My Foundations of Education

1. Curriculum heavily based toward the humanities. Believe in exposing students at early age to problems as well as possibilities, and to the horrors as well as accomplishments humankind is capable of producing.

2. Politics of Education Chapter 2

2.1. 4 Purposes of Education

2.1.1. INTELLECTUAL

2.1.1.1. to teach basic cognitive skills such as reading, writing, and mathematics; to transmit specific knowledge and to help students acquire higher-order thinking skills.

2.1.2. POLITICAL

2.1.2.1. to inculcate allegiance to the existing political order; to prepare citizens who will participate in this political order; to help assimilate diverse cultural groups into common political order.

2.1.3. SOCIAL

2.1.3.1. to help solve social problems; to work as one of many institutions, such as the family and the church to ensure social cohesion; and to socialize children into various roles, behaviors, and values of the society.

2.1.4. ECONOMIC

2.1.4.1. to prepare students for their later occupational roles and to select, train, and allocate individuals into the division of labor.

2.2. THE ROLE OF THE SCHOOL

2.2.1. Conservative perspective; sees the role of the school as providing the necessary educational training to ensure that the most talented and hard-working individuals recieve the tools necessary to maximize economic and social productivity. Therefore, the conservative perspective views the role of the school as essential to both economic productivity and social stability.

2.3. EXPLANATIONS OF UNEQUAL EDUCATIONAL PERFORMANCE

2.3.1. Liberal perspective: argues that individual students or groups of students begin school with different life chances and therefore some groups have significantly more advantages than others.

2.4. DEFINITION OF EDUCATIONAL PROBLEMS

2.4.1. Radical perspective; although often similar in its analysis to the liberal viewpoint, is quite different in its tone. 1. The edicational system had failed the poor, minorities, and women through classist, racist, sexist, and homophobic policies. 2.The schools have stifled critical understanding of the problems of American society through a curriculum and teaching practices that promote conformity. 3. The traditional curriculum is classist, racist, sexist, and homophobic and leaves out the cultures, histories, and voices of the oppressed. 4. In general, the educational system promotes inequality of both opportunity and results.

3. History of U.S. Education Chapter 3

3.1. Choose and describe one historical interpretation of U.S. Education

3.1.1. Conservative Perspective- Conservative assert that do to progressive/liberal movements in education academic quality and traditional goals of education have suffered.

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

3.2.1. I think that the equality of opportunity was the most important reform. This provided African Americans with the same and equaly education as white Americans.

4. Sociological Perspectives Chapter 4

4.1. Theoretical Perspectives of the relation between school and society

4.1.1. Functional Theories

4.1.1.1. Functional sociologist assess the interdependence of the social system; viewing society as a machine where one part works with another to make society work

4.1.2. Conflict Theories

4.1.2.1. Conflict sociologist assert the society is not held together by shared values alone, but on the ability of the dominant groups to impose their will on subrdinate groups.

4.1.3. Interactional Theories

4.1.3.1. Interactional sociologist take a up close view of the interactions between student, students and teachers.

4.2. 5 effects of schooling on individuals that you think have the greatest impact on students

4.2.1. Knowledge

4.2.1.1. Problem solving skills and understanding how one fit into society.

4.2.2. Education

4.2.2.1. Becoming a well educated individual with the ability to add intellectual value to society.

4.2.3. Employment

4.2.3.1. Students are prepared for jobs to be productive members of society.

4.2.4. Mobility

4.2.4.1. Increased knowledge and job skills provide students with the opportunity for upward social mobility.

4.2.5. Attitudes

4.2.5.1. Having a positive attitude toward school and assignments the higher the grades.

5. Philosophy of Education Chapter 5

5.1. Existentialism

5.1.1. Generic Notions

5.1.1.1. They pose questions as to how their concerns impact on the lives of individuals. Peopl must create themselves, and they must create their own meaning.

5.1.2. Goal of Education

5.1.2.1. Believe that education should focus on the needs of individuals, both cognitively and affectively. Also education should stress individuality; that it should include discussion of the non-rational as well as the rational world; and that the tensions of living in the world.

5.1.3. Role of the Teacher

5.1.3.1. Teachers should understand their own "lived worlds" as well as that of their students in order to help their students achieve the best "lived worlds" they can.

5.1.4. Methods of Instruction

5.1.4.1. 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 each child.

5.1.5. Curriculum

6. Schools as Organizations Chapter 6

6.1. Senators in Tennessee

6.1.1. Senior Senator

6.1.1.1. Lamar Alexander

6.1.2. Junior Senator

6.1.2.1. Bob Corker

6.2. House of Representatives

6.2.1. 7th District- Marsha Blackburn

6.3. State Senator

6.3.1. Joey Hensley

6.4. State Representative

6.4.1. David Byrd

6.5. Executive Director of the state board

6.5.1. Sara Heyborn

6.6. 7th District Board members

6.6.1. Heyburn Morrison and Wendy Tucker

6.7. Local Superintendent

6.7.1. Marlon Davis

6.8. Members of local school board

6.8.1. Sherman Martin, Barry Hanback, Pat Brown, Charity Horton, Greg Eaton, Dwight Bumpus, and Andy Yarbrough

7. Curriculum and Pedagogy Chapter 7

7.1. Traditional viewpoint of Curriculum

7.1.1. Views the curriculum as a body of knowledge and ways this knowledge may be designed, taught, and assessed.

7.1.2. Current approaches to curriculum focus on designing curriculum around goals and objectives, and to assess it in terms of student learning.

7.2. Traditions in Pedagogic Practices

7.2.1. Transformative Tradition views purpose of education as having the ability to change each student in a meaningful way, including intellectually, creatively, spirtually, and emotionally.

7.2.2. Dialectic teaching includes methods of questioning and question/answer sessions as the main vehicle to transmit knowledge.

7.3. Four types of Curriculum

7.3.1. Developmentalist Curriculum

7.3.1.1. Based on progressive educational practices.

7.3.1.2. Foucuses on the needs and interests of each individual child.

7.3.2. Social Meliorist Curriculum

7.3.2.1. Based on the social reconstructionist theory that schools should work to solve fundamental social problems.

7.3.3. Social Effciency Curriculum

7.3.3.1. Based on the idea that curriculum must directly and specifically prepare students for tasks in the adult world.

7.3.3.2. Based on idealism/perennialism philosophies of education.

7.3.4. Sociology of Curriculum

7.3.4.1. Functionalist Theory

7.3.4.1.1. Purports that the role of curriculum is to give students the knowledge, language, and values to ensure social stability.

7.3.4.2. Conflict Theory

7.3.4.2.1. Theorists do not believe that schools teach liberal values such as tolerance and respect (hidden curriculum).

7.4. Curriculum includes:

7.4.1. Topics taught in schools

7.4.2. Academic content

7.4.3. A program of studies

7.4.4. A sequence of courses.

7.4.5. A series of experiences undergone by learners in a school.

7.5. Curriculum includes everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.

8. Equality of Opportunity Chapter 8

8.1. The Coleman Report

8.1.1. The 1966 Colman Report- titled "Equality of Educational Opportunity" fueled debate about academic achievement and the effect of schools on student achievement. The report was commonly presented as evidence that schoool funding has little effect on student achievement.

8.1.2. The Coleman Report indicated that student background and socioeconomic status were more important in determining educational outcomes of a student than the school itself.

8.2. How each impact educational outcomes.

8.2.1. Class

8.2.1.1. Students in different social classes have different kinds of educational experiences, Families from the upper class and the middle class are also more likely to expect their children to finish school, whereas working-class and underclass families often have lower levels of expectation for their children.

8.2.2. Race

8.2.2.1. An indicidual's race has a direct impact on how much education he or she is likely to acheive. Race is related to educational outcomes in undeniable, although, given the nature of U.S. society, it is extremely difficult to seperate race from class.

8.2.3. Gender

8.2.3.1. Historically, an individual's gender was directly related to his or her educational attainment. Even though 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. Educational Inequality Chapter 9

9.1. 4 School-Centered Explanations for Educational Inequality

9.1.1. School Financing

9.1.2. School Climate

9.1.3. Pedagogic Practices

9.1.4. Effective versus Ineffective schools

9.2. Cultural Difference Theories

9.2.1. 1st Theory asserts that African America children do less well in school because they adapt to their oppressed position in the class structure.

9.2.2. 2nd Theory views working class and non-white students as reisisting the domate culture of schools

10. Educational Reform Chapter 10

10.1. School-Based Reforms

10.1.1. Privatization

10.1.1.1. Pricate education companies increasingly becoming involved in public education in a variety of ways. First, for profit companies took over the management of failing schools and districts. Second, for profit companies have the majority of contracts for supplemental tutoring under NCLB.

10.1.2. School-Business Partnerships

10.1.2.1. During the 1980's, business leaders became increadingly concerned that the nation's schools were not producing the kinds of graduates necessary for a revitalixation of the U.S. economy.

10.1.3. Social Reform

10.1.3.1. is a movement that seeks to change the social and political views of marginalized groups. Social reform movements involve the marginalized group and the activists in an effort to change policical policy while bringing public awareness to the issue through protests, amended legislature and the media.

10.1.4. Economic Reform

10.1.4.1. Means concerned with organization of the money, industry, and trade of a country, region, or society.