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ED 515 Sociological Factors Affecting Education
Franklin, Anne

Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.


ED 515 Sociological Factors Affecting Education


U1P 2007 DL


Dr. Anne Franklin


Associate Professor


Licenses & Cerifications:  LPC, Psychological Examiner, Counseling K-12, Art K-12, Building Adminstration, District Administration

Office Location

Virtual Office @ ED515 - Section DLA - Online

Office Hours

Virtual Office Hours Anytime!


Semester Dates

June 4 - July 29, 2007

Class Days


Class Time

Online Anytime!

Credit Hours



Required Texts: 

Liston, D.P. & Zeichner, K.M. (1996). Culture and teaching. Mahwah, NJ:  Lawrence Erlbaum Associates.
Stevens, E., Wood, G.H., & Sheehan, J.J.  (2002).  Justice, ideology, education:  An introduction to the social
      foundations of education.  Boston:  McGraw Hill.
Students will also need the most current edition of the American Psychological Association Publication Manual (APA).  

Textbooks can be purchased through the MBS bookstore

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.
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Resources for Current Students - A great place to look for all kinds of information
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Online Classroom Technical Support - For technical assistance with the Online classroom, email or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.

Course Description:
The Park University Graduate Catalog describes ED 515 as a course designed to give students an opportunity to examine the changing sociological factors affecting education in the United States.  Problem solving approaches to these situations will be explored

Educational Philosophy:
My doctorate is in Curriculum and Instruction from the University of Kansas Instructional Leadership Program, a program designed for educators interested in continuing to take an active role in teaching and learning.  I remain very interested in the different ways learning occurs.   I think of myself as a true constructivist, believing that each learner must interact with or "construct" new information for themselves before real learning can take place.  I also believe there are often many diverse paths leading to the same agreed upon understanding.   Teaching for Park is professionally fun for me!  I teach this class (and others) face to face, on the Park Home campus.  I also teach other online courses for Park.  

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze and evaluate different theoretical approaches to the sociology of education. (Relevant MO Step Standards 1.2.2,, 1.2.6, 1.2.9)
  2. Develop understandings of schools as social organizations, as wll as the complex interactions between schools and society. (Relevant MO Step Standards, 1.2.5,
  3. Develop the critical capacity to recognize, challenge, andtransform existing social conditions through education. (Relevant MO Step Standards 1.2.1,,
  4. Develop strategies for acting upon social factors affecting education through personal advocacy within their schools. (Relevant MO Step Standards,,,,

Core Assessment:

Class Assessment:
Grading Criteria for each listed item: Reading It is important to read the assignments and to record your reactions to the reading in your journal before beginning work on other assignments or participating in class discussions.  The assigned readings will serve as resources for your presentations and synthesis and advocacy projects.  Read for information and the writer’s point of view.  It will become your responsibility to analyze and synthesize (NOT summarize!) the assigned reading in your journal before the class for which the reading is assigned.  Strive to overtly “make connections” between the two texts. Text-Related Presentation   In addition you will make an in-class presentation which is “linked” in some way to the assigned reading.  Creativity is encouraged!  The assigned readings will serve as resources for your presentations.  Read for information and the writer’s point of view.  It is your responsibility to first summarize, then analyze and synthesize  the assigned reading.  Strive to overtly “make connections” between the two texts and your own experiences.  Then feel  free to "go off on a tangent"  by concentrating on one aspect of the reading by delving deeper and introducing new information which is some way related to the reading. Please review the reading assignments for each week then sign up to make a text-related presentation over the weekly reading.  Choose to link your presentation to either the Liston or the Stevens text assignments for the designated week.  Please note that the Stevens text has multiple chapters in each Part.  Please avoid signing up for presentations over text material already "spoken for" by another of your colleagues until each reading has be addressed once. Journals Your journal will become a running account of your developing views about sociological factors affecting education.  An informal writing style is appropriate and expected. In this course journal writing is first intended as an advanced organizer.  It is important to record your reactions to the assigned reading in your journal before beginning other assignments.  Reflect, then record your thoughts and questions about the reading assignment before participating in class discussions. Journals will also be used to house reflections about in-class activities.  Your journal will become a tangible record of class participation.  Please feel free to make additional entries in your journal at any time to record insights, answered or unanswered questions, or personal issues.  Your journal is an appropriate context for dialogue between student and professor.  Confidentiality will be maintained by the professor. Synthesis or Alternative Synthesis Two formally written synthesis papers are assigned.  In the Random House dictionary synthesis is defined as "a complex whole, formed by combining."  Each of the synthesis papers should be three or more typed or word-processed, double-spaced pages plus references and a short abstract.  You should formally identify the source and location of each of the ideas you include in your synthesis using formal APA style in your references and in the body of your paper.  The fifth edition of the APA manual is the most current.  Writing as a process, as taught in freshman English courses, will be a useful approach.  Expect to write multiple drafts!  Some class time and peer assistance will be used for editing.  You will post your synthesis, including abstract and references for each member of our class. The first synthesis should address and begin to synthesize information and issues presented in Parts One through Three of the Stevens, Wood, & Cheehan textbook and Cases One through Three from the Liston & Zeichner text.  The second synthesis should include Parts One through Six of Stevens, Wood, & Cheehan textbook and any chosen selections from the Liston & Zeichner text. Each synthesis should conclude with your own opinions and/or recommendations.  Substantiate your conclusions with your choice of citings from the Stevens, Wood, & Cheehan and Liston & Zeichner textbooks or outside sources, which may affirm or contradict the information presented in the Stevens, Wood, & Cheehan and Liston & Zeichner texts.  Please feel free to use Internet resources. Or alternatively, you may demonstrate your synthesis of the information through other means than the formally written synthesis papers.  Once again, creativity is encouraged!  For an alternative synthesis, submit your Proposal, describing your idea and how it may synthesize the information from the texts, on the synthesis draft deadline after having your peers review and comment upon it.  You will still need to participate in the peer editing of your classmates’ formal writing during the draft peer editing classes.  Your proposal will be revised to become a short Abstract which describes your alternative synthesis and overtly describes the “links” to the texts.  Include the texts and any other outside sources in the References for your independent project proposal, cited in APA format.  You will present your alternative synthesis and post your abstract and references. Advocacy Project Our texts provide examples of teachers working to address issues within their schools.  The advocacy project for this course invites you to identify an educational concern within your own work or life setting and to research that issue.  The purpose of the advocacy project is to explore conditions within your school or community that pose barriers to effective educational opportunities for an individual student, a group of students, families, teachers, etc., and to develop a plan of action to impact the situation.  Your work on you Advocacy Project will serve as your final. This is a personal project, informal in style and does not need to be formally referenced.  However, in each instance, you should be able to identify the original source (authors, educators, philosophers, etc.) of influence over your ideas.  (See academic honesty section.) -------------------------------------------------------------------------------- 

Course Grading Scales Letter Grade Total Percentage Points A 90 - 100%   B 80 - 89%   C 70 - 79% D  60 - 69%   F Less than 60%   Class Activity Percentage of Total Points Online Participation in Group Activities & Discussions 40% Journals   14% Text-linked Presentation 15% First Synthesis 5% Second Synthesis 10% Advocacy Project 16%

Late Submission of Course Materials:
Submission of Late Work Late work will be accepted in extenuating circumstances IF you contact the instructor BEFORE the work will be late!  However, no late work will be accepted after Week Seven of the course.

Classroom Rules of Conduct:
Course-Specific Policies: Due to the compacted online format, expectations will be rigorous.  Reading, critical reflection, formal and informal writing, class activities, and discussion are required.  Each student will be responsible for presenting and actively participating in class discussions and activities comparing individual approaches to the assigned projects and readings.  Online participation is essential!   Students are responsible for conforming to Park's Online Course Policies. Click on the link below and thoroughly read each policy.  You may want to print them for your reference throughout the course.

Course Topic/Dates/Assignments:
Course Topics / Dates /Assignments Week Topics / Assignments Week 1 *Syllabus Overview & Self Check *Introductions *Sign Up for Presentation *Group Activity *Advocacy Project *Journal Week 2 Reading Week 2 *Presentations & Group Activity over: Stevens, Wood, & Cheehan, Part 1 Liston & Zeichner, Case #1 *Advocacy Project *Journal Week 3 Reading Week 3 *Presentations & Group Activity over: Stevens, Wood, & Cheehan, Part 2 Liston & Zeichner, Case #2 *Advocacy Project *Journal Week 4 Reading *Submit 1st Synthesis Draft for Peer Editing Week 4 *Presentations & Group Activity over: Stevens, Wood, & Cheehan, Part 3 Liston & Zeichner, Case #3 *Advocacy Project *Journal Week 5 Reading *Submit 1st Synthesis Week 5 *Presentations & Group Activity over: Stevens, Wood, & Cheehan, Part 4 Liston & Zeichner, Public Arguments (p. 55-82) *Advocacy Project *Journal Week 6 Reading Week 6 *Presentations & Group Activity over: Stevens, Wood, & Cheehan, Part 5 Liston & Zeichner, Final Argument & Suggestions *Advocacy Project *Journal Week 7 Reading *Submit 2nd Synthesis Draft for Peer Editing Week 7 *Presentations & Group Activity over: Stevens, Wood, & Cheehan, Part 6 *Advocacy Project *Submit 2nd Synthesis Week 8 *Advocacy Project Presented *Journal Advocacy and Course Overview

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 2006-2007 Graduate Catalog Page 23-24


Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2006-2007 Graduate Catalog Page 23-24

Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2006-2007 Graduate Catalog Page 27

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: .


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Last Updated:5/15/2007 1:44:00 PM