1. Chapter 2: Politics of Education
1.1. Identify & describe the four purposes of Education: 1.The intellectual purposes of schooling are to teach basic cognitive skills such as reading, writing, and mathematics; to transmit specific knowledge and to help students acquire higher-order thinking skills such as analysis, evaluation, and synthesis. 2. The political purposes of schooling are to inculcate allegiance to the existing political order (patriotism);to prepare citizens who will participate in this political order (democracies); to help assimilate diverse cultural groups into common political order; and to teach children the basic laws of society. 3. The social purposes of schooling are to help solve social problems; to work as one of many institutions, such as the family & the church (or synagogue) to ensure social cohesion and to socialize children into the various roles, behaviors, and values of the society. This process, referred to by sociologists as socialization, is the key ingredient to the stability of any society. 4. The economic purposes of schooling are to prepare student s for their later occupational roles and to select, train, and allocate individuals into the division of labor. The degree to which schools directly prepare students for work varies from society to society, but schools must have an indirect role in this process.
1.1.1. 1.) The role of the school -Conservative Perspective: believes that schools should ensure that all students have the opportunity to complete individually in the educational marketplace and that schools should be meritocratic to the extent that individual effort is rewarded. -Liberal Perspective: believe that schools should ensure that equality of opportunity exists and that inequality of results be minimized. -Radical Perspective: believe that schools should reduce inequality of educational results and provide upward social mobility, but that historically the schools have been ineffective in attaining these noble goals.
1.1.1.1. Explanations of unequal performance: 1. Schooling has not sufficiently provided a reduction in inequality of results, and as educational achievement is closely related to student socioeconomic backgrounds then the explanation of why certain groups, particularly from lower socioeconomic backgrounds, perform less well in school is a crucial one. 2. Society must attempt through policies and programs to equalize the playing field so that students from disadvantaged backgrounds have a better chance. 3. Students from lower socioeconomic backgrounds begin school with unequal opportunities. Unlike liberals, however, radicals believe that the conditions that result in educational failure are caused by the economic system, not the educational system, and can only be ameliorated by changes in the political-economic structure.
1.1.1.1.1. Definitions of Educational Problems: 1. Schools watered down the traditional curriculum and thus weakened the school's ability to pass on the heritage of American and Western civilizations to children. Conservatives often define this problem as the decline of cultural literacy. 2. The difference between quality and climate between urban and suburban schools and, most specifically, between school with students low socioeconomic backgrounds and high socioeconomic backgrounds is a central problem related to inequalities to results. 3. The traditional curriculum is classist, racist, sexist, and homophobic and leaves out the cultures, histories, and voices of the oppressed.
2. Philosophy of Education Chapter 5
2.1. It is very important to make a tone for your classroom in the very beginning. Set a positive tone & an encouraging learning environment. We believe that the practice of teaching cannot be separated from a philosophical foundation. Philosophy, as applied to education, allows practitioners and prospective to apply systematic approaches to problem solving in schools and illuminates larger issues of the complex relationship of schools to the social order.
2.1.1. As a teacher we should provide a stress free classroom for students to enjoy learning and being eager to learn.
2.1.1.1. Becoming familiar with each of your students is a very important step in teaching your students to the best of your ability. Know their background and know their culture!
2.1.1.1.1. Always be prepared for the next stay. Stay Ahead and know what you're teaching your students provide more than one way to teach the lesson because students learn best in different ways!
3. Schools as Organizations Chapter 6
3.1. The Structure of Orginizations and Teacher Professionalization: The U.S. public school system is transfer (authority) from central to local government right down the school district. Our duty in being a citizen of the U.S. is doing as the school asks! Following their Rules.
3.1.1. As the U.S. school system grows bigger and bigger it has been becoming more centralized! Mainly for efficiency.
3.1.1.1. Schools being organizes helps give students as many opportunities as possible! When they enroll they are expected to stay enrolled until they graduate the 12th grade.
3.1.1.1.1. The Former Soviet Union:
3.1.1.1.2. *The educational system that was established after the Bolshevik Revolution of 1917 was highly centralized, stratified, and deeply ideological. The purpose of the educational system was to create the "new Soviet man and woman"
3.1.1.1.3. *As the power of the Soviet government diminished, the demand for nationalistic autonomy increased.
3.1.1.1.4. Japan:
3.1.1.1.5. *Highly Competitive
3.1.1.1.6. *The belief in education in Japan is so strong it is lead to "double schooling" phenomenon
3.1.1.1.7. * The debate over education in Japan has more to do with national character than it does with structural reform.
3.1.1.1.8. Germany-
3.1.1.1.9. *Through examinations, Germany, Germany selects and sorts its children at a relatively young age and tracks them into a tripartite system of secondary education.
3.1.1.1.10. *Almost the complete opposite of the U.S. system.
3.1.1.1.11. International Comparisons:
3.1.1.1.12. Great Britain:
3.1.1.1.13. *Educational systems are the expression of the values of the larger society.
3.1.1.1.14. *1944 Education Act
3.1.1.1.15. *Channeling students into different kinds of schools
3.1.1.1.16. *1988 Reform Act
3.1.1.1.17. France:
3.1.1.1.18. * The Central Government in France controls the educational system right down to the classroom level.
3.1.1.1.19. *grandes écoles- small specialized instructions that produce members of the country's governmental elite.
3.1.1.1.20. *competitve
3.1.1.1.21. *Has become a little bit more democratic.
4. Equality of Opportunity Chapter 8
4.1. When Calculating Educational and Life Outcomes most people are aware that society is stratified. Rich, Middle-class, and poor. Then you have gender and race. Of course, if you are white you will stay white, black will stay black, asian will stay asian, and so on! But, one thing that our book has said most likely will happen is the social class you are born in will be the one you are raised in and later be the one that you will live in and carry with you throughout the rest of your life. Although I do not completely agree with this because we run into so many different situations that people come up from nothing and make something huge of themselves just because they want that better lifestyle and they want their kids to have better than what they have.
4.1.1. There are some people that organize and look at the statistics that have to do with learning and which culture/ethnic group is learning more and more effective. I, personally, think that no matter the background you come from, what skin tone you are, or no matter the obstacles anyone is able to accomplish all that they want to accomplish. I don't think the color of our skin can justify just how smart we are or where we are going to college. When I think about the different people who have made a huge difference not just in the life of education but life in general there isn't one culture that comes to mind because they are all of different backgrounds and ethnic groups.
4.1.1.1. In Chapter 8, It really puts an emphasis on the Equality of Oppurtunity. As a teacher I want to be able to see the students for the "brain" if that makes sense. I would like to relate it to something I hold very near and dear to my heart. The ultimate judge of our life is indeed the one who gave us life. Therefore he is the only one who can really judge our hearts. I think it's a main point to make that God does not look on what is on the outside yet what is on the inside. I am not by any means putting us on the same level as God but I want to try and see how he sees. Instead of dissecting students by the clothes they have on and the homes they come from. I hope that I can see the students for what they are capable of accomplishing and push them to be the best that they can be in whatever they decide to do and whatever road they decide to take.
4.1.1.1.1. Search unequal outcomes call into question the countries ideology of the quality of education opportunity and the start school in provides an important mechanism for social mobility. Although the data indicate that there has been mobility for individuals and that schooling has became increasingly tied to the labor market as a prudential I think process, I do not support the democratic liberal sites at school and provides mobility for entire groups. In fact, the data indicates that the relationship between family background and economic outcomes has been fairly consistent, with family background exerting a powerful effect on both educational achievement and attainment, and economic outcomes.
5. Educational Reform & School Improvement Chapter 10: We have examined a number of educational problems from the foundations perspective. This chapter looks at the most significant educational problems and the role of teachers and schools in solving them. Do you want extended teachers and schools make a difference? To what degree can I make a difference? Most importantly to what extent are teachers and schools limited in their ability to solve educational and social problems without significant changes outside the schools?
5.1. Although there is no easy answer to any of these questions, it is clear that teachers work with and social and organizational environment that indeed have profound effects on them and often limit their ability to affect meaningful change. It is also clear that teachers can and do make a difference, often in spite of what may seem like intractable problems. Other teachers can and do you make a difference, the research indicates the solutions to educational problems cannot rely on the talent, energy, and hard-working teachers alone, but must reform the social and organizational conditions of schooling.
5.1.1. In the 1980s and 1990s and into the 21st-century were periods of significant debate and reform and United States education. Beginning in 1993, with the national commission of educational excellence his report and national risk, government leaders, educational reformers, teacher organization’s, administrators, and various others interest groups attempted to improve the quality of the United States schools. Although the decades included to specific waves there a form, the first beginning in the 1983 in the sec it in 1985 and continuing through 2012, the . must be understood as a conservative response to the progressive Reforms of the 1960s and 1970s, if not the entire progressive agenda of the 20th century.
5.1.1.1. In the 1980s, the major reform actors shifted from the federal to the state to the local levels. In the 1990s and 2000‘s, President Clinton‘s goals 2000, President Bush is no Child left behind, and present Obama‘s race to the top play is the federal government back at the forefront of educational policy. From the outset, the federal government, the Department of Education, attempted to balance it’s logical believe that education is not a federal government matter, with its commitment to providing the impetuous for change. First, the wrath influential report, I nation at risk, written during the Tincher of secretary Terrel bill, and second, through his successor William minutes used up his office as a bully pulpit, the US Department of education played a significant role in keeping the pressure on states and low-quality‘s to improve educational outcomes, which for secretary Bennet defined goals of educational reform.
5.1.1.1.1. The educational reforms from the 1980s today consisted of two waves of reform ( Bacharach, 1990; Passow, 1989 ). The first wave, marked by the reports of the early and mid-1980s, and educational initiatives directly responding to them, we’re considered primarily with the issues of accountability and achievement. Responding to the call for increased academic achievement, many states increased graduation requirements, Tiffany curriculum and a date, and increase the use of standard at escorts to measure students achievement. By the mid to late 1980s, however, it became increasingly clear that search talk to him or form would be ineffective in dealing with the schools myraid problems. Are there raising achievement standards for students and implementing accountability measures for evaluating teachers had some positive effects, mini believe that education reform had to do more than provide changes in evaluate and procedures.
6. Educational Outcomes Cognitive Noncognitive
7. Educational Structures Educational Ideologies, Concepts
8. Teacher Expectations Educational Interactions
9. Structure of Dominance in Society Societal Ideologies
10. History of U.S. Education Chapter 3
10.1. A Reform movement with influence on Education: The Age of Reform: The Rise of the Common School Historians point to the period from 1820 to 1860 in the United States as one in which enormous changes took place with unprecedented speed.
10.1.1. The Industrial Revolution, which began the exile industry in England, crossed the Atlantic Ocean and brought its factory system with it's new machinery to urban areas, particularly, the North. In the decades following 1815- groups of reformers- quite different from archetypes of rationalism as Franklin and Jefferson- emerged. America once seen as the "New Jerusalem" by the Puritans, would become a secular paradise created by the new reformers.
10.1.1.1. The struggle of free public education was led by Horace Mann of Massachutes. Abandoning a successful career as a lawyer, Mann lobbied for a state board of education. (Which was created in 1837- Mann became first Secretary and occupied it for 11 years.) Mann's arguments for the establishment of the common school or free public funded elementary schools. Wealthy people had to be convinced to support public education. "balance wheel"- the great equalizer of the conditions of men" INCLUDING women & african-americans.
10.1.1.1.1. Historical Interpretation of U.S. Education: The Post World War II Equity Era: 1945-1980: During the post World War II period, the patterns that emerged during the Progressive Era were continued. First, the debate about goals of Education (academic, social, or both) and whether all children should receive the same education.
11. Sociological Perspectives Chapter 4
12. Curriculum and Pedagogy Chapter 7
12.1. Do teachers only stick to their curriculum? Not only the personal curriculum they have for themselves but the curriculum they have been given by the state? DON'T IGNORE THE SOCIAL AND POLITICAL DIMENSIONS! The developmentalist curriculum is related to the needs and interest of the student rather than the need of society. This curriculum emanated from the aspects of Dewey's writings related to the relationship between the child and the cirriculum,
12.1.1. Today we still follow a curriculum that was introduced to us in 1986. In Kliebards book it outlines four different types of curriculum: humanist, social efficiency, developmentalist,and social meliorist. When we focus on the Sociology if the Curriculum it has focused on not only what has taught but why it is taught. It is related to the relationship between the role of schools within society. There is a big debate about how the school portrays society and whether are not the teachers and administrators have taught good/bad things about society. Either it's nothing good can come from it and you don't want nothing to do with it or there is no other option but to be apart of your society and you should do what you can to make it better!
12.1.1.1. According to NCLB teachers are "highly qualified" when they meet 3 conditions: 1. A college degree 2. Full certification or license, which specifically does not include any certification or licensure that has been "waived on an emergency, temporary, or provisional basis." 3. Demonstrable content knowledge in the subject they are teaching, or in the case of elementary teachers, in at least verbal and mathematics ability.
12.1.1.2. Pedagogic Practices: How the Curriculum is Taught. As students we learn not only what is being taught but how important it is not that we learn it but how important it is that we know it later on down the road so it makes you want to learn it now. How something is taught makes ALL the difference. Its not an objective skill that is always agreed on but also the subjects of disagreements over what constitutes appropriate teaching practices.
13. Educational Inequality Chapter 9
13.1. The two major so so logical theories of education provide a general understanding of the problem, although from very different directions. Both series are also concerned about the existence of profound and persistent inequalities. Functionalist Believe that the role of schools is to provide a fair selection process for sorting out the best and brightest individuals, regardless of family background. They vision of a just society is one where individual talent and hard work based on universal principles of a valuation are more important then descriptive characteristics based on particular methods of evaluation.
13.1.1. Functionalist expect that the schooling process will produce an equal results, but these results aren’t to be based on individual differences between seated, not on group differences. Thus, although there is a persistent relationship between family background and educational outcomes, this does not in and of it’s self name that the system fails to provide equality of opportunity. It is possible that even with equality of opportunity there could be these patterns of unequal results, all the most functionalist would agree that this is highly unlikely.
13.1.1.1. It is imperative to understand the sources of educational inequality so as to ensure the illumination of structural barriers to educational success into Brevard all groups a fair chance to compete in educational marketplace. This perspective has been the foundation of liberal education policy in the United States it’s 1960s.
13.1.1.1.1. Conflict theorist are not in the least bit surprised by the data. Given that conflict theorist believe that the role of schooling is to produce rather than illuminate any quality, the fact that educational outcomes or to a large degree based on family background is fully consistent with this perspective. Nonetheless, conflict theorist are also concerned with any quality education. Whereas functionalists focused on the attendance to provide equality of opportunity and the results. That is, conflict theorist, who usually fall into the more radical political category, do not believe that the quality of Opportunity in a sufficient goal.