1. Educational Inequality
1.1. Cultural Deprivation
1.1.1. This theory suggests that the working-class and nonwhite families lack cultural resources such as books. This leads to students arriving at school at a disadvantage.
1.1.2. The second part of this theory states that middle class families value hard work and initiative and delay gratification . They focus on the importance of schooling as a means to future success. According to this theory, this results in disadvantaged students as they do not have the skills need to achieve academically.
1.2. School-Centered Explanations
1.2.1. School Financing - According to research, public schools found in better communities compared to those found in poorer districts are able to provide more per pupil funding.
1.2.2. School Research - It was found that comparing schools in different socioeconomic communities was only part of the puzzle. Researchers needed to compare schools in lower socioeconomic communities as well.
1.2.3. Curriculum and Pedagogic Practices - School climates do affect educational outcomes.
1.2.4. Curriculum and Ability Grouping - Ability and curriculum grouping is an important organizational component of schooling. School characteristics may be affecting the fact that students within the same school perform differently.
2. Equality of Opportunity
2.1. Educational Outcomes
2.1.1. Class can play a large role in the achievement of students. Students from higher income families are likely to achieve a higher level of education due to the availability of funds. They are also more likely to have books in their homes. Studies show that the number of books in a child's home is directly related to their academic achievement. Also, often times lower class families have lower expectations for their children.
2.1.2. Race is directly related to student achievement. Research shows the percentage of white students' reading proficiency is higher than that of minority students. This also leads to SAT scores and college opportunities.
2.1.3. Gender also affects student achievement. Female students are less likely to drop out of school. They are also likely to be better readers. Males do outperform females in mathematics. Males are also more likely to score higher on the SATs than females.
2.2. Coleman Study
2.2.1. 1. The findings were that private schools seem to "do it better". They give more opportunity to low income students. Academics, however, did not show that great of a difference.
2.2.2. 2. This study showed that where a student attends school is generally related to their race and socioeconomic background. The overall race and socioeconomic background has a greater effect on a student's achievements than their own race and background.
3. Philosophy of Education
3.1. Existentialism
3.1.1. 1.Generic Notions-Each person is an individual controlling their own development
3.1.2. 2. Key Researchers-The key researchers were Karl Jasperes, Soren Kierkegaard, and Martin Buber
3.1.3. 3. Goal of Education-Being and individual and focusing on one's own needs
3.1.4. 4. Role of Teacher-To look back and distinguish between our mistakes and triumphs and share these helpful situations with our students.
3.1.5. 5. Method of Instruction-Instruction is based on each individual need.
3.1.6. 6. Curriculum-Anything to get the student
4. Polotics of Education
4.1. Four Purposes of Education
4.1.1. 1. Intellectual-This goes into the teaching of cognitive skills and the development of higher thinking skills in students.
4.1.2. 2. Political-The political purpose teaches allegiance, affiliates foreigners with the political process, and to teach society's laws.
4.1.3. 3.Social-The social aspect of education will help prepare children to handle social conflicts within the classroom, community and society.
4.1.4. 4. Economic-The economic level of education helps prepare children for the role they will take on in society as adults. It prepares them to work.
4.2. The Perspective
4.2.1. The Conservative Party feels it is necessary to provide each student with the necessary training and skill set to ensure that they will prosper as adults in society and the workforce. This party understands that each student is created differently and is not dependent on the performance of another student. Each child will prosper or fail based on their own intelligence, ability and training. Educational problems are seen as the values that are important to society, understanding authority and the decline of standards.
5. Sociological Perspectives
5.1. Effects of Schooling
5.1.1. 1. Knowledge and Attitude are affected by schooling. The more schooling a person receives will allow them to feel more comfortable when holding an educated conversation with a group of people.
5.1.2. 2. Employment is highly influenced by schooling. To receive a better job and higher income it is important to become very educated.
5.1.3. 3. Teacher behavior can either cause a student to prosper or fail.
5.1.4. 4. Gender, at times, can play a role in schooling. In some areas, a certain gender is connected with certain expectations. Girls may be expected to excel in academics whereas boys are expected to excel in sports. All students should be treated equally and given the same opportunities to excel in their academics.
5.1.5. 5. Like a teacher's behavior, a student peer group's behavior can affect a child's schooling as well. They have the ability to be a positive influence on the child or a negative influence. They can either help build the child up and help them succeed or tear them down.
5.2. Theories
5.2.1. Functionalism-Focus on how education serves the needs of society and social unity
5.2.2. Conflict Theory-See the purpose of education as maintaining social inequality and allowing power to dominate.
5.2.3. Interactionalism-Focuses on interactions between students and teachers, bodily behaviors and environmental situations rather than intellectual processes.
6. History of US Education
6.1. No Child Left Behind made an effort to ensure that all children, no matter the race or economical influence, had the same opportunity to succeed in school. It required schools to make Yearly Academic Progress to ensure they continued to receive funding. Knowing they have certain goals to meet made teachers work harder to ensure their students were retaining the knowledge necessary. If a school did not make YAP then steps would be take to improve the school. This would ensure that the schools would not be inadequate for the students attending.
6.2. There are some people that have only a negative view of education. However, the democratic-liberals always kept a positive outlook on education. They feel that educators should always strive for greatness and push for equality among students and their resources.
7. Schools as Organizations
7.1. Stakeholders
7.1.1. State Board Members
7.1.1.1. Governor Robert J. Bentley, President Michael Sentance, Secretary and Executive Officer Jeffrey Newman, District 07 Yvette Richardson, Ed.D., Vice President, District 04 Matthew S. Brown, J.D., District 01 Betty Peters, District 02 Stephanie Bell, District 03 Ella B. Bell, District 05 Cynthia Sanders McCarty, Ph.D., District 06 Mary Scott Hunter, President Pro Tem, District 08
7.1.2. Madison County Superintendent – Matthew Massey Board Members – District 1 Nathan Curry District 2 Angie Bates District 3 Mary Louise Stowe District 4 Dave Weis District 5 Shere Rucker
7.2. Elements of Change
7.2.1. Conflict – Previously hidden conflicts or disagreements may arise while democratizing a school. New Behaviors – In order for a school to experience change, new behaviors must be learned. Trust must be built and educators must be open to communication and collaboration. Team Building – decision making should be shared. Process and Content – The process a team uses to make the changes in a school is as important as the content they use.
8. Educational Reform
8.1. School Based Reforms
8.1.1. School-Business Partnerships- Business leaders were concerned because students were not prepared to help with the revitalization of the economy.
8.1.2. School-to-Work Programs - The intent was to what had been a vocational emphasis to non-college bound students regarding skills necessary for successful employment and to stress importance of work-based learning.
8.2. Societal, Economic, Community and Political Reforms
8.2.1. School Finance Reform - Courts ruled that more funding was needed to serve students in the poorer school districts. Funding was equalized between urban and suburban school districts.
8.2.2. Full Service and Community Schools - This reform focused on meeting students' and their families educational, physical, psychological, and social needs in a coordinated and collaborative fashion between school and community services.
9. Curriculum and Pedagogy
9.1. Developmentalist Curriculum
9.1.1. This curriculum focuses on the needs of the students and not the needs of society. The curriculum was based on writings from Dewey and Piaget. This approach is completely student centered and focused on relating curriculum to the needs and interests of the student.
9.2. Dominant Teaching Traditions
9.2.1. Mimetic Tradition - This tradition gives a central place to the transmission of factual and procedural knowledge from one person to another through an imitative process.
9.2.2. Transformative Tradition - This tradition is a transformation of one kind or another in the person being taught.