1. CH 3 History of Education
1.1. One of the most influential movements for education was the struggle for free public education led by a man named Horace Mann of Massachusetts. He was a successful attorney who lobbied to create a state board of education. Massachusetts legislature created one in 1837 and Horace became its secretary for the next 11 years. Partly due to his efforts, the first teacher training school came to be.
1.2. The Democratic-Liberal interpretation of U.S. Education is that it involves the progress of evolution of the school system by providing equality of opportunity for all.
2. CH 2 Politics of Education
2.1. 4 Purposes of Schooling
2.1.1. The intellectual purposes of schooling are to teach basic cognitive skills such as reading, writing, and mathematics; to transmit specific knowledge (literature, history, science, etc.) and to help students acquire higher-order thinking skills such as analysis, evaluation, and synthesis.
2.1.2. The political purposes of schooling are to inculcate allegiance to the existing political order (patriotism); to prepare citizens who will participate in this political order (in political democracies); to help assimilate diverse cultural groups into a common political order; and to teach children the basic laws of the society.
2.1.3. The social purposes of schooling are to help solve social problems; to work as one of many institutions, such as the family and the church (or synagogue) to ensure social cohesion; and to socialize children into the various roles, behaviors, and values of the society.
2.1.4. The economic purposes of schooling are 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 educational training to ensure the most talented and hard-working individuals receive the tools necessary to maximize economic and social productivity.
2.2.2. Liberal perspective: sees the role of the school as providing the necessary education to ensure equal opportunity for all to succeed in society; culturally diverse.
2.2.3. Radical prospective: sees the role of the school as perpetuating the society and serving those interest with economic wealth and political power.
2.3. Unequal Education Performance
2.3.1. Conservative: argue that individuals rise and fall on their own merit.
2.3.2. Liberal: argue that individuals begin school with different life chances and therefore groups have a significant advantage.
2.3.3. Radical: argue that students from lower socioeconomic backgrounds begin school with unequal opportunities; they blame the economic system, not the educational one.
2.4. Definition of Educational Problems
2.4.1. Decline of Standards: reduced educational quality due to lower academic standards.
2.4.2. Decline of Cultural Literacy: "watered down" versions of Western Civ/ American History due to multicultural education.
2.4.3. Decline of Values or of Civilization: schools are not responsible to teach moral standards and values anymore.
2.4.4. Decline of Authority: cannot punish students anymore.
2.4.5. State Controlled Schools and immune from laws of a competitive free market.
3. CH 4 Sociological Perspectives
3.1. Functionalism
3.1.1. Functionalist view of schools are that they are integral in the harmony and cohesion of society
3.1.2. Functionalist view society as one part of a machine that must work together.
3.2. Conflict Theory
3.2.1. Conflict sociologist view schools as "battlefields." Student against teacher; teacher against administration, etc.
3.2.2. Conflict sociologist view society as one dominate should enforce their views on the many through force and manipulation.
3.3. Interactionalism
3.3.1. Interactional theorist view schools as analytical problems to be analyzed. The theorist take everyday ordinary interactions and analyze them.
3.3.2. Interactional theorist view society the same way.
3.4. 5 Effects of Schooling on Individuals
3.4.1. Employment
3.4.1.1. You need a higher education to get a better job, to make more money.
3.4.2. Mobility
3.4.2.1. Where people go to school affects their mobility.
3.4.3. Teacher Behavior
3.4.3.1. Teachers must wear different hats, such as, instructor, disciplinarian, employer, friend, confidant, and educator.
3.4.4. Student Peer Groups
3.4.4.1. Nobody wants to be labeled a nerd. This can lead to alienation and even violence.
4. CH 5 Philosophy of Education
4.1. Pragmatism is a philosophy that encourages people to find processes that work in order to achieve their desired goals. Although pragmatist study history, they are far more focused on present day. They are action oriented, experientally grounded, and more concerned with "What will work to achieve my desired end?"
4.1.1. Generic Notions
4.1.1.1. "Progressive" ideas, such as, proposing that educators start with the childs needs and interest first.
4.1.1.2. Believing the child should participate in planning his/her course of study.
4.1.1.3. Employs project method or group learning
4.1.1.4. Depends heavily on experiential learning
4.1.2. Key Researchers
4.1.2.1. George Sanders Peirce (1839-1914)
4.1.2.2. William James (1842-1910)
4.1.2.3. John Dewey (1859-1952)
4.1.2.4. Frances Bacon, John Locke, and Jean-Jacques Rousseau
4.1.3. Goal of Education
4.1.3.1. Dewey believed the school system is rooted in the social order. He believed schools should balance the needs of society and community on one hand an the needs of the individual on the other.
4.1.4. Role of the Teacher
4.1.4.1. Instead of an authoritative figure, the role of a pragmatic teacher usually assumes more of a facilitator role of encouraging, offering suggestions, asking questions, and helping plan courses of study.
4.1.5. Method of Instruction
4.1.5.1. Formal instruction was abandon. Today, we refer to this method of instruction as the problem-solving or inquiry method. Traditional schools were replaced with individualized study, problem solving, and the project method.
4.1.6. Curriculum
4.1.6.1. Core curriculum or integrated curriculum mixes traditional disciplines and student-centered learning. Teachers are not fixed to a curriculum, but an every changing according to the childrens' likes and interest.
5. CH 6 Schools as Organizations
5.1. President: Donald J. Trump
5.2. Alabama Governor: Kay Ivey
5.3. Alabama Senators: Richard Shelby and Luther Strange
5.4. Alabama Congressman: Mo Brooks
5.5. AL State Senators For Limestone and Madison County
5.5.1. District 1 Tim Melson
5.5.2. District 2 William L. Holtzclaw
5.5.3. District 3 Arthur Orr
5.5.4. District 7 Paul Sanford
5.5.5. District 8 Steve Livingston
5.6. AL State Representatives For Limestone and Madison County
5.6.1. House District 2 Lynn Greer
5.6.2. House District 4 (remains open)
5.6.3. House District 6 Phil Williams
5.6.4. House District 19 Laura Hall
5.6.5. House District 20 Howard Sanderford
5.6.6. House District 21 Jim Patterson
5.7. Alabama State Board of Education
5.7.1. President: Gov. Kay Ivey
5.7.2. Vice President: Stephanie Bell, District 3
5.7.3. President Pro Tem: Dr. Cynthia Sanders McCarty, District 6
5.7.4. Secretary & Executive Officer: Ed Richardson (also AL state superintendent)
5.7.5. Jackie Zeigler, District 1
5.7.6. Betty Peters, District 2
5.7.7. Yvette M. Richardson Ed.D, District 4
5.7.8. Ella B. Bell, District 5
5.7.9. Jeffery Newman, District 7
5.7.10. Mary Scott Hunter, District 8
5.8. Madison Board of Education
5.8.1. Madison Superintendent: Robby Parker
5.8.2. President: Ranae Bartlett
5.8.3. Vice President: Tim Holtcamp
5.8.4. Connie Cox Spears
5.8.5. David Hergenroeder
5.8.6. Luis Javier Ferrer
5.9. Huntsville Board of Education
5.9.1. Superintendent: Dr. Matt Akin
5.9.2. President: Elisa Ferrell
5.9.3. Vice President: Walker McGinnis
5.9.4. Third Presiding Officer: Beth Wilder
5.9.5. Michelle Watkins
5.9.6. Pam Hill
5.10. A few elements of change within school processes and school culture are (1) conflict, (2) Learning new behaviors, (3) Learning team building, and (4) Connecting process and content.
5.10.1. "Conflict is a necessary part of change." (pg.232). Although conflict is not encouraged, it brings up otherwise unnoticed issues.
5.10.2. Learning new behaviors includes building trust, communication, collaboration, and conflict resolution.
5.10.3. Learning team building is important and must extend to the entire school. Shared decision making is essential to ensure there is not any exclusion.
5.10.4. Process and content
6. CH 7 Curriculum and Pedagogy
6.1. My Curriculum Theory : It is not fair to pick just one because I believe I am a well round mix of all four. Humanist; I definitely believe liberal arts is an important part of a well rounded education; I do not believe it is the 'cornerstone' of education. Social efficiency; I do believe there should be different types of schooling for groups with different needs and aspirations. Like Dewey, I believe in an individualized and flexible schedule. I believe there should be standardized testing (once a year is more than enough). Developmentalist; I believe the needs and wants of the student are important when planning the curriculum. Social meliorist or contemporary critical curriculum theory; I believe we should teach students to change to world.
6.2. Two dominant traditions of teaching
6.2.1. The "mimetic" "What the teacher knows, the student shall know." Consist of 5 steps: 1.) Test 2.) Present 3.) Perform/Evaluate 4.) Correct, reward, fix (possible remedial loop) 5.) Advance
6.2.2. The "transformative" is the transformation of "character, morals, and virtue" (p319) more commonly called "attitudes, values, and interests." Consist of 3 steps: 1.) Personal modeling 2.) "Soft" suasion" kinda proof of demonstration 3.) Use of narrative ( the moral nature of parables, myths, and stories.