1. (Chapter 4) Sociological Perspectives
1.1. Sociology(definition) - Understanding how social aspirations and fears force people to ask questions about the societies and culture in which they live/
1.2. PERSELL'S MODEL
1.3. Highly Effective Schools Include: 1. Strong Leadership 2. A safe and orderly environment
1.4. Three Theoretical Perspectives (Functional, Conflict, Interactional) *Functional poses that society is best when a consensus rules. Education creates the moral unity for social cohesion and harmony. Conflict is a breakdown of shred values.
1.4.1. *Functional poses that society is best when a consensus rules. Education creates the moral unity for social cohesion and harmony. Conflict is a breakdown of shred values. *Conflict poses that influential groups impose their will on subordinate groups. *Interactional poses that society develops as a result of interactions between students and teachers. *Conflict schools are oppressive and students are rebellious. They are forced to attend. College degrees are a status symbol and do not indicate actual achievement. Where you go to school can determine your success more than achievement and do not indicate actual achievement. Where you go to school can determine your success more than achievement.
1.5. Notable Philosophers of Conflict Theory
1.5.1. Karl Marx -Argued that the struggle in society was between owners and workers. -Workers worked 18hour days and for poor wages and struggled to make any difference for their lives. -The working class or proletariat would rise up against the owners and create a more equitable society known as socialism.
1.5.2. Max Weber -Power struggles between dominant and subordinate groups structured schools. -College diplomas are status symbols and have no major impact on actual achievement
1.6. Effects of Schooling on Individuals
1.6.1. 1. Knowledge and Attitudes p. 121 The higher the social class of a student the higher level of educational achievement. Differences between schools is not a significant impact. Academically oriented schools have higher levels of student achievement.
1.6.2. 2. Employment p. 121 More education results in better jobs and opportunities. Do schools determine who gets the good jobs? Schools don’t prepare workers for job performance
1.6.3. 3. Education and Mobility p. 122 Education is the great equalizer in the status race. Where you attend has great impetus. Poor and rich people see no effect on their social status as a result of their education attainment. Competition is not fair. Winners win with exceptions and losers are dropped from the competition. Rules are not always fair.
1.6.4. 4.Teacher Behavior p.124 Teachers may have as many as 1000 interactions with students on a daily basis. Teacher expectations directly influence student achievement. Self-fulfilling prophecy has a direct impact on student success. The more teachers demanded from their students results in higher student self esteem and success.
1.6.5. 5.Student Peer Groups and Alienation p. 125 Rebellious students and violence in schools Nerds, coolness and athletes Four major types of college students includes; Careerists which are middle and upper middle class and do not have a good college experience. Intellectuals come from highly educated families, earned academic honors, and are politically motivated. Strivers come from middle and lower class hard workers and did not have great academic success but had a sense of accomplishment with their degree. The Unconnected came from all backgrounds and did not participate or achieve any success and were dissatisfied
1.7. Idealism
1.7.1. Methods of Instruction Discussion Questioning Lecture on material not presented in text Curriculum Study the great works All new problems have their roots in the past Study history Great literature, sciences, math, history, philosophy A basic core foundation
1.8. The Current Educational Crisis p. 128 One third of children are at-risk of failing. One fourth of preschool children live in poverty.Fifteen million are reared by single mothers. How can schools help students to be successful members of society when they start out at such a disadvantage?
2. (Chapter 5) Philosophy of Education
2.1. Particular Philosophies
2.1.1. Realism
2.1.1.1. The material world is real It exist without anyone perceiving The real world exist before ideas exist. Aristotle develop a system of logical thinking Syllogism or a system of logical thinking Notable Realists Thomas Aquinas Francis Bacon John Locke (Blank slate or tabula rasa) Goal of Education Understand the real world then apply science and logic to solve problems Role of the teacher Present ideas in a clear and consistent manner Enable students to examine from an objective approach Methods of Instruction Lecture Question and Answer Discussion
2.1.2. Pragmatism
2.1.2.1. John Dewey George Sanders Pierce William James John Locke Jean-Jacques Rousseau Learning through experience (experiential learning “What is practical has meaning and value” The approach to learning is by scientific inquiry. Pragmatism encourages people to find processes that work to achieve their desired outcome. Ex. Problem – speculative thought – action - results Philosophies that were born from Pragmatism Progressivism – John Dewey Social Reconstructionism – George Counts, The Goal of Education Provide students with the knowledge to improve society. Role of the Teacher – facilitator of learning activities Methods of Instruction – learn individually as well as in groups.
2.1.3. Existentialism & Phenomenology
2.1.3.1. Existence precedes essence We are who we are as a result of our decisions Perception of the world is based on one’s ability to make sense of it. Goal of Education – The focus is on the individual, cognitively and affectively. Education liberates the individual from a chaotic world
2.1.4. Neo-Marxism
2.1.4.1. The purpose of education in a capitalist society is to perpetuate the ideology of the dominant class. Neo-Marxist – a capitalist society should be economically proficient to allow its citizens to live productive and decent lives. Goal of Education – schools perpetuate the ideology of the dominant society and legitimize it to all other groups. Education enables individuals to understand the weaknesses of the dominant society and propose alternatives. Role of the Teacher – engage student s to critically examine the world which is similar to “wide wakeness”. Curriculum – socially constructed Teachers must have a command of how the curriculum can be socially manipulated.
2.1.5. Post Modernists and Critical Theory
2.1.5.1. The Goal of Education is to explore differences and to explore possibilities that may seem inherently impossible. Working together to achieve balance and equity through democratic transformation. Role of the Teacher – an agent of change Curriculum and Instruction p. 196 Democratic processes Teachers, students, communities are all involved in the process of education. Schools and curriculum are agents of change.
3. (Chapter 6) Schools as Organizations
3.1. Federal level senators - Luther Strange, Richard Shelby House of Representative- local level senators - Paul Busman, Randal Shed, house of representatives- state superintendent- Ed Richardson representative on state school board- local superintendent- County Shane Barnett, City - Susan Patterson all members of local school board
3.2. school processes and cultures
3.2.1. They have political structures and represent a multitude of social groups.
3.2.2. Teachers are in conflict with students. Curriculum v. social goals of students. Administrators and teachers are in conflict. Structure v. teaching. Communities are in conflict with administration.
3.2.3. Studies show that the principal establishes the goals levels of academic and social expectations and the effectiveness of discipline. Changing a school culture requires patience, skill and good will. Conflict is a necessary part of change.
3.3. Structure of US Schools
3.3.1. Student Composition in Public Schools 53.5 % are white Of the states, 16 have less than 50% white Ten states have no minorities Large states are heavily multiracial. New York City is 85.6% minority. Los Angeles is 91.3% minority Detroit is 97.4% minority.
3.3.2. Private schools constitute 25% of all schools and educate only 10% of all students. In 1930’s there were less than 10,000 private schools In 2009 there were 21,780 private elementary and secondary schools. Most private schools are located on the east and west coasts
3.4. Summative and Formative Evaluations: Summative- you can assign a number to a grade. Formative- based on all work over all. Educated opinion.
3.5. Other Countries School Systems
3.5.1. Great Britain
3.5.1.1. The poor did not get educated. education system was opposed by the Church of England and the Roman Catholic Church.
3.5.2. Germany
3.5.2.1. German students are sorted at an early age to be tracked into their appropriate careers. The system is therefore highly stratified and competitive. The German system is opposite of the U.S. system which is open to all. Academic achievement is very closely associated with social class.
3.5.3. France
3.5.3.1. Only the very elite have the opportunity to move up educationally. They have schools for the poor and schools for the elite. The government controls everything down to the classroom.
3.5.4. Former Soviet Union
3.5.4.1. Being a member of the elite Communist Party had benefits for those children. The downfall of the Soviet Union was a result of the inequality that was created.
3.5.5. Japan
3.5.5.1. After WWII, Japan focused on the economic purpose to drive educational purposes. Very demanding and rigorous college entrance exams. Students are educated publicly and then pursue the non-formal school or jukus.
3.5.6. Finland
3.5.6.1. Finland had historically had the highest scores on math, science, and literacy exams. Racial and social classes have very few discrepancies across test scores in all areas. All tracking is eliminated. Almost no standardized testing. Emphasis is on formative evaluations. The one standardized test is for college entrance.
3.6. John Goodlad says that teachers must have a major part in reform.
3.7. *ON INTERVIEW* The nature of teaching requires many hats and is very demanding as a result. This multiple roles are a significant factor in teacher burn-out. Teachers have had to develop all kinds of interpersonal skills. More of an artist than a technical teacher. Most effective feedback is from students. Key to teaching is exercising control. Control precedes teaching. A classroom must have control to be an effective learning environment. Turn each day into a special event.
3.8. KNOW THE 9 ASPECTS OF CONCEPTUAL FRAME WORK!!!!!!!!!!
4. (Chapter 7) Curriculum & Pedagogy
4.1. Idealists say we should teach the great works of mankind Conservationist say we should return to a humanist foundation Conservatist of the 1980’s and 1990’s say we should teach what is fundamentally basic to a common culture. P282 Social Efficiency Curriculum advocates say that we should reflect and teach what is important for society to be functional and productive.
4.2. What is taught
4.2.1. Special interests
4.2.2. Political influences
4.2.3. Societies’ influences
4.2.4. Social Influences
4.2.5. Cultural influences
4.3. Social meliorists – reform society through schools also known as social reconstruction Communities reflect what is important to them as a society. The social class composition of the school and community have determined what is of value in the curriculum. P.285
4.4. Other influences on the curriculum
4.4.1. Evolutionists
4.4.2. Creationists
4.4.3. Science and math
4.4.4. Nation at Risk
4.4.5. NCLB
4.4.6. RTT
4.5. A capitalist society perpetuates the curriculum for maintaining social order. P. 293 Multiculturalists influence on curriculum has promoted a diverse needs classroom.p.294 Conservatists argue that multicultural curriculum had diluted western civilizational values. They say we have melted and lost our western cultural identity.
4.6. Pedagogic Influences
4.6.1. Mimetic and Transformative approaches to teaching
4.6.2. Mimetic is conservative and says that there is a basic core of knowledge to be learned by all.
4.6.3. Transformative says that students needs should be the main focus of the curriculum. P. 296
4.7. Student centered or teacher centered. P. 298
4.7.1. Students are tracked and directed to a specific curriculum such as advanced diplomas and vocational diplomas
4.7.2. Tracking begins in elementary and continues through secondary by means of testing. P. 299
5. ( Chapter 8) Equality of Opportunity
5.1. Human differences do not cause social stratification; social stratification causes human differences. P. 339
5.2. Social stratification – three systems
5.2.1. Caste- a persons’ social level is determined by race or religion.
5.2.2. Estate systems – a persons’ social level is determined by family value and worth.
5.2.3. Class systems – a persons’ worth is determined by their ability to overcome by personal achievement. P. 340
5.3. RACE Race has a direct impact on how much educational attainment a person achieves. Minorities do not receive the same educational opportunities as white Americans. P. 343
5.4. CLASS The lower classes in America have had their ability to overcome decreased because of inflation. Educational achievement is directly related to family achievement and social class. Educational achievement is directly related to financial success. P. 340 Schools represent the middle and upper class. Parental income is directly related to educational achievement and test performance. P. 342
5.4.1. SAT and ACT test have become the determining factor for educational success. ACT and SAT test have favored the white Americans and upper and middle class students. P. 357
5.5. GENDER In the last twenty years significant gains have been made to equalize gender educational and professional attainment. Disparities still exist in education and job salaries. P. 343
5.6. IDEA: 1996
5.6.1. Section 504
5.6.2. Special Ed.
5.6.2.1. RTI - Lee v. Macom
5.7. Students with special needs have experienced tremendous gains in educational opportunities due to PL 94-142 or the EHA. Education of Handicapped 1975.
5.8. The Coleman Study 1966 Coleman found that school organizational differences did not contribute to student outcomes as much as student body composition between schools. P. 367 As a result lower class students should attend schools with the middle and upper class to improve their educational success. P. 367
5.8.1. The Coleman Study 1982 Private school students outperform public school students. Differences in schools do make a difference. The difference is in how much more demanding private schools are of their students. P. 368
5.8.1.1. Coleman Study 2010 Challenges Where a student attends school is often related to race and socioeconomic background. The racial and socioeconomic composition of a school has a greater impact on student outcomes than an individual's race or socioeconomic status. P. 369
5.8.1.1.1. Evidence shows that highly segregated schools have lower achievement levels than integrated schools and minorities do better in integrated schools. P. 372-373
6. (Chapter 2) Politics of Education
6.1. Perspectives: Conservative, Liberal< radical< Neo- Liberal
6.2. Purposes of Schooling: *Intellectual-cognitive skills, math, reading, science, history, language. *Political to indoctrinate people into a particular order of patriotism *Social- to help people be sociable, productive member of society *Economic- prepare students for their occupation.
7. (Chapter 3) History of U.S. Education
7.1. *POSSIBLE PRAXIS QUESTION* 1647 Massachusetts School Law- In a town of 50 or more, there had to be a school to learn how to read the Bible.
7.2. Age Of Reform- *The right to vote was restricted to all men except slaves and emotionally disturbed. *Jefferson supported public education to further the success of the U.S. *Horace Mann lobbied to create the first state board of education 1837. *Normal schools were created for teacher education 1839.
7.2.1. *Morrill Act est. land grants in each county and state for public education 1862. *Slaves were not educated except for a few northern states that had special schools for African Americans.
7.3. Urbanization and the Progressive Impetus- *Industrial revolution caused the need for educated workers because of the widening gap between rich and poor. *John Dewey, the father of modern education, emphasized the needs of the individual to create a better society.
7.3.1. Progressive Movement- *John Dewey Progressivism *Embryonic Society- miniature community *Dewey's philosophy is the reason we have vocational schools.
7.4. Post WWII Reform 1945-1980 *U. of Michigan *U. of California @ Berkley *San Francisco State U. *Kent State U.pg 75
7.4.1. Cycles of Reform- *Equality and Equity *Civil Rights Act 1963 *Plessy v Furguson 1896 *Brown v Topeka Board of Education 1954 *Desegregation was the main focus *Schools and Colleges opened doors for all
7.5. Three Historical Perspectives of U.S. Education pg. 83 *Democratic- Liberal School *Radical_ Revisionist School *Conservative School
8. (Chapter 9) Educational Inequality
8.1. Unequal Education Achievement
8.1.1. Functional-each students success is determined by their own hard work
8.1.2. Conflict-students success is affected by their enviroment
8.1.3. Interactionist-a students success is determined by a combination of factors
8.2. School Centered factors
8.2.1. Teachers
8.2.2. Teaching methods
8.2.3. cirriculum
8.2.4. school climate
8.2.5. teacher expectations
8.3. Student centered factors
8.3.1. family
8.3.2. peer group
8.3.3. community
8.3.4. culture
9. (Chapter 10) Educational Reform
9.1. Reforms
9.1.1. accountability and achievement
9.1.2. processes of the schoo.
9.1.3. Top down management from the federal government. P.513
9.1.3.1. Federal Involvement
9.1.3.1.1. America 2000 p. 514 Goals 2000 p. 515 No Child Left Behind p. 517 Race To The Top p. 518
9.2. Characteristics of highly effective teachers
9.2.1. A 'calling' for the professoion
9.2.2. Professional knowledge
9.2.3. Personal qualities
9.2.4. with-it-ness
9.2.5. Instructional effectiveness
9.2.6. GOod communicator
9.2.7. Good communicator
9.2.8. Street Smart
9.2.9. Willing to go an extra mile
9.2.10. Lifelong learner
9.3. School Based Reforms
9.3.1. School Choice
9.3.2. Charter Schools
9.3.3. Tuition Vouchers
9.3.4. Intersectional Choice Plans (public to private)
9.3.5. Intrasectional Choice Plans (any public school in district)
9.4. Teacher Ed Reforms
9.4.1. More intellectual demands in education programs
9.4.2. Attract and retain competent teachers
9.4.3. Reorganize educational academic and professional development
10. (Chapter 1) Limits and Promises of Education
10.1. Educational Problems: The Achievement Gaps, Crisis in Urban Education, Decline in Literacy, Assessment Issues.
10.1.1. Achievement Gap- Elementary Secondary Education Act 1965, Tried to erase discrepancies in opportunities, NCLB re-established these efforts 2001, Because of testing teaching gaps have widened, causes are due to funding and environment and teaching quality and parents
10.1.2. Crisis in Urban Education- *Demographic trends *Social stratification *Scocioeconomical/Academic Achievement *Inequalities in School Systems *School choice is an Issue
10.1.3. Decline of Literacy- *Basic skills of Fundamentals *Teaching to the test *Pass them on due to age and no place to go *Schools become over-crowded *Raising academic standards (for whom?)
10.1.4. Assessment Issues-
10.2. Four Elements of Education
10.2.1. History
10.2.1.1. 1692 Our purpose then was to read the Bible. Our purpose now- Transmit culture, prepare for the work force, pursuit of freedom and knowledge, become a social citizen.
10.2.2. Philosophy
10.2.2.1. How will you teach. What is the curriculum look like
10.2.3. Scociology
10.2.3.1. Are the schools a reflection of the community? How does the impact of social expectations drive decision making? Are schools perpetuating the social class/ community it serves?
10.2.4. Foundations of your Personal Education
10.2.4.1. Why am I a teacher? What do I want to accomplish? What kind of influence will I be? What kind of values do I want my students to have as a result of my influence?