My Foundations of Education

1. CH 2 Politics of Education

1.1. The four purposes of education are: Intellectual, political, social, and economic.

1.1.1. intellectual is to teach the basic skills

1.1.2. political is to inoculate allegiance to the existing political order

1.1.3. social is to help solve problems

1.1.4. economic is to prepare students for their later occupational roles and to select, train, and allocate individuals into divisions of labor.

1.2. The role of the school is essential focus of each of the perspectives and is at the heart of their differing analyses, Explanations of unequal performance. This is when students from lower social economic backgrounds dont do as good in school as their peers. Education problems- when conservatives refer to the decline of standards, decline of cultural literacy, decline of values or of civilization, or decline of authority. These are educational problems.

2. CH 3 History of Education

2.1. The reform movement that has caused so much stir in education now a days is the emergence of public high school. This is because of the drastic increase in numbers of students enrolled from 1880 to 1945.

3. CH 4 Sociological Perspectives

3.1. Functional theories begin with a picture of society that stresses the independence of the social system. Functionalists view society kind of as a machine where each works with the other to make things work.

3.2. Conflict theories. The glue of the society is economical, political, cultural, and military power. Ideologies or intellectual justifications created by the powerful, are designed t enhance their position by legitimizing an equality and the unequal distribution of material and cultural goods as the inevitable outcome of history.

3.3. International theories about the relationship of school and society are preliminary critiques and end extensions of the functional and conflict perspectives.

4. CH 5 Philosophy of Education

4.1. Pragmatism means meaning work. It is a philosophy that encourages people to find processes that work in order to achieve their desired ends. Pragmatists are action oriented. Goal of education: school should provide conjoint communicate experience. It should function as preparation for life in a democratic society. Methods of Instruction: the teacher constantly rediscovers knowledge, a student discovers knowledge, and together they come to an understanding of past, present, and future. particularly a future with many possibilities. Thus the role of a teacher is to help students understand the world through posing questions, generating activities, and working together. Curriculum : Existentialists and phrenologists believe in exposing students at early ages to problems as well as possibilities. And to the horrors as well as accomplishments. Human kind is capable of producing.

5. CH 6 Schools and Organizations

5.1. Senators: Richard Shelby & Luther Strange; House of Representative: Mo Brooks; State Superintendent: Ed Richardson; Representative on State School Board: Mo Brooks; Local Superintendent: Kevin Dukes; Local Board Members: Cecil Gant, Chad Gorham, Angela Guess, Kenneth Storey,Charles West.

6. CH 7 Curriculum, Pedagogy, and the transmission of Knowlege

6.1. Developmentalist is a conglomeration or a collective vision of theories about how desirable change in society is best achieved. Such theories draw on a variety of social science disciplines and approaches. In this article, multiple theories are discussed, as are recent developments with regard to these theories.

6.2. Mimetic and transformative are the two dominant forms of teaching.

7. CH 8 Equality of Opportunity and Educational Outcomes

7.1. Classis students in different social classes have different kinds of educational experiences. There are several factors that can influence these class based experiences. Wealthy students seem to benefit more from their education than those students at poverty level. Race- An individuals race has a direct impact on how much education he or she is likely to achieve.In a society as segregated as the United States, it is not surprising that minority students receive fewer and inferior educational opportunities than white students. Gender- Even though women are often rated as being better students than men, in the past they were less likely to attain the same level of education. Today, females are less likely to drop out of school than males, and are more likely to have a higher level of reading proficiency than males. The same is true for writing.

7.2. If we refuse to accept as inevitable the irresponsibility and educational unconcern of the adolescent culture, then this poses a serious challenge. For to change the norms, the very foci of attention, of a cultural system is a difficult task—far more complex than that of changing an individual’s attitudes and interests. Yet if the challenge can be met, if the attention of the adolescent culture can be directed toward, rather than away from, those educational goals which adults hold for children, then this provides a far more fundamental and satisfactory solution to the problem of focusing teenagers’ attention on learning.

8. CH 9 Explanations of Educational Inequality

8.1. A person’s culture and upbringing has a profound effect on how they see the world and how they process information. This fact was discussed by Richard Nisbett in his work, The Geography of Thought: How Asians and Westerners think differently…and why Nisbett worked with psychologists in Japan and China and determined that the holistic way of viewing the world typical of many students from those countries differed from that of their American counterparts, who tended to view the world in parts or distinct classes of objects that could each be defined by a set of rules.

8.2. redrick Erickson is a major proponent of Cultural Difference Theory. He uses the term "microethnography" to describe his technique of "situation-specific analysis" (1976). Using this technique he observes "naturally occurring interaction in people's lives..." (1976:137). In this way, Cultural Difference Theorists are more focused on the `micro' elements of people's lives and communities. As Erickson points out this theory "provided a way of seeing classroom troubles as inadvertent misunderstanding--teachers and students playing into each other's cultural blind spots" (Athropology and Education Quarterly, 1987). Other related research includes Au's work with Hawaiian students (1980), Philips work with Warm Springs children (1972), Delgado-Gaiten's work with Latino and Chicano populations (1987), Heath's work in the Piedmont Carolinas area (1983), as well as, further theory extrapolation done by Trueba (1988), Davidson (1992), Labov (1969) and Vogt (1987).

9. CH 10 Educational Reform and School Improvement

9.1. Vouchers- A number of states implemented school voucher programs, all of which were challenged in state courts for violating the separation of Church and State. In 2002, the US Supreme Court in Zelman Simmons-Harris ruled that the Cleveland, Ohio, voucher program dd not violate the establishment clause of the First Amendment. Specifically, that because the vouchers went directly to families rather than to religious schools and because they could be used in either religious or secular private schools, the voucher program did not violate the constitutional prohibition against public money being used for religious purposes. Charter Schools- The movement has produced nearly 3700 charter schools serving 1,076,964 students nationwide. Demand for charter schools remains high, as evidence by the 70 percent of charter schools with waiting lists for admission.

9.2. The No Child Left Behind Act authorizes several federal education programs that are administered by the states. The law is a reauthorization of the Elementary and Secondary Education Act. Under the 2002 law, states are required to test students in reading and math in grades 3–8 and once in high school. Race to the Top, abbreviated R2T, RTTT or RTT, is a $4.35 billion United States Department of Education competitive grant created to spur and reward innovation and reforms in state and local district K-12 education.