My Foundations of Education

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My Foundations of Education by Mind Map: My Foundations of Education

1. Politics of Education

1.1. The Four Purposes of Education

1.1.1. 1. Intellectual purposes: Teaches basic cognitive skills (reading, writing, math) to transmit knowledge and help students acquire higher order thinking (analysis, evaluation, synthesis)

1.1.2. 3. Social purposes: Solve social problems. Helps people "fit in" their groups (church, school, work). Teaches kids how to behave in society.

1.1.3. 2. Political purposes: Prepares citizens to participate in the political order. This brings everyone into a common order and teach laws of society.

1.1.4. 4. Economic purposes: This teaches individuals how to train and learn for specific labor in society.

1.2. Perspectives

1.2.1. 1. Roles of the School: The conservative perspective provides the needed tools to the talented and hard working. Necessary for economic and social stability.

1.2.2. 2. Explanations of Unequal Education Performance: The conservatives argue that depending on someone's ethic, intelligence, and work will lead to someone's rise or fall. Everyone has opportunity to succeed.

1.2.3. 3. Definitions of Educational Problems

1.2.3.1. 1. Conservatives saw a decline of standards when liberals and radicals called for equality and schools lowered academic standards.

1.2.3.2. 2. Conservatives saw a decline of literacy when liberals and radicals called for multicultural education. Traditional curriculum was less supported.

1.2.3.3. 3. Conservatives saw a decline of values when schools lost the role of teaching moral standards and values. Cultural relativism.

1.2.3.4. 4. Conservatives saw a decline of authority when schools lost their traditional disciplinary function and often became chaotic. Demands for individuality and freedom.

1.2.3.5. 5. Schools are inefficient and stifled by bureaucracy. No competitive free market so no standards.

2. Chapter 3:

2.1. The reform movement that caused the greatest influence was giving women and African-Americans the right to education. They added many experiences and possibilities for everyone and broadened the outlook and possibilities for all.

2.2. The conservative perspective was an interpretation that saw the protection of many rights and wanted to protect what we have.

3. Chapter 4:

3.1. Theoretical Perspectives

3.1.1. Functional Theories focus on the social aspect of learning, seeing how each person interacts with another to produce a result.

3.1.2. Conflict Theories focus on competition to be blunt. A dominant group sets to be above the smaller groups, driving them to be better and assert themselves.

3.1.3. Interactional theories are broad generalizations of the other two theories. They focus on the big picture and how the students interact with one another and go to ask questions and reach conclusions.

3.2. Effects of Schooling

3.2.1. Knowledge and attitude are the greatest of the effects cause it teaches students many different perspectives and gives them a better understanding.

3.2.2. Employment gives them opportunity to find a job in a field they would like and gives them the tools to make it.

3.2.3. Student groups and peers are also important cause it helps build bonds and teaches how to interact. Building relationships is big in cultures.

3.2.4. Schooling brings cultures and genders together. It can give respect and bring a sense of "sameness" to each and give respect for each other.

3.2.5. Teacher behavior is important cause a teacher's passion can drive a student to love something more than someone with a teacher who just goes through a routine. Teachers who care carry their students further.

4. Chapter 5:

4.1. Pragmatism is the belief that an ideology should focus on the practical instead of the unpractical. Teaching should be centered around the areas that a student needs. William James, C.S. Pierce, and John Dewey were main classical researchers for this philosophical movement. The curriculum focuses on the abstract, causing much thought and consideration for students. Asking open-ended questions is good for this method.

5. Chapter 6:

5.1. Senators: Luther Strange and Richard Shelby. Representative: Mo Brooks. State Superintendent: Michael Sentance (resigned) Representative on SBOE: Jeffrey Newman. Local Superintendent: Thomas Sisk. Local SBOE members: Earl Glaze, Brett McGill, Edward Winter, Anthony Hilliard, Charles Shoulders, Ronald Christ, Bradley Young

5.2. School Processes are more open now. Children are not forced to learn certain things and things are more democratic. The option is up to them on what they pursue. School cultures are more common. There is plenty of adversity with the schools attempting to adhere to each and every cultures needs. Private schools are more prevalent.

6. Chapter 7:

6.1. I advocate the developmentalist curriculum theory. It focuses on the student and their needs more-so than what society wants from them. It lets students learn what they see fit and does not force them to conform.

7. Chapter 8:

7.1. Class: Upper and middle class expect their children to finish school (more likely based on expense). More middle class usually leads to higher expectations academically. Less expectations of lower classes. Race: White students have a low drop out rate along with African-Americans. Hispanics drop out at an 18% clip. Gender: Woman are more likely to read better than males and drop out at a lower rate. Males perform better in mathematics. The discrepancies have reduced over time.

7.2. Response 1: Catholic Schools are great for low income minorities. Public and Private schools are still at the top while Public schools provide the best opportunities for lower and middle class and give advantages over others. Response 2: Race and socioeconomic status play a major role, more than class and race. Segregation between students, mostly middle class, causes gaps in student achievements.

8. Chapter 9:

8.1. Theory 1: Working class and nonwhite students resist the dominant cultures of the school. They refuse to conform to white culture and become antischool and do their own thing academically. Theory 2: African American students adapt to their oppressed position instead of pursuing greater learning. They mold into what is seen as fitting for African Americans as a race.

8.2. 1. School Financing is where certain schools are provided with greater opportunities than poorer schools. Better academic opportunities are available. 2. Effective School Research examined schools instead of the students to see if they would be able to provide opportunities of the highest level. This gives potential for the working class and African American students. 3. Curriculum and Pedagogic differences between schools deals with how schools offer different opportunities for different backgrounds and how it affects their demographic. 4. Curriculum and Ability differences within schools affects students by how they group and where they gravitate to. Their abilities and what they are good at affect what they take and how they respond to curriculum.

9. Chapter 10:

9.1. School-Business Partnerships dealt with businesses becoming worried that schools were not providing ready graduates to further their businesses. They then formed partnerships with schools to provide training and even included scholarships for poorer students. Privitization has become increasingly like public schooling because it is becoming more available. The effectiveness is not readily observed, yet it is becoming common.

9.2. School or district takeover is resulting in ultimate accountability. State education agencies take control of school districts in order to mandate and maintain schools. Finance reforms, state funding, federal funding, and such, have resulted in great reform and opportunities since it was ruled that equal education is not privileged. This leads to better funding for some schools and greater opportunities for others.