1. Sociology
1.1. Theoretical Perspectives
1.1.1. Functional
1.1.1.1. cohesion; interdependence of social systems
1.1.2. Conflict
1.1.2.1. struggle; order based on dominant group imposing will on minor groups
1.1.3. Interactional
1.1.3.1. extensions of F/C theories; they are too focused on macro levels of analysis
1.2. Effects of Schooling
1.2.1. 1. Graduation from college=more employment opportuities
1.2.2. 2. credentials allow access to higher level jobs earlier in career=higher income
1.2.3. 3. Increased opportunity for upward social mobility; especially for middle class
1.2.4. 4. more education related to sense of well-being and self-esteem
1.2.5. 5. highly educated people more likely to take part in politics and public affairs
2. Philosophy
2.1. Pragmatism
2.1.1. Key researchers
2.1.1.1. John Dewey
2.1.1.2. William James
2.1.1.3. George Pierce
2.1.2. Goal
2.1.2.1. enable students to improve the social order through experimenting, challenging and improving ideas
2.1.3. Role of Teacher
2.1.3.1. encourage, suggest, ask questions, assist in planning/implementing study
2.1.3.2. supporting students rather than leading them
2.1.4. Curriculum
2.1.4.1. integrated curriculum
2.1.4.2. a subject would be studied using all disciplines
2.1.5. Generic Notions
2.1.5.1. action oriented
2.1.5.2. emphasis on experimentation
2.1.5.3. education based on needs/interests of the student
3. Organizations
3.1. Stakeholders
3.1.1. Senator
3.1.1.1. State
3.1.1.1.1. Bill Holtzclaw
3.1.1.2. Federal
3.1.1.2.1. Luther Strange/ in progress
3.1.2. HoR
3.1.2.1. State
3.1.2.1.1. Mac McCutcheon
3.1.2.2. Federal
3.1.2.2.1. Mo Brooks
3.1.3. Superintedent
3.1.3.1. State
3.1.3.1.1. Michael Sentance
3.1.3.2. Local
3.1.3.2.1. Matt Massey
3.1.4. School Board
3.1.4.1. State
3.1.4.1.1. Ella B. Bell
3.1.4.2. Local
3.1.4.2.1. Shere Rucker
3.1.4.2.2. Dave Weis
3.1.4.2.3. Mary Stowe
3.1.4.2.4. Angie Bates
3.1.4.2.5. Nathan Curry
3.2. Elements of Change
3.2.1. Processes
3.2.1.1. Build communication/trust
3.2.1.2. enable leadership, initiative
3.2.1.3. collaboration, conflict resolution
3.2.2. Culture
3.2.2.1. Conflict
3.2.2.2. Political compromises
4. Equality of Opportunity
4.1. Educational Outcomes
4.1.1. Race
4.1.1.1. Minorities have less educational opportunities and higher drop out rates
4.1.2. Gender
4.1.2.1. differences in education reduced or reversed in the past 20 years
4.1.2.2. females more likely to attend higher education and less likely to drop out than males
4.1.3. Class
4.1.3.1. middle/upper class families have higher educational expectations
4.1.3.2. middle/upper class schools place more emphasis on academic achievement
4.2. Coleman Study (1982 responses)
4.2.1. Catholic/Public school difference was actually insignificant
4.2.2. Catholic Schools accused of becoming more elite
5. Politics
5.1. Political Perspectives
5.1.1. Conservative
5.1.1.1. Focus on individual; social Darwinism; unregulated free market
5.1.1.2. Role of the School
5.1.1.2.1. provide necessary education for the most talented/hardworking to maximize econ/soc productivity
5.1.1.2.2. socialize children into adult roles
5.1.1.2.3. transmit cultural traditions via the curriculum
5.1.1.3. Explanation of educational problems
5.1.1.3.1. people rise/fall based on their own intelligence, hard work, initiative
5.1.1.4. Definition of Ed Problems
5.1.1.4.1. Decline of Standards
5.1.1.4.2. Decline of Cultural Literacy
5.1.1.4.3. Decline of Values/Civilization
5.1.1.4.4. Decline of Authority
5.1.1.4.5. immunity from free market
5.1.2. Liberal
5.1.2.1. Focus on equal opportunity; gov't intervention; regulated free market
5.1.2.2. Role of the School
5.1.2.2.1. provide education to ensure all students have equal opportunity to succeed
5.1.2.2.2. socialize children with respect to cultural diversity
5.1.2.2.3. encourage citizenship; participation in a democratic society
5.1.2.3. Explanation of educational problems
5.1.2.3.1. some groups/individuals start with more advantages than others
5.1.2.4. Definition of Ed Problems
5.1.2.4.1. too much emphasis on authority/discipline
5.1.2.4.2. differences in quality between urban/suburban schools
5.1.2.4.3. traditional curriculum leaves out diverse cultures
5.1.3. Radical
5.1.3.1. Socialism; make everyone equal
5.1.3.2. Role of the school
5.1.3.2.1. social/cultural reproduction
5.1.3.2.2. schools reproduce unequal conditions of capitalism
5.1.3.2.3. socialize students into accepting the legitimacy of the society
5.1.3.3. Explanation of educational problems
5.1.3.3.1. like liberals except failure is the result of economic system rather than educational
5.1.3.4. Definition of Ed Problems
5.1.3.4.1. system fails women, minorities, poor
5.1.3.4.2. policies promote conformity
5.1.3.4.3. traditional curriculum neglects cultures, histories, voices of the oppressed
5.1.3.4.4. system promotes inequality of opportunity/results
5.2. Purposes of Education
5.2.1. Intellectual
5.2.1.1. basic cog skills
5.2.1.1.1. reading, writing, math
5.2.1.2. specific knowledge
5.2.1.2.1. lit, history,science
5.2.1.3. higher order thinking
5.2.1.3.1. analysis, eval, synthesis
5.2.2. Political
5.2.2.1. develop patriotism
5.2.2.2. prepare citizens
5.2.2.3. assimilate cultural groups
5.2.2.3.1. am I going to be the Man?
5.2.2.4. teach basic laws of society
5.2.3. Social
5.2.3.1. solve social problems
5.2.3.1.1. as one of multiple institutions
5.2.3.2. ensure social cohesion
5.2.3.3. socialization
5.2.3.3.1. socialize children into roles, values, behaviors of the society
5.2.4. Economic
5.2.4.1. prepare students for later occupational roles
5.2.4.2. division of labor
5.2.4.2.1. select, train, allocate
5.2.4.3. often indirectly
6. History of Education
6.1. Historical Interpretation of US Education
6.1.1. Democratic-Liberal
6.1.1.1. equality of opportunity
6.1.2. Radical-Revisionist
6.1.2.1. education expanded for the elite
6.2. Influential Ed Reform Movements
6.2.1. New Progressivism; 1960's-70's
6.2.2. Committee of Ten; 1893
6.2.2.1. determine purpose of Amer secondary edu
6.2.3. Cardinal Principle
6.2.3.1. Liberal response to Committee of Ten
7. Curriculum & Pedagogy
7.1. Curriculum Theory
7.1.1. Social Meliorist
7.1.1.1. Teach students to think about and solve societal problems
7.2. Traditions
7.2.1. Transformative
7.2.1.1. purpose of ed: change the student and their values
7.2.2. Mimetic
7.2.2.1. purpose of ed: transmit specific knowledge
8. Educational Inequality
8.1. cultural differences theories
8.1.1. Ogbu
8.1.1.1. Minorities have to adapt to their oppressed position in class
8.1.1.2. African-American students have less communal/ parental pressure to excel
8.1.1.3. A-A had lower expectations, studied less, and were more prone to being affected by anti-school culture
8.1.2. Working class/ minority anti-school culture
8.1.2.1. nonwhite/ working class resist dominant white middle class culture of schooling
8.1.2.2. their cultural norms not inferior, just different
8.1.2.3. reject culture of academic success; embrace anti-school/ working class culture
8.2. School centered explanations
8.2.1. Financing
8.2.1.1. difference in funding between affluent and poor districts
8.2.2. Effective Schools
8.2.2.1. climate of high expectations
8.2.2.2. strong, effective leadership
8.2.2.3. student and teacher accountability processes
8.2.2.4. flexibility for admin and teachers
8.2.3. Curriculum; pedagogic practive
8.2.3.1. Poor
8.2.3.1.1. social efficiency curriculum
8.2.3.1.2. Authoritarin
8.2.3.2. Middle
8.2.3.2.1. Humanist-liberal arts
8.2.3.2.2. Less Authoritarian
8.2.3.3. Upper
8.2.3.3.1. classical-humanist; college focused
8.2.3.3.2. Authoritarian
8.2.4. Ability Grouping (Tracking)
8.2.4.1. Students receive different educations based on ability starting in elementary school
8.2.4.2. Tracks are not equally challenging or rewarding
9. Reform
9.1. School based
9.1.1. Public Choice
9.1.1.1. Parents of students decide which public school their children go to
9.1.1.2. allow minorities, low-income students to go to more affluent public schools
9.1.2. Charter Schools
9.1.2.1. Less regulation by state/fed authorities in exchange for results of student performance
9.1.2.2. paid for by tax dollars so there is no tuition
9.1.2.3. provides alternative to traditional public schools; especially for low-income children