My Foundations of Education

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My Foundations of Education 저자: Mind Map: My Foundations of Education

1. Politics of Education

1.1. Conservative

1.1.1. Support for the free market system

1.1.2. School provides necessary educational training and individual effort deserves reward

1.1.3. On educational problems conservatives cite:

1.1.3.1. Decline of standards

1.1.3.2. Decline of cultural literacy

1.1.3.3. Decline of values

1.1.3.4. Decline of authority

1.1.4. On educational policy and reform conservatives support:

1.1.4.1. Returning to basics

1.1.4.2. Return to traditional academic curriculum

1.1.4.3. Introduce accountability measures

1.1.4.4. Introduce free market mechanisms

1.1.4.4.1. Tuition tax credits

1.1.4.4.2. Vouchers

1.1.4.4.3. Charter school options

1.2. Traditional

1.2.1. School transmits traditional U.S. values

1.2.1.1. Hard work

1.2.1.2. Family unity

1.2.1.3. Individual iniative

1.2.2. School passes on what was and what is

1.2.3. Encompasses the right leaning lieberal to the conservative spectrum

2. Curriculum and Pedagogy

2.1. Humanist Curriculum

2.1.1. Reflects idealist philosophy

2.1.1.1. Knowing traditional liberal arts is cornerstone of educated citizens

2.1.1.2. Education presents the best of what has been thought and written

2.1.2. Popular from 19th century-early 20th century

2.2. Functionalist Curriculum Theory

2.2.1. Curriculum gives knowledge for students to become competent members of society

2.2.2. Transmits cultural heritage needed for cohesive social system

2.2.2.1. Also general values and norms

2.2.3. General theory derived from Emile Durkheim

2.2.3.1. Combat social and moral breakdown

2.2.4. Modern theory developed in US by Talcott Parsons and Robert Dreeben

2.2.4.1. School prepares students for complex roles of modern society

2.2.5. Democratic, meritocratic, and expert society

3. Equality of Opportunity

3.1. Educational achievement of students with special needs

3.1.1. Education of All Handicapped Children Law (EHA) 1975

3.1.1.1. 6 principles:

3.1.1.1.1. Right to public education programs

3.1.1.1.2. Individualization of services

3.1.1.1.3. Least restrictive environment

3.1.1.1.4. Broadened services provided by schools and set procedures to determine them

3.1.1.1.5. General guidelines to identify disability

3.1.1.1.6. Principles of primary state and local responsibilities

3.1.2. Regular Education Initiative (REI) late 80s

3.1.2.1. Mainstreaming students with disabilities into regular classrooms

3.1.3. Individuals with Disabilities Act (IDEA) 1996

3.1.3.1. Reauthorization of EHA

3.2. Coleman Study Response

3.2.1. Geoffrey Borman and Maritza Dowling evaluated educational data in a similar manner as Coleman, but almost 40 years after the Coleman Study

3.2.2. They found that the school a student attended was often related to race and socioeconomic standing

3.2.2.1. However, the racial and economic makeup of a schoo showed tol have more influence on a student's success rather than their own individual race and standing

4. Educational Inequality

4.1. Functionalist Theory

4.1.1. Expect that differences inequality will occur, but this should be based on individual differences rather than group differences

4.1.2. Unequal outcomes are partly due to unequal educational opportunities

4.1.3. Eliminate structural barriers to education opportunities

4.1.3.1. Provides all groups a fair chance to education

4.2. School Financing

4.2.1. Public schools financed by:

4.2.1.1. Local revenue

4.2.1.2. State revenue

4.2.1.3. Federal revenue

4.2.1.4. State & local taxes

4.2.1.4.1. Local property taxes significant contributor

4.2.2. Issue of property tax

4.2.2.1. Proportional tax

4.2.2.1.1. Affluent areas=higher property taxes=more money for schools in these areas

4.2.2.1.2. Poorer communities=lower property taxes=less money for schools in these areas

5. Educational Reform

5.1. Teacher Quality

5.1.1. Recruiting and retaining high quality teachers is one of the top problems for American schools

5.1.2. Out-of-field teaching has been an issue for schools

5.1.2.1. Out-of-field teaching= teaching in an area/subject which you have not been trained for

5.1.2.2. Can turn high quality teachers into low quality teachers

5.1.2.3. 1/5 of secondary classes are taught by out-of-field teachers

5.1.2.4. More common in poorer, urban schools

5.1.2.4.1. Stems from organizational issues within schools

5.2. Harlem Children's Zone

5.2.1. Started by Geoffrey Canada, a native of South Bronx, New York

5.2.2. Goal is to change children and their neighborhoods rather than take them out of their communities

5.2.3. Baby College

5.2.3.1. Programs for parents before children are born

5.2.3.1.1. Gives low-income parents the knowledge most mid-class parents already know

5.2.3.1.2. Parents learn how to have academic conversations with their children

5.2.3.1.3. Learn how to provide healthy home environment and acceptable forms of punishment

5.2.3.1.4. Purchases items parents need but cannot afford

5.2.4. Extended school day and tutoring for at-risk students available

5.2.5. Has proven effective for students

5.2.5.1. Many of his students have met grade level requirements in subjects

6. History of U.S. Education

6.1. Standards Era

6.1.1. A Nation at Risk

6.1.1.1. High adult illiteracy

6.1.1.2. Declining SAT scores

6.1.2. 5 recommendations

6.1.2.1. New Basics:

6.1.2.1.1. 4 years English

6.1.2.1.2. 3 years Math

6.1.2.1.3. 3 years Science

6.1.2.1.4. 3 years Social Studies

6.1.2.1.5. 1/2 year Computer Science

6.1.2.2. Expect higher standards

6.1.2.3. More time to teach New Basics

6.1.2.4. More teacher prep

6.1.2.5. Elected representatives support and fund reforms

6.1.3. Clinton's Goals 2000 in 1994

6.1.4. Bush's No Child Left Behind Act in 2001

6.1.5. Obama's Race to the Top in 2009

6.2. Democratic-Liberal School

6.2.1. Progressive evolution of schools to provide equal opportunity education

6.2.2. Expand education to larger parcentage of population

6.2.3. Common School Era important first step

6.2.4. Ellwood Cubberly, Merle Curti, and Lawrence A. Cremin represent Dem.-Lib. view

7. Sociological Perspectives

7.1. Conflict Theory

7.1.1. Society made of dominant and subordinate groups

7.1.2. Dominant groups use force, cooptation, and manipulation to impose their will

7.1.3. Emphasize struggle

7.1.4. Achievement Ideology

7.1.4.1. School promotes learning

7.1.4.2. Sort and select students according to ability

7.1.5. Conflict sociologists

7.1.5.1. Karl Marx

7.1.5.2. Max Weber

7.2. 3 effects of schooling

7.2.1. Curriculum

7.2.1.1. Express certain groups' ideas, beliefs, and prejudices

7.2.1.2. College prep, general program, and vocational programs

7.2.2. Teacher behavior

7.2.2.1. Students react to high standards and expectations

7.2.2.2. Many set low standards for for minority groups

7.2.2.3. Rosenthal and Jacobson found teacher expectations influence student achievement

7.2.3. Peer groups and alienation

7.2.3.1. Labels of peer groups

7.2.3.2. Minority and low-income groups typically feel alienated

7.2.3.3. Violence is a growing problem

7.2.3.3.1. Glorified in current culture

7.2.3.3.2. "Bad" seen as tough and cool

8. Philosophy of Education

8.1. Realism

8.1.1. Generic notions

8.1.1.1. Aristotle is leading proponent

8.1.1.1.1. Syllogism

8.1.1.2. Material world and matter are real

8.1.2. Key researchers:

8.1.2.1. Thomas Aquinas (1225-1274)

8.1.2.1.1. Religious realism

8.1.2.2. Francis Bacon (1561-1626) and John Locke (1632-1704)

8.1.2.2.1. Modern realism

8.1.2.3. Alfred North Whitehead (1861-1947) and Bertrand Russell (1872-1970)

8.1.2.3.1. Contemporary realism

8.1.3. Education goals

8.1.3.1. Understand ideas

8.1.3.2. Understand matter

8.1.3.3. Apply science to solve world problems

8.1.4. Teacher's role

8.1.4.1. Transmit knowledge

8.1.4.2. Teach in clear, consistent manner

8.1.4.3. Enable students to learn objective ways of evaluating works

8.1.5. Instruction method

8.1.5.1. Lecture

8.1.5.2. Q & A

8.1.5.3. Competency based assessments

8.1.6. Curriculum

8.1.6.1. Basics

8.1.6.1.1. Science

8.1.6.1.2. Math

8.1.6.1.3. Reading

8.1.6.1.4. Writing

8.1.6.1.5. Humanities

9. Schools as Organizations

9.1. Lauderdale County, District 5

9.1.1. State Senator: Greg Reed

9.1.2. House of Representatives: Mo Brooks

9.1.3. State Superintendent: Thomas R. Bice Ed.D.

9.1.4. State School Board Representative: Jeffrey Newman

9.1.5. Local Superintendent: Jennifer Gray

9.1.6. Local School Board: Lauderdale County School System

9.2. German School System

9.2.1. Selects and tracks students for tripartite system of secondary education

9.2.1.1. Hauptschule

9.2.1.1.1. Blue-collar/Low level service position

9.2.1.2. Realschule

9.2.1.2.1. Low level white collar jobs/Tech positions

9.2.1.3. Gymnasium

9.2.1.3.1. Academic prep for university/intellectual and management positions

9.2.2. Achievement placement related to social class background