Perspectives

-Citizens of the United States have a strong faith in the value of education. -The U.S. has developed the most comprehensive education system in the world. -The nation's founders proposed a mass educational system that would be free to most citizens because they believed that diffusion of knowledge to the general population was important for building a nation. -Schools have come to be viewed as a key element in the "American Dream." -Schools provide the 'credentials' that open doors to high-income and high-status occupations. -Schools are so pervasive and touch the lives of nearly every citizen, they are in a position to reach a wide audience. -Maintaining confidence in education is one of the great challenges of educators, who must present convincing evidence to the public regarding their performance. || || Social issues have and always will influence education, along with every other industry. Our current administration has an ideal set forth with the mindset that every citizen can, and should obtain a second education degree. This is simply unpractical when dealing with the current and future social issues. We need to stay focused on both the next great neurosurgeon and the out-of-high school laborer. As long as productive members of society are being taught the fundamentals, education has completed the necessary task. || || Both government and religion always believe their answer is correct and the other is wrong. For example, to teach intelligent design or evolution or both or neither, which of these is the correct answer? It's the pursuit of knowledge, people, and if you're able to teach both without promising that either or both are an absolute then you're doing your job. || || - presumes that everything only benefits the ruling class - presumes that the working class do not realise their subordination - presumes the working class do not rebel against the norms and values set by the ruling class - doesn't explain how the individual is affected - very deterministic || || - Numerous teachers across the nation have attended workshops on teacher expectations and student achievement. - Mainstreaming of special education students into the regular classroom. - Teacher-preparation programs that include an emphasis on diversity and multicultural education. - Curriculum has been changed to include multicultural and gender-specific content.
 * ||  || Title || Image ||
 * Amy || Acheson || Positive -Confidence in Education-
 * Spencer || Adams || Negative- Confidence in Education ||  ||
 * Justin || Barnett || Positive - Education and Enduring Social Issues
 * Kathryn || Brock || Negative - Education and Enduring Social Issues
 * Rather than dealing with social issues, society has given the schools the responsibility to remedy problems in society.
 * Education is often viewed as both part of the problem and part of the solution.
 * Asking schools to address serious social issues takes time away from important academic subjects.
 * Schools are likely to have a minor influence on changing social problems when the media contradicts the message given by the school. || [[image:edfn338sp2013-online/chapter 9.jpg width="159" height="248"]] ||
 * Abigail || Bulock || Tensions Between the Primary Institutions in Society - What is the conflict between education and family Responsibility? The conflict between education and family responsibility is that is the family responsible for taking care of their children’s needs or is it education’s responsibility to take care of the children. This conflict stems from the issue of mandatory preschool. Should education provide the care for children or should the children’s families provide care. As with the example mentioned, mandatory preschool would take the responsibility of the family away and give it to education. This is one area where there is conflict for the tensions that start with the primary institutions in society. || [[image:edfn338sp2013-online/Conflict Between Education and Family Responsibility.jpg width="266" height="385" align="left"]] ||
 * Timothy || Furness || Tensions Between the Primary Institutions in Society - What is the Conflict Between Education Religion?
 * Ashley || Geditz || Negative of the the functionalist perspective - Critics of functionalism state that as a theory it assumes education is fair and that it rewards the best and ignores social inequalities that may restrict attainment.They also take issue about the assumption that merit is the primary consideration in sorting mechanism. They say social class may be as important in sorting students into different paths as ability or merit. || [[image:edfn338sp2013-online/140412SATISH.jpg width="224" height="131"]] ||
 * Amanda || Gilbertson || Positive of the functionalist perspective- The functionalist theory focuses on the ways that universal education serves the needs of society. Functionalists first see education in its main role: conveying basic knowledge and skills to the next generation.E || [[image:edfn338sp2013-online/images.jpg width="190" height="214"]] ||
 * Lilian || Harmer || Positive of the conflict perspective - Provides an important lens through which we can view educational reform movement (no children left behind) and proposals for change, and the people who are proposing them. Many school programs have been created to respond to concerns of inequality and social injustice. Attempts have been made to include programs such as advanced placement in high schools serving minority students and the poor. In some states, legal decisions have required more equalization of funding based on the needs of the students. || [[image:https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQ4qXyn1p_RBYoktR501gScLXVjIekL6BaMVlk1lI06tcm00o2i8w width="236" height="171"]] ||
 * Tyler || Hennagir || Negative of the the conflict perspective - One consequence is goal distortion, the subject of extensive warnings in the economics and management literature about measuring any institution's performance by quantitative indicators that reflect only some institutional goals. The government forces schools to adopt flaud education programs by hanging a large sum of money over thier heads that the schools are in desprite need of. The testing that is required does not accurately represent how, what, or if the students are learning the content. || [[image:http://www.solutionadr.com/blog/wp-content/uploads/2012/04/Conflict_Resolution_00.jpg width="300" height="214" link="http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=3rfRhGGVmfz2WM&tbnid=2SQlAnGFTyvDiM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.solutionadr.com%2Fblog%2F&ei=Y7NPUby0IOeP2gWx54GgBg&bvm=bv.44158598,d.aWc&psig=AFQjCNG913_EQRVoF5XBuIN8C6j1-fsQXA&ust=1364264124898698"]] ||
 * Stacey || Hopf || Positive of the symbolic interactionist perspective - This supports the interaction of students into one classroom without dependence on race, genders, background, or religious practices. This perspective allows students to develop hopes and interactions and learn self-concepts. The goal increasing interaction of a variety of races, ethnic backgrounds, genders, and social classes is to create a more cohesive and democratic society. || [[image:edfn338sp2013-online/Positive of the symbolic interactionist perspective.jpg width="294" height="203"]] ||
 * Kayla || Kost || Negative of the symbolic interactionist perspective
 * Students attending same-gender schools achieve higher grades
 * Question of whether priority should be placed on test scores or diverse interactions
 * Special-needs students in regular classrooms don't necessarily benefit
 * Interactionists sometimes overlook data that does not support the perspective || [[image:edfn338sp2013-online/incorporatingculture.jpg width="150" height="181"]] ||
 * Jennifer || Lease || Positive of The Functionalist Perspective- The functionalist perspective provides some guidance for addressing persistent education problems. For example, when addressing the issue of student failure, the functionalist perspective suggests that the school work in conjunction with other institutions such as the family. Therefore, making parents partners in learning and cultivating school-business partnerships would be recommended. Another recommendation would be to clearly relate education to a practical function such as getting a good job. || [[image:edfn338sp2013-online/damily.jpg]] ||
 * Melissa || Ledeboer || Negative of the The Functionalist Perspective- Just because a school is functioning doesn't mean that the society around it is functioning well, and just because the society is functioning doesn't mean the the school system is functioning. If the only thing the functionalist perspective is focusing on is the dominant values, there are a lot of other things missing to see if a school is actually functioning the way it should be. || [[image:edfn338sp2013-online/Negative of the Functionalist Perspective.jpg width="196" height="215"]] ||
 * Eric || Liles ||  ||   ||
 * Alyssa || Masie || Positive of the The Conflict Perspective- ||  ||
 * Derek || Mertz ||  ||   ||
 * Chelsea || Meyer || Negative of the The Conflict Perspective-
 * Neal || Petersen || ====== Positive of the The Symbolic Interactionist Perspective- ======

|| || No aspect of education is more important than quality teachers because, of all factors that affect the quality of students and education, teachers have the most impact. This makes the qualities and characteristics of teachers a major concern. For this reason, much attention has been directed toward the issue of teacher qualifications and teacher selection. However, investigating who chooses to become a teacher brings up some interesting issues. The first relates to the way teachers are perceived in society. What is their social standing and their level of respect? || ||
 * Kayla || Plimpton || ====== Negative of the The Symbolic Interactionist Perspective- There is evidence that students attending same gender schools achieve at higher levels. Therefore, there has been considerable support for creating same gender classes and schools and creating a dilemma. it appears that the higher achievement is being given the nod in this debate. Critics say that interactionist have overlooked data that do not support their contentions. For example, integrating special needs kids in regular classrooms do not necessarily result in positive self image. Special needs kids are less likely to be chosen in group activites by their peers. ====== || [[image:edfn338sp2013-online/45c81e90c4e3130a6c4778ff58d41866.jpg width="167" height="250"]] ||
 * Kahryn || Ragsdale || Recruiting and Retaining Teachers - Recruiting and Retaining Teachers
 * Dawn || Ruhlman || Recruiting and Retaining Teachers - social standing and their level of respect-Teachers have been characterized in negative or comical ways. Teaching has not been viewed as an intellectually challenging profession or one that demands much skill. Low salaries of teachers would indicate the teaching is not a very highly valued profession. || [[image:edfn338sp2013-online/Recruting and Retaining teachers.jpg width="184" height="190"]] ||
 * Connor || Ruppert ||  ||   ||
 * Ashley || Ruud || School Violence- Public surveys continually indicate that school violence is a major concern of those considering teaching as a career. Fear of violence in schools also impacts the teacher shortage. In addition to discouraging some individuals from entering teaching, the inability to control the classroom and deal with disruptive behavior is a major reason why teachers leave the profession. || [[image:edfn338sp2013-online/School Violence.jpg width="246" height="179"]] ||
 * Sijing || Tian || full-service schools- Full-service schools are based on the notion that no single magic bullet can substantially improve the lives of at-risk children and their families. Dryfoos represents the following to suggest some of the components that together make up high-quality education:
 * effective basic skills
 * individualized instruction
 * team teaching
 * cooperative learning
 * school-based management
 * healthy school climate
 * alternatives to tracking
 * parent involvement
 * effective discipline || [[image:http://tnjn.com/content/storyimage/2006/11/03/Inskip1.512.jpg width="302" height="209"]] ||
 * Yusuf || Vinson ||  ||   ||
 * Angela || Wagner || cultural capital- The term **cultural capital** refers to non-financial social assets that promote social mobility beyond economic means. Examples can include education, intellect, style of speech, dress, and even physical appearance || [[image:edfn338sp2013-online/Cultural Capital.jpg width="181" height="180"]] ||
 * Christina || Warnke || functionalism- Accepts the status quo and assumes that change is relatively slow. The functional analysis usually focuses on the dominant values in society and emphasizes the benefits of a common language, common values, and the development of useful skills in order to assimilate diverse groups and mold them into a functioning and cohesive society. || [[image:edfn338sp2013-online/functionalism (2).jpg]] ||
 * Brianna || Wingen || self-fulfilling prophecy- developed by Robert K Merton which explains how a belief or expectation (correct or not) affects the outcome of a situation or the way a person (or group) will behave. || [[image:edfn338sp2013-online/self fulfilling prophecy.jpg width="298" height="216"]] ||
 * Dr. Tim || Fiegen || ARE THE SCHOOLS FAILING? - The text book authors try to point out that the school are not really failing. They try to make a case that the attitude of failing schools is made up by folks with an ideological agenda. Very controversial! || [[image:edfn338sp2013-online/this-school-closed.jpg width="240" height="159"]] ||