College of Charleston EDFS 201 (3): Foundations of Education

Spring 2013 Course Information:

Instructor

Jon N. Hale, Ph.D., Assistant Professor of Education

Contact Information halejn@cofc.edu; (843) 953–6354 (office); @jnhale2 Office Location Room 235, School of Education (86 Wentworth St) Office Hours MW: 2:00-5:00; F: 1:00-3:00 and by appointment Meeting Location/Time Education Center, 212, T,TH 10:50-12:05pm Course Credit 3 hours Prerequisites None

Course Description:

The Foundations of Education provides a rigorous examination of the American public school system with an emphasis on the history and philosophy of education, multicultural education, state and federal educational policy and law, an analysis of the intersection of power and privilege in education, comparative education, and teaching as a profession. This course is the first in a series of learning experiences for those who have chosen or are exploring education as their major and profession.

This course must be completed with a grade of “C” or better for you to apply to the Teacher Education Program. In addition, the instructor will complete a Disposition Assessment Form about you at the end of the semester. Required Texts:

American Education 15th ed. by Joel Spring. McGraw-Hill, 2010. Supplemental course readings will be posted on OAKS Course Objectives:

Students will: Examine the historical origins of American education in the eighteenth century and delineate

the major historical trends and tensions through No Child Left Behind (2001) Connect knowledge of the history of American education with contemporary issues and trends. Discuss and demonstrate an understanding of major, overarching educational philosophies.

The Foundations of Education is a prerequisite to all other education courses and may be taken by students who hold the class rank of sophomore or above. While this course is primarily designed for those who are preparing to teach, it is open to all College of Charleston students who are interested in exploring the complexity of a public school system. Those of you who are taking this course as an elective are more than welcome.

Identify significant federal policy including No Child Left Behind (2001), Race to the Top (2010) and the Dream Act, in addition to state policy including but not limited to the Education and Economic Development Act (2005) and the Safe School Climate Act (2006).

Apply multicultural educational concepts/ideas to personal and educational philosophies. Discuss and demonstrate a working knowledge of major trends and issues in contemporary

American public education. Participate, civilly, in discussions of controversial educational issues. Apply reflective practices to strengthen an understanding of educational issues and self. Demonstrate an emerging understanding of the teaching competencies. Develop a beginning personal philosophy of education. Become knowledgeable of the processes and requirements for a teaching certificate/license in

South Carolina including but not limited to certification, EEDA, technology and safe schools. Demonstrate positive dispositions for teaching. The exit outcomes may be demonstrated through writing assignments, by the development of presentations, by being prepared for and participating in classroom discussions, by observing and reflecting on field experiences, and by demonstrating mastery of information on exams and quizzes. (Meeting all objectives are required for completion of EDFS 201): Course Exit Outcomes:

All courses in the teacher preparation programs in the School of Education (SOE) are guided by a commitment to “Making the Teaching Learning Connection” through three Elements of Teacher Competency (ETCs) which are at the heart of the SOE Conceptual Framework: 1) understanding and valuing the learner, 2) knowing what and how to teach and assess and how to create an environment in which learning occurs, and, 3) understanding themselves as professionals. These three competencies underlie all learning and assessment in this course, helping you develop the knowledge, skills, and dispositions necessary to become an effective teacher. Competencies and objectives to be mastered and demonstrated by participants in the class that have been aligned with professional competencies include: 1. Outcomes related to understanding and valuing the learner. Candidates will:

SOE standards

Demonstrate understanding of the dignity and worth of students from diverse cultural, social, ethnic and racial backgrounds.

1, 3, 4

Compare and contrast major philosophies of education in relationship to the aims of education, the curriculum, teacher-student relationships and methodology.

2. Outcomes related to knowing what and how to teach, access, and

create environments where learning occurs. Candidates will:

1, 3, 4, 5, 7

Describe the functions of education and schooling as reflected in sociological forces associated with the diverse characteristics of a multicultural society.

1, 7

Demonstrate understanding of the beliefs, values and assumptions which contribute to your understanding of schooling.

7

Begin identification of pedagogical strategies that are suitable for learners of diverse abilities and backgrounds.

3. Outcomes related to understanding yourself as a professional. Candidates will:

1, 2

Explain the significance of historical events through a study of prominent leaders and general major movements as a prerequisite to contemporary educational thought and practice.

7

Describe the major historical events which have contributed to the overall development and organization of education in the U.S.

7

Identify major political and economic issues which have influenced policy decisions in education as determined by federal, state, and local agencies.

2, 5, 6

Identify and explain the legal rights and responsibilities currently governing all members of the school community.

3, 5, 7

Appraise individual interest and commitment to the profession. 6

Predict some future outcomes of American education in the United States.

4, 7

Demonstrate consistently the communication skills of reading, writing, speaking, listening and interpreting.

All SOE Standards

Course Requirements:

1. Completion of all assigned readings and assignments on time 2. Reading all of the course reading assignments 3. Attending class regularly and demonstrating professional dispositions 4. Participate in discussion intelligently and demonstrate genuine respect for all students Demonstration of SOE Dispositions (listed below) I) We believe that all students can learn. Understands that teachers’ expectations impact student learning, Understands that people learn in many different ways. Avoids stereotyping and generalizing.

II) We value and respect individual difference. Uses professional language to describe individual differences; Communicates in ways that demonstrate respect for the feelings, ideas, and contributions of others; Demonstrates an ability to give and take in discussions and work with others. III) We value positive human interactions. Communicates in ways that demonstrate respect for the feelings, ideas, and contributions of others; Demonstrates an ability to give and take in discussions and work with others. IV) We share an intellectual curiosity, enthusiasm about learning and willingness to learn new ideas Reads and completes assignments adequately; Seeks new experiences that broaden knowledge; Attends intellectual events on and off campus.

V) We are committed to inquiry, reflection, and self-assessment. Asks questions derived from personal reflection and scholarly readings; Uses language of inquiry and discovery; Accepts divergent viewpoints as opportunities for personal and professional development. VI) We value collaborative and cooperative work. Participates actively with classmates and/or co-workers in a respectful and productive manner; Assumes fair share of responsibilities. VII) We are sensitive to community and cultural contexts. Uses professional language to discuss characteristics of families, communities, and cultures; Examines self as a culture bearer. VIII) We demonstrate responsible and ethical practice. Adheres to the statements governing academic integrity as published in the Student Handbook; Demonstrates punctual and reliable attendance; Completes assignments on time; Understands that laws and codes of ethics guide the teaching profession. Course Assignments:

All writing assignments must be submitted in the OAKS dropbox for this course. Assignment 1: Topics Presentation: Current Issues in Education (ETCs 1, 2, 3) Good teachers and good citizens stay current about issues in education. Each of you will be responsible for presenting on a topic or event in education. A list of potential topics related to educational issues will be distributed in class or you may choose a topic of interest to you with instructor approval. Sign ups will occur on January 15. Presentations will begin on Tuesday January 15.

Assessment criteria: 1. You were able to engage the class in a productive discussion/presentation lasting 5 minutes. 2. You had a thorough understanding of the topic/event discussed. 3. You engaged all students at multiple levels of learning and learning styles. 4. Information provided during the presentation is thorough, well researched, and referenced

appropriately. 5. Technology is incorporated throughout the presentation. 6. Submit a one-two page summary of your presentation in OAKS (main themes, findings,

reflection, and bibliography).

Assignment 2: Critical Autobiography Paper (ETCs 1, 2, &3) An important focus of this course is to understand the intersection of culture and society in schools, classrooms, and individuals. This assignment provides an opportunity for you to reflect on yourself as a culture bearer and on the influence of education in your life. In your thinking address the following: February 5. 1. How long has your family been in the United States? When (approximately) did they arrive? From where did they come? Did they come voluntarily?

2. What is considered your family’s home base in this country? How did the family happen to settle there? What other places did your family live before settling in that location? 3. What is the economic history of your family? In what kinds of work have members of your family engaged?

4. What is the educational history of your family? When did family members first begin to avail themselves of formal schooling?

5. How do you identify with regards to race, class, gender, sexual orientation, language, and/or ability? How do you benefit and struggle because of these identities?

6. What is your goal as a teacher (or parent, taxpayer, etc) and does this connect in anyway to your culture and background?

Assignment 3: Academic Book Review (ETCs 1 & 3) This assignment will be a response to the additional reading book for the course. This review should include a thorough summary of the main points of the book, your evaluation of the book, and discussion of how this book makes a contribution to the field of education. Due February 26. Please choose one of the following books for outside reading:

Katherine Mellon Charron, Freedom’s Teacher: The Life of Septima Clark (Chapel Hill: University of North Carolina Press, 2009).

Christopher Span, From Cotton Field to School House: African American Education in Mississippi, 1862-1875 (Chapel Hill: University of North Carolina Press, 2009).

Frank Adams with Myles Horton, Unearthing Seeds of Fire: the Idea of Highlander (Winston-Salem, N.C.: J.F. Blair, 1975).

Mario Garcia and Sal Castro, Blowout! Sal Castro and the Chicano Struggle for Educational Justice (Chapel Hill: University of North Carolina Press, 2009).

Jonathan Kozol, The Shame of the Nation: A Resurrection of Apartheid Schooling in America (New York: New York, Crown Publishers 2005).

Beverly Daniel Tatum, Why Are All the Black Kids Sitting Together in the Cafeteria? (New York: Basic Books, 1998).

R. Scott Baker, Paradoxes of Desegregation: African American Struggles for Educational Equity in Charleston, South Carolina, 1926-1972 (Columbia: University of South Carolina Press, 2006).

Paulo Freire, Pedagogy of the Oppressed (New York: Continuum, 2002). K. Tsianina Lomawaima, They Called in Prairie Light: The Story of Chilocco Boarding School

(Lincoln: University of Nebraska Press, 1994). T. Patterson, Brown v. Board of Education: A Civil Rights Milestone and its Troubled Legacy

(Oxford: Oxford University Press, 1991). Sherman Alexie, The Absolutely True Diary of a Part-Time Indian (New York: Little, Brown,

2007) AND K. Tsianina Lomawaima, “Domesticity in the Federal Indian Schools: The Power of Authority over Mind and Body,” American Ethnologist 20 (2) (May, 1993), pp. 227-240 (instructor will provide a copy of the article)

Gael Graham, Young Activists: American High School Students in the Age of Protest (Dekalb: Northern Illinois University Press, 2006).

Diane Ravitch, The Death and Life of a Great American School System (New York: Basic Books, 2010).

Other books referenced in class or approved by the instructor Assignment 4: Midterm Exam A blue book exam will be given on the topics discussed in the first half of the course. Midterm Exam is on February 28. Assignment 5: Teacher Interview. (ETC 2, 3) One important way to gain information about the teaching profession is to talk with teachers currently in the field. For this reason students in this class will visit local, urban schools to observe and conduct a structured interview with a teacher, record his/her responses, and share what is learned with classmates. The teacher to be interviewed must be currently teaching (preferably in the grade level/subject area/special area in which you are interested) in the urban elementary, middle or secondary school in which the class has been observing. The interview must be conducted in person. You must receive permission of the teacher to conduct the interview. Potential questions to be asked will be developed as an in-class activity so that all students in the class will have responses to the same questions. Specific directions as to the format of this assignment will be discussed in detail in class. Due April 16. Assignment 6: Philosophy of Education (ETCs 1, 2, 3) As part of our study of the philosophy of American education, each student will prepare a personal philosophy of education. Your philosophy of education will continue to evolve throughout your career. This assignment affords you an opportunity to wrestle with some of the difficult questions such as the status of equality in a democratic society and the role of education within this society, which translate into your teaching behavior in the classroom. You will assess your beliefs about knowledge, learning, students, and teaching. Due April 23 (Last day of class). *Be sure to keep this assignment. It will be used in your next semester’s work and will serve as important part of your professional portfolio and job applications.

Assignment 7: OAKS Discussion Prompts (ETCs 1, 2, 3) Students will respond to eight different discussion prompts throughout the semester. Each response should consist of a one to two page response to a question posed on OAKS. Responses must be completed prior to class on Monday. Assignment 8: Final (ETC 1, 2, 3) The final exam provides an opportunity for you to demonstrate your understanding of key concepts and ideas explored in the class. The exam will draw from class discussions and readings. Date to be announced. Attendance and participation is worth up to 50 points in your final grade. Students missing fewer than four classes, who participate actively in class discussions, will earn the points assigned by the instructor in this category. (ETC 3) Evaluation Criteria:

On March 31, 2006 the faculty of The School of Education adopted a grading scale for all courses in EDEE, EDFS and PEHD. That scale is attached to the syllabus for this course. In addition, other

policies and procedures were adopted at this meeting. Again, please review the attached document for details. Learning Activity Point Values Critical Autobiography Paper

50

Topics Presentation 50 Academic Book Review 100 Midterm 50 OAKS Discussion Prompts (10 pts each) 80 Teacher Interview 50 Philosophy of Education 100

Final Exam 100

Attendance and Participation 50 Total 630

Attendance and Participation:

Attendance will be taken. Policies and procedures for EDFS 201 correspond to the policies and procedures statement developed and approved by the faculty of the School of Education. Students who miss more than three classes will be dropped from this course regardless of the time of the semester. Absences beyond the three will only be excused with a medical note, a formal discussion with the instructor, and documenting the absence with an Absence Memo through Student Affairs. Moreover, students with more than three absences will not be awarded points for attendance and participation. In the event that a student misses a class with a legitimate, documentable reason, that student may bring documentation to Office of the Associate Dean of Students at 67 George Street where the student may fill out a brief form with a schedule of missed class(es), dates missed and the names of the appropriate professors and advisor. No texting or use of social media in class. Honor System:

All students are expected to comply with the honor code of the College of Charleston. Violations of the honor code, in particular plagiarism (including the first offense) will result in a grade of XF for the course. Americans with Disabilities Act (ADA):

In compliance with the Americans with Disabilities Act (ADA), all qualified students enrolled in this course are entitled to reasonable accommodations. Please notify the instructor during the first week of class of any accommodations needed for the course. We are here to work with you and invite you to inform us of any accommodations you need. You can also contact the Office of Disability Services at 843.953.1431.

Course Reading and Assignment Schedule

Date Topics Readings

Week 1: Goals of American Education

January 10 Introductions Syllabus Review Research Topic

Selection

Syllabus (In Class handout) *OAKS

Week 2: Nation Building and Political-Economic Goals of American Education

January 15 Pedagogy Early American Social,

Political and Economic Context of Education

Plato and The Republic The Enlightenment American Revolution Republicanism and

Education

Labaree, “Public Schools for Private Advantage,” 15-52. *OAKS

Spring, American Education, “The History and Political Goals of Schooling,” and “The Social Goals of Schooling,” 3-54.

Jefferson, “Notes on the state of Virginia,” 92-97. *OAKS

January 17 Common Schools, 1840 – 1880

Religion and education Progressive Education Education for Servitude Nation-Building and the

“Other”

Urban “Common Man and the Common School,” 92-116. *OAKS

Span, From Cotton Field to Schoolhouse, pp. 84-114 *OAKS

Week 3: Segregation and Access to Public Education

January 22 Roberts v. Boston (1848) Black Education in the South Tape v. Hurley (1885) Plessy v. Ferguson (1896) Jim Crow de facto and de jure segregation Immigration and the Asian

American Experience

Anderson, James. Education of Blacks in the South, 4-32, *OAKS

Nakanishi, The Asian American Educational Experience; 3-29. *OAKS

OAKS discussion prompt #1

January 24 Brown v. Board of Education (1954)

Social and Political Construction of Race

Equality and Education

Spring, American Education, “Education and Equality of Opportunity,” 55-79.

Week 4: Americanization and Social and Economic Reproduction

January 29 Manifest Destiny Boarding Schools Subtractive Curriculum Immigration

Luther Standing Bear, in Major Problems in American Indian History, 375-377. *OAKS

Guadalupe, Jr; Brown, Not White: School Integration and the Chicano Movement in History, 19-34. *OAKS

Spring, American Education, “Student Diversity,” pp. 128-153.

OAKS discussion prompts #2

January 31 Teacher Education Required Attendance at a professional

Professional Development

conference presentation (details to be announced)

Week 5: Brown and Equality of Educational Opportunity?

February 5 Briggs v. Elliot (1952) Brown v. Board of

Education (1954)

Baker, Paradoxes of Desegregation, 87-107. Critical Autobiography due

February 7 “Brown II” Decision White Flight Massive Resistance Miliken v. Bradley

(1974) Busing Re-segregation Moynihan Report

James Anderson, “A Tale of Two Browns,” pp. 14-35 (OAKS)

Irons, Jim Crow’s Children, 315-347 *OAKS

Week 6: Educational Reform and the Civil Rights Movement

February 12 Progressive Education Schools and social

change Highlander Folk School Citizenship Schools Septima Clark and

Esau Jenkins

Counts, Dare the Schools Build a New Social Order? 27-56 *OAKS Jacobs, The Myles Horton Reader; 211-218;

229-230; 251-278 *OAKS OAKS discussion prompt #3

February 14 Freedom Schools Student and Teacher

Activists

Cobb, “Freedom School Prospectus,” pp. 1-4 *OAKS

Hale, “Students as a Force for Social Change,” OAKS

Week 7: Federal Involvement in Education 1957–1980

February 19 NDEA (1958) ESEA (1965) Head Start Busing PL 94-142 Title IX Department of

Education

Urban, American Education: A History “Sputnik and the National Defense Education Act,” pp. 293-298 *OAKS

ESEA Executive Summary *OAKS Vinovskis, “Implementing, Evaluating, and

Improving Head Start Programs,” in The Birth of Head Start, pp. 87-118 *OAKS

Spring, American Education, “Equality of Educational Opportunity,” pp. 102-127.

OAKS discussion prompt #4

February 21 Desegregation in Charleston

Affirmative Action

Required Attendance at a professional conference presentation (details to be announced)

Week 8: Standards and No Child Left Behind 1980-2010

February 26 A Nation at Risk (1983) Standards Based Reform

Movement No Child Left Behind (2001) Race to the Top Safe School Climate Act (SC -

2006)

Spring, American Education, “Power and Control at State and National Levels,” pp. 211-233.

Darling-Hammond, “Evaluating No Child Left Behind” *OAKS

NCLB, executive summary *OAKS Academic Book Review Due

February 28 ID terms and short essay questions based on course readings, lectures and discussions

Midterm

Week 9: SPRING BREAK

Week 10: School Governance and Educational Funding

March 12 Educational Decision Making

10th Amendment

Rodriguez v. San Antonio (1974)

Kozol, “The Dream Deferred, Again, in San Antonio,” 206-233. *OAKS

March 14 Abbeville v. South Carolina (2006)

DeRolph v. Ohio (2004) Local v. Federal Control

Darling-Hammond, The Flat World and Education, 99-130 *OAKS

Week 11: School Choice and Charter Schools

March 19 School Choice Homeschooling Competition and

Education Charter Schools / Magnet

Schools

Spring, American Education, “Local Control, Choice, Charter Schools, and

Home Schooling,” pp. 187-210 Lubienski, C. “Charter School Innovation in

Theory and Practice,” pp. 72-92 *OAKS OAKS discussion prompt #5

March 21 Equality v. Equity Waiting for Superman

Ravitch, Diane. The Death and Life of the Great American School System; 113-147 *OAKS

Week 12: Historical Implications of Segregation: Tracking and the Achievement Gap

March 26 Tracking – “sorting machine model”

Bilingual Education Lau v. Nichols (1974) Affirmative Action

Oakes, “Detracking: The Social Construction of Ability”; 482-510 *OAKS

Gonzalez, Chicano Education in the Era of Segregation; 30-45 *OAKS

OAKS discussion prompt #6

March 28 The Achievement Gap Intelligence Testing Cultural Deficit Theory Cultural Difference Theory

LaPrade, “Removing Instructional Barriers”; 740-752. *OAKS

Week 13: Multicultural Education and Critical Pedagogy

April 2 Goals of Multicultural Education

Culturally Relevant Teaching

Whiteness Structural Critique of

Education Banking Education Emancipatory Education

Banks, An Introduction to Multicultural Education; 1- 29 *OAKS

Tatum, “Defining Racism,” and “The Early Years,” in Why Are All the Black Kids Sitting Together?, pp. 3-17; 31-51 *OAKS

Freire, Pedagogy of the Oppressed, pp. 43-86 *OAKS

OAKS discussion prompt #7

April 4 The Algebra Project Education and Civil

Rights in the twenty-first century

Bob Moses and Charles Cobb, Jr., Radical Equations, 3-22 *OAKS

Call me MISTER

Week 14: Student-Centered Education and Effective Teaching Strategies

April 9 Student – Centered Education

Collaborative Learning Problem-Based Learning Experiential Education Differentiated Learning

Dewey, John. My Pedagogic Creed, 1-9 *OAKS

Tomlinson, C. (1999). Mapping a route toward differentiated instruction. Educational Leadership, 57 (1), 12-16 *OAKS

OAKS discussion prompt #8

April 11 Culturally Relevant Teaching

Community and Service Learning

Ladson-Billings, Gloria. “But That’s Just Good Teaching!” pp. 159-165 *OAKS

General Philosophies of Education” – Class Handout (In class)

Week 15: Education and the Law

April 16 Educational Law Education and Ethics Legal Rights and

Responsibilities EEDA Safe Schools Climate Act

(SC – 2006)

Valente, “Education Under the American Legal System: An Overview,” in Law in the Schools, pp. 2-30 *OAKS

Teacher Interviews Due

April 17 Social, Political, Economic Context of Education

Legal Rights and Responsibilities

Spring, American Education, “The Profession of Teaching,” pp. 234-270

Week 16: The Role of the Teacher in American Education

April 23 Normal Schools Curriculum Participatory Democracy Teacher Unions International Rankings International Content

Standards Globalization and

Education

“Wood, “Democracy and the Curriculum,” pp. 177-198.

Spring, “Globalization of Education,” in American Education, pp. 271-285.

Teaching Philosophies Due

Bibliography

Adams, David Wallace. Education for Extinction: American Indians and the Boarding School Experience 1875-1928 (Lawrence: University of Kansas Press, 1995); 97-163.

Anderson, James. Education of Blacks in the South, 1860-1935. Chapel Hill: University of North Carolina Press, 1988), 4-32.

Banks, James A. An Introduction to Multicultural Education (Boston: Allyn and

Bacon, 1994), 1- 29.

Brooks, Jacqueline Grennon and Martin G. Brooks, In Search of Understanding. The

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Darling-Hammond, Linda, “Evaluating ‘No Child Left Behind’” The Nation (May 2,

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Lomawaima, K. Tsianina, “They Called It Prairie Light,” in They Called it Prairie Light The Story of

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Michie, Gregory. Holler if you Hear Me: The Education of a Teacher and His Students (New York: Teachers College Press, 1999), 1 – 39. Moses, Robert P. and Charles E. Cobb, Radical Equations: Civil Rights from Mississippi to the Algebra Project (Boston: Beacon Press, 2001). Nabokov, Peter (ed.), Native American Testimony: A Chronicle of Indian-White Relations

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Oakes, Joannie and Amy Stuart Wells, Makeba Jones and Amanda Datnow,

“Detracking: The Social Construction of Ability, Cultural Politics and Resistance to Reform.” Teacher’s College Record 98, no. 3 (1997): 482-510

Pak, Yoon. Wherever I go, I will Always Be a Loyal American: Schooling Seattle’s

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Ravitch, Diane. The Death and Life of the Great American School System: How Testing

and Choice Are Undermining Education (New York: Basic Books, 2010). Reiman, Alan and Roy Edelfelt, Careers in education [electronic resource], (Chicago: VGM Career Books, 2004), 4th ed. selected readings. Ryan, J.E. “Race Discrimination in Education: A Legal Perspective.” Teachers College Record (2003) v. 105 n. 6; pp. 1087-1118. Sader, David et al, Teachers, Schools, and Society (Boston: McGraw-Hill, 2008) 8th ed., “Chapter 1: Becoming a Teacher,” 4-29; “Chapter 9: Financing and Governing America’s Schools,” 349-376. Solomon, B. M. In the Company of Educated Women: A History Women and Higher Education in America (New Haven: Yale University Press, 1985), 1 – 12. Span, Christopher. From Cotton Field to Schoolhouse: African American Education in Mississippi,

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