1. Chapter 2: Politics of Education
1.1. 1. Identify and describe the four purposes of education.
1.1.1. 1. The Intellectual purposes of schooling are to teach basic cognitive skills such as reading, writing, and mathematics; to transmit specific knowledge (e.g. in literature, history, the sciences, ect.); and to help students to acquire higher-order thinking skills such as analysis, evaluation, and synthesis.
1.1.2. 2. The political purposes of schooling are to included allegiance to the existing political order (patriotism); to prepare citizens who will participate in this political order (e.g. in political democracies); to help assimilate diverse cultural groups into a common political order; and to teach children the basic laws of society.
1.1.3. 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. This process, referred to by sociologists as socialization, is a key ingredient to the stability of any society.
1.1.4. 4. The economic purposes of schooling are to prepare students for their later occupational roles and to select, train, and allocate individuals to the division of labor. The degree to which schools directly prepare students for work varies from society, but most schools have at least indirect roles for this process.
1.2. 2. Choose and describe a perspective for each of the following.
1.2.1. 1. The role of the school
1.2.1.1. The conservative perspective is the role of the school by providing the necessary educational training to ensure that the most talented and hard-working individuals receive the tools necessary to maximize the economic and social productivity.
1.2.1.2. The liberal perspective, while also stressing the training and socializing function of the school, sees the aims as a little differently.
1.2.1.3. The radical perspective likewise has a significantly different view of what the schools role is.
1.2.2. 2. Explanations of unequal performance
1.2.2.1. Schooling has not sufficiently provided a reduction in inequality of results, and as educational achievement is closely related to student socioeconomic backgrounds. Then the explanation of why certain groups, particular from lower socioeconomic background perform less well in schools is a crucial one.
1.2.3. 3. Definition of educational problems
1.2.3.1. Conservatives often believe that because they are state controlled that they are immune from the laws of a competitive free market, schools are stifled by bureaucracy and inefficiency.
1.2.3.2. Liberals often believe that the traditional curriculum leaves out the diverse cultures of the groups that comprise the pluralistic society.
1.2.3.3. The radical perspective believes the educational system promotes inequality of both opportunity and results.
2. Chapter 3: History of U.S. Education
2.1. 1. Choose and describe a reform movement that you think has had the most influence on education
2.1.1. In the Educational Reaction and Reform Standards Era: 1980s-2012 it talks about the school choice movement. It talks about that parents have the right to choose what school that their children attended instead of the zoning area. I disagree with this because if all parents had their choice then we would have some schools overcrowded and some with little or no children. In the town, I live in we have three elementary school K-4. I was fortunate that my boys attended the one I wanted, because we lived in that district. Had we of not lived in the district they would have gone to the one we lived in. In the No Child Left Behind I feel like this is great. All children no matter what their ability in life is has the right to an education. It may not be the same as all the others but they will be equipped with what they need in life. I know that is hard for some to agree with but all children need to have the opportunity to be exposed to school no matter at what level it is.
2.2. 2. Choose and describe one historical interpretation of U.S. Education.
2.2.1. The Democratic-Liberal School was committed to providing equality of opportunity for all. I agree with this because all students deserve to have the opportunity to attend some type of school. I understand that all children can’t learn on the same level but they still have the right to some type of schooling where it is regular schooling or life skills. I have been in the system working at one point and time and have seen how some of the teachers don’t want certain students in their class because of this and that. Most of the day these students are in a classroom by their selves. I feel that they have the right to be included in some even if it is P.E. and lunch at least they have some type inclusion.
3. Chapter 4: Sociological Perspectives
3.1. 1. Define the theatrical perspective concerning the relationship between school and society.
3.1.1. 1. Theoretical
3.1.1.1. From the Theoretical perspectives it should be apparent to you that the sociology of education is a contentious field and that the questions sociologists ask about the relation between school and society are fundamental and complex. A good definition of theory is "an integration of all known principals, laws, and information pertaining to a specific area of study. Theory is like an X-ray machine; it allows one to see past the visible and obvious, and examine the hidden structure. However, theoretical pictures of society are seldom crystal clear or easy to interpret.
3.1.2. 2. Functionalism
3.1.2.1. Functional sociologist begin with a picture of society that stresses the interdependence of the social system; these researchers often examine how well the parts are integrated with each other. While Durkheim recognized that education had taken different forms at different times and places, he believed that education, in virtually all societies, was of crucial importance in creating the moral unity necessary for social cohesion and harmony. Durkheim believed that moral values were the foundation of society. Functionalists tend to assume that consensus is the normal state in society and that conflict represents a breakdown of shared values. In a highly integrated well functioning society, schools socialize students into the appropriate values, and sort and select students according to their abilities. Educational reform, then, from a functional point of view, is supposed to create structures, programs, and curricula that are technology advanced, rational, and encourage social unity.
3.1.3. 3. Conflict theory
3.1.3.1. In this view, the glue of society is economic, political, cultural, and military power. Clearly, conflict sociologists do not see the relation between school and society as unproblematic or straightforward. Whereas functionalists emphasize between school and society as umproblematic or straightforward. Whereas functionalists emphasize cohesion in explaining social order, conflict sociologists emphasize struggle. From a conflict point of view, schools are similar to social battlefields where students struggle against teachers, teachers against administrators, and so on.
3.1.4. 4. Interactionism
3.1.4.1. International theories about the relation of school and society are primarily critiques and extensions of the functional and conflict perspectives. The critique arises from the observation that functional and conflict theories are very abstract, and emphasize structure and process at a very general (macro-sociological) level of analysis. International theories attempt to make the commonplace strange by turning on their heads everyday taken-for-granted behaviors and interactions between students and students, and between students and teachers. It is exactly what one does not question that is most problematic at a deep level. The process by which students are labeled gifted or learning disabled are, from a interactional point of view, important to analyze, because such processes carry with them many implict assumptions about learning and children.
3.2. 2. Identify and describe 5 effects of schooling on individuals that you think have the greatest impact on students as explained in the book (there are 10 between pages 121-128).
3.2.1. 1) Knowledge and Attitudes-Nobody argues that schools have no impact on student development, but there are sharp divisions among researchers about how significant school affects are, when considering students’ social class background. Generally, it is found that the higher the social class background of the student, the higher his or her achievement level. Differences between schools account for very little of the differences in student achievement. Other research indicated that differences between schools in terms of their academic programs and policies do make differences in student learning. The effective schools research demonstrates that academically oriented schools do produce higher rates of learning. In schools where students were compelled to make academic subjects and where there is constant discipline, student achievement levels go up. Research has indicated that the more education individuals receive, the more likely they are to read newspapers, books, and magazines, and to take part in politics and public affairs.
3.2.2. 2) Employment-Most students believe that graduating from college will lead to greater employment opportunities, and they are right. Research has shown that large organizations, such as corporations, require high levels of education for white-collar, managerial, or administrative jobs. As discussed earlier, credential inflation has lead to the expectation among employers that their employees will have an ever-increasing amount of formal education. Do well educated employees do a better job? Surprisingly, most research has shown that the amount of education is only weakly related to job performance.
3.2.3. 3) Inside the Schools-Since most people are apt to think about learning and growth from a psychological perspective, it is illuminating to stand back and speculate how school structures can also influence student outcomes. Think of something as simple as school size. Larger schools can offer students something more in the way of facilities. Larger schools are also more bureaucratic and may restrain initiative. Smaller schools may allow more teacher and student freedom. Smaller school often lack resources. Schools are getting larger because it is more cost effective. No matter where schools are large or small the matter is the content of what they teach that is important.
3.2.4. 4) Teacher Behavior-Teachers have a huge impact on student learning and behavior. In 1968 Jackson found that teachers have as many as 1,000 interpersonal contacts each day with children in their classrooms. Teachers are extremely busy people; they must also wear many different occupation hats: instructor, disciplinarian, bureaucrat, employer, friend confident, educator and so on. These various roles are sometime compatible and sometimes not.
3.2.5. 5) Education and Inequality-Social class differences are not only reflected in differences in income but in other social characteristics such as education, family and child-rearing practices, occupation, place of residence, political involvement, health, consumer behavior and religious belief. If you know a family’s or individual’s class position, you have a good idea about their life-style and life chances. Class influences what people think, by shaping the way in which they think. Class position creates selective perception which, in turn, creates a world view that “explains” inequalities. People however are not just satisfied by class; race, ethnicity, age, and gender also stratify them.
4. Chapter 5: Philosophy of Education
4.1. Describe the particular world view of one of student-centered philosophy of education (pragmatism or existentialism). Include the following information: generic notions, key researchers, goal of education, role of teacher, method of instruction, and curriculum.
4.1.1. Existentialism-It's roots date back to the Bible. as a philosophy that has relevance to education, one may date existentialism as beginning with the nineteenth century philosopher Soren Kierkegaard.
4.1.1.1. Generic Notions-Existentialist believe that individuals are placed on this earth alone and must make some sense out of the chaos they encounter. Sarter believed that people must create themselves and create their own meaning.
4.1.1.2. Key researchers: Soren Kierkergaard (1813-1855) Martin Buber (1878-1965) Karl Jaspers ( 1883-1969) Jean Paul Sartre ( 1905-1986) Maxine Green
4.1.1.3. Goal of Education-They believed that education should focus on the needs of individuals, both cognitively and affectively.
4.1.1.4. Role of the Teacher-They must take risk, expose themselves to resistant students, and work constantly to enable their students to become "Wide awake" om Greens words.
4.1.1.5. Methods of Instruction-Each student has a different learning style and it is up to the teacher to identify what it is and discover what works for each child. They are to help students understand the world through posing questions, generating activities, and working together.
4.1.1.6. Curriculum-Based toward humanities. Art, drama, and music also encourage personal interaction.
5. Chapter 6: Schools as Organizations
5.1. Identify major stakeholders in YOUR district by name
5.1.1. Federal Level:
5.1.1.1. Senator
5.1.1.1.1. Richard Shelby
5.1.1.1.2. Luther Strange
5.1.1.2. House of Representive
5.1.1.2.1. 1st District: Bradley Byrne
5.1.1.2.2. 2nd District: Martha Roby
5.1.1.2.3. 3rd District: Mike Rigers
5.1.1.2.4. 4th District: Robert Aderholt
5.1.1.2.5. 5th District: Mo Brooks
5.1.1.2.6. 6th District: Gary Palmer
5.1.1.2.7. 7th District: Terri Sewell
5.1.1.3. State Superintendent
5.1.1.3.1. Michael Sentance
5.1.1.4. Representive on State School Board
5.1.1.4.1. Kay Ivy President
5.1.1.4.2. Ed Richardson Secretary and Executive Officer
5.1.1.4.3. District 01: Jackie Zeigler
5.1.1.4.4. District 02: Betty Peters
5.1.1.4.5. District 03: Stephanie Bell also Vice President
5.1.1.4.6. District 04: Yvette M. Richardson, Ed. D.
5.1.1.4.7. District 05: Ella B. Bell
5.1.1.4.8. District 06: Cynthia Sanders McCarthy, Ph. D.
5.1.1.4.9. District 07: Jeffery Newman
5.1.1.4.10. District 08: Mary Scott Hunter
5.1.2. Local Level
5.1.2.1. Senator
5.1.2.1.1. Steve Livingston
5.1.2.2. House of Representive
5.1.2.2.1. Mo Brooks
5.1.2.3. Local Superintendent
5.1.2.4. All School Board Members
5.1.2.4.1. Julie Gentry Board President
5.1.2.4.2. Patricia Stewart Board Vice President
5.1.2.4.3. John Esslinger
5.1.2.4.4. Hollie Thompson
5.1.2.4.5. Jason Williams
5.2. Identify and describe the elements of change within:
5.2.1. School Process
5.2.2. School Cultures
6. Chapter 7: Curriculum & Pedagogy
6.1. Chapter Seven: Curriculum, Pedagogy, and the Transmission of Knowledge Add the following information to the “Curriculum & Pedagogy”:
6.1.1. 1. Explain a curriculum theory which you advocate (humanist, social efficiency, developmentalist, or social meliorist). Developmentalist-is related to the needs and interests of the student rather than the needs of the society. The students needs are to be meet first. Not all students learn the same so as a teacher you have to be able to accommodate all students.
6.1.2. 2. Identify and describe the two dominant traditions of teaching. The mimetic traditions is based on the viewpoint that the purpose of education is to transmit specific knowledge to students.
6.1.2.1. The transformative tradition rest on a different set of assumptions about the teaching and learning process. This tradition believes that the purpose of education is to change the student in some meaningful way, including intellectually, creatively, spiritually, and emotionally.
6.1.2.2. The mimetic traditions is based on the viewpoint that the purpose of education is to transmit specific knowledge to students.
7. Chapter 8: Equality of Opportunity
7.1. Chapter Eight: Equality of Opportunity and Educational Outcomes
7.1.1. Describe how class, race, and gender each impact educational outcomes.
7.1.1.1. Class- Different social classes have different educational experiences. With education being expensive the longer a student stays in school the more it cost to go. The upper and middle class people expect their children to finish school and college whereas the working class and underclass have lower expectations for their children.
7.1.1.2. Race-an individuals race has a direct impact on how much education he/she is likely to achieve. Between 16-24 year olds approximate 5.2 white students drop out, 9.3 African-American students, and 17.6 percent Hispanic-Americans drop out.
7.1.1.3. Gender-In the past women were more often thought of as being better students while in the past they were less likely to pursue the same level of education.
7.1.2. What were the two responses to the Coleman Study from 1982? (There are other responses but you focus ONLY on the two from 1982.)
7.1.2.1. Coleman and his colleagues argued that private schools were more effective learning environments than public schools because they place more emphasis on academic activities and because private schools enforce discipline in a way that is consistent with student achievement. Private school demand more from their students than public schools do.
8. Chapter 10: Educational Inequality
8.1. Chapter Ten: Educational Reform and School Improvement
8.1.1. Describe two school-based reforms (school-based, school-business partnerships, privatization, school-to-work programs, teacher education or teacher quality)
8.1.1.1. 1. School Business Partnerships- In the 1980's business's were concerned that schools were not producing the kinds of graduates necessary for the U.S. economy. Several business teamed up with schools to help them. They provided school to work programs where students could take off time during the school hours to work and train on jobs.
8.1.1.2. 2. Teacher Education-if teacher education was the problem then this is where they needed to start looking to see if teachers were in fact highly qualified and held a teaching certificate.
8.1.2. Describe at least two societal, economic, community, or political reforms.
8.1.2.1. 1. School Finance Reform-That more funding was needed to educate children in the proper school district to provide additional school programs.
8.1.2.2. 2. Full Service and Community Schools. -not only educate the whole child but the whole community. The aim to prevent problems as well as support them.
9. Chapter 9: Educational Reform
9.1. Chapter Nine: Explanations of Educational Inequality
9.1.1. Explain at least two types of cultural differences theory (page 424-427)
9.1.1.1. 1. Researchers such as John Ogbu argue that African-American children do less well in school because they adapt to their oppressed position in the class and caste structure. In his later work he suggest that African-American students deny their own cultural identities and accept the dominant culture of the schools which is a white middle-class model.
9.1.1.2. Another type of cultural differences see working-class and nonwhite students as resisting the dominant culture of the schools
9.1.2. Describe at least four school-centered (not student-centered) explanations for educational inequality.
9.1.2.1. 1. School Financing-Kozol compared public schools in poor inner cities. He documented that the vast differences in funding between affluent and poor districts, and called for equalization in school financing.
9.1.2.2. 2. Effective School Research-suggest that there are school centered processes that help to explain unequal education achievement by different groups of students.
9.1.2.3. 3. Curriculum and Ability Grouping-The fact that different groups of students in the same school perform very differently suggests that there may be school characteristics affecting these outcomes.
9.1.2.4. 4. Gender and Schooling-The hearing pointed to significant differences between how men and women see the world. Despite the differences, feminist agree that schooling often limits the educational opportunities and life chances of women in a number of ways.