CULTURAL VALUES IN EDUCATION[1]

 

Term: Spring 2003

Course #: EDU 391A (Day)

Instructor: Dr. Thomas N. Barone

Office Phone: (219) 473-4294

E-mail: tbarone@ccsj.edu

Office Location & Hours: Room 300; Mon. 12-4; Tues. 3-7, Thurs. 12-4

 

Instructor Background:  

 

Education:  Ph.D. in Social Foundations of Education (specialization in Comparative Education) from the State University of New York at Buffalo, 1998

 

M.Ed. in Teaching English to Speakers of Other Languages  (TESOL) from

the State University of New York at Buffalo, 1985: NY State Certification

 

B.A. in Russian Studies from the State University of New York at Buffalo, 1982

 

Professional Experience:  English Lecturer, MARA Institute of Technology, Malaysia, 1985-1987

English as a Second Language Teacher, Buffalo Public Schools and Niagara Falls Schools, 1987-1993

Erie Community College, Adjunct English Lecturer, 1991-1998

Assistant Professor, Foundations of Education, Northern Illinois University, 1998-2002   

 

 

Course Time: Monday-Thursday 8:15 am-12 pm

 

Course Description: 

 

An integrative interactive approach to address the preparation of teachers for the wide diversity of students they are certain to meet in their classrooms, schools, and communities.  This course is an examination of the relationship of cultural values to a child’s self-concept and learning style.  Students will also examine the theoretical and practical issues involved with multicultural education. Finally, the course has a major emphasis on preparing future teachers to enhance the provision of equal educational opportunities for all students. 

 

Prerequisites: EDU 200

 

 

 

 

Textbooks (required):

 

Human Diversity in Education: An Integrative Approach, 4th Ed., K. Cushner, A. McClelland, & P. Safford, McGraw Hill: Boston, 2003

 

Of Borders and Dreams: A Mexican-American Experience of Urban Education, Chris Carger, Teacher’s College Press: New York, 1996

 

Handouts will also be distributed throughout the course

 

Textbooks (optional):

 

The following two books give practical suggestions for implementing multicultural education in the classroom:

 

Rethinking our Classrooms: Teaching for Equity and Justice, Vol. 2, Rethinking Schools:

Milwaukee, WI, 2001

 

Multicultural Teaching: A Handbook of Activities, Information, and Resources (6th Ed.), Pamela Tiedt & Iris Tiedt

 

Learning Outcomes/Competencies:

 

  1. Students will examine the role of culture and identity in their own upbringing and how it shapes their view of the world
  2. Students will learn to appreciate and respect cultural diversity
  3. Students will be able to recognize factors that are influencing  social and cultural change
  4. Students will gain an understanding of culture, learning and the culture learning process
  5. Students will examine how culturally different people interact with one another and how these interactions can be improved by the schools (e.g.-multicultural education)
  6. Students will be prepared to address the issue of intercultural understanding and skills with their own students when they become teachers

 

 

Course Requirements:

 

  1. Students must attend class regularly and participate in class discussion and activities since the quality of the class is affected by student involvement.  This is especially true for our reading of  Of Borders and Dreams (a case study of a Mexican American student’s experiences in public and private schools).
  2. Students will be required to turn in several reflective papers and homework assignments which reflect their knowledge of course topics and their ability to reflect on cultural diversity and educational practice.
  3. Two exams will be given during the course (a midterm and final which will test the extent to which students have mastered key concepts from the textbook and can apply these concepts to their professional development).
  4. Students will also be required to complete a research paper related to the topic of cultural diversity & multicultural education.  Acceptable topics will be discussed in class. The research paper must be at least 7 pages long and referenced in APA style.

 

Assessment:

 

            Research Paper-Paper & presentation-40%

            Exams (Midterm & Final)-40%

Homework & Reflective Assignments-20%

 

 

Grading Scale:

   A-90-100

                           B-80-89

                           C-70-79

                           D-60-69

                           F- <60

 

Attendance Policy:

 

Students who miss more than ONE  class without a valid excuse will have their final grade lowered by a letter grade.

 

WEEKLY SCHEDULE:

 

Day One (3/31)

 

Course Introduction, Syllabus

 

Chpt 1- Education in a Changing Society

 

Day Two: (4/1)

 

Chpt. 2- Culture and the Culture-Learning Process

 

Day Three: (4/2)

 

Of Borders and Dreams, pp. 1-25

Chapter 3-Classrooms and Schools as Cultural Crossroads

 

 

 

 

Day Four: (4/3)

 

Chpt 4-Intercultural Development: Considering the Growth of Self and Students Class

Of Borders and Dreams, pp. 26-58

 

Reflective Assignment One Due

 

 

Day Five: (4/7)

 

Guest lecturer-Dr. Patterson

 

 

Day Six: (4/8)

 

Chpt 5- The Classroom as a Global Community: Nationality and Region

 

Of Borders and Dreams, pp. 59-99

 

Research Proposal Due

 

 

Day Seven: (4/9)

 

TEST ONE

 

Video-Skin Deep

 

 

Day Eight: (4/10)

 

Chpt 6-Creating Classrooms that Address Race and Ethnicity

 

Of Borders and Dreams, pp. 100-150

 

Guest Speaker, Ms. Rosado; East Chicago Schools

 

Day Nine: (4/14)

 

Chpt 7-Developing Learning Communities: Language and Learning Style

 

Reflective Assignment Two Due

 

 

 

Day Ten: (4/15)

 

Chpt 8-Religious Pluralism in Secular Classrooms

 

Handout:

 

 J. Banks & C. Banks, Multicultural Education: Issues and Perspectives, 4th Ed., John Wiley & Sons, “American Muslims: Cousins and Strangers”

 

 

Day Eleven: (4/16)

 

Chpt. 9-Developing a Collaborative Classroom: Gender and Sexual Orientation

 

Final Exam Review

 

Day Twelve: (4/17)

 

FINAL EXAM

 

Course Evaluation

 

Research Paper Due April 22nd

 

 

 

COLLEGE INFORMATION & POLICIES:

 

 

Center for Academic Excellence:

 

Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE) to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.

 

Statement Regarding Plagiarism:

 

If an instructor or other Calumet College of St. Joseph personnel finds that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College.  The procedures for judicial review are listed under the section of the CCSJ Handbook that addresses student grievances.

 

Citation Guidelines:

 

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA & Chicago Manual of Style). All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources, including electronic media.

 

Withdrawal From Class Policy:

 

After the last day for class changes has passed (see College calendar), a student may withdraw from a course in which she/he is registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the Catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number, 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.

 

An official withdrawal is recorded as a “W” grade on the student’s transcripts. Dropping a course without written permission automatically incurs an “F” grade for the course (see Refund Schedule).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INTASC PRINCIPLES:

 

  1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
  2. The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development.
  3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
  4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.
  5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  6. The teacher uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
  8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual and social development of the learner.
  9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professional in the learning community) and who actively seeks out opportunities to grow professionally.
  10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being

 

 


[1] Revisions to this syllabus will be discussed in class