1. Educational Inequality
1.1. 2 Cultural Differences
1.1.1. Working class and nonwhite students as resisting the domonite culture of the school.
1.1.1.1. These students reject the white middle class culture of academic sucess.
1.1.1.2. They embrace a different often anti school culture
1.1.1.3. Resulting in a higher number of drop outs and an increase of factory jobs.
1.1.2. "Blalming the Victim"
1.1.2.1. Blaming poor people for their problems is blamming the victim.
1.1.2.2. Poor people suffer greatly from poverty. which affects the academic performance.
1.1.2.3. Richard Rothstein argues that poor people suffer from health problems, including asthma, exposure to lead paint, smoking, drinking, poor vision, nutrition birth weight,. These can lower IQ and cognative development.
1.2. 4 School centered explanations for educational inequality:
1.2.1. 1. School Financing:
1.2.1.1. There is a big difference in funding of public schools and poor innner city schools.
1.2.1.1.1. Jonothan Kozol called for financtial equalization.
1.2.1.2. In 2009/2010 the funding differences between rural adn affluent schools where $5,000.
1.2.1.2.1. these differences have remained consistent in most states.
1.2.1.3. The majority of funding comes from state and local taxes.
1.2.2. 2. School Climate:
1.2.2.1. Schools do affect the educational outcome of their students.
1.2.2.2. There is a big difference between culture and climate of low socio-economic schools and high socio-economic schools.
1.2.3. 3. Curriculum
1.2.3.1. Different groups in the same school pperform very differently.
1.2.3.1.1. There may be school characteristics that contibute to these outcomes
1.2.3.2. Schools recieve a similar carriculum, but each class will go at a differnt pace or teachers will have different expectations of their students.
1.2.3.3. Studnets are put into reading groups based of their reading profientency
1.2.4. 4. Gender
1.2.4.1. Schooling often limiits the educational oppertunities and life chances for women.
1.2.4.2. Steryotypes are depicted in carriculum .
1.2.4.3. The organization of schools reinforce gender roles and gender inequality.
1.2.4.4. Femanists argue that school organizations curriculum, an dpedagogic practices need to be addressed and changed to acomodate all genders.
2. Sociological Perspectives
3. Schools as Organizations
3.1. Alabama Senator
3.1.1. Richard Shelby
3.2. Alabama House of Representatives
3.2.1. 1st District – Bradley Byrne (R) (2013–present) 2nd District – Martha Roby (R) (2011–present) 3rd District – Mike D. Rogers (R) (2003–present) 4th District – Robert Aderholt (R) (1997–present) 5th District – Mo Brooks (R) (2011–present) 6th District – Gary Palmer (R) (2015–present) 7th District – Terri Sewell (D) (2011–present)
3.3. Alabama Superintendant
3.3.1. stalwart Ed Richardson temporay superintendant
3.3.2. Michael Sentance (Resigned)
3.4. 9 School Board Representstives
3.4.1. Kay Ivey President
3.4.2. Ed RichardsonSecretary and Executive Office:
3.4.3. Jackie Zalger: District1
3.4.4. Betty Peters: District 2
3.4.5. Stephanie Bell: Vice president district 3
3.4.6. Yvette M. Richardson, Ed.D district 4
3.4.7. Ella B. Bell district 5
3.4.8. Cynthia Sanders McCarty, Ph.D. distict 6
3.4.9. Jeffrey Newman district 7
3.4.10. Mary Scott Hunter disrict 8
3.5. Arab City Schools:
3.5.1. Superintendant : John Mullins
3.5.2. Board Members Elrod, Judy
3.5.3. LeSueur, Susan
3.5.4. Maze, BC
3.5.5. Reynolds, Chuck
3.5.6. Trimble, Wayne
3.6. Elements of change in school process and school cultures:
3.6.1. Willard Waller
3.6.1.1. The school is a unity of interacting personalities : The life of thw whole is in all its parts. yet the whole could not exist without all its parts.
3.6.2. School is a sepatrate social organization
3.6.2.1. definate population
3.6.2.2. Clrearly defines political structure arising from the mode of sotial interaction
3.6.2.3. They represent the nexus of a comact network of social relationships
3.6.2.4. They are prvaled by a "we feeling"
3.6.2.5. They have a culture that is definatly their own.
3.6.3. The culture of any particular school is the product of the political compromises that have been created in order for the school to be viable.
3.6.4. Changes in the school culture in order to make it more learning centered involves: patience, skill, good will. time , intelligence and requires a new way of thinking
3.6.5. Team building must be preasent throughout the school system
4. Curriculum & Pedagogy
4.1. Develpomentalist Carriculum:
4.1.1. EPhasizes flexability in the classroom and stresses the importance of each student as a separate indevidual.
4.1.2. Emphasizes he importanc eto linking school to real life events. Making teducation meaningful.
4.1.3. Teacher is depicted as the facilitator of growth in the classroom.
4.2. The Mimetic Tradition
4.2.1. The more familiar apprach to teaching.
4.2.2. Gives a central place to the transmission of factual and proctual knowlwdge from one person to another.
4.2.3. Knowlwdge can be passed from person to person or from text to person.
4.2.3.1. . It is detachable.
4.2.3.1.1. It can be preserves in books or videos
4.2.3.1.2. outlive all who originally posess it
4.2.3.1.3. It can be forgotten by the ones who once knew it
4.2.4. The key point : some kind of knowlwdge or skill can be doubly possessed. First by the teacher, then by the students.
4.2.5. Five steps to transmitting Mimetic Knowlwdge:
4.2.5.1. Step 1: Test weather formal or informal. Discover what your students actually knows or can do
4.2.5.2. Step 2: Present. find ehat the students need to learn and present the material with or without the support of visial aids or by modeling
4.2.5.3. Step 3: Perfom/Evaluate: Monitor the students performance after students have be attentive to the knoeledge given and asses their aquired knowlwdge.
4.2.5.4. Step 4: Reward and fix: Reward what and fix areas that need correction. Repeat skills that need further practice.
4.2.5.5. Step 5: Advance: After corrections have been made by student, then the teacher ans student(s) can advance to the next unit of knowlwdge.
4.3. The Transfornative Tradition:
4.3.1. A transformation of one kind or anotehr in the person being taught, ie. a metamophosis.
4.3.1.1. Changes include: charachter traits, and personality most values by society.
4.3.2. Over the years , education has become more widespread and more secular. Educators abandoned the goal of piety and focused on effecting the "transformation" of charachter, morals, and virtue.
5. Equality of Opportunity
5.1. Educational Outcomes:
5.1.1. Class: Students in different social class have different educational experienses.
5.1.1.1. Factors that influence these class based experiences:
5.1.1.1.1. 1. Expensive. The longer a student stays in school, the more likely they are to need finantial assistance.
5.1.1.1.2. 2. The number of books children have access to impacts their educational well being.
5.1.1.1.3. Peer groups influence the attitudes of students. The more the elite the school is the more likely to enroll uppper class students.
5.1.2. Race: Has a direct impact on the amout of education one is likely to achieve.
5.1.2.1. Drop out rate od 16-24 year olds.
5.1.2.1.1. 9.3% of African Americans
5.1.2.1.2. 5.2% of White students
5.1.2.1.3. 17.6% of Hispanics
5.1.2.2. 17 year olds
5.1.2.2.1. 86% of white students can read at an intermediate level
5.1.2.2.2. 66% of Aferican Americans...
5.1.2.2.3. 70% of Hispanic - American...
5.1.2.3. Educatioan outcomes related to race is undeniable, it is extreamly difficult to separate race from class.
5.1.2.4. It is not surpeising that the minority of students recieve fewer and inferior educational oppertunities than white students.
5.1.2.4.1. Minorites do not recieve the same educational oppertunities as white stuents and their rewards for educational attainment are sugnificantly less.
5.1.3. Gender:
5.1.3.1. Women are often rated for being better students, but they are less likely to atain thesame level of education.
5.1.3.1.1. Change can be difficult because of the deep political ties within the school district. Local school board memebers often struggle with the teachers etc.
5.1.3.2. Females are less likely to drop out of school, and are more likely a higher level of reading profiency.
5.1.3.3. Males tend to do better at math
5.1.3.4. Males are more likely to score higher on the SAT
5.1.3.5. Over the last 20 years gender diffferences in education have been reduced.
5.2. 1982 Coleman Study reponses
5.2.1. Publishing of the book " High school achievemnt " the book set off a storm of contraversy.
5.2.1.1. Response 2: What colemas saw as significant, others saw as insignificant.
5.2.1.1.1. Jencks uses colemans finding to compute the estamated yearly achievement average of public and catholic students.
5.2.1.1.2. The differences between catholic and public schools were signifucatly different.
5.2.1.1.3. Claimed that Catholic schools were educationally supurior to public schools.
5.2.1.1.4. Catholic schools where more elite.
5.2.1.2. Response 3: Borman and Dowling applies saphistacsted tools to evaluate educational data in a similar manner similar to Coleman.
5.2.1.2.1. Their findings confirmed that Coleman's original data in 1966 and in 1982.
5.2.1.2.2. Where an indevidual goes to school is relates to their race and socio- economic background.
5.2.1.2.3. Educational reforms must focus on eliminating the high level of segrogation n the U.S's education system.
5.2.1.2.4. Must end bias favor to while middle class students.
6. Educational Reform
6.1. School to Work Reform
6.1.1. In 1900 School- busness partnerships became incorperated. Their intent was to extend vocational emphasis to non college bound students regarding skills nessesary for success.
6.1.2. School to worl oppertunities act was signed in 1994.
6.1.2.1. To provide money to start these local partnerships between government, buisness and education.
6.1.3. Program was to allow U.S. students to 1) Relevent Education allow student's to explore different careers and see what skills the posess. 2) recieve training and work bases expereince 3. Values cradetials o ensure the proper education recieved for each career
6.1.4. Every state had to contain three core elements: 1) School based learning 2) work based learning 3) Connecting activities integrating the classroom and on the job instruction.
6.2. Teacher Quality
6.2.1. Requiting and retain high quility teachers in very important and one of the largest problems in Americal education
6.2.2. Data shows that rural school have a higher nu,ber of out pof school teachers.
6.2.2.1. This issue has more to do with organizational issues of the school that teacher shortages.
6.2.3. Solving this problem through alternative teacher education program.
6.2.3.1. Teach for America
6.2.3.2. Alternative Certification Program
6.3. Harlem Children Zone:
6.3.1. An All black community on Long island
6.3.2. INstead of removing these children from their neighborhood. Children from Canada were introduced to "positivly contaminate their socio economic enviroment.
6.3.3. When you have most of the kids in a high quality programs you begin to change the cultural context of that neighborhood.
6.3.3.1. If you are surrounded by people talking about going to college, you too will talk about college.
6.4. Full Service Schools:
6.4.1. Meeting the needs of studetns and their families
6.4.1.1. Educational. Physical, Psychological and social needs are adressed.
6.4.2. Schools serve as community centers in these neighborhoods. They are open extended hours to provide additional services such as adult classes, health clinics, after school programs, mental health servises, alchohol and drug recovery programs job replacemtn and training.
6.4.3. Designed to target and improve at risk neighborhoods
6.5. Sucessful School Reforms must be based on these essential supports
6.5.1. Leadership as the driver of change
6.5.2. Parent- community ties
6.5.3. Professional Capasity
6.5.4. Studnet centered Learning Climate
6.5.5. Instructional Guidence
6.5.6. Policies aimed at the amelioration of the effects of poverty
6.6. Darling Hammond's five elements
6.6.1. Meaningful Learning Goals
6.6.2. Intelligent, reciprical accountability systems
6.6.3. Equitable and adequate resourses
6.6.4. Strong professional students and supports
6.6.5. Schools organized for students and teachers learning.
6.6.6. OUr society must also provide for the basic needs of the children, so they are able to focus their attention on acadmins instead of survival.
7. Politics of Education
7.1. 4 purposes of Education
7.1.1. 1. Intellectual:
7.1.1.1. To teach the basic cognitive skills. (Reading, Writing and Math)
7.1.1.2. Transmit specific Knowledge- e.g. in Literature, Science and History
7.1.1.3. Help students acquire a higher order of thinking skills. ( Analysis, evaluate, Synthesis)
7.1.2. 2, Political
7.1.2.1. Inculcate allegiance to the existing order Patriotism
7.1.2.2. Prepare citizens who will participate in this political order ( political democracies)
7.1.2.3. Help assimilate diverse cultural groups into common particular order
7.1.2.4. Teach children the basic laws of scociety
7.1.3. 3. Social
7.1.3.1. Help solve social problems
7.1.3.2. Work as one of many institutions to ensure social cohesion.
7.1.3.2.1. Family
7.1.3.2.2. Church
7.1.3.3. Socialize children into the various roles, behaviors and values of the society.
7.1.3.3.1. Socialization is the key ingredient to the stability of any society.
7.1.4. 4. Economic
7.1.4.1. Prepare Students for their later occupational roles.
7.1.4.1.1. The degree of preparation for work varies by society. MOST schools have in indirect role in this process.
7.1.4.2. Select . train, and allocate individuals into the division of labor
7.2. Perspective: A general model for understanding. analyzing, and solving educational problems.
7.2.1. The Liberal Perspective:
7.2.1.1. The role of the school
7.2.1.1.1. Stress training and socialization
7.2.1.1.2. Providing an education so that all students will have an equal opportunity to succeed in society
7.2.1.1.3. Respect cultural diversity
7.2.1.2. Explanations of unequal performances
7.2.1.2.1. Students begin school with different life chances.
7.2.1.3. Definition of educational problems
7.2.1.3.1. Underachievement
7.2.1.3.2. Limited Development
7.2.1.3.3. Inequality of Results
7.2.1.3.4. Neglected Diversity
7.3. In order to understand how various authors look at educational issues: it is necessary to understand were they are coming from: Their perspective and assumptions
8. History of U.S Education
8.1. Post WW II Equality Era ( 1945-1980)
8.1.1. Progressive Era
8.1.1.1. Debated the goals of Education
8.1.1.1.1. Academic
8.1.1.1.2. Social
8.1.1.2. Debated weather all children should receive the same education
8.1.1.3. Debated the expansion of educational opportunities
8.1.2. Common School Era
8.1.2.1. Opened access to Elementary Education
8.1.2.2. Expanding opportunities for a more equal education
8.2. The Democratic - Liberal School
8.2.1. Progressive Evolution
8.2.1.1. Flawed at a school system committed to providing equality of opportunity for ALL
8.2.2. Educational Expansiin
8.2.2.1. Involved the attempts of liberal reformers to expand educational opportunities to larger segments. of the population
8.2.2.2. Reject the conservative views of school and elite instruction for the privileged.
8.2.3. Believe that the educational system must continue to move closer without sacrificing one or another to democracy
9. Philosophy of Education
9.1. Is firmly rooted in Education practice. All teachers have a personal philosophy of life that colors the way teachers select knowledge, the order of their class, how they interact with students, peers. parents and administrators and the values teachers deem important to them.
9.2. Clarify: Helps teachers to clarify who they are or what kind of teacher they intend to be.
9.3. Justify: Explains why teachers do what they do in a logical systematic manner.The purpose of why they do what they do.
9.4. Existentialism: am individualistic philosophy
9.4.1. Beliefs :
9.4.1.1. Generic Motions
9.4.1.1.1. : Individuals are placed on earth alone and must make some scene out of the chaos they encounter. People must create their themselves and their own choices in life.
9.4.1.2. Goals of education
9.4.1.2.1. 1. focus on the needs of the individual both cognitively and affectingly. 2. It should stress individuality 3. Discuss the rational and non-rational aspects of the word. 4. Teachers must take risks and work constantly to make students become "awake" in today's world.
9.4.1.3. Role of the Teacher and Methods of Instruction:
9.4.1.3.1. Each child has a different learning style. It is up to the teacher to discover what style works best for each students. a teacher's role is to help students understand the world through posing, questions, generating activities and working together.
9.4.1.3.2. Rediscover knowledge, the student discovers knowledge and together they come to understand the past present and future.
9.4.2. Researchers:
9.4.2.1. Curriculum
9.4.2.1.1. Language is an important key since language is used to describe various phenomena in life.
9.4.2.1.2. Exposing students at early ages to problems as well as possibilities and to the horror as well as accomplishments humans are capable of producing.
9.4.2.2. Soren Kierkergaard: The founder of the philosophy of education.
9.4.2.2.1. Attempted to sort out the meaning in the world that supported the inhumane behavior. ( WW II, Holocaust)
9.4.2.3. Karl Marx: economist. sociologist, and philosopher from Germany.
9.4.2.3.1. Inspired Communism.
9.4.2.3.2. Famous Writings:
9.4.2.3.3. Believed that the history of civilization was defined by class struggle. the struggle between dominate groups and sub dominate groups and subordinate economic groups. Marx also believed that the laws of capitalism would lead to increasing economic crisis. Finally, Mark believes that the working class would unite and rebel to create a more just working society.
10. Lawrence A. Cremin pointed out that purposes in education will often contradict each other:
10.1. If it is the intellectual purpose to reach the higher order of thinking skills such as critical thinking and evaluation, then can it simultaneously engender patriotism and conformity to society's rule.
10.1.1. Never liberal without liberating
10.1.2. Never empowers without constaining
10.1.3. Never free without socializing
10.2. What is the balance and what are the alternatives?
11. Views of education: Diane Ravitch:
11.1. To believe in Education is to believe in the future
11.2. To believe in what my be accomplished through the disciplined use of intelligence
12. Sociology of Education
12.1. Alfred North Whitehead
12.1.1. Stated that social curiosity plays a key role in humans adaptive capacity. .
12.1.2. Social Inquiry is about ideas and how they shape peoples understanding of society.
12.2. School/ Society Relationship
12.2.1. Social theories play a big part in teaching children.
12.2.1.1. Without an idea how how major factors in society fit together, teachers cannot understand the relationship between school and society.
12.3. Socialization: Life events/ rituals that shapes a person perception of the world (Parents, Church etc)
12.3.1. Values. beliefs and norms of society are internalized within children so that they come to think and act like other members of society.
12.3.2. Shapes children's consciousness profoundly
12.3.3. Long- term destinies- Socialization has a major role in determining who will get ahead in society and who will not.
12.3.3.1. Equal Education Opportunity
12.4. Theoretical Perspectives: The integration of all known principles. laws and information pertaining to Sociology. These perspectives offer explanations to phenomenon and create solutions to unique problems.
12.4.1. Functional Theory:
12.4.1.1. View Society as a machine. One part articulate with another to produce the dynamic energy required to make society work.
12.4.1.1.1. Conflict Theory:
12.4.1.2. Emile Durkheim- earliest sociologist to embrace the functional point of view
12.4.1.2.1. Invented sociology of Education
12.4.1.2.2. Major works included: Moral Education, The evolution of Educational theories, and Education and Sociology.
12.4.1.2.3. Believed moral values and cohesion were the foundation of society
12.4.1.3. Most educators and educational reformers implicitly base their reform suggestions on functional theory of schooling.
12.4.2. Interactional Theory:
12.4.2.1. Take for granted everyday interactions and behaviors between students with their peers and students with their teacher(s).
12.4.2.2. Basil Berstein: (1990) .
12.4.2.2.1. Believes that the structural aspects of the Education System.
12.4.2.2.2. He examined how speech patterns reflect a student's social background
12.4.2.2.3. Linked language with the education process and its outcomes.
12.5. 5 Effects of Schooling on Individuals
12.5.1. 1. Knowledge and Attitude:
12.5.1.1. Ron Edwards:The pioneer of the effective school Movement. One of the first researchers to show the differences in school were related to student outcomes
12.5.1.2. Compares Public and Private schools. Indicates that in school were students are compelled to take academic subjects and where there is consistent discipline achievement levels go up.
12.5.1.3. The amount of time students spend in school is linked to the amount they learn.
12.5.1.4. Research shows that the more education one receives, the more likely they are to read and take part in politics and public affairs. They are also more likely to be liberal in their political and social affairs.
12.5.2. 2. Employment:
12.5.2.1. Graduating from college will lead to greater employment opportunities.
12.5.2.1.1. In 1986, 54% of 8 million people entered professional and technical jobs.
12.5.2.2. Job Performance: Education is a gatekeeper to who will receive a higher job status. Hands on: People learn how to do their jobs by doing them.
12.5.2.2.1. In 2011, High school graduates earned on average 32,552.college graduates earned 53,976.
12.5.2.3. Getting a college education and professional degree is important for increasing income, but education does not fully explain differences in levels of income.
12.5.3. 3. Education and Mobility:
12.5.3.1. Belief that occupational and social mobility begin at the school house.
12.5.3.2. The increase of education leads to economic and social mobility.
12.5.3.3. For the middle- class, An Increase in education may be linked to upward occupational mobility.
12.5.3.4. For the rich and the poor, education may mot be linked with mobility.
12.5.3.4.1. A degree alone will not lift a person out of poverty. and upper-class people do not lose their social class position if they fail to achieve a higher status educational degree.
12.5.4. 4. Teacher Behavior:
12.5.4.1. Teachers have a huge impact on each individual student. They can have as many as 1,000 interpersonal contacts each day with children in their classroom.
12.5.4.2. Teachers' expectations of students were found to be directly influenced by student achievment
12.5.4.3. Persell (1077) found that teachers that demanded more from their students and praised them had students with better self worth and self esteem.
12.5.4.3.1. Research shows that many teacher have lower expectations for minority and working class students.
12.5.5. Gender
12.5.5.1. Men are frequently paid more than women for the same work, women in general have fewer occupational opportunities than men.
12.5.5.2. Most teachers are female while most administrators are male.