My Foundations of Education

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My Foundations of Education Door Mind Map: My Foundations of Education

1. •Educational Reform

1.1. School-based reforms are school choices, charter schools, and tuition vouchers.

1.1.1. School choices allow students to attend a school with the best available educational experience needed in order for the student to receive the best education available to them. Charter schools are offered to students. Charter schools are public schools that are free from many of the regulations applied to the traditional public schools. Vouchers are given to students who can not afford to go to the school of their choice. This has caused controversy for violating the separation of church and state. The vouchers can be used in religious or secular private schools.

1.2. State intervention in schools allows the state to monitor the success and failures within it's schools.

1.2.1. States that allow intervention may takeover poor or failing schools in order to improve them. State intervention takeover can help schools receive the funding and staff that they need to improve the school. The state can pay for resources and renovations to help the school improve its learning outcomes. Takeovers can also be viewed as the state trying to reduce local control of the schools. It can cause the public to feel as if they lack the capacity to operate an effective public school.

2. •Educational Inequality

2.1. Special needs individuals are protected by the No Child Left Behind Act. They are able to receive an equal education and the best education available to them.

2.1.1. The NCLB has requirements for the students to qualify. The student must be tested every year from third to eighth grade. They must be tested at least once in tenth through twelfth grades. Test grades must be sent to the state along with the students race. Schools must provide the most highly qualified teachers to teach these students and to give them the best education available. States must monitor schools and set an adequate yearly progress goal. If the school does not meet it's goal for two years, it must be labelled as In Need Of Improvement. If this happens, the students must be given the option to attend another school.

2.2. The Coleman Study is a study conducted by Coleman and colleagues in the 1960's and 1970's. The studies were in the Equality of Educational Opportunity.

2.2.1. They found that the school differences were not as significant as the groups of students in the achievement of the students' education. Greater differences in educational performance were between students who attended the same school than the educational performance of students for different schools.

2.3. Explanation of student unequal educational achievement from a sociological point of view.

2.3.1. Student- centered explanations: Students from different races, different economical statuses, and inferior schools all offer explanations. Genetic differences between students play a part in how they learn. Cultural deprivation also plays a part in the student's education. Less opportunities are available to lower income schools and families than those that come from higher income families or schools.

2.4. Explanation of student unequal educational achievement from a school point of view.

2.4.1. School- centered explanations: School financing, School research, between school differences, and within school differences all offer explanations. A school's financial status determines what can be made available to the students. Wealthy schools can provide more opportunities for the students than the lower income inner city schools. Differences in the schools also effect the students' ability to learn. Schools with better teachers and better classrooms have a better learning outcome than schools with limited resources and lower performing teachers.

3. •Curriculum and Pedagogy

3.1. In 1928, it was said that some part of every day should allow children to have their own time. I would use this curriculum from the past

3.1.1. The Sociology curriculum I would use is to give students a comprehensive introduction to the discipline and opportunities for each student to pursue their particular research interests.

4. •Schools as Organizations

4.1. Richard Shelby and Jeff Sessions

4.1.1. Lieutenant Governor Kay Ivey, Del Marsh, and D. Patrick Harris Representative Mike Hubbard, Representative Victor Gaston, and Jeffrey Woodard Thomas R. Brice

5. •Philosophy of Education

5.1. The goal of education according to the progressive theory is to provide a conjoint, communicated experience.

5.1.1. The teacher encourages, offers suggestions, questions, and helps plan and implement courses of study. The school is a place where children could learn skills both experimentally and from books. Children learn both individually and in groups.

6. •Sociological Perspectives

6.1. Labeling is not good for children, they should be assessed often and allowed to progress at their own pace. Offering students time to group together as a whole group, partners, and as small groups gives them time to express themselves and to interact with their peers.

6.2. School should prepare students for the outside world. They should learn to be kind, caring, hard working citizens.

7. •History of U.S. Education

7.1. John Dewey had a great impact on the education of children in the United States. He believed that children should be treated as individuals and should learn through real life experiences.

8. Politics of Education

8.1. Liberal

8.2. Progressivism