1. Sociology of Education
1.1. Functional Theories
1.1.1. Emile Durkheim
1.1.1.1. Interdependence of social systems
1.1.1.2. Views society as a machine
1.1.1.3. Shared values
1.2. Effects of Schooling
1.2.1. Knowledge and Attitudes
1.2.2. Education and Mobility
2. Equality of Opportunity
2.1. Educational Acheivement and Attainment Factors
2.1.1. Class, Race, Gender
2.2. Women and Equal Education
2.2.1. Have been reduced significantly in the last 20 years
2.2.2. Math is the only subject where men statistically perform better
2.3. Students with Special Needs
2.3.1. Educational movements started in the 1960's
2.3.2. Education of All Handicapped Children Law (EHA)
2.3.3. Individuals with Disabilities Education Act (IDEA)
2.3.4. Regular Education Initiative (REI)
2.4. School Differences and Educational Outcomes
2.4.1. The Coleman Study (1966)
2.4.2. School Segregation
3. Curriculum and Pedagogy
3.1. Major Stakeholders for District 7
3.1.1. State Senators
3.1.1.1. Jeff Sessions
3.1.1.2. Richard C. Shelby
3.1.2. House of Representatives
3.1.2.1. Phillip Pettus
3.1.2.2. Larry Stutts
3.1.3. Superintendents
3.1.3.1. State - Tommy Bice
3.1.3.2. Local - Dr. Brian Lindsey
3.1.4. School Board
3.1.4.1. State Representative - Jeffrey Newman
3.1.4.2. Local Representative - Farrell Southern
3.2. Approach to Curriculum
3.2.1. Social Efficiency
3.2.1.1. Reflects pragmatic philosophy
3.2.1.2. Differentiated
3.2.1.3. Pedagogical Progressivism
3.2.1.4. Stresses the relationship between schooling and society
3.2.1.5. Scientific management of students
3.3. Pedagogical Practice
3.3.1. Transformative Tradition
3.3.1.1. Purpose is to change or effect students in a meaningful way
3.3.1.2. Multidimensional theory of teaching
3.3.1.3. The teacher is not an authoritative figure
3.3.1.4. Teaching and learning or deeply linked
4. Schools as Organizations
4.1. The Structure
4.1.1. Governance
4.1.1.1. State and Private school systems
4.1.1.2. U.S. is one of few countries with this degree of decentralization
4.1.1.3. Major influence of tax payers and community school boards
4.1.1.4. Reagan and Bush developed the U.S. Department of Education in the 1970's
4.1.2. Size & Degree of Centralization
4.1.2.1. 55 million enrolled on school, cost $650 billion dollars annually
4.1.2.2. Average number of students has more than tripled since the 1930's
4.1.2.3. Consolidation and Centralization
4.1.3. Student Composition
4.1.3.1. More diverse students than ever before
4.1.3.2. Increasing residential segregation (de facto segregation)
4.1.3.3. Wealthier schools advantages
4.1.3.3.1. More curriculum options
4.1.3.3.2. Better and more qualified teachers
4.1.3.3.3. More extracurricular activities
4.1.4. Degree of "Openess"
4.1.4.1. Elementary, Junior or Middle, High School
4.1.4.2. Social and personal impediments are often the cause of dropouts, not academic
4.1.4.3. "common school" to be as democratic as possible
4.1.4.4. Multiple points of entry, few forced exits
4.1.5. Private Schools
4.1.5.1. 28,220 elem. schools and 5.5 million secondary schools
4.1.5.2. Almost always affiliated with religious organizations
4.1.5.3. Very little state regulations, Seperation of Church and State
4.1.5.4. Possibly more effective learning environments
4.1.5.4.1. "Community" environment
4.1.5.4.2. Competition for students
4.2. School Processes and Organizations
4.2.1. Schools are separate social organizations
4.2.1.1. definite population
4.2.1.2. defined political structure
4.2.1.3. compact network of social relationships
4.2.1.4. culture that is their own
4.2.2. Conflicting goals cause tension in schools
4.2.3. political organizations with competing interests
4.2.4. bureaucracies
4.3. Teachers, Teaching, and Professionalization
4.3.1. Who becomes a teacher?
4.3.1.1. Mostly marries women with a degree
4.3.1.2. Greater demand for teachers
4.3.1.3. "Highly qualified" NCLB Act
4.3.1.3.1. A college degree
4.3.1.3.2. Full certification or licensure
4.3.1.3.3. Demonstration of content knowledge
4.3.2. The nature of teaching
4.3.2.1. Role switching "teacher burnout"
4.3.2.2. Rewards derived from students
4.3.2.3. Little knowledge if what is taught is learned
4.3.2.4. "dailiness of teaching" or rhythm to the days
4.3.3. Underqualified teachers
4.3.3.1. Many do not meet NCLB "highly qualified" standards
4.3.3.2. out-of-field teaching
4.3.3.3. Problems mainly caused my unorganization in schools
4.4. Teacher professionalization
4.4.1. Less freedom and little peer socialization for teachers
4.4.2. Contradictions of control
4.4.3. Professional autonomy difficult to attain
4.4.4. school-based management
5. Educational Inequality
5.1. Interactionist Theory
5.1.1. Uses empirical data as well as data gathered from lives and worlds from families and schools
5.1.2. Focus on the interactions between people and institutions such as families and schools
5.1.3. We must understand individual day to day life in order to comprehend the factors of failed or successful education
5.2. Student-Centered Explanations
5.2.1. Genetic Differences
5.2.1.1. "root" of the problem is biological, no real evidence of this
5.2.1.2. Social in the most influential
5.2.2. Cultural Deprivation
5.2.2.1. Students lack cultural resources
5.2.2.2. Significant disadvantages
5.2.2.3. Unable to meet satisfactory academic achievement
5.2.3. Cultural Differences
5.2.3.1. Attributes cultural differences to social forces
5.2.3.2. Working class and non-white vs. middle class
5.2.3.3. Struggle with meeting the standards for academic and educational success while not committing cultural and racial suicide
5.3. School-Centered Explanations
5.3.1. Effective School Research
5.3.2. School Financing
5.3.3. Between-school Differences
5.3.4. Within-school Differences
5.3.5. Gender and Schooling
6. Educational Reform
6.1. First Wave
6.1.1. Emphasis on educational standards and reversing mediocrity
6.2. Second Wave
6.2.1. Includes everything from teachers and their qualifications to school management, financing, and other programs
6.3. Approaches to Reform
6.3.1. Neo-liberal
6.3.1.1. Education Equality Project
6.3.2. Liberals and Radicals
6.3.2.1. Broader Bolder Approach
6.4. School-Based Reforms
6.4.1. School choice, charter schools and vouchers
6.4.2. School Business Partners
6.4.2.1. Business leaders donating millions to private and public schools
6.4.3. Privatization
6.4.4. School-to-Work Programs
6.4.5. Teacher Education
6.4.6. Teacher Quality
6.4.7. The Effective School Movement
6.5. Societal, Community, Economic and Political Reforms
6.5.1. State intervention and mayoral control
6.5.2. School Finance Reforms
6.5.3. Full Service and Community Schools
6.5.4. Harlem Children's Zone
6.6. Theory of Educational Problems and Reforms
7. Politics of Education
7.1. Liberal
7.1.1. Political Perspectives
7.1.1.1. Regulated Market Capitalist Economy
7.1.1.2. Equal Opportunity for All
7.1.1.3. Balancing Economic Productivity
7.1.2. Visions of Education
7.1.2.1. Traditional
7.1.2.1.1. Transmission of Values
7.1.2.1.2. Part of Steady Process to Make Things Better
7.1.2.2. Progressive
7.1.2.2.1. Solving Social Problems
7.1.2.2.2. Upward Mobility
7.1.2.2.3. Development of Potential
7.1.3. Role of the School
7.1.3.1. Balance the Needs of Society and Individual with Democracy
7.1.3.1.1. Stresses Training and Socializing
7.1.3.1.2. Equal Opportunity Education for All
7.1.3.1.3. Understand and Fit Into Cultural Diversity
7.1.3.1.4. Enable Individuality and Creativity
7.1.3.1.5. Stresses Importance of Citizenship
7.1.4. Explanation of Unequal Education
7.1.4.1. Different Life Chances Leads to Significantly for Advantages for Others
7.1.4.2. Policies and Programs Must Equalize Playing Field
7.1.5. Definitions of Educational Problems
7.1.5.1. Schools Limit Life Chances for Poor and Minorities Which Leads to Underachievement
7.1.5.2. Too Much Emphasis of Discipline and Authority Limits our Role to Guide Students to Develop Individuality
7.1.5.3. Differences in Quality and Climate is a Central Problem in Inequalities
7.1.5.4. The Traditional Curriculum Leaves out Diversity in Culture
7.1.6. Educational Policy and Reform
7.1.6.1. Quality for All Student with Equality of Opportunity
7.1.6.2. Improvement of Urban School, Public School Choice
7.1.6.3. Head Start, Affirmative Action Programs, Higher Education Programs
7.1.6.4. Curriculum Includes History of Western Civilization and Culturally Diverse Society
7.1.6.5. Balance Between Performance Standards and Helping All Students to Meet them
7.1.7. Education and the American Dream
7.1.7.1. Concerned with Cultural and Political Functions
7.1.7.2. Extend Public Education to the Masses
7.1.7.3. Tolerance for All
7.1.7.4. We Have Yet to Provide Sufficient Access, Opportunity and Success for all Citizens
7.1.7.4.1. Thus We Must Continue
8. History of U.S. Education
8.1. Urbanization and the Progressives Movement
8.1.1. First Industrial Revolution
8.1.1.1. Urbanization
8.1.1.2. Immigration
8.1.2. Second Industrial Revolution
8.1.2.1. Steam Driven Machines
8.1.2.2. Electrically Powered Machines
8.1.3. Progressive Movement
8.1.3.1. Education for All
8.1.3.2. Emergence of Public High School
8.1.3.2.1. Cumpulsory Schools
8.1.3.2.2. Committee of Ten
8.1.3.2.3. Education for Life Adjustment
9. Philosophy of Education
9.1. Pragmatism
9.1.1. American Philosophy
9.1.1.1. Founders
9.1.1.1.1. Sanders Peirce
9.1.1.1.2. William James
9.1.1.1.3. John Dewey
9.1.1.2. Generic Notions
9.1.1.2.1. Dewey's Pragmatism
9.1.1.3. Goal of Education
9.1.1.3.1. Balance the needs of society and the individual (student)
9.1.1.4. Role of the Teacher
9.1.1.4.1. Act as a facilitator of student learning
9.1.1.5. Methods of Instruction
9.1.1.5.1. No formal instruction
9.1.1.5.2. Importance of individual and group learning
9.1.1.6. Curriculum
9.1.1.6.1. Core curriculum and Integrated curriculum
9.1.1.6.2. Expanding environment
9.1.2. European Philosophy
9.1.2.1. Francis Bacon
9.1.2.2. John Locke
9.1.2.3. Jean-Jacques Rousseau