1. Schools as Organizations
1.1. Major Stakeholders in My District-Alabama
1.1.1. State Senators
1.1.1.1. Bill Holtzclaw
1.1.1.2. Author Orr
1.1.1.3. Paul Bussman
1.1.2. House of Representatives
1.1.2.1. Terry Collins
1.1.2.2. Ed Henry
1.1.2.3. Mike Ball
1.1.3. State Superintendent
1.1.3.1. Dr. Tommy Bice
1.1.4. Local Superintendent
1.1.4.1. Dr. James Keith Davis- Winfield City Schools
1.1.5. Local School Board-Winfield City School System
1.1.5.1. Chuck Spann-Chairman
1.1.5.2. Carol Dickinson-Vice Chairman
1.1.5.3. Michael Box-Board Member
1.1.5.4. Brenda Taylor- Board Member
1.1.5.5. James Garner-Board Member
1.2. Schools are Separate Social Organizations
1.2.1. 1. They have a definite population
1.2.2. 2. They have a clearly defined political structure.
1.2.3. 3. They represent the nexus of a compact network of social relationships.
1.2.4. 4. They are pervaded by a "we feeling".
1.2.5. 5. They have a culture that is definitely their own.
1.3. Who Becomes a teacher?
1.3.1. According to NCLB, teachers are "highly qualified" when they meet three conditions:
1.3.1.1. 1. College Degree
1.3.1.2. 2. Full Certification of Licensure
1.3.1.3. 3. Demonstrable content knowledge in the subject they are teaching.
1.4. The Nature of Teaching
1.4.1. Teachers must be skilled in many areas of technical expertise and human relations
1.4.2. Teaching is relatively weak compared to the knowledge base of other professions.
1.4.3. Classrooms are communities where many needs must be met.
1.5. Unqualified Teachers
1.5.1. A requirement of the NCLB act is that all schools must have highly qualified teachers in every classroom.
1.5.2. There are classrooms staffed by teachers who are not highly qualified in the particular subject taught.
1.5.3. Low-income public schools have higher levels of out-of-field teaching than do schools in more affluent communities.
1.6. Teacher Professionalization
1.6.1. Keeping things under control, the educational purposes of the school can diminish in importance and teachers can begin to be part of a controlling process rather than an instructional one.
1.6.2. We need to raise the level of academic preparation for teachers, create a more cohesive curriculum, and professionalize teacher education by enlarging its clinical component.
2. Curriculum and Pedagogy
2.1. Multicultural Education
2.1.1. Beginning in the 1980's critics began crusading for the multicultural student. Key developers-James Banks
2.1.2. 5 dimensions of multicultural education
2.1.2.1. 1. Content Integration
2.1.2.2. 2. Knowledge construction
2.1.2.3. 3. Prejudice reduction
2.1.2.4. 4. Equity Pedagogy
2.1.2.5. 5. Empowering School Culture
2.1.3. Multicultural education meets the cultural needs and diversity of students that make up this nation's society
2.2. Social Efficiency Curriculum
2.2.1. Pragmatist approach developed in the early 20th century as a democratic response to the development of mass public secondary education.
2.2.2. Rooted in the belief that different groups of students all have different sets of needs and should receive different schooling.
2.2.3. This became the cornerstone of the new progressivism.
2.2.4. Person to thank-- JOHN DEWEY-- I have a new respect for his ideas. His ideas line up with my teaching philosophy.
3. Equality of Opportunity
3.1. The Coleman Story
3.1.1. Private schools demand more from students than those in public schools
3.1.2. Private schools outperform public schools in all academic areas. The school holds the students to a higher accountability.
3.1.3. Enforcing discipline
3.1.4. Controversial
3.1.5. Coleman's findings have withstood all criticisms
3.2. Women
3.2.1. More women are attending post secondary institutions than men
3.2.2. Less likely to drop out of school than males
3.2.3. More likely to have reading proficiency levels than men
4. Educational Inequality
4.1. School Financing
4.1.1. Controversial
4.1.2. Discriminatory under the 14th Amendment
4.1.3. Independent School District v. Rodriguez
4.1.3.1. Local property tax as basis for school funding
4.1.4. Serrano v. Priest
4.1.4.1. Unequal school financing between wealthy and poor districts (Unconstitutional)
4.2. Genetic Differences
5. Politics of Education
5.1. Liberal Perspective
5.1.1. Liberal is primarily concerned with balancing the economic productivity of capitalism
5.1.2. Believe the richest members of society are given an unfair advantage
5.1.3. Social and economic needs of the majority of people in the U.S.
5.1.4. All members of society deserve the same change
5.1.5. Social problems stress groups rather than individuals by the structure of society
5.1.6. The need to minimize the differences between groups
5.2. Traditional Vision
5.2.1. View schools as necessary to the transmission of traditional values of U.S. society
5.2.2. Hard work, family, unity, individual initiative
5.2.3. Pass on the best of what was and what is
5.2.4. Teachers are sources of information and authority
5.2.5. Learners are passive absorbents of information and authority
5.2.6. Learning is linear with factual accumulation and skill mastery
6. History of U.S. Education
6.1. Standards Movement
6.1.1. A Nation at risk
6.1.2. Tightening of the standards, move toward academic goals and assessments
6.1.3. No Child Left Behind Act
6.1.4. Parents' right to choose between a private or public school for their child.
6.1.5. Charter schools
6.1.6. Standardized testing for student achievement
6.2. Conservation Perspective
6.2.1. Dianne Ravitch
6.2.2. Social and Political objectives have harmed our educational goals
6.2.3. More culture influenced needed
6.2.4. Standardized testing has resulted in the takeover of public schooling
6.2.5. Equal opportunity to succeed
6.2.6. We have not met the ability to bridge the gap between the rich and the poor
7. Sociological Perspectives
7.1. Conflict Theory
7.1.1. Karl Marx
7.1.2. Social order
7.1.3. Students battle teachers, teachers battle administration, etc
7.1.4. Students battle teachers, teachers battle administration, etc
7.1.5. Cultural and social characteristics of individuals and groups are significant indicators of status and class portion.
7.1.6. Schools pass on social identities
7.1.7. Schools pass on social identities
7.2. Effects of Schooling On Individuals
7.2.1. Knowledge- more education, more social norms, more political knowledge and public affairs knowledge
7.2.2. Employment- schooling leads to better jobs, which leads to a better economy
7.2.3. Tournament selection- winners are allowed to proceed to next round but losers are dropped from the competition
7.2.4. Public vs. Private- private schools is a social mobility escalator
7.2.5. 1/3 of income is a direct relation to the amount of education a person has
7.2.6. Differences between schools in terms of academic programs and policies do make a difference in student learning.
8. Philosophy of Education
8.1. Generic Notation
8.1.1. Certain concerns and behaviors impact the lives of individuals
8.2. Key Researches
8.2.1. William James and John Dewey
8.3. Goal of Education
8.3.1. It is to nurture growth in academics and experiences.
8.4. Role of Teacher
8.4.1. Encourages, questions, helps, and plans, courses of study
8.5. Method of Instruction
8.5.1. Scaffolding
8.5.2. Modeling
8.5.3. Project Based Planning
8.5.4. Teaching with enthusiasm and fun to help the students have a want and love for education.
8.6. Curriculum
8.6.1. Needs to be based on the needs and interests of the students.
9. Educational Reform
9.1. 1980s to 2012
9.1.1. Twin goals of excellence and equity
9.1.2. Clarify and explain educational goals
9.1.3. Recruit, train and retain more academically aware educators
9.1.4. Education to teach educational technology
9.2. Federal Involvement
9.2.1. All children will start school ready to learn
9.2.2. High school graduation rate increase 90%
9.2.3. American adults will be literate
9.2.4. Schools will be free of drugs and violence