EDU 2202 - Social Foundation Education II

Spring Semester - 2004 Monday 12:30-1:45 p.m. Bartley Hall Room 3041

Professor: Dr. Edward Garcia Fierros Phone: 610 519-6969 Office: SAC 359 Email: Edward.Fierros@villanova.edu Office Hours: by appointment.

Required Text:

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. 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. 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

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 %
2.            Reading Quizzes –Periodic unannounced quizzes based on the course readings	10%
3.            Midterm Examination - multiple choice, essay, and short answer	15%
4. Field Placement Activities – Due Dates: February 11 & March 17 - 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%
5. Paper– Due April 7, 2004 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 March 10.  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: Exceptional 10 -9 Thoughtful, accurate, and thorough discussion. Paper includes analysis or synthesis of the topic(s). Adequate  8 –7 Limited but accurate discussion Summary information from texts and resources with limited analysis. Inadequate 7 and below Lacks understanding and/or not accurate discussion Limited summary and analysis from text and resources about the topic.	15%.
6. Short Presentation 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. I encourage you to use PowerPoint, overheads, or some form of media in your sharing.	5%
7.      Final Exam, short answer and essay	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)

January 12 & 14	SYLLABUS & INTRODUCTIONS In-class activity
January 21	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
January 26 & 28	Chapter Two – Liberty & Literacy: Jeffersonian Era
February 2 & 4	Chapter Three – Common School Public Education
February 9 & 11	Film Chapter Four – Progressive Era Education WEDNESDAY - Field Placement Activity #1 Due
February 16 & 18	Chapter Five – Diversity and Gender in Education
February 23 & 25	Film and Mid-Term Review on Monday Midterm on Wednesday
March 1 & 3	Semester Recess – No Class
March 8 & 10	Chapter Six - African American Education QUIZ - One-Page prospectus due March 10, 2004
March 15 & 17	Chapter Seven - American Indian Education Field Placement Activity #2 Due
March 22 & 24	American Indian Reading
March 29 & 31	Chapter Nine – Liberty & Literacy Today
April 5 & 7	Educational Testing Research Paper Due April 7, 2003
April 12 & 14	Easter Monday Wednesday - Film
April 19 & 21	Presentations
April 26 & 28	Chapter 12 Diversity and Equity Wednesday – Final Review
May 3 1:30 - 4:00 p.m.	Monday - 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.