Wiki+Project+-+Perspectives

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. They wanted a consistent and systematic education that would produce individuals with a strong sense of civic duty. A literate citizenry was viewed as necessary in order to produce loyal Americans, develop moral training, and promote social stability. Thus, public-supported mass education became a foundation for the educational system of the United States. || || The expectations of reaching out to every member of society is pretty much unattainable. Society is proving that this responsibility is too much for a budget that won't provide for every member of society. The erosion of the confidence in education needs to be addressed by action, not just words. || || Schools have the opportunity to educate a large number of the youth population and can do so much more effeciently than mainstream society. By allowing schools some of this responsibilty it also sends a more consistent lesson to students as they come through the education system. By letting youth learn on their own about right and wrong and social norms, each child could have a totally different experience in what they believe to be truth. || || Schools only represent one influence on the patterns of beliefs and the behaviors of society. Schools become a scapegoat if social problems persist. Schools are given too many responsibilities and are limited in what they can do. Asking schools to address some serious national problems can direct attention away from their central responsibilities. || || Historically, the conflict between education and religion led to the rise of the private schools, especially Catholic Schools. Early on, it was perceived that the public schools were furthering Protestant beliefs so that Catholic leaders felt they had no choice but to create their own school systems. Over time, legal decisions clarified the separation between church and state. A conflict involving education and religion is the current controversy relating to the science curriculum and the teaching of evolution versus intelligent design. The basic argument has centered on the idea that "creationism" is a religious theory, not a scientific one. Therefore, teaching creationism amounts to teaching a religious doctrine. || || Their is an assumption that merity is the sorting mechanism. SES needs to be taken into considerations because learner don't come to school and compete for jobs but some student have a wealth of cultural capital (attidudes/beliefs language patterns/ activities that reinforce values) where as others lack cultural capital which sorts the students into different paths as ability and merit. Other negatives include that it doesn't address issues as poverty and ethnicity. Also, the pesprective maybe be slow in the changing society. changes. ||  || Provides an important lens through which we can view the educational refore moevement and proposals for change. Cohesive and functionaing society is one in which all perspectives are heard and in which there is a large measure of social justice. || || Many issues with this perspective include the idea that merit is the primary consideration in the sorting mechanism. Since all of the students do not come to school with the same background, they do not compete in school or for jobs on a level playing field. This causes socioeconomic status to lead students into different paths or merit. || || The conflict perspective prevents the power groups from using schools as a place to maintain their advantages. Social equality is the result. Social class, race, gender, and age are recognized as just as important in viewing educational programs and achievements as ability and merit. It levels the benefits for all. || || There is scant evidence that schools are intentionally serving the power groups of society. Proponents lack scientific objectivity in their assertions about the failure of schools to address inequality. Teachers do not view themselves as tools in maintaing class distinctions. The conflict perspective tends to ignore changes in the role of teachers. We need to view proposals for change from the perspecitve of all members of society, not just those in power. We need to ask hard questions such as: Who is posing this change? Why are they making these recommendations? Who will benefit? Who will be harmed? ||  || Interactionists have overlooked data that do not support thier contentions. Intergrating special-nneds students in regular classrooms does not necessarily result in positive self-images. Also, if special needs students are less likely to be chosen by peers for special activities. || || Although there is widespread verbal support throughout society that teaching is an important profession, teachers are given social staus that is inconsistent with this proclamation. Throughout American histor, teachers have been characterized in negative or comical ways. The general image has been that of the spinster schoolmarm or the effeminate male. The image persists that "Those who can do, those who can't teach." It has been noted that the values of society can be identified by looking at the allocation of resources. If this is so, the low salaries of teachers would indicate that teaching is not a very highly valued profession. The average salary of teachers is usually far below those of other professions with similar education levels. The status of teachers i society and the low salaries they command are related to one of hte persistent problems in American education, a teacher shortage. This shortage has been especially acute in some disciplines such as math, science, and special education. In the case of math and science, individuals who major in these subjects often command much higher beginning salaries in business than teaching. || ||
 * Bingaman, Tracy A. || Positive -Confidence in Education
 * Ericsson, Kristen K. || Negative- Confidence in Education
 * Evelsizer, Ross J. || Positive - Education and Enduring Social Issues
 * Geistfeld, Matthew J. || Negative - Education and Enduring Social Issues
 * Gloede, Gina A. || Tensions Between the Primary Institutions in Society - What is the conflict between education and family Responsibility? - The main conflict is early childhood education. Those who have a preschool experience are less likely to later need special or remedial classes, they have a lower school drop out rate, lower incidence in retention in grade, and make signficant gains in mathematics reading, and other subjects. ||  ||
 * Ihler, Michael D. || Tensions Between the Primary Institutions in Society - What is the Conflict Between Education and Religion?
 * Medill, Amber L. || Negative of the the functionalist perspective -
 * Michel, Casey R. || Positive of the functionalist perspective- This perspective holds the belief that all learners have the ability to profit from the school's academic programs. It provides some guidance for addressing persistent education problems. It also influences educational policy and suggestions for reform. || [[image:functionalism.jpg width="186" height="202"]] ||
 * Miller, Ashley M. || Positive of the conflict perspective
 * Neiman, Leslie E. || Negative of the the conflict perspective- ​People who use the conflict perspectice to evaluate education contend that, in general, the schools have been structured to maintain the dominance of the groups who have the most power and who benefit most from the system. There are "insiders" whose status and culture have been reinforced through school and experience and there are "outsiders" who face barriers to success. || [[image:http://www.firehow.com/images/stories/users/683/conflict_resolution.jpg width="168" height="108"]] ||
 * Reiss, Anthony J. || Positive of the symbolic interactionist perspective - Emphasis on diversity and multicultural education in teacher education programs. This helps teachers understand the diverse and multicultural world in which they work. || [[image:United_hands.jpg width="190" height="142"]] ||
 * Roeder, Joseph D. || Negative of the symbolic interactionist perspective- There is debate on and some challenge on mixing. There is debate on the performance of schools that have only one gender. Or whether mixing different intelligence is better for the student. Such as mixing in special-needs students. This may hurt the student because they may not be picked to participate by peers as often. || [[image:mixed_classroom.jpg width="200" height="141"]] ||
 * Shull, Mary-Lyn || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Positive of The Functionalist Perspective - 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:default.jpg]] ||
 * Stricherz, Abby R. || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Negative of the The Functionalist Perspective
 * Tvedt, Ryan W. || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Positive of the The Conflict Perspective-
 * Van Stedum, Ann || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Negative of the The Conflict Perspective
 * VanKekerix, Erin M. || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Positive of the The Symbolic Interactionist Perspective- <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">The belief that if diverse individuals interact with each other. they will develop understandings and attitudes that will promote democracy and social cohesion. Also has helped with mainstreaming special education into the regular classroom and teacher-preparation programs that include emphasis on diversity and multicultural education. || [[image:untitled.JPG width="99" height="112"]] ||
 * Wald, Timothy J. || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Negative of the The Symbolic Interactionist Perspective
 * Whitney, Megan P. || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Recruiting and Retaining Teachers - Recruiting and Retaining Teachers <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">With teacher shortages comes the need to enhance the status of teaching because as it stands now, according to the book, teaching is not a desirable field to enter. A proposed idea to boost the profession of teaching is to extend the education required to become a teacher beyond undergraduate credits; because this will increase salary and prestige. Many people become teachers with the thought that they will only stay for a few years and then change jobs. Perhaps changing the conditions at work and raising salaries would make them want to stay longer as a lifelong career. || [[image:teachers_crop380w.jpg width="228" height="150"]] ||
 * Wilson, Vanessa R. || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Recruiting and Retaining Teachers - social standing and their level of respect
 * Wilts, Ashley J. || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">School Violence - Public surveys continually indicate that school violence is a major concern that influences public attitudes toward schools. One of the reasons that violence in school promotes societal schock si that schools are generally viewed as safe havens separate from the problems of society. Studies show that about 10% of high school studetns carry weapons to school and about 20% of middle school and high school students report at least one violent crime while they were at school. || [[image:StopViolence2.jpg width="157" height="68"]] ||
 * Dr. Fiegen || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">ARE THE SCHOOLS FAILING? - <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">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 folks with an ideological agenda. Very controversial! || [[image:this-school-closed.jpg width="240" height="159"]] ||