ED515 Social Factors Affecting Educ

for F1P 2007

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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.

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'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.

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


ED 515 Social Factors Affecting Educ


F1P 2007 ED


Otto, Michael


Assistant Professor of Education


Educational Specialist in Administration
Masters in Educational Administration

Office Location

Watson Literacy Center, Next to the Park Bookstore

Office Hours

Before and After Class or by Appointment

Daytime Phone


Other Phone

Cell: 816-808-2315



Semester Dates

August 20th - October 14th, 2007

Class Days


Class Time

5:00 - 9:30 PM

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.

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.
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/.

Course Description:
An opportunity to examine the changing sociological factors affecting American education. Problem solving appraches to these situations will be utilized.

Educational Philosophy:

My educational philosophy as an instructor of education is based upon my experiences an educator, parent, and community person.   Therefore, it is my belief that learners must be engaged in their learning with a focus on class discussions, presentations, projects, lectures, research, and writings. It is critical that the learner explore ideas and issues surrounding today’s education institution.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze and evaluate different theoretical approaches to the sociology of education.
  2. Develop understandings of schools as social organizations, as well as the complex interactions between schools and society.
  3. Develop the critical capacity to recognize, challenge, and transform existing social conditions through education.
  4. Develop strategies for acting upon social factors affecting education through personal advocacy within their schools.

Core Assessment:

Class Assessment:


Participation: (20 pts per class, 140 points total) – Student participation is essential in achieving maximum learning. It is generally expected that students will attend all scheduled class sessions and to contribute to the classroom learning environment. However, it is recognized that occasions do arise that necessitate being absent from a class. Students are responsible for making prior arrangements regarding a necessary absence and for completing any alternative assignments.

Reflections (10 points per reflection, 70 points. Total):  Each student will submit a weekly reflection journal starting with week two. The reflection journal should include the student’s reaction to course activities (subject matter, class discussions, comments, presentations, etc.) that occurred the preceding week. Each journal should be approximately about one to two typed double spaced page in length (APA Format). THESE ARE PERSONAL REFLECTION JOURNALS, IN OTHER WORDS, THEY ARE WHAT YOU THINK AND BELIEVE RELATED TO WHAT YOU ARE LEARNING.

Two (2) Synthesis Papers (Includes an Abstract) (50 points per paper, 100 total points)

1st Syntheis Paper Due, September 18th: Rough Draft, September 11

2nd Synthesis Paper Due: September 25th, Rough Draft, September 18

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 (Title Page and Reference Page do not count towards number of pages).  You should formally identify the source and location of each of the ideas you include in your synthesis using formal APA style.  The fifth edition of the APA manual is the most current.  Expect to write multiple drafts!  Some class time and peer assistance will be used for editing.  Additional assistance is always available from the Academic Support Center class..  You will email or copy your 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. (Use e-companion for samples and scoring guides) 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. 

Advocacy Project (Core Course Assessment) 100 points

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.  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.)  You will include all findings regarding your project in your journal and will present your findings during our last class.

Board of Education Visit: Park Hill Board of Education

This is a required visit. (50 points)

Urban, Rural, or SuburbanSchool Visit: This is a required visit.   (50 points)



The final grade will be based on the percentage of total points earned.

            A = 90 – 100 %          

            B = 80 – 89 %           

            C = 70 – 79 %            

            D = 60 – 69%             

            F = 59% or lower        


Points may be earned as follows:                                          Points

Attendance/Participation                                          140

Weekly Reflections                                                   70

Synthesis Papers                                                      100                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           

Advocacy Project                                                    100

School Board Meeting                                             50

VisitSchool (Rural, Urban, Suburban)                      50
                                           TOTAL POINTS:     510 total points

Late Submission of Course Materials:


Work is expected on time. Points will be subtracted for late work. (10% off of grade for late work) Ie., Not prepared to present when your date is scheduled

Due to the compacted Fall I format, expectations will be highly 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.  Attendance and participation are essential.  Projects, discussions, and class activities are designed to:

  • organize the reading
  • highlight important points
  • present information in alternative modalities
  • provide additional information and hands-on-experience
  • clarify, analyze and interpret information
  • promote collaboration and sharing

Classroom Rules of Conduct:

It is my expectation that all members of a classroom setting respect the input of others, listen when class members are speaking, and support the concept that we are a family of learners.

All written work except in-class writing must be typed, double spaced and documented when appropriate. I will accept work in hard copy form only.

Please disconnect all pagers or cell phones before entering the classroom. 

 Attend class on a regular basis. Come to class on time.

Hand in assignments on time (see course map for specific due dates).

Take each exam when scheduled (see course map for specific due dates).

When submitting assignments (e.g., formatting, citations, references, etc.), follow guidelines provided in the Publication Manual of American Psychological Association (5th edition), (2002).

(See http://captain.park.edu/education/Resources/resources.htm for general


Come to class prepared to participate in a meaningful way on the topic of the day.

Ask questions.

Listen respectfully to others’ points of view, comments, and presentations.

Support others’ success

Course Topic/Dates/Assignments:






August 21

Group Activity

Uncommon Commonalities


Syllabus Overview


August 28

Synthesis & Advocacy Project preparation

♦Stevens, Wood, & Cheehan, Part 1

Liston & Zeichner, Case #1


September 4

Synthesis & Advocacy Project preparation

♦Stevens, Wood, & Cheehan, Part 2

Liston & Zeichner, Case #2


September 11

1st Synthesis Draft Due for Peer Editing

Stevens, Wood, & Cheehan, Part 3

Liston & Zeichner, Case #3


September 18

Synthesis & Advocacy Project preparation

1st Synthesis Due

Stevens, Wood, & Cheehan, Part 4

Liston & Zeichner, Public Arguments (pages 55 - 82)


September 25

Synthesis & Advocacy Project preparation

Stevens, Wood, & Cheehan, Part 5

Liston & Zeichner, Final Argument & Suggestions (pages 84 – 96)

2nd Synthesis Draft Due for Peer Editing


October 2

Stevens, Wood, & Cheehan, Part 6

2nd Synthesis Due


October 9

Advocacy Presentations

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 2007-2008 Graduate Catalog Page 24-26


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 2007-2008 Graduate Catalog Page 24-26

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 2007-2008 Graduate Catalog Page 28

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 .


This material is protected by copyright and can not be reused without author permission.

Last Updated:8/8/2007 12:46:27 PM