. Method of Instruction- lax environment
2.1.6. Curriculum- not fixed; known to unknown style of teaching/learning
3. Schools
3.1. Stakeholders
3.1.1. Senators
3.1.1.1. Luther Strange
3.1.1.2. Richard Shelby
3.1.2. House of Representatives
3.1.2.1. Bradley Byrne
3.1.2.2. Martha Roby
3.1.2.3. Mike Rogers
3.1.2.4. Robert Aderholt
3.1.2.5. Mo Brooks
3.1.2.6. Gary Palmer
3.1.2.7. Terri Sewell
3.1.3. State Superintendent
3.1.3.1. Ed Richardson
3.1.4. Local Superintendent
3.1.4.1. Matt Akin
3.1.5. Representative on State School Board
3.1.5.1. Mary Scott
3.1.6. Members of Local School Board
3.1.6.1. Elisa Ferrell
3.1.6.2. Walker McGinnis
3.1.6.3. Beth Wilder
3.1.6.4. Michelle Watkins
3.1.6.5. Pam Hill
3.2. Elements of Change
3.2.1. School Processes
3.2.1.1. Conflict, behaviors, team building, and content; involves the strong cultural qualities and how they function
3.2.2. School Cultures
3.2.2.1. Conflict, behaviors, team building, and content; takes time, effort, and intelligence; political; interacting personalities
4. Inequality
4.1. Cultural Differences Theory
4.1.1. John Ogbu
4.1.1.1. African-American students do poorly in school due to an adaptation to an oppressed position in general and with in the school
4.1.1.2. School success for African American students= requires them to ignore their culture and identities; requires them to reform to majority's model
4.1.2. Bowles and Ginitis Correspondence Theory
4.1.2.1. Working-c;lass students adapt to unfair aspects of class structure
4.2. Four School-Centered Differences
4.2.1. Schools reproduce inequality
4.2.1.1. They unfairly perpetuate social inequalities; confirm conflict theorists beliefs that schools advantage the dominant groups
4.2.2. Gender in schooling
4.2.2.1. Achievement differences, especially for the female gender have created disadvantages for female students in schooling
4.2.3. Curriculum and Ability Grouping
4.2.3.1. Tracking is a big part of US schooling and it serves to group students by ability level
4.2.4. Curriculum in Pedagogic Practices
4.2.4.1. Different schools have varying levels of achievement due to many uses of curriculum and pedagogic practices
5. Politics
5.1. Purposes
5.1.1. Intellectual- to educate; provide students with knowledge; provide ability to analyze, evaluate, and synthesize
5.1.2. Political- prepare future politicians to maintain political order
5.1.3. Social- unite
5.1.4. Economic- prepare students for their future financially
5.2. Perspectives
5.2.1. Role of School
5.2.1.1. Conservative Perspective- provides necessary educational training; hardest/ most skilled workers receive the tools they need to succeed
5.2.2. Unequal Performance
5.2.2.1. Liberal Perspective- different backgrounds set students up for advantage or disadvantage
5.2.3. Educational Problems
5.2.3.1. Radical Perspective- education system failed the less fortunate; smothering voices of the oppressed
6. History
6.1. Reform Movement- Progressive education movement- arranged labor/corporate capital; retort to social disorder due to rural labor filtering into legislative norms
6.2. Historical Interpretation- technological- U.S. education development represented an adaptation to the work-training needs produced by arrangement skill in the economy
7. Curriculum and Pedagogy
7.1. Developmentalist- student-based; relationship= child and course of study; teaching process and curriculum; content relates to requirements and appeal of student
7.2. The two dominant traditions of teaching
7.2.1. Mimetic-intent of education is to teach fixed knowledge
7.2.2. Didactic-relies on lecture or presentation as focal form of communication; relationship between the teacher and student; in this approach, it is believed that they teacher and learner both benefit and gain knowledge
8. Opportunity
8.1. Impact Educational Outcomes
8.1.1. Gender
8.1.1.1. Females are less likely to drop out than males
8.1.1.2. In the recent 20 years; gender differences with regards to gender have lessened in terms of educational attainment
8.1.2. Race
8.1.2.1. In age 16-24 yrs, more Hispanic-American students drop out than African American students and more African-American students drop out that white students
8.1.2.2. Minorities receive fewer inferior educational opportunities
8.1.3. Class
8.1.3.1. Education is expensive
8.1.3.2. The greater the number of books in a household, the greater the chance for success
8.1.3.3. The longer a student stays in school, the longer they use parental financial support
8.1.3.4. Upper and middle class students are more likely to finish school
8.1.3.5. College= upper class and upper middle class
8.1.3.6. Higher fail/drop out rates in low class families
8.2. Two Responses to Coleman Study of 1982
8.2.1. Suggestions that he insufficiently controlled student/parental effects and extra-school differences may be more important than those between public and Catholic schools
8.2.2. Research supports; school-centered process help explain unequal educational achievement by different groups of students
9. Reform
9.1. Two Reforms (societal, economic, community, political)
9.1.1. Full Service and Community Schools
9.1.1.1. Lessens education inequity
9.1.1.2. Serves to educate children and the community
9.1.1.3. Full service-meet students' and families' educational, physical, psychological, social needs
9.1.1.4. To target and improve at-risk neighborhoods and to prevent problems and support them
9.1.2. Harlem Children's Zone
9.1.2.1. Intended to involve kids in a high-quality program to change the cultural context of the neighborhood
9.1.2.2. Leave the kids where they are and change them and simultaneously evolve the neighborhood
9.1.2.3. For young African-American children; Create best environment out of what they have
9.2. School-Based Reforms
9.2.1. Privatization
9.2.1.1. For-profit companies take over the failing schools/districts
9.2.1.2. For-profit companies have majority of contracts regarding tutoring
9.2.2. School-to-work
9.2.2.1. Intended to prepare non-college-bound students for the work-force
9.2.2.2. To provide:
9.2.2.2.1. Relevant education/ present skills in the working environment
9.2.2.2.2. Skills through training and experience
9.2.2.2.3. Valued credentials