1. Philosophy of Education
1.1. Pragmatism-encourages people to find processes that work in order to achieve their desired ends, emphasis on environment problem>speculative thought>action>results
1.1.1. Generic Notations
1.1.1.1. Instrumentalism/Experimentalism-using books and experiments to gain skills in an "embryonic community"
1.1.1.2. Progressive Ideas-start with the needs and interests of the child, freedom and responsibility for students, school should reflect the community to maintain democracy
1.1.2. Key Researchers
1.1.2.1. John Dewey, George Sanders Peirce, William James, Jean-Jacques Rousseau, Francis Bacon
1.1.3. Goal of Education
1.1.3.1. Primary goal was growth
1.1.3.2. Integrate children to improve social order by instilling democratic and cooperative values
1.1.4. Role of Teacher
1.1.4.1. Facilitator-encourages, suggests, questions, writes and implements curriculum
1.1.5. Method of Instruction
1.1.5.1. Students can work individually or in groups, nontraditional ways, uses problem solving and project method
1.1.6. Curriculum
1.1.6.1. Integration of vocational and academic disciplines, uses "expanding environments", curriculum changes to balance disciplines and needs and interests of the student
2. Schools as Organizations
2.1. Major Stakeholders
2.1.1. State Senator-District 10-Phillip W. Williams
2.1.2. House of Representatives- Dis.28/Craig Ford(D), Dis.29/Becky Nordgren(R), Dis.30/Mack Butler(R)
2.1.3. State Superintendent (Interim)- Dr. Phillip Cleveland
2.1.4. Representative on State School Board-Dis. 8 Mary Scott Hunter
2.1.5. Local Superintendent-Etowah County/ Dr. Alan Cosby
2.1.6. Local School Board-Tim Womack, Scarlett Farley, Todd Hindsman, Ernie Payne, Doug Sherrod, Danny Golden, Tim Langdale
2.2. Comparison of Educational Systems
2.2.1. United States
2.2.1.1. Have large performance gaps on PISA exams
2.2.1.2. Taxpayer revenue pays for most public schools, therefore they have a major voice in decisions within their district
2.2.1.3. Designed to give students many opportunities for advancement, very open
2.2.1.4. Teachers have little opinions on curriculum, school policy, and conditions of employment, number of students are decreasing in class sizes
2.2.2. Finland
2.2.2.1. Little variation in student outcomes on PISA exams, some of the highest scores
2.2.2.2. Main focus is to ensure all students attain a high level of academic success
2.2.2.3. Uses formative evaluation to track progress
2.2.2.4. Very few graduates are accepted to teaching program, those who are get a salary and free tuition while completing the program, teachers are well respected, can develop curriculum, oversee small classes of students with significant periods of time for collaboration
3. Curriculum and Pedagogy
3.1. Developmentalist Curriculum
3.1.1. Relates to needs and interest of child
3.1.2. Emphasizes the process of teaching as well as content
3.1.3. Flexible, focused on developing each student's individual abilities
3.1.4. Relates schooling to life experiences to make education come to life
3.2. Functionalist Theory
3.2.1. Stresses the role of school is to prepare students to take roles in a democratic society
3.2.2. Teaches students values, respect others differences, base opinions on knowledge
3.2.3. Teaches knowledge required to develop and maintain a society
4. Equality of Opportunity
4.1. Educational Achievement and Attainment of Women
4.1.1. Females achieve at higher levels in reading at ages 9,13, and 17
4.1.2. Females achieve at slightly higher levels in mathematics at age 9 and at lower levels at ages 13 and 17
4.1.3. Females achieve at lower levels in science at ages 9, 13, and 17
4.1.4. 87.6 % of females graduated from high school and 29.8% received a bachelor's degree
4.2. 1St Response to Coleman Study
4.2.1. Sociologists examined and reexamined Coleman's data and concluded that differences in schools do not produce differences in student outcomes
4.2.2. Minority scholars led by Ron Edwards tried to define the characteristics of effective schools
4.2.2.1. Examined magnet schools-argued innovative, learner centered, and mission driven schools made a difference in what students learned and how they learned
4.2.2.2. Theory optimists believed in the effectiveness of education to provide equal opportunities for all children
5. Educational Inequality
5.1. Cultural Deprivation Theory- Working-class and nonwhite families often lack resources like books and other educational materials, therefore leaving them at a disadvantage
5.1.1. Theorists like Oscar Lewis declare that the poor have a deprived culture (lacks the value system of middle-class culture)
5.1.2. Middle-class culture values hard work and initiative, the delay of immediate gratification for future reward, and the importance of schooling for future success
5.1.3. Culture of poverty rejects the middle-class culture values
5.1.4. Projects such as Head Start are intervention programs to help economically disadvantaged students
5.2. School Financing
5.2.1. Public schools are financed through local, state, and federal sources, with local property taxes a significant source
5.2.2. Since property values are higher in wealthier neighborhoods, these schools get more funding than schools in poorer communities, where property values are lower
5.2.3. Families in wealthier neighborhoods have higher incomes, but pay less of their incomes for their higher school taxes
5.2.4. More wealthier communities can provide more per-pupil spending than poorer communities
5.2.5. Abbott v. Burke(1990)- ruled that funding differences between rich and poor districts was unconstitutional
5.2.6. The use of foundation state aid programs is one way of providing equality of opportunity to ensure all districts receive a minimum standard of funding
6. History of U.S. Education
6.1. Reforms
6.1.1. Progressive Movement
6.1.1.1. John Dewey-Established that the school was an "embryonic society", advocated active learning, starting with needs and interests of the child, introduced the teacher as facilitator of learning
6.1.1.2. G. Stanley Hall-Associated with child-centered reform, which thought schools should make their curriculum based on the stages of child development
6.1.1.3. Edward L. Thorndike-Associated with social engineering reform, which thought school could change students in a positive way
6.1.1.3.1. I think the Progressive Movement has had the most influence because it addressed all the major issues like problems of uncleanliness, abrupt dislocation of families from rural to urban environments, and the loss of maintaining civilizations. Through addressing all these problems through education, society has improved greatly and students are much more eager to learn when their needs are met first.
6.1.1.4. Franklin Bobbitt-a curriculum designer, wanted to prepare students for life by creating a curriculum that included the full range of human experience
6.1.1.5. Kalamazoo, Michigan court case 1874-paved the way for the school districts' right to levy taxes to support public high schools
6.1.1.6. Created Cardinal Principles which created a less academic curriculum to help students who were not seeking college after high school
6.2. Conservative Interpretation
6.2.1. Focused on traditional academic goals of schooling
6.2.2. Believed that the progressive reforms didn't teach students about their Western heritage
6.2.3. Diane Ravitch- argued that helping the disadvantaged and immigrants had hindered the primary goal of school, which was to develop intelligence. In her book, The Troubled Crusade(1983), she says that the pursuit of social and political objectives led to the erosion of educational excellence
7. Sociological Perspectives
7.1. Functional Theory
7.1.1. View society as a kind of "machine" in order for it to work
7.1.2. Durkheim-believed moral values were the foundation of society
7.1.3. Believe that unity is what people should expect, but when conflict arises, it's because the shared values have broken down
7.1.4. Schools socialize students into the correct group according to their abilities
7.1.5. Think that educational reform should create programs and curricula that are technically advanced to inspire social harmony
7.2. Effects of Schooling with Greatest Impact
7.2.1. Knowledge and Attitudes
7.2.1.1. We see through researchers like Ron Edmonds(the pioneer of the effective movement) that differences in schools are related to different student outcomes. And through research from Heyns, that students who spend more time focusing on school gain more knowledge
7.2.1.1.1. When students are pushed to take academic courses and discipline is consistent, achievement levels rise. Also students who have more education most likely are contributing factors in society by participating in politics and public affairs. This also creates a sense of well-being and boosts self-esteem
7.2.2. Employment
7.2.2.1. Graduating from college will lead to more employment opportunities, therefore creating a higher income for the individual
7.2.3. Mobility
7.2.3.1. The more education an individual has the more flexibility they will have in the employment field
7.2.3.1.1. Although according to Hopper, a person who has attended a private school may have more mobility because that school is seen as more prestigious than a public school
8. Educational Reform
8.1. School-Business Partnerships-Began in 1982 with the Boston Compact. Businesses "adopt" a school and offer scholarships and monetary donations to improve the school
8.1.1. In 1991, the Committee to Support Philadelphia Public Schools tried to restructure and manage the Philadelphia School District in hopes of raising test scores and graduation rates
8.1.2. Walton Foundation- funded charter schools and voucher initiatives
8.1.3. Bill & Melinda Gates Foundation-gave hundreds of million dollars to small schools
8.1.4. Mark Zuckerberg-gave $100 million to improve education in New Jersey
8.2. Community-based reform-Harlem Children's Zone created by Geoffrey Canada to improve academic and social challenges in all black communities
8.2.1. Baby College- a program where Harlem parents are taught how to have academic conversations with their kids, how to provide for them in a healthy environment, and acceptable discipline methods. Items are given to parents who cannot afford them.
8.2.1.1. Others like Pedro Noguera are following suit with programs like the Broader Bolder Approach in Newark in one of the lowest income communities
8.2.2. Schools also offer an extended school day and tutoring for high-risk kids
9. Politics of Education
9.1. Liberal
9.1.1. John Maynard Keynes
9.1.2. Government Intervention
9.1.3. Fair Treatment of all Citizens
9.1.4. Citizens Participate in Decision Making
9.1.5. Believes the school's role is to enable individual to develop sense of self
9.1.6. Concerns with Social and Political Functions of Schooling
9.2. Traditional
9.2.1. Hard Work
9.2.2. Family Unity
9.2.3. Individual Initiative