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41 Cards in this Set
- Front
- Back
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Sociological Imagination |
The ability to see the connections between our personal experiences and the larger forces of history Taking any situation and considering personal biography and social history |
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Micro level analysis |
Focusing on individuals, small groups of individuals, or interrelations between a small number of individuals |
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Meso level analysis |
Focusing on a population size in between micro and micro (such as a system or organization) |
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Macro level analysis |
Focusing on large populations (like a society) or forces affecting those populations (like economy) |
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Current Issues in Sociology of Education tend to be... |
-More quantitative -Focused on Inequality -Focused on K-12 age range -US-centric |
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Theory |
A set of interrelated propositions that can be empirically tested that set out to explain some social phenomena A framework/lens with which to understand the social world |
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Deductive |
Start with theory, go to research |
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Inductive |
Start with research, go to theory |
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Bureaucracy |
More of a concept, focusing on an organization Hierarchical, roles dictated by status/power/merit Roles belong to the organization, not the individual Focus on rationality, order, rules (predictability, efficiency, quantification) Depersonalization of individual |
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Functionalist Theory |
Each part of society plays a functional role Parts work interdependently towards the functioning of the whole system (organism) Focus on stability and goal of cohesion Shared values (collective consciousness) Slow change allows for adaptation
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Conflict Theory |
Focus on System that perpetuates class/economic inequality Competition/conflict for scarce resources, unequal access Schools: insiders and outsiders (i.e. SES, race) Assumes tension in society and competing interests Ideologies of the ruling class |
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Interaction Theories |
Social process looking at individual experiences and social interactions Micro-level Everyday Practices Symbols Labeling Theory: Self-fulfilling prophecy Looking glass self: self perceptions based on others' perceptions Social Self |
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Critical Pedagogy |
Dialogue: student-teacher interaction Problematic to use idea of "banking/depositing" of knowledge from teacher to student Instead, teacher is reborn as equal to student Everyone on the same level Pedagogy of the oppressed |
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Open Systems Model and components |
Open-Systems model is a framework used to break the complex system of education into it's components; way to analyze an organization Components: Organization (structure and processes), Environment, Inputs, Outputs, Feedback Loop |
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Components of Open Systems Model: Organization |
The central system/institution/organization It's structure, processes, programs, goals, etc. eg. A school |
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Components of Open Systems Model: Environment |
Everything that surrounds the organization and influences it in some way eg. Economy of community, cultural values, other cooperating and competing organizations, etc. |
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Components of Open Systems Model: Inputs |
What goes into the organization from the environment eg. personnel, students, finances, materials, technology, etc. |
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Components of Open Systems Model: Outputs |
What comes out of an organization into the environment eg. graduates, finished products (research, etc.), information/knowledge, etc. |
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Components of Open Systems Model: Feedback Loop |
Process of the organization adapting to demands in the environment and new information eg. course evaluations leading to change |
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Conflicting Functions of Education |
Socialization Cultural Transmission Social Control + Personal Development Selection and Sorting Innovation and Change |
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Conflicting Functions of Education: Socialization |
Learning to be productive members of society through passing on of culture Family=primary, School=secondary socializing agents eg. Who should be doing the socializing |
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Conflicting Functions of Education: Cultural Transmission |
Culture transmitted from generation to generation eg. What should be taught in school |
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Conflicting Functions of Education: Social Control + Personal Development |
Teaching control/behavior and helping people develop eg. How to deal with school violence |
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Conflicting Functions of Education: Selection and Sorting |
Separating people by ability (tracking/grouping) and setting people to fill different functions eg: How to measure intelligence |
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Conflicting Functions of Education: Innovation and Change |
Promote and advance knowledge and social change eg. How should technology be used in schools |
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Common Core |
Set of standards states adopt to assess learning |
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Childhood frameworks: Linear model |
Child goes through stair-step developmental stages to adulthood Additive/cumulative: cognitive, emotional skills, knowledge, etc. Children absorb and imitate world around them (model after adults) |
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Childhood frameworks: Orb web model (Interpretive reproductive) |
Spiral, evolving, dynamic model Children participating in process/interpreting world More focused on development of peer culture, not just transmission from adults (navigating 2 cultures: peer and adult) Children=participants in own cultural development Each web spoke=social institution, each web=different age range |
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Public Schools |
No tuition, available to all students, funded by local/state/federal taxes, rules/standards defined by government, public accessibility of info, mostly local students |
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Charter Schools |
Public school, individualized contract w/ government w/ accountability rules, run by a non-profit organization, often addressing different learning styles, having more freedom to be innovative/creative w/ curriculum, etc., may have thematic focus, funding from state, sometimes run on lottery or application |
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Private Schools |
Funded by tuition, competitive, more leeway w/ teacher credentials, curriculum, etc., sometimes religiously based |
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Alternative Schools |
Public funds to support students who struggle in traditional schools, still under guide of public school board |
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Montessori School |
Much more individualized/small-group based, self-directed, different stations, small-group lessons, very structured but also very flexible |
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Magnet Schools |
Designed to attract students from diverse backgrounds with a similar interest, focus on a certain topic |
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ACEs |
Adverse Childhood Experiences ACES are experiences that deeply impact a young person and profoundly affect emotional and physical health later in life. As a counteracting force, child resilience is one of the most important protective factors that offset the negative outcomes of ACEs. |
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How different disciplines look at childhood |
Policy (Obama plan to increase good Pre-K availability) Economics (Return on Investment) Psychology (Child Development) Brain Research (ACEs) Cross-National Research ("Good Childhood") |
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Challenges for Cross National Research |
Language issues/ different concept definitions Different measurement systems Different value systems and influences etc. |
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Finland's Schools |
Economy lead to change Small country, so homogeneous population and high level of teacher training (standardized) Teaching is highly valued, education is highly individualized No standardized testing |
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Opposite Sociological Approaches |
Formal, rigid, positivistic, scientific, quantitative vs. qualitative, interpretive Research vs. action |
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Good Childhood |
Nordic broadly shared vision of what a good childhood is, Consists of these ideals: democracy, egalitarianism, freedom, emancipation, cooperation, and solidarity |
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Student role: Findings of Jennings and Diprete |
Positive correlation between social/behavioral skills and academic achievement Teachers have great effect on social/behavioral skills as well as academic skills |
