1. SOCIOLOGICAL PERSPECTIVES
1.1. FUNCTIONALISM THEORY
1.1.1. THE SOCIAL SYSTEM REPRESENTS THE SOCIETY A STRUCTURE WITH DIFFERET PARTS, WHICH WORK TOGETER TO DO WHAT IT NEEDS TO DO TO BE SUCCESSFUL.WHEN THE SOCIETY PARTS ARE ALL WORKING TOGETHER THEN THERE IS UNITY, BUT IF NOT JUST MEANS THAT THERE ARE DIFFERENT LOOKS AND OPINIONS OF SOCIETY
1.2. CONFLICK THEORY
1.2.1. WHEN THE SOCIETY DON'T SHARE THE SAME SYSTEM VALUES THEN THERE WILL BE CONFLICK WITH IN THE GOVERNMENNT. SOME JUST DON'T KEPT TOGETHER BY THERE JUST SHARED VALUES. KARL MAX HAD FOUNDED THIS THEORY
1.3. INTERACTIONAL THEORY
1.3.1. THIS THEORY IS PRIMARILY THE CRITIQUES OF A FUNCTIONAL AND CONFLICT THEORIES. INTERACTIONAL WOULD CONSSIST OF PAYNG CLOSE ATTENTION TO A TEACHER STUDENT AND TEACHEER TEACHER RELATIONSHIP
1.4. KNOWLEDGE OF ATTITUDES
1.4.1. SOCIOLOGIST DON'T AGREE ABOUT THE RELATIVE INMPORTACE OF SCHOOLING IN TERMS OF WHAT KNOWLEDGE AND ATTITUDES YOUNG ADULTS TAKE IN AT SCHOOL. SEEMS THAT THE MOST POPULAR STUDENTS WITH A HIGHER PROFILE WILL HAVE THE HIGHER PROGRESSION LEVEL.
1.5. EMPLOYMENT
1.5.1. MOST BELIEVE THAT HAVING A DEGREE WILL LEAD TO BETTER JOB OPPORTUNITIES DUE TO ALL THE ADVANCEMENT ALOT OF THE HIGHER EDUCATION ARE REQUIRED TO HAVE . HAVE GOOD EDUCATION HAVE A BETTER JOB.
1.6. EDUCATION OF MOBILITY
1.6.1. THOUGHTS THAT OCCUPATIONAL MOBILITY START AT THE SCHOOLS FROT DOOR . A PERSON WILL PASS OR FAIL BASED ON THEIR OWN MERIT. EDUCATION IS TTHE RIGHT DIRECTON FOR SUCCESS.
1.7. TEACHER BEHAVIOR
1.7.1. TEACHERS HAVE VERY IMPORTNT ROLES IN A STUDENTS LIFE. SO HOW A TEACHER MAY ACT TOWARDS A STUDENT OR AROUND A STUDENT IS ERY IMPORTANT IN THEIR EDUCATION. TEACHES SHOULD BE CELEBRITIES. BECAUSE KIDS LOOK UP TO THEIR TEACHERS AND WANT TO BE JUST LIKE THEM WHEN HEY GROW UP. SO SEEING HOW THEIR THEACHER ACTS PLAYS A LARGE FACTOR ON THEIR SUCCESS. TEACHERS ARE MORE THAN JUST AN EDUCATOR. THEY ARE GREAT GUIDANCE ASPECTS AND STRUCTURED MENTORS.
1.8. STUDENT PEER GROUPS & ALIENATION
1.8.1. THE STUDENTS WAY OF LIVING AND ECONOMIC BACKGROUNDS PLAY A BIG PART IN HOW THEY MAY FEEL OR REACT IN THE EDUCATION WORLD
2. PHILOSOPHY OF EDUCATION
2.1. PRAGMATISM
2.1.1. PHILOSOPHY THAT ENCOURAGES PEOPLE TO FIND THINGS THAT WORK IN ORDER TO BE SUCCESSFUL IN LIFE
2.1.2. GENERIC NOTIONS
2.1.2.1. EDUCATORS START WITH NEEDS AND INTEREST OF THE CHILD IN CLASS. ALLOWS THEM TO BE APART OF PLANNING THEIR WORK LOAD, AND STUDY WAYS, ALLOWS GROUP PROJECCTS. ALSO ENCOURAGES MORE HANDSON EXPERMENTAL LEARNING
2.1.3. GOAL OF EDUCATION
2.1.3.1. PROVIDING STUDENTS WITHT HE KNOWLEDGE TO BETTER THEMSELF . SHOUL D BE A FUNCTION IN PREPARATION FOR LIFE IN GENERAL
2.1.4. ROLE OF EDUCATION
2.1.4.1. TEACHER IS WHO ENCOURAGES,OFFERS IDEAS, QUESTIONS AND HELPS WITHT HEIR COURSE OF STUDY. TEACHERS ALSO NEED TO BE DICIPLINED IN THEIR STRUCTURE TO HAVE AN AFFECTIVE CURRICULUM
2.1.5. METHOD OF INSTRUCTION
2.1.5.1. KIDS LEARN BOTH BY THEMSELF AND IN GROUP ACTIVIES OR SESSIONS. TAKING GRUP FIELD TRIPS HAS ITS PERKS IN EDUCATION. HELPS LEARN WITH A VISUAL HANDS ON METHOD.
3. SCHOOLS AS ORGANIZATIONS
3.1. Major Steakholders
3.1.1. HOUSE REPRESENTATIVE
3.1.1.1. (HD 25 SPEAKER) MAC McCUTCHEON
3.1.1.2. (PPT & PO) DEL MARSH
3.1.1.3. (S) PATRICK HARRIS
3.1.2. STATE SUPERINTENDENT
3.1.3. SCHOOL STATE BOARD
3.1.3.1. (P) KAY IVEY
3.1.3.2. (V.P.) STEPHANIE BELL
3.1.3.3. (PPT) DR. CYNTHIA McCARTY
3.1.3.4. (D1) JACKIE ZEIGLER
3.1.3.5. (D2) BETTY PETERS
3.1.3.6. (D4 EDU. DEP) YVETTE RICHARDSON
3.1.3.7. (D5) ELLA BELL
3.1.3.8. (D7) JEFFERY NEWMAN
3.1.3.9. (D8) MARY SCOTT HUNTER
3.1.3.10. (SEC. EXC.OFFICER) ED RICHARDSON
3.1.4. LOCAL SCHOOL BOARD
3.1.4.1. MR. JOE VAN BUNCH
3.1.4.2. DR. VINCE EDMONDS
3.1.4.3. (P) MR. TERRY KENNAMER
3.1.4.4. MR. MARK RAINS
3.1.4.5. (V.P.) MR. TONY SIMMONS
3.1.5. LOCAL SUPERINTENDENT
3.1.5.1. DR. CINDY WIGLEY
3.2. Elements of Change
3.2.1. POPULATION
3.2.2. POLITICAL STRUCTURE
3.2.2.1. MODE OF SOCIAL INTERACTION,CHARACTERICS OF THE SCHOOL
3.2.3. HAVING THEIR OWN CULTURE
4. EQUALITY OF OPPORTUNITY
4.1. IMPACTED EDUCATIONAL OUTCOMES
4.1.1. CLASS
4.1.1.1. FAVORS FAMILIES WITH MONEY
4.1.1.2. KIDS FROM THE WORKING CLASS OR NOT SO WEALTHY CLASS ARE MORE LIKELY TO BE DROPS OUTS, CARELESS ABOUT EDUCATION
4.1.2. RACE
4.1.2.1. INDEPENDANT RACE HAS AN IMPACT ON HOW MUCH SCHOOLING THEY MAY ACHEIVE
4.1.2.2. MINORITY STUDENTS RECEIVE LESS EDUCATIONAL OPPORTUNITIES THAN WHITE STUDENTS
4.1.3. GENDER
4.1.3.1. GENDER DIFFERENCES BETWEEN MEN AND WOMEN, IN REFRENCE TO EDUCATIONAL ATTAINMENT, HAS BEEN LOWERED IN THE PAST 20 YEARS
4.2. 1982 COLEMAN STUDY
4.2.1. SCHOOL SEGREGATION BASED ON RACE AND SOCIOENOMIC STATUS AND WITH IN THE SCHOOL INTERACTIONS DOMINATED BY MIDDLE CLASS VALUES ARE RSPONISIBLE FOR GAPS IN CHILDS ACHEIVEMENT
4.2.2. RACE AND CLASS ARE PREDICTORS OF ACADEMIC SUCCESS
4.2.3. CATHOLIC SCHOOLS TAKE ON THE ADVANTAGE OF THE LOW MINORITY STUDENTS
4.2.3.1. THEY ARE BECOMMING MORELIKE SUBURBAN PUBLIC SCHOOLS
5. HISTORY OF THE U.S. EDUCATION
5.1. Influence on Education
5.1.1. Horace Mann Started the mest movement in education to provide free pubic education, through government funding
5.1.1.1. Horace demanded a stated board. Massachusetts created the board in 1837, where he was the 1st secretary. His ides was to have access to schools would bring poeple of poverty. He also had faith that makomg elementary schools free it woul dlead to a more stable society.
5.2. Historical Interpretation of U.S History
6. POLITICS OF EDUCATION
6.1. PURPOSES OF EDUCATION
6.1.1. PERSPECTIVES
6.1.1.1. LIBERAL
6.1.1.1.1. ROLL OF SCHOOL
6.1.1.1.2. PRODUCING THE SCHOOLING FOR ALL KIDS TO HAVE A FAIR CHANCE TO LEAD AN EFFECTIVE FUTURE
6.1.1.1.3. INSTRUCTING KIDS TO HONOR THE LIFESTYLE DIFFERENCES SO THEY CAN FIT IN THEIR COMMUNITY
6.1.1.1.4. ALLOWING THE CHILDREN TO GROW AND SHOW THEIR OWN SKILLS AND IMAGINATIONS. BE THEM SELF.
6.2. INTELLECTUAL
6.2.1. TO TEACH BASIC SKILLS
6.2.2. MATH
6.2.3. WRITITNG
6.2.4. READING
6.3. POLITICAL
6.3.1. TO TEACH LOYALTY FOR THE CURRENT GOVERNMENT
6.3.2. TEACHING CHILDREN THE BASIC SYSTEM OF THE COMMUNITY(LAWS)
6.4. SOCAIAL
6.4.1. TO RESOLVE SOCIAL ISSUES
6.4.2. TO SHOW THE CHILDREN THE DIFFERENT RESPONSIBILITIES, CONDUCT AND IMPORTANCE OF THEIR SOCIETY
6.5. ECONOMICAL
6.5.1. TO GET STUDENTS READY FOR THEIR FUTURE PROFESSIONAL RESPONSIBILITY
6.5.2. JOBS
6.5.3. FAMILY
7. CURRICULUM AND PEDAGOGY
7.1. HUMANIST
7.1.1. REFLECTS ON IDEALIST PHILOSOPHY
7.1.2. COMMON CULTURE
7.1.3. EVERYONE SHOULD STUDY ENGLISH,HISTORY, SCIENCE,MATH,FOREIGN LANGUAGES
7.2. SOCIAL EFFICIENCY
7.2.1. BELIEF THAT DIFFERENT GROUPS OF STUDENTS SHOULD RECIEVE DIFFERENT TYPES OF SCHOOLING
7.2.2. INDIVIDUALIZED AND FLEXIABILE CURRICULUM
7.2.3. PEDAGOGICAL PROGRESSIVISM
7.3. DEVELOPMENTALIST
7.3.1. FOCUS ON THE NEEDS OF STUDENTS OTHER THAN THE SOCIETY AROUND THEM
7.3.2. DEVELOPE FROM DEWEY'S VISIONS
7.4. SOCIAL MELIORIST
7.4.1. INFLUENCES
7.4.1.1. GEORGE COUNTS
7.4.1.2. HAROLD RUGG
7.4.2. CONTEMPORARY CRITICAL CURRICULUM THEORY
7.4.3. HIGH BEILEVED THAT SCHOOLS SHOULD CHANGE SOCIETY
7.5. TRADITIONS OF TEACHING
7.5.1. MIMETIC
7.5.1.1. DIDACTIC METHOD
7.5.1.2. MEASURABLE GOALS
7.5.1.3. TRANSFORM SPECIFIC KNOWLEDGE TO STUDENTS
7.5.2. TRANSFORMATIVE
7.5.2.1. REJECTS AUTHORITATIVE BETWEEN STUDENT/TEACHER RELATIONSHIPS
7.5.2.2. MEANINGFUL WAY OF CHANGING STUDENTS EDUCATIONALLY
8. EDUCATIONAL INEQUALITY
8.1. CULTURAL DEPRIVATION THERIES
8.1.1. REMOVES THE RESPONSIBLITY FOR SCHOOL SUCCESS AND FAILURE FROM SCHOOLS.
8.1.2. THEORIST ASSERT THAT THE POOR HAVE A DEPRIVED LIFE
8.2. SCHOOL CENTERED EXPLANATIONS
8.2.1. CURRICULUM GROUPING
8.2.1.1. DIFFERENT GROUPS OF STUDENTS IN THE SAME SCHOOL SUGGEST THAT THE SCHOOLS CHARACTER IS AFFECTING THE OUTCOME
8.2.2. FINANCE
8.2.2.1. COMMUNITIES W/MORE REVENUE ABLE TO PROVIDE MORE THAN THE POORER COMMUNTIES
8.2.3. GENDER
8.2.3.1. ORGANIZATION OF SCHOOLS REINFORCES GENDER ROLES AND GENDER UNEQUALITY
8.2.4. DIFFERENCES
8.2.4.1. BERNSTEIN'S THEORY
9. EDUCATIONAL REFORM
9.1. SCHOOLED -BASED REFORMS
9.1.1. SCHOOL BUISNESS PARTNERSHIP
9.1.1.1. BOSTON COMPACT
9.1.1.2. SCHOLARSHIPS FOR THE LESS WEALTHYIER STUDENTS TO ATTEND COLLEGE AND PROGRAMS WHERE BUISNESSES SPONSER A SCHOOL
9.1.2. SCHOOL-TO-WORK PROGRAMS
9.1.2.1. SCHOOL -TO-WORK OPPORTUNITIES
9.1.2.1.1. BILL CLINTON SIGNED IN 1994
9.1.2.1.2. PROVIDES MONEY TO DEVELOPE SCHOOL-TO-WORK SYSTEM
9.1.2.2. PROVIDED STUDENTS WITH VALUED CREDENTIALS.
9.2. SOCIAL REFORMS
9.2.1. FROM THE 1980'S TO 2012 THE US EDUCATIONAL REFORM HAS EMPHASIZED EXCELLENCE SIDE OF THE EQUITY EQUATION