1. Politics of Education Chapter 2
1.1. the four purposes of education
1.1.1. Intellectual Purposes: To each basic cognitive skills(reading, writing, math), to transmit specific knowledge(literature, history, science), and to acquire high-order thinking skills(analysis, evaluation, synthesis).
1.1.2. Political Purposes: to inculcate allegiance the existing political order; to prepare citizens who will participate in this political order; to help assimilate diverse cultural groups into common political order; to teach children the basic laws of the society.
1.1.3. Social Purposes: to help solve social problems; to work at an institution(church) to ensure social cohesion; to socialize children into various roles, behaviors, and values of the society. (socialization)
1.1.4. Economic Purposes: to prepare students for their later occupational roles and allocate individuals into the division of labor.
1.2. 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.
1.2.1. The role of the school: The conservative perspective sees the role of the school as providing the necessary educational training to ensure that the most talented and hard-working individuals receive the tools necessary to maximize economic and social productivity.
1.2.2. Explanations of unequal performance: The conservative perspective argues that individuals or groups of students rise and fall on their own intelligence, hard work, and initiative, and that achievement is based on hard work and sacrifice.
1.2.3. Definition of educational problems: The radical perspective states that the educational system has failed the poor, minorities, and women through classist, racist, sexist, and homophobic policies.
2. History of U.S. Education Chapter 3
2.1. Choose and describe a reform movement that you think has had the most influence on education.
2.1.1. “A Nation at Risk”, released by the National Commission for Excellence in Education in 1983 sparked a reform movement. In the document there included many negative statistics about the results of the U.S. education system. One quote that stuck out to me was, "The educational foundation of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people." A Nation at Risk also provided several recommendations to implement to better the education system. The release of this report started a nation-wide education movement to emphasize the basics of education.
2.2. Choose and describe one historical interpretation of U.S. Education
2.2.1. Democratic-Liberals interpretation: The U.S. education is a is committed to providing and expanding equal opportunities for all students. Democratic-Liberals are positive about the education systems' past, but does recognize flaws.
3. Sociological Perspectives Chapter 4
3.1. Define each of the theoretical perspectives concerning the relationship between school and society: functionalism, conflict theory, and interactionalism.
3.1.1. Functionalism: Society and the school worked together to produce a successful society. Society is held together by shared values. Functionalists believe that harmony is the norm and conflicts represent a breakdown.
3.1.2. Conflict theory: This theory states that larger, dominant groups run the society, by running over/ forcing the minor groups.
3.1.3. Interactional: Comprised of critiques of the other two theories. This theory emphasizes the interaction between teachers and students.
3.2. 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).
3.2.1. Knowledge and attitudes: If the school as a whole is more focused on academics the students are more likely to succeed.
3.2.2. Employment: The book says that the amount of formal education an individual gets is only weakly related to their job performance. I believe this is true to an extent. If a person is willing to go through the high education work, I think that they are passionate about their future job and it will be prevalent in their work.
3.2.3. Education and Mobility: I believe that acquiring a higher education does give you the chance to become more successful than those who do not pursue a higher education.
3.2.4. Teacher Behavior: I 100% agree that "teachers' expectations of students were found to directly influence student achievement."
3.2.5. Student and peer group alienation: Our book said that students in vocational programs and are headed to low status jobs are more likely to join rebellious subcultures. I believe this is a real problem. Students who feel looked down on long to feel accepted in a group. Many times they settle for a gang or other rebellious group.
4. Philosophy of Education Chapter 5
4.1. 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.
4.1.1. Pragmatism
4.1.1.1. Generic notion: Dewey believed that the only way to attain a better society was through education. Progressive. Dewey thought that students should be involved in the planning of a lesson. Students should work in groups and have an experimental approach to learning.
4.1.1.2. Key researchers: Dewey, Durkheim
4.1.1.3. Goal of education: "goal of providing students with the knowledge of how to improve social order."
4.1.1.4. Role of teacher: The teacher is a facilitator rather than an authority figure.
4.1.1.5. Methods of instruction: Individual and group learning is encouraged. The child should state what they want to learn and start a problem-solving method.
4.1.1.6. Curriculum: Integrated, traditional, discipline-centered curriculum. Choose a single topic and incorporate it in all subjects.
5. Schools as Organizations Chapter 6
5.1. 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)
5.1.1. 1. Federal Alabama senator: Richard Shelby, Jeff Sessions 2. Federal House of Representative: Bradley Byrne, Martha Roby, Mike Rogers, Robert Aderholt, Mo Brooks, Gary Palmer, Terri Sewell 3. State senator: Arthur Orr 4. State house of representative: Micky Hammon, Ken Johnson, Terri Collins, Ed Henry, Randall Shedd 5. State superintendent: Michael Sentance 6. Representative on state school board: Kay Ivey, Jackie Ziegler, Betty Peters, Stephanie W. Bell, Yvette Richardson, Ella B. Bell, Dr. Cynthia S. McCarty, Jeffrey Newman, Mary Scott Hunter 7. Local superintendent (Morgan County): Bill W. Hopkins, Jr. 8. All members on local school board: Billy Rhodes, Adam Glenn, Mike Tarpley, Paul Holmes, Jimmy Dobbs, Tom Earwood, John Holley
5.2. Identify and describe the elements of change within 1. school processes and 2. school cultures.
5.2.1. School Process:
5.2.2. School Cultures:
6. Curriculum and Pedagogy Chapter 7
6.1. 1. Explain a curriculum theory which you advocate (humanist, social efficiency, developmentalist, or social meliorist).
6.1.1. Developmentalist Curriculum: This theory states that the curriculum should be related to the interest of the students. The curriculum should be students centered, and the teaching style is flexible. The curriculum should be related to real life experiences that the students have. Dewey and Piaget were contributors to this theory. (p. 284)
6.2. 2. Identify and describe the two dominant traditions of teaching.
6.2.1. 1.The Mimetic tradition: The most commonly used, and often easier approach. Students mimic the teacher. Students are presented information instead of discovering it themselves.
6.2.2. 2. The Transformative tradition: Student centered, student discovery is encouraged. This theory scaffolds on exististing
7. Equality of Opportunity Chapter 8
7.1. Describe how class, race, and gender each impact educational outcomes.
7.1.1. Class: Upper and middle class families often times have high expectations for their children than those of lower class. Upper class families expect their kids to finish school. Upper/middle class families are more likely to graduate because the longer a student stays in school, the more expensive it becomes.
7.1.2. Race: Minority students normally have a higher drop out rate. They also tend to read less proficiently.
7.1.3. Gender: Woman tend to be better students especially in reading and writing Woman are less likely to drop out of school. Men tend to be better students in mathematics.
7.2. What were the two responses to the Coleman Study from 1982? (There are several but focus on 1982 responses.)
7.2.1. 1. Jencks argued that what Colemen and his associates found as significant were not significant differences at all between the types of school.
7.2.2. 2. Borman and Dowling concluded that the type of school has little affect on the students' education. The race and class of a student are big contributors to the academic success they will have.
8. Educational Inequality Chapter 9
8.1. Explain at least two types of cultural differences theory (page 424-427)
8.1.1. 1. Oppressed Position: This theory by Ogbu states that "African-American children do less well in school because they adapt to their oppressed position." Minority children are believing that they less than others, and forgetting the truth.
8.1.2. 2. Cultural Identities: Ogbu suggested that African-American students do less well in school because they do not deny their cultural identities. Schools should learn and accept all cultural background. Ogbu states that minority students must "act white" to succeed. (p. 424)
8.2. Describe at least four school-centered (not student-centered) explanations for educational inequality.
8.2.1. 1. School Financing- Some schools simply are not as blessed financially, and therefore cannot afford some of the luxuries that other schools can offer to their students.
8.2.2. 2. Effective School Research- Schools have a major impact on a minority student’s (and any students’) academic career. The area or type of school you attend should have should have little effect on your academic scores because socioeconomic levels do not always predict your educational range. All schools in every socioeconomic area should have certain characteristics. (p.432)
8.2.3. 3. Between School differences- Where your school is located effects the quality of education received.
8.2.4. 4.
8.2.5. 4. Within-School Differences- Students are often divided into two groups within a single school at a young age, and this continues throughout high school. (average/high achieving, low achieving).
9. Educational Reform Chapter 10
9.1. Describe two school-based reforms (school-based, school-business partnerships, privatization, school-to-work programs, teacher education or teacher quality)
9.1.1. 1. School Choice- Controversial in the political world because it is based on assumptions of education. Because of the law passed in 1990 students now have a choice in the type of school that they attend.
9.1.2. 2. Vouchers- Vouchers allow low income parents the same choices that middle class parents have.
9.2. Describe at least two societal, economic, community, or political reforms that impact education.
9.2.1. 1. State Intervention- 23 states have adopted this practice. If a school doesn't meet the requirements of that state, than the state will takeover the school. In most states, this is the last resort.
9.2.2. 2. School finance: Schools were required to implement preschools, renovate urban schools, and provide summer-school programs.