1. Philosophy of Education
1.1. Pragmatism
1.1.1. Generic Notions is education was referred to progressive which start with needs and interests of the child in the classroom
1.1.2. Key Research is integrate of children into not just and type of society, but a democratic one.
1.1.3. Goal of education is a philosophy and responsibility to society and ideas required laboratory testing. Ideas can implemented, challenged, and restructured, goal providing students with knowledge on how to improve social order.
1.1.4. Role of Teacher is no longer the authoritarian figure from which knowledge flows. Teachers encourages, offers suggestions, questions, helps plan and implement course study.
1.1.5. Method of Instruction consist of existentialists and phenomenological which are the instructions they currently taught.
2. Schools as Organizations
2.1. Major stockholders in your district by name
2.1.1. State Senators are Richard Shelby and Jefferson Sessions
2.1.2. Boaz local superintendent is Mark Isley
2.1.3. State superintendent is Tommy Bice
2.2. Comparison of another country's educational system
2.2.1. The US and Ireland is average levels of inequality
2.2.2. Ireland has three levels of education just like the US. Primary, high school, and college.
2.2.3. Ireland's preschool starts at age 4.
3. Curriculum and Pedagogy
3.1. one historical curriculum theory that you would advocate
3.1.1. Social efficiency
3.1.1.1. This theory is a placement into ability groups and curriculum tracks.
3.1.1.2. Belief that different groups of students with different sets of needs and aspirations should receive different types of schooling
3.1.1.3. Evolved into the progressive vision according to Deweys theory.
3.2. one sociological curriculum theory that you would advocate
3.2.1. Modern Society
3.2.1.1. Role of the schools in preparing students for the increasing complex roles require in a modern society.
3.2.1.2. Schools teach students the values that are essential to a modern society.
3.2.1.3. Modern society is a more cosmopolitan tolerant one than traditional society.
4. Equality of Opportunity
4.1. educational achievement and attainment of one marginalized population(African-American, Hispanic-American, women, or special needs individuals)
4.1.1. Women
4.1.1.1. Females have outperformed males in reading since 1973
4.1.1.2. Females outperform males in most categories besides mathematics and science.
4.1.1.3. The condition of education does not include measures of socioeconomic status and social class background in order to provide similar analyses of relationship between social class and educational achievements and attainment.
4.2. one response to the Coleman Study
4.2.1. Individual goes to school has little effect on his or her cognitive growth or educational mobility.
4.2.2. Implications of the findings would lead one to believe that the road to equality of opportunity does not go through the schoolhouse door.
4.2.3. Schools were innovative learner centered, and mission driven could make a difference in what student learned and how they learned it.
5. Educational Inequality
5.1. one sociological explanation of unequal achievement
5.1.1. Student-Centered Explanations
5.1.1.1. Liberal political and policy assumption about why students from lower socioeconomic backgrounds often did less well in school than higher socioeconomic backgrounds.
5.1.1.2. Significant differences in academic performance among student in same school than among students in different school.
5.1.1.3. Schools themselves were not the most important factor.
5.2. one school-centered explanation
5.2.1. School Financing
5.2.1.1. Majority of funds come from state and local taxes, with local property taxes a significant source.
5.2.1.2. Communities are able to provide more per pupil spending than poorer districts.
5.2.1.3. Equalization in school financing is the funding between affluent and poor districts.
6. Educational Reform
6.1. at least one school-based reform (school-based, school-business partnerships, privatization, school-to-work programs, teacher education or teacher quality)
6.1.1. Race to the Top
6.1.1.1. Adopting standards and assessments that prepare students to succeed in college and workplace and compete in global economy.
6.1.1.2. Turning around lowest achieving schools
6.1.1.3. Recruiting , developing, rewarding, and retaining effective teachers and principals, especially where they are needed most.
6.2. one societal, economic, community, or political reform
6.2.1. Connecting School, Community, and Societal Reforms
6.2.1.1. Level reforms are necessary to reduce the achievement gap.
6.2.1.2. Leadership as the driver for change; parent-community ties; professional capacity; student-centered learning climate; instructional guidance.
6.2.1.3. Supports most needed and difficult to implement in the highest poverty schools and educational reforms must include policies aimed at amelioration of the effects of poverty.
7. Politics of Education
7.1. Conservative
7.1.1. 1.Conservative looks at social evaluation as a process that enables the strongest individuals and groups to survive.
7.1.2. 2.Conservatives believe schools lost traditional disciplinary functions and call it decline in authority.
7.1.3. 3.Conservatives belief that necessary educational training to ensure the most talented and hard-working individuals receive the tools to maximize economic productivity.
7.2. Traditional
7.2.1. 1. Vision tend to view schools as necessary to transmission of traditional values of U.S. society.
7.2.2. 2.Traditional believe schools should pass on the best of the what was and the what is.
7.2.3. 3.Traditional visions encompass the right liberal to the conservative spectrums.
8. History of U.S. Education
8.1. Education for All:
8.1.1. 1. Great changes that affected high school attendance is that is was voluntary and this made it quite selective.
8.1.2. 2. A structure for high school had to be put into place and debates had to be resolved regarding the purpose of secondary education.
8.1.3. 3.The Cardinal Principles helped resolve difficulty of educating students who were not in college or who were not college bound.
8.2. The Democratic-Liberal School
8.2.1. 1. Believed history of U.S. education involved the progressive evolution, albeit flawed, of school system committed to providing equality of opportunity for all.
8.2.2. 2. Interpret U.S. educational history optimistically, the evolution of the nation's school has been flawed, often conflictual march toward increased opportunities.
8.2.3. 3. Educational history in the United States involved both the expansion of opportunity and purpose.
9. Sociological Perspectives
9.1. Theoretical Persepectives
9.1.1. Conflict Theories view groups to impose their will on subordinate groups through force, cooptation, and manipulation.
9.1.2. Interactional Theories are relation of school and society are primarily critiques and extensions of functional and conflict perspectives.
9.1.3. Functional Theories begin with pictures of society that stresses the interdependence of social system. Functionalists view society as kind of machine, where one part articulates with another to produce dynamic energy to make society work.
9.2. Effects of Schooling on Individuals
9.2.1. Knowledge and Attitudes shows education is related to an individuals' sense of well-being and self-esteem.
9.2.2. Employment: Educated students have better opportunities, social worth, and general findings.
9.2.3. Education and Mobility: Occupational and social mobility is a component of the American ethos. The popular belief that education opens the door of opportunity.