1. Politics of Education
1.1. The four purposes of education
1.1.1. The intellectual purpose
1.1.1.1. to teach basic cognitive skills such as reading writing and mathematics
1.1.2. Political Purposes
1.1.2.1. inculcate allegiance to the existing political order to help assimilate diverse cultural groups into a common political order.
1.1.3. Social purposes
1.1.3.1. help solve problems and to socialize children into the various roles, behaviors, and values of the society.
1.1.4. Economic purposes
1.1.4.1. Prepares students for their later occupational and to select, train and allocate individuals in to division of labor.
1.2. Choose and Describe
1.2.1. The role of school
1.2.1.1. Conservative perspective
1.2.1.1.1. if the role of school providing the necessary educational training to ensure the most talented and hard working individuals receive the tools necessary to maximize economic and social productivity.
1.2.1.2. Liberal perspective
1.2.1.2.1. stressing the training and socializing function of the school, sees these aims a little differently
1.2.2. Unequal Educational Performance
1.2.2.1. Liberal Perspective
1.2.2.1.1. individual students and groups of students begin school with different life chances ans more advantages than others,
1.2.2.2. Conservitive Perspective
1.2.2.2.1. groups of students rise and fall on their own intelligence, hard work, and initiative, that is based own there own work .
1.2.3. Educational Problems
1.2.3.1. Conservitive Perspective
1.2.3.1.1. One perspective to the educational problems are schools lost their traditional role of teaching moral standards and values
1.2.3.2. Liberal Perspective
1.2.3.2.1. The traditional curriculum leaves out the diverse cultures of the groups that comprise the pluralistic society.
2. Sociological Perspectives
2.1. Theoretical Perspectives
2.1.1. relationship between school and society
2.1.1.1. Given intellectual scaffolding from which to hang empirical findings.
2.1.2. Functionalism
2.1.2.1. sociologist begin with a picture of society that stresses the interdependence of the social system.
2.1.3. Conflict theories
2.1.3.1. do not see relation between school and society as unproblematic or straightforward. Schools are similar to social wars, where students struggle against teachers, teachers against administrators and so on.
2.1.4. Interactionalism
2.1.4.1. attempt to make common-ground strange by turning on their heads everyday taken for granted behaviors and communication between students and students, and between students and teacher .
2.2. 5 effects of School
2.2.1. Knowledge and Attitudes
2.2.1.1. Found in the higher social class background of a individual, the higher their academic achievement level.
2.2.1.2. Differences between the schools in the term of their academic programs etc.
2.2.1.3. Academic oriented schools generally produce higher rates of learning.
2.2.2. Employment
2.2.2.1. Graduating from college will lead anyone to bigger employment opportunities .
2.2.2.2. Academic credentials help people to obtain higher-status jobs early in their careers.
2.2.3. Education and Mobility
2.2.3.1. Most Americans believe that education leads to social and economic mobility and people succeed or fall depending on their merit.
2.2.3.2. Education alone can not free many people out of poverty and higher class individuals do not lose their class status of they fail to achieve a upper educational degree.
2.2.4. Inside of Schools
2.2.4.1. School size
2.2.4.1.1. Larger Schools offer students more in the way facilities, but bureaucratic and may restrain initiative.
2.2.4.1.2. Smaller schools allows more student and teacher freedom, but lacks resources.
2.2.4.2. Curriculum express culture
2.2.4.2.1. Is not value free meaning there could be bias viewpoint s in the curriculum that could offend beliefs , ideas of some students.
2.2.5. Inadequate Schools
2.2.5.1. Students who attend suburban and private schools get a better education then student who don't.
3. Philosophy of Education
3.1. Realsim
3.1.1. Aristotle, believed that only through studying material world was it possible for people to understand and develop ideas.
3.2. Idealism
3.2.1. Plato believed that the senses were not to be trusted as they repeatedly have deceived us.
4. History of U.S.Education
4.1. Choose to describe the reform movement
4.1.1. Education for Women and African Americans
4.1.1.1. Freedman Bureau helped establish historically black colleges because of the segregation issue.
4.2. Historical Interpretation of U.S. Education
4.2.1. The Democratic-Liberal School
4.2.1.1. Providing equality of opportunity for all.
4.2.2. The Radical- Revisionist School
4.2.2.1. expansion of public education
4.2.3. Conservatives Perspectives
4.2.3.1. Having equity and excellence in the school system
5. Schools of Organization
5.1. Budget
5.1.1. Materials
5.1.2. Personel
5.1.3. Services
5.1.4. Duration
5.2. Delivery Timeline
5.3. Elements of Change
5.3.1. Great Britain
5.3.1.1. 1870 Education Act
5.3.1.2. 1944 free primary and secondary education was provided for all children.
5.3.1.3. 1980's An attempt to reform the educational system by privatizing public education.
6. Curriculum and Pedagogy
6.1. The Sociology of curriculum
6.1.1. Concentrates on the function of what is taught in schools and its relationship to the roles of schools within society.
6.2. Two Dominant Traditions
6.2.1. The Mimetic Tradition
6.2.1.1. Gives a central place to the transmission of factual and procedural knowledge from one person to the other.
6.2.2. The Transformative Tradition
6.2.2.1. Tradition deems goal accomplishing teaching to be capable of getting. A transformation of one kind or another in the person being taught.
7. Destinations
8. Equality of Opportunity
9. Educational Reform
9.1. School Based
9.1.1. Private schools were more effective learning environments than public school. Also, magnet schools are more independent than public scrolls and students who attend seem to be happier and healthier and more academically productive the zone schools.
9.2. School-to-Work Programs
9.2.1. A vocational emphasis to non-college- bound students regarding skills for successful employment .
9.3. Harlem Children's Zone
9.3.1. Canada provides programs for parents in Harlem to infuse that middle-class parents know what to do before their child before they are even born.
9.4. Full Service and Community Schools
9.4.1. designed to target at-risk neighborhoods,full service schools aim is to prevent problems as well as support them Community schools are where schools serve as community centers within neighborhoods so the school would have extended hours.
10. Equality of Opportunity
10.1. Class
10.1.1. Depending on the economic class you come from you may have a better or worse educational experience.
10.2. Race
10.2.1. A person race has a direct impact on how much education he or she may attain.
10.3. Gender
10.3.1. According to a individual's gender could decide how high of a level of achievement they will achieve.
10.4. Coleman Study
10.4.1. public and private schools have also found that private school seem to "do it better" but for low-income students.
10.4.2. Where a individual goes to school is often deemed by there race and financial statues, but race and socioeconomic composition has a greater effect to a student then their racial background and class.
11. Educational Inequality
11.1. Cultural Deprivation
11.1.1. The name began in the 1960's and suggest that working-class and nonwhite families often lack the cultural resources such as education stimuli, books, and etc.
11.1.2. Failure of compensatory education programs that were solely based on assumptions about why the children were disadvantaged with lower levels of achievement the advantaged children.
11.2. School centered explanations
11.2.1. School FInancing
11.2.1.1. Johnthan Kozol in his book "Savage inequalities" compared public schools in nice suburbs with the public schools in poor inner cities.
11.2.1.2. Public schools are financed through a combination of revenues from local store , and federal resources.
11.2.2. Effective School Research
11.2.2.1. Students from lower socioeconomic backgrounds do poorly in school because of inferior school compared to the suburban students.
11.2.3. Curriculum and Pedagogic Practices
11.2.3.1. Bernstein, states that schools in working-class neighborhoods are far more likely to have authoritarian and teacher-centered pedagogic practices.
11.2.4. Within School Differences
11.2.4.1. Shanker, suggests that education in the U.S. assumes that students from a poor background are not capable of achieving academic work and schools do not offer them challenging curriculum due to their socioeconomic background.
11.2.5. Gender and Schooling
11.2.5.1. Schooling often limits the educational opportunities for women in a number of ways.