1. Sociology of Education
1.1. Theoretical Perspective
1.1.1. Functional
1.1.1.1. Society
1.1.1.1.1. Produce the dynamic energy required to make society work.
1.1.1.1.2. Durkheim believed that education was critical in creating moral unity.
1.1.1.1.3. Durkheim also believed that moral values were the foundations of society.
1.1.1.2. School
1.1.1.2.1. Functionalists assume conflict represents a breakdown of shared values.
1.1.1.2.2. Schools socialize students into the appropriate values.
1.1.1.2.3. Select students according to their abilities.
1.1.2. Conflict
1.1.2.1. Society
1.1.2.1.1. Economic, political, cultural, and military power.
1.1.2.1.2. Conflict sociologists don't see the relation between school and society as problematic or straightforward.
1.1.2.2. School
1.1.2.2.1. Students struggle against teachers, teachers against administrators, and so forth.
1.1.3. Interactional
1.1.3.1. Society
1.1.3.1.1. Speech patterns reflect student's social class backgrounds.
1.1.3.1.2. Working class backgrounds are at disadvantages in the social setting because schools are middle-class organizations.
1.1.3.2. School
1.1.3.2.1. Metaphors and analytic focuses for the work sociologists.
1.2. Effects of Schooling on Individuals
1.2.1. Knowledge and Attitude
1.2.1.1. Schools are significantly effective when taking into account a students social class background.
1.2.1.2. The actual amount of time students spend in school is directly related to how much they learn.
1.2.2. Employment
1.2.2.1. Graduating from college will lead to greater employment opportunities.
1.2.2.2. Academic credentials help individuals
1.2.2.3. Possession of a college degree is significantly related to higher income.
1.2.3. Teacher Behavior
1.2.3.1. Teachers play different roles.
1.2.3.2. Teachers set standards for students and influence student self-esteem.
1.2.3.3. When teachers praise their students more, students learn more and feel better about themselves.
1.2.4. Student Peer Groups and Alienation
1.2.4.1. Conflict between teachers and administrators lead to alienation and violence.
1.2.4.2. Students in vocational programs and headed toward low-status jobs were the students most likely to be rebellious.
1.2.4.3. Students cultures play an important role in shaping students' educational experience.
1.2.5. Inadequate Schools
1.2.5.1. Urban education has failed to minority and poor children.
2. Philosophy of Education
2.1. Pragmatism
2.1.1. Generic Notions
2.1.1.1. Dewey's ideas were influenced
2.1.1.2. The school became
2.1.2. Goals of Education
2.1.2.1. Dewey's vision of schooling must be understood as part of the larger project of social progress
2.1.2.2. Dewey's vision was that the role of the school was to integrate children into not just any type of society, but a democratic one.
2.1.3. Role of the Teacher
2.1.3.1. For a progressive setting, the teacher is no longer the authoritarian figure.
2.1.3.2. The teacher encourages, offers suggestions, questions, and helps plan/implement courses of study.
2.1.4. Methods of Instruction
2.1.4.1. Dewey believed children should start their mode of inquiry by posing questions about what they want to know.
2.1.4.2. Problem-solving and inquiry method.
2.1.4.3. Formal instruction was abandoned.
2.1.5. Curriculum
2.1.5.1. Progressive schools generally follow Dewey's notion of a core curriculum or an integrated curriculum.
2.1.5.2. Progressive educators are not wedded to a fixed curriculum either.
2.1.5.3. Curriculum changes as the social order changes and as children's interests and needs change.
3. Schools as Organizations
3.1. Major Stakeholders
3.1.1. Federal Alabama Senators
3.1.1.1. Richard Shelby
3.1.1.2. Luther Strange
3.1.2. House of Represenatives
3.1.2.1. Bradley Byrne
3.1.2.2. Martha Roby
3.1.2.3. Mike Rogers
3.1.2.4. Robert Aderholt
3.1.2.5. Mo Brooks
3.1.2.6. Gary Palmer
3.1.2.7. Terri Sewell
3.1.3. State Superintendent
3.1.3.1. Michael Sentance
3.1.4. State School Board Represenatives
3.1.4.1. Kay Ivey
3.1.4.2. Ed Richardson
3.1.4.3. Jackie Ziegler
3.1.4.4. Betty Peters
3.1.4.5. Stephanie Bell
3.1.4.6. Yvette Richardson
3.1.4.7. Ella Bell
3.1.4.8. Cynthia McCarthy
3.1.4.9. Jeffery Newman
3.1.4.10. Mary Scott Hunter
3.1.5. Local Superintendent
3.1.5.1. Matt Massey
3.1.6. Madison County Board of Education
3.1.6.1. Nathan Curry
3.1.6.2. Angie Bates
3.1.6.3. Mary Stowe
3.1.6.4. Dave Weis
3.1.6.5. Shere Rucker
3.2. Change within School Process
3.2.1. Organized and shaped by contradictions that develop cultures.
3.2.2. Personality is also changing within school processes.
3.3. Change within School Cultures
3.3.1. Create more schools that were "more centered on learners" needs for active, experimental, corruptive, and culturally connected learning.
3.3.2. Extremely vulnerable
4. Equality of Education
4.1. Educational Outcomes
4.1.1. Class
4.1.1.1. Education is expensive.
4.1.1.2. Teachers have been found to think more highly of middle class and upper class children than they do of working class and underclass because they don't speak middleclass English.
4.1.2. Race
4.1.2.1. "Race is related to educational outcomes is undeniable, given the nature of U.S. society, it is extremely difficult to separate race from class minorities do not receive the same educational opportunities as whites."
4.1.3. Gender
4.1.3.1. Females are less likely to drop out of school than males
4.1.3.2. Females are more likely to have a higher level of reading proficiency than males.
4.2. Coleman study from 1982
4.2.1. Sociologists examined and reexamined Coleman's data
4.2.2. A group of minorities scholars set life tasks of defining those characteristics of schools that made them effective.
5. Educational Reform
5.1. School Based Reforms
5.1.1. Privatization
5.1.1.1. For-profit companies took over the management of failing schools and districts.
5.1.2. School to work programs
5.1.2.1. Vocational emphasis to non-college-bound students regarding skills necessary for successful employment and to stress the importance of work-based learning
5.2. Societal Reform
5.2.1. Leadership as the driver for change.
5.2.2. Parent community ties.
5.2.3. Professional capacity
5.2.4. Student-centered learning climate
5.2.5. Instructional guidance
5.3. Full service and community schools
5.3.1. To attack education, inequality is to examine and plan to educate not only the whole child, but also the whole community.
6. Politics of Education
6.1. Purposes of Education
6.1.1. The intellectual purposes
6.1.1.1. Teaches basic cognitive skills which include reading, writing, and math. They transmit specific knowledge and help the students to acquire higher thinking skills which include analysis, evaluation, and synthesis.
6.1.2. The political purposes
6.1.2.1. Inculcate allegiance to the existing political order. They prepare citizens who will participate in the political order.
6.1.3. The social purposes
6.1.3.1. They help solve social problems and work as one of many institutions such as the family and the church to ensure cohesion. They socialize children into the various roles, behaviors, and values of the society.
6.1.4. The economic purposes
6.1.4.1. They prepare students for their later occupational roles and to select, train, and allocate individuals into the division of labor.
6.2. The Role of the School
6.2.1. The conservative perspective sees the role of the school as providing the necessary educational training to ensure that the most talented and hard-working individuals receive the tools they need in order to maximize economic and social productivity.
6.3. Explanatory of Unequal Educational Performance
6.3.1. The liberal perspective argues that the individual student or group of students begin school with a different life chance, so some groups have significantly more advantages than others.
6.4. Definition of Educational Problems
6.4.1. The conservative perspective declines the standard.
6.4.2. The liberal perspective resolves issues and cultural standards.
6.4.3. The radical perspective resolves policies and curriculum.
7. History of U.S Education
7.1. Reform Movement
7.1.1. Opposition to public education
7.1.1.1. People without children.
7.1.1.2. Taxation was unjust by the nonrecipients.
7.1.1.3. Education beyond the elementary level was primarily a province of private academics.
7.1.1.4. In 1862, Congress passed the Morrill Act which authorized the use of public money to establish public land grants for universities.
7.1.1.4.1. This made establishments of large state universities, mainly in the Midwest.
7.2. Historical Interpretation of U.S Education
7.2.1. The Post-World War II Equity Era from 1945 to 1980.
7.2.2. There were goals academic and social goals of education and whether or not all children should receive the same education.
7.2.3. Demand for expansion of educational opportunities which include post secondary levels.
8. Curriculum and Pedagogy
8.1. Curriculum Theory
8.1.1. The Developmentalist Theory
8.1.1.1. Related to the needs and interests of the student, rather than the needs of society.
8.1.1.2. Dewey and Piaget
8.2. Two dominant traditions of teaching.
8.2.1. The mimetic tradition
8.2.1.1. Purpose of education is to transmit specific knowledge to students.
8.2.1.2. Didactic method relies on the lecture or presentation as the main form of communication.
8.2.2. The transformative method
8.2.2.1. Rests on a different set of assumptions about the teaching and learning process.
9. Educational Inequality
9.1. John Ogbu argues that African-American children do less well in school because they adapt to their oppressed position in the class and caste structure.
9.2. School success requires that African-American students deny their own cultural identities.
9.3. School Financing
9.3.1. Public schools are financed through a combination of revenues from local, state, and federal resources
9.4. Effective School Research
9.4.1. Research took the responsibility away from schools and teachers, and placed it on communities and families.
9.5. Schools in working class neighborhoods are far more likely to have authoritarian and teacher-directed pedagogic practices.
9.6. Elementary students receive a curriculum, but it may be taught at a different pace
9.6.1. Teachers in the various groups have different expectations for the different students.