Term: Spring 2003
Course #: EDU 311X
Instructor: Dr. Thomas N. Barone
Office Phone: (219) 473-4294
E-mail: tbarone@ccsj.edu
Office Location & Hours: Room 509; Mon. 12-4; Tues. 3-7, Thurs. 12-4 or by appt.
Note: The education faculty
offices will be moving to the third floor so office information is temporary
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 & Location: Tuesday 7-10 pm; Rm 307
Course Description: This course is a comprehensive overview of the foundations of education in the United States. It is an interdisciplinary attempt (providing the historical. political, economic, legal, social and philosophical foundations) to provide preservice teachers with a clear understanding of the teaching profession and the issues and controversies confronting American education today. The primary focus is to prepare reflective teachers who will be able to make informed decisions to improve and enhance the learning environment for children.
Prerequisites: EDU 100 & EDU 200
Textbook: Foundations of Education: Eighth Edition, A. Ornstein & D. Levine, New York, Houghton Mifflin, 2002
Reserve Readings, Specker Memorial Library
Learning Outcomes/Competencies:
Defining Foundations of Education:
Foundations of Education study employs a number of different disciplinary perspectives to discern how schools equip young people to assume adult positions in American society. The aim of such study is not simply to describe accurately the connection between the internal organization of schools and their socializing mission. Foundations also refers to a tradition of academic that seeks to expose and make explicit the relationships between educational methods and values….Foundational study, therefore, contains a prescriptive as well as a descriptive dimension: to consider in tandem what schools are doing and what they ought to be doing. Foundational study serves to deepen the ability of prospective and veteran teachers to answer the overarching question: Why do schools operate they way they do?
Foundations of education study brings interdisciplinary resources to bear in developing interpretive, normative and critical perspectives in education, both inside and outside of schools.
The interpretive perspectives use concepts and theories developed within the humanities and the social sciences to assist students in examining, understanding and explaining education within different contexts.
The normative perspectives assist students in examining and explaining education in light of value orientations. Foundational studies promote understanding of normative and ethical behavior in educational development and recognition of the inevitable presence of normative influences in educational thought and practice.
The critical perspectives employ normative interpretations to assist students to develop inquiry skills, to question educational assumptions and arrangements and to identify contradictions and inconsistencies among social and educational values, policies and practices.
(The Council of Learned Societies, 1996)
Course Requirements:
Assessment:
Exams (Midterm & Final)-40%
Position Paper & Presentation-30%
Reflective Assignments-30%
Attendance-See policy below
Grading Scale:
A-90-100
B-80-89
C-70-79
D-60-69
F- <60
Attendance Policy:
Students who miss more than two classes without a valid excuse will have their final grade lowered by a letter grade.
WEEKLY SCHEDULE:
I. UNDERSTANDING THE TEACHING PROFESSION
Week One (1/7):
Course Introduction, Discussion of Syllabus
Chapter 1- “Motivation, Preparation and Conditions for the Entering Teacher”
Week Two (1/14):
Chapter 2-“The Teaching Profession”
II. HISTORICAL AND PHILOSOPHICAL FOUNDATIONS
Week Three (1/21):
Chapter 4-“Philosophical Roots of Education”
Reflective Assignment One Due
Week Four (1/28):
Chapter 6- “Historical Development
of American Education”
History of Education video-“School”
III. ECONOMIC & LEGAL FOUNDATIONS
Week Five (2/4):
Chapter 8-“Financing Public Education”(selected pages)
Week Six (2/11):
Chapter 9-“Legal Aspects of Education”
Midterm Review
Week Seven (2/18):
MIDTERM EXAM
Week Eight (2/25):
Chapter 10-“Culture, Socialization and Education”
Reflective Assignment Two Due
IV. SOCIAL
FOUNDATIONS
Week Nine (3/4):
Chapter 11-“Social Class, Race, and School Achievement”
Reserve Readings:
Tatum, B. (1994). Teaching white students about racism: The search for white allies and the restoration of hope. Teacher’s College Record, 462-476.
McIntosh, P. (1989, July/August). White Privilege: Unpacking the invisible knapsack. In T. Barone, D. Musial, & B. Love (Eds.), Change/Education, 3rd Ed. DeKalb, IL: Educational Studies Press.
Week Ten (3/11):
Chapter 12-“Providing Equal Educational Opportunity”
Video-Equal Educational Opportunity, “School”
Week Eleven (3/18):
Chapter 13- “The Purposes of Education”
Reflective Assignment Three Due
Week Twelve (3/25):
Chapter 14-“Curriculum and Instruction”
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam Books.
(Chapter 1- “The Case for Values Education”)
Kohn, A. (1997, February). How not to teach values: A critical look at character education. Phi Delta Kappan, 78(6), 429-439.
Week Thirteen (4/1):
Week Fourteen (4/8):
Position Paper Presentations
Position Papers Due
Video-“First Year Teaching”
Final Exam Review/Course Evaluation
Week Fifteen:
FINAL EXAM (Exam time, date and location TBA)
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).