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Education Major Version

EDU 210 The School as a Social System
Fields, Barbara


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDU 210 The School as a Social System

Semester

FA 2008 HOB

Faculty

Fields, Barbara A.T.

Title

Assistant Professor

Degrees/Certificates

Ph.D. Curriculum and Instruction
EdSpec and MA Educational Administration
BA Education,  Cert: Life Teaching, Elem Principal, Courses completed Superintendent

Office Location

Copley Hall  324

Office Hours

M:  12:15-2:30; T: 4:00-7:00;  W:  9:45-11:00; Th: by appointment 6:00am-8:00pm;  F: 1:00-2:00

Daytime Phone

Office:  584.6583      Home:  816.741.5972

Other Phone

816.536.5680

E-Mail

barbara.fields@park.edu

Semester Dates

August 18, 2009-December 12, 2008

Class Days

Wed and Fri

Class Time

8:30-9:45

Credit Hours

3


Textbook:
FOUNDATION OF EDUCATION  (9th Ed.)  A.C. Ornstein and D.U. Levine.

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
 

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

http://www.dese.missouri
http://www.ecs.org
http://www.nbpts.org
http://www.pta.org
http://www.teaching.com
http://www.infed.org/thinkers

Course Description:
A survey of the historical, philosophical, and legal foundations of American education. Also a study of the various school systems in the United States.  Educational problems, issues and practices will be examined in light  of current social conditions. 3:0:3

Educational Philosophy:

The instructor's educational philosophy includes the use of direct instruction, student interaction with other students in various cooperative groupings, and dedicated reading, evaluating, and sythesizing on the topics.  Student engagement with the topics is a primary goal.

Education is a privilege, an opportunity, and a never ending, lifelong endeavor that must be open and accessible to all.  A democratic society demands nothing less than educated and evaluating citizens.

Together we will explore ideas and issues effecting American schools today and projected educational futures.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate a thorough knowledge and appreciation of the influence of cultural, historical, and social concerns on education.
  2. Articulate personal beliefs and assumptions about teaching and learning.
  3. Articulate a personal philosophy of education
  4. Demonstrate critical thinking and reflection in class discussions and written assignments.
  5. Articulate how schools are funded.
  6. Articulate how schools are governed.
  7. Develop an awareness of No Child Left Behind.
  8. Demonstrate a thorough knowledge of America's educational system and its contribution to the world.
  9. Understand the affects of poverty, social class, family, income, healthcare, gender differences, race, religion, and violence and today's society have on student achievement.


Core Assessment:

Classroom presentation


 

Link to Class Rubric

Class Assessment:
Class assessment will be based upon  class discussion, attendance, research  presentation, reflective journals,  school visit, Board of Education observation, and a personal philosophy statement written and revised by the student during the course.  Listening to others is included in the class discussion component.

Grading:

Grading will be based on 1000 points.  Maximum points for each assignment follow.

Participation              100 

Attendance                100            
Group Presentation    300
 
Personal Philosophy   200
 
Chapter Presentation  100
 
Reflective Journal        100 

Board of Ed Observat  100=1000 points 

Point Scale:

950-1000        A

850-949         B

750-849          C

650-6749          D

Participation

Student engagement is necessary for learning to take place.  Share your views.  Absences should be kept to a minimum.  If an absence is necessary, an alternate assignment will be give for the reflective journal.

Class Presentation

Each student will work with another student or students to create a school.  Students will inside and outside of class on the assignment.  Specific instruction concerning the construction of the school are handed out the second week of the semester. 
 
Personal Philosophy Statement on Teaching and Learning

The student will develop a philosophy statement related to his/her beliefs related to teaching and learning.  The philosophy statement will be based on course readings, discussions, and activities as well as on the student's personal experiences in the field.  The philosophy will be revised and editted as the class progresses.

Reflective Journal

Each student will submit a weekly reflective journal starting with the second class.  The journal should include the student's reaction to the course activities that occurred the preceeding week.  The journal is the student's thoughts and beliefs related to the designated topics and the news. 

Board of Education Visit

Each student will visit a School Board of Education meeting of his/her choice across  the Kansas City area during the months of  September and October. 

 

Scoring Rubric for Assignments:

 

Journals:

Writing/Mechanics       2                                                                 

Writer's Position         3                                       

Quality of Info             5=10x10=100
                 

                    

 

 

Research and Presentation
Participation  and Presentation                             100
Effort                                                                    100
Quality of School Paper                                    100=300                                             
                                  

 

 

Philosophy of Education:

Writing/mechanics                               25

Use of a  format                                   25

Profound Stamnt and 3 Beliefs                        25

Each Belief Stamnt well-developed      50

Three Researchers are mentioned       25

Summary-Restate profound stamnt     50=200 points for philosophy

   summarize what you believe
 
Presentation of Chapter
Visual/hand-out                                     25
Information given                                   50
Interest shown & Enthusiasm                 25=100

 

 

Late Submission of Course Materials:
Classwork is expected on the date due.  Points will be subtracted for late submission.  If you know in advance that you will be absent on the day that coursework is due, please send the work with a peer.

Classroom Rules of Conduct:
Please arrive on time and remain for the entire class period.  Please turn off  phones  upon entering  the class.  If a device must be left on, please inform the instructor prior to class.

Course Topic/Dates/Assignments:

ED 210 The School as a Social System Wednesday and Friday 8:30-9:45 Week 1
 
20 W Intro Activities, syllabus, expectations, reflective journal, introductions

 

22 F Chapter 1, MOTIVATION, PREPARATION, AND CONDITIONS FOR THE ENTERING TEACHER

 

 Week 2

 

27 W Chapter 1 continues, RJ due 1, Ch Presentation______________________

 

29 F Chapter 2, THE TEACHING PROFESSION, RJ due 2

 

 

Week 3
 
03 W Chapter 2 continues, Ch Presentation________________________ 
 
05 F Chapter 3, WORLD ROOTS OF AMERICAN EDUCATION, RJ due 3

 

 

Week 4

 10 Chapter 3 continues,   Ch Presentation:____________________

 

12 Chapter 4, PHILOSOPHICAL ROOTS OF EDUCATION, RJ due 4

 

 

Week 5

17 Chapter 4 continues, Rough draft of Philosophy due, Ch Presentation_______________ 

 19 Chapter 5, PIONEERS IN EDUCATION, RJ due 5

 

 Week 6

 24 Chapter 5 continues, Ch Presentation: _________________________________

 26 Chapter 6, HISTORICAL DEVELOPMENT OF AMERICAN EDUCATION, RJ due 6

 

 

Week 7
30  Chapter 6 continues, RJ due, Discuss first rough draft, Ch Presentation_____________ 

 03 Chapter 7, GOVERNING AND ADMINISTERING PUBLIC EDUCATION, RJ due7

 

 

Week 8

 08 Chapter 7 continues, Draft of 1 run of Philosophy due, Ch Presentation___________________

 10 Chapter 8, FINANCING PUBLIC EDUCATION, RJ due 8

 

 

Week 9

 15 Fall Break

 17 Fall Break

 

 Week 10

 22 Chapter 8 continues,  Ch Presentation:________________________________ 

 24 Chapter 9, LEGAL ASPECTS OF EDUCAITON, RJ due 9, Draft 2 of Philosophy due

 

 

Week 11

 29 Chapter 9 continues, Chapter 10 CULTURE, SOCIALIZATION, AND EDUCATION Ch Present______

  31 Chapter 10 continues, RJ due 10, Research Discussion and Work  Ch Presentation_________________

 

 

 

Week 12

 05 Chapter 11, SOCIAL CLASS, RACE, AND SCHOOL ACHIEVEMENT

 07 Chapter 12, PROVIDING EQUAL EDUCAITONAL OPPORTUNITY, 

 

 

Week 13

 

12 Chapters 13 THE PURPOSES OF EDUCATION  Chapter Presentation:_________________

 

14 Chapter 14 CURRICULUM AND INSTRUCTION Chapter Presentation:________________

  

 

 

 

Week 14

 

19 Chapter 15, INTERNATIONAL EDUCAITON,    Ch Presentation:__________________________
 
21 Chapter 16 SCHOOL EFFECTIVENESS AND REFORM IN THE UNITED STATES, Final Copy of Philosophy Statement Due  Ch Presentation:_______________________________
 
 

 

 

Week 15

 28 School Presentations 

 30 School Presentations 

  Week 16

05 Class Contest

 07 Course Evaluations in the Computer Lab, School Presentations if needed.

  Week 17

Finals Week
10  Final  8:00-10:00
 
 

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 2008-2009 Undergraduate Catalog Page 87

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 2008-2009 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2008-2009 Undergraduate Catalog Page 89-90

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
The artifact demonstrates the student's ability to synthesize information related to more than seven contexts affecting student learning in presenting a comprehensive written paper and presentation on the influence of culture, history, and social concerns in education The artifact demonstrates the student's ability to synthesize information related to four or five contexts affecting student learning in presenting an effective written paper and presentation on the influence of culture, history, and social concerns in education The artifact demonstrates the student's ability to synthesize information related to two or  three  contexts affecting student learning in presenting written paper and presentation on the influence of culture, history, and social concerns in education The artifact fails to demonstrate

the student's ability to synthesize information related to any of the contexts affecting student learning in presenting written paper and presentation on the influence of culture, history, and social concerns in education

 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2, 5, 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
The artifact demonstrates the student's ability to effectively analyze data from more than three contexts relevant to the history and present day education system The artifact demonstrates the student's ability to effectively analyze data from two to three contexts relevant to the history and present day education system The artifact demonstrates the student's ability to effectively analyze data from less than two contexts relevant to the history and present day education system The artifact fails to demonstrate the student's ability to effectively analyze data from to the history and present day education system contexts relevant to 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 2, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
The artifact demonstrates the student's ability to develop more than three appropriate evaluation procedures based upon effective schools research and evidence that the results of these efforts will be used to strengthen student learning. The artifact demonstrates the student's ability to develop two or three appropriate evaluation procedures based upon effective schools research and evidence that the results of these efforts will be used to strengthen student learning. The artifact demonstrates the student's ability to develop less than two appropriate evaluation proc based upon effective schools research and evidence that the results of these efforts will be used to strengthen student learning. The artifact fails to demonstrate the student's ability to appropriate evaluation procedures based upon effective schools research and evidence that the results of these efforts will be used to strengthen student learning. 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 2, 3, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
The artifact demonstrates a comprehensive understanding (more than 15 words) of terminology associated with comprehensive classroom management (e.g.,, school governance, school funding, poverty, social class, gender, health care, race, religion, violence, student achievement, NCLB, exceptionalities, BOE, discipline, philosophy, educational pioneers, Title 9, At-Risk, special education, principal, retirement, due process)



 
The artifact demonstrates an understanding  (10-15 words) of terminology associated with comprehensive classroom management

(e.g.,, school governance, school funding, poverty, social class, gender, health care, race, religion, violence, student achievement, NCLB, exceptionalities, BOE, discipline, philosophy, educational pioneers, Title 9, At-Risk, special education, principal, retirement, due process)

 
The artifact demonstrates a limited understanding (5-9 words) of terminology associated with comprehensive classroom management (e.g.,, school governance, school funding, poverty, social class, gender, health care, race, religion, violence, student achievement, NCLB, exceptionalities, BOE, discipline, philosophy, educational pioneers, Title 9, At-Risk, special education, principal, retirement, due process)



 
The artifact fails to demonstrate an understanding (less than 5 words) of terminology associated with comprehensive classroom management

(e.g.,, school governance, school funding, poverty, social class, gender, health care, race, religion, violence, student achievement, NCLB, exceptionalities, BOE, discipline, philosophy, educational pioneers, Title 9, At-Risk, special education, principal, retirement, due process)

 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
The artifact demonstrates a comprehensive understanding of the history of education in America which includes concepts related to the public education, educational pioneers, taxes, and federal and state mandates. The artifact demonstrates an understanding of the history of education in America which includes concepts related to the public education, educational pioneers, taxes, and federal and state mandates. The artifact demonstrates a limited understanding of he history of education in America which includes concepts related to the public education, educational pioneers, taxes, and federal and state mandates. The artifact fails to demonstrate an understanding of the history of American education.  The plan fails to recognize the concepts related to the public education, educational pioneers, taxes, and federal and state mandates. 
Application                                                                                                                                                                                                                                                
Outcomes
5, 8, 6, 10                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
The artifact demonstrates an understanding of the history of education in America which includes concepts related to the public education, educational pioneers, taxes, and federal and state mandates. The artifact demonstrates the student's ability to articulate and document a personal philosophy concerning education.  The philosophy effectively identifies four beliefs within which the teacher incorporates into their instruction These beliefs are supported by six sources of research.  In addition, the student highlights a minimum of three educational pioneers to support their beliefs.







 
The artifact demonstrates the student's ability to articulate and document a personal philosophy concerning education.  The philosophy effectively identifies two beliefs within which the teacher incorporates into their instruction These beliefs are supported by six sources of research.  In addition, the student highlights a minimum of three educational pioneers to support their beliefs.

 
The artifact fails to demonstrate an articulate personal philosophy as outlined.

 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
11, 12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
The artifact as a whole demonstrates the ability to effectively communicate public education concepts through the use of correct writing   (and oral) structures and document organization, which includes a logical sequencing of artifact components (< 4 errors) The artifact as a whole demonstrates the ability to effectively communicate public education concepts through the use of correct writing structures (and oral) and document organization, which includes a logical sequencing of artifact components (5- 8 errors) The artifact as a whole demonstrates limited ability to effectively public education concepts through the use of correct writing structures (and oral) and document organization, which includes a logical sequencing of artifact components (9-12 errors) The artifact as a whole fails to demonstrate ability to effectively communicate public education concepts through the use of correct writing structures (and oral) and document organization, which includes a logical sequencing of artifact components (more than 12 errors) 
Component                                                                                                                                                                                                                                                  
Outcomes
11, 12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
Various components of the artifact  (power point presentation) demonstrate the ability to effectively communicate public education  principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components

(zero errors)

 
Various components of the artifact  (power point presentation) demonstrate the ability to

effectively communicate public education principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components (1-4 errors)

 
Various components of the artifact (power point presentation) demonstrate limited ability to effectively communicate public education principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components (5- 9 errors) Various components of the artifact fail to demonstrate ability to effectively communicate public education  principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components (10 errors) 
Relationship                                                                                                                                                                                                                                               
Outcomes
12                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
The artifact demonstrates the relationship of the various components of public education principles, concepts, research, philosophy, portfolio standards. Components are consistent externally to all other components in the plan. The artifact demonstrates the relationship of various components of public education principles, concepts, research, philosophy, portfolio standards.  Components are consistent externally to most other components in the plan. The artifact demonstrates limited relationship of the various components of public education principles, concepts, research, philosophy, portfolio standards.   Components are not consistent externally (less than 75%) to other components in the plan. The artifact fails to demonstrate the relationship of the various components public education principles, concepts, research, philosophy, portfolio standards.  

Components are not consistent externally to other components in the plan.

 

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Last Updated:8/15/2008 5:51:44 PM