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Education Major Version

EDU 210 The School as a Social System
Dailey-Hebert, Amber


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 2007 HOA

Faculty

Dailey-Hebert, Amber

Title

Associate Professor of Education

Degrees/Certificates

PhD, Education
MS, Education
BS, Leadership Development

Office Location

Maybee, CETL (Center for Excellence in Teaching & Learning)

Office Hours

By appointment

Daytime Phone

816-584-6339

E-Mail

adailey@park.edu

Semester Dates

August 21-December 10

Class Days

--T-R--

Class Time

2:25 - 3:40 PM

Credit Hours

3


Textbook:
 

Ryan, K. and Cooper, J. (2007). Kaleidoscope: Readings in Education, 11th Ed. NY: Houghton Mifflin Company. (Available at the campus bookstore).  Required

Ornstein, A. and Levine, D. (2006). Foundations of Education, 9th Ed. Houghton Mifflin Company, Boston. (Available at the campus bookstore and on Reserve in campus library). Recommended

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:
A survey of the historical, philosophical and legal foundations of American education. Also a study of the various school systems in the United States. Selected educational problems, issues and practices will be examined in light of current social conditions. Prerequisites: EDU325 (EN325)3:0:3.

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:
 

Online Mastery Assignments 10%

The Online Mastery Assignments will be available on the EDU 210 course website (http://parkonline.org) to ensure mastery of key concepts and material. Students may complete the assignment multiple times to ensure content mastery and the highest score will be used in grading. Mastery Assignments will be completed online and will be due before Tuesday class weekly. The Mastery Assignments will be available to complete online the week they are due, and will be removed from online access 1 hour before class each Tuesday.    

 

Personal Philosophy of Education (20%)

Students will create a personal philosophy of education throughout the semester. This assignment will be peer reviewed once and will be submitted to the instructor for feedback and again for final review. The paper should not exceed two pages (double spaced) or one page (single spaced). We will discuss the philosophy in class and each paper should contain the following:

·        role of the teacher

·        role of the student

·        teaching techniques to be used

·        classroom management methods

·        citation of theories/philosophers who align with your belief.

You will have an opportunity for one peer review sessions in class for feedback and editing. Please begin work on your philosophy early, as it will be a work in progress.

School Project (60%)
Students will work in self-selected groups. This project will be given class time on occasion and will be an in-depth development of school curriculum, organizational structure, finance, and issues facing school systems in America today.   

Part I: Online Feedback (10%)

You will provide weekly feedback on your group work for the school project. Each student will submit confidential entries online describing 1) an evaluation of peer/team work and participation within your group 2) an overall outline of the work your group accomplished, and 3) what you learned from the class, readings, and group work on the school project section completed.

Part II: Benchmark Reports (30%)

You will provide and submit a group report for your school project 3 times this semester. Two of the Benchmark reports will be submitted during the process Benchmark #1 (Due - Oct.2) and Benchmark #2 (Due Oct. 23), to ensure your group is heading in the right direction. The final submission will be the completed project (Due Nov. 27).   

 Part III: Group Presentation (20%)

Your entire group will present to the class on the information gained from your school project. This is a formal presentation and should be professionally prepared, with a group effort made. Each group member must have speaking parts, and contribute in an equal fashion. Academic leaders (Deans, Department Chairs, etc.) will be invited to your presentation and may have the opportunity to provide critique and praise of your work. 


 

Grading:

Grading:

  • 90% = A (exceptional work)
  • 80% = B (outstanding work)
  • 70% = C (meets minimum standards)
  • 65% = D (does not meet standards)

Late Submission of Course Materials:
 

  • All assignments should be submitted on the designated due date. Online submissions must be completed within the given timeframe. Late work will not be accepted.
  • If a student must miss class (due to injury, illness, school function, etc.) and would like to receive participation points for the day missed, they may complete a 200 word paper (or outline) synthesizing the information covered. This paper will be due the following class period of the day missed.

Classroom Rules of Conduct:
 

Respect for Others:

  • Each student will be an important member of the learning community and class participation represents a substantial component of this course. Moreover, the learning created through class discussion, collaborative group work, and experiential learning will be essential for developing an understanding of course material.
  • Each student has participated in a variety of educational experiences, which shape our diversified perspectives and points of view in the classroom. Respect for all guest presenters, fellow classmates, and the instructor are expected. I will not tolerate rude behavior, or lack of openness to new ideas (which may contradict your own). Although you may not agree with all comments shared in class, it is important for you to respect your colleagues and show respect for one another in class.
  • Please arrive on time and disconnect all phones and pagers upon entering class.  If a device must be left on, please inform the instructor prior to class.

 

Academic Honesty:

  • Honesty is assumed. Please do not submit papers from other classes or from other sources. They usually do not meet the criteria of this class and can result in an “F” for the course.
  • The instructor reserves the right to use plagiarism detection software if needed (including, but not limited to: article checker, doc cop, WCopy find, Turnitin, My Dropbox, EVE, etc.)   
  • All papers/projects should be typed, double-spaced, 12-point font, and submitted in hard copy or the online course website. All submitted assignments should use APA formatting.  See http://www.park.edu/support/refAPA.asp for examples and appropriate citation guidelines.

 

*Students with special learning challenges, please arrange to meet with me so I may better serve your learning need.

Course Topic/Dates/Assignments:
  The schedule outlined below is tentative and subject to change based upon student and instructor needs). The page numbers indicate the reading we will discuss that day, therefore, the readings should be completed before class.

  Week   Date   Topic   Readings

 

  Assignments

Due

WEEK 1 Aug. 21 Introduction, expectations, & goals for the semester

N/A – 1st class

Get OPEN password
  Aug. 23 The Educated Person

Crowley, p.46

Cohen, p.109

 
WEEK 2 Aug. 28 The Teaching Profession: Effectiveness, influence and development Fried, p. 7 Darling-Hammond, p. 318 Ornstein, Chapter 2    
  Aug. 30 Historical Development in American Education (video)   Ornstein, Chapter 5- 6  
WEEK 3 Sept. 4 School Choice

(will select school project groups)

Handouts Lines, p. 137 Carper, p.286

Viterriti, p. 367

Mastery Assignment Due
  Sept. 6 School Project: Section I Online  
WEEK 4 Sept. 11 Philosophy & Educational Theory

Personal Philosophy

Ornstein, Chapter 4

Boyer, p. 271

Adler, p. 163

 
  Sept. 13 School Project: Section II Personal Philosophy Dewey, p.261 Philosophy Peer Review 1
WEEK 5 Sept. 18 Student Achievement

Clifford, p. 218

Dodd, p. 214

McTigh, p. 225

 
  Sept. 20 School Project: Section II
(student achievement)
Guskey, p.237

Barr, p. 50

Edelman, p. 52

 
WEEK 6 Sept. 25 Curriculum and Instruction

Adler, p. 163

Popham, p. 143

Peddiwell, p. 149

Mastery Assignment Due
  Sept. 27 School Project: Section II

(curriculum and instruction)

Ornstein, Chapter 14  
WEEK 7 Oct. 2 School Organization: Governance and Administration Ornstein, Chapter 7 Benchmark Report #1 Due (Section I, II)

Online Feedback Due

  Oct. 4 School Project: Section III (Governance Plan) Attend School Board Meeting  
WEEK 8 Oct. 9

Diversity and Special Needs

Ravitch, 404

Hardy, p. 399

Mastery Assignment Due
  Oct. 11

School Project: Section IV

(Students)

Ornstein, Chapter 12 Personal Philosophy Instructor Review
WEEK 9 Oct. 16-18 FALL BREAK None No Classes
WEEK 10 Oct. 23 School Organization: Fiscal Management Ornstein, Chapter 8

Miles, p. 361

Benchmark Report #2 Due

(Section III, IV)

Online Feedback Due

  Oct. 25 School Project: Section V

(Fiscal / Management Plan)

   
WEEK 11 Oct. 30

Ethics & Legal Aspects of Education

Ornstein, Chapter 9

McDaniel, p.298-309

Strike, p.293-297

Mastery Assignment Due
  Nov. 1

School Project: Section VI
(Facilities/Transportation)

   
WEEK 12 Nov. 6

Exemplary Reforms

Ornstein, Chapter 16

 
  Nov. 8 School Project: Section VII

(Miscellaneous)

Barth, p.99

Cuban, p. 104

 
Personal Philosophy Due
WEEK 13 Nov. 13

Social Foundations in Education

Ornstein, Chapter 10, 11

 
  Nov. 15

School Project: Section VII (Statement of Assurances)

   
WEEK 14 Nov. 20-22 Synthesis Project Prep  
WEEK 15 Nov. 27-9 Final Project Presentations   Final School Project Due

Online Feedback Due

WEEK 16 Dec. 4, 6 Final Project 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 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88

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 .


Attachments:
School Project Overview

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:8/21/2007 1:07:31 PM