State University of New York
School of Education
Spring 2014
410x – 03 Issues in Education
Thursdays 4:25 – 7:00
Student Wing 324
Instructor: Patricia Sas Augostini
Office: AB-G17
E-mail: paugosti@binghamton.edu
Accommodations Statement: If you are a student with a disability and wish to request accommodations,
notify me by the second week of class. You are also encouraged to contact the Office of Services for
Students with Disabilities (SSD) at 777-2686. Their office is at UU-119. The SSD office makes formal
recommendations regarding necessary and appropriate accommodations based on your specifically
diagnosed disability. Information regarding your disability will be treated in a confidential manner.
Academic Honesty Statement: “All members of the University community have the responsibility to
maintain and foster a condition and an atmosphere of academic integrity. Specifically, this requires that
all classroom, laboratory, and written work for which a person claims credit is in fact that person’s own
work.” The annual University Student Handbook publication has detailed information on academic
integrity.
Classroom Environment Statement: The faculty and staff in the School of Education are committed to
serving all enrolled students. The intention is to create an intellectually stimulating, safe, respectful and
enjoyable class atmosphere. In return, it is expected that each of you will honor and respect the opinions
and feelings of your fellow students.
Course Description: Exploration of historical, political, economic, psychological, and social issues in
schools. Critical reflective practice is encouraged by an emphasis on linking course readings and
discussions with students’ life experiences.
Course Objectives:
a. Understand the nature, purposes, and structure of education in a democratic state.
b. Understand the historical and socio-political forces that have influenced thinking
about education including diverse populations in schools.
c. Investigate, analyze, and report on a social, economic, political, cognitive or
ethical issue in education.
d. Investigate the characteristics of effective learning and schooling.
e. Investigate both personal and social dynamics of educational reform and change.
f.
Understand the connections between the formation of character; moral/ethical
education, and limits on public education versus private education.
g. Demonstrate critical thinking on questions related to education.
h. Demonstrate writing an essay that incorporates resource materials.
i. Demonstrate ability to work cooperatively with peers in groups.
j. Demonstrate oral and visual communication through presentation and use of
technology.
General Expectations and Grading:
The topics, language and concepts that students are expected to master are described briefly in the
objectives written above. Readings, activities, classroom discussions and critiques will be directed
toward developing a practical understanding of these topics and concepts. Students are expected to
actively question and discuss in class the topics of the text and other readings.
This classroom is a shared environment in which everyone has a responsibility to create a positive
learning environment for others. Each of us brings something wonderful and enlightening to the course,
yet, we will wrestle with tough issues that may call for heated discussion. In this course, we come to
class ready to learn and ready to teach, are respectful of ourselves and others, learn names and address
other regularly, articulate our points as well as question others, and commit ourselves to thoughtful
reading, reflection, and verbal and written articulation.
Participation and Attendance (15 points)
Students are expected to attend and be on time for class and to inform the instructor when circumstances
may not permit it. Students must come to class with all materials as they will regularly be used for
activities. You are expected to come to class prepared with weekly assignments and reading response
journals to support class interactions. Additionally, in-class assignments and activities may be collected
and incorporated into participation grades. In the case of an absence, students must notify the instructor
prior to class and provide a legitimate excuse. All assignments are due on the assigned dates regardless
of an absence. ** More than two absences will negatively affect course grade.
Reading Response Journals (15 points)
** Reading Response Journals will be worth 3 points each and will be collected 5 times.
Students should examine what the reading means to you and how it affects your understanding of
education. As you read, take note of significant ideas, important points and your reactions. Reading
Response Journals should be 1-2 pages and address some of the following questions:
 What did you know about the topic prior to the reading?
 How did the reading enhance or change your understanding of education?
 How does the reading relate to your own experiences with education?
 What parts of the reading did you find especially convincing, compelling, or inspiring and why?
 What questions do you still have after reading the text?
Guidelines: The process begins with taking notes while you read. After you finish reading, go back
through the text and look at the key points, comments, quotes, questions, concerns, etc. that you wrote
about in the margin. Try to synthesize and reflect upon the most salient points. Add details about
connections or new discoveries you made. You can add your opinion and supporting reason (s); feel free
to agree or disagree with the author.
Contemporary Topics Presentation and Discussion (15 points)
Pairs of students or small groups (depending on numbers) will sign up for a topic to research and become
in-class experts. Topics will support and enhance weekly discussion topics. Directions for the
presentation will be available on Blackboard and discussed in class.
Midterm Paper (15 points)
Directions for the Mid-term will be available on Blackboard and discussed in class.
Final Group Presentation (20 points)
Students will work in groups to study, analyze, and compare an issue in education for presentation and
discussion. Directions for the presentation will be available on Blackboard and discussed in class.
Final Paper (20 Points)
You will write about a major change in education covering past themes, current issues, and possible
future directions and implications. Directions for the Final Paper will be available on Blackboard and
discussed in class.
Required Texts:
Darling-Hammond, Linda. (2010). The flat world and education: How America’s
commitment to equity will determine our country’s future. New York: Teachers College
Press.
Tough, Paul. (2012). How children succeed: Grit, curiosity, and the hidden power of
character. New York: Houghton Mifflin.
Grading Policy:
A
AB+
B
BC+
95 – 100
90 – 94
87 – 89
84 – 86
80 – 83
77 – 79
C
CD+
D
DF
74 – 76
70 – 73
67 – 69
64 – 66
60 – 63
below 60
Submission
Students should keep copies of all submitted work, and maintain a file of your papers for your own
reference. Bring this material to any conference with the instructor. All assignments are due as indicated
on the course schedule. Late assignments are not accepted for full credit unless there is an emergency
confirmed by College policy or the Dean’s Office. If an assignment is not turned in during class
(Thursday), it will be considered late. Any late assignments turned in 1-2 days after the due date will have
¼ of the total points deducted. If 3 days or more have passed, ½ credit may be given at the instructor’s
discretion.
Note: Stay tuned for necessary changes in syllabus or assignments
The format and assignments in this syllabus were modified from the work of Dr. Pamela Sandoval and
Christine Uliassi (SUNY Binghamton)
Date and Topic
Readings
ALL readings other than assigned texts will be
uploaded to Blackboard
Assignments
1/30 Introductions
None
2/6
History of School
Reform
Tyack and Cuban, Excerpt from Tinkering Toward
Utopia
Darling Hammond, Chapter 1
Reading Response
2/13
Multiculturalism
Darling Hammond, Chapter 2
Banks, Multiculturalism’s Five Dimensions
Reading Response
2/20 Teacher Training,
Testing and
Accountability
Darling- Hammond, Chapter 3
Opposing Commentary on Common Core,
Educational Leadership
Reading Response
2/27 School Funding
Darling-Hammond 4,5
Reading Response
3/6 Inequities in Race,
Class, Gender
Steele, Race and Schooling of Black Americans
Additional readings TBD
3/13
Special Education:
History
Valle & Connor, Making Sense of Public School
Culture and Context
Contemplating the (In)visibility of Disability
3/20 Special Education:
Inclusion and
Instructional Models
Smith, Gartin & Murdick readings
Midterm Paper due
3/27 International
Comparisons
Darling Hammond 6,7
4/3
Creating Bridges: School
and Community
Darling-Hammond 8,9
Ch 1 Teaching with Poverty in Mind
Reading Response
Presenters: School Structure &
Organization
Reading Response
4/10 Moral Education:
Teaching the Whole
Child
Tough 1, 2
4/24 The Changing Role
of the Educator
Tough 3, 4,5
Reading Response
ALL PRODUCTS DUE
Presenters: Arts and Education
Presentations
Presentations
Papers
5/1 Group Presentations
5/8 Group Presentations
FINALS WEEK
Presenters: Standardized Tests
Presenters: Technology in Schools
Reading Response
Presenters: The School-Prison
Pipeline
Reading Response
Presenters: Types of Schools
Presenters: Bullying in Schools
Reading Response
Presenters: Bilingual Education