EDU 555: Education and Society
Summer 2004 Syllabus
Instructor: Dr. Richard Reynolds
Phone: (h) (860) 423-5329
Office: 152 Webb Hall
(w) (860) 465-5323
Class Meetings: Webb Rm. 213
email: reynolds@easternct.edu
Office Hours: by appointment
Class Time: T,R:
4.00 – 7.20 p.m.
Credit Hours: 3
Catalog Description: A critical study of the
American education system and contemporary educational practices in
relation to historical perspectives, societal issues, philosophical
principles, ethical considerations, political and economic policies
and current initiatives.
Course Prerequisite: Graduate standing
Purpose of the Course: To provide the opportunity for
students to critically examine the American education system in relation
to historical antecedents, societal issues, philosophical principles,
ethical considerations, and political and economic policies that have
shaped the system.
Course Objectives: By the end of the course students
will:
1. Identify general historical periods and trends in
American education along with an understanding of its European heritage.
2. Identify social issues as they pertain to education,
but more importantly examine those issues by analyzing and synthesizing
important historical, sociological, and governmental research references
to provide a balanced treatment of controversial issues.
3. Understand the basic tenets of the various schools
of educational philosophy as relating to the nature of the goals of
education, the learner, curriculum and classroom management.
4. Demonstrate competence in the problem-solving approach
and the skills necessary to identify a particular problem, collect evidence
on it, share that evidence with the class in an oral presentation and
report the research through a final term paper.
5. Apply what has been learned in the situation where
he or she works.
6. Internalize a cognitive and affective frame of reference
that is objective, draws references from a variety of relevant academic
disciplines and demonstrate problem-solving skills which are ethically
sound as well as pragmatic.
7. Appreciate and respect diverse educational thoughts
and practices and maintain a global understanding of their profession.
8. Be conscious of ethical considerations as they impact
their thinking and judgment and as they answer the question “what
should a teacher do in a situation like this?”
Class Texts: Tozer, S.E., Violas, P.C. and Senese,
G. (2002) (4th ed.) School and Society. Boston, MA: McGraw-Hill.
McLaren, P. (2003)
(4th. ed.) Life in Schools. New York: Longman.
Suggested Texts
and/or References:
Gould, S.J. (1996)
The Mismeasure of Man. New York: Norton.
Gutek, G.L. (1992) (3rd. ed.) Education and Schooling in America. Englewood
Cliffs, NJ: Prentice Hall.
Gutek, G.L. (1997) (2nd. ed.) Historical & Philosophical Foundations
of Education: A Biographical Introduction. Columbus, OH: Merrill.
Gutek, G.L. (1997) (2nd. ed.) Philosophical & Ideological Perspective
on Education. Boston, MA: Allyn & Bacon.
Gutek, G. (2000). American Education 1945-2000: A History and Commentary.
Prospect Heights, IL: Waveland.
Johnson, J., Dupuis, V., Musial, D., Hall & G., Gollnick, D. (2002)
(12th. ed.) Introduction to the Foundations of American Education. Boston:
Allyn and Bacon.
Levine, D. & Levine, R. (1996) (9th. ed.) Society and Education.
Boston: Allyn and Bacon.
Newman, J. W. (2002) (4th ed.) America's Teachers. New York: Longman.
Ornstein, A. and Levine, D. (2003) (8th. ed.) Foundations of Education.
Boston: Houghton Mifflin.
Pai, Y. & Adler, S. (1997) (2nd. ed.) Cultural Foundations of Education.
Columbus, OH: Merrill.
Pulliam, J.D. and Van Patten, J. (1999) (7th. ed.) History of Education
in America. New York: Merrill.
Rury, J.L. (2002). Education and Social Change. Mahwah, NJ: Lawrence
Erlbaum Associates.
Sadker, M.P. and Sadker, D.M. (2003) (6th. ed.) Teachers, Schools, and
Society. New York: McGraw-Hill.
Spring, J. (1989) The Sorting Machine Revisited. New York: Longman.
Spring, J. (1999) (2nd ed.). Wheels in the head. Boston, MA: McGraw-Hill.
Spring, J. (2004) (11th. ed.) American Education. Boston, MA: McGraw-Hill.
Stevens, E., Wood, G. & Sheehan, J. (2002) (4th ed.) Justice, Ideology,
and Education. New York, McGraw-Hill.
Urban, W. & Wagoner, J. (2000) (2nd. ed.). American Education: A
History. New York: McGraw-Hill.
Webb, L.D., Metha, A. and Jordan, K.F. (2003) (4th. ed.) Foundations
of American Education. New York: Merrill.
Education Journals:
o Phi Delta Kappan
o Educational Leadership
o Journal of Teacher Education
Newspapers/News Magazines:
o Education Week
o Hartford Courant
o New London Day, Norwich Bulletin, Manchester Journal Inquirer, East
Hartford Gazette, Willimantic Chronicle.
Useful Web Sites:
Association for Supervision and Curriculum Development (ASCD) www.ascd.org
American Educational Research Association (AERA) www.aera.net
American Association of School Administrators (AASA) www.aasa.org
National School Board Association (NSBA) www.nsba.org
Connecticut State Department of Education (CSDE) www.state.
ct. us/sde
U. S. Department of Education, Office of Research www.ed.gov/offies/OERI/ResCtr.html
Connecticut General Statutes (CGS) www. csinet. cts ta teu. edu/ sta
tutes/
National newspapers www. ajr. news link. orglnews. html
Connecticut newspapers www. microzoo. com/ ctnews. Html
Massachusetts newspapers www. microzoo. com/manews. Html
Phi Delta Kappa (PDK) www.pdkintl.org
The Hartford Courant www.ctnow.com
The New York Times www.nytimes,com
The Boston Globe www.boston.com
The Washington Post www.washingtonpost.com
Education Week www.edweek.org
Teachers College Record www.tcrecord.org
Course Outline:
1.
Introduction:
“Getting to know you.” Explanation of syllabus.
Why Study Theory? Terms: Political Economy, Ideology, Democracy, education,
schooling, training . The relationship between school and the larger
society. Tozer et al. Ch. 1. Organize the schedule of book presentations
2. Educational Vision of Jefferson and
the Classic Liberals:
Faith in human reason. Natural law. Liberal conceptions of virtue, progress,
freedom. The education/democracy nexus. Tozer et al. Ch. 2
Reading - McLaren, Pt. I. pp. 1-51
3. The Common School Era & Horace
Mann
Effects of urbanization, industrialization, immigration on the nation.
Creating a national identity and the role of a free, secular school
system in this process. Tozer at al. Ch. 3
Discussion - The riddle of religion in the schools.
Reading - McLaren, Ch. 1, pp. 55-98
4. The Progressive Era (1870-1920) in
American Schools.
‘Old ‘ and ‘new’ immigrants. Progressive reforms
in various guises throughout the nation. The Dewey Progressives and
the Social Efficiency Progressives fight for control of the education
agenda. The new liberal ideology and the age of the “experts”
Tozer et al. - Ch. 4
Discussion - Dewey's Progressivism or the social -efficiency approach?
Reading - McLaren, Chs. 2 & 3, pp. 99-182
5. The Modern Era (1950- 1970)
Goodbye to the primacy of the Common Man. The new Democracy administered
by experts. J.B. Conant and the resurrection of meritocracy. IQ testing,
SAT’s. The Cold War, Sputnik and the Communist menace. NDEA. Tozer
et al. - Chs. 8.
Discussion - Was Coleman correct?
Reading - McLaren, Chs. 4 & 5, pp. 185-221
6. The Challenge of Diversity and Equity
The origins of inequality. Genetic Inferiority v Cultural Deficit Theory.
Brown v Board (1954). The Coleman Report (1966). Lyndon Johnson’s
response – New Society and the War on Poverty. Tozer et al. -
Ch. 12.
Discussion - Resistance Theory.
Reading - McLaren, Chs. 6, 7, 8, 9, pp. 227-261
7. The Modern Era (1980-2000)
Contemporary school reform. “A nation at risk” (1983). The
ascendancy of excellence over equity. Smaller government and a return
to local control of education? America 2000, Goals 2000, “No child
left behind” (2001). Reshaping the teaching profession. Who is
driving these efforts to reform? Tozer et al - Ch. 14.
Reading - McLaren, Ch. 10, pp. 263-292
8. "More bang for your buck"
- Financing education and the Accountability Movement. School Choice
and vouchers. How do schools become accountable? Testing, the national
dementia?
Discussion - Applying the business model to Education?
9. The Literacy Debate
Literacy as a social construct. Conventional, functional, cultural and
critical literacy. Hegemony, the power elites and literacy. Cultural
hegemony and mass media. Schooling and cultural hegemony. Tozer et al.
- Ch. 9
Discussion: The views of E.D. Hirsch.
Book Presentations
10. The Professionalization of Teaching
Professionalism and contemporary school reform. The Holmes and Carnegie
Reports. The political and economic dimensions of teaching as a profession.
The issue of professional autonomy. Who controls the schools? Professional
ethics and issues of satisfaction. Tozer et al. - Ch 10
Discussion: How to improve the teaching force.
11. Differentiated Education - The Vocational
and Liberal Ideals
Histories of vocational and liberal education. Work and the quality
of life. What is critical pedagogy? Critical Education v Banking Education.
School to work programs. Tozer et al. - Ch. 11
Discussion: Ability grouping in schools?
12. Intelligence: A Misused and Abused
Concept.
The process of Reification. Scientific measurement, heredity and prejudice!!
Alfred Binet and intelligent testing. Goddard, Terman and Burt and the
misuse of statistics. Yerkes and the doughboys. Spearman’s ‘g’
and ‘s’ factors. Jensen, Herrnstein and Murray – is
there more to the story than statistics? Howard Gardner may have the
answers we have been looking for.
Discussion: Gardner’s theory of Multiple Intelligence
Book Presentations:
Students in this class are to choose one book from the list detailed
below and make an in-depth appraisal of its contents. They will make
an oral presentation to the class based on their appraisal of this work.
The book will also be the subject of your final paper submitted at the
conclusion of the course.
Bowles and Gintis. (1977). Schooling in Capitalist America
Bloom, Allan. (1987). Closing of the American Mind
Chubb & Moe. (1990). Politics markets and America’s Schools
Coleman, James (1990). Equality and Achievement in Education
Freire, Paulo. (1970). Pedagogy of the Oppressed
Gardner, Howard (1993). Frames of Mind
Goodlad, John. (2004). A Place Called School
Gould, Stephen Jay (1996). The Mismeasure of Man
E.D. Hirsch (1987). Cultural Literacy
Jencks, Christopher (19 ) Inequality
Kozol, Jonathan (1985). Death at an Early Age
Kozol, Jonathan (2000). Ordinary Resurrections
Rousseau, J.J. (1979). Emile
Sizer, Theodore (1992). Horace’s Compromise
Tyack and Cuban (19 ). Tinkering Towards Utopia
Willis, Paul. (1977). Learning to Labor
Or another book of your choosing as approved by the instructor
Marking & Grading:
Attendance and Participation
30 points
in Class Discussions
Two Reaction papers
60 points
Book Presentation
70 points
Final Paper
90 points
--------------
TOTAL
250 points
Your total points will be converted to a % score and grades will be
awarded as follows
92% - 100%
A
88% - 91%
A-
84% - 87%
B+
80% - 83%
B
76% - 79%
B-
72% - 75%
C+
68% - 71%
C
64% - 67%
C-
62% - 63%
D+
60% - 61%
D
Assignments:
NO LATE WRITTEN
ASSIGNMENTS WILL BE ACCEPTED.
Lest you consider this stricture too harsh, consider the reasons why
the vast majority of requests are made for (time) extensions.
All written work submitted for correction should be typed. Typed papers
should be doubled spaced, 12 point font (23 lines/page) on standard
8 1/2" x 11" paper with a one inch margin all round. Papers
should be stapled. Please ensure that your paper carries a title page
on which your name, the course name and number, the date and the title
of the assignment are clearly marked.
Deductions will be made for grammatical or mechanical errors.
A Pocket Style Manual (2004) (4rd ed.) by Diana
Hacker may prove to be a useful reference when checking for APA
style usage and correct grammar and syntax.
Keep in mind that copies of your written assignments should be kept
for inclusion in the Portfolio
that you will be expected to put together as you complete your graduate
program. It is suggested that you make the necessary corrections to
your scripts and keep ‘clean’ copies both on paper and on
your hard drive
Attendance and Participation:
You are expected to be in attendance and to be punctual. If for some
reason you are unable to attend class, then would appreciate knowing
this PRIOR to the event.
The attendance policy for this class allows for ONE unexplained absence.
A serious attendance problem, a student missing all or part of a second
class, will occasion the loss of marks to be subtracted from the grade
for attendance and participation. Missing all or part of three (or more)
scheduled classes will result in the issuance of an “incomplete”
grade for the course.
Reading Guides:
Participation
in class will be judged in terms of students' ability to answer questions
posed in the Reading Guides and general contributions to class discussions.
Please speak up, you are among friend!!
The guides are posted on the university web site and are accessible
as follows:
> go to the ECSU home page
> click on Faculty and Staff
> click on Reynolds, Richard, Education
> click on the EDU 555 link
> click on Reading Guides
Class Schedule
T,R: 4.00 – 7.20 p.m.
Week
1 May 25 Library tour
27
2 June 1 First Reaction Paper
3
3 8 Second Reaction Paper
10
4 15
17
5 22 Book Presentations begin
24
6 29
July 1 Hand in Final Paper
Reading Study Guide
Research Presentation Rubric
Richard Reynolds Home Page
Biography, EDU 210: Foundations of US Education, EDU 555: Education
and Society, EDU 545: Curriculum Development and Evaluation, EDU 570:
Curriculum Development and Evaluation
Eastern Road, Webb Hall Room 152, Willimantic, Connecticut 06226 USA
| Phone Number: 1-860-465-5323 Fax: 860-465-5099 | Contact Me | ECSU
Home
Instructor: Dr. Richard Reynolds Class hours: M/W; 4:00–7.20 pm.
Office: Webb 152 Classroom: Webb 216
Office hours: before class or by appointment
Phone: 465–5323 (W) 423-5329 (H) Email: Reynolds@easternct.edu
_____________________________________________________________________________
Purpose of the course
As the culminating graduate course in the Department of Education, the
Capstone Seminar is designed to provide a forum for analysis and exploration
of current issues and topics in the field. Additionally, the seminar
provides opportunities for ongoing reflection and integration of theoretical
and experiential knowledge in order to gain an informed, personalized
perspective on the practice of education.
Course objectives
By the end of the course the student will:
· demonstrate graduate level competence in reading, writing,
public presentations, and both independent and collaborative learning;
· demonstrate graduate level knowledge of and the ability to
think critically about current issues and topics in education;
· demonstrate a professional understanding of the impact of current
trends and theoretical perspectives on classroom practice and teaching/learning
outcomes;
· demonstrate competence in the professional skills of analysis
and reflection, collaborative problem-solving, self-evaluation, and
planning for ongoing growth in the field of education.
All of these course objectives are interconnected with the ECSU Education
Unit Conceptual Framework. The core theme of the conceptual framework
is constructivist, learner-centered epistemology with emphasis on inquiry,
reflection and collaboration. Surrounding this core are six critical
strands-- content knowledge, pedagogical knowledge, integration of knowledge,
infusion of educational technology, diversity, and professionalism.
Students in Capstone Seminar are expected to demonstrate competencies
related to the unit conceptual framework through their papers and appendices
(the documentation of materials in support of their paper).
Student evaluation*
Attendance, participation, and dispositions [15%]
Following a seminar format, the course requires students to complete
assigned readings in advance of each class and to join actively in debate,
discussion, analysis, and reflection. Each member of the class is essential
to the development of a learning community and, as such, regular attendance
is expected of all students.
At the end of this course, you must submit a 2-3 page reflection describing
your strengths and challenges with respect to target or acceptable dispositions
as explained in the attached rubric. Grades will be determined by carefully
comparing your reflection with my notes. Although you will write your
disposition reflection at the end of the course, you will have opportunities
to demonstrate required dispositions throughout this course. If needed,
meetings will be conducted with individual student(s) to discuss how
dispositions can be improved.
Philosophy of Education [15%]
Write a two-page statement of your philosophy of education. Specifically
write your goals of the subject matter you are teaching or would like
to teach and the roles of students and the teacher in learning. You
have to first submit a draft of your philosophy for the instructor's
feedback. In the final version of your philosophy, you must include
the first draft as an appendix.
Critical incidents [10%]
Each student will be asked to relate an incident that occurred within
their schools and or classrooms to the seminar group for analysis, reflection,
and discussion. It is important that each student carefully selects
a topic that relates to class readings or presents a moral/ethical dilemma
so that we may enjoy a lively discussion.
Reflection papers [320 = 60%]
Three brief reflection papers (each paper 5 pages long) on the following
topics are required:
1) The mission of schools and parent/community involvement. What are
your goals of education and what roles do parents and families play
in achieving your goals?
2) Diversity in the classroom. What are the impacts of different kinds
of diversities such as students’ culture, gender, special needs,
and socioeconomic status in achieving your goals of education? How would
you address these issues in your classroom?
3) Teacher qualities/Methods of teaching. What are the most important
qualities that a teacher should possess? How do these qualities relate
to your method of teaching? Choose a particular learning theory (or
theories) and show how the teacher qualities and methods of teaching
you advocate are consistent with the theory you have chosen.
All reflection papers including your philosophy of education assignment
require at least five different sources of citations and/or quotations.
Evaluation Criteria
Each paper must synthesize relevant readings from class as well as information
gained from course work at Eastern. Classroom and teaching experiences
should also be incorporated into the papers to support main points.
The American Psychological Association (APA) format must be used for
citations in the text as well as the reference section of the paper
(See attached rubrics for details).
Capstone Seminar students will utilize small collaborative, discussion
groups to synthesize readings from coursework. In-class time will be
provided for these discussions. The papers, however, are to be completed
individually.
Grading
Final grades in this course will be determined on total points earned
out of 100 according to the following scale:
92–100 A 88–91 A- 84–87 B+ 80–83 B 76–79
B-
72–75 C+ 68–71 C 64–67 C- 62–63 D+ 60–61
D Below 60 F
Please pick up your final paper in my office, Webb 152, during the first
three weeks of the fall semester. If you cannot pick up your paper within
the time frame, please include a self addressed stamped envelope for
mailing.
Students with Disabilities.
If you are a student with a disability and believe you will need accommodations
for this class, it is your responsibility to contact the Office of AccessAbility
Services at (860) 465-5573. To avoid any delay in the receipt of accommodations,
you should contact the Office of AccessAbility Services as soon as possible.
Please understand that I cannot provide accommodations based upon disability
until I have received an accommodation letter from the Office of AccessAbility
Services. Your cooperation is appreciated.
Course Texts
Costantino, P. M., & DeLorenzo, M. N. (2002). Developing a professional
teaching portfolio: A guide for success. Boston: Allyn & Bacon.
Cuban, L. (2003). Why is it so hard to get good schools? New York: Teachers
College Press.
Kozol, J. (2000). Ordinary resurrections: Children in the years of hope.
New York: Crown Publishers.
Articles to read
Abbott, J., & Ryan, T. (1999). Constructing knowledge: Reconstructing
schooling, Educational Leadership, 57(3), 66-69.
Ackerman, D. B. (2003). Taproots for a new century: Tapping the best
of traditional and progressive education. Phi Delta Kappan, 84(5), 344-349.
Banks, J. A. (1996). The canon debate, knowledge construction, and multicultural
education. In F. Schultz (Ed.), Education 96/97 (pp. 163–173).
Guilford, CT: Dushkin Publishing Group.
Bell, L. I. (2003). Strategies that close the gap. Educational Leadership,
60(4), 32-34.
Bullock, M. (2002). A systems approach to the provision of services
to individuals with disabilities. Educational Horizons, 81(1), 21-26.
Brooks, M. G., & Brooks, J. G. (1999). The courage to be constructivist.
Educational Leadership, 57(3), 18-24.
Brophy, J. (1992). Probing the subtleties of subject-matter teaching.
Educational Leadership, 49(7), 4–8.
Caine, G., Caine, R. N., & McClintic, C. (2002). Guiding the innate
constructivist. Educational Leadership, 60(1), 70-73.
Campbell, L. (1997). How teachers interpret MI theory. Educational Leadership,
55(1), 14-19.
Cavarretta, J. (1998). Parents are a school's best friends. Educational
Leadership, 55(8), 12-15.
Checkley, K. (1997). The first seven and the eighth: A conversation
with Howard Gardner. Educational Leadership, 55(1), 8-13.
Checkley, K. (1996). Geography and gender bias. Curriculum update, Spring
1996, 4.
Clabaugh, G. K. (2002). The Cutting Edge: What’s “special”
about special education. Educational Horizons, 81(1), 6-7.
Corbett, D., & Wilson, B. (2002). What urban students say about
good teaching. Educational Leadership, 60(1), 18-22.
Dewey, J. (1995/1916). Democracy and education: An introduction to the
philosophy of education. In F. Schultz (Ed.), Sources: Notable selections
in education (pp. 20–25). Guilford, CT: Dushkin Publishing Group.
(Reprinted from Democracy and education: An introduction to the philosophy
of education, by J. Dewey, 1916, New York: MacMillan).
Friedman, L. (2003). Promoting opportunity after school. Educational
Leadership, 60(4), 79-82.
Fullan, M. G. (1993). Why teachers must become change agents. Educational
Leadership, 50(6), 12–17.
Futrell, M. H., Gomez, J., & Bedden, D. (2003). Teaching the children
of a new America: The challenge of diversity. Phi Delta Kappan, 84(5),
381-385.
Giannetti, C. C., & Sagarese, M. M. (1998). Turning parents from
critics to allies. Educational Leadership, 55(8), 40-42.
Hebert, E. A. (1998). Lessons learned about student portfolios. Phi
Delta Kappan, 79(8), 583-585.
Hodgkinson, H. (2002). Demographics and teacher education: An overview.
Journal of Teacher Education, 53(2), 102-105.
Hurst, B., Wilson, C., & Cramer, G. (1998). Professional teaching
portfolios: Tools for reflection, growth, and advancement. Phi Delta
Kappan, 79(8), 578-582.
Jobe, D. A. (2003). Helping girls succeed. Educational Leadership, 60(4),
64-66.
Leinhardt, G. (1992). What research on learning tells us about teaching.
Educational Leadership, 49(7), 20–25.
McCombs-Tolis, J. (2002). Serving students with disabilities via individualized
education plan (IEP) meetings: Employing a self-organizing systems perspective
as a philosophical agent of change. Educational Horizons, 81(1), 33-37.
Meier, D. (1995). How our schools could be. Phi Delta Kappan, 76(5),
369–373.
Nieto, S. M. (2003). Profoundly multicultural questions. Educational
Leadership, 60(4), 6-10.
Noddings, N. (1995). A morally defensible mission for schools in the
21st century. Phi Delta Kappan, 76(5), 365–368.
Perkins, D. (1999). The many faces of constructivism. Educational Leadership,
57(3), 6-11.
Rich, D. (1998). What parents want from teachers. Educational Leadership,
55(8), 37-39.
Rolón, C. A. (2003). Educating Latino students. Educational Leadership,
60(4), 40-43.
Sadker, D. (1999). Gender equity: Still knocking at the classroom door.
Educational Leadership, 56(7), 22-26.
Scherer, M. (1993). On Savage inequalities: A conversation with Jonathan
Kozol. Educational Leadership, 50(4), 4–9.
Shanker, A. (1995). Full inclusion is neither free nor appropriate.
Educational Leadership, 52(4), 18–21.
Sirotnik, K. A. (1998). What goes on in classrooms? Is this the way
we want it? In L. E. Beyer & M. W. Apple (Eds.), The curriculum:
Problems, politics, and possibilities (2nd ed.) (pp. 58–76). Albany,
NY: State University of New York Press.
Stager, G. (2000, September). Jonathan Kozol speaks out. Curriculum
Administrator, 33-36.
Taylor, D., & Lorimer, M. (2003). Helping boys succeed. Educational
Leadership, 60(4), 68-70.
Tomlinson, C. A. (2002). Invitation to learn. Educational Leadership,
60(1), 6-10.
Van Dyke, R., Stallings, M. A., & Colley, K. (1995). How to build
an inclusive school community: A success story. Phi Delta Kappan, 76(6),
475–479.
Van Wagenen, L., & Hibbard, K. M. (1998). Building teacher portfolios.
Educational Leadership, 55(5), 26-29.
Course Schedule
Session
Readings/Assignments
May 24
Course introduction, Personal beliefs and philosophy of education
Review of previous Eastern courses
May 26
School problems/reforms
Ackerman, 2003; Futrell, Gomez, & Bedden, 2003; Hodgkinson, 2002;
Sirotnik, 1998
Parent/Community Involvement in Education
Cavarretta, 1998; Giannetti & Sagarese, 1998; Rich, 1998
May 31
Memorial Day Holiday
No classes
June 2
Why is it so hard to get good schools?
Cuban (2003)
The mission of schools
Dewey, 1995; Meier, 1995; Noddings, 1995
Draft philosophy due
June 7
Teaching and assessing students’ growth of understanding/ Portfolio
Evaluation
Costantino & DeLorenzo, 2002; Hebert, 1998; Hurst, Wilson, &
Cramer, 1998; Van Wagenen & Hibbard, 1998
Critical Incidents/Case Presentations
Final philosophy due
June 9
Portfolio Evaluation continued
Critical Incidents/Case Presentations
June 14
Cultural/Gender diversity
Banks, 1996; Checkley, 1996; Jobe, 2003; Rolón, 2003; Sadker,
1999;
Taylor & Lorimer, 2003
Critical Incidents/Case Presentations
Paper #1 due
June 16
Students with special needs/Tracking
Bullock, 2002; Clabaugh, 2002; McCombs-Tolis, 2002; Shanker, 1995;
Van Dyke, Stallings, & Colley, 1995
Critical Incidents/Case Presentations
June 21
Ordinary Resurrections
Kozol, 2000
Friedman, 2003; Nieto, 2003; Scherer, 1993; Stager, 2000
Critical Incidents/Case Presentations
Paper #2 due
June 23
Constructivist view of learning and multiple intelligences
Abbott & Ryan, 1999; Brooks & Brooks, 1999; Caine, Caine, &
McClintic, 2002; Campbell, 1997; Checkley, 1997; Fullan, 1993; Perkins,
1999
Critical Incidents/Case Presentations
June 28
Constructivist view of learning and good teaching
Bell, 2003; Brophy, 1992; Corbett & Wilson, 2002;
Leinhardt, 1992; Tomlinson, 2002
June 30
Concluding Session
Disposition Reflection Due
Paper #3 due
Philosophy Rubric (15 points)
Target (5)
Acceptable (3-4)
Unacceptable (0-2)
Logic and clarity
The philosophy statements are direct, straightforward, and unambiguous.
The paper consists of well-defined and clearly developed paragraphs
which are consistent and logically connected to each other maintaining
the flow of the paper. It is well focused.
The philosophy statements are generally clear but sometimes ambiguous.
The paper consists of clearly developed paragraphs that are logically
connected to each other maintaining the flow of the paper. It is focused.
The philosophy statements are unclear and ambiguous. The paper does
not consist of well-defined and clearly developed paragraphs. It does
not maintain the flow of the paper. It is not focused.
Connections to classrooms
The statements are supported by meaningful examples and illustrations
from classroom and/or personal experiences.
The statements are supported by examples from classroom and/or personal
experiences.
The statements are not supported by examples from classroom and/or personal
experiences.
Readings, citations, and formatting
The philosophy statements are based on critical reflection of course
readings. The paper follows proper APA formatting consistently. It has
no grammar and spelling errors.
The philosophy statements are based on reflection of course readings.
The paper follows APA formatting. It has minor grammar and spelling
errors.
The philosophy statements are not based on reflection of course readings.
The paper does not follow proper APA formatting. It has several grammar
and spelling errors.
Disposition Rubric (15 points)
Target (5)
Acceptable (3-4)
Unacceptable (0-2)
Class participation
Attended every class or missed one, always came on time, submitted all
assignments by their due dates, was not distracted, and was actively
engaged in group and whole class activities.
Missed two or three classes, almost always came on time, submitted all
assignments by their due dates, was not distracted, and was actively
engaged in group and whole class activities.
Missed more than 3 classes, often came late, and/or was inactive or
distracted in group/whole class activities.
Professionalism
Read professional and research journal(s) in their discipline(s) to
improve their own personal and professional growth, sought membership
of professional organization(s) to become involved in the professional
community of educators, and demonstrated passion and enthusiasm for
their discipline(s) and methods of teaching.
Read professional and research journal(s) in their discipline(s) and
demonstrated some passion and enthusiasm for their discipline(s) and
methods of teaching.
Did not read professional and research journal(s) in their discipline(s)
and/or did not demonstrate passion and enthusiasm for their discipline(s)
and methods of teaching.
Respect
Displayed professional and ethical behavior in the class, always paid
attention and listened to peers and the instructor of the class with
respect, and often responded thoughtfully and appropriately to the ideas
of peers and the instructor.
Displayed professional and ethical behavior in the class, and always
paid attention and listened to peers and the instructor of the class
with respect.
Did not display professional and ethical behavior in the class and/or
did not pay attention to the ideas of peers and the instructor of the
class.
Rubric for Reflection Papers (20´3=60 points )
Target (5)
Acceptable (3-4)
Unacceptable (0-2)
Logic and clarity
The paper is direct, straightforward, and unambiguous. The paper consists
of well defined and clearly developed paragraphs which are consistent
and logically connected to each other maintaining the flow of the paper.
It is well focused. The conclusion is well substantiated by both theory
and practice
The paper is generally clear but sometimes ambiguous. The paper consists
of clearly developed paragraphs which are logically connected to each
other maintaining the flow of the paper. It is focused. The conclusion
is substantiated by both theory and practice
The paper is unclear and ambiguous. The paper does not consist of well
defined and clearly developed paragraphs. It does not maintain the flow
of the paper. It is not focused. The conclusion is not clear.
Connections to Readings and classrooms
The paper is based on critical reflection of course readings (at least
five). Relevant references have been effectively used. The paper is
supported by meaningful examples and illustrations from classroom and/or
personal experiences. It cites all relevant previous courses taken at
Eastern.
The paper is based on reflection of course readings (at least four).
Relevant references have been used. The paper is supported by examples
from classroom and/or personal experiences. It cites some relevant previous
courses taken at Eastern.
The paper does not cite course readings. Relevant references have not
been used. The paper is not supported by examples from classroom and/or
personal experiences. It does not cite previous courses taken at Eastern.
Quality of Appendices
The paper has sufficient documentation (appendices) to support writing.
The documents such as classroom photographs, student work, excerpts
from lesson and unit plans are clear and meaningful. They are well connected
to the paper. Each document consists of clear, logical, and meaningful
captions.
The paper has documentation (appendices) to support writing. The documents
such as student works, excerpt from lesson and unit plans are clear.
They are connected to the paper. Each document consists of clear captions.
The paper lacks documentation (appendices). The captions are not clear.
Formatting, grammar, syntax, spelling.
The paper follows proper APA formatting consistently. It has no grammar,
syntax and spelling errors.
The paper follows APA formatting. It has minor grammar, syntax and spelling
errors.
The paper does not follow proper APA formatting. It has several grammar,
syntax and spelling errors.
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* All writing assignments should be typed, double spaced with one inch
margins all around.
Rubrics for evaluating all the assignments are attached. See those rubrics
for details.
EDU 210: Foundations of US Education
EDU 555: Education and Society
EDU 545: Curriculum Development and Evaluation
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