Term: Fall 2003
Course #: EDU 311X
Instructor: Dr. Thomas N. Barone
Office Phone: (219) 473-4294
E-mail: tbarone@ccsj.edu
Office Location & Hours: Room 300; Mon. 12-3;
Tues. 12-4; Wed. 10-12 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: 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 4-7 pm, Room 308
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 200
Textbook: Foundations of Education: Eighth Edition, A. Ornstein & D. Levine, New York, Houghton Mifflin, 2002
Handouts (distributed in class)
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:
The position papers should be 5-7 pages long, be properly referenced and organized according to an acceptable research paper style format.
Assessment:
Exams (Midterm & Final)-40%
Group Assignment: Position Paper & Presentation-30%
Reflective Assignments-20%
Attendance-10%
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. Students who miss more than three classes will fail the class.
WEEKLY SCHEDULE:
I. THE TEACHING PROFESSION
Week One (9/2):
Course Introduction, Discussion of Syllabus
Chapter 1- “Motivation, Preparation and Conditions for the Entering Teacher”
Week Two (9/9):
Chapter 2-“The Teaching Profession”
Handout: “The Executive Approach” from Approaches to Teaching, G. Fenstermacher & J. Soltis
II. HISTORICAL AND PHILOSOPHICAL FOUNDATIONS
Week Three (9/16):
Chapter 4-“Philosophical Roots of Education”
Handouts: “ The Therapist Approach” & “The Liberationist Approach” from Approaches to Teaching, G. Fenstermacher & J. Soltis
Week Four (9/23):
Chapter 6- “Historical Development
of American Education”
History of Education video-“School”
Reflective Assignment One Due
III. ECONOMIC & LEGAL FOUNDATIONS
Week Five (9/30):
Chapter 8-“Financing Public Education”(selected pages)
Chapter 9-“Legal Aspects of Education”
Week Six (10/7):
Chapter 9-“Legal Aspects of Education” (cont.)
Week Seven (10/14):
MIDTERM EXAM
IV. SOCIAL
FOUNDATIONS
Week Eight (10/21):
Chapter 10-“Culture, Socialization and Education”
Handout- “Youth Culture and the Student Peer Group”, from The Way Schools Work, K. deMarrais & M. LeCompte (Eds.)
Week Nine (10/28):
Handout-“Educational Equality for Students of Color”, Geneva Gay, from Multicultural Education, 4th Ed., Banks & Banks (Eds.)
Week Ten (11/4):
Chapter 12-“Providing Equal Educational Opportunity”
Video-Equal Educational Opportunity, “School”
Handout: Tatum, B. (1994). Teaching white students about racism: The search for white allies and the restoration of hope. Teacher’s College Record, 462-476.
Week Eleven (11/11):
Chapter 13- “The Purposes of Education”
Chapter 14-“Curriculum and Instruction”
Reflective Assignment Two Due
Week Twelve (11/18):
Handouts-“Reframing Comparative Education”, from Comparative Education, R. Arnove
& C. Torres (Eds.)
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam Books.
(“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 (11/25):
Video-“First Year Teaching”
Final Exam Review/Course Evaluation
Week Fourteen (12/2):
Group Presentations
Position Papers Due, December 5th
FINAL EXAM
INTASC PRINCIPLES:
#1: The
teacher understands the central concepts, tools of inquiry and the structures
of the discipline(s) he/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, nonverbal, 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, the community
and curriculum goals.
#8: The
teacher understands and uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social and physical
development of the learner.
#9: The
teacher is a reflective practitioner who continually evaluates the effects of
his/her choices and actions on others…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).