"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. Equality of Opportunity Chapter 8

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

1.1.1. Class: families from the upper class and the middle class are more likely to expect their children to finish school, whereas working class and underclass families often have lower levels of expectation for their children. Race: Among 16-24 year old, 5.2% of white students drop out of school, 9.3% of African-American students and 17.6% of Hispanic-American students are likely to drop out of school. Among 17 year old, 89% of white students will be able to read at the intermediate level, 66% of African-American students, and 70% of Hispanic-American students are reading at the intermediate level. Gender: Females are less likely to drop out of school than males, and are more likely to have a higher level of reading proficiency than males. Overall, males are more likely to score higher on the SAT than females.

2. Educational Inequality Chapter 9

2.1. Explain at least two types of cultural differences theory .

2.1.1. 1) John Ogbu argue that African-American children do less in school because they adapt to their oppressed position in the class and caste structure. 2) A second type of cultural difference theory sees working class and non-white students as resisting the dominant culture of the schools. Students reject the while middle class culture of academics success and embrace a different, often anti-school culture one that is opposed to the culture of schooling as it currently exists.

2.2. Describe as least four school-centered explanations for educational inequality.

2.2.1. 1) School financing: public schools are financed through a combination of revenues from local, state, and federal sources. Majority of funds come from state and local taxes, with local property taxes a significant source. 2) Effective school research: Catholic Schools produce better levels of academic achievement because of their more rigorous academic curriculum and higher academic expectations. 3) Curriculum and ability grouping: there are significant differences in the curricula and pedagogic practices of secondary school curriculum groups. The lower tracks are far more likely to have didactic, teacher directed practices, with rote learning and fact-based evaluation. 4) Gender and schooling: feminists argues that school organization, curriculum, and pedagogic practices need to be changed to address more adequately the needs of females.

3. Educational Reform Chapter 10

3.1. Describe two school-based reforms

3.1.1. 1) Charter schools are public schools that are free from many of the regulations applied to traditional public schools, and in return are held accountable for student performance. Charter itself is a performance contract that details the school's mission, program, goals, students served, methods of assessment, and ways to measure success. 2) Vouchers provide low-income parents with the same choices as middle-class parents and lead to increased parental satisfaction with their children's schools. Voucher schools will provide better learning environments for low-income students and result in higher student achievement. Due to the competitive market effects of competition from charter and voucher schools, urban public schools will be forced to improve or close their doors.

3.2. Describe at least two societal, economic, community, or political reforms

3.2.1. 1) School Finance Reform: more funding was needed to serve the children in the poorer school districts. In order to provide a thorough and efficient education in urban districts, funding was equalized between urban and suburban school districts. 2) Full Service and Community Schools: another way to attack education inequity is to examine and plan to educate not only the whole child, but also the whole community. Schools service as community centers within neighborhoods that open extended hours to provide a multitude of services for everyone.

4. Curriculum of Pedagogy Chapter 7

4.1. Explain a curriculum theory which you advocate.

4.1.1. Developmentalist theory: relating the curriculum based on the needs and interest of each child at particular developmental stages.

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

4.2.1. 1) mimetic tradition: the assumption that the educational process involves the relationship between the teacher and the student, and that education is a process of transferring information from one to the other. 2) transformative tradition: the purpose of education is to change the student in some meaningful way, including intellectually, creatively, spiritually, ad emotionally. This tradition tends to reject the scientific model of teaching and instead views teaching as an artistic endeavor.

5. Politics of Education Chapter 2

5.1. 4 Purposes of Education

5.2. 1. Intellectual Purposes- teach basic cognitive skills such as reading, writing, and math. It also helps students acquire higher learning skills.

5.3. 2. Social Purposes- help solve social problems, and social roles of children.

5.4. 3. Political and Civic Purposes- teach children the basic laws of society, and prepare citizens to participate in political order.

5.5. 4. Economic Purposes- prepare students for work from society to society.

5.6. Explanations of unequal performance-

5.7. Definition of educational problems- schools are overcrowded, school spending is stagnant, a lack of involvement from parents, a lack of teacher innovation, and technology has become synonymous with entertainment.

6. Schools as Organizations Chapter 6

6.1. Identify major stakeholders in your district by name.

6.1.1. 1) Federal level*Senator: Richard Shelby/Luther Strange *House of Representative: Robert Alderholt 2) Local level *Senator: Paul Bussman (District 4) Larry Stutts (District 6) *House of Representative: Mike Millican *Superintendent: Keith Davis *Board: James Garner-President, Carol Dickinson-Vice-President, Chris Carothers, Dana Peoples, Brenda Taylor

6.2. Identify and describe the elements of change with school processes and school cultures.

6.2.1. 1) conflict: part of change. Lack of communication, cultural threat, prejudice, self-interest, and lack of empathy are factors that cause conflict. 2) new behaviors: it's important to build a relationship built on trust and allowing communication to take place in order to learn someone. 3)team building: make everyone feel apart. Consist of the entire school 4) process and context are interrelated. The process a team uses in going about its work is as important as the content of educational changes it attempts.

7. History of U.S. Education Chapter 3

7.1. During the Colonial Era, the opportunity for education depended primarily on a family's income level and place of residence. In many communities, young children whose families could afford to pay modest sums attended dame schools which were ran by an elderly housewife. Students in dame schools memorized Bible passages and learned basic reading, writing, and religion. Families that could afford to educate their children hired tutors to come to their homes. Some sent their children to one room schoolhouses, where students of all ages learned together,

7.1.1. Project specifications

7.2. The Democratic-Liberal: every child deserves the best start in life. They believe that the U.S. education system must continue to move closer to each, without sacrificing one or the other.

7.2.1. Medium Priorities

8. Sociological Perspectives Chapter 4

8.1. 1. Functionalism- schools socialize students into the appropriate values, and sort based on what they know. If you work hard you will succeed.

8.2. 2. Conflict theory- power struggles/ class conflict. Maintaining social inequality and preserving the power of those who dominate society. Outcome based on social class

8.3. 3. Interactionalism- (shared meaning) Focus on how teacher expectations influence student performance, perceptions, and attitude. Teacher perception: better learners came from higher social class and weak students came from lower social classes.

8.4. 5 Effects of Schooling on Individuals