Secondary Education
Fall 2007
Kutztown University
Kutztown, Pennsylvania
I.
COURSE DESCRIPTION: Course Prefix, Number and Title
EDU 597 Change in Education
In this course, various societal demands for change, the latent and manifest means
used by schools in coping with these demands, functioning of the school as a
social organization, and ways in which school personnel may become responsive
to social change are analyzed. 3s.h 3c.h.
II.
Instructor Information
Dr.
Office: Beekey
Phone: (610) 683Required Textbooks:
Fullan, M. (2007). The new meaning of educational change (4th ed.).
New York: Teachers College Press.
Aldridge, J, & Goldman, R. (2007). Current issues and trends in
education (2nd ed). Boston: Allyn and Bacon.
III.
Course Rationale:
This course will take a look at the various societal demands for change and how
these changes reflect on the functioning of a school system. The second part of
the course takes a look at recent trends in education and how these trends have
impacted on the decision makers of a school.
This course follows the guidelines and standards of NCATE and INTASC and
follows the Teacher as Lifelong Learner Model.
IV.
A. Course Objectives/Student Learning Outcomes
Objectives:
1. The student will demonstrate a knowledge of the continuing need for the
adaptiveness and genuine.
2. The student will be sensitized to the rich literature source on the educational
change process
3. The student will demonstrate an understanding of the role of the change agent
and others in the change process.
4. The student will investigate the rationale for motivating educational change.
5. The student will investigate and evaluate educational changes which have
taken place in the past.
6. The student will develop a rational plan of “change” strategy which is
theoretically sound.
7. The student will relate the need for change and “change” strategy to the
multiethnic and pluralistic cultural environment of the schools.
8. The student will be able to engage in site-based management.
Alignment with INTASC Standards:
Objective
1
2
3
4
5
6
7
8
IV.
Standard
2, 3
2, 4, 9
1, 2, 5, 10
5, 9
7, 9, 10
9, 10
9, 10
10
Assessment
Required Projects, Quizzes, and Assignments:
1. Fastback Project
Students will choose three Fastbacks to read, analyze and summarize. The typed
summary should include the following:
a. Title, author, Fastback #
b. A brief summary of the Fastback content
c. An analysis of the topic and its impact on change in education
Length of each typed summary: 2 pages typed
2. Analysis of a School Project
An in-depth analysis of a school will be developed. A major focus will be on the
interactions of the decision makers and the change agents in the school. The
paper should be typed. Names can be changed to protect the innocent. Paper
length : 7-10 typed pages.
`
3. Group Project
Student teams will pick a current educational topic of interest and research this
topic and present the team findings to the class. The presentation should include
an overhead or PowerPoint presentation and handouts. The emphasis of the
presentation should be on the topic and its role in change.
4. Quiz/Final Examination
5. Additional readings and exercises from the textbook as assigned. Attend each
class prepared to discuss the concepts covered in the reading assignments.
Class attendance will be taken at each class.
Lateness of projects will be reflected in the grade. Difficulty with a computer printout
will not be accepted as a valid excuse for lateness of a paper.
Please turn off all cell phones during class as a courtesy to class members.
A. Core Assignment: Analysis of a School
See Appendix A
B. Grading Policies
Assessments :
Group Project
Fastback Project
Quiz
Analysis of School
Final Exam
Class Participation
25 points
30 points
40 points
30 points
40 points
15 points
Total: 180
A = 90% and above
B = 80% up to 90%
C = 70% up to 80%
C. Assignments:
Assessment of each graduate student’s level of accomplishment with reference to the
course objectives will be based upon a subset of the following:
Group project on a current educational topic
Active participation in class and in discussions
Midterm examination
Final examination
Project on current topics using Phi Delta Kappa Fastbacks
Textbook reading assignments and discussion
V.
Course Outline
I.
Introduction
A.
Relationship between education and schooling. Aims of education and
goals if schooling.
B.
Definitions relating to change
II.
The Ideology of Change in Education
A.
History of Change Ideology
B.
Origins of Change Ideology
C.
Functions of Change Ideology
III.
The School as a Vulnerable Institution
A.
Problems in Client Selection
B.
Problems in Client Control
C.
Problems in Pluralistic Ignorance
D.
Problems in Goal Displacement
IV.
Problems in the Definition of Change
A.
Conceptual Problems
B.
Change as a Primitive Term
C.
Change as Alteration in the Goals, Structure, or processes of a system
V.
Difficulties in the Assessment of Change
A.
Design
B.
Methodology
C.
Treatment of Data
VI.
Some Systemic Functions and Dysfunction’s of Educational Change
A.
Articulation of Organization and Environment
B.
Procurement of Resources
C.
Disposal of Product
VII.
The School and Change as a Coping Mechanism
A.
Shifting Environmental Demands
B.
Shifting Client Needs
C.
Variable Resource Availability
VIII.
Change as Fronting Behavior for the School
A.
Functions of Organizational Fronting Behavior
B.
Wild vs. Domesticated Organizations and Change
IX.
Educational Goal Diffuses and Change
A.
Problems in Goal Assessment
B.
Problems in Goal Attainment
C.
Problems in Goal Proliferation
D.
Problems in Goal Succession
X.
The School Client System and Change
A.
An Unsolicited Client System
B.
Lack of Client Power over Selection
C.
Personnel Status Relations with Client System
XI.
Characteristics of the School Inducting Resistance to Change
A.
Personnel
B.
Administrative Control
C.
Size
D.
Age
XII.
Some Conflicting Demands for Change
A.
Government
B.
Economic
C.
D.
XIII.
Sociological
Other Institutional
Educational Personnel and “Change Agents”
A.
Teachers
B.
Administrators
C.
Supervisors
D.
Reference Groups
VII. INSTRUCTIONAL RESOURCES
Aldridge, J, & Goldman, R. (2007). Current issues and trends in education (2nd
ed). Boston: Allyn and Bacon.
Allyn and Bacon (1998). Thoughtful Teachers, Thoughtful Schools (3rd ed.).
Boston: Allyn and Bacon.
Benjamin, A. (2002). Differentiated Instruction: A Guide for Middle and High
School Teachers. Larchmont, New York: Eye on Education.
Berliner, D. and Biddle, B. (1997). The Manufactured Crisis-Myths, Fraud and
the Attack on America’s Public Schools. New York: Longman
Blanchard, K. & Johnson, S. (1982). The One Minute Manager. New York:
Berkley Books
Brinkley, E.H. (1999). Caught off Guard: Teachers Rethinking Censorship and
Controversy. Boston, Massachusetts: Allyn and Bacon.
Burrup, Percy E. Financing education in a climate of change (5th ed.) Allyn and
Bacon, 1993.
Fullan, M. (2007). The new meaning of educational change (4th ed.). New York:
Teachers College Press.
Gaynor, Alan K. Project planning. Allyn and Bacon, 1992.
Glasser, W. (1998). Choice Theory. New York: Harper Perennials.
Goens, George A. Mastering school reform. Allyn and Bacon, 1993.
Harvey, Thomas R. Checklist for change. Allyn and Bacon, 1990.
Johnson, S. (1998). Who Moved My Cheese? New York: G.P. Putnam’s Sons
Keith, Sherry. Education, management, and participation. Allyn and Bacon,
1991.
Nelson, J., Carlson, K. and Palonsky, S. (2000). Critical Issues in Education: A
Dialectic Approach (4th ed.) New York: McGraw-Hill Inc.
Noll, J. (1995) Taking Sides - Clashing Views on Controversial Education Issues
(8th ed.) Connecticut: Duskin Publishing Co.
Rethinking effective schools. Prentice Hall, 1991.
Professional practice schools. Teachers College Press, 1992.
Senge, P. (1990) The Fifth Discipline - The Art and Practice of the Learning
Organization. New York: Doubleday.
Spring, J. (1998). Conflict of Interests: The Politics of American Education (3rd
ed.). Boston, Massachusetts: McGraw Hill
Teddlie, Charles. Schools make a difference. Teachers College Press, 1993.
Transforming middle level education. Allyn and Bacon, 1992.
Yell, M, & Drascow, E. (2005). No Child Left behind: Student Enrichment Series.
Columbus, OH: Prentice Hall.
VideoTapes
Department
Department
Department
Department
Department
VIII. Tentative Schedule
Brain-based learning
The Differentiated Classroom
Learning styles and the Learning Process.
VT 5430 The Calf Path
What are your dreams for your child? – Hershey School
EDU 597
Change In Education
Fall
2007
Class Calendar
August
29
Wednesday
Class 1
5
Wednesday
Class 2
September 12
Wednesday
Class 3
September 19
Wednesday
Class 4
September 26
Wednesday
Class 5
September
---------------------------------------------------------------------------------------------------October
3
Wednesday
Class 6
October
10
Wednesday
Class 7
October
17
Wednesday
Class 8
October
24
Wednesday
Class 9
October
31
Wednesday
Class 10
November 7
Wednesday
Class 11
November 14
Wednesday
Class 12
Quiz One
Fastback Project due
No Class Day Before Thanksgiving
November 28
Wednesday
Class 13
Presentations
Analysis of a School Due
---------------------------------------------------------------------------------------------------------December 5
Wednesday
Class 14
Presentations
December 12
Wednesday
Class 15
Presentations
Final Examination
IX. Other Policies
A. Accommodations
SOCIAL EQUITY POLICY AND PROCEDURE
Policy Statement on Discrimination
Kutztown University has established a policy of non-discrimination in compliance
with Title IX of the Educational Amendment, Title VI and VII of the Civil Rights
Act of 1964, and Section 504 of the Rehabilitation Act of 1973. The University is
committed to eliminating discrimination based on race, religion, color, national
origin, ancestry, sex, gender, age, or disability. In compliance with Executive Order
11246, the University maintains and updates an Affirmative Action Plan. The
institution reaffirms its pledge to equal employment and educational opportunity
annually, and takes possible action to increase the participation of under-represented
groups. (The Key, p. 53)
Any student who has a need for accommodation based on the impact of a disability
should contact the Director, Office of Service to Americans with Disabilities
privately to discuss the specific situation as soon as possible. Contact Disability
Resources and Services at 610-683-4108 or in the Stratton Administration Building
to coordinate reasonable accommodations for students with documented disabilities.
B. Academic Honesty
Any acts of academic dishonesty by students, such as plagiarism on written papers or
cheating on exams, threaten to undermine the educational and ethical goals of the
University for its students. Such violations are of the utmost seriousness. The goal of
the following policy and procedures is to promote a climate of academic honesty for
all individuals at the University (The Key, p. 47).
C. Attendance Policies
Excuses for Extended Absences from Classes
Students assume the responsibility for notifying their professors when they are
expecting to be absent from class for an extended period of time, generally a week or
more, because of illness, accidents, or emergencies. Students who will be absent
from class for an extended period may contact the Vice President for Student
Services and Campus Life at 610-683-4020 for assistance in notifying professors.
Medical complications or other circumstances that require extended absences may
also be handled by the Vice President for Student Services and Campus Life. (The
Key, p. 30)
Appendix A:
Core Assignment
KU
2007
Analysis of a School
An in-depth analysis of a school will be written focusing on the following areas:
Administration
Discuss the configuration of your administrative staff. How long have the key players
been in their positions? Describe leadership styles that you see. What is the power
structure of your district? Of your building? Who actually has the power? Who are the
decision makers in your building? What changes do you see in the administration in the
near future?
Strategies
What changes have occurred in your building within the past five years? Who is
responsible for these changes? Analyze the changes with respect to first-order and
second-order changes. Where did the pressure to change develop? Do you feel that the
changes were good for the education of your students?
Teachers
How has your faculty demographics changed in the past five years? What evidence do
you have in terms of resistance to change among faculty members? If you could hire or
fire faculty, what changes would you make and why?
Students
How has your student population changed in the past five years? What new programs
had to be implemented to adapt to this changing student body? What cures do you see for
your district student problems?
Community/Parents
What impact has the community had on your school? What changes have occurred to
meet the needs of the community? How have parents influenced your school?
Summary
Summarize your findings. In your conclusion, state the three major concerns you have for
change you see in your district or school. End on a positive note by stating three changes
that have occurred that have been positive changes for the district
. Rubric (3 column-format) Target- Acceptable – Unacceptable
The School Analysis Project is worth 30 points and is assessed in the following manner:
Target
25-30 points
The paper is well written
and all sections are well
done. The paper and the
work show in depth
reflection with a focus on
change.
Acceptable
20-24 points
The paper is complete and
all sections are addressed.
The content is basic and
shows some reflection in
terms of change. Possible
errors in punctuation.
Unacceptable
Below 20 points
Parts of the paper are
missing or are not done
correctly. Very little
reflection on the change
process. Not well written.