Course
Syllabus
Foundations
Of Education
EDU2523w ~ summer II 2008
Instructor: Mrs.
Beth Davidson, M.ED.
Office: College
Work Phone:
425-3267 Home
Phone: 267-6901
E-mail: davidson-b@lambuth.edu
Office Hours:
MWF
TR
Class Meets:
MTWR
Required
Text:
Cooper,
Ryan. (2007). Those Who Can Teach. Houghton Mifflin:
A
copy of the Teacher Education Handbook ($5.00) from the
STEA
membership ($40.00) provides liability insurance coverage needed to complete
observation hours.
Course
Description:
This course covers
historical, philosophical, and sociological foundations of education an the
emergence of the American school. It is
designed for the student who desires to enter the field of education. Its primary intent is to provide the student
with broad and detailed exposure to the realities facing modern educators, and
an intellectual consideration of teaching that will prompt the student to find
answers to the following questions:
1.
Do I want to be a
teacher?
2.
What do I need to
become the best teacher I can be?
3.
What can I do to
become a real professional?
STANDARDS:
English Language Arts
Standard 3: Elements of Language: Candidates know and understand basic English usage, mechanics,
spelling, grammar, and sentence structure as tools to facilitate the writing process.
Supporting Explanation: Candidates understand and use the rules and
conventions governing the
structure and syntax of language as
prerequisites to effective communication and as markers of literacy.
Candidates construct simple, compound, and complex sentences, using correct word order, subject-verb agreement, and correctly placed modifiers.
Candidates model effective oral and written communication skills.
Social Studies
Standard 1: Social Studies Process: Candidates use effective instructional strategies that integrate social
studies content and knowledge.
Supporting Explanation: Candidates recognize how culture; economics;
geography; governance and
civics; history; and individuals, groups
and interactions impact the various elements of the
curriculum:
local communities, world communities, American history from its
beginning to the present
and early world civilizations. Candidates understand and use a variety of
instructional strategies to
encourage the development of critical
thinking, problem solving and performance skills in students.
1.2 Candidates use sources that include printed materials, maps, graphic representations, artifacts, physical and human environmental elements and media and technology sources.
1.4 Candidates use communication to convey ideas through individual expression, group dialogue, cultural communities, and global networks using oral, written, symbolic, visual and technological means.
Standard 2: Culture: Candidates understand and demonstrate appreciation of the variety of human
cultures. Candidates recognize the contributions of individuals and people of various ethnic, racial,
religious and socioeconomic groups to the development of communities and civilizations.
Supporting Explanation: Candidates explore different elements of
societies to help develop their
students’ appreciation of and respect for
the variety of human cultures.
Candidates recognize the
contributions of individuals and people of
various ethnic, racial, religious, and socioeconomic groups to
the development of communities and
civilizations.
2.1 Candidates explore different elements of societies to help develop their students’ appreciation of and respect for the variety of human cultures.
2.2 Candidates recognize the contributions of individuals and people of various ethnic, racial, religious and socioeconomic groups to the development of communities and civilizations.
Standard 5: Governance and Civics: Candidates understand the concepts of governance and civics
Supporting
Explanation: Candidates convey the
structure and purpose of governance in a democracy in
language
that is meaningful and appropriate for students. Candidates demonstrate an understanding of
individual rights and responsibilities,
including ethical behaviors, and the role of citizens.
5.2 Candidates demonstrate an understanding of individual rights and responsibilities, including ethical behaviors, and the role of citizens within their community, nation, and world.
Standard 6: History: Candidates understand the importance of history and its relationship to informed
decisions in contempory life.
Supporting Explanation: Candidates understand the place of historical
events in the context of past,
present, and future. Candidates construct sound historical
arguments and perspectives on which
informed decisions in contemporary life can
be based. Candidates evaluate evidence,
including primary
sources, to develop comparative and causal
analysis.
6.1 Candidates understand the place of historical events in the context of past, present, and future.
6.2
Candidates construct sound historical arguments and
perspectives on which informed decisions in contemporary life can be based.
6.3
Candidates evaluate evidence, including primary
sources to develop comparative and causal analysis.
Standard 7: Individuals, Groups, and Interactions: Candidates understand that personal development and
identity are shaped by factors including culture, groups, and institutions and highlight the exploration,
identification, and analysis of how individuals and groups work independently and cooperatively.
Supporting Explanation: Candidates describe the responsibilities that
individuals have both to
themselves and the group to which they
belong. Candidates convey how
interactions between
individuals and groups can influence
communities and the individuals therein.
Candidates assist
students in understanding how groups can
impact change at the local, state, national, and international
levels
7.1 Candidates describe the responsibilities that individuals have both to themselves and the
group to which they belong.
7.3 Candidates assist students in understanding how groups can impact change and the local, state, national, and international levels.
.
~ Course
Policies ~
Students should attend
classes to actively participate in group discussion and collaborative
assignments. Attendance is expected
at every class. Two unexcused
absences will result in the final grade being lowered by one letter grade. Excused absences are those excused by
1.
Medical
emergencies with appropriate documentation.
2.
Family
emergencies with appropriate documentation.
3.
University
sponsored activities with appropriate documentation.
Late Assignments
Assignment due dates are
strictly observed. If you know you are
unable to attend class on the date of an assignment is due, you will need to
make arrangements to get you assignment to me.
A penalty of 10% will be assessed for each day, not class period, an
assignment is late. No assignment will
be taken after 7 days. If an assignment
is turned in 7 days after the due date a “0”
will be the grade awarded.
Plagiarism is copying from
another’s published or unpublished works without permission, or using another’s
words without giving credit to the author.
Plagiarism is illegal by the State’s standards, and unethical according
to the academic standards of
Cheating in any form will
mean automatic “0” on the assignment/exam, and the Academic Dean will be
informed. A second incidence of cheating
will result the failure of this course.
Dishonesty about observation hour totals, ‘faking’ visits, or using
another’s time as your own will be treated as a cheating offense.
The student will protect the right
to privacy of all children and families observed in the classroom or
elsewhere. No reference should be made
to them in any way that would identify them to another person. All information about students, their
families, or problems are considered confidential and not to be revealed to
anyone without the consent of the parent.
Please use first names only.
American
Disabilities Act
Liability Insurance
Each student taking this course will be
required to carry liability insurance for individual protection during
observations and other work in schools or clinics. Liability insurance may be
obtained at minimum cost through membership in the Student Tennessee Education
Association (STEA). This must be done prior to your receiving your observation
placement.
Please silence all cell phones and
beepers during class.
All papers should be typed with a cover
sheet and neatly
presented to the professor unless otherwise
indicated.
Grading
Scale 100 -- 93% A 92-85% B 84-78% C 77-71% D Class Participation
____/50 Papers ____/200 Examinations __/100 __/100
__/100 __/100 Theorist Presentation
_____/100
~ Course
Requirements ~
1.
Class Attendance/Participation (50
points). Materials and activities
presented in this course are designed to enhance your development as an
educational leader. Students pursuing the teaching profession are mature enough
to take the responsibility of facilitating the acceptable completion of course
requirements and for judging the role of class attendance in meeting this goal.
2.
Examinations (500points). There will be four
examinations. The tests will be worth 100 points each and consists of short
answer, multiple choice, and essay questions from the text. The final exam will
be worth 100 points. See syllabus
schedule for the dates of review and tests.
3.
Creative
Writings(200 points). This is a writing credit course. There will be four assignments this semester
that will include creative writing. They
are listed on the syllabus schedule in italics and are due on those dates. The writing assignments are two page typed
essays that will be checked for organization, references to reading involved,
grammar, spelling, punctuation, and neatness.
You will need a cover sheet
and a bibliography with at least two sources. Writings are worth 50 points for a total of
200 points.
Required:
1.
Why you choose to
be a teacher
2.
No Child Left
Behind
3.
Options: (you may
choose two from the following list for your other two papers)
1.
Performance Pay
2.
Single-Sex
Schools
3.
Charter Schools
4.
Theorist
Presentation (100 points). You
will be responsible for creating a 20-30 min. presentation on an education
theorist. You will be representing your
theorist using a poster or a tri-fold board.
You will need to answer the question “Why is your theorist the best?” See rubric for details.
Tentative
Schedule
EDU 2523W
Monday,
July 14 Review of Syllabus
Introduction
to Course
TEP
Handbook
Tuesday, July 15 Chapter
1: Why Teach?
Chapter
2: What is a School and What is it For?
Thursday, July 17 Chapter 4: What Social Problems Affect Today’s Students?
Monday, July 21 Chapter
5: What is Taught?
Writing #1
Due: “Why I chose to be a teacher”
Tuesday, July 22 Chapter
3,4, and 5 quiz
Chapter
9: What Are the Philosophical
Foundations of American Education?
Chapter
10: What is the History of American
Education?
Wednesday, July 23
Chapter 11: How are Schools Governed, Influenced, and
Financed?
Chapter 12: How Should Education be Reformed?
Thursday, July 24 Chapters
9,10, 11, and 12 quiz
Chapter 6: What Makes a Teacher Effective?
Monday, July 28 Chapter 7:
What Should Teachers Know About Technology and Its Impact on Schools?
Prepare for Chapter 8 – Literature Circles
Tuesday, July 29 Chapter
8: What are the Ethical and Legal Issues
Facing Teachers?
What is NCLB and Reading First?
Writing #2
Due: No Child Left Behind
Wednesday, July 30 Freedom
Writers
Thursday, July 31 Freedom
Writers
Guest Speaker: Why I choose to teach?
Monday, August 4 Theorist
Presentations
Chapter
14: What Can the New Teacher Expect?
Writing #3
Due
Wednesday, August 6 Chapter
15: What Does it Mean to be a
Professional?
Chapter
16: Why Teach? A Final Word
Thursday, August 7 Chapter
13,14,15,16 Quiz
The Transgender Teacher
Please
Note: Although changes in the course schedule and requirements are not
expected, they are occasionally necessary. The instructor reserves the right to
make changes as necessary to maintain course flow and integrity.
Foundations of Education
Observation Packet
Section II
Experiences with Children
Creative Writings
Why do I choose to teach? – Section III – Reflective
Practitioner
Theorist Presentation
Foundations of Education EDU2523W
Spring 2008
Date of Presentation:
__________________
Group
Members:____________________________________________________________________________________________________________________________________________________________________
_________ Length of
Presentation – 15 minutes (20 points)
__________Handouts for Class
Members (5 points)
__________Creative
Presentation (10 points)
__________Interactive
Presentation (10 points)
__________Visual Included (10
points)
__________Explanation of why
your theorist is the best (10 points)
__________Students Display
Knowledge of Theorist (20 points)
__________Professional
presentation – proper dress, eye-contact, voice, syntax (15 points)
Additional Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Final Grade _______/100 points
Rubric for Writing
Assignments
Foundations of
Education EDU2523W
Spring 2008
1=Weak 2=Moderately Weak 3=Average 4=Moderately Strong 5=Strong
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Additional Comments: __________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Total Points: _______/50
Grade: _________
Point Scale
50-46 = A
45-38 = B
37-30 = C
29-20 = D
19-0 = F
Member Evaluation for Group Presentation
Foundations of Education EDU2523W
1 -2 = Weak 3-4
= Moderately Weak 5-6 = Average 7-8 = Moderately Strong 9-10 = Strong
Name of Group Member: _______________
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
_________ 50 points