EDU 2202 - Social Foundation
Education II
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Fall
Semester - 2003 Monday
12:30-1:45 p.m. Old
Falvey Room 101
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Professor: Dr. Edward Garcia Fierros Phone: 610 519-6969 Email: Edward.Fierros@villanova.edu Office Hours: by appointment. |
Required Text:
·
Steven
Tozer, Paul Violas, Guy Senese, (2002) School and Society: Historical
and Contemporary Perspectives 3rd ed., McGraw-Hill
·
Readings
as assigned
Course
Description: Development
of public and private education in America in its social and philosophical
context; types of education, governmental activity in education,
educational
finance, religious and political influences, impact of European developments.
This course is an appreciative study of the social, historical and political
context for schooling in a multicultural, democratic society.
Course Objectives:
1.To extend awareness and appreciation
of a range of social and educational issues.
2.To exercise the ability to analyze,
and articulate the context, content, and meaning of an educational issue.
3.To exercise the ability to
synthesize, and articulate the way different issues relate to each other.
4.To exercise and expand the ability
to understand, write and speak in response to the crucial social and historical
context of critical education issues.
5.To exercise the ability to respond
as a citizen to real examples of critical issues as they present themselves in
a democratic society.
6.To exercise academic and
intellectual judgment in response to issues of cultural difference, gender,
racial and ethnic diversity.
7.To enhance your writing skills.
Late
Assignments: If you
must turn in an assignment late, you are expected to notify me in advance or to
be able to provide some proof of your trouble. If you do not satisfy these
criteria, submit your assignment! Assignments/papers that are late will
be docked 10% of their value for each day they are late.
Grading: Your course grade will be based
upon a standard conversion of the total points you have earned into a
corresponding letter grade, as follows:
A = 93% and
above B+ = 87-89% C+ =
77-79% D = 60-69%
A - = 90-92% B
= 83-86% C = 73-76% F = 59% and below
B - = 80-82% C
- = 70-72%
INTRODUCTION
Throughout this course, we will examine the intellectual
influences on the institutions of schooling in America. We will be asking
questions about the life work of the educator and the relationship between
educational work and institutions where teachers pursue their profession. We
will be studying the relationship between some of the most important traditions
underlying this vocation in light of some of the most recent phenomena
affecting the work of teachers and how its boundaries are defined. Always we
will be testing our assumptions against our reading and the experiences we all
bring to bear on this study. This course is centered on the study of
intellectual traditions grounded in a spirited critical debate over the
political, economic and moral center of educational practice. We will be
exploring these issues from several different perspectives, by comparing and
contrasting current issues and problems with their historical and social roots.
We will concentrate on differing and often competing explanations for the
meaning of educational phenomena and institutions. We will also be viewing film
excerpts as reflective examples, and cultural artifacts of the ideas we
encounter. 
As we move through the course, we will be asking such
questions as: What are the Historical and social contexts of change? Who decides
when educationally driven change is necessary? Is reform always useful, and if
so, for who’s good is it? Central to all of our discussion will be the issue of
educational values in a democracy, the relationship between educational
functions and social roles, and issues related to the coherence of educational
purpose in a society challenged by the powerful issues surrounding language,
culture, class, gender, race and ethnicity.
Students will be asked to conduct thoughtful discussion of
the material assigned for the day's reading. The course experience will be cooperative in
nature, with students working in small groups on discussion themes, toward
resolution of issues and debates raised in class and in the readings. These are
not intended to exhaust the potential themes in the course, only to suggest
some possible directions for exploration.
COURSE FORMAT
The course will include multiple instructional approaches
including: lecture, discussion, small group activities, presentation, debate,
and critical reflection activities. All students are
expected to attend every class session unless otherwise arranged. Scheduled
reading assignments should be complete before the class meeting. Please use the
APA format for written assignments.
Go to http://www.library.upen.edu/resources/reference/general/style.html
to view a writing guide (see appendix one of this site to view example
manuscript). Please make two copies of your written text.
SPECIAL NEEDS STUDENTS
Students
with disabilities who require academic accommodations should schedule an
appointment to discuss specifics with me. It is the policy of Villanova
University to make reasonable academic accommodations for qualified individuals
with disabilities. You must present
verification and register with the Learning Support Office (610) 519-5636 or
Nancy.Mott@Villanova.edu. Registration is required in order to receive
accommodations.
ACADEMIC
INTEGRITY AND PLAGIARISM
As a community committed to the Augustinian ideals of truth,
unity and love, Villanova University prides itself on maintaining the highest
standards of academic integrity and does not tolerate any form of academic
dishonesty or misconduct. Dishonesty (including plagiarism) in any assignment,
test or examination is punishable by the grade of F and is to be reported,
through the deans, to the Vice President for Academic Affairs. A second offense
will result in the dismissal of the student from Villanova University.
COURSE REQUIREMENTS
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1.Attendance, discussion participation and class activities –- The course is designed as
focused discussion/lecture with primary emphasis on discussion and debate.
Your participation grade will depend on your preparedness and activity in
this effort. This will include your level of commitment to small group
activities. In addition there will be periodic unannounced quizzes based on
the course readings. Familiarize
yourself with the terms in the reading. Be able to discuss the significance
of key concepts for education/schooling in either historic or contemporary
context. Familiarize yourself enough with the others that you may
be able to present a response, or engage in discussion. The following
questions will be heard often. 1. “any questions?” You are urged to come to
class with one, based on your reflection on the assigned reading.2. “what
have you thought about?” Meaning, based on the assigned reading, what stood
out or caused you to think? |
15 % |
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2.
Reading Quizzes –Periodic unannounced quizzes
based on the course readings |
10% |
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3.
Midterm Examination - multiple choice, essay, and
short answer |
15% |
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4. Field Placement Activities – Due Dates:
September 24, 2003 and October 27, 2003 - Please may choose any two of the following activities: A) Obedience to Public
Law Teachers’ Responsibilities Checklist Task Obtain a local district’s policy information about a teacher’s
responsibilities to obey public law, (e.g. child abuse, least restrictive
environment). Provide a checklist of the procedures that a teacher is
required to follow. B) School Board
Meeting Prepare a digital concept map
that represents the organization of Pennsylvania’s educational system. Extend the map of the local board of
education to include the specifics of a Field Activity School of your
choosing. Include commentary on the political aspects and influences of
decision making after attending a Board of Education or School Parent/Teacher
meeting. C) Teacher Interview
and Reflection Activity Interview two teaching professionals as part of your Field
Activity. Collect data about the personal, social, and professional
implications of becoming a teacher from the interviews and from the Teaching Code of Ethics. Report your
findings in an essay that follows APA style. Include a reflection about your
suitability to the teaching profession. The becoming a teacher interview and
reflection essay task. |
15% |
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Paper to include research from scholarly journals, and
books available in library or Interlibrary loan. Paper length from 5-7 pages.
APA or U. of Chicago style. Paper Topic: A
one (1) page prospectus is due by October 20, 2003. The prospectus should include your topic, a
bibliography that includes at least 3 scholarly journal references and at
least 1 book reference. Please note
that electronic citations must be properly cited. Your paper should examine an educational topic or topics
to be covered in the Social Foundations course (e.g., progressive era
education and parochial education; women’s education and minority
education). The analytical paper
should provide enough summary information to provide a context for your topic
but it must be a reflective analysis and not a reconstituted summary. Paper length from 5-7 pages double-spaced. A.P.A.
Style. Writing Guidelines: The course reflection papers
will be graded using the following guidelines:
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15%. |
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6. Short Presentation After
receiving prospectuses I will develop an In-Class Conference based on your topics. You should develop a descriptive and
critical presentation of your topic.
The descriptive and critical presentation should include aspects from
your individual paper. The
presentation should be 5-10 minutes in length. Submit an outline or summary
of your presentation. I encourage you
to use PowerPoint, overheads, or some form of media in your sharing. |
5% |
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7.
Final Exam, multiple choice,
essay, and short answer |
25% |
TENTATIVE CALENDAR
The professor reserves the right to change the syllabus at any time during the
semester. You will be informed of any changes (e.g., readings, films)
August 25 & 27
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SYLLABUS
& INTRODUCTIONS In-class activity
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September 3
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Chapter
One – Tools of Inquiry Beverly
Daniel Tatum (2001). The
Complexity of Identity: "Who Am I?" in Adams, et.al., Readings
for Diversity and Social Justice |
September 8 & 10
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Chapter
Two – Liberty & Literacy: Jeffersonian Era |
September 15 & 17
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Chapter
Three – Common School Public Education |
September 22 & 24
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Chapter
Four – Progressive Era Education Field Placement Activity #1 Due |
September 29 &
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Chapter
Five – Diversity and Gender in Education Jane Addams
Reading: "The Spririt of Youth in the City" by Jane Addams |
October 6 & 8
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Film and Mid-Term
Review on Monday Midterm
on Wednesday |
October 13 & 15
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Semester Recess
– No Class |
October 20& 22
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Chapter
Six - African American Education One-Page prospectus due October
20, 2003 |
October 27& 29
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Chapter
Seven - American Indian Education Field Placement Activity #2 Due |
November 3 & 5
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Lomawaima 1994 They
Called it Prairie Light: The Story of Chilocco Indian School. Lincoln: University of Nebraska Press.
Lomawaima, K. Tsianina. |
November 10 & 12
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Chapter
Nine – Liberty & Literacy Today |
November 17 & 19
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Presentations
Begin |
November 24
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Presentations
Continue Research Paper Due November 24,
2003 Film |
December 1 & 3
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Educational
Testing |
December 8 & 10
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Course
Wrap Up Wednesday
– Final Review |
December 13
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SATURDAY
Final Exam |
Acknowledgements:
Special Thanks to Dr. Guy Senese and Dr. Gretchen McAllister at Northern
Arizona University's Center for Excellence in Education for their assistance in
the preparation of this course.