ED 515 Sociological Factors Affecting Education
U1P 2006 DL
Fields, Barbara A.
BA Education, MA Educational AdministrationEdSpec Educational AdministrationPh.D. Curriculum and Instruction
81.741.4598 FAX: call first to turn on: 816.741.5972
June 5, 2006-July 30, 2006
Textbook: Justice, Ideology, Education: An Introduction to the Social Foundations of Education. Stevens, E.; Wood, G.H., & Sheehan, J.J. ISBN: 0-07-061479-2.
Culture and Teaching. Liston, D.P. & Zeichner, K.M.
Textbooks can be purchased though the MBS bookstore
Textbooks can be purchased though the Parkville Bookstore
Additional Resources: As given by the instructor
Course Description: This course is an opportunity to examine the changing sociological factors affecting American education. Problem solving approaches to these situations will be utilized.
Educational Philosophy: The instructor's educational philosophy includes the use of interactive discussion, reflection (both shared and individual), writing, and readings on the topics. All students will be actively engaged regarding schooling, social justice, politics, and change. Students learn in their own best modality. Dedicated scholarship is required during this course.
Learning Outcomes: Core Learning Outcomes
Class Assessment: READINGS
Required reading of assignments and recording of reactions in the journal are required. The assigned readings will serve as resources for presentations, synthesis, and projects. While reading make note of the information given and the point of view of the writer. Please use creative, higher order thinking. You do not need to summarize the readings, but analyze and sythesize the information. Make personal connections between the readings, books, and other students' thoughts and synthesizing.
An in-class presentation is part of this course; it is linked in some way to the reading. The assigned readings, other students' presentations, and instructor/student writings will serve as resources for the students. Read the writer's information with the author's point of view in mind. Make connections between the texts and your OWN experiences. Choose one area of the reading and delve into it deeper, introducing new information that is related to the assigned readings.
Review the reading assignments for each week; sign up to make a text-related presentation over the weekly reading. Relate your work to the text. Please do not sign up for a week that has already been taken.
Your journal is a review of your developing views regarding the sociological factors affecting education. Record your thoughts on the readings before proceeding with other assignments and participating in class discussions. The journal is a record of class participation. Feel free to make additional entries in your journal. Record insights, thoughts, answered, and unanswered questions/learnings/relearnings/unlearnings. This is a dialogue between instructor and student; confidentiality will be maintained.
Two formal synthesis papers are assigned. Each of these should be approximately 3 pages long with a resource page (APA), and abstract of approximately 50 words. Expect to edit and receive help from the class. The student posts his/her final synthesis, abstract, and references for the class.
Synthesis 1 should address JIE, Chapters 1-3, and Cases 1-3 from Culture. Synthesis 2 should address JIE, 1-6, and chosen portion of Culture.
Each synthesis should include your own opinions and recommendations. Cite with examples from the texts, Internet recources, and any other outside sources you may wish to use. You may affirm the authors' work or contradict what the class has read.
You may, using your own creativity, complete an alternate synthesis. Submit a proposal to the instructor for approval. In the proposal describe your idea. This synthesis must still have a resource listing and abstract. Again, the topic must be linked with the texts and discussions.
The texts provide examples of teachers working to improve the field of education. This activity provides students the opportunity to identify an educational issue in your own work setting and to research, study,and address that issue in depth. The student is to find an area of the setting that poses barriers to student, teacher, parent, staff/faculty learning and growth and adddress that barrier with an action plan. This is a personal plan and does not need to be formally referenced. However, cite others' ideas and materials if utilized. Think of ways to make an impact in the field. This is an extremely important piece to the class.
A final exam with a proctor will be administered during the 8th week of class. It will be a personal position question for the student to answer without notes or book.
Grading: There will not be an examination. Grading is on a point system as follows.
Online participation/group activities,
and discussions 20
Final Exam 10
Advocacy Project 35
Second Synthesis 10
First Synthesis 05
Course based on 100 points
Less than 60 F
Late Submission of Course Materials: All work is expected on the due date. Prior arrangements can be made with the instructor in extreme cases.
Meeting - 1,
Introductions, Sign-up for presentations, Project
Journal over Reading, Read Week 2 material
Meeting - 2,
Journal week 3 readings, JIE Part 1, Culture Case 1
Meeting - 3,
Journal JIE, Part 2, Culture Case 2--Submit Synthesis 1 draft for peer review
Meeting - 4,
Presentations, Project, Submit Synthesis 1
Journal week 5 readings, JIE, Part 3, Culture, Case 3
Meeting - 5,
Journal week 6 reading, JIE, Part 4, Culture p55-82
Meeting - 6,
Presentation, Project, Synthesis 2
Journal JIE, Part 5
Culture, Final Argument and Suggestions, Submit Synthesis 2 for Peer Review
Meeting - 7,
Presentations, Project, Submit Synthesis 2
Journal, JIE Part 6
Meeting - 8,
Advocacy Project Presented, Journal Advocacy and Course Review
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2005-2006 Graduate Catalog Page 20-22
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Graduate Catalog Page 20-22
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2005-2006 Graduate Catalog Page 23-24
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:5/30/2006 2:07:31 PM