1. Chapter 5. Philosophy of Education
1.1. Identify and create a consistent position on education and schooling.
1.1.1. Philosophy, when it's put on education let's teachers and people that are practicing to be teachers to use systematic ways to approach a certain way to solve a problem and shows bigger connections with schools and the world.
1.2. Articulate and reflect on a philosophy of education and its relationship to teaching practice, professional learning, choices, and commitments.
1.2.1. All teachers have their own opinions which shapes the way they use certain things in class. When teachers use philosophy it helps them define who they wanna be as a teacher and why they are gonna do it. When people coexist with norms common to culture, they tend to have new attitudes, beliefs, and values which carries on to others.
1.3. Formulate and support a particular philosophy of education through accurate evidence and documentation.
1.3.1. In our chart that we went over the other day in the blackboard collaborate I agreed with Existentialism. I think in this as it sates on the document sent out that we should look at what the student needs to learn. The teacher really should get out of there comfort zone and try new things and see if it helps the student learn any better and if it don't you can always try new thing. As it states in the document," each child has it 's own learning needs." Each child is different they may need to use this formula for a math problem to make it easier or maybe the other one needs this formula for them to better understand the problem. We should build friendships with the students as it also states in the document and gain their trust so we can become effective teachers.
2. Chapter 4. Sociology of Education
2.1. Analyze the relationship between school and society using Persell’s (1970) sociological levels of analysis
2.1.1. Places such as schools, synagogues, churches, and parents create the way kids view the world by processes of socialization. They also try to make kids think like a normal person would about society.
2.2. Evaluate the three major theories about the relation between school and society
2.2.1. on The functional theories they believe that a picture of society pushes an alliance with the social system. they also look at how the parts are mixed with one another.
2.2.2. In the conflict theories the thing that makes this stick is economic, politics,culture, and the power of the military. The powerful also believe try to make their position better by validating unequal distributing of material and goods of culture.
2.2.3. Interactional Theories looks at how a person understands another, focuses more on body behavior more and environmental context that the processes mentally.
2.3. Describe the four effects of schooling on individuals
2.3.1. Knowledge and Attitudes- they have found that if your on a bigger social class that student will do better than the other kids of a lower class. They also found that if the kids receive more education they'll read newspapers, book, and do services for the public.
2.3.2. Employment- When kids graduate from college they are expected to have a education that is increasing but research has it that it is barely related to job performance.
2.3.3. Education and Mobility-The boys of the working class don't want to achieve education, because of their struggle socially an economically that people glorify.
2.3.4. Teacher behavior- Teacher's are the students role model, anything they do could cause a kid to be better or worse as they develop in life.
2.4. Identify the ways schools transmit social and economic equality.
2.4.1. Tracking-when a kid is placed in a certain program because of his what he can do and his achievements.
2.4.2. De Facto Segregation- When schools are segregated mostly because of the community is made up of that certain place, and not by law.
2.4.3. Gender- Boys tend to get more attention from teacher than girls whether it be good or bad. The textbooks also take what women have achieved and exclude them mostly.
2.4.4. Sociology and the current educational crisis-There is a lot of kids that do not have home lives, mostly poor kids and some don't even have adult supervision after school. Some have it even worse they may not have homes, people are looking to fix this but have come up with nothing yet.
3. Lesson Objectives
3.1. `Describe reforms in public schooling, beginning with the Common school, urbanization, public high schools, cycles of progressivism and tradition, equality, and the standards era
3.1.1. Common school: free elementary school that was funded by the public.
3.1.2. Urbanization: In the early 1900's immigrants were moving here and they didn't have much money. Teachers had to teach their students on bathing, they also had to teach the students how to be social. They had over half of the kids in school at 37 of the biggest cities were foreign born.
3.1.3. Public high schools:In 1874 only 25000 peope attend high school. By the 1940's it went up to 6.5 million. They came up with the idea that they should teach the main subjects like: history, math, English,reading.
3.1.4. Cycles of progressivism and tradition: It started out as mostly traditional methods of teaching and there was something called a great debate between the two stated above. The debate ended when sputnik was launched and when the U.S was scared that the soviets would win they tried to better education. Then the schools tried to go back to going after being the smartest and tried to change what was being taught to go back to the traditional ways. When the civil rights act broke out they started trying to shift back to progressivism and tried to teach children that needed help
3.1.5. Equality: There were people that wanted equal opportunity in education. After World War II was over the governmentoffered the G.I. Bill of Rights that offered 16 million people that served in the world war the opportunity to go after a higher education. The government thought it would be a good reward for their service to our country and it would also help out with unemployment after the war.
3.1.6. Standards Era: In the 1980's President Reagan's Secretary of education stated that our country was illiterate and weren't scoring high on Sat's and more. The commissions office ended coming up with five recommendations to improve on these mater they were: 1) all students that graduate from high school have to complete a new basics which is 4 years of English three years of math, three years of science, a half a year of computer science. 2)All teachers at all grades expect higher things from their students and that college and universities raise their requirements for admissions. 3) The teachers go through more time to teacher these kids the new basics. 40) Teacher preparation needs more strength and that the teacher deserve more for what they do in their job. 5) The people of the united states tell their representative of to support the reforms stated above.
3.2. Explain the three historical interpretations of U.S. Education
3.2.1. The liberals believe that the U.S. history of education has to do with the schools being able to give a opportunity for education to all people.
3.2.2. The radicals argue that the history of the U.S. has been built to only teach the big shots in society to have control on the lower class people.
3.2.3. The conservitive approach on education was that they like the liberals agreed with everyone equally getting a shot at education but, they believed stuff that the chasing after politically and social related things hurt the traditional goals in schools
4. Chapter 2. Politics of Education
4.1. Four Purposes of school
4.1.1. Intellectual purposes are just basic criteria learned in school such as reading,math, and writing.
4.1.2. The political purposes are to teach kids to care for their country.
4.1.3. The social purposes of schooling are to teach kids to be social and to make it in the real world.
4.1.4. The economic purposes of schooling are to prepare kids for what they will be later in life.
4.2. Explain the three main political perspectives concerning education according to the following
4.2.1. Role of School: Conservative perspective views the roles of school to help to produce with businesses and to provide firmness socially; The Liberals perspective sees the role of education is trying to equal the needs of the country and the students; The radical perspective argues that schools have many an imbalance of economic,social, political in the U.S.
4.2.2. Explanation of unequal educational performance: Conservatives argue that a student or group of students will succeed or fail on there own knowledge, hard work, and initiative, which is based of the work and time they put in. The liberal perspective argues that some students have it better than others and that gives them the upper hand. Radicals believe that students from families with lower wages receive unfair treatment.
4.2.3. Definition of educational problems: Conservative: to their response to liberal and radical demands for greater equality schools went down on the standard academically and it lowered the quality of education.Liberals argue a point that schools have put a limit on the poorer kids which has caused them to not achieve as much academically. The radical perspective argues that the educational system has hurt the has failed the through classist, racist, sexist, and homophobic policies.
4.2.4. Educational policy and reform: Conservatives are for the return of basis , which strengthens the reading and writing skills of students.i Liberals support that policies should come together to form a concern that all students get an equal shot at education. Radicals support that programs should let the people that teach and deal with the kids to have more of a say in schools.
4.2.5. The American Dream: Conservatives argue that the U.S. schools have been successful in giving a quality education for those who want it. The liberal perspective is more is more commanding the social and political parts of schools than the economically. The radical perspective is far from positive than either one of the liberal or conservative view points. optimistic about the historical success than either the liberal or conservative viewpoints.