My Foundations of Education

Plan your projects and define important tasks and actions

Get Started. It's Free
or sign up with your email address
My Foundations of Education by Mind Map: My Foundations of Education

1. Identify and describe the elements of change with school process and school culture.

1.1. Decisions that will focus on establishing efficient behavior and a process to achieve the students goals.

1.2. Political compromises that result from social reality.

1.3. The power to create schools that are more zoned in on the student's needs for a experiments, cooperative, and culture-connected learning.

2. Philosophy of Education Chapter 5

2.1. Pragmatism

2.1.1. Generic Notions - Dewey's form was reveled on psychology, behaviorism, and philosophy. After theory of evolution, Dewey then believed the realization of attainment of a better society through education. From that point the school was recognized as "embryonic community" where the students would learn multiple skills from experimentally and from books.

2.1.2. Goal of Education - Dewey's idea of schools was demonstrated in social order. His idea for the students was to lead them into a democratic society.

2.1.3. Role of the teacher - The teacher is no longer described to be authoritative., but more like a facilitator. The teacher will only offer suggestions, questions, and helps plan and implement the coarse of study.

2.1.4. Dewey believes that children should learn both individually as well as in groups. Today this method is referred to as problem- solving or inquiry method.

2.1.5. Curriculum- Schools follow Dewey's curriculum. In the curriculum all the academic and vocational disciplines are in a integrated and interconnected way.

2.2. Existentialism

2.2.1. Curriculum- Existentialists and phenomenologists chose curriculum that is biased toward humanities.. Art and music also encourages interaction.

2.2.2. Generic Notions

2.2.2.1. Existentialists think that people are placed on the earth and must make sense of the chaos they encounter.

2.2.2.2. Phenomenologists are concerned with the way objects present themselves and how people order those objects.

2.2.3. Goal of Education - Existentialists believe that education should focus on the needs of students, both cognitively and effectively.

2.2.4. Role of the Teacher- Teachers must understand their students world in order to help their student achieve the best they can.

2.2.5. Methods of Instruction- Existentialist and phenomenologists is against the methods that are currently taught in the schools of education.

3. Politics of Education Chapter 2

3.1. Four Purposes of Education

3.1.1. Intellectual Purpose- To teach basic cognitive skills such as reading, reading, writing, and mathematics; to transmit specific knowledge; and to help students acquire higher thinking skills such as analysis, evaluation, and synthesis.

3.1.2. Political Purpose- To inculcate allegiance to the existing political order; to prepare students who will participate in this political order; to help assimilate diverse cultural groups into a common political order; and to teach children the basic laws of society.

3.1.3. Social Purposes- To help solve social problems; to work as one of many institutions, such as family and the church to unsure social cohesion; and to socialize children into the various roles, behaviors, and values of the society.

3.1.4. Economic Purpose- To prepare students for their later occupational roles and to select, train, and allocate individuals into the division of labor.

3.2. Perspectives for the roll of the school, explanations of unequal performance, and definition of educational problems.

3.2.1. Explanations of unequal performance- Radicals believe that students from lower socioeconomic backgrounds begin school with unequal opportunities. Radicals believe that the condition results in educational failure and are caused by the economic system, not the education system.

3.2.2. The roll of school- The conservative perspective sees the role of school as providing the necessary educational training to ensure that the most talented and hard-working individuals receive the tools necessary to maximize economic and social productivity.

3.2.3. Educational Problems- The radicals share their thoughts by stating the educational system has failed the poor, minorities, and women through classiest, racist, and sexist, and homophobic. As well as stating the traditional curriculum as being the same.

4. Sociological Perspectives Chapter 4

4.1. Theoretical perspective concerning the relationship between school and society.

4.1.1. Internationalism- International theories about the school and society are primarily critiques and extensions of the functional and conflict perspectives. The critique from the observation that functional theories are very abstract, and emphasize structure and process at a very general level.

4.1.2. Functionalists view society as a kind of machine, where one part articulates with another to produce the dynamic energy required to make society work. Emile Durkheim believes that education had taken different form at different times and places. Durkheim believed education in virtually all societies was of critical importance in creating moral unity necessary for social cohesion and harmony.

4.1.3. Conflict Theory- Not every socialist of education believe that their society held together shared values alone. Some believe that the social order is not based on some collective agreement, but on the ability of dominant groups to impose their will on subordinate groups through force an manipulation. From a conflict point, schools are similar to social battlefields, where students struggle against teachers, teacher against administrators, etc.

4.2. 5 Effects of schooling on individuals.

4.2.1. Employment- Students believe that graduating from college will lead to greater employment opportunities.

4.2.2. Teacher Behavior- Teachers have a huge impact on student learning and behavior. Teacher are extremely busy people; they must also wear many different occupational hats.

4.2.3. Tracking- Tracking refers to the placement of students as curricular programs based on students abilities and inclinations (In the reality it has been found in studies that tracking is often based on other criteria, such as students class or race).

4.2.4. Gender- Another way schools reproduce inequalities is through gender discrimination (men and women do not share equally in the U.S. society).

4.2.5. Education and Mobility- The belief that occupational and social mobility begins at the schoolhouse door is a critical component of the American ethos.

5. History of U.S. Education Chapter 3

5.1. A influential reform movement that has significant influence on education.

5.1.1. Education for Woman and African Americans

5.1.1.1. Most woman had the role as the homemaker/ By the middle of the 19th century a significant amount of girls attended elementary education schools. Eventually education for women expanded.

5.1.1.2. African Americans were limited. By 1868, the Freedman's Bureau helped to establish historical black schools.

5.2. Historical Interpretation of U.S. Education

5.2.1. The Democratic-Liberal School believes that the history of U.S. Education involves the progressive evolution of a school system committed to providing equality of opportunity for all. They also believe historians suggest that each period of education opportunities to larger segments of the population and to reject the conservative view.

6. Schools and Organizations Chapter 6

6.1. Major stakeholders in Madison County, Alabama

6.1.1. Superintendent

6.1.1.1. Madison County - Matt Massey

6.1.1.2. Alabama State- Ed Richardson

6.1.2. Local Education Board Members

6.1.2.1. District 1: Nathan Curry

6.1.2.2. District 2: Angie Bates

6.1.2.3. Mary Louise Stowe

6.1.2.4. Dave Weis

6.1.2.5. Shere Rucker

6.1.3. Senators

6.1.3.1. Local Level

6.1.3.1.1. Steve Livingston

6.1.3.2. Federal Level

6.1.3.2.1. Roy Moore

6.1.3.2.2. Richard Shelby

6.1.3.2.3. Jim Patterson

6.1.4. House of Representative

6.1.4.1. Laura Hall

6.1.4.2. Howard Sanderford

6.1.4.3. Jim Patterson

6.1.5. Representative of State School Board

6.1.5.1. Mary Scott Hunter

7. Curriculum, Pedagogy, and the Transmission of Knowledge Chapter 7

7.1. Explain a curriculum theory which you advocate.

7.1.1. Humanism- Is a curriculum based on having students relate to the cultural traditions of society. Academic subjects should be surround literature, history, foreign language, the arts, and science.

7.1.2. Social Efficiency- A curriculum based on serving the needs of the economy. Designed to prepare students for the workforce.

7.1.3. Social meliorist- Curriculum based on social improvement and change. Based on reform movement in American Education.

7.1.4. Developmentalist- Creates the curriculum around the psychological development of the student. It focuses the needs on the individual student.

7.2. Identify and describe the two dominant traditions of teaching.

7.2.1. Traditional-curriculum that is content-based and formed around the core disciplines.

7.2.2. Progressive- More democratic, tend to do more with group projects rather than individual performance for grades.

8. Equality of Opportunity Chapter 8

8.1. Describe how race, class, and gender each impact educational outcomes.

8.1.1. Class- Students labeled in different classes have different experiences. Several goes into play for this side effect, such as money.

8.1.2. Race- Society is still caught up on race, regardless that it is no longer a issue minorities do not receive the same educational opportunities as others.

8.1.3. Gender- Gender is related to his/her educational attainment. Today females show that they are less likely to drop out of schools than males.

8.2. 2 Responses to the Coleman Study from 1982

8.2.1. The debate over the high school achievement findings centered on the interpretations attached to the magnitude of the findings. Studies have compared public and private schools and that private schools always seem to do better.

8.2.2. An individual that goes to school is related to his/her race and background, but the race of the school has a greater effect on a students achievements.

9. Explanations of Educational Inequality Chapter 9

9.1. 2 Types of of cultural differences theory.

9.1.1. John Ogbu argues that African American children do not do as well in school because they adapt to their position in class.

9.1.2. Bourdieu recognizes that income and wealth are still important in providing affluent families with an educational advantage.

9.2. Describe 4 school- centered explanations for educational inequality.

9.2.1. School Financing- public schools are financed through a combination of revenues from local, state, and federal sources.

9.2.2. Effective School Research- School- centered process help to explain unequal achievement by different groups of students.

9.2.3. Curriculum and Pedagogic Practices- This is a research that points out differences in a schools academic performances.

9.2.4. Curriculum and Ability Grouping- This fact states that different groups of students in a school can perform very differently and that their might be school characteristics affecting their outcome.

10. Educational Reform and School Improvement Chapter 10

10.1. 2 School- based reforms.

10.1.1. Charter schools- Charter schools are facilities free from regulations applied to most public schools; however, they are responsible for the children's performance.

10.1.2. Privatization- Private education companies are becoming more involved in pubic education in multiple ways.

10.2. Describe 2 societal, economic, community, or political reforms.

10.2.1. School Finance Reform- Rodriguez vs. San Antonio declared there is no unequal education, school finance equity and adequacy advocates litigated at the state level.

10.2.2. Connecting School, Community, and Societal Reforms- The University of Chicago demonstrates that a combination of school, community, and societal level reforms are necessary to reduce the achievement gap.