1. Chapter 7: Curriculum and Pedagogy
1.1. Developmentalist Curriculum- (Dewey, Piaget) this philosophy is related to the needs and interests of the students rather than the needs of society. Emphasizes teaching of process as well as the content. Also, called student centered approach and relates the needs and interests of the child at their developmental stage. How material is taught is flexible. Stresses the importance of relating life experiences so to make the content become more meaningful. This has not been influential is a lot of public schools but has in teacher education programs. You see this type of education more in private schools.
1.2. Two Dominant Traditions of Teaching - MIMETIC TRADITION- believes that the purpose of education is to transmit knowledge to students. Relies of lecture or presentation as main form of teaching. Teacher transfers information to the student. Sees teaching as a science. TRANSFORMATIVE TRADITION- believes that the purpose of education is to change the student in some meaningful way (intellectually, creatively, spiritually, or emotionally). The teachers are not the transmitters of knowledge. They reject the authoritarian teacher model. This involves the use of questioning as the method of teaching. See teaching as an art.
2. Chapter 8: Equality of Opportunity
2.1. How each impacts educational outcomes: CLASS- There is a direct correlation between parents income and their child's performance on achievement tests as well as placement in ability groups and the curriculum track.Children from working class families are more likely to underachieve, drop out and resist the curriculum. RACE- Minorities have lower levels of proficiency on SATs than white students. It is hard to separate race from class, though. Minorities receive fewer and inferior educational opportunities than whites. GENDER- Even though women are often said to be better students than men, they were less likely to attain the same level of education in the past. Today, females are less likely to drop out of school than males and have a higher proficiency in reading and writing. However, males are likely to score higher on the SAT. Society still discriminates against women both occupationally and socially, however.
2.2. Two Responses to the 1982 Coleman Study: 1. Private schools seem to have better achievement outcomes particularly with "lower income students." 2. The racial and socioeconomic composition has a greater effect on student achievement than a student's race or class.
3. Chapter 6: Schools as Organizations
3.1. Changing a school’s processes and culture requires the following: patience, skill and good will. It is not easy to change a school’s culture and it can be ruined easily. Due to a school being a bureaucracy, the people involved in the school often have conflicting goals. Because of the politics of school, it is often hard to create change.
3.1.1. 4 Elements of Change in schools Conflict- Conflict is necessary to change. Hidden problems and issues usually rise to the surface. The staff must be prepared to resolve these. New Behaviors Must Be Learned- Change requires building new relationships and behaviors. Work must be done on building trust and communication, allowing people to take initiative and rise to new leadership roles. Communication, collaboration and conflict resolution must be learned. Team Building –Decisions must be shared or resistance will develop Process and content are interrelated- There must be trust and openness within the team and between the team and the school. The process needs to be useful and visible for future changes to work.
3.2. Federal Alabama Senators- Richard Shelby, Luther Strange (replaced Jeff Sessions)( Roy Moore won the run off and will face Doug Jones on Dec 12, 2017) Federal House of Representatives- District 5- Mo Brooks State Senator- Bill Holtzclaw State House- Mac McCutcheon State Superintendent Interim Ed Richardson Representative on State School Board-Mary Scott Hunter Madison City Schools (Local) Superintendent- Robby Parker Madison City School Board- Ranae Bartlett, President, Tim Holtcamp, Vice President, Connie Spears, David Hergenroeder, Luis Ferrer
4. Chapter 4: Sociological Perspectives
4.1. Theoretical Perspectives concerning the relationship between school and society
4.1.1. Functionalism- (Emile Durkheim-invented sociology of education) He believed that education in all societies was critical to creating moral unity which is necessary for social cohesion, peace and harmony. Durkheim believed that moral values were the foundation of society. Functional sociologists stress the interdependence of the social system. They look at how well the parts integrate with each other. They also assume conflict happens when there is a breakdown of shared values. It is the schools job to socialize students into the appropriate values and to sort and select students students according to their abilities. Reform, according to functionalists, is supposed to create structures, programs and curricula that is technically advanced, rational, and encourages social unity.
4.1.2. Conflict Theory-(Karl Marx, Max Weber) This group believes that social orders is based on the ability of the dominant group to impose their will on subordinate groups through force, cooperation or manipulation. Conflict sociologists emphasize struggle. They believe school is a "social battlefield" where students struggle against teachers and teachers against administrators etc. These sociologists believe there is little hope for school reform until society is fundamentally changed. Randall Collins believed diplomas were just status symbols rather than actual achievements. Education is used by dominant group to move up in the social structure. This social structure (social capital) is passed on by families.
4.1.3. Interactionalism-this theory is a critique and extension of functionalism and conflict theory. They feel the other two theories are too general and broad. What is not questioned to them is the biggest problem. They believe that structure and interaction in school must be viewed as a whole
4.2. Five Effects of Schooling that Have the Greatest Impact on Students (in my opinion)
4.2.1. 1.Teacher Behavior- Teachers are models for students and have a huge influence on student achievement. Persell found that when teachers expected more and praised student for their effort, students learned more and felt better about themselves. The labels teachers apply to children can influence their performance. (self-fulfilling prophecy)
4.2.2. 2. Knowledge and Attitudes-Research shows that schools that are academic and have consistent discipline produce higher achieving students. The more education people receive, the more they read and take part in politics and public affairs. Education also affects a person's sense of well-being and self esteem.
4.2.3. 3. Education and Mobility- The number of years a person goes to school and where they go to school affects their social mobility.
4.2.4. 4. Education and Inequality-In the US there are 5 classes: the upper class, the upper middle class, the lower middle class, the working class and the lower or underclass. Mobility is blocked by this and have little to do with merits and abilities for the most part.
4.2.5. 5. Inadequate Schools- Students who attend private schools and suburban schools receive a better education than those in urban and minority areas. The schools are better funded.The social value of their diploma is also higher.
5. Chapter 2: The Politics of Education
5.1. Purposes of Schooling
5.1.1. Economic- prepare students for jobs and to divide into areas of labor
5.1.2. Political-instill patriotism- allegiance to the country
5.1.3. Intellectual- teach basic cognitive skills such as reading and math to transmit specific knowledge
5.1.4. Social- to help solve problems and lead to social cohesion (key ingredient to stability of society)
5.2. Political Perspectives-
5.2.1. Conservative Perspective- (origins in Darwinism) Developed by sociologist Sumner- The strongest survive and human progress is dependent on individual drive.
5.2.1.1. Role of the school- School provides a necessary education so that the most talented and hard working people are able to maximize economic and social productivity. School socializes children to maintain social order and passes along cultural traditions.
5.2.1.2. Explanations of unequal performance-How students perform is based on their own hard work and achievement.
5.2.1.3. Definition of education problems- There has been a decline of standards in search of greater equality for all, a decline of cultural literacy due to multicultural education, a decline of teaching morals and values, and a decline of authority.
5.2.2. Liberal Perspective-They believe in balancing the economic productivity of capitalism with the social and economic needs of the people.
5.2.2.1. Role of the school- This perspective stresses training and socializing function of school but wants to ensure all children have opportunity to succeed. Respects cultural diversity. Envisions society where all participate in decision making and all citizens have same chance for wealth, power and social status.
5.2.2.2. Explanations of unequal performance- Students come from different backgrounds and therefore some have a much greater advantage than others.
5.2.2.3. Definition of education problems- Underachievement of poor and minority children is the biggest problem. There is too much emphasis on discipline and authority which limits freedom. Inequality is based on socioeconomic status. The traditional curriculum leaves out diverse cultures.
5.2.3. Radical Perspective-Based on Marx- This school of thought doesn't believe in market capitalism. They believe that democratic socialism is fairer.
5.2.3.1. Role of the school-Schools actually create economic, social and political inequality in society.
5.2.3.2. Explanations of unequal performance-Educational failure is caused by the economic system and not the education system. We must change the political economic structure to change society.
5.2.3.3. Definition of educational problems-the educational system has failed the poor, minorities, and women through classist,racist, sexist and homophobic practices. Education stifles understanding of American problems through demanding conformity. The traditional curriculum leaves out the voices of the oppressed and promotes inequality in both opportunity and results.
5.2.4. Neo-Liberal Perspective- The believe the free market solves social problems better than government intervention, however state intervention is necessary to create equality.
5.2.4.1. Role of the school-Education is key to global competitiveness so education should be privatized or a voucher system used. Curriculum should be narrowed to "important" subjects.
5.2.4.2. Explanations of unequal performance- The achievement gap in urban schools is due to teacher unions, tenure and absence of accountability. Schools instead of providing equality for poor children have reproduced inequality through schools
5.2.4.3. Definition of educational problems-Poor and minorities are more likely to achieve at a lower rate than Whites, Asians and higher income students. Ineffective schools and teachers are to blame for these problems.