1. Philosophy of Education
1.1. Generic Notions
1.1.1. Instrumentalism and experimentalism--was founded on the new psychology, behaviorism, and te philosophy of pragmatism. where children could learn skills both experientially as well as from books, in addition to traditional information, which enable them to work cooperatively in a democratic society. Existentialism believe that individuals must make sense out of the chaos they encounter and created themselves, their own meaning this is don through the choices people make in their lives.
1.2. Key researchers
1.2.1. John Dewey's ideas about education, often refered to a progressive, proposed that educators start with the needs and interests of the child in the classroom, allow the child to participate in planning his or her course of study, employ project method or methol or group learning, and depend heavily on experiential learning. Pragmatism that encourages people to find processes that work in order to achieve their desired end. Pragmatism are action oriented, experientially grounded, and will generally pose questions such as "What will work to achieve my desired end?" Soren Kierkegaard is a rather modern philosophy on existentialism believe that individuals must make sense out of the chaos they encounter and created themselves, their own meaning this is don through the choices people make in their lives.
1.3. Goal of Education
1.3.1. Dewey stressed the importance of the school as a place where ideas can be implemented, challenged, and restructured, with the goal of providing student with the knowledge of how to improve the social order. He also believed that schol should provide "conjoint, communicated experience" that it should functionas preparation for life in a democratic sciety. Existentialists believe that eduation should focus on the needs of individuals, both cognitively and affectively.
1.4. Role of Teacher
1.4.1. The teacher encourages, offers suggestiions, questions, and helps plan and implement courses of study. Existentialism-teachers should understand their own "lived worlds" and students in order to help their students achieve the best "lived worlds" they can.
1.5. Methodd of Instruction
1.5.1. Proposed that children learn both individually and in groups. Student should start by posing questions about what they want to know. Existentialism believe that each child has a different learning style and it is up to the teacher to discover what works for each child.
1.6. Curriculum
1.6.1. Progressive Core curriculum, or an integrated curriculum. A particular subject matter under investigation by students. Existentialists choose curriculum heavily biased toward the humanities.
2. Schools as Organizations
2.1. Local
2.1.1. Superintendent: Ed Miller
2.1.2. Local school board: Kelly Cochran, Nancy Stewart, Frank Cylar, Deborah Howard, Ralph Lane, Lynn Taylor
2.2. State
2.2.1. House of Representative: Thomas Bice, Betty Peters, Stephanie Bell, Yvette Richardson, Ella Bell, Cindy McCarty, Jeffery Newman, Mary Scott Hunter
2.2.2. State Senator: Phil Williams, Richard Shelby, Jefferson Sessions
2.2.3. Representative on state School board: AL Thompson, Betty Peters
2.3. Country
2.3.1. China
3. Educational Inequality
3.1. Sociological Explanation
3.2. School-Centered Explanation
3.2.1. questioned the conventional wisdom that between-school difference are the key factor in explaining differences in student performance between groups. explanation states that these difference are the result of individual differences in intellegence or initiative. Suggest that school processes are central to understanding unequal educational performance.
4. Curriculum and Pedagogy
4.1. Historical Curriculum
4.2. Sociological Curriculum
5. Equality of Opportunity
5.1. Educational Achievement
5.1.1. Private schools seem to "do better" partiularly for low-income students. Private school have certain characterics that are related to student outcome.
5.1.2. social class is correlated with higher achievement, the degree to which this is due to fctors inside or outside school.
5.1.3. Study suggest that students with low high school achievement get less economic payoff to college degrees.
5.1.4. students can enter college even with low scores.
5.2. Coleman
5.2.1. all student are capable of learning. Where an individual goes to school has little effect on his or her cognitive growth or educational mobility.
5.2.2. Coleman and his associates found that when the compared the average test scores of public school and private school there was not one subject public school score higher.
6. Politics of Education
6.1. Particular Perspective
6.1.1. Conservtive has its origins in nineteenth-century social Darwinist thought that applied the evolutionary theories of Charles Darwin to the analysis of societies.
6.1.2. Purposes of Schooling intellectual to teach basic cognitive skills such as reading, writing, and mathematics; to transmit specific knowledge. politicalinculcate allegiance tothe existing political order, help assimilate divirse cultural groups into a common political order and teach children the basic laws of the society, social work as one of many institutions, to socialize children into various roles, behaviors, and values of the society, and econiomic prepare students for later occupational roles and to select, train, and allocateindividuals into the division of labor.
6.1.3. Policy and Reform return to basics, traditional academic curriculum, introduce accountability measures.
6.2. Vision of education
6.2.1. Traditional view the schools as necessarh to the transmission of the traditional values of U.S. society, such as hard work, family unity, individual initiative.
6.2.2. Role of the School directly concerned with te aims, purposes, and functions of education in a society.
6.2.3. American Dream schools have succeeded in providing a quality education for those who are capable and have taken advantage of it, and that, until the 1960s and 1970s, schools were responsible for U.S. superiority in economic and technological realms.
7. Sociological Perspectives
7.1. Three effects of schooling on individuals
7.1.1. Knowledge and attitudes the higher the social class backs=ground of the student,m the higher his or her achievement level
7.1.2. Employment with a good education background students have a better employment opportunities to receive higher positions and higher pay.
7.1.3. Teacher Behavior are models for students and, as instructional leaders, teachers set standards for students and influence student self-esteem and sense of efficacy. teacher expectations of students were found to directly influence student achievement
7.2. Theoretical perspective
7.2.1. Relationship between school and society. Schools shape children perceptions of the world by processes of socialization. School influences the long-term social, economic, and cultural destinies of child. Society plays a major role in determining who will get ahead in societyt and who will not.
7.2.2. Conflict Theories not all sociologists believe that society is held together by shared values alone. however, the argue that social order is not based on some collective agreement, but on the ability of dominant groups to impose their will on subordinate groups through dorce, cooptation,and manipulation.
7.3. Education and Inequality Social class differences are not only relflected in differences in income but in other social characteristics such as education, family and child-rearing practices, ocupation, place of residence, political involvement, health, consumer behavior, and religious belief.
8. History of U.S. Education
8.1. Historical Interpretation
8.1.1. The Emergence of the Public High School
8.1.2. Equality of Opportunity
8.1.3. Understanding the History of U.S. Education: Different Historical Interpretations
8.2. Reform movement
8.2.1. Education for Women and African-Americans
8.2.2. The Rise of the Common School
9. Educational Reform
9.1. School-Based Reform
9.1.1. Charter School -pssage first state-legislated charter law in Minnesota in 1991 has spawned enactment of charter laws in 41 states, as well as the District ofg Columbia and Puerto Rico. 3,700 charter schools have been produce.
9.1.2. In the 1980s researchers reasoned that magnet schools and private schools were superior to neighborhood public school because schools of dchoice reflected the desires and needs of their constituents and wre sensitive to change.
9.1.3. Some schools implemented vouchers for such as Florida, Ohio, and Wisconsin.
9.2. Societal, economic, community, or political reform
9.2.1. Greoffrey Canada wanted to ensure that other African-American children wre prepared academic and social challenges .
9.2.2. Believe that successful school reform must be based on a number of essential supports such as leadership as the driver for change, parent-community ties, professional capacity, student-centered learning climate, instructional guidance.