1. Chapter 2: Politics of Education
1.1. Perspectives
1.1.1. Conservative
1.1.2. Liberal
1.1.3. Radical
1.1.4. Neo-Liberal
1.2. Purposes of schooling
1.2.1. Intellectual-cognitive skills in math, reading, science, history, language
1.2.2. Political- to indoctrinate people into a particular order of patriotism
1.2.3. Social- to help people be sociable, productive members of society
1.2.4. Economic- prepare students for their occupation
1.3. Purpose of schooling/education
1.3.1. Society's ability to transmit knowledge, skills, values
1.3.1.1. What type of society do we wish to have? What constitutes the "good life" and a "good person"? Pages 21-22
1.3.1.1.1. Every society attempts to transmit its conception on these matters to its citizens. Education is crucial to this process.
1.4. Your political perspective/ Where do you stand?
1.4.1. Competition is good // Every person determines their own outcome // Every person is responsible for their outcome // Economically free markets best serve people // Individuals make their own future and determine their own success // Individuals make society
1.4.2. Capitalism and free economics must be kept in check // governments must intervene to insure equality in education and economics // governments must address societal issues // economics unregulated cause unfair distribution of wealth and opportunities // educational opportunities must be equal across the nation, states and communities
1.4.3. Government should be able to provide all citizens with a minimally acceptable standard of living // capitalism and free economy are causes of social disorder and social class perpetuation // issues must be addressed at the social class level not the individual
1.5. Three main perspectives
1.5.1. Explain the three main political perspectives concerning education according to the following
1.5.1.1. Conservative
1.5.1.1.1. Origins in 19th century social Darwinist thought // developed by William Graham Sumner // looks at social evolution as a process that enables the strongest individuals and groups to survive // looks at human and social evolution as adaption to changes in the environment in order to survive // human progress is dependent on individual initiative and drive // belief that free market or market economy of capitalism is both the most economically productive economic system & the system that is most respectful of human needs
1.5.1.2. Liberal
1.5.1.2.1. Origins in the 20th century // New Deal Era // accept the conservative belief in a market capitalist economy // believes that if free market is left unregulated is prone to significant abuses // believes that the capitalist market economy is prone to cycles of recession that must be addressed through government intervention // insists that government involvement in the economic, political, and social arenas is necessary to ensure fair treatment of all citizens & to ensure a healthy economy // concerned primarily with balancing the economic productivity of capitalism with the social & economic needs of the majority of people in the US
1.5.1.3. Radical
1.5.1.3.1. Does not believe that free market capitalism is the best form of economic organization // believes that democratic socialism is a fairer political economic system // believes that capitalism system is the most productive form of economic organization, but produces fundamental contradictions that ultimately will lead to its transformation into socialism // capitalist system is central to U.S. problems // recognize that it won't change easily & most Americans support it //
1.5.1.4. Neo-Liberal
1.5.1.4.1. "modified form of liberalism tending to favor free market capitalism"
1.5.1.5. 1. The role of the school
1.5.1.5.1. Liberal perspective: Stresses the training & socializing function of school. Stresses school's role in providing the necessary education to ensure that all students have an equal opportunity to succeed in society. Also stress pluralistic nature of U.S. society & the school's role in teaching children to respect cultural diversity so that they understand and fit into a diverse society. Stress importance of citizenship & participation in a democratic society & the need for an educated citizenry in society. Stresses individual as well as societal needs; sees school's role as enabling the individual to develop his/her talents, creativity, and sense of self.
1.5.1.6. 2. Explanations of unequal educational performance
1.5.1.6.1. Liberal perspective: Individual students or groups of students begin school with different life chances and therefore some groups have significantly more advantages than others. Society must attempt through policies and programs to equalize the playing field so that students from disadvantaged backgrounds have a better chance.
1.5.1.7. 3. Definition of educational problems
1.5.1.7.1. Liberal perspective: 1. Schools have limited the life chances of poor and minority children and therefore the problem of underachievement by these groups is a critical issue. 2. Schools place too much emphasis on discipline and authority, thus limiting their role in helping students develop as individuals. 3. The differences in quality and climate between urban and suburban schools and, most specifically, between schools with students of low socioeconomic backgrounds and high socioeconomic backgrounds is a central problem related to inequalities of results. 4. The traditional curriculum leaves out the diverse cultures of the groups that comprise the pluralistic society.
1.5.1.8. 4. Educational policy and reform
1.5.1.8.1. Liberal perspective: 1. Policies should combine a concern for quality for all students with equality of opportunity for all. 2. Policies should lead to the improvement of failing schools, especially urban schools. 3. Programs should enhance equality of opportunity for disadvantaged groups (including Head Start). 4. A curriculum should balance the presentation of traditions of Western civilization with the treatment of other groups within the culturally diverse society. 5. A balance should be maintained between setting acceptable performance standards and ensuring that all students can meet them.
1.5.1.9. 5. The American dream
1.5.1.9.1. Liberal Perspective: Believe that schools have been successful in extending public education to the masses and providing more opportunity for mobility than any other system in the world. U.S. education has been essential in the process march toward a democratic & meritocratic society- a society where one's individual achievement is more important than one's family background, a society that is more just and humane. A society where tolerance of others who are different is an important value. It has yet to provide sufficient access, opportunity and success for all citizens; must continue to improve.
2. Chapter 3: History of U.S. Education
2.1. School's/Education's Responsibility
2.1.1. Schooling has historically been in response to the uncertainty that family, church, or community could not provide the necessary tools needed to meet the needs of literate person in a democratic society.
2.1.2. The schools serves as the focal point for addressing societal issues
2.1.3. There is little consensus on motives for school reform
2.2. Colonial Era
2.2.1. Old Deluder Satan Law 1647
2.2.2. Massachusetts School Law of 1647
2.2.3. Society was highly stratified (have and have-nots)
2.2.4. Colleges were established before the country was created. (Harvard, 1636, Yale 1701)
2.2.5. Wealthy saw education as perpetuating the ruling class, religion, utilitarian, civics.
2.2.6. Franklin saw education to support trades and common man.
2.2.7. Jefferson supported public education.
2.2.8. Meritocracy provided for higher education.
2.2.9. Grammar schools became present day elementary schools.
2.2.10. Dame schools were created for girls.
2.2.11. Secondary schools were for boys and the elite
2.2.12. Latin Grammar Schools (Boston).
2.2.13. Education in the South was mainly intended for upper class (plantation owners).
2.3. Age of Reform: The Rise of the Common School
2.3.1. The right to vote was restricted to all men except slaves and emotionally disturbed.
2.3.2. Jefferson supported public education to further the success of the U.S.
2.3.3. Horace Mann lobbied to create the first state board of Education. (Mass 1839)
2.3.4. Normal schools were created for teacher education. (Mass 1839)
2.3.5. Public education was for public stability and social mobility.
2.4. Public Education
2.4.1. Morrill Act est. land grants in each country and state for public education. (1862) p.68
2.4.2. Education for women and slaves was limited.
2.4.3. Women were educated for domestic purposes.
2.4.4. Slaves were not education with the exception of a few northern states that had special schools for African Americans.
2.4.5. Emma Hart Willard, Troy University, 1821. p68
2.4.6. Mount Holyoke Seminary 1837, women's college had same requirements for women as for men.
2.4.7. The first public university to admit women was the University of Iowa in 1856. p.69
2.5. Urbanization and the Progressive Impetus
2.5.1. Industrial revolution caused the need for educated workers. Gap between rich and poor widened.
2.5.2. Cities contained enormous amounts of uneducated people thus dividing the social classes even more.
2.5.3. John Dewey, the father of modern education, emphasized the needs of the individual to create a better society.
2.5.4. Schools became the focus of social problems such as hygiene, health and social skills.
2.6. Progressive Movement
2.6.1. Curriculum supports the needs of the child and thus gives knowledge/insight to human history and promotes impetus for change and betterment of society. p.71
2.6.2. John Dewey-Progressivism
2.6.3. Embryonic Society-miniature community
2.6.4. Dewey's philosophy is the reason we have vocational schools.
2.7. The Committee of Ten, 1893
2.7.1. The Committee of Ten was created by the National Education Association which was chaired by Harvard University president, Charles Elliot.
2.7.2. The committee's recommendation for high school in 1918 was:
2.7.2.1. 1. Health
2.7.2.2. 2. Command of fundamental processes
2.7.2.3. 3. Worthy home membership
2.7.2.4. 4. Vocation
2.7.2.5. 5. Citizenship
2.7.2.6. 6. Worthy use of leisure
2.7.2.7. 7. Ethical character
2.7.3. *They also est. Carnegie units for graduation and college entrance curriculum.
2.8. Education for All
2.8.1. The Dilemma:
2.8.1.1. Four Themes for High School Purposes in 1875
2.8.1.1.1. 1. Tension between classical subjects such as Latin and Greek versus science and math, etc.
2.8.1.1.2. 2. College entrance requirements due to so many disparities in entrance requirements.
2.8.1.1.3. 3. High School students should be prepared for life not college.
2.8.1.1.4. 4. All students should follow the same courses of study regardless of need for further education.
2.8.1.1.5. 5. The Cardinal Principles od Secondary Education. p. 73
2.9. Post World War II 1945-1980
2.9.1. Progressive v. Traditional
2.9.2. Post World War II demands required more technical innovations and focused on social mobility.
2.9.3. The battle: standards of an education versus
2.9.4. The college student movement for civil rights.
2.9.5. U. of Michigan
2.9.6. U. of California at Berkeley
2.9.7. San Francisco State U.
2.9.8. Kent State U. P. 75
2.10. Cycles of Reform Progressive V. Traditional
2.10.1. Equality and Equity p.76
2.10.2. Civil Rights Act 1963
2.10.2.1. *It outlawed discrimination based on race, color, religion, sex, or national origin
2.10.3. Plessy v. Ferguson of 1896 p.77
2.10.3.1. *It was okay to have separate facilities for African Americans and whites but they had to be equal
2.10.4. Brown v. Topeka Board of Education 1954
2.10.4.1. *The same facilities for everyone was legalized
2.10.5. Desegregation was the main focus.
2.10.6. Schools and Colleges opened doors for all. p. 79
2.11. Reforms of the Standards Era 1980's to present day Cycles of Reform continued
2.11.1. Sputnik and the Space race influence
2.11.2. 1957-1960's emphasis on excellence.
2.11.3. Mid 1960's emphasis went back to individual needs due to the Civil Rights Act 1963
2.11.4. Elementary/Secondary Education Act 1965 provided for special needs students.
2.12. Reforms of the Standards Era 1980's to present day
2.12.1. Nation at risk (Reagan)
2.12.2. Goals 2000 (Clinton)
2.12.3. NCLB (Bush)
2.12.4. RTT (Obama)
2.12.5. Teaching to the Test to Survive
2.12.6. Failing Schools
2.12.7. Charter Schools
2.12.8. Privatization of Schools
2.13. Three Historical Perspectives of U.S. Education p.83
2.13.1. Democratic-Liberal School
2.13.2. Radical-Revisionist School
2.13.3. Conservative School
2.14. DEMOCRATIC LIBERAL PERSPECTIVE*
2.14.1. Key points: Democratic-liberals believe that the history of U.S. education involves the progressive evolution of a school system committed to providing equality of opportunity for all. These historians suggest that each period of educational expansion involved the attempts of liberal reformers to expand educational expansion involved the attempts of liberal reformers to expand educational opportunities to larger segments of the population and to reject the conservative view of schools as elite institutions for the privileged. They tend to interpret U.S. educational history optimistically. Democratic-liberals believe that the U.S. educational system must continue to move closer to each, without sacrificing one or the other too dramatically. **NOTES TAKEN STRAIGHT FROM TEXTBOOK**
2.15. THE RACE TO THE TOP
2.15.1. **The Race to the Top reform enlarged the federal support of charter schools and has also enhanced NCLB's accountability mechanisms. This reform has supported Value Added Models of teacher quality linked to standardized tests of student achievement and negative sanctions, including school closings. The Obama Administration has provided waivers from NCLB to numerous states if they provide alternatives consistent with RTT. **NOTES TAKEN STRAIGHT FROM TEXTBOOK**
3. Chapter 1: Limits and Promises of Education
3.1. Achievement Gaps
3.1.1. 1. Elementary Education act of 1965
3.1.2. 2. Tried to erase discrepancies in opportunities
3.1.3. 3. NCLB re-established these efforts in 2001
3.1.4. 4. Because of testing, teaching gaps have widened
3.1.5. 5. Causes are due to funding, ect.
3.2. Crisis in Urban Education
3.2.1. 1. Demographic Trends
3.2.2. 2. Social Stratification
3.2.3. 3. Socioeconomic/ Academic Achievement
3.2.4. 4. Inequalities in School Systems
3.2.5. 5. School Choice is an issue
3.3. Decline in Literacy
3.3.1. 1. Basic skills of fundamentals
3.3.2. 2. Teaching to the test
3.3.3. 3. Pass them on due to age and no place to go
3.3.4. 4. Schools become over-crowded
3.3.5. 5. Raising academic standards (for whom)
3.4. Assessment Issues
3.4.1. 1. Teaching to the test
3.4.2. 2. Authentic/True assessments
3.4.3. Questions to ask ourselves:
3.4.3.1. 1. What have we measured
3.4.3.2. 2. How do we use our data
3.4.3.3. 3. What does the curriculum look like?
3.5. Four Elements of Foundations of Education
3.5.1. 1. History of Education
3.5.2. 2. Philosophy of Education
3.5.3. 3. Politics of Education
3.5.4. 4. Sociology of Education
3.6. History of Education
3.6.1. 1. Our purpose Then: To read the bible to save our souls (Old Deleuter Act 1642)
3.6.2. 2. Our Purposes Now: Transmit culture, prepare for a global economy, prepare for the workforce, become a productive citizen, become a social citizen, pursuit of happiness, pursuit of freedom, pursuit of knowledge, pursuit of life
3.7. Philosophy of Education
3.7.1. Questions to ask yourself:
3.7.1.1. 1. How will you teach?
3.7.1.2. 2. What is the curriculum
3.7.1.3. Who are you as a teacher?
3.7.1.4. Who are your students?
3.7.1.5. What does your classroom look like?
3.7.1.6. How will you assess students?
3.8. Politics of Education
3.8.1. 1. How democratic are our schools?
3.8.2. 2. Who is involved in the decision making?
3.8.3. 3. What determines our curriculum?
3.8.4. 4. What role does special interests groups have? Business, labor unions, colleges, world of events, religion
3.9. Sociology of Education
3.9.1. 1. Are schools a reflection of our society/ community?
3.9.2. 2. How does the impact of social expectations drive decision making socially?
3.9.3. 3. Are schools perpetuating the social class/ community it serves
3.10. Foundations of your personal education- questions to ask yourself:
3.10.1. Why am I a teacher? What do I want to accomplish in my lifetime? What kind of influence will I be? What values do I want my students to have as a result of my influences?
4. Chapter 4: Sociological Perspectives (The Sociology of Education)
4.1. What is sociology?
4.1.1. Definition: Understanding how social aspirations and fears force people to ask questions about the societies and culture in which they live
4.2. Persil's model for analyzing school and societies relationship
4.2.1. The societal level includes the most general levels of society such as its political and economic systems, level of development, and system of social stratification (where people live)
4.2.2. The institutional level includes family, schools, churches, business, government and media
4.2.3. The interpersonal includes all the processes, symbols interactions within such organizations such as face to face interactions, gestures and rituals
4.2.4. The intrapsychic which includes the individual thoughts, beliefs, values and feelings which are shaped by societies institutions
4.3. The uses of sociology for teachers // Questions to be answered: page 115
4.3.1. Can schools create a more functional and equitable society?
4.3.2. What is the relationship between schools and society?
4.3.2.1. Schools are society; you put yourself where you feel comfortable. "Social circle"
4.3.3. How does teacher interaction with students determine student success?
4.3.3.1. Teachers can build a student up or tear down a student.
4.3.4. Does sociology help educators to create more Highly Effective Schools which include: strong leadership, a safe and orderly environment, high expectations that all can learn, continual review of student progress, and a clear mission?
4.4. The relationship between schools and society
4.4.1. Schools are agents of cultural social transmission
4.4.2. Students are taught the values and beliefs of the society for them to think and act like other members of society
4.4.3. Schools stratify students into tracks by curricular placements which results in how they are successful
4.4.4. Schools select students for educational mobility
4.5. Three theoretical perspectives
4.5.1. 1. Functional- poses that society is best when a consensus rules. Conflict poses that influential groups impose their will on subordinate groups. Interacting poses that society develops as a result of interactions between students and teachers.
4.5.1.1. **stresses the interdependence of the social system; functionalists view society as a machine. The earliest sociologist to embrace this point of view was Emile Durkheim. Functionalists tend to assume that consensus is the normal state in society and that conflict represents a breakdown of shared values.**
4.5.2. 2. Conflict- Schools are oppressive and students are rebellious. They are forced to attend. College degrees are primarily status symbols and do not indicate actual achievement. Where you go to school can determine your success more than achievement.
4.5.2.1. Notable philosophers of conflict theory:
4.5.2.1.1. Karl Marx: He argued that the struggle in society was between owners and workers // workers worked 18 hour days and for poor wages and struggles to make any difference for their lives // the working class or proletariat would rise up against the owners and create a more equitable society known as socialism
4.5.2.1.2. Max Weber: Power struggles between dominant and subordinate groups structured schools // college diplomas are status symbols and have no major impact on actual achievement
4.5.2.2. **This theory is based on the ability of dominant groups to impose their will on subordinate groups through force, cooptation, and manipulation. Also states that the glue of society is economic, political, cultural, and military power. Also states that schools are similar to social battlefields where students struggle against teachers, teachers, and against administers.**
4.5.3. 3. Interactional theorist suggest that schools are: middle class organizations, lower social classes are at a disadvantage, and speech patterns are a reflection of social class backgrounds
4.5.3.1. **Emphasizes structure and process at a very general (microsociological) level of analysis. These theorists attempt to make the commonplace strange by turning on their heads everyday taken-for-granted behaviors and interactions between students and students and between teachers and teachers.**
4.5.4. What is the goal of education?
4.5.4.1. Perhaps training people for employment or for thinking
4.6. Effects of schooling on individuals
4.6.1. 1. Knowledge and attitudes (page 121): This means the higher the social class of a student the higher level of educational achievement. The differences between schools is not a significant impact and academically oriented schools have higher levels of student achievement.**
4.6.1.1. Important notes: In schools where students are compelled to take academic subjects and were there is a consistent discipline, student achievement levels go up. A study found that students who studies during summer made great gains in knowledge than students who did not study in the summer. They found that the amount of time students spend in school is directly related to how much they learn.
4.6.2. 2. Employment (page 121): More education results in better jobs and opportunities // do schools determine who gets the jobs? // schools don't prepare workers for job performance
4.6.3. 3. Education and mobility (page 122): Education is the great equalizer in the status race, where you attend has great impetus, and poor and rich people see no effect on their social status as a result of their education attainment. Competition is not fair. Winners win with exceptions and losers are dropped from the competition; rules are not always fair.**
4.6.3.1. Important notes: The problem with this method is that in the tournament suggested is that the criteria for winning and losing include things like social class, race, and gender characteristics and merit variables such as grade point average and SAT scores.
4.6.4. 4. Inside the schools: Curriculum is determined by those who want to perpetuate certain values and beliefs; not all students study the same curriculum. Curriculum determines who goes to college and cultural transmission, selective channeling of opportunity and social mobility are determined at the school level and its curriculum.**
4.6.5. 5. Teacher behavior (page 124): Teachers may have as many as 1000 interactions with students on a daily basis and teacher expectations directly influence student achievement. Self-fulfilling prophecy has a direct impact on student success and the more teachers demanded from their students results in higher student self esteem and success.**
4.6.6. 6. Student peer groups and alienation (page 125): Rebellious students and violence in schools // nerds, coolness and athletes // four major types of college students includes // careerists which are middle and upper middle class and do not have a good college experience // intellectuals come from middle and lower class hard workers and did not have great academic success but had a sense of accomplishment with their degree // the unconnected came from all backgrounds and didnot participate or achieve any success and were dissatisfied
4.6.7. 7. Education and inequality (page 125): American society resembles a triangle where most people are at the base; the top 20% in the U.S. possess 75% of the wealth,the top 2% of the world possess 80% of the wealth. Are social classes perpetuated by society and schools?**
4.6.8. Inadequate schools (page 126): Affluent schools provide better social mobility than poorer schools
4.6.9. Tracking (page 126-127): Tracking has a direct effect on student expectations and success
4.6.10. De facto segregation (page 127): People segregate themselves into their comfort areas // racial integration benefits minorities more than the majority // integration does not seem to harm the majority
4.6.11. Gender biases: Men are still paid more for equivalent jobs // academics are leveling between the sexes // schools are still perpetuating gender inequalities
4.6.12. The current educational crisis (page 128): One third of children are at-risk of failing // one fourth of preschool children live in poverty // fifteen million are reared by single mothers // how can schools help students to be successful members of society when they start out at such a disadvantage?
5. Chapter 5: Philosophy of Education
5.1. What is a philosophical approach to education?
5.1.1. A philosophical approach aids teachers in: 1. Selecting knowledge for the classroom 2. Ordering their classroom 3. Interacting with students, peers, parents and administrators 4. Selecting values for their classroom
5.1.2. A philosophy aid teachers in understanding: 1. Who they are 2. Why they do what they do
5.1.3. Particular philosophies:
5.1.3.1. Idealism
5.1.3.1.1. Socrates and Plato
5.1.3.1.2. Dialect and " dialect approach"
5.1.3.1.3. "Doctrine of reminiscence"
5.1.3.1.4. Idealist in education encourage students to search for truth. With truth comes responsibility. Education is a transformation.
5.1.3.1.5. Role of the teacher:
5.1.3.1.6. Methods of instruction
5.1.3.1.7. Curriculum
5.1.3.2. Realism
5.1.3.2.1. The material world is real
5.1.3.2.2. It exist without anyone perceiving
5.1.3.2.3. The real world exist before ideas exist
5.1.3.2.4. Aristotle developed a system of logical thinking
5.1.3.2.5. Syllogism or a system of logical thinking
5.1.3.2.6. Notable Realists
5.1.3.2.7. Goal of education
5.1.3.2.8. Role of the teacher
5.1.3.2.9. Methods of instruction
5.1.3.2.10. Curriculum
5.2. Pragmatism
5.2.1. John Dewey // George Sanders Pierce // William James // John Locke // Jean-Jacques Rousseau
5.2.2. Learning through experience (experiential learning: What is practical and has meaning and value?") // The approach to learning is by scientific inquiry // Pragmatism encourages people to find processes that work to achieve their desired outcome // Example problem-speculative thought- action- results
5.2.3. Philosophies that were born from pragmatism
5.2.3.1. Progressivism-John Dewey
5.2.3.2. Social Reconstructionism- George Counts
5.2.4. The goal of education
5.2.4.1. Provide students with the knowledge to improve society
5.2.5. Role of the teacher
5.2.5.1. Facilitator of learning activities
5.2.5.2. Methods of instruction
5.2.5.2.1. Learn individually as well as in groups
5.2.6. Curriculum
5.2.6.1. Integrated core subjects, teaching across the curriculum
5.3. Existentialism & Phenomenology
5.3.1. Existence precedes essence
5.3.2. We are who we re as a result of our decisions
5.3.3. Perceptions of the world is based on one's ability to make sense of it
5.3.4. Goal of education
5.3.4.1. The focus is on the individual, cognitively and affectively
5.3.5. Education liberates the individual from a chaotic world
5.3.6. Role of the teacher
5.3.6.1. The reflective teacher enables students to be reflective students, It is a very personal teacher/ student relationship
5.3.6.2. Students must come "wide awake"
5.3.7. Methods of instruction
5.3.7.1. Each student has a different learning style. Help students understand the world through posing questions, generating activities and working together
5.3.7.2. Curriculum
5.3.7.2.1. Humanities are heavily emphasized
5.3.7.2.2. Students should be exposed to the harsh and good realities of the world
5.4. Neo-Marxism
5.4.1. The purpose of education in a capitalist society is to perpetuate the ideology of the dominant class
5.4.2. Neo-Marxist: A capitalist society should be economically proficient to allow its citizens to live productive and decent lives
5.4.3. Goal of education
5.4.3.1. Schools perpetuate the ideology of the dominant society and legitimize it to all other groups
5.4.4. Education enables individuals to understand the weakness of the dominant society and propose alternatives
5.4.5. Role of the teacher
5.4.5.1. Engage students to critically examine the world which is similar to "wide awake"
5.4.6. Curriculum
5.4.6.1. Socially constructed; Teachers must have a command of how the curriculum can be socially manipulated
5.5. Post modernists and critical theory
5.5.1. The goal of education is to explore differences and to explore possibilities that may seem inherently impossible
5.5.2. Working together to achieve balance and equity through democratic transformation
5.5.3. Role of the teacher-an agent of change
5.5.4. Curriculum and instruction (page 196)
5.5.4.1. Democratic processes
5.5.4.2. Teachers, students, communities are all involved in the process of education
5.5.4.3. Schools and curriculum are agents of change
5.6. Pragmatism
5.6.1. Key Researchers: John Dewey, George Sanders Pierce, William James, John Locke, Jean-Jacques Rousseau
5.6.2. Generic Notions: "what is practical has meaning and value", the approach to learning is by scientific inquiry. Pragmatism encourages people to find processes that work to achieve their desired outcome.
5.6.3. Goal of Education: The goal of education for pragmatism is to provide students with the knowledge to improve society.
5.6.4. Role of Teacher: The role of the teacher in pragmatism is to act as the facilitator of learning activities.
5.6.5. Method of Instruction: The method of instruction that pragmatism uses is to learn individually as well as in groups.
5.6.6. Curriculum: The curriculum is integrated core subjects, teaching across the curriculum.
5.7. OUTLINE:
5.7.1. *Howard Gardner: Gardner's stages of developmental growth
5.7.1.1. Seven intelligences: linguistic, logical mathematical, spatial, musical, bodily-kinesthetic, interpersonal intelligence, intra-personal intelligence
5.7.2. There are several methods of instruction that can be used in the classroom. A hands-on approach can be a good way to get students interested in the subject being taught. A few other ways would be field trips, visual projects and aids, or lecture.
5.7.3. The role of the teacher includes several things. A teacher should first and foremost be a good role model. Being a solid adult figure in a student's life means that some students will look to you as an example for their own decisions. The teacher is also responsible for the giving of knowledge; they must know their material and be able to adequately teach their students. Being a counselor or confidant also comes with being a teacher sometimes. Teachers can be an adult children feel safe with; therefore telling their secrets to them instead of a parent or relative. A double-role of a teacher is to be a facilitator. Teachers are responsible for facilitating the instruction or curriculum and facilitating their developmental growth.
5.7.4. The curriculum for a school should include the core subjects: math, science, social studies, history and language arts. It should also include character and life skills, physical education skills, and fine arts.
5.7.5. The goal of education is to make students smarter, prepare them for society, and help them work together in groups.
6. Chapter 7: Curriculum, Pedagogy, & Transmission of knowledge
6.1. Idealists say we should teach the great works of mankind
6.2. Conservatist say we should return to a humanist foundation
6.2.1. Conservatist of the 1980's and 1990's say we should teach what is fundamentally basic to a common culture. (page 282)
6.3. Teach math, science, reading, history, foreign languages and emphasize the influence of western civilization
6.4. Social efficiency curriculum advocates say that we should reflect and teach what is important for society to be functional and productive
6.4.1. Different needs for different people was their concern for curriculum
6.5. Social efficiency became the cornerstone of progressivism
6.5.1. Conservatist say that social efficiency has diluted the curriculum to the point that it has lost the purpose of transmitting one common culture
6.5.2. Should the curriculum be flexible to meet all needs or should it be meeting the needs of a diverse population
6.6. Social meliorists- reform society through schools also known as social reconstruction
6.6.1. Communities reflect what is important to them as a society
6.6.2. The social class composition of the school and community have determined what is of value in the curriculum (page 285)
6.7. Political influences of the curriculum have determined and set battle lines for domination of what should be taught
6.7.1. Who shapes the curriculum and determines what is taught?
6.7.2. Should business determine the curriculum?
6.7.3. Should religion determine the curriculum?
6.7.4. Should the wealthy determine the curriculum?
6.7.5. Which group has the most power to influence the curriculum? (page 286)
6.7.6. Private schools are gaining popularity because parents choose schools that support their belief
6.7.7. Curriculum influences (chart page 287)
6.8. Other influences on the curriculum:
6.8.1. Evolutionists
6.8.2. Creationists
6.8.3. Science and math
6.8.4. Nation at risk
6.8.5. NCLB
6.8.6. RTT
6.9. Sociology of the curriculum
6.9.1. Society influences the curriculum
6.9.2. Formal curriculum- what is cognitively taught (subjects)
6.9.3. Informal or hidden curriculum- taught but not obvious to sight
6.9.4. Null curriculum- what is not taught but is learned (values of community)
6.10. Social order determines the curriculum (page 292)
6.10.1. A capitalist society perpetuates the curriculum for maintaining social order (page 292)
6.10.2. Multiculturalists influence on curriculum has promoted a diverse needs classroom (page 294)
6.10.3. Conservatists argue that multicultural curriculum had dulled western civilization values. They say we have melted and lost our western cultural identity
6.11. Does the curriculum reflect the dominant group of society currently?
6.11.1. Which group is dominant?
6.11.2. Have colleges been redirected to teach future teachers according to dominant groups? (page 295)
6.12. Pedagogic influences
6.12.1. Mimetic and transformative approaches to teaching
6.12.2. Mimetic is conservative and says that there is a basic core of knowledge to be learned by all
6.12.3. Transformative says that students needs should be the main focus of the curriculum (page 296)
6.13. Students centered or teacher centered (page 298)
6.13.1. Stratification of the curriculum
6.13.2. Students are tracked and directed to a specific curriculum such as advanced diplomas and vocational diplomas
6.13.3. Tracking begins in elementary and continues through secondary by means of testing (page 299)
6.14. The effects of the curriculum
6.14.1. Do students actually learn what is taught? (page 300)
6.14.2. What is learned and what is taught may have a large gap between them
6.14.3. Closing the gap and how?
6.14.4. Schooling does have an impact on learning
6.14.5. Effective school characteristics (page 301)
6.14.6. Do all students have the same educational experience even though they attend the same classes
6.15. How will you teach and what determines how you teach? One word describes or determines your approach
6.15.1. Maturity includes chronological maturity, social maturity, social maturity, emotional maturity, culturally-valued maturity, political maturity and ?
6.16. The developmentalist Curriculum: The curriculum focuses on the needs and interests of the student rather than the needs of society. It emphasizes the process of teaching as well as it's content. It is student centered;and it is concerned with relating the curriculum relating the curriculum to the needs and interests of each child particular developmental stages. Teachers create life experiences for each child that make education come alive in a meaningful manner. *Dewey-relationship between child and curriculum *Piaget
6.17. The Mimetic Tradition: "It gives a central place to the transmission of factual and procedural knowledge from one person to another, through an essentially imitative process." It is secondhand knowledge; knowledge that has already been discovered and studied. Steps for this tradition: Test, present, perform/evaluate, reward/fix, enter remedial loop, advance.
6.18. The transformative Tradition: The transformative Tradition seeks to literally transform a student as a whole. This includes transformation in character, personality, eradication, or remediation of a corresponding set of undesirable traits. The transformations aimed for within this tradition are typically conceived of as being more deeply integrated and ingrained within the psychological makeup of the student.
7. Chapter 8: Equality of Opportunity and Educational Outcomes
7.1. Do you have the following beliefs?
7.1.1. Public education has been conceived as a social vehicle for minimizing the importance of wealth and class as a determinant of who shall get ahead
7.1.2. Americans believe that hard work, thrift and a bit of luck should determine who gets ahead
7.2. Calculating Educational and Life Outcomes:
7.2.1. Social stratification is a structural characteristic of societies
7.2.2. human differences do not cause social stratification; social stratification causes human differences. page 339
7.3. Social Stratification- three systems:
7.3.1. 1. Caste- a person's social level is determined by race or religion
7.3.2. 2. Estate systems- a person's social level is determined by family value and worth
7.3.3. 3. Class systems- a person's worth is determined by their ability to overcome by personal achievement. page 340
7.4. The lower classes in America have had their ability to overcome decreased because of inflation
7.5. Educational achievement is directly related to family achievement and social class
7.6. Educational achievement is directly related to financial success. page 340
7.7. Class:
7.7.1. Schools represent the middle and upper class
7.7.2. Parental income is directly related to educational achievement and test performance. page 342
7.8. Race:
7.8.1. Race has a direct impact on how much educational attainment as a person achieves
7.8.2. Minorities do not receive the same educational opportunities as white Americans. page 343
7.9. Gender:
7.9.1. In the last twenty years significant gains have been made to equalize gender educational and professional attainment
7.9.2. Disparities still exist in education and job salaries. page 343
7.10. SAT and ACT test have become the determining factor for educational success
7.11. ACT and SAT test have favored the white American and upper and middle class students. page 357
7.12. Students with special needs have experienced tremendous gains in educational opportunities due to PL 94-142 or the EHA
7.13. IDEA 1996
7.13.1. *Lee v. Macon-Student placed in special ed. for learning difficulties // did not belong in special ed.
7.14. REI- Regular Educational Initiative or mainstreaming. page 364
7.15. School differences and educational outcomes:
7.15.1. Do differences in schools contribute to student success?
7.15.2. Does where you live determine your educational success? page 366
7.16. The Coleman Study 1966:
7.16.1. Coleman found that school organizational differences did not contribute to student outcomes as much as student body composition between schools. page 367
7.16.2. As a result lower class students should attend schools with the middle and upper class to improve their educational success. page 367
7.17. The Coleman Study 1982:
7.17.1. Private school students outperform public school students
7.17.2. Differences in schools do make a difference
7.17.3. The difference is in how much more demanding private schools are of their students. page 368
7.18. Coleman Study 2010 Challenges
7.18.1. Where a student attends school is often related to race and socioeconomic background. The racial and socioeconomic composition of a school has a greater impact on student outcomes than an individual's race or socioeconomic status. page 369
7.18.2. Therefore, schools do make a difference
7.19. School Segregation:
7.19.1. Despite decreases in segregation, racial and ethnic segregation is increasing
7.19.2. Evidence shows that highly segregated schools have lower achievement levels than integrated schools and minorities do better in integrated schools. page 372-373
7.20. Educational Attainment and Economic Achievement:
7.20.1. College graduates have higher salaries. page 375
7.20.2. The amount of education is directly related to life chances
7.20.3. Life chances are directly related to social level and race; however, schools do have a slight impact. page 377
7.21. Education provides social and economic mobility but for the most part perpetuates the social class. page 377
8. Chapter 9: Explanations of Educational Inequality
8.1. Sociological Explanations of Inequality:
8.1.1. Functionalist Theorists support the idea that each students' success is determined by their own hard work and desire to succeed
8.1.2. Conflict Theorists support the idea that student success is affected by their environment
8.1.3. Interactioniss Theorists support that student success is determined by a combination of factors such as family, social class schools and environment
8.2. Other factors that influence student success are:
8.2.1. Student-centered factors such as family, peer group, community, culture and the student
8.2.2. School- centered factors include teachers, teaching methods, curriculum, school climate and teacher expectations
8.3. Multidimensional factors include everything that affects student success
8.4. Unequal Educational Achievement: Student centered explanations (page 421), Genetic Differences Explanations (page 422), Cultural Deprivation Eplanations (page 423), Cultural Differences Explanations (page 423-427)
8.5. School centered explanations: school financing (page 428), effective schools (page 431), between school differences (page 433), Curriculum and pedagogic within school differences (page 434), Curriculum and ability grouping (page 434-436), gender and schooling (page 436-438)
8.6. THE BIG QUESTION? DO SCHOOLS REPRODUCE INEQUALITY? ANSWER:
8.7. John Ogbu (1978, 1979, 1987) argue that African-American children do less well in school because they adapt to their oppressed position in the class and caste structure. He also argued that there is a "job ceiling"for African-Americans in the United States, as there is for similar caste-like minorities in other countries, and that African-American families and schools socialize their children to deal with their inferior life chances rather than encourage them to internalize those values and skills necessary for positions that will not be open to them. The results are lower educational attainment and performance. (Textbook page 424)
8.8. Ogbu's microsociological perspective is similar to to those of Bowles and Gintis (1976), whose correspondence theory suggests that working-class students adapt to the unequal aspects of the class structure, and to Bourdieu and Passeron (1977) and Bernstein (1977) , whose theories point out the ways in which class and cultural differences are reflected in the schools. Bernstein's theory is that working-class students in England have a different language and communication code, which disadvantages them in the schools. He also states that working-class language is deficient and that cultural and class differences are a product of an unequal economic system and that the schools reward middle-class communication codes, not working-class codes. (Textbook page 424)
8.9. School financing: public schools in affluent suburbs vs. public schools in poor inner cities. Jonathan Kozol called for equalization in school financing. In 2009-2010, New York schools received less than $21,000 per student while Long Island schools received more than $25,000 per student. *Public schools are financed through a combination of revenues from local, state, and federal sources. The majority of funds come from state and local taxes (local property taxes a significant source). Property taxes are based on the value of property in local communities and is a proportional tax. Property values are higher in more affluent areas and people are wealthier, so they pay less of their incomes for higher school taxes. Also, more affluent communities are able to provide more per-pupil spending than poorer districts, often at a proportionally less burdensome rate than in poorer communities. In 1971 the California Supreme Court ruled the system of unequal school financing between wealthy and poor schools unconstitutional. It ddi not declare the use of property taxes for school illegal.
8.10. Effective School Research: Coleman and Jencks found that differences in school resources and quality do not adequately explain between school differences in academic achievement was viewed by teachers as a mixed blessing. Within-school differences are as or more significant than between-school differences; furthermore students from lower socioeconomic backgrounds do poorly simply because they attend inferior schools. Ronald Edmonds argued that researchers needed to compare schools within lower socioeconomic communities as well as comparing schools in different socioeconomic communities.
8.11. Between School Differences: Curriculum and Pedagogic Practices: Why do larger portions of students who attend schools in higher socioeconomic communities achieve well in school? Bernstein found that schools in working-class neighborhoods are far more likely to have authoritarian and teacher-directed pedagogic practices and to have a vocationally or social efficiency curriculum at the secondary level. This research supports the existence of class-based school differences.
8.12. Within-School Differences: Curriculum and Ability Grouping: Different groups of students in the same schools perform differently which suggests that there may be school characteristics affecting these outcomes. Tracking by ability or curriculum tracking is a method used to assess students in schools. The research and evidence shown suggests that teaching multiple groups of students is difficult because they may learn at a lower or higher level than other students. The evidence from tracking shows that students receive different educations within the same school due to their learning levels and speed. Tracking is effective on both the elementary and secondary levels. Hurn says that race is not an issue with tracking results; the problem lies within the ability and aspirations of the students in question.
9. Chapter 10: Educational Reform & School Improvement
9.1. Characteristics of highly effective teachers: 1. a "calling" for the profession, 2. professional knowledge, 3. personal qualities, 4. with-it-ness, 5. instructional effectiveness, 6. good communicator, 7. street smart, 8. willing to go the extra mile, 9. lifelong learner
9.2. Reform in education 1980's to 2012 page 512; Two waves of attack: the first was concerned with accountability and achievement. The second was concerned with the processes of the school. Top down management from the federal government (page 513).
9.3. Federal involvement: America 2000 (page 514), Goals 2000 (page 515), No child left behind (page 517), Race to the top (page 518)
9.4. Approaches to reform: page 519: Neo liberal approach // Societal and community approach
9.5. School based reforms (page 520): School choice, charter schools, tuition vouchers, intersectional choice plans (public to private), intrasectional choice plans (any public school in district), school-business partnerships (page 526-527), privatization of schools, school to work programs
9.6. Teacher education programs (page 528) // Three major points: more intellectual demands in education programs, attract and retain competent teachers, reorganize educational academic and professional development, plan (page 5320)
9.7. Teacher quality (page 531), The effective school movement (page 531), plan on (page 532), Highly effective school characteristics (page 533)
9.8. Societal, community, economic and political reforms (page 535)-state takeovers pros and cons page 536), School finance reforms (page 538)-where you are born or live determines your advantage for a good education, Full service schools (page 539)-Repair and educate the community
9.9. Connecting school community and societal reforms (page 540):
9.9.1. A theory of educational problems and reforms (page 541) solutions and proposals (page 543-545)
9.9.1.1. Integrative realm (page 542-basic skills and knowledge is the focus for school improvement and student achievement
9.9.1.1.1. Development realm- focus is on developing the whole child by having schools become more humane institutions
9.10. Conclusion: Do the best with what you have that is within your control
9.11. Privatization: For-profit companies, such as the Edison Company, took over the management of failing schools and districts. For-Profit companies such as Kaplan and Sylvan Learning Centers have the majority of contracts for supplemental tutoring under NCLB. It is too early to see the impact of the efficacy of privatization.
9.12. School-to-Work Programs: In 1990 school-business partnerships became incorporated into school-to-work programs. The intent was to extend what had been a vocational emphasis to non-college-bound students regarding skills necessary for successful employment and to stress the importance of work-based learning. The School-to-Work opportunities Act of 1994provided seed money to states and local partnerships of business, labor, government, education, and community organizations to develop school-to-work systems.
9.13. School Finance Reforms: School finance equity and adequacy advocates litigated at the state level. In 1970, Robinson v. Cahill was filed against the state of New Jersey. It cited discrimination funding for some school districts; prosecutors believed was creating disparities in urban students' education by failing to provide all students with a "thorough and efficient" education, guaranteed under the New Jersey State Constitution. In 1980 more evidence of discrimination was found. In 1990 the court ruled that more funding was needed to serve the children in the poorer school districts. In 1998 the state was required to implement a package of supplemental programs, including preschool as well as plan to renovate urban school facilities. Other supplemental programs included social services, increased security, a technology alternative education, school-to-work, after-school, and summer-school programs (Education Law Center, 2010; Yaffe, 2007).
9.14. Full Service and Community Schools: Full service schools focus on meeting students' and their families educational, physical, psychological, and social needs in a coordinated and collaborative fashion between school and community services (Dryfoos, 1994, 2005). Schools service as community centers within neighborhoods that are open extended hours to provide a multitude of services such as adult education, health clinics, recreation facilities, after-school programs, mental health services, drug and alcohol programs, job placement and training programs, and tutoring services. Full-service schools aim to prevent problems as well as support them. There is no evidence that full-service schools affect student achievement.
10. Chapter 6: Schools as Organizations
10.1. The structure of U.S. schools
10.1.1. Governance
10.1.1.1. Those powers not mentioned in the constitution in the constitution are explicitly delegated to the states. Each state is responsible for education
10.1.1.2. The U.S. Department of Education was created in 1970
10.1.1.3. The U.S. Department of Education has very little power
10.1.2. Centralization
10.1.2.1. 55 million students are educated at the cost of $650 billion
10.1.2.2. 1930's there were 128,000 public school districts
10.1.2.3. 1980's there were slightly under 16,000 districts in the U.S.
10.1.2.4. The average elementary school has 450 students. High Schools have 856
10.1.3. Student composition in public schools
10.1.3.1. 53.5% are white
10.1.3.2. Of the states, 16 have less than 50% white
10.1.3.3. Ten states have no minorities
10.1.3.4. Large states are heavily multiracial
10.1.3.5. New York City is 85.6% minority
10.1.3.6. Los Angeles is 91.3% minority
10.1.3.7. Detroit is 97.4% minority
10.1.4. Degree of openness
10.1.4.1. Very few academic impediments exist to graduate high school but many social impediments exist
10.1.4.2. very democratic process of education
10.1.4.3. Open to all and very inclusive
10.1.5. Private Schools
10.1.5.1. There are approximately 28,200 elementary and secondary private schools in the U.S.
10.1.5.2. Private schools constitute 25% of all schools and educate only 10% of all students
10.1.5.3. In 1930's there were less then 10,000 private schools
10.1.5.4. In 2009, there were 21,780 private elementary and secondary schools
10.1.5.5. Most private schools are located on the east and west coasts
10.1.5.6. Connecticut has the most and Wyoming has the least
10.1.5.7. In 1980's and 1990's studies indicate private schools were better learning environments
10.1.5.8. School choice has a significant credibility
10.2. International Comparisons: In other countries individuals go through rigorous academic rites of passage. This design separates those that can and those that cannot as well as those that have and those that have not
10.2.1. Great Britain
10.2.1.1. In 19th Century England the rich had education in private schools. The poor did not get educated
10.2.1.2. The establishment of a national education system was opposed by the Church of England and the Roman Catholic Church
10.2.1.3. The 1944 Education created free elementary and secondary education for all
10.2.1.4. England decentralized the education system which had been fundamentally elitists
10.2.1.5. Schools are still stratified socially and economically
10.2.1.6. Comprehensive high schools which prepared students for the workforce have been eliminated
10.2.1.7. Margaret Thatcher and conservatives tried to privatize public education by created parental choice and reorganizing the administrative structure, but with very limited success
10.2.1.8. The 1988 Education Reform Act created a more centralized curriculum and system of national assessments
10.2.2. France
10.2.2.1. France has a very elitists educational system
10.2.2.2. Only the very elite have the opportunity to move up educationally
10.2.2.3. They have schools for the poor and schools for the elite
10.2.2.4. The top students go to the grandes e'coles
10.2.2.5. The government controls everything down to the classroom
10.2.2.6. The France system is very competitive
10.2.3. Former Soviet Union
10.2.3.1. Very centralized system where all students would become productive citizens leaving no one in need
10.2.3.2. Being a member of the elite communist party had benefits for those children
10.2.3.3. This special interest created a stratified system
10.2.3.4. The downfall of the Soviet Union was a result of the inequality that was created
10.2.3.5. Due to so many nationalities there is a very little consensus among the former USSR states
10.2.4. Japan
10.2.4.1. In the 1880's Japan centralized its educational system
10.2.4.2. After WWII, Japan focused on the economic purpose to drive educational purposes
10.2.4.3. Education is highly competitive
10.2.4.4. Very demanding and rigorous college entrance exams
10.2.4.5. A double system of education exist
10.2.4.6. Students are educated publicly and then pursue the non-formal school or jukus
10.2.4.7. There are 10,000 jukus in Japan
10.2.5. Germany
10.2.5.1. German students are sorted at an early age to be tracked into their appropriate careers
10.2.5.2. Hauptschule for lower level blue collar work
10.2.5.3. Realschule is for lower level white collar and technical positions
10.2.5.4. Gymnasium is for the intellectual and high level management positions
10.2.5.5. The system is therefore highly stratified and competitive
10.2.5.6. The German system is opposite of the U.S. system which is open to all
10.2.5.7. Academic achievement is very closely associated with social class
10.2.6. Finland
10.2.6.1. Finland had historically had the highest scores on math, science, and literacy exams
10.2.6.2. Racial and social classes have very few discrepancies across test scores in all areas
10.2.6.3. All tracking is eliminated
10.2.6.4. Almost no standardized testing
10.2.6.5. Emphasis is on formative evaluations
10.2.6.6. The one standardized tests is for college entrance
10.2.6.7. Finland has a high regard for teachers and has a competitive salries
10.2.6.8. They have a large amount of autonomy
10.2.6.9. Teachers have a high degree of job satisfaction
10.2.6.10. Teacher retention and shortages are not issues
10.3. School processes and cultures
10.3.1. Schools are separate social organizations because:
10.3.1.1. They have definitive populations
10.3.1.2. They have political structures
10.3.1.3. They represent a multitude of social groups
10.3.1.4. They are prevailed by the "we feeling"
10.3.1.5. They have their own special culture
10.3.1.6. Teachers are in conflict with students. Curriculum vs. social goals of students
10.3.1.7. Administrators and teachers are in conflict. Structure vs. teaching
10.3.1.8. Communities are in conflict with administration
10.3.1.9. Studies show that the principal establishes the goals levels of academic and social expectations and the effectiveness of discipline
10.3.1.10. Effecting change in schools is difficult at its minimum
10.3.1.11. Bureaucracies control everything focusing on rules,, regulations and conformity
10.3.1.12. Bureaucratic rationality suppress creativity
10.3.1.13. Changing a school
10.3.1.14. Conflict is a necessary part of change
10.3.1.15. New behaviors must be learned
10.3.1.16. Team building must be learned
10.3.1.17. Process and content are interrelated
10.3.1.18. changing a school culture requires patience, skill and good will
10.4. Teachers, Teaching and Professionalism
10.4.1. Reality is hard to ignore
10.4.2. Everyday life is a struggle for survival
10.4.2.1. "Schools of Tomorrow... Today Project" in New York City Schools focuses on child-centered teaching
10.4.3. John Goodland says that teachers must have a major part in reform
10.4.4. In 2008, 75% of all teachers are women
10.4.5. 37% have B.S.
10.4.6. 60% have Master's degrees
10.4.7. 1% had doctorates
10.4.8. Average age is 46
10.4.9. A shortage of teachers exist
10.4.10. High school seniors indicate that less than 10% will be a teacher
10.4.11. Requirements according to NCLB
10.4.12. A college degree
10.4.13. Full certification
10.4.14. Demonstrable content knowledge in the subject area
10.4.15. Praxis tests are required in most states
10.4.16. Each state has a different test score acceptance level for a certification
10.4.17. The nature of teaching requires man hats and is very demanding as a result
10.4.18. This multiple roles are a significant factor in teacher burn-out
10.4.19. teachers have had to develop all kinds of interpersonal skills. More of an artist than a technical teacher
10.4.20. Most effective feedback is from students
10.4.21. Key to teaching is exercising control
10.4.22. Control precedes teaching. A classroom must have control to be an effective learning environment
10.4.23. Turn each day into a special event
10.4.24. Underqualified teachers
10.4.25. Out of filed teachers
10.4.26. Prevalent in poorer schools
10.4.27. Poor administrative decisions
10.4.28. Community pressure
10.4.29. Other disciplines are being allowed to become certified teachers such as Teach for America
10.4.30. Other professions have more autonomy and professionalism development
10.4.31. Teachers are expected to be created autonomous individuals but conditions of employment. Leave very little room for autonomy, thoughtfulness and expertise
10.4.32. The center for Educational Renewal indicated studies show that causes of teacher burnout and shortages are a result of;
10.4.33. A debilitating lack of prestige in teacher education
10.4.34. Lack of program coherence
10.4.35. Separation of theory and practice
10.4.36. A stifling regulated conformity
10.4.37. To effect teacher professionalism means shred decision making
10.4.38. Bureaucracy tries to make students conform and expects teachers to create productive individuals
10.4.39. Teacher are at the center of this conflict
10.4.40. Standardized generic education limits teachers creativity and risk-taking