ED515 Social Factors Affecting Educ

for F2P 2007

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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 Sociological Factors Affecting Education


F2P 2007 DL


Fields, Dr. Barbara A. T.


Assistant Professor


BA Education,  MA Educational Administration
EdSpec Educational Administration
Ph.D. Curriculum and Instruction

Daytime Phone

816.741.5972    816.584.6583  (messages on both)

Other Phone

816.536.5680  Cell



Semester Dates

Fall 2  October-December 2007

Class Days


Class Time


Credit Hours



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. ISBN:  0-8058-8051-8

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
As given by the instructor

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org 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:
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

  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:

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.

PRESENTATION 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.

JOURNAL 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.

SYNTHESIS 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. Alternate Synthesis: 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.  

ADVOCACY PROJECT: 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.
FINAL EXAM: 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.


Evaluation for the final grade will be as follows:


Online participation/group activities, and discussions                  200


Journals                                                                                                100


Presentation                                                                                          100


Final Examination                                                                                  100


Advocacy Project                                                                                 350


Second Synthesis                                                                                  100


First Synthesis                                                                                      050


Course based on 1000 Points.





Late Submission of Course Materials:
All work is expected on the due date.  Prior arrangements can be made with the instructor in extreme cases.

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 .


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Last Updated:10/9/2007 11:59:59 AM