SYLLABUS FOR FOUNDATION OF EDUCATION

Course Number: EDU311X

Instructor: Dr. Elaine Kisisel

Office: Room # 513

Office Phone: 219 473-4271

E-mail: ekisisel@ccsj.edu

By appointment.

Tuesday 7:00-10:00 p.m.

The teacher candidate will examine the historical basis of the contemporary American systems as well as it’s social impact and future implications. Topics include:

• education philosophies and theories framing the contemporary American education systems;
• legal rights and responsibilities of students and educators;
• values inherent in various religious, educational and cultural traditions;
• cultural, ethnic and minority expectations of schooling;
• common and contrasting elements of contemporary American and foreign education systems.

EDU 100 and EDU 200

Ornstein, Allan C. and Levine, Daniel E. (1997) Foundations of Education. Boston: Houghton Mifflin Co.

ADDITIONAL BOOKS:

Albom, Mitch. (1997) Tuesdays with Morrie. New York: Doubleday.

Perrone, Vito. (1991) A Letter to Teachers. San Francisco: Jossey-Bass.

Grant, Gerald and Murray, Christine. (1999) Teaching in America. Cambridge, MA: Harvard University. (Optional)

Maeroff, Gene I. (1999) Altered Destinies. New York: St. Martin’s Griffin.

If an instructor or other Calumet College of St. Joseph personnel find 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 CCSJ handbook that addresses student grievances.

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, Chicago Manual of Style or Turabian.). 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.

After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are 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 transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).

Attendance is mandatory. Students missing more than three classes may not pass this course. The assigned presentation must be made on the assigned date; if not, the student will receive no credit for the presentation.

Calumet College of St. Joseph adheres to citation guidelines as written in the Publication Manual of the American Psychological Association, Fourth Edition. A copy can be purchased from the bookstore. The text outlines how to site references from a variety of sources, including electronic media.

PRINCIPLE OBJECTIVE:

The teacher candidate will gain knowledge and reflect about the foundations of the contemporary American educational systems in regards to the

• evolution of current concept of teaching as a profession;
• education reform and restructuring through educator empowerment and parent/community involvement;
• historical, philosophical and social influences on school programs;
• school organization, financial structure and governance;
• curriculum development and implementation, culminating in the establishment of standards for teacher competencies, pedagogy and content areas;
• current issues in educational technology, teaching/learning environments, expanded services;
• impact of values found in religious, educational and cultural traditions.

RELATED INTASC PRINCIPLES:

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

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.

The teacher is a reflective practitioner who continually evaluates the effects of hid/her choices and actions on others…and who actively seeks out opportunities to grow professionally.

Grades will be determined as follows:

Assignments 75%

Discussion 10%

Final 15%

These items will be due as scheduled. There will be NO substitutions.

Assignment #1: Interview

Due date: January 18, 2000

Assignment #2: Morrie/Letter

Due date: January 25, 2000

Assignment #3: Philosophy

Due date: February 8, 2000

Assignment #4: Governance/Financial Concerns

Due date: February 22, 2000

Assignment #5: Altered Destinies

Due date: March 7, 2000

Assignment #6: Standards

Due date: March 21, 2000

Assignment #7: Reform

Due date: March 28, 2000

Assignment #8: Own Philosophy

Due date: April 11, 2000

January 11, 2000

Topic: Understanding the Teaching Profession

Text: Chapters 1 and 2

January 18, 2000

Topic: Understanding the Teaching Profession

Text: Chapters 1 and 2

January 25, 2000

Topic: Historical and Philosophical Foundations

Text: Chapters 3, 4, and 12

February 1, 2000

Topic: Historical and Philosophical Foundations

Text: Chapters 3, 4, and 12

February 8, 2000

Topic: Historical Development of Contemporary American Education

Text: Chapter 5

February 15, 2000

Topic: Public Education Governance

Text: Chapter 6

February 22, 2000

Topic: Financing Public Education

Text: Chapter 7

February 29, 2000

Topic: Legal Aspect of Education

Text: Chapter 8

March 7, 2000

Topic: Social Foundations

Text: Chapters 9, 10, and 11

March 14, 2000

Topic: Social Foundations

Text: Chapters 9, 10, and 11

March 21, 2000

Topic: Standards for Teacher Competencies, Pedagogy and Content Areas

Text: Chapters 13 and 14

March 28, 2000

Topic: American and Global Educational Reform

Text: Chapters 15 and 16

April 4, 2000

Topic: American and Global Educational Reform

Text: Chapters 15 and 16

April 11, 2000

Topic: Own Philosophy

April 18, 2000

Topic: Final