1. Schools as Organizations Ch. 6
1.1. 1. Identify major stakeholders in YOUR district by name (Federal Alabama senators and House of Representative, state senator and house of representative, state superintendent, representative on state school board, local superintendent, and all members on local school board)
1.1.1. Richard Shelby- Senator, Robert Aderholt- House of Representatives District 4, Ed Richardson- State Superintendent, Cynthia McCarthy- District 6 Representative, Shane Barnette- local superintendent, Wayne Myrex, Chris Carter, Jason Speegle, Kenny Brockman- President , Heath Allbright, Mike Graves - Vice President, Gene Sullins
1.2. 2. Identify and describe the elements of change within 1. school processes and 2. school cultures.
2. Curriculum & Pedagogy Ch. 7
2.1. 1.Explain a curriculum theory which you advocate (humanist, social efficiency, developmentalist, or social meliorist).
2.1.1. Social Melorist: Role of the school is to reform society, Least common
2.2. 2. . Identify and describe the two dominant traditions of teaching.
2.2.1. transformative: puts emphasis in student shcaracter, Mimetic: the teacher must be knowledgable for the students to recieve the knowledge
3. Equality of Opportunity Ch. 8
3.1. 1. Describe how class, race, and gender each impact educational outcomes.
3.1.1. I do believe that in some cases class can effect educational outcomes. For example, there are certain school that the higher class go to, and these schools typically have good teachers. Race can somehow effect the educational outcomes. In my opinion, it is based on the neighborhood they choose to live in. I do not think that gender effect an individuals educational outcome.
3.2. 2. What were the two responses to the Coleman Study from 1982? (There are several but focus on 1982 responses.)
3.2.1. The difference in the test scores of the students did not matter. The benchmarks were met. It dod not matter the type of school, but the class and race.
4. Educational Inequality Ch. 9
4.1. 1. Explain at least two types of cultural differences theory (page 424-427)
4.1.1. Non-white and working class families resist the dominant culture of school. Student stake on an anti-school attitude. African American students are oppressed which is the reason they do not do as well.
4.2. 2. Describe at least four school-centered (not student-centered) explanations for educational inequality.
4.2.1. 1. Acting white- African American students tend to act white when they do better in school. 2. In-school resources- availability of technology and qualified teachers. 3. School financing- some school get more money than others to have the availability of better resouced for the students. 4. Grouping- based on test scores.
5. Educational Reform Ch. 10
5.1. 1. Describe two school-based reforms (school-based, school-business partnerships, privatization, school-to-work programs, teacher education or teacher quality)
5.1.1. 1. Vouchers- believed to provide more opportunity for students. supreme court ruled no operation of church and state, provides funding for student. 2. Charter schools- accountable for students performance, free
5.2. 2. Describe at least two societal, economic, community, or political reforms that impact education.
5.2.1. 1. race to the top- 4 million dollar grant for innovation of schools. 2. No child left behind- provides funding for poorer students academic success
6. History of U.S Education Ch. 3
6.1. 1. Choose and describe a reform movement that you think has had the most influence on education.
6.1.1. I think that the reform movement "Brown vs. Board of education has had the most influence because it allowed African American students to attend schools that were not segregated during the post WW2 years.
6.2. 2. Choose and describe one historical interpretation of U.S. Education.
6.2.1. The conservative perspective interpretation of education began to rise again in the 1980s when critics realized that US students knew very little and schools were mediocre. Educational leaders focused on a return to a traditional Western curriculum., instead of the watered down curriculum and loss of academic standards experienced over the last several years.
7. Politics of Education Ch. 2
7.1. 1. Identify and describe the four purposes of education.
7.1.1. 1. Intellectual- teaching basic reading, writing, and mathematics. 2. Political- to prepare citizens to participate in political democracies 3. Social- to help be able to solve problems 4. Economic- prepare students for their future jobs
7.2. 2.Choose and describe a perspective for each of the following: 1) the role of the school; 2) explanations of unequal performance; and 3) definition of educational problems.
7.2.1. 1. The role of the school with a conservative perspective puts emphasis on cultural traditions in the curriculum and provides tools necessary for economic and social productivity to their most talented students. 2. Radicals believe that students from lower income backgrounds do not have the same real life experiences as other groups. 3. Liberals believe that traditional schools do not focus on diverse cultures and place too much emphasis on discipline and authority.
8. Sociological Perspectives Ch. 4
8.1. 1. Define each of the theoretical perspectives concerning the relationship between school and society: functionalism, conflict theory, and interactionalism.
8.1.1. Functionalism: Education is important in creating the moral unity necessary for social cohesion and harmony. Conflict Theory: Schools are similar to social battlefields, where students struggle against teachers, teachers against administrators, and so on. Interactionalism: Focuses on examining what schools are like on an everyday level. People are less likely to create meaningless theories.
8.2. 2. Identify and describe 5 effects of schooling on individuals that you think have the greatest impact on students as explained in the book (there are 10 between pages 121-128).
8.2.1. 1. Knowledge and attitudes: It is generally found that the higher the social class background of the student or the amount of time that the student puts into their schooling, the higher his or her achievement level will be. 2. Employment: Research has proven that graduating from college leads to greater employment opportunities. However, is the mindset of the person that greatly determines how they will do at their job. 3. Teacher behavior: Teachers not only have to educate their students, but they also have to be mentors, counselors, and in some cases almost like a parent. The more the teacher demands, the more the students will learn. 4. Inadequate schools: Urban education has failed to educate minority and poor children. Suburban schools and private schools tend to offer better educational educatinal experiences. 5. Gender: Schools are creating an atmosphere where female students feel they can perform as well as males and are offered the same opportunities.
9. Philosophy of Education Ch. 5
9.1. Describe the particular world view of one of student-centered philosophy of education (pragmatism or existentialism). Include the following information: generic notions, key researchers, goal of education, role of teacher, method of instruction, and curriculum.
9.1.1. The generic notions of pragmatism are instrumentalism and experimentalism which allow the child to plan our his or her course of study. The key researchers are George Sanders Peirce, William James, John Dewey, Francis Bacon, John Locke, and Jean-Jacques Rousseau. The goal of education is "growth leading to more growth." The role of the teacher is to assume the peripheral position of facilitator; offering suggestions, questions, and help plan and implement the course of study. The method of instruction is that children should learn both individually and in groups using the problem solving of inquiry method. The curriculum of pragmatism should be an integrated curriculum where all academic and vocational subjects are interconnected and students work from the known to the unknown. In pragmatism, the curriculum changes as the social order changes and as children's interests and needs change.