1. Schools as Organizations
1.1. My Local District
1.1.1. Cullman City School Board: Kim Addison, Brenda Howell, President-Jason Neal, Vice President-Steven Sides, Suzanne Harbin
1.1.2. Cullman City Superintendent: Dr. Susan Patterson
1.1.3. State Board of Education: Cynthia Sanders McCarty, Ph.D.
1.1.4. Alabama State Board of Education Superintendent: Dr. Thomas R. Bice
1.1.5. Alabama Education House of Representatives: There are many members involved and they are listed on the following site. http://web.alsde.edu/home/Legislative/FAQ.aspx
1.2. Comparing United States School System to International School Systems
1.2.1. United States School Systems: Inclusive-give students equal opportunities
1.2.2. International School Systems: Exclusive-talented students are separated from less talented students. Japan is seriously challenged in testing to produce excellence.
1.2.3. Similarities of the United States and International Countries: In history, both began by schooling the wealthy and the poor, more often, were not schooled. The Soviet Union is also experiencing several reforms in education due to diversity.
2. Curriculum and Pedagogy
2.1. Historical Curriculum Theory: I am drawn to the Developmentalist Curriculum because it was student-centered and catered to the needs and interests of each individual student at the particular developmental stage in which they were.
2.2. Sociological Curriculum Theory: I would advocate the modern functionalist theory because it is derived to prepare students for the complex roles in modern society. Instead of simply teaching students facts, teachers were moved to teach students how to learn which I believe is completely necessary in this ever changing world in which we live.
3. Equality of Opportunity
3.1. Studies show that organizations of schools do not directly effect the students' outcomes.
3.2. Peer groups are highly effective at determining students' success.
3.3. Public Schools vs. Private Schools: Private schools achievement score tend to be higher than that of public schools. It is believed to be in respect to the more challenging expectations that are placed on students attending private schools.
3.3.1. The status of public school graduates are more likely to be prominent on account of the social status of the school they attended.
3.4. In the 1960s pressure was beginning to be placed on school systems to give equal opportunity to their children with disabilities.
3.5. EHA (Education of All Handicapped Children) was established in 1975 that gave them access to public schools, individualization of services, least restrictive environments, broadened services, guidelines for identifying the disability, and the principals of primary state and local responsibilities.
4. Educational Inequality
4.1. Sociological Perspective:
4.1.1. A sociological perspective on the inequality in education can be correlated to the roles that each person as an individual in society has been given at birth.
4.1.2. Females tend to have an advantage over males in school yet, most women were graduating high school and taking care of their families while the men provided.
4.1.3. Regardless, there is a stereotype that inhibits some from reaching their full potential regarding education.
4.2. School Centered
4.2.1. I believe a school-centered explanation regarding the issue concerning inequality in school also parallels with the sociological perspective.
4.2.2. It is stated that the interaction between teachers, faculty, and administration and their students weigh heavy upon the outcome of the students' success.
4.2.3. If the above mentioned lets a student's weak points take precedence over their strong points and he or she refuse to see the potential in a given student, his or her attention to that student will be evident.
5. Educational Reform
5.1. Voucher System in the 1990s
5.1.1. Reformers thought this would encourage parents to take more control over their children' education.
5.1.2. Reformers believed this could possibly "privatize the public schools (p. 521).
5.1.3. Society began to see that the voucher system was unnecessary in that private schools and public schools were similar.
5.2. School Financing Reforms
5.2.1. In 1973, Supreme Court ruled it was not constitutionalized that there must be equal education opportunities.
5.2.2. Discrimination was cited amongst several schools in the northeast claiming inadequate education.
5.2.3. In 1990, the court ruled that poorer schools needed more funding for adequate education.
6. Politics of Education
6.1. Conservative Perspective
6.1.1. This view places emphasis on the individual and suggests that either they do or do not possess the ability to earn their place in the economy.
6.1.2. Provided the students have the necessary education and training, the most talented and hardworking will maximize economic and social productivity.
6.1.3. They believe the decline of standards, watered down curriculum, discontinued teaching of traditional moral values, lack of disciplinary function, inefficiency, and bureaucracy contribute to educational problems.
6.1.4. They believe the most benefit goes to those who are more privileged.
6.1.5. "You don't make the poor richer by making the rich poorer." -Winston Churchill
6.1.6. https://www.studentnewsdaily.com/conservative-vs-liberal-beliefs
7. History of U.S. Education
7.1. "The Rise of the Common School"
7.1.1. The lead fighter for free public education was Horace Mann of Massachusetts.
7.1.1.1. Due in part to his efforts, the first teacher training school emerged.
7.1.1.2. He convinced wealthy factory owners to fund public schools by presenting education as preparation for producing for the economy.
7.1.1.3. He created the first board of education.
7.1.1.4. One of his main principles that I agree much with is that "citizens cannot contain both freedom and ignorance." http://www.biography.com/people/horace-mann-9397522#the-educational-reform-movement-begins
8. Sociological Perspectives
8.1. In the article, "On Understanding The Processes of Schooling," Ray C. Rist notes the unfortunate labeling of students based on sex, race, dress, the need to have paid school lunches, etc.
8.1.1. Teachers should keep an open mind when labeling students based on these characteristics to be certain the students will not conform to these labels. Each student should be given an equal opportunity for success.