1. Politics of Education
1.1. Conservative Perspective
1.1.1. William Sumner
1.1.2. Compete to survive
1.1.3. Capitalism is best
1.2. Progressive Vision
1.2.1. Solves social problems
1.2.2. Develops individual potential
1.2.3. Schools should make things better
2. History of U.S. Education
2.1. Progressive Reform
2.1.1. Supports the needs of the student
2.1.2. relativism of academic standards in name of equity
2.1.3. believed by critics to be "regressive"
2.1.4. Civil Rights movement aided in progressive movement
2.1.5. Elementary and Secondary Education Act of 1965, education of disadvantaged children
2.2. Democratic-Liberal School
2.2.1. Cubberly, Curti, Cremin were the representatives for this era
2.2.2. tend to interpret history optimistically
2.2.3. U.S. educational system must continue to move closer to each without sacrificing one or the other two dramatically
3. Sociology of Education
3.1. Functional Theory
3.1.1. Stresses interdependence of social system
3.1.2. view society as a machine
3.1.3. Emile Durkheim virtually invented sociology of education
3.2. Effects of Schooling
3.2.1. Employment
3.2.1.1. most who graduate from college have greater employment opptorunties
3.2.1.2. most jobs require higher level organization
3.2.2. Mobility
3.2.2.1. Civil religion- education is the great equalizer
3.2.2.2. Contest mobility- rise and fall based on merit
3.2.2.3. Sponsored mobility- social class determines who will receive certain training
4. Philosophy of Education
4.1. Pragmatism/Progressive
4.1.1. Generic Notions
4.1.1.1. Educators start with the needs an interest of students
4.1.1.2. allow child participation
4.1.1.3. employ group learning
4.1.1.4. depend on experiential learning
4.1.1.5. School became embryonic community
4.1.2. Key Researchers
4.1.2.1. George Sanders Pierce
4.1.2.2. William James
4.1.2.3. John Dewey
4.1.2.4. Earlier European- John Locke, Frances Bacon, Jean-Jacques Rousseau
4.1.3. Goal of Education
4.1.3.1. Social order
4.1.3.2. Ideas required teesting
4.1.3.3. central to all subsequent education
4.1.4. Role of Teacher
4.1.4.1. not the authoritarian
4.1.4.2. becomes peripheral position of facilator
4.1.4.3. encourages
4.1.4.4. writes curriculum
4.1.5. Method of Instruction
4.1.5.1. both individually and in groups
4.1.5.2. field trips and projects
4.1.5.3. appeared as chaotic but actually organized
4.1.6. Curriculum
4.1.6.1. Integrated
4.1.6.2. Support working from the known to unkown
4.1.6.3. not on a fixed curriculum
4.1.6.4. changes as child's interest and needs change
5. Schools as Organization
5.1. District Stakeholders
5.1.1. State Senators: Richard Shelby and Jeff Sessions
5.1.2. Walker County House Representatives: Connie Rowe and Tim Wadsworth
5.1.3. State Superintendent: Tommy Bice
5.1.4. State Board Representative:Jeffery Newman
5.2. Walker County Stakeholders
5.2.1. Superintendent: Jason Akins
5.2.2. School Board Members: Brad Ingle, Jamie Rigsby, Dale Reeves, Edd Gilbert, and Sonia Waid
5.3. Athens City Schools
5.3.1. Learner-centered
5.3.2. Virtual Classroom
5.3.3. Passionate about teaching
5.4. Each state is responsible for education
5.4.1. Open to all very inclusive
5.4.2. Private schools are 25% of all schools
5.5. Finland
5.5.1. Teachers have free will to teach
5.5.2. Formulative testing
5.5.3. No teacher shortages
5.5.4. Competitive Salaries
5.6. 5 Characteristsc of highly effective schools
5.6.1. Student achievement is monitored
5.6.2. Safety and Security
5.6.3. Clear Mission
5.6.4. Principal is highly visible involved
5.6.5. High expectations of student achivement
6. Curriculum and Pedagogy
6.1. Pedagogy- the teaching of children
6.1.1. Conservatists say we need a better society more proficient.
6.1.2. Communities reflect what is important to them as a society.
6.1.3. Mimetics says there is a basic core of knowledge
6.1.4. Transformative says students needs should be the main focus
6.1.5. Maturity is very important when determining how to teach.
6.2. Curriculum- 10 mins of character ed are required every day
6.2.1. Politics influence the curriculum
6.2.2. Students have most power to influence the curriculum
6.2.3. Formal Curriculum- cognitively teach (math, science, english, history)
6.2.4. Hidden Curriculum- taught but not obvious to sight (Character Ed)
6.2.5. Null Curriculum- What is not taught but is learned (Sports)
6.2.6. Social order determines curriculum
7. Equality of Opportunity
7.1. Case
7.1.1. Social level attained by race or religion
7.1.2. Minorities do not receive the same educational opportunities as white Americans
7.1.3. Race has a direct impact on how much educational attainment a person achieves
7.2. Estate
7.2.1. " " family value and worth
7.2.2. Educational achievement is directly related to family achievement and social class
7.3. Class
7.3.1. ability to overcome by personal achievement
7.3.2. lower class decreased ability to rise due to inflation
7.3.3. Educational achievement is directly related to financial success
7.3.4. Schools represent the middle and upper class
7.4. SAT and ACT test have become the determining factor for educational success.
7.4.1. IDEA has helped students with disabilities.
7.5. Coleman Study
7.5.1. Lower class should attend middle-upper class schools to improve success
7.5.2. Difference in schools makes a difference in eduction
8. LEGAL ISSUES
8.1. Teacher neglagence
8.1.1. Contributory negligence is neglecting your and others’ safety.
8.1.2. Comparative negligence is having equal contributions to an injury.
8.1.3. Assumption of risk is having known that an activity could cause injury.
8.1.4. SUPERVISE STUDENTS AT ALL TIMES
8.2. Reporting Child Abuse
8.2.1. Report the suspected abuse to the guidance counselor, principal or DHR
8.2.2. Document the action you have taken. (Document time, date, name of student, suspected abuse or symptoms and to whom you reported
8.2.3. Follow-up incident
8.3. Harassment
8.3.1. Educators can be held liable if they show an indifference to a student’s or teacher’s complaint.
8.3.2. Franklin v. Gwinnett County Public Schools (1992) U.S. Supreme Court. Vance v. Spencer County Public Schools 6th U.S. Circuit Court of Appeals (2000).
8.4. Corporal Punishment
8.4.1. ALWAYS follow board policy
8.4.2. Use another method if avaiable
8.4.3. Have a professional witness
8.4.4. Document everything!
8.5. IDEA
8.5.1. Identify your students who are receiving services by contacting your counselor, principal or special education teacher
8.5.2. Each teacher is responsible for knowing which students receive services
8.5.3. Follow the IEP, 504 Plan, BIP or BBSST recommendations.
9. Educational Inequality
9.1. Fuctionalist
9.1.1. support the idea that each students’ success is determined by their own hard work and desire to succeed
9.2. Conflict
9.2.1. support the idea that student success is affected by their environment.
9.3. Interctionist
9.3.1. support that student success is determined by a combination of factors such as family, social class schools and environment.
9.4. Teachers influence students success
9.4.1. DO SCHOOLS REPRODUCE INEQUALITY??
9.4.2. Schools do not go above and beyond to break the mold of educational or social inequality in the schools whoch causes it to be continued.
10. Educational Reform
10.1. Highly qualified teachers
10.1.1. A calling for field
10.1.2. Professional knowledge
10.1.3. Good communicator
10.1.4. lifelong learner
10.1.5. willing to go extra mile
10.2. School based reform/Charter schools
10.2.1. teachers don't have same requirements as those in public schools
10.2.2. located to help those in lower class
10.2.3. designed for more one on one interaction
10.3. Teacher Education Programs
10.3.1. Attract and retain great educators
10.3.2. Reorganize educational academic and professional development