1. Schools as Organizations Ch. 6
1.1. State Senator-Richard Shelby and Luther Strange III
1.2. House of Representative-Mo Brooks, 5th Congressional District
1.3. State School Superintendent- Michael Sentance
1.4. State School Board Representative- Jeffrey Newman
1.5. Limestone County School Superintendent- Dr. Tom Sisk
1.6. Limestone County School Board- Earl Glaze, Charles holders, Bret McGill, Ronald Christ, Edward Winter, Bradley Young and Anthony Hillard
1.7. Identify and describe the elements of change within school processes and school culture
1.7.1. The elements can cause Conflict causes hidden problems, issues and disagreements to surface during school restructuring, and requires that staff learn to manage and resolve conflicts. The elements can cause new behavior- learning to build communication and trust between new relationships, It enables the emergence of leadership, communication, collaboration, and conflict resolution within the school system.Team building- must have the entire school and allows for shared decision making between the schools staff. It helps to eliminate elitism and exclusiveness. Process and content are intreated A team process for change.
2. Equality of Opportunity Ch. 8
2.1. Describe how class, race, and gender each impact educational outcomes. (Page 342)
2.1.1. Class – Direct correlation between family income and children’s educational achievements. Middle and upper class families place a higher importance on education and can afford to support a better education. Teachers sometimes think more of or have a better opinion of children from upper social class. Upper class children tend to complete secondary educations whereas lower class students cannot afford to finish or the family does not support their efforts. Race – U.S. still has a racism issue despite civil laws being changed and mindsets being altered. Non-white students read at a lower grade level than their white peers. Reading skills are important for college entry exams not to mention the drop-out rate for non-white students is double for African-American Students and triple for Hispanic-American students. Gender – Does not impact educational attainment as much as in the past. Historically, females were not given the educational opportunities of their male counterparts. This has changed in recent years and now females are catching up and in some areas, surpassing the male students.
2.2. What were the two responses to the Coleman Study from 1982? (page 368)
2.2.1. James Coleman’s 1982 publication actually contradicted his 1966 findings that differences in schools doesn’t matter. Coleman and his associates concluded that differences in schools do make a difference. Studies by Chubb and Moe indicated that private schools had higher test scores than public schools across the board. This supported Coleman’s report. Studies by Borman and Dowling concluded that student race and class impacted academic success and with the difference in schools that support racial and class equality compared to those that do not is the actual impact on student success.
3. Educational Reform Ch.10
3.1. Describe two school-based reforms (school-based, school-business partnerships, privatization, school-to-work programs, teacher education or teacher quality) (Page 526)
3.1.1. School-Business Partnerships – Began in the 1980’s when businessmen became seriously concerned with the education system and what primary and secondary schools were turning out into society. Big business leaders partnered with schools to provide better financing, training for the staff and help with curriculum based needs such as computers, books and media. The results are promising but so far the small quantity of the partnerships does not provide enough data to make any conclusions on the end results. Privatization – Just as in the justice system with private run penitentiaries, the private sector has jumped into the education business to be a for-profit educational system. Struggling public schools are being managed by for-profit companies. This takeover is being sanctioned the state and city school systems in hopes of improving the school system by using private companies. These companies make decisions and improvements to boost educational success rates and in turn increasing the company profits. The number of these type educational facilities is far too small to make any conclusions about their success or failure.
3.1.2. Privatization – Just as in the justice system with private run penitentiaries, the private sector has jumped into the education business to be a for-profit educational system. Struggling public schools are being managed by for-profit companies. This takeover is being sanctioned the state and city school systems in hopes of improving the school system by using private companies. These companies make decisions and improvements to boost educational success rates and in turn increasing the company profits. The number of these type educational facilities is far too small to make any conclusions about their success or failure.
3.2. Describe two societal, economic, community or political reforms. (Page 538)
3.2.1. Economic (Finance) Reforms – The Supreme Court ruled that there was not a constitutional right to equal education and therefore equal funding was a moot point. Advocates at the state level introduced litigation pointing out the states inequality in funding and that the funding inequality was limiting the educational access of certain low income students or schools that was in low income districts. It took several years and continued persistence but precedents have now been set when judges ruled in favor of the complainants and ordered that the states distribute funding equally among educational institutions. This in itself has the potential to improve education availability and access but has not been in effect long enough to visualize the affects. Community Reforms – a philosophy that examines and plans to educate not only the student but the community in which the student resides. Full service community centers are set up that provide adult education, health services, psychological services, physical services, drug and alcohol rehab, job placement services and tutoring. The communities are healed and repaired under this program but the benefit for the students is yet to be seen.
4. Educational Inequality Ch. 9
4.1. Explain the two types of cultural deprivation theory. (Page 423)
4.1.1. Cultural Deprivation Theory has two basic trains of thought. One being that poor families have less academic materials available for children during their formative years and children suffer from lack of exposure to educational books and documents. The second focusing on the family’s inability to prepare children for education. Middle and upper class families have higher standards as well as focusing on hard work and innovation for educational success. Lower class families do not provide this mindset and children develop an apathetic attitude towards education
4.2. Describe at least four school-centered explanations for educational inequality. (Page 428)
4.2.1. Financing – The ways schools are financed are very different between public and private schools. Public schools being financed by state and local taxes and private schools by student tuitions, fees and donations. Public schools receive varied amounts of financial support based on their locations and the tax base of the local and state communities. The better financed a school is, the better opportunities are for students to receive grants, scholarships and better equipped classrooms and school staff. 2) Effective School Research – Compare schools in different socioeconomic environments to determine if class, race and economic support affect educational success. Then compare the make-up of the school population by class, race and gender to see if the affects the academic success more than the differences in the schools.
5. Politics of Education Ch. 2
5.1. Identify and describe four purpose of education (p. 22)
5.1.1. Intellectual- purpose of schooling are to teach basic cognitive skills such as reading, writing, and mathematics; to transmit specific knowledge (e.g. literature, history, the science) and to help students acquire higher-order thinking skills such as analysis, evaluation, and synthesis
5.1.2. Political- purpose of schooling are to inculcate allegiance to the existing political order (patriotism); to prepare citizens who will participate in the political order (in political democracies); to help assimilate diverse cultural groups into a common political ordered to teach children the basic laws of the society
5.1.3. Social- purposes of schooling are to help solve social problems; to work as one of many institutions, such as the family and church (or synagogue) to ensure social cohesion; and to socialize children into the various roles, behaviors, and values of the society. This process, refereed to by sociologist as socialism, is a key ingredient to the stability of any society.
5.1.4. Economic- purposes of schooling are to prepare students 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 most schools have at least an indirect role in the process.
5.2. Choose and describe a perspective for the following: 1. the role of the school; 2. explanation of unequal performance; and 3. definition of educational problems (p.27-29)
5.2.1. 1. School roles- is to directly concerned with the aims, purposes and functions of education in a society. Conservative view- schools should maximize economic and social productivity of the children. Liberal view providing necessary education to ensure that all students have an equal opportunity to succeed in society. Radicals believe that schools should reduce inequality of educational results and provide upward social mobility, but historically schools have failed.
5.2.2. 2. Explanation of unequal performance- radicals and many liberals suggest schooling has not sufficiently provided a reduction in inequality of results, and as educational achievement is closely related to student socioeconomics backgrounds, then the explanation of why certain groups particular from lower socioeconomic background perform less. The poor have less opportunity than the rich.
5.2.3. 3. Definition of educational problems- Conservative perspective schools systematically lowered academic standards and reduced educational quality. Schools lost their traditional civilization, and disciplinary policies. The liberals argue that schools limit the life chances of the poor and minority children. Schools place to much emphasis on discipline and authority. Traditional curriculum leaves out the diverse culture of the groups that comprise pluralistic society.
6. History of U.S. Education Ch. 3
6.1. Choose and describe a reform movement that you think has had the most influence of education-
6.1.1. Although all of the reforms are important, the most impacted reform is The Age of Reform: The Rise of Common School. In 1820 to 1860 an enormous change took place. The Industrial Resolution, which began in the Textile Industry in England, crossed the Atlantic Ocean and brought its factories with North. All men except slaves had the right to vote in Andrew Jackson Presidency. The men and women lacked higher education. By 1820, it had become evident to those interested in education that the schools that had been established by the pre-war were not functioning well. The struggle for free public Horace Mann led education, he stopped her lawyer career to fight for education. Mann lobbied for a state board of education and was created in 1837. Because of Mann the first state normal schools, or teaching training school, was established in Lexington Massachusetts, in 1839. Mann’s arguments for the established of the common school, or free publicly funded elementary schools. This made a big impact in education,
6.2. Choose and describe one historical interpretation of U.S. Education-
6.2.1. Democratic-Liberal Schools believe that the history of U.S. education involves the pro cress evolution, albeit flawed, of a school system committed to providing equality of opportunity for all. Demographic liberal historians suggest that each period of educational expansion involve the attempts of liberal reforms to expand educational opportunities to larger segments of the population and to reject the conservative view of schools as elite institutions for the meritorious. Lawrence A. Creman, in his three volume history of education and in a study of the Progressive Area, pot rays the evolution of the U.S. education in two related processes: popularization and multitudinousness. Although democratic-liberals tend to interpret U.S. educational history optimistically, the evolution of the nation's schools has been a flawed, often conflicted march towards increased opportunities.
7. Sociological Perspectives Ch. 4
7.1. Define the theoretical perspective concerning the relationship between school and society: functionalism, conflict theory, and Internationalism (p. 117-120)
7.1.1. Theoretical Perspectives- a good definition of theory is "an integration of all know principles laws and information pertaining to a specific area of study. Theory is like X-Ray machine; it allows one to see past the visible and examine the hidden structure. Theoretical perspectives pictures of society are seldom crystal clear. Theory, then, as in adequate as it is, is one's best conceptual guide to understanding the relation between school and society because it gives one the intellectual scaffolding from which to hang empirical findings. Three major theories about the relation between school and societyL functional, conflict, and interactional
7.1.1.1. Functional Theories- Functionalist view society as a kind of machine, where one part articulates with another to produce the dynamic required to make society to work. Emile Durkheim was one of the first ones to realize this. While Durkheim recognized that education had taken different forms at different times and places, he believed that education, in virtually all societies was of critics importance in creating the moral unity necessary for social cohesion.
7.1.1.2. Conflict theory- Some sociologists argue that the social order is not based on some collective agreement, but on the ability of dominant groups to impose their will on subordinate groups through force, co-optation and manipulation. Although Karl Marx (1818-1883) did not write a great deal about education specifically, he is the intellectual founder of the conflict school in the sociology of education.
7.1.1.3. Interactional Theories- the relation of schools and society are primarily critiques and extensions of the functional and conflict perspectives. Interactional theories attempt the common place strange by turning on their heads everyday taken for granted behaviors and interaction[s between student and students, and between students and teachers
7.2. Identify and describe effects of schooling on individuals that you think have the greatest impact on students as explained in the book (p. 121- 128)-
7.2.1. Employment- Most students believe that graduating college will lead to more jobs. Research has shown that large organizations, such as cooperations, require high levels of education for white-collar, managerial, or administrative jobs. The effects of schooling on individuals can be known as knowledge and attitudes. It may surprise people that sociologist do not agree, sternly about the relative importance of schooling in terms of what knowledge and attitudes young people acquire in school. Other research has indicated that the more education individuals receive, the more likely they are to read newspaper book and magazines. Education is related to individual, sense of well-being and self-esteem. It is important of individual social class background.
8. Philosophy of Education Ch. 5
8.1. Describe the particular world view of one of student- centered philosophy of education (pragmatism or ecistentialism) include the following information: generic notions, key research, goals of education, role of teacher, method of instruction, and curriculum
8.1.1. Generic Notions- Philiosphers often pose difficult, abstract questions that are no easily answered. Plato helped to initiate this transition through his concerns for the such for thrush. Plato distrusted the world of matter; he believed that it was a constant state of flux. Therefore matter was an inaccurate mesaurment of truth since it was constantly changing. Plato's method of doing philosophy was to engage another individual in a dialogue and through the dialogue. Plato's philosophy should be called idealism rather than idealism, since for Plato, ideas were what mattered above all. Plato thought education, in particular was important as a means of moving individuals collectively towards achieving the good. He believed that the state should play an active goal in education and that it should encourage the brighter students to follow a curriculum that was more abstract and more concerned with ideas rather than with concrete matter.
8.1.2. Goals of Education- Educators who subscribe to idealism are interested in the search for truth through ideas rather than through the examination of the false shadowy world of matter. Teachers encourage their students to search for truth as individuals. However, with the discovery of truth comes responsibility. Responsibility of those who achieve the realization of truth to enlighten others. Idealist subscribe to the notion that education is transformation.This idea can change lives.
8.1.3. Role of teachers- It is the teachers responsibility to analyze and discuss ideas with students in order for students to move to new levels of awareness so that ultimately they can be transformed. Teachers should deal with abstract notions through the diabetic method but should aim to connect analysis with action as well. In an idealist's classroom, the teacher plays an active role in discussion, poising questions selecting materials, and establishing an environment, all of which ensure the teachers desired outcome. An idealist teacher subscribes to the doctorneof reminiscence, described in the meno, and important Platonic dialogue, which states that the role of the teacher is to bring out that which is already in the students mind. Additionally, an idealist teacher supports moral education as a means of linking ideas to action. The idealist teacher sees herself or himself as a role model in the classroom, to emulated by students.
8.1.4. Methods of instruction- idealist teachers take an active part in their students learning. Although they lecture from time to time, perhaps to fill in background material not covered in the reading, they predominately use the dialectic approach described by Plato. Through questioning, students are encouraged to discuss, analyze, synthesize, and apply what they have read to contemporary society. Students are also encouraged to work in groups or individually on research projects, both oral and written.
8.1.5. Curriculum- Idealist place great importance of the study of classics. For idealist, all contemporary problems have their roots in the past and can best be understood by examining how previous individuals dealt with them. A good example of an idealist curriculum would be Great Books curriculum A St. John's University in Annapolis Maryland. ruing their four years in college, students read, analyze and apply the ideas of classical works to modern life. For elementary kids the Great Books course promoted by individuals in the private sector. An interesting proposal that has not taken root is Mortimer Adler's, which advocates great literature for children of all abilities. Adler proposed that elementary children read great literature that would contain issues of relevance to all. Many idealists also support a back-to-basics approach to education which emphasizes the three Rs. In 355 B.C, Aristotle's returned to Athens and started to school in the Lyceum, a public grove.
8.1.6. Key research
8.1.6.1. Aristotle's Systematic Theory of Logic- Aristotle is a particularly important because he was the first philosopher to develop a rationale, systematic method for testing the logic of statement method for testing the logic of statements people make. Aristotle began his process with empirical research; then he would speculate or use dialectic reasoning, which would cumulate in a syllogism. A syllogism is a system of logic that consists of three parts (1) a major premise, (2) a minor premise, (3) a conclusion. For a syllogism to work all parts have to work. Basically, Aristotle used syllogisms to systematic thinking. N
8.1.6.2. Neo- Thomism- Aristotle was never clear about the place of the syllogism in his schema, although classical scholars believe that the syllogism was to be culmination of his system rather than the starting point. Thomas Aquinas was an important medieval authority on the works of Aristotle. A school of philosophy, Neo Thomas, is derived from Aquinas though based on Aristotle. Basically, Aquinas affected a synthesis of pagan ideas and christian beliefs, employing reason as a means of ascertaining or understanding thrush.
8.1.6.3. Modern Realism- dates from the Renaissance, particularly with the work of Francis Bacon, who developed the inductive or scientific method of learning. Bacon was troubled by the reliance of classical realists on a prior or preconceived notion upon which thinkers deducted truths. Bacon was able to develop a method starting with observations, that might culminate in a generalization, which then might be tested in specific instances for the purpose of education.
9. Curriculum & Pedagory Ch. 7
9.1. Explain a curriculum theory which you advocate (humanist, social efficiency, developmentalist, or social meliorist). (Page 284)
9.1.1. Developmentalist- Focusing on the needs of each individual student provides the student the ability to learn at the students pace and the student’s academic level. Each child is different and can comprehend at different levels. Teaching a student what the student needs in lieu of what “society” needs has an overall impact on society itself by introducing citizens into society that are educated at the levels needed by the student to function and succeed at what is best for the student instead of what is perceived as best for society.
9.2. Identify and describe the two dominant traditions of teaching. (Page 282)
9.2.1. Humanist- Focus is on the teaching of traditional liberal arts and providing students the knowledge of the best that has been written and thought. Includes Western Heritage but is not focused exclusively on that tradition. Social Efficiency- Not focused on a common curriculum for all as provided in the humanist approach. Provides schooling based on the different needs and goals of the groups of students.