1. Sociological Perspectives Chapter 4
1.1. Theoretical Perspectives
1.1.1. Functional Theories
1.1.1.1. create structures, programs and curriculum that are advanced and inspire social unity.
1.1.2. Conflict Theories
1.1.2.1. That social order is based on ability of leading groups to execute their will on groups through power and manipulation.
1.1.3. Interactional Theories
1.1.3.1. Primary evaluations and extensions of the functional and conflict perspectives.
1.2. Effects of Schooling on Individuals
1.2.1. Knowledge and Attitudes
1.2.1.1. The higher the social background of student, the higher the achievement level will be. The more education students receive the more likely they are to read newspapers, books, and take part in public affairs.
1.2.2. Employement
1.2.2.1. Schooling will determine who will get what job, but as i who will demonstrate the better skills is not based on education. People learn their jobs by doing them.
1.2.3. Teachers
1.2.3.1. They have an impact on their students. Teachers who praised,rewarded, and pushed their students more made the students feel better about themselves and learned more.
1.2.4. Inadequate Schools
1.2.4.1. Not being able to provide the adequate needs for the students and academic achievements.
1.2.5. Tracking
1.2.5.1. Placing students in their appropriate programs based on their abilities.
2. Philosophy of Education Chapter 5
2.1. Pragmatism
2.1.1. Encourages people to find processes that work in order to achieve desired ends. (pg.186)
2.1.2. George Sanders Pierce (1839-1914) William James (1842-1910) John Dewey (1859-1952)
2.1.3. Goal is to provide students with the knowledge of how to improve the social order. (pg.188)
2.1.4. Teacher is more encouraging. The teacher provides suggestions, helps plan, and creates curriculum.
2.1.5. Method of learning is through problem solving or inquiry method. Students could choose to work in groups or individually.
2.1.6. The curriculum is not set and stone, it can be and will be changed because of the social changes and the students interest and needs change.
3. Schools as Organizations Chapter 6
3.1. Major Stakeholder
3.1.1. Major Stakeholders
3.1.1.1. Federal Alabama senators: Doug Jones-Democrat and Richard Shelby-Democrat State Superintendent-Michael Sentance, Representative on State School Board- President: Kay Ivey Vice President: Stephanie Bell
3.1.1.2. Local Stakeholders
3.1.1.2.1. Lawrence County Superintendent: Dr.Jon Smith Lawrence County Board Members: Gary Bradford-District 2, Christine Garner-District I, Shanon Terry-District IV, Beth Vinson-District III, Reta Waldrep-District V
3.2. Elements of change:
3.2.1. Conflict-Staff involvement needs to be performed to help resolve school conflicts.
3.2.2. New behaviors- Change is new. Therefore, you must be willing to learn new habits or behaviors to build better communication and trust.
3.2.3. Team Building- must work together and share decisions being made.
3.2.4. Process and Content are consistent because the decisions of processes made by group reflects the content shared.
4. Equality of Opportunity Chapter 8
4.1. Educational Outcomes
4.1.1. Class
4.1.1.1. Parental income, such as lower, middle, and upper class, has allegedly resulted the outcome of student achievements and educational attainment.
4.1.2. Race
4.1.2.1. Race has an influence on how much education a person may receive, and that is undeniable. It is difficult to separate race from class though.
4.1.3. Gender
4.1.3.1. Gender in educational attainment has been reduced over the last 20 years. Today females are less likely to drop out of school than males.
4.2. Coleman Study 1982
4.2.1. Responses Round Two
4.2.1.1. Compared public and private schools and private schools seems to "do it better", but are the better outcomes really as significant as they claim? This is still debatable.
4.2.2. Responses Round Three
4.2.2.1. Where an individual goes to school often relates to race and socioeconomic background, but the racial and socioeconomic composition of a school has a greater effect on student achievement than an individuals race and class.
5. Educational Reform Chapter 10
5.1. School-Based Reforms
5.1.1. 1.Charter Schools
5.1.1.1. Are public schools that are free from many regulations practiced to traditional public schools, and are responsible to student outcomes.
5.1.2. 2.Vouchers
5.1.2.1. Will give school choice for educational impacts. Will give parents from different classes more equal choices, better learning environments for low-income students,urban schools will be forced to shut down.
5.2. Reforms that Impact Education
5.2.1. Mayoral Control
5.2.1.1. Non-liberal reform, urban mayors and business leaders debating that centralizing governance into the mayor's office is more effective than other school boards.
5.2.2. Full Service and Community Schools
5.2.2.1. to improve at-risk neighborhoods and prevent future problems. Community centers opened longer hours, health clinics, job placements, etc.
6. Politics of Education Chapter 2
6.1. 4 Purposes of Education
6.1.1. Intellectual
6.1.2. political
6.1.3. social
6.1.4. economic
6.2. Perspectives
6.2.1. The Role of the School
6.2.1.1. Conservative perspective perceives the role of the school to provide the education essentials needed for the individuals to get their max level of training in economic and social output.
6.2.2. Explanations of Unequal Education Performance
6.2.2.1. Liberal perspective reasons that individuals or groups of students begin school with diverse life chances and other individuals or groups may have more advantages when they begin.
6.2.3. Definition of Educational Problems
6.2.3.1. Radical perspective sees that the educational system has overall encouraged inequality of both opportunity and results.
7. History of US Education Chapter 3
7.1. Reform Movment
7.1.1. Common-School Movement led by Hornace-Mann. Encouraged local property taxes for financing public schools.
7.1.1.1. Give students opportunities to receive education. Give teachers the appropriate knowledge they need to teach students.
7.2. Historical Interpretations of U.S. Education
7.2.1. Equity and Excellence
7.2.1.1. Being far and having the resources needed to excel in education. Every child deserves the right to have the same opportunities to gain the education desired.
8. Curriculum and Pedagogy Chapter 7
8.1. Advocate Curriculum Theory
8.1.1. Humanist Curriculum: allows the students to share their believes and values as the way of life. Let the students find their paths and share their own self aspects and ways of learning.
8.2. Dominant Traditions of Teaching
8.2.1. MIMETIC- is based on providing the students specific information for learning.
8.2.2. TRANSFORMATIVE- is based on allowing change to the student through learning of education
9. Educational Inequality Chapter 9
9.1. Cultural Differences Theory
9.1.1. 1.African-American students do less well in school because they familiarize to their troubled position in class structure.
9.1.2. 2. Working-class and nonwhite students battling the dominant cultural of schools.
9.2. School-Centered Explanations for Educational Inequality
9.2.1. 1.School Financing
9.2.1.1. Public schools are financed through local, state, and federal sources and if you live in a poorer community with lower property taxes its harder to gain money for the schools like the higher income communities can.
9.2.2. 2.Effective School Research
9.2.2.1. Research suggest that there are school-centered processes that help to explain unequal educational accomplishments by diverse group of students.
9.2.3. 3.Between School Differences
9.2.3.1. Shows how different schools, such as lower socioeconomic neighborhoods and higher neighborhoods affect academic performances.
9.2.4. 4.Gender and Schooling
9.2.4.1. schools play a part in reproducing gender inequalities, but females argue that curriculum , organizations, and pedagogic practices need to change to fit more of the females needs.