EDFD 7307 CRITICAL ISSUES IN THE FOUNDATIONS OF EDUCATION
3 Semester Hours
Semester/Year: Summer, 2000
Instructor: Dr. Mary Edwards
Office Location: Dalton State College
Office Hours: 1pm 5pm
Distance Support: http://www.westga.edu/~distance/webct3/main/help.html
A study of selected issues affecting educational thought and schooling practices emphasizing critical analysis of the cultural and sociological contexts of school-societal problems. This course meets via GSAMS - a two-way interactive video-conferencing system.
Through this course students will demonstrate progress in the achievement of two NBPTS propositions that form the conceptual framework for advanced preparation programs in the College of Education. This course will enable the student to begin the development of a portfolio that could be submitted for National Board certification.
Proposition #1: Educators are committed to students and their learning. The graduates will recognize the sacredness and uniqueness of each individual and develop a holistic approach to learning and life.
Proposition #5: Educators are members of learning communities. The graduates will recognize their role as part of a communality seeking truth.
The course is designed to encourage graduate students to critically examine and investigate issues they typically encounter in a variety of educational settings. The course is intended to refine and extend the skills and art of "critical thinking." (Anyon, 1980, Aronowitz/Giroux, 1985, Freire, 1970, Kozol, 1990, Purpel, 1989);
1) read selected resources and be prepared to develop a presentation. Thought Question: What serves to guide our ability to recognize and respond to the "Critical concerns of education?
2) examine and analyze the sociological "dimensions" of selected issues, examine pro and con positions, and discuss and respond to their concerns as they impact our profession.
3) Students will study critical issues phenomenologically. Thought Question: How does experience inform our understanding of what is critical in the education , profession?
TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES
Annual Editions - Education 00/01, Fred Schultz, Editor. Duskin/McGraw-Hill. Additional readings will come from professional educational j oumals, books, web sites.
Aronowitz, @ta-nley, and Giroux, Henry. (1985). Education under sieg - Westport, CN: Greenwood,
Bergin-Gravey, Berger, Peter L. and Luckmann, Thomas. (1967). The social construction of reali . London: Penguin Press.
Bowers, C.A. (1974). Cultural literacy for freedom. Oregon: Elan Publishers, Inc. Coles, Robert. (1967). Children of crisis: a study of courage and fear. Boston: Atlantic Monthly Press Book.
Coles, R. (1990). The Wiritual life of children. Massachusetts: Houghton Mifflin Co. Dewey, J. (1915). Schools of tomorrow. NY: E.P. Dutton.
Dewey, J. (1938). EUerience & education. NY: Collier.
Kleinfeld, J. S. (1995). Gender tales: tension in the schools. NY: St. Martin's Press, Inc.
Kozol, J. (1967). Death at an early age. Boston: Houghton Mifflin.
Lasch, C. (1979). The culture of narcissism: American life in an age of diminishin Mectations. NY: Warner Books.
Martin, J. R. (1992). Schoolhome. Massachusetts: Harvard University Press.
Moffett, J. (1994). The universal schoolhouse: Eiritual awakening through education. SF: Jossey-Bass Publishers.
Nieto, S. (I 992). Affirming diversity: the sociopolitical context of multicultural education. NY: Longman.
Palmer, P. (1998). The courage to teach. San Francisco: Josey-Bass Publishers.
Purpel, D. (1989). The moral & Miritual crisis in education. N4A: Bergin & Gravey. Shapiro, S.H. & Purpel, D.E. (1993). Critical social issues in American education: toward the 2 1 st c . NY: Longman Publishing Group.
Shor, 1. (1992). Empowering education: critical teaching for social change. Chicago: -University of Chicago Press.
Spring, J. (I 993). Conflict of interests: the politics of American education. New York: Longman.
ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING POLICY
Students will be assigned to a small group. The group will be responsible for the following:
Questions MUST BE emailed by 5 P.M. at least 4 days prior to the delivery date.
A minimum of 3 articles must be selected.
Each presentation is limited to the class time allocated to this course.
Evaluation Procedures and Grading Policy
Presentation: 100 points
Emails received on time 10
Clarity of presentation 15
Major points made 10
Pros and Cons presented 10
Other Readings cited 15
Sequential delivery 10
Audience interaction 20
Final Paper: 25 points
Total Possible Points: 125
A = 112.5 - 125 points
B = 100- 111.5
C = 87.5 99
Attendance: No classes should be missed. More than one absence will lower your grade by one letter grade.
It is the responsibility of the student to contact the Instructor regarding missed work or any other concerns.
The Instructor retains the privilege to add or delete any component of the course requirements. The judgment of the quality of the materials and class requirements the student presents for evaluation will be based upon the Instructor's expertise in the methodological knowledge, content subject matter, and professional experiences. The student may discuss the evaluations made with the Instructor; however, an evaluation change will be made only if the student can provide the Instructor made a factual error.
*Students are expected to adhere to the highest standards of academic honesty.
Plagiarism occurs when a student uses or purchases ghostwritten papers. It also occurs when a student utilizes the ideas of or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in The Uncatalog, Undergraduate Catalog, and Graduate Catalog.
June 12th Course introduction: What makes an issue critical?
Group selections; topic selections; email list. Carrollton Campus
June 14th GSAMS Theme: "No Excuses" Lessons from High Performing High
June 19th Library Day
June 21st First Presentation GSAMS
June 26th Library Day
June 28th Presentation GSAMS
July 3rd Library Day Web Questions from Instructor
July 5th Presentation GSAMS
July 10th Presentation GSAMS
July 12th Presentation GSAMS
July 17th Presentation GSAMS
July 19th Presentation GSAMS
July 24th Presentation GSAMS
July 26th Presentation GSAMS
July 31st Final Paper Due Course Evaluations Meet on Carrollton campus