1. Politics of Education
1.1. Progressivism
1.1.1. My vision of education
1.1.2. Based on works of John Dewey
1.1.2.1. learn by doing/ project based learning
1.1.2.1.1. experience
1.1.3. Democratic society
1.1.4. less traditional
1.1.5. Role of teacher: facilitator, determine students' interests
1.1.6. Socialization
1.1.6.1. group work/ colaborate
1.1.6.1.1. social development
1.2. Liberal
1.2.1. My education perspective
1.2.2. Origins in the 1990's
1.2.3. John Dewey and Progressivism
1.2.4. Concerned with equality
1.2.4.1. economic, political, social balance
1.2.4.2. fair treatment of all citizens
1.2.4.3. capitalism
1.2.4.3.1. political and economic disparity
1.2.4.3.2. unfair advantages towards wealth and power
1.2.4.4. enhance oppurtunities for disadvantage groups
1.2.5. Role of school
1.2.5.1. train and socialize students
1.2.5.2. all students have an equal oppurtunity to succeed in society
1.2.5.3. culturally diverse curriculum
1.2.6. Society
1.2.6.1. government intervention
1.2.6.1.1. fair treatment to all citizens
1.2.6.1.2. individual effort is not enough
1.2.6.1.3. help those in need
1.2.6.2. groups affected by society sturcture
1.2.6.2.1. address group dynamics
2. History of U.S. Education
2.1. Reform that I think had the most influence
2.2. The Age of Reform
2.2.1. Rise of the Common School
2.2.2. 1821 Emma Willard opens Troy Female Seminary
2.2.3. 1821 The English Classical School
2.2.3.1. first public high school in America
2.2.3.2. built in Boston
2.2.3.3. for boys
2.2.4. 1855 First Kindergarten in the U.S.
2.3. Horace Mann
2.3.1. 1837 Secretary of Board of Education in Massachusetts
2.3.2. Politician and education reformer
2.3.3. universal public education
2.3.3.1. best way to turn children into responsible citizens
2.3.3.1.1. schools can change social order
2.3.3.1.2. foster social mobility
2.3.3.1.3. schools teach skills to prepare for the work force
2.3.4. popularized normal schools that trained professional teachers
3. Sociological Perspectives
3.1. Relationship between school and society
3.1.1. Functional Theory
3.1.1.1. interdependence
3.1.1.2. view society as machine
3.1.1.2.1. production to make society work
3.1.1.3. Emile Durkheim
3.1.1.3.1. invented sociology of education
3.1.1.3.2. education creates moral unity
3.1.1.3.3. moral values
3.1.1.3.4. set values and social cohension
3.1.1.4. schools socialize students
3.1.1.4.1. values
3.1.1.4.2. sort
3.1.1.5. Education Reform
3.1.1.5.1. structures, programs, and curricula that are technically advanced, rational,, and encourage social unity
3.1.2. effects of schooling on individuals
3.1.2.1. gain in knowledge
3.1.2.2. well-being
3.1.2.3. self-esteem
3.1.2.4. greater social and political participation
3.1.2.5. employment oppurtunities
4. Philosophy of Education
4.1. Pragmatism
4.1.1. generic notions
4.1.1.1. better society through education
4.1.1.2. schools as "embryonic community"
4.1.1.3. work cooperatively in a democratic society
4.1.1.4. course of study reflective to student's developmental stage
4.1.1.5. Democracy
4.1.2. key researchers
4.1.2.1. John Dewey
4.1.2.1.1. laboratory
4.1.2.2. William James
4.1.2.3. George Sanders Pierce
4.1.3. goal of education
4.1.3.1. how to inprove social order
4.1.3.2. preparation for life
4.1.3.2.1. democratic society
4.1.3.3. growth
4.1.3.4. social, intellectual, personal development for the individual
4.1.3.4.1. balance the needs of society and the individual
4.1.4. role of teacher
4.1.4.1. facilitator
4.1.4.2. guide
4.1.5. method of instruction
4.1.5.1. project based learning
4.1.5.2. experiment
4.1.5.3. problem solving
4.1.6. curriculum
4.1.6.1. centered on activities
4.1.6.2. practical utility
4.1.6.3. experience
4.2. Pragma means work
4.2.1. Man determines work
4.2.1.1. achieve desired ends
4.2.2. interested in current issues
4.2.2.1. discover solutions to problems
4.2.3. action oriented
4.2.4. pose questions
4.2.5. experiementalism
4.2.6. Change
5. Curriculum and Pedagogy
5.1. curriculum theory I advocate
5.1.1. Developmentalist Curriculum
5.1.1.1. Piaget
5.1.1.1.1. developmental psychologist
5.1.1.2. Dewey
5.1.1.2.1. build sense of the world
5.1.1.3. Also called Child Study
5.1.2. needs and interest of the students
5.1.3. progressive appraoch
5.1.3.1. student centered
5.1.4. relate schooling to life experiences
5.1.4.1. make education come alive
5.1.4.1.1. meaningful
5.1.5. teacher is not a trnsmitter of knowledge
5.1.5.1. facilitator of student growth
5.2. major stakeholders in my district
5.2.1. Alabama state senators
5.2.1.1. Jeff Sessions
5.2.1.2. Richard Shelby
5.2.2. House of Representatives
5.2.2.1. Rep. Mike Ball (R-10)
5.2.2.2. Huntsville, AL
5.2.3. State superintendent
5.2.3.1. Thomas R. Bice
5.2.4. Alabama State Board of Education
5.2.4.1. Governor Robert Bentley
5.2.4.2. Thomas R. Bice
5.2.4.3. Ella B. Bell
5.2.4.4. Jeffery Newman
5.2.4.5. Al Thompson
5.2.4.6. Betty Peters
5.2.4.7. Stephanie Bell
5.2.4.8. Yvette Richardson
5.2.4.9. Cynthia Sanders McCarty
5.2.4.10. Mary Scott Hunter
5.2.5. local superintendent
5.2.5.1. E. Casey Wardynski
5.2.5.2. Huntsville City Schools
5.2.6. local school board
5.2.6.1. Huntsville City Schools
5.2.6.2. Walker McGinnis
5.2.6.3. Elisa Ferrell
5.2.6.4. Beth Wilder
6. Equality of Opportunity
6.1. Gender
6.1.1. educational achievement
6.1.2. Women
6.1.2.1. less likely to drop out
6.1.2.2. higher level reading proficiency and writing
6.1.2.3. girls have caught up to boys
6.1.2.3.1. on almost all measures of academic achievement
7. Educational Inequality
7.1. Cultural Deprivation Theory
7.1.1. popluarized in the 1960s
7.1.2. working-class and nonwhite families lack in cultural resources
7.1.2.1. books and other educational stimuli
7.1.2.1.1. enter school with the disadvantage
7.1.3. Oscar Lewis
7.1.3.1. anthropologist
7.1.3.2. the poor have a deprived culture
7.1.3.2.1. lacks value system of middle class culture
7.1.3.3. middle- class
7.1.3.3.1. value hard work
7.1.3.4. poverty
7.1.3.4.1. reject hard work as means to success
7.1.4. Head Start
7.1.4.1. intervention program
7.1.4.2. for educationally and economically disadvantaged students
7.1.4.3. preschool
7.1.4.4. provide foundation of learning
7.1.4.4.1. not prepared for school at home
7.1.4.5. attempt to involve parents in children's schooling
7.1.4.5.1. develop parenting and literacy skills beneficial for their children's academic development
8. Educational Reform
8.1. Broader Bolder Approach
8.1.1. liberal and radical
8.1.2. societal/community based
8.1.3. Jean Anyon
8.1.3.1. Richard Rothstein
8.1.3.1.1. schools are limited to eliminating the effects of poverty on children
8.1.3.1.2. radical appraoch
8.1.4. Minorities and lower class children
8.1.4.1. lack of healthcare like vision, hearing, oral health
8.1.4.1.1. interfere with academic work
8.1.5. inequalities
8.1.5.1. home environment
8.1.5.1.1. indirectly effect children's learning
8.1.6. Coleman Report (1966)
8.1.6.1. integrating social class will improve education achievment
8.1.6.1.1. construct new social and sconomic policies
8.1.6.1.2. help elliminate neighborhood differences
8.1.6.1.3. improve educational level in our society
9. Schools as Organizations
9.1. The nature of teaching
9.1.1. Willard Waller
9.1.1.1. educational sociologist
9.1.1.2. schools are separate social organizations
9.1.2. Max Weber
9.1.2.1. sociologist
9.1.2.2. schools are social organizations
9.1.2.2.1. bureaucratic
9.1.3. racial segregation
9.1.4. schools have become
9.1.4.1. less diverse
9.1.4.1.1. less democratic
9.1.5. consolidation
9.1.5.1. centralization
9.1.5.1.1. efficient and cost effective
9.2. professionalization
9.2.1. college degree
9.2.2. full certification in the field of study
9.2.3. demonstrate knowledge
9.2.3.1. academic content
9.2.4. highly qualified
9.2.5. No Child Left Behind Act