My Foundation of Education

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My Foundation of Education por Mind Map: My Foundation of Education

1. Schools as Organizations

1.1. Teacher Professionalization

1.1.1. "On one hand, teachers are expected to be autonomous, thoughtful experts in education. On the other hand, the conditions of their employment leave little scope for autonomy, thoughtfulness, or expertise" (pg. 237).

1.1.2. "If teachers are to be truly professional, they must be able to share in the important decisions within the schools" (Pg. 238).

1.1.3. Linda M. McNeil (1988) and John Goodlad (mid-1980s)

1.2. The Nature of Teaching

1.2.1. "The many roles of a teacher: Colleague, friend, nurturer of the learner, facilitator of learning, researcher, program developer, administrator, decision maker, professional leader, and community activist"(Pg. 234).

1.2.2. "Two missions: one universal and cognitive, and the other particular and affective" (Pg. 234).

1.2.3. Heck and Williams (1984) and Lieberman and Miller (1984).

1.2.4. Teachers are viewed as craftspeople where the craft is learned on the job.

2. Curriculum and Pedagogy

2.1. Developmentalist Curriculum

2.1.1. Related to the needs and interests of a student rather than society.

2.1.2. A progressive approach to teaching that is student centered.

2.1.3. Stresses the importance of realating school to real life experiences for the students so that education would come alive in a meaningful way.

2.2. Transformative Pedagogy

2.2.1. More of a multi-dimensional theory of teaching students.

2.2.2. Teachers reject the authoritarian relationship and argue that teaching and learning are inextricably linked together.

2.2.3. "The conversation between teacher and student in such a way that the student becomes and integral part of the learning process" (pg. 297).

2.2.4. All education begins with the active participation of students to result in the growth of the content. "The one doing, is the one learning"

2.2.5. "The Transformative model of teaching views teaching as an artistic endeavor" (pg. 297),

3. Philosophy of Education

3.1. Pragmatism is a philosophy that encourages people to find a process that works to achieve their desired end.

3.2. Generic Notions

3.2.1. Dewey believed that schools should balance the needs of society and community on one hand and the needs of the individual on the other

3.3. Role of the Teacher

3.3.1. The teacher becomes the facilitator who encourages, offers suggestions, questions, and helps plan and implement courses of study.

3.4. Methods of Instruction

3.4.1. Students learning in both groups and as individuals. Starting the lessons by posing questions about what the students want to know.

3.4.2. Conversing quietly with one another, standing up and stretching when needed. Might look chaotic but in reality is carefully orchestrated; children learning in a nontraditional yet natural way.

3.5. Curriculum

3.5.1. Not exactly a fixed curriculum, but more a curriculum that changes as the social order, interests, and needs of the child change.

3.6. John Dewey (1859-1942) George Sanders Price (1839-1914) William James (1841-1910) and John Locke (1632-1704) Francis Bacon (1561-1626)

4. Educational Inequality

4.1. Interactionism Theory

4.1.1. The dynamics between families, schools, and communities is key in understanding and addressing the differences in educational inequality,

4.1.2. "Need to understand how people within institutions such as families and schools interact on a daily basis in order to comprehend the factors explaining academic success or failure" (Pg. 419).

4.1.3. Another step is to figure out and explain race, class, and gender based inequalities. (Pg. 419)

4.2. Student Centered Explanations

4.2.1. Doughetry and Hammack

4.2.2. Cultural Difference Theories

4.2.2.1. Agreeing that there are cultural and family differences between working-class and nonwhite students, and white middle-class students. (Pg. 423)

4.2.2.2. "This is not due to deficiencies in their home life but rather to being an oppressed minority" (Pg. 424).

4.2.2.3. Does not blame working-class and nonwhite families for educational problems, rather believing the cultural differences result from social forces such as poverty, racism, discrimination, and unequal life chances.

5. History of U.S. Education

5.1. The Democratic-Liberal School

5.1.1. "Progressive evolution committed to providing equality of opportunity" for more than just the elite. (pg. 83)

5.1.2. Optimistic Interpretations

5.1.3. "The U.S. education system must continue to move closer to each other without sacrificing on or the other too dramatically" (pg. 83)

5.1.4. http://www.libdems.org.uk/education_children#

5.2. The Post-World II Era: 1945-1980

5.2.1. Equality of Opportunity

5.2.1.1. The GI Bill of Rights

5.2.2. "Patterns that emerged during the progressive era were continued" (pg. 73)

5.2.3. Cycles of Reform: Progressive and Traditional

5.2.4. https://nsse-chicago.org/yearbooks.asp?cy=1945

6. Politics of Education

6.1. Progressive

6.1.1. http://www.wingraschool.org/who/progressive.htm

6.1.2. "Believing the schools should be part of the steady progress to make things better" (pg. 27).

6.1.3. "Essential to the development of individual potential" (pg. 26).

6.2. "Optimistic" view point

6.3. Liberal

6.3.1. http://understandingsociety.blogspot.com/2012/09/liberal-education.html

6.3.2. "Enhance equality of opportunity for those who are disadvantaged" (pg. 30).

6.3.3. A balance needs to be made between acceptable performance standards and making sure ALL students can meet the standards. (pg. 30)

7. Sociological Perspectives

7.1. Functional Theories

7.1.1. http://sociology.about.com/od/Sociological-Theory/a/Functionalist-Theory.htm

7.1.2. "Viewing society as a machine, where one part articulates with another to produce the dynamic energy required to make society work" (pg. 117).

7.1.3. Moral Values are the foundation of society - Emile Durkheim

7.2. Knowledge and Attitudes

7.2.1. http://works.bepress.com/cgi/viewcontent.cgi?article=1004&context=stephen_crites

7.2.2. "The more education individuals receive, the more likely they are to read newspapers, books, and magazines, and to take part in politics and public affairs" (pg. 121).

7.3. Education and Mobility

7.3.1. http://www.aacn.nche.edu/publications/position/educational-mobility

7.3.2. "Most Americans believe the more education leads to economic and social mobility; individuals rise and fall based on their merit" (pg. 122).

8. Equality of Opportunity

8.1. Gender

8.1.1. Historically women were never given the chance of a proper education.

8.1.2. Today, females are less likely to drop out of school and also, females have proved to be more proficient in reading than males (math is still an issue).

8.1.3. "In the last 20 years, gender differences between men and women, in terms of educational attainment, have been reduced" (Pg. 343).

8.1.4. "Recent data...indicate that not only have girls caught up to boys in all measures of academic achievement, policy makers are now discovering the "boy problem"" (Pg. 343).

8.1.5. Data charts on pages: 350, 351, and 352

8.1.6. "...to what degree do race, ethnic, and gender differences begin to disappear when social class is controlled?" (Pg. 357).

9. Educational Reform

9.1. Educational Reform from the 1980's to 2012

9.1.1. No Child Left Behind

9.1.1.1. "Annual testing required of students in grades 3 through 8 in reading and math and at least one test in grades 10 through 12" Pg. 517

9.1.1.2. http://www.ernweb.com/educational-research-articles/pros-and-cons-of-nclb-standardized-testing-research/

9.1.2. Race to the Top

9.1.2.1. "Adopting standards and assessments that prepare students to succeed in college and the workplace" Pg. 518

9.1.2.2. Turning around our lowest-achieving schools

9.1.2.3. "Building data systems that measure student growth and success that can be used to inform principals and teachers about how they can improve instruction" Pg. 518

9.2. Approaches to Reform

9.2.1. School-Based Reforms

9.2.1.1. School Choice

9.2.1.2. Charter Schools

9.2.1.3. Tuition Vouchers

9.2.2. Teacher Education

9.2.2.1. Teacher Quality

9.2.2.2. The Effective School Movement