1. Chapter 5: Philosophy of Education
1.1. Describe the particular world view of one of student-centered philosophy of education (pragmatism or existentialism).
1.1.1. Generic Notations
1.1.1.1. We must make sense on our own about the chaos that we encounter. We create both order and chaos.
1.1.2. Key Researchers
1.1.2.1. Soren Kierkergaard, Sartre, and Martin Buber
1.1.3. Goal of Education
1.1.3.1. Focus on the need of the individual.
1.1.4. Role of Teacher
1.1.4.1. Help students learn to master Introspection.
1.1.5. Method of Instruction
1.1.5.1. I-Thou approach - teacher and student work together and learn cooperatively. Both constantly learning.
1.1.6. Curriculum
1.1.6.1. Art, drama, and music. Heavily bases toward the humanities.
2. Chapter 2: Politics of Education
2.1. Identify the four purposes of education.
2.1.1. Intellectual
2.1.1.1. To pass along specific knowledge and the ability to use higher order thinking.
2.1.2. Political
2.1.2.1. To teach and assimilate the current political structure and to become citizens.
2.1.3. Social
2.1.3.1. To help children learn how to interact with their peers and people in different environments.
2.1.4. Econmic
2.1.4.1. To provide the students with the ideal knowledge to work in an economic environment.
2.2. Choose and describe a perspective for each of the following:
2.2.1. Role of Schools
2.2.1.1. The conservative perspective is that EACH child should have equal and ample opportunity to the educational process.
2.2.2. Explanation of Unequal Performance
2.2.2.1. The conservative perspective: Students are individuals. Hard work, achievement, and initiative are up to the individual regardless of environment.
2.2.3. Definition of Education Problems
2.2.3.1. Conservative View
2.2.3.1.1. 1. Lower acedmic standards.
2.2.3.1.2. 2. Weakened traditional heritage curriculum.
2.2.3.1.3. 3. Lost teachers role in values.
2.2.3.1.4. 4. Lack of discipline.
2.2.3.1.5. 5. Stifled by buracracy and inefficiency.
3. Chapter 3: History of U.S. Education
3.1. Choose and describe a reform movement that you think has had the most influence on education.
3.1.1. The Effective Schools Movement
3.1.1.1. This movement pushed for all children to be able to have a secondary education. This allowed for low-income students the opportunity to continue their education past primary school.
3.2. Choose and describe one historical interpretation of U.S. Education.
3.2.1. Democratic-Liberal Interpration
3.2.1.1. This is a more progressive view about how education should grow and allow for students to receive equal opportunity for an education.
4. Chapter 4: Sociological Perspectives
4.1. Define each of the theoretical perspectives concerning the relationship between school and society:
4.1.1. Functionalism
4.1.1.1. Functionalism views society as a machine and part of the machine is the school system.
4.1.2. Conflict Theory
4.1.2.1. This theory is held together by economics, politics, culture, and military. Schools are like social battlefields.
4.1.3. Interactionalism
4.1.3.1. Focuses primarily on the relationship of school and society on a more minute scale.
4.2. Identify and describe 5 effects of schooling on individuals that you think have the greatest impact on students
4.2.1. 1. Employment - this is one of the main goals of teaching in general. To help create in individuals the ability to be employable.
4.2.2. 2. Mobility - this is the ability to move beyond our current circumstance to a place "higher" on the social and economic ladder.
4.2.3. 3. Teacher Behavior - is how teachers interact with students. Teachers make large impacts on the students that they teach.
4.2.4. 4. Inadequate Schools - Schools that are not fully prepared to give students the education they deserve can have a big impact on communities. They must be ready to serve students as whole individuals.
4.2.5. 5. Gender - The role of gender in schools can cause students who might thrive in some schools falter in others. But also boys in general get more attention than girls do, both negative and positive.
5. Chapter 6: Schools as Organizations
5.1. Identify major stakeholders in YOUR district by name (Federal Alabama senators and House of Representative, state senator and house of representative, state superintendent, representative on state school board, local superintendent, and all members on local school board)
5.1.1. Federal Alabama senators and House of Representative
5.1.1.1. Mo Brooks (R) 5th District - House Rep.
5.1.1.2. Richard Shelby - Senator
5.1.2. State senator and House of Representative
5.1.2.1. Sen. Tim Melson (R-1)
5.1.2.2. Rep. Danny Crawford (R-5)
5.1.3. State superintendent
5.1.3.1. Ed Richardson (Interim)
5.1.4. representative on state school board
5.1.4.1. Mary Scott Hunter
5.1.5. local superintendent
5.1.5.1. Dr. Tom Sisk
5.1.6. all members on local school board
5.1.6.1. Earl Glaze
5.1.6.2. Charles Shoulders
5.1.6.3. Brett McGill
5.1.6.4. Ronald Christ
5.1.6.5. Edward Winter
5.1.6.6. Bradley Young
5.1.6.7. Anthony Hilliard
5.2. Identify and describe the elements of change within 1. school processes and 2. school cultures.
5.2.1. School Processes
5.2.1.1. Conflict is the essence of change and you cannot have change without it.
5.2.1.2. New behaviors are essential and must be learned.
5.2.1.3. Team building is a very important part of the school process and must extend to the entire school.
5.2.2. School Cultures
5.2.2.1. Definite population - They have a specific group of people that change year to year.
5.2.2.2. Political Structure - Each school has a structure that arises from the social interactions.
5.2.2.3. Compact Network - Social Networks
5.2.2.4. "We Feeling" - The idea of a group culture.
5.2.2.5. Distinct "own" culture
6. Chapter Seven: Curriculum, Pedagogy, and the Transmission of Knowledge
6.1. Explain a curriculum theory which you advocate (humanist, social efficiency, developmentalist, or social meliorist).
6.1.1. Developmentalist
6.1.1.1. This curriculum theory is based on the needs and interest of the student rather than that of society. It also stresses the need to relate to life experiences.
6.2. Identify and describe the two dominant traditions of teaching.
6.2.1. mimetic tradition
6.2.1.1. This tradition states that the distribution of knowledge is the purpose of education.
6.2.2. transformative tradition
6.2.2.1. This tradition that it is the role of the teacher to help change students for the better.
7. Chapter Eight: Equality of Opportunity and Educational Outcomes
7.1. Describe how class, race, and gender each impact educational outcomes.
7.1.1. Class
7.1.1.1. Peer groups have a distinct influence on their attitudes on learning. Class is directly related to the achievement and educational attainment.
7.1.2. Race
7.1.2.1. Research shows that race has a large impact on how likely the student is to drop out of high school.
7.1.3. Gender
7.1.3.1. Males tend to outperform females in Mathematics, but female students tend to do better in writing. Although in the past women did not generally attain the same level of education, today women tend to out perform males.
7.2. What were the two responses to the Coleman Study from 1982? (There are several but focus on 1982 responses.)
7.2.1. They found that private schools out performed in every area public schools.
7.2.2. They found that Catholic schools estimated yearly gain was more than that of public schools.
8. Chapter Nine: Explanations of Educational Inequality
8.1. Explain at least two types of cultural differences theory (page 424-427)
8.1.1. Ogbu's macrosociological
8.1.1.1. working class students adapt unequal aspects of the class structure.
8.1.2. Bourdieu's
8.1.2.1. Rich families give children the ability to flourish easier than poor families.
8.2. Describe at least four school-centered (not student-centered) explanations for educational inequality.
8.2.1. School Financing
8.2.1.1. Private schools outperform publicly funded schools.
8.2.2. Effective schools research
8.2.2.1. It changes how we observe schools.
8.2.3. Curriculum and Pedagogic Practices
8.2.3.1. This explains how and why students learn.
8.2.4. Ability grouping
8.2.4.1. schools tend to group students by how they perform.
9. Chapter Ten: Educational Reform and School Improvement
9.1. Describe two school-based reforms (school-based, school-business partnerships, privatization, school-to-work programs, teacher education or teacher quality)
9.1.1. Teacher quality
9.1.1.1. This reform is based on the quality of teachers so that better teachers make batter students.
9.1.2. school-to-work
9.1.2.1. This reform helps students have jobs already after graduating or helping them to be prepared for college.
9.2. Describe at least two societal, economic, community, or political reforms that impact education.
9.2.1. NCLB
9.2.1.1. This was started by president Bush. This meant that students had to be provided with equal opportunity to learn.
9.2.2. Race to the Top
9.2.2.1. This was Obama's reform that was meant to turn around lower performing schools and helping students to be prepared better for college.