Foundations of Education

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Foundations of Education von Mind Map: Foundations of Education

1. Ch. 7 Curriculum & Pedagogy

1.1. Curriculum Theory That I Advocate

1.1.1. Developmentalist and Social Meliorist Curriculums

1.1.1.1. Developmentalist: Meets the needs & interests of students, not society. Student-centered and focused on meeting student needs and desires at particular developmental stages. Flexibility in what is taught and how. Relates schooling to life experiences of each child. Teachers are facilitators of growth, not just transmitters of knowledge.

1.1.1.2. Social Meliorist: Focuses on the school's role in reforming society. Teaches students to think and help solve issues in society in order to change it. Making students become more aware of societal problems to become more active in changing the world we live in.

1.2. Two Dominant Traditions of Teaching

1.2.1. Mimetic (traditional) and Transformative (progressive)

1.2.1.1. Mimetic: To transmit specific knowledge to students (didactic method). Relies on lecture/presentation as the main form of communication. The "knower" (teacher) and the "learner" (student) with transferring information from one to the other.

1.2.1.2. Transformative: To change the student in some meaningful way (intellectually, creatively, spiritually, and emotionally). Rejects the authoritarian relationship between teacher and student. Teaching and learning are inextricably linked. Conversations between teacher and student = students becoming an integral part of the learning process. Use of questioning as methodology and active participation.

2. Ch. 8: Equality of Opportunity & Educational Outcomes

2.1. Coleman Study from 1982

2.1.1. Response 2: Jenks (1985) - The differences that do exist between Public and Catholic schools are statistically significant, but are there differences in learning? Negligible. Private schools do seem to "do it better", especially for low-income kids, so yes, there are significant differences - but are they AS SIGNIFICANT AS CLAIMED? Also, Catholic Schools do seem to help low-income minority kids, but they are also becoming more elite and like suburban public schools.

2.1.2. Response 3: Borman and Dowling (2010): Where a child goes to school is often related to their race and economic status, but the racial and socioeconomic composition of a school has a greater effect on student achievement than their race or class. School segregation based on race and economic status and within school interactions dominated by middle-class values are largely responsible for gaps in student achievement. Education reform must focus on eliminating the high level of segregation that remains in the U.S. Education system and that schools must bring to an end to tracking systems and biases that favor white and middle-class students.

2.2. Class, Race, and Gender Impacts

2.2.1. Class: - Education is expensive! Upper and Middle Class kids are more likely to afford to finish school and college. Lower and Underclass kids are less likely.

2.2.1.1. Upper and Middle Class kids usually speak "standard" English, whereas Lower and Under Class kids might not.

2.2.1.2. Schools that enroll many Middle Class kids will likely place more emphasis on higher education and high academic achievement compared to schools that enroll very few Middle Class kids.

2.2.1.3. Direct correlation between parental income and kids' grades. Working and Underclass kids = Underachievement. Class and level of educational attainment are highly correlated.

2.2.2. Race:

2.2.2.1. Drop-Out Rates: 5.2% Whites, 9.3% African-Americans, and 17.6% Hispanic-Americans.

2.2.2.2. Intermediate Reading Levels: 89% Whites, 66% African-Americans, and 70% Hispanic-Americans.

2.2.2.3. Minorities have, on average, lower SAT scores than Whites. Higher SAT scores = admission to colleges and scholarships. Minorities also do not receive the same educational opportunities as Whites, and their rewards for educational attainment are significantly less.

2.2.3. Gender

2.2.3.1. Historically, a person's gender was directly related to his or her educational attainment. Women were less likely to go as far as men in school, even though they were usually better students.

2.2.3.2. Today, women as less likely to drop out than men and have a higher level of reading proficiency. Women are also attending college more than men.

2.2.3.3. Males outperform Females in math proficiency and are more likely to score higher on the SATs. While women are attending college more, men are attending more prestigious colleges than women.

2.2.3.4. Society discriminates against women occupationally and socially.

3. Ch. 9: Educational Inequality

3.1. Cultural Difference Theories

3.1.1. African-American children do not do as well in school because they adapt to their oppressed position in society. These children are basically taught to "just deal with it" .

3.1.2. Working-class and nonwhite kids resist school as it is currently. Basically, "school is pointless, I'm gonna go get a job", as in a factory job, where "real men" are supposed to be.

3.2. School-Centered Educational Inequality

3.2.1. School Financing: There are big differences in suburban (affluent) school districts and inner city school districts (poor), as far as school financing is concerned. Most of the funding are from state, local, and property taxes. Property taxes in suburban communities = higher money for schools in those areas. Property taxes in poorer communities = less money for schools due to property tax values.

3.2.1.1. Effective School Research: If we are to truly understand why our some of our students are doing so poorly in school (especially working class and nonwhite students), we need to compare schools within low-socioeconomic communities as well as comparing them with other schools in different socioeconomic communities. This may help answer the question of whether or not it's the schools, the students, or the teachers, and why. (Within-schools as well as Between-Schools differences)

3.2.2. Within-School Differences: Curriculum and Ability Grouping: Different groups of students in the same school performing differently = maybe the school is affecting these outcomes? (Tracking affects students' educational attainment and achievement.

3.2.3. Gender and Schooling: Schooling tends to limit educational opportunities and life chances of women: curriculum is more traditional, and shows men and women in more traditional roles, which shows sexism, women's history is so rarely covered or discussed, and boys tend to take over the classroom when it comes to classroom discussions, and teachers give them more attention, whether it be listening or helping them with a task. There is also the "boy problem" that needs to be addressed (boys are starting to fall behind girls academically and we are not sure as to why that is.)

4. Ch. 10: Educational Reform

4.1. School-Based Reforms

4.1.1. Privatization: Private Education Companies are becoming more and more involved with Public Education. We have for-profit companies taking over failing schools, and for proft companies hold contracts for tutoring (Kaplan and Sylvan). It is lucrative. Mixed views on this.

4.1.2. School-to-Work Programs: Vocational learning for those students not wishing to go to college or university. Well intentioned, however, if you take these, they are considered "second-class" track, whereas it was intended to prepare students for high-wage and high-skill jobs.

4.2. Societal, Economic, Community, & Political Reforms

4.2.1. Full Service and Community Schools: Education for the whole community! Community centers for adult education, clinics, recreation, after-school programs, mental health services, drug and alcohol programs, job placement, training, and tutoring. Meant to prevent issues as well as provide support. However, no evidence that this affects student achievement.

4.2.2. School Finance Reforms: More funding and school-based programs, supplemental programs like preschool, full day kindergarten, correcting code violations, eliminate overcrowding, increased security, technology, and summer-school programs.

5. Ch. 2: Politics of Education

5.1. Purpose

5.1.1. Intellectual - to teach the basic skills of reading, writing, and math; to help teach higher thinking skills like analysis, evaluation, and synthesis.

5.1.2. Political - to instill patriotism and prepare kids to be a part of political democracy; to teach the basic laws of our society.

5.1.3. Social - to teach kids how to work together as a unit and into the roles, behaviors, and values of our society.

5.1.4. Economic - to help prepare kids for their future in the occupational world, to help guide them into their possible future positions and roles within the work force.

5.2. Perspective

5.2.1. Role

5.2.1.1. Progressive (Liberal & Radical): Socialization & equal opportunity in school; teach respect to cultural differences in society; individuality, creativity, sense of self; elimination of inequalities within the school.

5.2.2. Uneven Performance

5.2.2.1. Kids begin school with different life chances & some have more advantages than others.

5.2.2.2. Level the playing field!

5.2.2.3. Failure may be due to economic issues, not JUST the educational system.

5.2.2.4. Change in economic system = change in the educational system.

5.2.3. Educational Problems

5.2.3.1. Schools have limited the chances of the poor & minority = underachievement.

5.2.3.2. Too much focus on discipline and authority! Let kids develop as individuals!

5.2.3.3. Major differences - Urban vs. Suburban & Low or High class schools = differences of results.

5.2.3.4. Traditional curriculum excludes diverse cultures.

5.2.3.5. Educational system failure to the poor, minority, & females due to classist, racist, sexist, & homophobic policy.

5.2.3.6. Too much conformity!

6. Ch. 3: History of U.S. Education

6.1. Reform Movements

6.1.1. The Age of Reform: The Rise of the Common School - This was the beginning of the structuring - the bones - of our educational systems, moving away from the Colonial Era's old ways of education and opening up to include everyone, and branching out in terms of the curriculum being taught. Everyone really started to care about education at this point.

6.2. Historical Interpretations

6.2.1. Conservative: Criticism political & ahistorical.

6.2.2. Believed students knew little & schools mediocre.

6.2.3. Progressive education failed due to lofty social goals = caused harm to traditional schooling.

6.2.4. Using education to solve social problems = erosion of educational excellence.

6.2.5. Produced students that know little of Western heritage.

6.2.6. Evolution of U.S. education = dilution of academic excellence.

7. Ch. 4: Sociological Perspectives

7.1. Theoretical Perspectives

7.1.1. Functionalism

7.1.1.1. Society that stresses the interdependence of the social system.

7.1.1.2. Views society as a kind of machine, creating the dynamic energy needed to make society work.

7.1.1.3. Education is necessary for social cohesion & harmony.

7.1.1.4. Education reform is supposed to create structures, programs, and curricula that are technically advanced, rational, and encourage social unity.

7.1.2. Conflict Theory

7.1.2.1. Social Order = dominant groups imposing their will on others.

7.1.2.2. Glue of society = economic, political, cultural, and military power.

7.1.2.3. Struggle! Convinces students and teachers that schools promote learning and sort and select students according to their abilities and NOT according to social status.

7.1.2.4. Power relations within the school reflect and correspond to the power relations within the larger society.

7.1.3. Interactionalism

7.1.3.1. Critiques and extensions of the functional and conflict perspectives; they are very abstract and emphasize structure and process at a very general level.

7.1.3.2. Attempts to make the commonplace strange by turning on their heads everyday behaviors and interactions between students & students and students & teachers.

7.1.3.3. People are less likely to create theories that are logical, eloquent, but without meaningful content.

7.2. 5 Effects of Schooling

7.2.1. Knowledge & Attitudes

7.2.1.1. Academically oriented schools DO produce higher rates of learning; more years of school leads to greater knowledge and social participation.

7.2.2. Education & Mobility

7.2.2.1. Americans continue to have faith that education is the great equalizer in the "great status race"; more education leads to economic and social mobility and individuals rise and fall based on their merit.

7.2.3. Teacher Behavior

7.2.3.1. The labels teachers place on their students can influence actual performance!

7.2.3.2. Teachers have lower expectations for minority & working class students, which may be perpetuating the cycle of "low expectation - low achievement - low expectation."

7.2.4. Education & Inequality

7.2.4.1. The "haves" and the "have nots"; if you know someone's class position, you have a good idea of their life chances and lifestyle. Mobility is blocked due to structural inequalities that have little or nothing to do with an individual's merits or abilities.

7.2.5. Inadequate Schools

7.2.5.1. Urban education has failed to educate minority and poor children; differences between schools and school systems reinforce existing inequalities.

8. Ch. 5: Philosophy of Education

8.1. Student-Centered Philosophy: Pragmatism or Existentialism

8.1.1. Pragmatism

8.1.1.1. Find processes that work in order to achieve the end goal; emphasis on the environment and experience.

8.1.1.1.1. Generic Notions: School = an "embryonic community". Hands on experiences as well as book learning to show students how to work in a democratic society.

8.1.1.1.2. Key Researchers: Francis Bacon (1561-1626), John Locke (1632 - 1704), Jean-Jacques Rousseau (1712 - 1778), and John Dewey (1859 - 1952)

8.1.1.1.3. Goal of Education: Ideas should be given, challenged, and restructured in schools to give students the ideas of how to improve the social order; a balance of the needs of society and community and the needs of the individual.

8.1.1.1.4. Role of Teacher: Facilitator! They should be encouragers, give you suggestions, ask questions, and help plan courses and curriculum, knowing and using several different principles.

8.1.1.1.5. Method of Instruction: Students ask questions about what they want to learn, use of field trips, group or independent work, problem solving, and projects.

8.1.1.1.6. Curriculum: Core or integrated curriculum; math, science, history, reading, writing, music, art, wood/metal work, cooking and sewing. The curriculum should be able to change as the social order and the children's needs change.

9. Ch. 6: Schools as Organizations

9.1. Major Stakeholders in MY District

9.1.1. Federal Alabama Senators & House of Representative:

9.1.1.1. Richard Shelby : Senior Senator (R)

9.1.1.2. Luther Strange : Junior Senator (R)

9.1.1.3. Robert Aderholt : Representative for AL 4th Congressional District (R)

9.1.2. State Senator & House of Representative:

9.1.2.1. Larry Stutts (R)

9.1.2.2. Marcel Black (D)

9.1.3. State Superintendent:

9.1.3.1. Ed Richardson : Interim State Superintendent

9.1.3.1.1. Barbara Cooper : Deputy State Superintendent

9.1.4. Representative on State School Board:

9.1.4.1. Jeffrey Newman

9.1.5. Local Superintendent:

9.1.5.1. Dr. Daniel K. Lankford : District 7

9.1.6. Local School Board Members:

9.1.6.1. Colbert County : District 7

9.1.6.1.1. C. David Myrick : Chairman

9.1.6.1.2. Phyllis G. Meade : Vice Chairman

9.1.6.1.3. Steven L. Hargrove : Board Member

9.1.6.1.4. Frederick M. Mason : Board Member

9.1.6.1.5. Polly T. Ruggles : Board Member

9.2. Elements of Change

9.2.1. School Processes

9.2.1.1. The cultural qualities of schools; sights, smells; powerful memories (emotional recall) and the outcomes of those memories.

9.2.1.1.1. School processes are formed by the culture of the schools, and the culture is formed by the processes.

9.2.2. School Cultures

9.2.2.1. Vulnerable to disruption due to deep political issues. The school is a bureaucracy and demands can be destructive to the freedom for teachers and students within the school. Schools are shaped by contradictions that develop conflict and stagnation; changing the culture requires patience, skill, and good-will.

9.2.2.1.1. Conflict is a necessary part of change.

9.2.2.1.2. New behaviors must be learned.

9.2.2.1.3. Team building must extend to the entire school.

9.2.2.1.4. Process and content are interrelated.