1. Philosophy of Education
1.1. Pragmatisim
1.1.1. Method of instruction
1.1.1.1. Learn individually and in groups
1.1.1.2. Children pose questions about what they want to know
1.1.1.3. problem-solving or inquiry method
1.1.2. Key researchers
1.1.2.1. George Sanders Peirce
1.1.2.2. William James
1.1.2.3. John Dewey
1.1.2.4. Frances Bacon
1.1.2.5. John Locke
1.1.2.6. Jean-Jacques Rousseau
1.1.3. Generic notions
1.1.3.1. Behaviorism
1.1.3.2. Theory of evolution
1.1.3.3. 18th century belief in progress
1.1.3.4. Freedom and responsibility
1.1.3.5. Democracy
1.1.4. Curriculum
1.1.4.1. Core curriculum, or an integrated curriculum
1.1.4.2. Working from the known to the unknown
1.1.4.3. "The curriculum of expanding environments"
1.1.4.4. Curriculum changes as the social order changes and as children's interests and needs change
1.1.5. Goal of education
1.1.5.1. School as a place where ideas can be implemented, challenged, and restructured, with the goal of providing students with the knowledge of how to improve the social order.
1.1.6. Role of teacher
1.1.6.1. The teacher encourages, offers suggestions, questions, and helps plan and implement courses of study.
2. Schools as Organizations
2.1. Major Stakeholders in Alabama
2.1.1. State Senators
2.1.1.1. Richard Shelby
2.1.1.2. Jefferson Sessions
2.1.2. House of Representatives
2.1.2.1. Martha Roby
2.1.2.2. Terri Sewell
2.1.2.3. Bradley Byme
2.1.2.4. Mo Brooks
2.1.2.5. Gary Palmer
2.1.2.6. Robert Aderholt
2.1.3. State Superintendent
2.1.3.1. Philip Cleveland (Interim)
2.1.4. Representative on State School Board
2.1.4.1. Mary Scott Hunter- District 8
2.1.5. Local Superintendent
2.1.5.1. Dr. Sandra Spivey
2.1.6. Local School Board
2.1.6.1. Mr. Daryl Eustace (President)
2.1.6.2. Mrs. Hollie Thompson (Vice President)
2.1.6.3. Mr. John Esslinger
2.1.6.4. Mrs. Julie Gentry
2.1.6.5. Mrs. Judy McCrary
2.2. French Educational System
2.2.1. Centralized
2.2.2. Stratified
2.2.3. Competitive
3. Curriculum and Pedagogy
3.1. Historical Curriculum Theory
3.1.1. Developentalist Curriculum
3.1.1.1. needs and interests of the student rather than the society
3.1.1.2. John Dewey
3.1.1.3. Development of each student's capacities
3.2. Sociological Curriculum Theory
3.2.1. Functionalist
3.2.1.1. Modern Functionalist Theory
3.2.1.1.1. Preparing students for the increasingly complex roles required in a modern society
3.2.1.1.2. Teaching students how to learn
4. Equality of Opportunity
4.1. Achievement and Attainment of Women
4.1.1. Females achieve at higher levels in reading at ages 9, 13, and 17
4.1.2. Females achieve at slightly higher levels in mathematics at age 9 and at lower levels at age 13 and 17
4.1.3. Females achieve at lower levels in science at ages 9, 13 and 17
4.2. The Coleman Study
4.2.1. Responses to Coleman: Round Three
4.2.1.1. Where an individual goes to school is often related to her race and socioeconomic background, but the racial and socioeconomic composition of a school has a greater effect on student achievement than an individual's race and class.
4.2.1.2. Borman and Dowling
4.2.1.3. School segregation based on race and socioeconomic status and within school interactions dominated by middle-class values are largely responsible for gaps in student achievement.
4.2.1.4. Education reform must focus on eliminating the high level of segregation that remains in the United States' education system and that schools must bring an end to tracking systems and biases that favor white and middle-class students.
5. Educational Inequality
5.1. http://www.youtube.com/watch?v=wiEKs01ZIho
5.2. Student-Centered Explanation
5.2.1. Cultural Difference Theories
5.2.1.1. Attribute cultural differences to social forces such as poverty, racism, discrimination, and unequal life chances.
5.2.1.2. John Ogbu
5.3. School-Centered Explanation
5.3.1. Within- School Differences: Curriculum and Ability Grouping
5.3.1.1. Tracking by ability or Curriculum tracking
5.3.1.1.1. 1. Is there evidence to support the claim that there are significant differences between tracks?
5.3.1.1.2. 2. Are there significant differences in educational attainment by students in different tracks?
5.3.1.1.3. 3. Are tracks placements based on discriminatory practices founded on ascriptive characteristics or are they founded on meritocratic selection mechanisms?
5.3.1.1.4. 4. Do the differences in the tracks explain the differences in academic attainment between tracks?
6. Politics of Education
6.1. Liberal Political Perspective
6.1.1. John Dewey
6.1.2. John Maynard Keynes
6.1.3. Diane Ravitch
6.1.4. Equality of opportunity
6.1.5. Market capitalist economy
6.2. Progressive Vision of Education
6.2.1. Solve social problems
6.2.2. Vehicle for upward mobility
6.2.3. Development of individual potential
6.2.4. Democratic society
7. History of U.S. Education
7.1. The Common School
7.1.1. Horace Mann
7.1.2. Free public education
7.1.3. New England Primer
7.1.4. Preparation for citizenship
7.2. The Democratic- Liberal School
7.2.1. Progressive evolution
7.2.2. Equality of opportunity
7.2.3. Lawrence A. Cremin
7.2.4. Popularization and multitudinousness
8. Sociological Perspectives
8.1. Symbolic Interactional Theory
8.1.1. George Herbert Mead
8.1.2. Herbert Bluber
8.1.3. https://www.youtube.com/watch?v=jFQIIM8IRZU&feature=youtu.be&list=FLlPoWHs0GmD5OTUCl0Dzorg
8.1.4. Basil Bernstein
8.2. Effects of Schooling on Individuals
8.2.1. Knowledge and Attitudes
8.2.2. Employment
8.2.3. Education and Mobility
9. Educational Reform
9.1. School-based Reform
9.1.1. School-to-Work Programs
9.1.1.1. Relevant education, allowing students to explore different careers and see what skills are required in their working environment.
9.1.1.2. Skills, obtained from structured training and work-based learning experiences, including necessary skills of a particular career as demonstrated in a working environment.
9.1.1.3. Valued credentials, establishing industry-standard benchmarks and developing education and training standards that ensure that proper education is received for each career.
9.2. Societal, Economic or Political Reform
9.2.1. Connecting School, Community, and Societal Reforms
9.2.1.1. 1. Leadership as the driver for change
9.2.1.2. 2. Parent-community ties
9.2.1.3. 3. Professional capacity
9.2.1.4. 4. Student-centered learning climate
9.2.1.5. 5. Instructional guidance