EDUC 305

What really worked?

What really worked was the use of the Blackboard. After I was able to manipulate the

Blackboard, the interaction with Mrs.Sevillano and the classmates was easy and fast. The

communication, responds between the classmate and the teacher was like if we were in the

classroom having the discussion. I enjoyed experiencing how the technology made our life

essayer; we can be connected from anywhere and no matter how far we could be but at the same

time reunited in a spot communicating our thought and work.

What I found difficult?

I would not call it difficult but challenging yes, it was the full use of the Blackboard. At

the begging was a little confusing because I never had the opportunity to use the entire

component that it has with all the tools to submit and inter act with teacher and classmates. I’m

glad that Mrs. Sevillano insists for us to manipulate and make the good use of this wonderful

technology tool.

What I enjoyed.

What I enjoyed on this EDUC 305 class was the challenge that our teacher, Mrs.

Sevillano, gave us to improve our general skills. She had taught us that we must always do our

very best and daily work on our goals with excellence. In addition, I enjoyed manipulating the

Blackboard which is an excellent tool to interact with the teacher and the classmates. In

conclusion, I enjoyed reading, and watching the research that my classmate submits at the round

table.

What I did in this course?

What I did in this course have help me to improve my research skills. In this

course, Sociological Foundations of Education, I had the opportunities to research the

connection between the influence the educator with the society. Educators are one of

the most important parts of our instruction in life. Without a teacher, we won’t be able to

have all the professionals that construct our society. Teachers, after the parents, are

the foundations of a strong and solid prosper society. We have to valued and support

the teacher for the benefit of our environment and especially to our children which are

the future leaders in our community.

Teachers are the foundation, after parents, have a society with a strong culture.

Cultural Diversity of Our Society and the Implication for Education 1

Running Head: THE CULTURAL DIVERSITY OF OUR SOCIETY AND THE

IMPLICATION FOR EDUCATION

Liliana Cabrera-Victorero

Sistema Universidad Ana G. Méndez

EDUC 305

Sociological Foundations of Education

Mrs. Maria Sevillano

October 27, 2012


Abstract

In order to teach a culturally diverse society effectively, educators must take many things into

account. Different cultures have different sets of values and attitudes that can reflect on learning

in both positive and negative ways. Teachers must know their subjects personally and not

generalize; stereotyping can lead to lower expectations and unjust treatment of individuals. Just

because in general a specific culture has tendencies in one area, no education can prepare you for

the students you will actually encounter. Eggen and Kauchak (2001) claim that it is virtually

certain that you will teach students who are members of cultural minorities, and it is highly likely

that English will not be the first language for some of them. The following principles can help

guide efforts by teachers as they work with these students.

Communicate that you respect all cultures and value the contributions that cultural

differences make to learning.

Involve all students in learning activities.

Use concrete experiences as reference points for language development.

Target important vocabulary terms.

Provide opportunities for all students to practice language.


Teachers need to be aware of differences within minority groups, different ethnic groups

and attitudes. They also need to believe that all students can succeed regardless of diversity and

they need to show this belief to the students. Teachers need to provide challenging work instead

of mechanical curricula which is usually the norm for many ethnic and language minority

students. These are all behaviors that Zeichner (2008) said teachers must have in order to

effectively teach a diverse classroom. Teachers are responsible for helping members of cultural

minorities to adapt to the dominant culture (including schools) without causing the minority to

lose their cultural identity, a process called “accommodation without assimilation,” other terms

are alternation; the ability to comfortably function in both cultures, and code switching; the

ability to use nonstandard dialects in social situations but standard English in school (Eggen and

Kauchak, 2007, p.106). People code switch all the time, fact is you probably did it today when

you answered a question in class it was most likely not the way you would speak to your peers.

Zeichner (1992) believes that explicit teaching of the codes and customs of the school is

necessary so that students will be able to participate fully in the main stream. In order to teach

diverse learners, one needs to have knowledge about child and adolescent development; second-

language acquisition; and know about the ways that socioeconomic circumstances, language, and

culture shape school performance and educational achievement as well as specific knowledge

about the languages, cultures, and circumstances of the particular students in their classrooms

and then use this knowledge in the organization of curriculum and instruction to stimulate

learning (Zeichner, 1992, p.3). A main point that is repeated over and over again is that teachers

need to have knowledge of their particular students, and not just generalize. This, among other

things, needs to be taught to potential educators in order for classroom success.


Socioeconomic Status

Socioeconomic status (SES) is the combination of parent’s income, occupation, and level of

education that describes relative standing in society. It is one of the most powerful factors

influencing student achievement (Eggen and Kauchak, 2008). According to Eggen and Kauchak

(2007) socioeconomic status consistently predicts intelligence and achievement test scores,

grades, absences, and dropout and suspension rates. Students from families in the highest income

quartile are two and a half times more likely to enroll in college and eight times more likely to

graduate than their low SES peers. SES influences learning in at least three ways:

1. Basic Needs and Experiences

1. Low-SES children lack medical and dental care and live in substandard housing

on inadequate diets.

2. Poor nutrition can affect attention and memory and lead to lower IQ scores,

3. Number of homeless children is higher than any time since Great Depression.

4. Economic problems can also lead to family and marital conflicts which result in

less stable homes, these children come to school without a personal sense of

security that equips them to tackle school-related tasks.

5. High-SES parents are more likely to provide their children with educational

activities, such as travel and visits to art galleries and science museums. They also

have more computers, reference books, and other learning materials in the home,

and they provide more formal training outside of school, like music and dance

lessons, activities that complement classroom learning.


2. Parental Involvement

1. Higher SES parents also tend to be more involved in their children’s schooling

and other activities.

2. Time spent working, often at two jobs or more, is a major obstacle to school

involvement for low-SES parents.

3. In general, high-SES parents talk to their children more and differently than do

those who are low-SES; they ask more questions, explain the causes of events,

and provide reasons for rules.

4. Sometimes called “the curriculum of the house,” these rich interaction patterns

together with the background experiences already described, provide a strong

foundation for future learning.

3. Attitudes and Values

1. The impact of SES is also transmitted through parental attitudes and values.

2. Many high-SES parents encourage autonomy, individual responsibility, and self

control; low-SES parents are more likely to emphasize conformity and obedience.

3. Values are also communicated by example:

Children who see their parents reading and studying learn that reading is

valuable and more likely to read them.

Students who read at home show higher reading achievement than those

who don’t.

4. High-SES parents also have positive expectations for their children and encourage

them to graduate from high-school and attend college (Eggen and Kauchak, 2007,

p.104).


All of this described above shows that coming from disadvantaged homes can make

learning and high achievement a challenge for students. For instance, a lack of parental

involvement, a lack of basic needs such as pour nutrition, and a negative environment with

negative attitudes all increase this challenge. Attitudes and values are also demonstrated not only

through socioeconomic status, but through culture.

Attitudes and Values Based on Culture

When culture was defined, it was said to include attitudes and values that characterize a

social group. These aspects of culture sometimes help school learning and other times they can

have negative impacts on it. A positive example written by Eggen and Kauchak (2007) states

those Asian-American parents typically have high expectations for their children, encouraging

them not only to attend college, but also to attain a graduate or professional degree. However,

some minorities, because of a long history of separatism and low status sometimes defend

themselves through cultural inversion. This inversion is the tendency of members of cultural

minorities to reject certain attitudes, values, and forms of behavior because they conflict with

their own cultural values (Eggen and Kauchak, 2007). This can be seen when students don’t do

well in school. To become a high achiever is to “become White,” and students who want to

succeed and are involved in school can lose the respect and friendship of other classmates. One

solution to this is minority role models who can provide learners with evidence that they can

both succeed and retain their cultural identity (Eggen and Kauchak, 2007). Many cultural

minority students also have different ways of acting and interacting with the traditional teacher-

as-authority-figure role. I think that if teachers interacted with some of these students with a

more supportive rather than structural manner, the students might respond in a more positive

way.


Classroom Culture and Organization

As Eggen and Kauchak (2007) state, in most classrooms, teachers emphasize individual

performance, which they can reinforce by test scores and grades. This can lead to competition,

which requires successes and failures; and the success of one student may be tied to the failure of

another often detracting from the motivation of those who are not succeeding. One example in

Eggen and Kauchak (2007) talks about the Hmong, a mountain tribe from Laos who immigrated

to the United States after the Vietnam War: Hmong culture emphasizes cooperation, and Hmong

students constantly monitor the learning progress of their peers, offering help and assistance.

Hmong culture also de-emphasizes individual achievement in favor of group success. Now think

about how well these students would learn when involved in the highly competitive instruction

and fewer opportunities for student help and teamwork of most schools.

Summary

Educators must give each culture and the respect and the valued that they have, to be

able to implement a culturally diverse society effectively.. Avoiding generalization, stereotype,

the expectation and treatment with the students will be high and fair.

And finally, teachers should emphasize that learning is the goal of every discussion and

should help students understand that wrong answers are an integral and important part of the

learning process (Eggen and Kauchak, 2007).


Reference

http://www.apa.org/pi/ses/resources/publications/factsheet-education.aspx

http://projects.ict.usc.edu/itw/materials/Lockee/DI%20Revisited.pdf

http://ncrtl.msu.edu/http/sreports/sr293.pdf

http://www.apa.org/pi/ses/resources/publications/factsheet-education.aspx

http://projects.ict.usc.edu/itw/materials/Lockee/DI%20Revisited.pdf

http://ncrtl.msu.edu/http/sreports/sr293.pdf

My Summary

Time spent: 10h 00mTraining: From Monday, October 15, 2012 to Tuesday, October 15, 2013

My Summary | Saturday, November 03, 2012

Time Start: Monday, October 15, 2012

Time spent: 10h 11m

Details

Time worked: 9h 47m

My Language Program: 8h 01m

Resources: 1m

o - Language Explanations, Conjugate, Glossary, Civilization, Atlas: 1m

o - My Workshops: 0m

Other (choosing a language program, consulting the summary, etc.): 1h 46m Time spent on the tests: 23m

Distribution by Week

http://he4.tellmemorecampus.com/TellMeMore/Learning/Synthesis/Synthesis.aspx

The Cultural Diversity of our Society and the Implications for Education

In order to teach a culturally diverse society effectively, educators must take many things

into account. Different cultures have different sets of values and attitudes that can reflect on

learning in both positive and negative ways. Teachers must know their subjects personally and

not generalize; stereotyping can lead to lower expectations and unjust treatment of individuals.

Just because in general a specific culture has tendencies in one area, no education can prepare

you for the students you will actually encounter. Eggen and Kauchak (2007) claim that it is

virtually certain that you will teach students who are members of cultural minorities, and it is

highly likely that English will not be the first language for some of them. The following

principles can help guide efforts by teachers as they work with these students.

Reflective Journal 4th

This is the 4th

workshop for EDU 305 Sociological Foundation of Education, Oct.27, 2012

I came to the university with a decision on mind, that was to talk to any administrator

about my health situation, and because of the medication I have to take was unable to finish my

assignments for this class and if it was possible to get an incomplete for it.

Wile I was waiting on the lobby to see an administrator, Mrs. Sevillano called. I talked to

her and explain all my intentions to talk to an administrator. She explains to me that the only one

who was authorizes to submit the incomplete to any student was her, as she is the professor of

the class. Therefore she was unable to give me an incomplete do to that I didn’t have sufficient

work done in the class. I explain that due to my accident at work and my spine gat hurt badly, I

had to take extremely strong medication for the severe pain that this had cause me; and the side

effects was deep drowsiness until I fall sleep for hours. In addition I comment to her my situation

at work, the workmen compensation would not give me any days off the job. Only light work.

My Principal decided to put me to work at the front office and said if I decide to take the

medication I should stay home. So in the mornings I don’t take any medication until a get out of

work around 3pm. The effects have last until the next morning. Do to this reason I have not be

able to do any class work.

Mrs. Sevillanos advised to do as much as I can during class time that she was not able to

come and she had posted an announcement on Blackboard saying so. Oct. 27, 2012 was due the

Governmental Agencies Catalog on the Blackboard and to continue submitting as much

assignments I can.

Mrs. Sevillanos showed concern and made me feel supported by her, thing that I have not

felt for long time from anyone besides my family. I thank her to encourage me to continue my

classes, pushing me more and more until I can no more and then more. I appreciate the lesson

she taught me that morning, that was I have to communicate more not to give an excuse but to

see how I can work things out with enough time to do plan B.

EDU 305 Sociological Foundations of Education

1

Running head: Jornal


Ana G. Méndez University

EDU 305

Facilitator: María C. Sevillano de los Ríos

October 20, 2012

Journal workshop three


2

This was my first time in the class. I explained to Mrs. Sevillano I wasn’t unable to attend

the first workshop do to my child was sick with asthma. After I introduce myself to the class,

which I already knew my class mates, and the teacher we clarify all the assignments that we need

to do for this course. There are going to be 10 assignments that are we going to submit throw the

Blackboard. It was clear to me the way the Mrs. Sevillano explain it to me including how to

submit the work in the Blackboard.

We also talked about the where in the Blackboard we are going to place our work. We

discuses some terms of sociology, as studies, research. We agree that the principles of an

observation don’t change like it is; respect every person, race, religion, gender, the right to study

to every human. Mrs. Sevillano explains some terms like a “fact “that in Spanish is empiric.

She also explains that theories is method of doing something and throw investigation and study,

we can do that task. We talked about the beginning of a society, that it consists between a

woman and a man. Mrs. Sevillano explains that the principles never are changed by the cultural.

For example the principle is: Believed in someone superior, 2) Treat every human been with

respect, .3) the right to study. Etc.

In this workshop I was able to share some of my own thought in our society. I talked that

I have always asked myself that in my country Colombia you see more professionals than in this

country. I explain that in Colombia is common to see a lawyer graduate that their parent is literal

illiterate, who the mom washes clothes for living, there is no father in the house; there are at least

3 children in the house. But you see at least one university graduate in the house. Although, in

this great country we have the excellent public school system, we have more high school drop

out every year. And for therefore our crime percent ingress each times more. My conclusion has

been that our society in U.S. is a mix of cultures and the principle of the values have put to a side


3

for our convenience as selfish human been. For instance, the technology has been misuse. We

make our television our nanny, because we have too much to do or because we come from a very

hard had on labor job. Because we are I don’t know what number of generation without a good

education and for that reason we have hard labor jobs, some times more than one to be able to

cover roof and food for our children. We use T.V. computers, phones, videos games or any other

media to entertain our children because we don’t have the time, the patience or strength to do it.

Meanwhile, this media are bombarding our children minds with valiance, in respecting the

values, atrophying the child mind for the study mud. It is clear to me what the difference

between my country and U.S. is that in Colombia the value of the education is still very

important to parents, truly important. Because over there we don’t have a political system that if

you are in low income, you will get help from the government as is here with food stamps. Over

there if you don’t get educated you will starve and your family also. Getting and education is the

only hope you will have a decent home and food in your table. Another difference that see in

both countries is that in Colombia ALL parent give the authority to the teacher at all times.

However in U.S. no matter where the parent is from, they have no respect tower the teacher and

always are excusing their children from their responsibilities and their behavior. I believe this is

a reaction to cover their irresponsibility as a parent.


4

Running Head: Governmental Agencies Catalogue



EDUC 305



October 27, 2012

Catalog of Governmental Agencies 2

Governmental Agencies Catalogue

Abstract ................................................................................................................................3

Federal Student Aid (FSA) .................................................................................................4

Institute of Education Sciences (IES) .................................................................................5

National Assessment Governing Board (NAGB) ...............................................................5

National Center for Education Statistics (NCES) ...............................................................6

Office for Civil Rights (OCR) .............................................................................................8

Office of Elementary and Secondary Education (OESE) ...................................................8

Office of English Language Acquisition (OELA) ..............................................................9

Office of Innovation and Improvement (OII) ...................................................................10

Office of Special Education and Rehabilitative Services (OSERS) .................................11

Reference ...........................................................................................................................13


Abstract

The agencies that I have selected in this catalog are helpful to the student and their parent to

know about from financial aid, what college study at, the rights as student and individual in the

education field. Also there are agencies that help to know and understand why the assessment

are done in the school is us for. Furthermore, Student and parent need to be inform about what

are expected in their education by grade level. The information is helpful to both parent and

student to know better the education system in U.S.


Federal Student Aid (FSA)

Applying for federal grants, loans, and work-study costs nothing! More than 16 million

students use the Free Application for Federal Student Aid (FAFSA) each year, and many of them

apply online at FAFSA on the Web.

The Federal Student Aid Information Center helps students complete the application and

provides the public with free information about our programs. You can call 1-800-4-FED-AID to

speak to a specialist about our student aid programs, or visit Student Aid on the Web for more

information.

The Direct Loan Program includes Stafford, PLUS, and Consolidation Loans and is run

by the Department of Education. The Direct Loan website offers a variety of interactive tools for

students, including repayment and budget calculators, and links to other sites pertinent to Direct

Loans.

We maintain a robust collection of technical documents for financial aid administrators,

auditors, and other organizations at Information for Financial Aid Professionals.

Also for financial aid professionals is PEPS, the information system for Federal Student

Aid. At the PEPS website you'll find hotline information and what's new in PEPS and Case

Management. There's also downloadable weekly extracts of selected PEPS fields, connectivity


instructions, and security forms to request new user IDs. The site offers the Case Management

and Oversight (CMO) weekly institutional updates and the PEPS training guides.

We have an Ombudsman's office to assist borrowers in resolving student loan issues.

The HEA authorizes an "experimental sites" initiative that allows schools that apply and

qualify for participation to use alternative methods to meet some of the requirements for

administering the Federal Student Aid programs. See the website for more information.

Institute of Education Sciences (IES)

The Education Sciences Reform Act of 2002 established within the U.S. Department of

Education, the Institute of Education Sciences (IES). The mission of IES is to provide rigorous

evidence on which to ground education practice and policy. This is accomplished through the

work of its four centers.

IES is the research arm of the U.S. Department of Education. It encompasses the National

Center for Education Statistics, the National Center for Education Evaluation and Regional

Assistance, the National Center for Education Research, and the National Center for Special

Education Research.

National Assessment Governing Board (NAGB)

The Governing Board was created by Congress in 1988 as an independent, bipartisan

federal board to set policy for NAEP, commonly known as The Nation's Report Card. The Board

meets quarterly to make decisions on NAEP, including the subjects assessed, the frameworks on

which the tests are based, and the questions students take.


NAEP includes assessments in mathematics, reading, writing, science, geography, U.S.

history, civics, economics, the arts and technological literacy, conducted in grades 4, 8, and 12,

although each subject does not necessarily involve all three grades. The Nation's Report Card is

the only nationally representative, continuing evaluation of the condition of education in the

United States and has served as a national yardstick of student achievement since 1969. NAEP

results inform the public about what America's students know and can do in various subject

areas.

A few of the Board's key responsibilities include adopting a schedule for NAEP,

developing assessment frameworks, and reporting NAEP results. The Board is committed to

maintaining the integrity and independence of The Nation's Report Card as a trusted yardstick.

Not only do I personally share this commitment to an assessment that will provide accurate

information for our country's policy makers and general public, but the Board staff does as well.

Please feel free to contact us if you have questions not readily answered on the website. Thanks

for your interest in the Governing Board and NAEP.

National Center for Education Statistics (NCES)

NCES has an extensive Statistical Standards Program that consults and advises on

methodological and statistical aspects involved in the design, collection, and analysis of data

collections in the Center. NCES program staff also provides consultation and advice to the

NCES Data Cooperatives and to other offices within the Department of Education as the need

arises. This program publishes and updates the NCES Statistical Standards.

Who Uses NCES Statistics?

Education statistics are used for a number of purposes:


•Congress uses them to plan federal education programs, to apportion federal

funds among the states, and to serve the needs of constituents.

•Federal agencies, including the Bureau of Labor Statistics, the Department of

Commerce and the National Science Foundation, are concerned with the supply of

trained manpower produced by schools and colleges and with the subjects that are

being taught.

•State Education agencies are both users and suppliers of NCES data.

•State and local officials are concerned with problems of staffing and financing

public education.

•Educational organizations, such as the American Council on Education and the

National Education Association, use the data for planning and research.

•The news media, such as television networks, news magazines, and many of the

nation's leading daily newspapers frequently use NCES statistics to inform the

public about matters such as school and college enrollment and expenditures per

student.

•Business organizations use trend data on enrollments and expenditures to

forecast the demand for their products.


•The general public uses education statistics to become more informed and to

make intelligent decisions concerning educational issues.

Office for Civil Rights (OCR)

The mission of the Office for Civil Rights is to ensure equal access to education and to

promote educational excellence throughout the nation through vigorous enforcement of civil

rights.

We serve student populations facing discrimination and the advocates and institutions

promoting systemic solutions to civil rights problems. An important responsibility is resolving

complaints of discrimination. Agency-initiated cases, typically called compliance reviews,

permit OCR to target resources on compliance problems that appear particularly severe. OCR

also provides technical assistance to help institutions achieve voluntary compliance with the civil

rights laws that OCR enforces. An important part of OCR's technical assistance is partnerships

designed to develop creative approaches to preventing and addressing discrimination.

Office of Elementary and Secondary Education (OESE)

The mission of the Office of Elementary and Secondary Education is to promote

academic excellence, enhance educational opportunities and equity for all of America's children

and families, and to improve the quality of teaching and learning by providing leadership,

technical assistance and financial support.

The Assistant Secretary for Elementary and Secondary Education serves as principal adviser to

the Secretary of Education on all matters related to elementary and elementary and secondary

education. The Office is responsible for directing, coordinating, and recommending policy for

programs designed to:


•Assist, State and local educational agencies; to improve the achievement of preschool,

elementary, and secondary school students.

•Help ensure equal access to services leading to such improvement for all children,

particularly children with high needs, such as those who are from low-income families or

otherwise in need of special assistance and support, including children who have

disabilities or developmental delays or are educationally disadvantaged, English

Learners, Native American, migrant, homeless, or in foster care.

•Foster educational improvement at the State and local levels.

•Provide financial assistance to local educational agencies whose local revenues are

affected by Federal activities.

Office of English Language Acquisition (OELA)

The Assistant Deputy Secretary and Director of the Office of English Language

Acquisition (OELA) serves as principal advisor to the Secretary on Departmental matters related

to the education of linguistically and culturally diverse students. OELA is charged with

administering certain programs authorized under Title III of the Elementary and Secondary

Education Act (ESEA) of 1965, as amended. In addition, OELA administers the Foreign

Language Assistance Program authorized by Title V of ESEA.

The Office establishes and implements policy and national dissemination efforts of the

bilingual education programs that serve the limited English proficient (LEP) children and adults.

The Assistant Deputy Secretary and Director coordinates with other programs in the Department

serving LEP students and provides national leadership and support for the programs and

activities for which the administrative authority has been delegated by the Secretary. The Office

directs, coordinates and recommends policy for programs that are designed to:

•Support systemic reform efforts carried out by SEAs and LEAs.


•Build and maintain capacity of SEAs to access Department of Education resources in

order to effectively serve limited English proficient (LEP) students.

•Build and/or enhance local education agency (LEA) capacity to provide an education of

high quality to LEP and language minority students.

•Build and enhance LEA and SEA capacity to provide quality foreign language programs

for elementary and secondary students.

•Support and assist institutions of higher education (IHEs) to develop creative

professional development programs for teachers, principals and other school-based

educators.

•Provide programmatic leadership to enhance and share the knowledge base of issues

related to limited English proficient students with other offices in the Department and the

education community in general.

•Provide technical assistance and support to the Student Achievement and School

Accountability Group in the Office of Elementary and Secondary Education.

Office of Innovation and Improvement (OII)

OII makes strategic investments in innovative educational programs and practices, and

administers more than 25 discretionary grant programs managed by five program offices: Charter

Schools Program, Improvement Programs, Parental Options and Information, Teacher Quality

Programs, and the Investing in Innovation Programs. OII also serves as the Department’s liaison

and resource to the nonpublic education community through the Office of Non-Public Education.


Office of Special Education and Rehabilitative Services (OSERS)

Mission

To provide leadership to achieve full integration and participation in society of people

with disabilities by ensuring equal opportunity and access to, and excellence in, education,

employment and community living.

In implementing this mission, OSERS supports programs that help educate children and youth

with disabilities, provides for the rehabilitation of youth and adults with disabilities and supports

research to improve the lives of individuals with disabilities.

Responsibilities

The Office of Special Education and Rehabilitative Services (OSERS) is committed to

improving results and outcomes for people with disabilities of all ages. OSERS provides a wide

array of supports to parents and individuals, school districts and states in three main areas:

special education, vocational rehabilitation and research.

By providing funding to programs that serve infants, toddlers, children and adults with

disabilities, OSERS works to ensure that these individuals are fully included in school, in

employment, in life. OSERS also provides funds to programs that offer information and

technical assistance to parents of infants, toddlers and children with disabilities, as well as

members of the learning community who serve these individuals.

Through identifying what works based on the best available science and research,

providing guidelines for early identification and intervention in schools, and fostering integrative

employment opportunities and independent living, OSERS is at the forefront of guiding policy

designed to improve results and outcomes for persons with disabilities in the United States and

throughout the world.


OSERS is committed to working with internal and external partners in ensuring that

every individual with a disability maximizes their potential to participate in school, work, and

community life. Recognizing our legacy of accomplishment, OSERS understands the many

challenges still facing individuals with disabilities and their families. We are dedicated to

identifying and using what works and collaborating with the scientific community to conduct and

disseminate the highest quality research in areas where more knowledge is needed.


Reference

www.ed.gov/about/offices/list/fsa/index.

http://www.gpo.gov/fdsys/pkg/FR-2012-03-06/pdf/2012-5412.pdf

Federal Register /Vol. 77, No. 44 /Tuesday, March 6, 2012 /Notices

http://nces.ed.gov/nationsreportcard/about/nagb/

http://nces.ed.gov/

Office for Civil Rights (OCR)

http://www2.ed.gov/about/offices/list/oese/index.html

http://www2.ed.gov/about/offices/list/oela/programs.html

http://www.ed.gov/oii-news

http://www2.ed.gov/about/offices/list/osers/reports.html

http://www.ed.gov/about/offices/list/fsa/index

http://www.gpo.gov/fdsys/pkg/FR-2012-03-06/pdf/2012-5412.pdf

http://nces.ed.gov/nationsreportcard/about/nagb/

http://nces.ed.gov/

http://www.ed.gov/ocr

http://www2.ed.gov/about/offices/list/oese/index.html

http://www2.ed.gov/about/offices/list/oela/programs.html

http://www.ed.gov/oii-news

http://www2.ed.gov/about/offices/list/osers/reports.html

Notes about Scientific Method, Social Sciences, and Natural Sciences 1



EDUC 305



October 13,2012

Refer to Workshop 1 #4 pg. 19


GLOSSORY

The Natural Sciences seek to understand how the world and universe around us works. There

are five major branches:

1. Chemistry

2. Astronomy

3. Earth Science

4. Physics

5. Biology

Physical Science

Physical Science is the study of physics and chemistry of Nature Science. Physics is the

fundamental science because the other Natural Sciences deal with the systems that obey the laws

of physics.

Carrere in Physical Science

1. Engineer

2. Conservationist

3. Mineralogy

4. Oceanography

5. Astronomer

6. Meteorology

7. Geology

8. Lab technician

Life Sciences

The study of living organisms and their behaviors such as plants animals and human beings

Carrere in Life Sciences

1. Paramedic

2. Pharmacist

3. Biotechnology

4. Agriculture

5. Environmental

Scientists

6. Forensic Science

7. DNA Analyst

8. Zoology


Scientific Method

History:

Aristotle Greeks times, was a student of Plato. As different from his teacher Plato; Aristotle

wanted to know how the nature worked. For example, Aristotle said that all object gets to the

floor at the same time. Because he never tested what he speculate or other people after him

neither we never knew until 100 yrs latter. What he said was not true.

Abu Ali Al-ttasa (Modern days Rock) “Truth is sought of his own sake and those who are

engaged upon the request for anything for its own sake are not interested in other things.

Finding the truth is difficult and the road to it is rough.” We are thanks him for the word

hypothesis and theory. Was not a scientist, didn’t do any experiments.

Galileo Galilee “All truth is easy to understand once they are discoed; the point is to

discover them” Galileo always wanted to prove if he was right. He remembered about Aristotle

speculation about the objects falling at the same time and the bigger will get to the ground at the

first; Galileo let go two weighting ball from the top floor of the Pizza Tower of Italy to show that

all objects fall at the same rate. He uses scientific method to demonstrate this.

Famous scientist used the scientific method

Isaac Newton Charles Darwin Neil Bohr

Astronomer Naturalist


SCENTIF METHOD

Question: It is the main purpose of the experiment, is question you want to answer.

Hypothesis: It would be a smart guess on what it the result of the experiment.

Independent Variable: The variable manipulated by the person conducting the

experiment.

Dependent Variable: This variable is a result of the independent variable.

Controlled Variables: This is the variable that it keeps the same.

Control Group: Is the other group without the experiment.

Data: A graph or chart recording all the information while the experience is process. In a

graph the undependable variable will go on the bottom and the dependent variable on the

side.

Conclusion: Looking back to the question and see of the hypothesis is correct or not.

Publish Results: Obligation to publish the result of the experiment in a scientific journal.

Re-test: Repeat the experiment by other Scientifics to prove the TRUTH

The Social Science is scientific study of human society and social relationships with influence of

anthropology, archaeology, criminology, economics, history, linguistics, communication studies,

political science, international relations, sociology, geography, psychology, and includes

elements of other fields as well, such as law and social work.


“The Social Science is the understanding own society and around the world. Is important how

human behave and interact.” David Willits Minister for University and Science

“Is important to know how people improves their health, well been, economic situation, but we need to

understand the dynamics of how that happens first.” Joanne Tippet, University of Manchester

“Man, the molecule of society, is the subject of Social Science” by Henry Charles Carvey

“Social Science is how other science affects the human. Need to know how the human can be benefit

and influence by new developments. There is a strong link between benefit from Social Science and

others Sciences.” Margaret Cox, King’s College, London

Social Science is the explanation of the outcomes, and development of social world. Social Science is

the development of is theoretic knowledge of how the word works, how everything fit together.” Theo

Farrell, King’s College, London

“When we survey our lives and endeavors, we soon observe that almost the whole of our actions and

desires is bound up with the existence of other human beings.” Albert Einstein

“The fundamental concept in social science is ‘POWER’ in the same sense in which ‘ENERGY’ is in

the fundamental concept in physics.

“It is important to study social science because we need to know whether there are patterns in people

behaviors, how people react to government regulations, and that why some people behavior are

unexpected.” Sascha Becker, University of Warwick, United Kingdom


Reference

E.S.R.C. Economic & Social Research

www.bozemanscence.com

www.wikipedia.com

www.esrs.ac.uk

http://www.bozemanscence.com/

http://www.wikipedia.com/

http://www.esrs.ac.uk/

EDUC 305 Sociological Foundations of Education

Glossary 1 1

Workshop 1

GLOSSARY



EDUC 305



EDUC 305 Sociological Foundations of Education

Glossary 1 2

1. Sociology:

Is the study of social aggregates and groups in their institutional organization

of institutions and their organization and of the cause and consequences of

changes in institution and social organization. The major units of sociological

inquiry are relationships, groups, and organizations.

2. Politics:

Activism, the attitude of takes an active part in events, especially in a social context. It

consists of "social relations involving authority or power"

3. Anthropology:

Is the study of humans, past and present. To understand the full sweep and

complexity of cultures across all of human history, anthropology draws and builds

upon knowledge from the social and biological sciences as well as the

humanities and physical sciences.

4. Geography:

a) The study of the physical features of the earth its atmosphere, and of

human activity as it effects and is affected by these.

b) The nature and relative arrangement of places and physical features the

geography of the battlefield.

5. Ecology:

The study of the relationships that living organisms have with each other and

living organisms have with each other and their natural environment.

http://en.wikipedia.org/wiki/Authority

http://en.wikipedia.org/wiki/Power_(philosophy)

EDUC 305

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