Calumet College of St. Joseph

CULTURAL VALUES IN EDUCATION[1]

 

 

Term: Summer 2003

Course #: EDU 391X

Instructor: Dr. Thomas N. Barone

Office Phone: (219) 473-4294

E-mail: tbarone@ccsj.edu

Office Location & Hours: Room  300;  Tues. 12-4,  Thurs. 12-4 or by appt.

 

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

Erie Community College, Adjunct English Lecturer, 1991-1998

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

English Lecturer, MARA Institute of Technology, Malaysia, 1985-1987

 

 

Course Time & Location:  Tuesday & Thursday, 4-7 pm, Rm. 307

 

 

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.  In addition, the course will look at the history and cultural features of major immigrant groups to the United States. Finally, the course has a major emphasis on preparing future teachers to enhance the provision of equal educational opportunities for all students.

 

 

 

 

 

·        The textbooks will serve to examine theoretical and practical aspects

of diversity and the implications for education.  The course will also integrate material concerning diversity in Northwest Indiana.

 

               

Prerequisites: EDU 200

 

Textbooks & Material:

 

            Required Texts:

 

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

 

Rethinking our Classrooms: Teaching for Equity and Justice (Vol. 1), Rethinking Schools: Milwaukee, WI. 1994 (Rethinking Schools is an excellent internet site for practical teaching ideas and information about multicultural education).                  Course readings for this text are listed at the end of the weekly syllabus

 

            Class Handouts

 

Optional Text: 

 

Multicultural Teaching: A Handbook of Activities, Information, and Resources.  Pamela & Iris Tiedt, Allyn & Bacon: Boston, 2002. (Excellent resource for teaching ideas)

 

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. Practical ideas will be presented that students can use to integrate into their own classes.

 

 

 

 

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.
  2. Students will be required to turn in several reflective papers and which exhibit their knowledge of course topics and their ability to reflect on cultural diversity and educational practice.
  3. Two exams (midterm and final) will be given during the course 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 cooperative group project in which students will be required to examine a key question related to the subject of diversity and/or multicultural education. Each group will have individual assigned roles and responsibilities.  The groups will be responsible for agreeing on a question to be researched (approved by me), researching it, presenting their findings to the class and writing a brief paper on their question. The presentation should be 15-20 minutes long and the paper should be a minimum of five pages long and referenced according to APA style.

 

Assessment:

 

            Cooperative Group Project- Paper & presentation-30%

            Exams (Midterm & Final)-40%

Reflective Assignments-30%

(Some with field experience component)

 

            Attendance & Late Policy-See below

 

 

Grading Scale:

   A-90-100

                           B-80-89

                           C-70-79

                           D-60-69

                           F- <60

 

Attendance & Late Policy:

 

Students who miss more than two classes without a valid excuse will have their final grade lowered by a letter grade. Students who are excessively late to class (>20 minutes) will be marked absent.

 

 

 

 

 

WEEKLY SCHEDULE:

 

Week One (5/13)

 

Tues. – Course intro, syllabus, diversity in education

Thurs.- Chpt 1- Education in a Changing Society

 

Week Two (5/20)

 

Tues.-Chpt 2- Culture and the Culture-Learning Process

 

Thurs.– Chpt 3-Classrooms and Schools as Cultural Crossroads

 

              Reflective Assignment One Due

 

Week Three (5/27)

 

Topic: The Debate over Multicultural Education

 

Tues. –Handout-Feinberg, Common Schools, Uncommon Identities, Chpt. 1

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

 

Thurs.-Handouts-Change/Education, 3rd Ed., Ravitch, Multiculturalism: E Pluribus Plures

“Dimensions and School Characteristics” and “Curriculum        Transformation” (Banks)

                           

Week Four (6/3)

 

Tues.-TEST ONE

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

                       

 

Thurs.-Chpt 6- Creating Classrooms that Address Race and Ethnicity

                         Handout-“ How to Teach Multiculturally” (Tiedt & Tiedt)

                                                

Week Five: (6/10)

 

Topic: Addressing the Needs of English Language Learners

 

Tues. Chapter 7- Developing Learning Communities: Language and Learning Style

 

Thurs.-Handouts-“Teaching Language Minority Populations” (Campbell)

                             “The Politics of Bilingual Education” (Porter)

                              “Two Language are Better Than One” (Thomas & Collier)

 

Reflective Assignment Two Due

 

Week Six: (6/17)

 

Tues.-Chpt 8-Religious Pluralism in Secular Classrooms (skim)

 

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

 

 

Week Seven: (6/24)

 

Tues.-Chpt 12-Assessing Progress: The Importance of Social Class and Social Status

          GROUP PRESENTATIONS

 

Thurs.-FINAL EXAM

             GROUP PAPERS DUE

 

Rethinking our Classrooms (Vol. 1) Reading Schedule:

 

The reading schedule below is coordinated with the text chapters. These articles are required reading along with the text chapter and handouts.

 

Chpts 1 & 8-No assigned readings

 

Chpt. 2-“Seeing Color: A Review of White Teacher” (p. 130)

 

Chpt. 3-“Taking Multicultural, Anti-racist Education Seriously” (p. 19)

 

Chpt. 4-“Teaching for Social Justice” (p. 30)

              “The Complexities of Encouraging Social Action” (p. 40)

              “Tapping into Feelings of Fairness” (p. 44)

 

Chpt. 5-“Bringing the World into the Math Class” (p. 76)

              “Math, Equity & Economics” (p. 94)

              “World Poverty & World Resources” (p. 92)

 

Chpt. 6-“Why Students Should Study History?” (p. 150)

              “Race and Respect Among Young Children” (p. 24)

              “Unlearning the Myths that Bind Us” (p. 8)

              “Ten Quick Ways to Analyze Children’s Books” (p. 14)

 

Chpt. 7-“Whose Standard? Teaching Standard English” (p. 142)

 

Chpt. 9-“What do we say when we hear ‘Faggot’?” (p. 86)

              “What can teachers do about sexual harassment?” (p. 103)

Chpt.12-“Expectations and 'At Risk' Children” (p. 126)

                “Why Standardized Tests are Bad” (p. 171)

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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).

 

 

 

 

 

 

 

 

 

 


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