1. Chapter 6. Schools and Organizations
1.1. Describe the five structures of U.S. Education.
1.1.1. Governance- Public schools in the U.S. are not centralized all the way to the school district.
1.1.2. Size and degree of centralization- the statistics about the students attending schools have grown over the years is showing the amount of blended centralization in the past 80 years in our schools.
1.1.3. Student Composition- the mixtures in today's schools is becoming more and more different while at the same time they are starting a trend toward raising segregation residential wise.
1.1.4. Degree of openness- it's saying that school are open because students can enroll as kids and stay there until they graduate.
1.1.5. Private Schools- These schools tend to be religious related schools. They are usually for students whose parents have a strong commitment for education and want there kids to go to the best school.
1.2. Compare and contrast U.S. schooling to other international schools.
1.2.1. In the soviet union they first wanted to teach their kids to be the people they wanted them to be. We do the same thing here in the U.S., maybe not to be Communist as they were but it seems like now days it's getting close. In the soviet Union they also gave most of there money to the schools that taught the kids who's parents where rich, while the poor suffered with schools that didn't have whats necessary to teach them. In the U.S. we try our best to give everyone the same education and try to push them to take their education farther in public schools.
1.2.2. In Japan, to get into universities you have to take different test that are highly competitive. In the U.S. we don't take exams we just try to educate all we can as long as it's affordable to them. In Japan the thought of education and to succeed is really important to them and their culture. The U.S. on the other hand has some parents that care less about education and don't offer much help to their children.
1.3. Evaluate school processes’ influence one’s experiences with education and learning outcomes.
1.3.1. I remember when I was in 7th grade I had a teacher who was kinda mean and i was struggling in there. My dad went up to the school to talk to her and after that it's like something changed. I might've got better after that, but the next year I was making grades close to 100's on my report cards it she was nicer and treated me better.
1.4. Examine the nature of teacher professionalism and possibilities for the future.
1.4.1. Teachers have to hold a lot of different titles to be an effective teacher. They have to be strong and knowledgeable in what they are going to teach. Not only do they have to know things, they also need to be a good role model to the child and the parents.
2. Chapter 7:Curriculum, Pedagogy, and the Transmission of Knowledge
2.1. Compare the three approaches to curriculum.
2.1.1. In the traditional approach the curriculum developer sets the goals of the classes. While in the learner driven approach the students help with the curriculum being taught. In the critical approach The teacher will be who determines curriculum and follow the lead of the learners.
2.2. Interpret the way in which individual groups manage to translate their values into the subjects that are taught in school.
2.2.1. Everyone in school probably feels like they deserve a better education. Some even feel like they deserve special treatment because of the things their people had to face in the past.
2.3. Describe the four types of curriculum
2.3.1. Humanist curriculum- matches the idealist thinking that what is known of the regular liberal arts is cornerstone of educated citizens and to give students the best of whats been written.
2.3.2. social efficiency curriculum- it was made in the early twentieth century as a democratic response to the making a huge public school for secondary schools.
2.3.3. Developmentalist curriculum- relates to what student needs and is interested in rather than what society needs
2.3.4. Social meliorist curriculum- they believe that education can be used as a tool to shape society and change it for the better.
2.4. Explain the influence of the different stakeholders on the curriculum.
2.4.1. What everyone does influences curriculum What's the kids are struggling with , who came up with the idea and all who helps carry out the idea.
2.5. Provide examples of the two dominant traditions in pedagogic practices
2.5.1. mimetic- relying on lectures or presentations that is mainly used for communication.
2.5.2. Transformative- could be thing such as prayer or meditation.
3. Chapter 8: Equality of Opportunity and Educational Outcomes
3.1. Describe the three basic forms of stratification.
3.1.1. Caste Stratification- happens in agrarian societies that involves the levels of society to be strict with race and religious ways.
3.1.2. Estate Stratification- this also happens in agrarian societies and is based on who your family is.
3.1.3. Class Stratification- happens in in societies that are industrial and are based on what you achieve individually.
3.2. Describe the relationship between educational achievement and attainment of African-Americans, Hispanic-American, women students, and students with special needs
3.2.1. With African American student and Hispanics it's really helpful for their parents to have some education and knowing English. Women usually out perform men in reading and get outperformed by men in reading and writing. The children with special needs are put into a place that is a least restrictive environment which is to aide them in their learning process.
3.3. Explain the impact on school segregation on achievement.
3.3.1. Usually if a school is in a lower class are they can't afford good teachers or the teachers may not want to teach there. When we discussed this in our meeting we might have talked about how they get inexperienced teachers and therefore they aren't taught the greatest.
3.4. Judge the degree to which student outcomes (cognitive or affective) can be attributed directly to the organizational characteristic of the school.
3.4.1. The more successful a student is and the more they learn the more task they can complete that involve higher thinking skills.
3.5. Evaluate the relationship between educational attainment and economic achievement
3.5.1. The deeper we get into inventions and newer high skill jobs that require more school we lose more of the lower skill manufacturing jobs.
3.6. Critique the impact of education on inequality as one of social mobility or social reproduction
3.6.1. I think today the inequality would be social mobility. When someone moves to a school they are sometimes treated a little different until someone gets to know them or vice versa.
4. Chapter 9: Explanations of Educational Inequality
4.1. Explain the three sociological theories that guide the discourse about educational inequality.
4.1.1. Functionalist try to create an equal chance for the kids to be able to have a good education and a system that are for people with talent and not on who you are.
4.1.2. Conflict theorist want to reproduce inequality and not get rid of it and are mostly based on family background with in this theory.
4.2. Describe the multi-dimensional approach theory that explains the unequal educational achievement related to race, class, and gender.
4.2.1. They view what happens in and out of school as to how the inequalities effects people.
4.3. Evaluate the three controversial perspectives of unequal educational performances that are “student-centered explanations”
4.3.1. Kids of a lower economical status didn't do as goo in school as the wealthier kids. Then they wanted these poor kids to attend poor schools which would make them even worse in school.
4.3.2. The Coleman Report thought that how diverse the children were was the cause of some not achieving as much.
4.3.3. Within school differences thinks that the use of tracking and grouping by how well the students have done explain the differences.
4.4. Explore the five explanations of unequal educational performances that are “school-centered explanations”
4.4.1. In school Financing I think we should work harder to make the schools that are poor wealthier instead of trying alternate routes. It would really help.
4.4.2. On curriculum and pedagogic practices it makes sense because students from the lower class are getting worse educations than that of a upper class public school. We should work harder to send more funds to them schools because they require good teachers and more time to teach the students.
4.4.3. On effective school research, we should make sure the teachers are trying and what strategies are more effective with the students. Research is critical to finding out whats working the best.
4.4.4. I think students should be grouped by ability only if it's to better spend extra time with the ones who are struggling in a certain field.
4.4.5. Gender differences are kind of unfair. Most women are smarter than men, They should be allowed to have education and not be looked at as some housemaid that dosen't need to know anymore than she already does.
4.5. Critique the argument that schools reproduce inequality
4.5.1. School really does make up alot of inequality. People that are in the poor school district don't really get the best hing or teachers to make them better because most people are scared to teach them. People who are well known in the town will get more attention sometimes from the teacher and won't be left out like the other kids in conversations with the teacher.
5. Chapter 10: Educational Reform & School Improvement
5.1. Compare the two significant waves of school reform between the 1980 and 2012.
5.1.1. Around 1980 they were trying to improve the schools qualities in our nation. The government in the early 21st century tried to make it were the way the schools were wasn't an issue for them to take care of and more of the state and localities problem.
5.2. Create a timeline that outlines federal involvement in education since 1990
5.2.1. 1992 -2000- president Clinton's Goals. 2000- President Bush's No Child Left Behind (NCLB). President Obama's Race to the Top (RTT).
5.3. Examine the multiple approaches to reform in the following areas: school-based, school-business partnerships, school-to-work programs, teacher education, teacher quality, and effective school movement.
5.3.1. School based Reforms- School Choice- Students could select the school that they wanted and wasn't assigned based off district. Charter Schools-They are public schools with less regulations used in a regular public school, but are looked at for their student performance. Tuition Vouchers- is funding for a student from the government to go to the school chosen by the student.
5.3.2. School- Business Partnerships- Buisiness leaders form together to give the schools guidance or even scholarships so they can benefit our future nation.
5.3.3. School -to-work Programs- They tried to teach the students who chose mot to go to college skills that are needed to be successfully employed.
5.3.4. Teacher Education- They tried to better educate the coming up teachers to become a successful teacher and help the students.
5.3.5. Teacher quality- They try to fix problems with urban schools when they but teachers in places they aren't qualified because they are having trouble finding more.
5.3.6. Effective school movement-There is five key points to becoming an effective school, they are: keep your expectations high for the kids, and that the whole staff be responsible for the students achievements, the principal is to be an instructional leader, keep a safe and organized place for learning, be clear on what you want with your goals, and monitor your student a lot.
5.4. Interpret societal, community, economic, and political reforms such as state intervention & mayoral control in local school districts; school finance reform; and full service and community schools.
5.4.1. State Intervention- State accountability systems focus on how to reward the schools who are doing well and how to penalize those who are not.
5.4.2. Mayoral Control- Research has found that it helps students and that the cities without it are doing just fine so they're a little mixed on the subject. They want to let the mayors office have more control other than school board in this subject.
5.4.3. School Finance reform- more financing is needed in the poorer districts to benefit poorer schools.
5.4.4. Full Service and community schools- This could be used to not have any inequalities in schools. They will teach the whole community to better help the students and their parents out of school.