1. Sociology of Education
1.1. the theoretical perspective concerning the relationship between school and society
1.1.1. Functional Theroies
1.1.1.1. begin with a picture of society that stressed the interdependence of the social system.
1.1.2. Conflict Thoeries
1.1.2.1. do not see the relation between a school and society as problematic or straightforward.
1.1.3. Interactional
1.1.3.1. states relations between school and society are primarily critiques and extensions of the functional and conflict perspective.
1.2. three effects of schooling on individuals that you think have the greatest impact on students.
1.2.1. Knowledge and attitudes
1.2.1.1. Research thinks that more education a individuals receives, the more likely they are to read articles related to politics and public affairs.
1.2.2. Employment
1.2.2.1. most individuals with a college degree will have greater employment opportunities.
1.2.3. Education and mobility
1.2.3.1. Occupational ans social mobility that began at the schoolhouse door is a critical opponent of the American ethos.
2. Philosophy of Education
2.1. Role of the teacher
2.1.1. It is the teachers responsibility to analyze and discuss new ideas with the students.
2.1.2. Teacher see's her herself as the role model of the classroom.
2.1.3. The teacher is responsible for all the material that is needed that week to prepare for discussion and lessons.
2.1.4. She brings out the morals of education and links ideas to actions.
3. Schools as Organizations
3.1. Senators
3.1.1. Jeff Sessions
3.1.2. Richard Shelby
3.2. Local Superintendent
3.2.1. Anthony Olivis
3.3. State Superintendent
3.3.1. Thomas Bice
3.4. Local School Board
3.4.1. Linda Evans
3.4.2. Mary Moore
3.4.3. Ricky Saint
3.4.4. Carrie Mitchell
3.4.5. Nancy Parker
3.4.6. Thomas Burgess
3.5. Mississippi's School Board
3.5.1. State Superintendent
3.5.1.1. Dr. Carey Wright
3.5.2. Local Superintendent
3.5.2.1. Dr. Barry Amacker
3.5.3. Local Board Members
3.5.3.1. Dr. John R. Kelly, Chair
3.5.3.2. Mr. Richard Morrison, Vice-Chair
3.5.3.3. Mrs. Kami Bumgarner
3.5.3.4. Mr. William Harold Jones
3.5.3.5. Mr. Johnny Franklin
3.5.3.6. Mrs. Rosemary G. Aultman
4. Equality of Opportunity
4.1. The Coleman Study
4.1.1. Round one talks about how the school an individual has little effect on his or her cognitive growth or educational mobility- I think a school does have an effect on those things mentioned. If a school in poverty does not have the materials needed to teach how can a student learn the material if its not present?!
4.2. Specials needs achievement and attainment
5. Politics of Education
5.1. Neo-liberal
5.1.1. Support teachers and wants the best for the kids.
5.2. Progressivism
5.2.1. Wants to better the school and fix the problems instead of letting it be what it is.
6. History of U.S Education
6.1. Describe a reform movement that you think has had the most influence
6.1.1. Age of Reform: The rise of the common school
6.1.1.1. This reform tried to make schooling established by being freely funded. Most people did not agree because they were being taxed even though they had no children in the school.
6.2. One historical interpretation of U.S. Education.
6.2.1. Revolved around the tensions between equity and excellence, between the social and intellectual functions of schooling, and over differing responses to questions.
6.2.1.1. Historians and sociologists of education disagree about whether the pattern of increased access means a pattern of education success.
7. Curriculum and Pedagogy
7.1. Humanist Curriculum
7.1.1. Reflects the idealist philosophy that knowledge of the traditional liberal art is the cornerstone of an educated citizenry and that the purpose of education is to present to the students the best of what has been taught and written.
7.1.2. It focused on the Western Heritage as the basis for intellectual development.
7.1.3. This curriculum model dominated nineteenth-century and the early twentieth-century U.S education and was codified in the National Education Association's Committee of Ten report issued in 1893.
7.2. Social Efficiency
7.2.1. is related to the the scientific management of the schools.
7.2.2. School administration began to mirror this form of social organization, with it's emphasis on efficiency, time on task, and a social division of students into different aspects of the curriculum, based on ability.
7.2.3. The scientific management of the curriculum involved both the division of knowledge into strictly defined area's and it's transmission into scientifically defined goals and objectives, as well as the division of students into different aspects of the curriculum, based on ability.