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Week 5 Sociology of Education Notes

by: Madison Notetaker

Week 5 Sociology of Education Notes SOC1060

Marketplace > University of Cincinnati > Sociology > SOC1060 > Week 5 Sociology of Education Notes
Madison Notetaker

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About this Document

These notes cover everything on Week 5 of Soc of Education
Freshman Seminar: Sociology of Education
Professor Kalasia Daniels
Class Notes
sociology, Education, Freshman, seminar, notes
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This 5 page Class Notes was uploaded by Madison Notetaker on Thursday February 4, 2016. The Class Notes belongs to SOC1060 at University of Cincinnati taught by Professor Kalasia Daniels in Winter 2016. Since its upload, it has received 45 views. For similar materials see Freshman Seminar: Sociology of Education in Sociology at University of Cincinnati.


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Date Created: 02/04/16
Assessment Tuesday Introduction -Schools as organizations  Formally stated goals, structure  Informal goods, relationships  Schools have distinct personalities  Formal organizational structure may conflict with goals of the school The Informal System  Informal system= “what really happens in schools”  Hidden curriculum  School success requires mastery of both formal and informal system Barr and Dreeben article -How schools work  Identifying distinct events at each level of the school system organization  Discovering how event characteristics of one level influence another  Attending to different ways that comparable parts of school system organization act -The formulation -Levels of organization  Labor is divided  Labor is differentiated by task  Labor is hierarchical -Linkages between levels  Each level of a school system has its own productive agenda Resnick and Bryant article -What do school boards do? Why are they important?  Federal and State requirements need translation to the local level, keeping in mind local needs, culture, and values  Rally support for and educate the local community about funding needs and education tax increases  Set climates for success for failure of the local school system  Make transparent decisions in public forums and engage with public during the policy making process  What about CPS’s School board? Diehl and McFarland article -Maintaining classroom order is a concern for educators -wo views of problems of interactional order:  It is a multidimensional phenomenon and requires routine and ritual -Routine: coordination of interaction into institutionalized patterns -Rituals: validation of participants’ identities  It is a situated phenomenon with problems changing from moment to moment and requires stability and concord  There is a strong relationship between temporality and classroom order  Most of the variance in stability and concord occur within classroom contexts  Activities often dictate the overall levels of stability and concord  Stability and concord within activities entail situated usage of discursive moves  Cycling between centralized activities and student-centered may best meet all requirements and maximize order Gracey article -The role of the student- Informal  Education is part of socialization that occurs in schools  Foundation of behavior and attitudes  “The Student Role” -Training for learning and life  How to live by routines imposed by the school  Physical and social structures of the classroom  Obedience to authority and role learning  Carving out a small world for themselves Bryk article -wo schools in Chicago  Both almost 100% minority and low income  One raised students’ achievements levels, the other stayed the same -Comparative analysis- what works  601 classrooms  Five essential supports for school improvement  Coherent instructional guidance system  Professional capacity (faculty and staff)  Strong parent-community-school ties  Student-centered learning climate  Leadership driving change -Dynamics of improvement  All five are essential  Integration of all five critical -Unrecognized challenges  Parent- community- school ties and other institutions in the community  Proportion of children living under harmful circumstances -Beating the “odds” depends upon social contexts in which schools reside


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