1. Ch. 6 Schools as Organizations
1.1. School Processes, this is how we examine the way in which school cultures are created and maintained.
1.2. The Structures of the U.S. Education
1.2.1. Governance
1.2.1.1. U.S has 50 separate state school systems and there is also private school systems within each state.
1.2.2. Size and Degree of Centralixation
1.2.2.1. As school get larger the number of students per teacher is decreased. Because of this superintendents have become more powerful, and teachers have had less opportunities to make decisions when it comes to the curriculum, conditions of employment, and school policy.
1.2.3. Student Composition
1.2.3.1. School have become more divers at the same times that there has been a trend toward increasing residential segregation.
1.2.4. Degree of "Openness"
1.2.4.1. Public schools are organized by elementary, junior or middle, and high school.
1.2.5. Private Schools
1.2.5.1. In the private sector there are tremendous amount of diversity, although private schools are affiliated with religious organization.
2. Ch. 7 Curriculum, Pedagogy, and the Transmission of Knowledge.
2.1. Humanist Curriculum reflects the idealist philosophy that knowledge of the traditional liberal art is the cornerstone of an educated citizenry and that the purpose of education is to present to students the best of what has been thought and written.
2.2. Social Efficiency Curriculum was a philosophically pragmatist approach developed in the early twentieth century as a putatively democratic response to the development of mass public secondary education.
2.3. Developmentalist Curriculum is related to the needs and interests of the student rather than the needs of society.
2.4. Social Meliorist Curriculum is the philosophically social reconstructionist.
3. Ch. 8 Equality of Opportunity and Educational Outcomes
3.1. Equality of Opportunity
3.1.1. Class
3.1.1.1. Students in different Social Class has different kinds of educational experiences.
3.1.1.2. The number of books in a family's home is related to the academic achievement of its children.
3.1.2. Race
3.1.2.1. U.S. society is still highly stratified by race.
3.1.2.2. An individual's race has a direct impact on how much education he or she is likely to achieve.
3.1.3. Gender
3.1.3.1. Males are more likely to score higher on SAT's than females.
3.1.3.2. Females are less likely to drop out than males/they are also more likely to have a higher level of reading proficiency.
3.2. Educational Outcomes
3.3. Class and the Classroom
3.3.1. Reading Gap
3.3.2. Conversation Gap
3.3.3. Role Model Gap
3.3.4. Health and Housing Gap
3.4. Chartering and Bartering
4. Ch. 9 Explanations of Educational Inequality
4.1. Cultural deprivation theory suggests that working-class and nonwhite families often lack the cultural resources.
4.2. Cultural difference suggest that there are cultural and family differences between working-class and non white students, and white middle-class students.
4.3. There is a significant difference of opinion as to the role of the school in affecting student performance. Student-centered theories suggest that these unequal outcomes are the result of differences at the societal and institutional levels.
4.4. Schools are part of a larger complex process in which social inequalities are transmitted across generations.
5. Ch. 10 Educational Reform and School Improvement
5.1. Effective Teachers
5.1.1. Teachers alone cannot ameliorate societal and school problems. Teachers in ineffective schools are severely limited in what they can accomplish.
5.2. No Child Left Behind
5.2.1. This is a landmark and controversial piece of legislation that had far-reaching consequences for education in the United States. This was the center of President George W. Bush's educational policy. There is annual testing, schools are require to report data on students test performance, and they must set adequate yearly progress.
6. Ch. 2 Politics of Education
6.1. Liberal Perspective Educational Problems.
6.1.1. Problem with Underachievement
6.1.2. Limiting the teachers role in helping students.
6.1.3. Low socioeconomic backgrounds
6.1.4. The traditional curriculum leaves out the diverse cultures.
6.2. Standard Movement into the Testing Movement
6.2.1. NCLB- No Child Left Behind
6.2.2. Testing should follow the curriculum
6.2.3. The Clinton administration's Goals 2000 program gave federal money to each state to write their own academic standards.
6.2.4. The Standard movement died out in 1995 due to the controversy over the national history standards came to a high boil.
6.2.5. The Five New Basics came into place.
6.2.5.1. Four years of English
6.2.5.2. Three years of Mathematics
6.2.5.3. Three years of Science
6.2.5.4. Three years of Social Studies
6.2.5.5. One-half year of computer science
6.3. Conservatives Support
6.3.1. Return to basics
6.3.2. Return to the traditional academic curriculum.
6.3.3. Minimum standards
6.3.4. Introduce free market.
7. Ch. 3 History of Education
7.1. In the Post-War II, the patterns that came about during this time. First the debated about goals of education and whether each child should receive the same education. Then, the demanded for the opportunity to expand education.
7.2. They changed the process of education to a straightforward extension of our analysis of the capitalist economy.
7.3. There was conflict goals over goals, curriculum and method.
7.4. The role of education in legitimizing the class structure and in fostering forms of consciousness consistent with its reproduction also figure prominently in our analysis.
8. Ch. 4 The Sociology of Education
8.1. Theoretical pictures of society are created by humans. Even though the knowledge of the social world can not be totally separated for one's personal and social situation.
8.2. Functionalists tend to assume that consensus is the normal state in society and that conflict represents a breakdown of shared values.
8.3. Interaction theories is about the relation of school and society are primarily critiques and extensions of the functional and conflict perspectives.
8.4. Sociologists of education disagree about the relative importance of schooling. Research has shown the difference between schools in terms of their academic programs.
8.4.1. Some believe that the social and occupational mobility begin at the school house door and it is a critical component of the American ethos. A great point has been made that there is a difference between educational amount and educational route.
8.4.2. The expectations of the teachers were found to directly influence student achievement.
8.5. Interaction theories is about the relation of school and society are primarily critiques and extensions of the functional and conflict perspectives.
9. Ch. 5 The Philosophy of Education
9.1. Philosophy allows for a systematic approach to problem solving in the schools systems.
9.2. Philosophy aids teachers to understand who they are or intended to be; and why they do what they do.
9.3. Philosophies of Education
9.3.1. Idealism
9.3.2. Realism
9.3.3. Pragmatism
9.3.3.1. Developed in the latter part of the nineteenth century.
9.3.3.2. Came from the Greek meaning; pragma meaning work.
9.3.3.3. Encouraged people to find the processed that work in order to achieve that ends.
9.3.3.4. Pragmatic Schema
9.3.3.4.1. Problem>Speculative thought>Action>Results
9.3.4. Existentialism and Phenomenology
9.3.4.1. Existentialism
9.3.4.1.1. This is a more modern approach to Philosophy.
9.3.4.1.2. Individualistic Philosophy
9.3.4.1.3. Believe that one was put on Earth alone therefore must make some sense of the chaos they encounter.
9.3.5. Postmodernist and Critical Theory
9.4. Generic Notions
9.4.1. Aristotle believed that only though studying the material world was it possible for the individual to clarify or develop ideas.
9.4.2. Dewey Pragmatism: Better society through education. School became an "embryonic community" where children could learn skills both experientially as well as from books. Dewey advocated both freedom and responsibility for students.