TED 304.03: FOUNDATIONS IN EDUCATION

COURSE SYLLABUS, Spring, 2001

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Instructor: Nada Mach, Ph.D.

Office: School of Education, Building 12, Room 1064.

Telephone: (310) 243-3915.

E-mail Address: nmach@csudh.edu

Office Hours:

Tuesdays, 1:45-3:45 P.M., plus alternate Tuesdays, beginning 1/30/2001, 5:15-7:00 PM;

Wednesdays, 1:45-4:00 P.M.; plus alternate Wednesdays, beginning 2/7/2001, 4:00-6:00 P.M.; & by appointment.

Class Meetings: Tuesdays, 4:00-4:50 P.M., in room SAC 2101.

Text: Newman, Joseph W. America's Teachers: An Introduction to Education, Third Edition. New York: Longman, 1998.

 

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Course Description:

This class offers an overview of the historical, philosophical, cultural, and sociological foundations on which the U.S. educational system is based. In doing so, it combines whole group discussion, cooperative group discussion, and simulation/role playing as techniques.

Conceptual Framework:

The conceptual framework for the School of Education underlies the course curriculum. It is expected that all students will work toward achieving the following in this class:

• Skill in realizing educational equity for all learners;
• Sensitivity toward and effectiveness with people from diverse cultural and linguistic backgrounds;
• Appropriate and creative use of independent and collaborative experiential learning;
• Multicultural and global perspectives in thinking and practice;
• Personal growth through reflection and self-evaluation; and
• The ability to critically analyze theory and research that inform effective practice.

With these goals in mind, we will proceed to look at the issues which have faced and continue to face American education. Your ideas and suggestions are always welcome.

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^{Town School at Dedham Massachusetts, built in 1648}

 

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Objectives:

The following are the specific objectives for this course NCATE Standards IA, ID1, IE1). Students will be able to:

1. demonstrate understanding of the nature of teaching as an occupation (CTC Standards 2 & 5, correlated to standard 19);
2. demonstrate familiarity with key historical trends which have led to the current system (CTC Standards 2 & 5, correlated to standard 19) ;
3. demonstrate understanding of the classical theories of education (CTC Standards 2 & 5, correlated to standard 19);
4. begin to develop a personal philosophy of education grounded in theory, research and practice (CTC Standards 2 & 5, correlated to standard 19);
5. demonstrate understanding of the impact on the educational system of sociological and cultural influences on children, teachers and policy makers (CTC Standards 2, 4 & 5, correlated to standard 19);
6. demonstrate understanding of the influence of local, state and federal policies on education (CTC Standards 2 & 5, correlated to standard 19); and
7. demonstrate recognition of the major issues facing education today (CTC Standards 2, 4 & 5, correlated to standard 19).

CTC Standards:

The following are the Standards of the California Commission on Teacher Credentialing met by the above-stated objectives:

• Standard 2: Development of Professional Perspectives
• Standard 4: Preparation for Multicultural and Multilingual Education
• Standard 5: Preparation for Student Teaching or Teaching Responsibilities
• Standard 19: Professional Obligations

NCATE Standards:

• Standard IA: Conceptual Framework
• Standard ID1: Social, historical, and philosophical foundations of education; the responsibilities, structure and activities of the profession; impact of technological and societal changes on schools, school law and educational policy, professional ethics
• Standard IE1: Integrating content, professional, and pedagogical knowledge and skills

Academic Integrity: Its Place in the University Community:

Please review this section of the 1999-2000 CSUDH Student Catalogue (page 15).

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Course Requirements:

• Write a brief paper that answers the question, "What is my role as a teacher in relationship to the children I (will) teach and the role that is expected of them in society?" This paper will be written in class the first meeting.
• For the second class meeting, February 6, 2001, bring in an article from the newspaper or a magazine that has something to do with education.
• Choose one of the following options. This is due on February 27, 2001. The paper must be typed and should not exceed one page. Remember to answer the question. Options 1-6 are intended to encourage you to see first hand how influences are impacting the students you will be teaching. Option 5 is intended to encourage you to begin thinking of your professional responsibilities as a teacher and option 6 is intended to encourage you to examine issues related to education.
  1. Poll your class or your own children or relatives or neighborhood children of a selected age group regarding their favorite TV show. Ask them what they like about it. Watch at least one episode of the show, write (a) a brief summary of that episode, and then (b) answer the question, "What values are articulated in the show and do they support what you believe is important for children?"
  2. Using the methods described in "a" above, do the same thing with a current movie.
  3. Ask children to describe a hero/heroine or someone they would like to be like who is in the public eye, such as a cartoon character or TV star. Ask them to tell you about them (find out about them yourself). Answer the question, "What are the values this person espouses and how will those values affect the children you (will) teach?"
  4. Play a Nintendo or Sega game. Watch children play. Children spend hours playing such games at home. Describe your experience and answer the question, "What can we as teachers learn about children's needs from analyzing what captivates them about video games?"
  5. Join the campus chapter of Future Teachers and attend at least one meeting. Write a one page paper describing the meeting and answering the question, "Why is (or is not) membership in professional organizations important?"
  6. Select a newspaper or magazine article that you believe has relevance to education. This must be a "news" or a "feature" article, and not an editorial or letter to the editor. Describe the main point of the article. Explain why the information is relevant to education. Give your own opinion about the issues raised in the article and their relevance to education. Attach the article to the paper.
• You will be expected to develop your own personal philosophy about the goals of education and your goals as an educator. Referring to the philosophical perspectives we discuss in class, write a one-page typed personal philosophy of education. Answer this question: "What is your role as a(n) elementary or secondary school teacher?" Further directions will be forthcoming. This is due on April 24, 2001. Keep a copy for yourself; it may be useful when you are applying for jobs (or graduate programs!).
• Read the text in accordance with course outline. Chapter prompts are provided in order for you to focus your thinking about the reading and in preparation for small group and class discussions. Some of the prompts are to be answered in written form and turned in (last page, "Chapter Prompts"). Answers should be brief and be submitted on a 3" x 5" card. These must be neatly written in ink or typed, are due the week the chapter is discussed, and will not be accepted late, except under unusual circumstances.
• There will be one class simulation/role play. Each group will be expected to prepare according to the assigned roles given in class, and points will be earned for individual and group participation.
• A take-home final exam will be distributed during the class before finals week. Items will be short essay.
• More than two absences may result in a lower grade (5 points per absence). We will begin promptly on the hour and, as a courtesy to fellow students, please do not interrupt by arriving late. Should you have an emergency, please telephone my office as soon as possible.

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  Grading System:

  There will be a total of 100 possible points, distributed as follows:

  Assignment	Maximum Possible
  Writing Assignment (1st day)	5
  One-page Paper	25
  Philosophy Paper	25
  Chapter Prompts (3 @ 5 points each)	15
  Simulation (Group+Individual points)	10
  Final	20
  Total	100

  Point/Grade Equivalents

  93-100 = A	73-76 = C
  90-92 = A-	70-72 = C-
  87-89 = B+	67-69 = D+
  83-86 = B	63-66 = D
  80-82 = B-	60-62 = D-
  77-79 = C+	59 or below = F

  

  Rubric for Papers:

  In your papers for "Foundations in Education," you will be graded predominantly on content, i.e., how clearly and how well you respond to the "prompt" or directions given, and whether or not you support your opinion or position with concrete examples. In addition, it is important that you organize your paper logically and express yourself clearly, which involves mechanics such as spelling and correct sentence construction. Although you may be an undergraduate enrolled in this class, it will count toward your 30 hours of post-baccalaureate credit. Therefore, you will be expected to be able to write clearly in order for you to receive a "B" or better.

  Please refer to the following expectations in writing your papers. Content and organization are worth 75% of the value of a given assignment, and 25% of the grade will be dependent upon mechanics and style/word usage.

  1. Content:

  • Clarity of focus, adherence to topic;
  • Originality, creativity, insight, honesty of feelings;
  • Sensitivity to the reader; and
  • Adequate treatment of topic/completeness of supporting ideas.

  2. Organization:

  • Logical, sequential order, including beginning, middle, and end;
  • Logical organization of individual paragraphs;
  • Support for generalizations; and
  • Smooth transitions.

  3. Style and usage:

  • Consistency of voice, tense, person, point of view;
  • Avoidance of choppiness, sentence fragments and run-on sentences;
  • Correct usage; e.g., subject-verb agreement, tense, number, gender.

  4. Mechanics:

  • Appropriate punctuation, capitalization, spelling;
  • Appropriate paragraphing; and
  • Legibility and neatness.
   

  Grades will be assigned based upon total points earned. Attendance and participation will be considered in borderline cases. Assignments are expected to be turned in on time . Late work may result in loss of points, but will be considered on an individual basis.

  Reminder: Credential candidates must maintain a "B" average, with no grades below a "C."

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  COURSE OUTLINE

  Date	Topic	Assignment Due
  1/30	Introduction/In-class writing	First Assignment
  2/6	Education in the News	Bring Article (Assignment #2)
  2/13	The Occupation of Teaching	Chapters 1, 2 & 3
  2/20	The History of Education	Chapter 6
  2/27	History (Continued)	One-page Paper Due (Assignment #3 options 1-6)
  3/6	Philosophy of Education	Chapter 7 - Prompt Due
  3/13	Philosophy (Continued)	Review Chapter 7
  3/20	Sociology of Education	Chapter 8
  3/27	Sociology of Education (Continued)	Review Chapter 8
  4/3	Politics of Education/Simulation intro	Chapter 9 - Prompt Due
  4/10	SPRING BREAK	Enjoy!
  4/17	Simulation	Prepare: Review Chapters 8 & 9
  4/24	Politics of Education (Continued)	Philosophy Paper Due (Assignment #4)
  5/1	Teaching as a Profession	Chapters 4 & 5
  5/8	Teaching as a Profession: Unions and Professional Organizations	Chapters 4 & 5 (review)
  5/15	Current Issues in Education	Chapters 3,10 & 11 - Prompt Due Distribution of take-home final
  5/22	Final Exam Due	Prepare!

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A New England Dame school in old colonial times, 1713. Engraving. (Bettman Archive)

Date	Chapter	Prompt
2/6	1 & 2	What is the good news? What is the bad news?
2/20	6	What do you think is the most important court decision in the history of education? Why?
*3/6	7	We know that there are few "purists" in any educational theory, but select one theory and pretend you are watching a class where the teacher is a purist. Define the class (grade level, subject area), imagine a lesson and describe what is happening (i.e., what are the students and what is the teacher doing, what are the students studying, etc.).
3/27	8	Have you ever experienced, seen or thought about any of the issues in this chapter, e.g., tracking, racial or sexual discrimination ? How will it affect your teaching?
*4/3	9	Assume you have an opportunity to talk to a candidate for local, state, or national office. First, select what the office is (e.g., school board member, governor, congressman, president, etc.). Second, formulate one question you would ask that person. Make this question specific and informative, not a "yes" or "no" question.
5/1	4 & 5	What do you thing is the most important right and what the most important responsibility of a teacher? Why?
*5/15	10 & 11	What is your position on the conflict between the mandated, monitored curriculum and the freedom to teach? Why?

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SUGGESTED READINGS & RESOURCES

• Berliner, David C. & Biddle, Bruce J. The Manufactured Crisis: Myths, Fraud and the Attack on America's Public Schools. New York: Longman Publishers, 1997.
• Brown, John L. & Moffett, Cerylle A. The Hero's Journey: How Educators Can Transform Schools and Improve Learning. Alexandria, VA: Association for Supervision and Curriculum Development, 1999.
• Carnegie Forum. A Nation Prepared: Teachers for the 21st Century. New York: The Carnegie Corporation of New York, 1986.
• Cobb, Nina., Ed. The Future of Education: Perspectives on National Standards in America. New York: The College Board, 1994.
• Cummins, Jim & Sayers, Dennis. Brave New Schools: Challenging Cultural Literacy. New York: St. Martens Press, 1997.
• Good, T. & Brophy, J. Looking in Classrooms, 6th Ed. New York: Harper & Row, 1994.
• Goodlad, J. & Keating, Pamela, Eds. Access to Knowledge: The Continuing Agenda for Our Nation's Schools, revised edition. New York: The College Board, 1994.
• Goodlad, J. A Place Called School. New York: McGraw-Hill Co., 1984.
• Goodlad, J. In Praise of Education. New York: Teachers College Press, 1997.
• Goodlad, J. Educational Renewal. San Francisco: Jossey-Bass Publishers, 1998
• Grossman, Herbert, & Grossman, Suzanne. Gender Issues in Education. Boston: Allyn and Bacon, 1994.
• Henderson, J.G. Reflective Teaching: The Study of Your Constructivist Practices, 2nd Ed. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1996.
• Hirsch, E.D., Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Miflin, 1987.
• Hirsch, E.D., Jr. The Schools We Need: Why We Don't Have Them. New York: Doubleday, 1996.
• Joseph, Pamela Bolotin, & Burnaford, Gail E. Images of Schoolteachers in Twentieth-Century America: Paragons, Polarities, Complexities. New York: St. Martin's Press, 1994.
• Kleinfeld, Judith B., and Yerian, Suzanne, Eds. Gender Tales: Tensions in the Schools. New York: St. Martin's Press, 1995.
• Kozol, Jonathan. Savage Inequalities: Children in America's Schools. New York: Crown Publishers, Inc., 1991.
• McLaren, Peter. Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education. New York: Longman, 1989.
• Noll, James W., Ed. Taking Sides, Seventh Edition: Clashing Views on Controversial Issues, 9th Ed. Guilford, CT: Dushkin Publishing Group, Inc., 1997.
• Reed, Ronald F., & Johnson, Tony W., Eds. Philosophical Documents in Education. New York: Longman, 1996.
• Rich, John M. Innovations in Education, 6th Ed.: Reformers and Their Critics. Boston: Allyn and Bacon, 1992.
• Rothstein, Stanley W. Schools and Society: New Perspectives in American Education. Englewood Cliffs, NJ: Prentice-Hall, 1996.
• Sadker, Myra, & Sadker, David. Failing at Fairness: How America's Schools Cheat Girls. New York: Charles Scribner & Sons, 1994.
• Schultz, Fred, Ed. Education 96/97: Annual Editions. Guilford, CT: Dushkin Publishing Group, 1996.
• Shor, Ira, Ed. Freire for the Classroom: A Sourcebook for Liberatory Teaching. Portsmouth, NH: Boynton/Cook Publishers, 1987.
• Spring, Joel. Wheels in the Head: Educational Philosophies of Authority, Freedom, and Culture from Socrates to Paulo Freire. New York: McGraw-Hill, Inc., 1994.
• Wink, Joan. Critical Pedagogy: Notes from the Real World. New York: Longman, 1997.

Interesting URLs:

• "The History of Education Site" by University Nijmegen, The Netherlands - http://www.socsci.kun.nl/ped/whp/histeduc/
• " COMMUNICATIONS HISTORY: THE UNITED STATES, 1585-1880---9/9 FAMILY AND SCHOOL IN LITERACY TRAINING & EDUCATION: Visual Essays & Images for Teaching/Research in History & American Studies by William J. Gilmore-Lehne, Assoc. Professor of History, Richard Stockton College of N.J. - http://www.stockton.edu/~gilmorew/0amnhist/comuhis5.htm
• "LINKS TO SITES IN THE HISTORY OF AMERICAN EDUCATION" Purdue University - http://www.soe.purdue.edu/fac/georgeoff/hist_am_ed/Links.htm

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  Horace Mann	Booker T. Washington	W.E.B. DuBois

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  Dr. Nada Mach
  TED 304.03: Spring, 2001
  nmach@csudh.edu