1. Sociological Perspectives
1.1. Functionalism
1.1.1. The views of a functionalist can be explained as different components necessary to work together to produce in society.
1.1.2. Generic notions: The philosophy that encourages people to determine the best process for them and work at it until success is achieved. The school was proposed as the environment for students to experientially learn, in addition to learning out of books and traditional ways. The idea was to enable students to work in a democratic society.
1.2. Conflict theory
1.2.1. Conflict theory refers to more forceful and pushing one's idea on the other groups, in a manipulative manner.
1.3. Interactionalism
1.3.1. Interactionalism relates society to education by interacting with one another at a very general level of structure and process.
1.4. 5 effects of schooling
1.4.1. Knowledge and attitudes:
1.4.1.1. The more education that is acquired, the more that students develop a good attitude. More recently, it has been recognized that in schools that encourage more of a push toward academic success, it leads students to that success.
1.4.2. Teacher Behavior
1.4.2.1. Teacher behavior is a major effect of schooling. Teachers play a lot of different roles throughout their time in front of students, and they must always try to demonstrate their best in every way.
1.4.3. Education and Inequality
1.4.3.1. Educational equality is an issue that continues to become more complicated. Basically, others who are different and come from such different backgrounds are all eligible for an education here.
1.4.4. Student Peer Groups and Alienation
1.4.4.1. The effects of peer groups can be such a deciding factor on that persons education because it sets students apart and creates a uncomfortable learning environment, which results in an unsuccessful learning experience.
1.4.5. De Facto Segregation
1.4.5.1. Racial integration results in a higher student achievement record, and the equality and opportunity is there for a bigger range of backgrounds.
2. Equality and Opportunity
2.1. Class
2.1.1. The education a child receives is usually a reflection of the class their family is associated with. Education is expensive and requires parents to provide financial support. Schools can represent the values of upper and middle class, and sometimes students are labeled based on their class and not held to the same standards as someone of a higher class.
2.2. Race
2.2.1. A student's race has a direct impact on how much education he or she is likely to achieve. 5.2% of whites drop out of school, 9.3% of African Americans drop out, and 17.6% of Hispanics drop out. Explanations as to why minorities underachieve compare to whites vary.
2.3. Gender
2.3.1. Despite the past, females are now less likely to drop out of school than males. However, males tend to make higher on the SATs. Although the differences in gender in terms of education has been reduced, there
2.4. The Coleman Study Responses
2.4.1. 1982
2.4.1.1. The differences that do exist between Catholic and public schools are statistically significant, but in terms of significant differences in learning, the results are negotiable.
2.4.1.2. Catholic schools seem to advantage low income minority students, especially in urban areas. However, they are also becoming more elite and like suburban public schools.
3. History of U.S. Education
3.1. Reform Movements
3.1.1. The educational reform regarding equality of opportunity seems to have had the most influence on education. It led to the GI Bill of Rights, offering millions of servicemen and women the opportunity for education. Followed by the segregation and desegregation of schools, that ruled separate institutes are unequal for a number of reasons. Socioeconomic position is another factor that affects the movement of equality. Achievement gaps in education still suggest the inequality in the education system. The subject equality of opportunity will require ongoing recognition and reform.
3.2. Historical Interpretation
3.2.1. The Democratic-Liberals interpretation of U.S. education includes providing equality and opportunities for all students. During these attempts, social skills sometimes become a higher priority than those of intellect. The Democratic-liberal course of action involves the expansion of educational opportunities for a wider population. The goal of equality and excellence remain to be the focus for the U.S. education system from the Democratic-liberal stance, while rejecting the conservative views of social evolution.
4. Educational Inequality
4.1. Cultural Difference Theories
4.1.1. One theory described by John Ogbu, argues that African American students do not achieve as high as white students because they have adapted to their oppressed position in society. He went on to say there are "job ceilings" for African Americans in the U.S. and the children are conditioned by family and teachers to deal with inferiority, instead of encouraging them.
4.1.1.1. Another theory sees working-class and nonwhite students as resisting the dominant culture of the schools. This theory refers to the idea that minorities resist the white middle class agenda and choose to quit school to begin working.
4.1.2. School Centered Inequality
4.1.2.1. School Financing
4.1.2.1.1. Vast differences in funding between affluent and poor districts is a major cause of school inequality.
4.1.2.2. Effective School Research
4.1.2.2.1. In order to adequately explain between school differences and academic achievement, the research must be done effectively in the areas that determine the best possible outcome.
4.1.2.3. Within-School Differences
4.1.2.4. The fact that different groups of students in the same school perform very differently suggests that there may be school characteristics that are affecting these outcomes. The process of tracking is still being debated upon.
4.1.2.5. Between-School Differences
4.1.2.5.1. Research explored differences between inner-city schools and lower socioeconomic neighborhoods. Most of the findings support the argument that schools do affect educational outcomes. However, it is also argued that there are significant differences between the culture and climate of the schools in lower and higher socioeconomic communities.
5. Philosophy of Education
5.1. Pragmatism
5.1.1. Key researchers: Charles Sanders Pierce, William James, and John Dewey are the founders of Pragmatism.
5.1.2. Goal of education: The goal of pragmatism was to develop and apply everyday knowledge and skills through process, experience, and problem solving to be successful in a democratic society.
5.1.3. Role of teacher: The teacher assumes the role of facilitator and encourages, offers help and suggestions to follow the plan of study.
5.1.4. Method of instruction: Methods of instruction were to be given in both individual or group settings. Hands-on or experimental learning were geared more toward the group setting. It was a more natural way of learning through problem solving.
5.1.5. Curriculum: The integrated curriculum provided the most effective means to Dewey's idea of balancing traditional disciplines with the needs and interests of the children.
6. Educational Reform
6.1. School Based Reforms
6.1.1. School-to-Work Programs
6.1.1.1. This program was put into place to assist non-college bound students during their education to prepare them with skills necessary for successful employment and to stress the importance of work-based learning.
6.1.2. The Effective School Movement
6.1.2.1. In response to a Nation at Risk and other reports that criticized the effectiveness of U.S. public schools, the characteristics of schools with effective practices were used as models for improvement in the schools underperforming.
6.2. Societal, Economic, Community, or Political Reforms
6.2.1. Full Service and Community Schools
6.2.1.1. Full Service schools work to meet student's and the families educational, physical, psychological, and social needs between the school and community services.
6.2.1.2. Harlem Children's Zone
6.2.1.2.1. Canada provides programs for parents in Harlem before their children are even born in attempt to infuse all knowledge that middle-class parents know they should do for their future children. Providing quality early childhood education helps minority and low-income children to be successful.
7. Schools as Organizations
7.1. Federal Alabama Senators
7.1.1. Richard Shelby
7.1.2. Luther Strange
7.2. Federal House of Representative
7.2.1. Mo Brooks
7.3. State Senator
7.3.1. Arthur Orr
7.4. Local Superintendent
7.4.1. Bill Hopkins
7.5. Morgan County Board of Education Members
7.5.1. Nelson Hale, Keith Howard, Cheryl Bland, Andrew Ainslie III, Brad Evans
7.6. Elements of Change
7.6.1. School Process and Cultures
7.6.1.1. Conflict
7.6.1.1.1. Staff involvement in school restructuring must be prepared to elicit, manage, and resolve conflict.
7.6.1.2. Behavior
7.6.1.2.1. Change requires new relationships and behavior. The change process must include communication and trust, enabling leadership and initiative to emerge, and learning techniques of communication, collaboration, and conflict resolution.
7.6.1.3. Team Building
7.6.1.3.1. Team Building must extend to the entire school, otherwise issues of exclusiveness and imagined elitism may surface and perceived resistance to change will persist.
8. Curriculum & Pedagogy
8.1. Developmentalist Curriculum
8.1.1. Student centered learning is something I believe should be implemented in every classroom and the developmentalist curriculum is geared toward that practice. It stresses the importance of relating the schooling experience to life experiences children will face. In this curriculum, the teacher is meant to be a facilitator for student growth. The needs and interests of the students are the center of this approach.
8.2. The Mimetic Tradition
8.2.1. The main idea pertaining to the mimetic tradition of education is that knowledge can be doubly possessed, first by the teacher alone, then by the student. This is achieved by the approach of a series of steps that are carried out to pass on the knowledge effectively.
8.3. The Transformative Tradition
8.3.1. This approach to teach is more deeply integrated and ingrained within the psychological make up of a student. Transformation is sought after through a more philosophical standpoint from the teacher, through modeling and explaining.
9. Politics of Education
9.1. Purposes of Education
9.1.1. Intellectual
9.1.1.1. The purpose to provide students with the basic knowledge such as math, reading, and writing, as well as the cognitive skills to build upon.
9.1.2. Political
9.1.2.1. The purpose to instill patriotism and willingness to participate in the political aspect of education; to demonstrate basic laws in society.
9.1.3. Social
9.1.3.1. The purpose to prepare students for many different social roles in society and to work toward social advancement.
9.1.4. Economic
9.1.4.1. The purpose to appropriately prepare students for their future roles in society according to their occupational dispositions.
9.2. The Role of the School
9.2.1. The conservative perspective on the role of the school suggests that the most hard-working and talented students become successful, and therefore are prepared for the social and economic roles in their future.
9.2.2. Explanations of Unequal Performance
9.2.2.1. The conservatives address unequal performance as the opportunities shall be given to all students, and it falls on the student to put forth the effort and sacrifice in order to succeed.
9.2.3. Definition of Educational Problems
9.2.3.1. The conservative view of educational problems stem from the demands of radicals and liberals, claiming they have resulted in the declination of standards, cultural literacy, values, and authority.