EDI 601 Social Foundations of American Education
Rockland Graduate Campus
1. Course Description:
This course will introduce students to the study of education as a primary institution of American Society. The content will be drawn from studies that reveal the historical, social, and philosophical contexts of education related to teaching, learning, curriculum, classroom organization, and administrative practices.
2. Learning Objectives:
a. To make students aware of the evolution of American education based with special emphasis on both the progressive and traditional ideologies.
b. To examine the major differences between the two ideologies with regard to curriculum, learning theory, goals, the role of the facilitator, and the nature of the student.
c. To examine the contemporary trends in education both in New York, New Jersey, New York City and nationally.
d. To compare and contrast sociological trends which affect education in the 21st Century.
e. To develop growth towards a greater sense of professionalism.
f. To explain how the political and economic climate of the schools impacts on delivery of instruction
g. To develop the ability to apply critical, normative and interpretive principles to the evaluation of school purposes.
h. To allow the student to develop artifacts for the purpose of developing their teaching portfolios
i. To examine NY, NJ and NYC Learning Standards
j. To complete professionally and to submit reports of the ten hours of fieldwork related to the topics in the course.
k. To express responsiveness to the needs of the pupil and educational community.
l. To cite the rights and responsibilities of facilitators and their students.
3. Required Texts and Reading Material:
Morrison, George S. 2009 Teaching In America 5th ed. Pearson
Review of all CD’s containing articles and presentations supplied by the instructor.
This course will include the following standards set by the New York State Board of Regents: 1) A commitment to prepare students for teaching in diverse classrooms including those with varying abilities, disabilities, learning styles and ethnicities; 2) to foster knowledge and pedagogical understanding of the factors in the home, school, and community, and how to use that understanding to create a safe and productive learning environment in which all students can learn; 3) to further understanding of significant factors in curriculum development and instructional planning, and how to apply that in designing effective instruction; 4) to further understanding of the learning processes and styles, and how to use that understanding to foster learning that contributes to preparing students for productive work, citizenship in a democracy, and individual growth; 5) to encourage analysis of one's own teaching practices and how to use various resources and opportunities to enhance effectiveness.
Students will examine the INTASC Standards, and we will focus on Standards 1-10 in this course:
Standard 1: Knowledge of Subject Matter The teacher must understand the central concepts, tools of inquiry, and structures of the discipline she teaches and can create meaningful learning experiences that make these aspects of the subject matter meaningful for students.
Standard 2: Knowledge of Human Development The teacher must understand how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.
Standard 3: Diverse Learners The teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.
Standard 4: Instructional Strategies The teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
Standard 5: Learning Environment The teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
Standard 6: Communication The teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7: Planning Instruction The teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Standard 8: Assessment The teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.
Standard 9: Reflection and Professional Development The teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.
Standard 10: Collaboration, Ethics, and Relationships The teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.
New York State Learning Standards: Career Development & Occupational Studies 1,2,3
4. Course Requirements: All work is submitted on the second to last class on a CD.
• Attendance Policy: All students in this course must attend class as well as the Off Site Visitations. Regular attendance will be critical for your success in this course. Missing two class meeting and/or lateness will have negative implications for your final grade. If you are to be absent or late you MUST contact the professor by email or by calling the main office, prior to class. If work is due on that day, must be submitted by email. (15 points)
• Observations: You are required to complete ten (10) hours of observation. When making these observations please remember the title of this course and content. They should be the focus of your observations. Must include some classes that have special education students present. Further discussion of this requirement will be conducted in class. Form is on CD distributed by professor. (See additional section) (15 point)
• Literature Review: You will select a current piece of literature, no older than three (3) months, and review the work. You will submit a graphic organizer that will enable you to present orally your review to the class. (10 points)
• Philosophy: You will submit your philosophy of education on an 81/2 by 11 white paper. The margins are to be one inch, with the header and foot no larger than two inches. Note: No more than one page. (10 points)
• Presentation: This eight minute presentation, in PowerPoint and/or SMART Board, will be on a topic assigned by the professor dealing with topics covered in this course. (35 points)
• Readings: Each evening you will be expected to read the chapters assigned. You are to create a graphic organizer enabling you to discuss the chapter with the class. PowerPoint slide for presentation for each chapter. At the conclusion of the course you will be expected to submit all your work on a CD. Random selection of the presenters will be made on the day the chapter is due. (15 points)
5. Course Calendar and Topics: This course calendar can be changed at any time based on a “Teachable Moment” that might occur during the semester. Since this is a summer course we will be doing a minimum of two sessions per class so please adjust your readings and assignments appropriately.
1 Explanation of Course Requirements. Getting to know us.
2 Standards and Politics. Reading: Chapter 1 and Graphic Organizer
3 What makes an effective facilitator? Reading: Chapter 2 and GO
4 What are the historical foundations of education? Reading: Chapter 2 & GO
5 What are the philosophical foundations of education?
Reading: Chapter 3 and GO
6 Education empowerment. Reading Chapter 4 and GO
Career Development and Occupational Standards (CDOS)
“Closing the Gap”, Academic Achievement & Career Plan
7 Classroom environment. Reading: Chapter 5 and GO
8 Effective control of the school and classroom. Reading Chapter 6 and GO
9 Communicating with others involved in education. All additional chapters in the text and GO
10 Testing Issues and School Reform
11 Special Education: Before, Now and Then.
12 Financing Education Financing Education.
Final presentation of all work on CD
13 Finals presentation.
14 Finals presentation.
6. Grading Policy and Calculations: The Long Island University grading system, as stated in the current official bulletin, will be followed. To receive a respectable grade in this course students are required to show a professional disposition, complete class assignments on time, demonstrate a collaborative spirit and enthusiasm, show respect and courtesy towards other students in class, attend the class regularly, arrive to class on time and make a constructive contribution to course activities. All students and the instructor in this course must strive for excellence. Original ideas, creative work and leading discussions will be rewarded. Plagiarism will result in a grade of zero for that assignment. Assignments are due on the assigned dates and must be professionally submitted. If the work is not professionally submitted the instructor will not accept the work thus resulting in possible resubmission. Professionally done assignments not submitted on time will result in the lowering of the grade, one letter grade per lateness. In the event of an illness or an emergency when a student cannot be present in class and an assignment is due, it should be emailed to the instructor on the due date.
Final submission of all requirements will be on a CD-R, submitted in a paper case.
Observations and write up 15 points
Literature review 10 points
Philosophy 10 points
Presentation 35 points
Graphic Organizers Readings 15 points
Attendance/Class Participation 15 points Total 100 points
7. Guidelines for Article Review: The following are general guidelines for writing your review of articles. You are not required to follow them strictly in the order mentioned here. These guidelines should help you write purposefully. Remember Graphic Organizer format.
1. At the outset look for the author’s main argument.
2. Makes notes on salient issues.
3. Is the author engaged in a debate with others?
4. Is the author supporting or refuting other authors or research?
5. What strong/weak evidence does the author present to support his argument?
6. What conclusions does he draw?
7. Is the author making a specific point?
8. Has the author enhanced your knowledge?
9. Write clearly?
10. One idea one section.
11. Are the author’s ideas practical?
12. Will the class benefit by hearing about this article?
13. Are the author’s ideas harmful, if so why?
8. General Statement: Students who are to receive special considerations related to handicapping conditions must speak to the instructor, in private, at the start of the course.
Cell phone, pager and other electronic paging devices need to be placed in the non-audible mode during class. If you arrive late to class and a colleague is making a presentation, please do not interrupt by entering the room until the presentation is complete.
9. Technology Component: All work will be submitted by the use of the computer. Students are expected to use a computer and demonstrate the knowledge of PowerPoint. Your theorist presentation should be presented on a CD or Wand. The written part of the presentation should also be on the CD. If you would like prior review of your work, do not hesitate to email the professor for review. When emailing the professor please indicate in the Subject Area EDI601 and the topic. Make sure you send your email with your full name.
10. Field Experience: To comply with N. Y. S. Education Law Section 806 all teacher education course offered by the Department of Curriculum and Instruction should include a minimum of ten (10) hours of field experience. All students are required to submit written reports on their ten (10) hour observations. Lack of completion and/or submission will result in a failing grade. Information concerning this topic will be presented and distributed on day one (1) of class. Remember it is hours not periods and should have some special education students in the class.
11. “Just a reminder”: Over the course of several years of teaching at the university level I have had the experience both personally and with my students concerning computer problems. I too have lost material that I had worked on. In an effort not to have this happen to you please remember to save your material on your desktop, on a CD, a Wand and/ or an External Hard Drive and even cyber space. The week prior to your presentations I suggest that you bring your presentation to the classroom, on a CD, “Wand” and/or External Drive and test it. You can in addition to the previous idea email it to yourself.
Last semester a young lady had her material erased by the magnet on her pocketbook.
Please inform the instructor of any allergies so it can be announced early in class.
Scoring Criteria For Class Participation
At the end of the class, students will be assigned points for class participation. The amount of points will depend on how well the students demonstrate excellent participation in relation to the following rubric.
Excellent Participates in every class discussion, always came on time, topics
submitted by their due dates, was not distracted, and was actively engaged in group and whole class activities. Participates in class without waiting to be called to participate.
Asks insightful and reflective questions indicating the application of the course content to actual and real classroom situations.
Displayed professional and ethical behavior in class, paying attention to the instructor and peers. Responded appropriately and professionally.
Average Participates in some of the class discussions and activities, almost always came on time, submitted all assignments by their due dates, was not distracted, and was actively engaged in group and whole class activities.
Often asked insightful and reflections questions
Displayed professional and ethical behavior in class, paying attention to the instructor and peers. Listened to the instructor and to peers with respect.
Unacceptable Participates in very few of the class discussions, often came late,
and/or was inactive or distracted in group/whole class activities. Often did not submit assignments by the due date.
Rarely or never asked insightful and reflective questions indicating the applications of the material to an actual classroom situation.
Did not ask questions related to readings and presentations.
Did not display professional and ethical behaviors to others.