Foundations of Education

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Foundations of Education by Mind Map: Foundations of Education

1. Politics of Education Chapter 2

1.1. Purposes of Education

1.1.1. Intellectual: teach basic cognitive skills (reading, writing, and math)

1.1.2. Political: teach Patriotism, prepare students of politics, assimilate other cultures to ours, teach the laws.

1.1.3. social: solve social problems, ensure social cohesion, socialization

1.1.4. economic: indirect role of preparing students for the work place

1.2. Conservative Perspective:

1.2.1. 1) Role of the School: providing education to maximize economic productivity and social stability

1.2.2. 2) Explanations of unequal performance: achievement is based on hardwork and sacrifice

1.2.3. 3) Definition of educational problems: Liberals lower the academic standards, water down traditional curriculum and do not pass on american heritage, schools do not teach morals or standards or values, schools lost the ability to discipline

2. History of U.S. Education Chapter 3

2.1. 1) The reform movement that has had the most influence on education was The emergence of the Public High School

2.1.1. Prior to 1875 less than 25,000 students attended public high school

2.1.2. 6.5 Million students were attending public high school

2.1.3. Main reason why the big jump in numbers was the Compulsory attendance laws.

2.1.3.1. 1890 only 27 states had Compulsory attendance laws

2.1.3.2. by 1918 all states had Compulsory attendance laws

2.2. 2) Historical interpretation of U.S. Education: The Colonial Era

2.2.1. -only the eldest son of a wealthy family required an education because they would be the future ruling class.

2.2.1.1. hired tutors or sent them back to England for a university education.

2.2.2. -however there were alot of colonist sons that did remain because there were nine colleges founded before the american revolution

2.2.3. - The Deluder Laws

2.2.3.1. 1st law (1642): punished parents for not teaching children to read.

2.2.3.2. 2nd Law: required towns to set up schools.

2.2.4. -Girls were not formally trained in school unless it revolved around some type of homemaker skill.

2.2.5. -Slave were very rarely taught any school material.

3. Equality of Opportunity Chapter 8

3.1. The impact educational outcomes.

3.1.1. Race: that minority races do not receive the same economic opportunities as majority races, and minorities opportunity for educational attainment are less.

3.1.2. Class: is where rich people have more money to finish college. Where lower income people may not be able to make it to higher education be the cost is very high.

3.1.3. Gender: Woman should be in the kitchen. Women are generally rated higher than man at being students. However, males are overall smarter in math than females. Males are also more likely to drop out of school than females.

3.2. Coleman Study

3.2.1. Response One: The culeman study concluded that private schools were more effective learning environments. Private schools enforce Discipline and demanded more of their students.

3.2.2. Response Two: Where racial and socioeconomic composition of the school has a greater impact on student achievement than an individual's race and class.

4. Educational Inequality Chapter 9

4.1. Cultural differences theory

4.1.1. Ogbu: in order for african american students to succeed in school they must deny their own cultural identities and accept the dominant culture with is predominantly white middle class. They accept the burden of "acting white" in order to succeed.

4.1.2. Bourdieu's Theory states that the upper class gives their children access to museums, concerts and travel to other places, where as the lower class does not have the disposable income to do those types of things. He states that the upper class has an educational advantage because they provide their children with these opportunities.

4.2. School Centered Explanations for Educational Inequality

4.2.1. School financing-public schools have a combination of local, state and federal taxes revenue. When there is an area with higher property taxes, the school benefits from those as well.

4.2.2. Effective School Research-high expectations for students, strong leadership within, flexible to try new things

4.2.3. Within School Differences-different groups of students within the same school can perform differently. Students are grouped within schools all the time. There might be a group for remedial math , reading and science all within the same grade.Teachers argue that these groups are necessary for every student to learn.

5. Educational Reform Chapter 10

5.1. School Based Reforms

5.1.1. Charter Schools- first created in 1991 in Minnesota. They are public schools that anyone in a district can attend. They are free from many of the state regulations, they 'swap red tape for results'. They are predominantly self governing.

5.1.2. School to Work Opportunities Act of 1994- Then President Clinton signed into effect to allow states and their partnerships to use seed money and design the school-to-work system that works best for their area. This was designed to help education reform efforts to prepare youth for the future.

5.2. Economic Reforms

5.2.1. School Finance Reforms allowed more funding to lower income schools. Abbott vs Burke ordered that more funding was needed in the lower income districts. After the curt hearing, it was stated that more money provided a ' thorough and efficient education". Through this program , pre-school in a public school was now available.

5.2.2. Harlem Children's Zone was created by Geoffrey Canada after his experience with the Harlem area schools. He offered programs to the area that were not offered before. After a time, they noticed that the neighborhood had changed, and yet no one had moved. Kids that would never discussed college, were talking about attending the local community college. This program was very successful within the Harlem area.

6. Sociological Perspectives Chapter 4

6.1. Theoretical perspectives

6.1.1. Functionalism:

6.1.1.1. they view society as a machine, where communities work with one another to make society work

6.1.2. conflict theory

6.1.2.1. Establish by Karl Marx.

6.1.2.2. when a dominant groups to impose their will on subordinate groups though force

6.1.3. interactionalism

6.1.3.1. they critiques and analyse the functional and conflict perspective

6.2. 5 effects of schooling on individuals that have the greatest impact on students

6.2.1. 1) Knowledge and Attitude: people that have a higher education tend to be well rounded with politics and public affairs. People who have a degree have greater knowledge and social participation.

6.2.2. 2)Employment: Most students believe that to get a good job that you need a higher education to get a good job.

6.2.3. 3)Teacher behavior: A teacher is a constant role model that wears many hats. Everything a teacher does is under the microscope, by the students, parents and other colleagues

6.2.4. 4)Inadequate Schools: A public school may not have as much funding as a private school. Or the reputation of a school may hurt a students chance of succeeding because of some unfounded bias.

6.2.5. 5) Sociology and the current educational crisis: Many students come from many different backgrounds. However, the students who come from lower income and single parent households tend to have a harder time in the educational system. The difficult part is that many of these issues tent to be beyond the control of the school.

7. Philosophy of Education Chapter 5

7.1. Teaching is based in the Philosophy of Education. It is based more in practice than theory. Three key area of philosophical Inquiry help us understand the Philosophy of education.

7.1.1. Metaphysics: is a branch of philosophy exploring the nature of concepts like being, existence, and reality.

7.1.2. Epistemology: the study of the nature and grounds of knowledge in regards to its limits and validity.

7.1.3. Axiology: is the philosophical study of value

7.2. One of student-centered philosophy of education is existentialism.

7.2.1. Existentialism: a philosophical theory or approach that emphasizes the existence of the individual person as a free and responsible agent determining their own development through acts of the will.

7.2.1.1. Generic Notions: Like to pose the question of how there concern impacts the live of individuals. They believe that they are alone but need to make some sense out of the chaos they encounter in their daily lives.

7.2.1.2. Key Researchers: Soren Kierkegaard, Martin Buber, Karl Jaspers, Jean Paul Sarte, Maxine Green

7.2.1.3. Goal of Education: should focus on the needs of the individual. And that is should stress individuality.

7.2.1.4. Role of the Teacher: Teachers should understand their world and that world of their students so they can have the best worlds possible. Teachers should take risks and try to reach resistant students. That way the students can thrive.

7.2.1.5. Method of Instruction: They view learning as intensely personal. Each child learns differently and it is up to the teacher to discover what works best.

7.2.1.6. Curriculum: The curriculum should be heavily based in the humanities, such as literature.

8. Schools as Organizations Chapter 6

8.1. Major stakeholders in my district

8.1.1. Federal

8.1.1.1. US Senators: Richard Shelby (R) Doug Jones (D)

8.1.1.2. US House of Representatives: Mo Brooks (R) Alabama's 5th congressional district

8.1.2. State

8.1.2.1. Alabama State House of Representatives: Ritchie Whorton (R) District 22

8.1.2.2. Alabama State Senate: Steve Livingston (R) District 8

8.1.2.3. Alabama State Superintendent: Vacant as of Sep 13, 2017 - Michael Sentance resigned

8.1.2.4. State Board of Education: District 8 Mary Scott Hunter

8.1.2.5. Local Superintendent: Madison County Matt Massey

8.1.2.6. Local school board: Madison County District I: Mr. Nathan Curry District 2: Mrs. Angie Bates District 3: Mrs. Mary Louise Stowe District 4: Dave Weis District 5: Shere Rucker

8.2. 1. school processes

8.2.1. Identify: is an organisation of how a school system works.

8.2.2. Elements of change

8.2.2.1. Conflict: it is a necessary for of change and procress

8.2.2.2. New Behaviors must be learned: change requires new behaviors to be sucessfull

8.2.2.3. Team Building must extend to the entire school: all staff should be included or a resistance to change will persist.

8.2.2.4. Process and Content are interrelated: The process a team uses is just as important as is the content it is trying to change.

8.3. 2. school cultures.

8.3.1. Identify: School culture is a social organism that is a unity of interacting personalities.

9. Curriculum & Pedagogy Chapter 7

9.1. Curriculum Theory

9.1.1. Developmentalist Curriculum: is related to the needs and the interest of student rather than the needs of society. Also called progressivism due to the correlation of John Dewey theories in the educational philosophy of pragmatism.

9.1.2. Teachers are the facilitator of growth.

9.1.3. There is flexibility in what and how the curriculum is taught.

9.1.4. It is the believe that education becomes more alive with this theory

9.2. The dominant traditions of teaching

9.2.1. Mimetic: this is based on the viewpoint that the purpose of education is to transmit specific knowledge through lecture or presentation as the main form of communication.

9.2.2. Transformative: is that the purpose of education is to change the student in some meaningful way. Including: intellectually, creatively, spiritually, and emotionally. This view has a more multi- dimensional theory of teaching.