I.
Course Number:
Course Title: Investigating Critical & Contemporary
Issues in Education
College:
Bagwell College of Education
Semester:
Fall 2007
EDUC 2110
II.
Instructor:
III.
Class Meetings:
IV.
Required Text:
Martin, David J. and Loomis, Kimberly S. (2007). Building
teachers: A constructivist approach to introducing education. Belmont, Ca:
Wadsworth/Thompson Learning.
Required Text:
Martin, David J. and Loomis, Kimberly S. (2007). Field
experience companion. Belmont, Ca: Wadsworth/Thompson Learning.
Dr. Mark Warner
Phone: 404-783-2715
URL: http://www.drmlwarner.net
Email: mwarner8@kennesaw.edu
Office Hours: by appointment
Section 06 MW 12:30 KH 1301
Section 08 MW 3:30 KH 2001
Chalk and Wire ePortfolio Account :
Beginning Summer 2007, all newly admitted teacher education candidates will be
required to purchase a Chalk and Wire ePortfolio account. This web-based
application will be used in multiple courses throughout your program, but you will
only need to purchase your account ONE time since the accounts are good for five
years. Accounts must be purchased through the KSU Bookstore. For additional
information on how to purchase the account, the purpose of Chalk and Wire, and
training opportunities please visit our website at
www.kennesaw.edu/education/chalkandwire/ (Recommendation: Purchase Chalk
and Wire after drop/add)
V.
Catalog Course Description: This course engages candidates in observations,
interactions, and analyses of critical and contemporary educational issues. Candidates will
investigate issues influencing the social and political contexts of educational settings in
Georgia and the United States. Candidates will actively examine the teaching profession
from multiple vantage points both within and outside the school. Against this backdrop,
candidates will reflect on and interpret the meaning of education and schooling in a diverse
culture and examine the moral and ethical responsibilities of teaching in a democracy. This
includes the use of current technologies which are directly related to effective teaching and
30 hours of observation and participation in an early childhood, middle grades, secondary or
P-12 education setting. Verification of professional liability insurance is required prior to
receiving a school placement.
VI.
Purpose/Rationale: This course is designed to provide the teacher candidate with
an opportunity to examine perspectives, issues and concerns held about schools, learning
and teaching and the implications of these perspectives for educational practice. The
historical, social and philosophical foundations of education will be examined in depth. An
understanding of how foundations have shaped education in the United States will allow the
professional facilitator of learning to better understand the role of education and of schools
in this society. Teacher candidates will participate in an exploration and observation of the
school setting and the roles and responsibilities of the student and the classroom teacher.
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Conceptual Framework: Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed
to developing expertise among candidates in initial and advanced programs as teachers and
leaders who possess the capability, intent and expertise to facilitate high levels of learning
in all of their students through effective, research-based practices in classroom instruction,
and who enhance the structures that support all learning. To that end, the PTEU fosters the
development of candidates as they progress through stages of growth from novice to
proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed
as a process of continued development, not an end-state. To be effective, teachers and
educational leaders must embrace the notion that teaching and learning are entwined and
that only through the implementation of validated practices can all students construct
meaning and reach high levels of learning. In that way, candidates are facilitators of the
teaching and learning process. Finally, the PTEU recognizes, values, and demonstrates
collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the
public and private schools, parents and other professional partners, the PTEU meets the
ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.
Use of Technology: Telecommunication and information technologies will be integrated
throughout the teacher preparation program, and all candidates must be able to use
technology to improve student learning and meet Georgia Technology Standards for
Educators. During this course, candidates are expected to utilize various media resources
to support classroom and group activities relative to the course. Candidates are encouraged
to be functional in the use of library and computer research tools. Candidates should access
information resources and incorporate these into assignments and activities.
This course serves to provide a basic foundation for technology related skills for educators.
In EDUC 2110, teacher candidates will learn and/or utilize:
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The basic skills and terminology needed to use a computer,
A word processing package,
Internet technologies including email, WWW, and online course applications,
PowerPoint presentation application,
An online portfolio environment, and
Various other classroom technologies.
Diversity: A variety of materials and instructional strategies will be employed to meet the
needs of the different learning styles of diverse learners in class. Candidates will gain
knowledge as well as an understanding of educational foundations within multicultural
classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple
attributes of multicultural populations influence decisions in approaches to teaching,
learning, and assessment as well as educational policy. Among these attributes are age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans
with Disabilities Act of 1990. A number of services are available to support students with
disabilities within their academic program. In order to make arrangements for special
services, students must visit the Office of Disabled Student Support Services (ext. 6443)
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and develop an individual assistance plan. In some cases, certification of disability is
required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
VII. Required Goals/Course Objectives: Course goals and objectives and
assignments and activities are designed to be congruent with the PTEU Conceptual
Framework as well as state and national standards for teacher education program
accreditation. The PTEU Conceptual Framework notes “teacher expertise develops along a
continuum.” This course, along with EDUC 2120 (diversity course) and EDUC 2130
(Exploring Learning and Teaching), serves as the beginning of that development as the
teacher candidate develops a personal philosophy of education and examines the
foundations of education in the United States.
Standards
A. Future educators understand and can apply disciplinary knowledge from the
humanities and social sciences to interpret the meanings of education and schooling
in diverse and contemporary contexts.
B. Future educators understand and can apply normative perspectives on education and
schooling in contemporary contexts.
C. Future educators understand and can apply critical perspectives on education and
schooling.
D. Future educators understand and can apply moral and ethical principles related to
democratic institutions can inform and direct schooling practice, leadership, and
governance.
E. Future educators understand the full significance of diversity in a democratic society
and how that bears on instruction, school leadership, and governance.
F. Future educators understand how philosophical and moral commitments affect the
process of evaluation at all levels of schooling practice, leadership, and governance.
Course Objectives
The Student Will:
A. Investigate and describe contemporary schools and the interplay of school and
society via selected social, historical, political, economic, philosophical, and cultural
issues that influence those schools.
B. Discover, explore, and describe current issues and trends in schools (e.g., bullying,
curriculum mandates, vouchers, privatization, testing and evaluation, federal and
state policy, reform initiatives, standards, and changes in curriculum) using
disciplinary and interdisciplinary fields and the lenses of analysis, critique, and
interpretation.
C. Analyze their legal, ethical, and professional responsibilities as future teachers.
D. Explore their core values and reflect on how their values influence their beliefs about
“good” teaching and schooling in democratic contexts.
E. Develop and refine a philosophy of teaching for contemporary schools by exploring
who they are as a potential teacher (e.g., examining their own agendas and
prejudices as they relate teaching and learning) and what dispositions they have for
teaching diverse students in current Georgia and U.S. school contexts.
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F. Analyze the implications, benefits, and challenges concerning the use of technology
in contemporary Georgia and U.S. classrooms.
Course
Objective
A
NCATE/PSC, CPI*
Course Assignment
CPI – Outcome 2
NCATE/PSC – Standard 1
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Philosophy Statement
Ethnocultural Heritage
PowerPoint
History of Ed. in the U.S.
Group Project
Field Experience Labs
Field Experience Labs
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Field Experience Labs
Ethics Video
Philosophy Statement
Field Experience Labs
Philosophy Statement
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Ethnocultural Heritage
PowerPoint
WebCT
Online portfolio
environment
Online Modules
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B
C
D
E
F
CPI – Outcomes 2 & 3
NCATE/PSC – Standard
CPI – Outcome 3
NCATE/PSC – Standard
CPI – Outcomes 2 & 3
NCATE/PSC – Standard
CPI – Outcomes 2 & 3
NCATE/PSC – Standard
CPI – Outcomes 2 & 3
NCATE/PSC – Standard
1
1
1
1
1
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*CPI – Candidate Performance Instrument. This outcomes-based instrument will be used to evaluate
teacher candidates before they enter student teaching (after TOSS) and before graduation. Copies
of the pre-student teaching form will be handed out in class.
PSC = Georgia Professional Standards Commission. The PSC sets rules for teacher certification in
Georgia and standards for teacher education programs in Georgia. NCATE = National Council for
Accreditation in Teacher Education. Go to http://www.gapsc.com Awards accreditation to programs
of teacher education across the nation. Kennesaw State University’s program is accredited by the
PSC and NCATE. Go to www.ncate.org
VIII. Course Requirements and Assignments – Passing this course with a grade of “C”
or better as well as the recommendation of the instructor is required for admission to
teacher education. Commitment, determination, motivation, enthusiasm, collaboration, and
willingness to move toward innovation and creativity are highly valued and noted. Among
the factors that will influence this recommendation is the aspect of professionalism.
Future teachers are expected to conduct themselves with professional behavior that
includes effective and respectful collaboration and communication with colleagues,
prompt attendance of all meetings and classes, moral behavior and actions,
appropriate communication with the cooperating teacher and university supervisor,
professional dress (even on “casual days”), etc. Please note that “meeting”
expectations for teachers is usually what others consider to be “exceeding”
expectations. Teacher candidates are entering a profession of extremely high
standards that they are expected to live up to daily. The way a candidate interacts
with peers and faculty on campus is strongly indicative of how he or she will deal
with future students, colleagues, and administrators. Assumptions may be made
about your professionalism in the schools based on professional behavior on campus.
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IF, AT ANY TIME, A CANDIDATE’S ACTIONS OR ATTITUDES ARE JUDGED TO BE
LESS THAN PROFESSIONAL BY A UNIVERSITY SUPERVISOR, COOPERATING
TEACHER, PRINCIPAL, OR OTHER SCHOOL PERSONNEL, APPROPRIATE
REMEDIAL ACTION WILL BE TAKEN. SUCH ACTION MAY INCLUDE THE
DEVELOPMENT OF A REMEDIATION PLAN AND/OR THE REMOVAL OF THE
CANDIDATE FROM THE FIELD EXPERIENCE. AT THE SCHOOL’S REQUEST, A
CANIDATE WILL BE REMOVED FROM THE FIELD EXPERIENCE. A CANDIDATE
MUST HAVE A SUCCESSFUL FIELD EXPERIENCE TO RECEIVE A PASSING GRADE
IN EDUC 2110.
When teacher candidates are not successful in their advanced field experiences (TOSS
and student teaching), the area of concern is often that of professionalism. Behaviors
that indicate professional skills may be demonstrated in a candidate’s approach to
participating in and completing the requirements for any particular course. Professional
behavior will be monitored in this course. Should concerns arise regarding an individual
candidate, the instructor will communicate these concerns to the candidate and to the
appropriate program coordinator so that he or she may need remediation before further
field placements. Indicators of professionalism that will be monitored are addressed in
the statements below.
The teacher candidate shows acceptable professional ability to:
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Assess, reflect upon, and improve professional performance.
Work collaboratively with colleagues, supervisors, students, parents, and
community members.
Show regard for human dignity in all relationships.
Assume responsibility for professional and ethical behavior.
Quality communication and commitment: The profession of teaching carries with
it high expectations for appropriateness and excellence in all forms of
communication. Teacher candidates whose writing is judged to be in need of
remediation will be directed to the Writing Lab or other sources of assistance.
Assignments:
1. Field Experience – You will participate in a 30-hour field experience as a
requirement of this course. You must spend 3-4 hours per week for 8-10 weeks in
your assigned field placement. While participating in all field experiences, you are
encouraged to be involved in a variety of school-based activities directed at the
improvement of teaching and learning. Activities may include, but are not limited to,
tutoring students, assisting teachers or other school personnel, attending school
board meetings, and participating in education-related community events. As you
continue your field experiences, you are encouraged to explore every opportunity to
learn by doing. More information about the field experience will be given in class
and can be found in the Field Experience Companion.
2. Field Experience Labs – Your text comes with a Field Experience Companion. In it
are “lab” activities that must be completed and turned in for a grade.
3. Field Experience Evaluations – Your participation and professionalism in your field
experience placement will be evaluated twice during the semester, once at mid-term
and once at the end of the term. You must have a satisfactory field experience to
receive a passing grade in this course.
4. Philosophy of Education Statement – You will write your personal philosophy of
education. Relate your thoughts to the philosophies/philosophers we study, using the
guiding questions from the text. (See BB’s 2.9 and 2.10 for guidance.) The rubric for
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this assignment is on Chalk and Wire.
5. Ethnocultural PowerPoint – Create a PowerPoint slide show that addresses your
ethnocultural heritage and how it has affected and influenced your attitudes toward,
goals for, beliefs about, and approaches to your education and the purpose of
education in America.
6. History of Education Group Project.
7. Online Modules:
8. Course Evidence Narrative –Your course evidence narrative explains how your
work in this course begins your development as a teacher. It should also show
reflection on this progress so far and examine where you need to go from here. The
narrative should be correlated to the Candidate Performance Instrument (CPI)
9. Chalk and Wire ePortfolio – As a part of your teacher education program, you will
construct a developmental portfolio. The construction of this portfolio starts in this
course! You will consider the work that you have done in this course as it relates to
the CPI. You will have opportunities to learn how to use this web-based application.
10.Diversity Survey – You will be asked to complete an online survey regarding
diversity toward the end of the semester. Go to http://bcoe.kennesaw.edu/diversity/
to complete the survey. Send email to the instructor via WebCT with a statement
from the web site that you have completed the survey. (Copy and paste for
evidence.)
IX.
Evaluation and Grading:
90-100% = A
80-89% = B
70-79% = C
60-69% = D
below 60 = F
X.
Academic Integrity: Every KSU student is responsible for upholding the provisions
of the Student Code of Conduct, as published in the Undergraduate and Graduate
Catalogs. Section II of the Student Code of Conduct addresses the University’s
policy on academic honesty, including provisions regarding plagiarism and cheating,
unauthorized access to University materials, misrepresentation and/or falsification of
University records or academic work, malicious removal, retention, or destruction of
library materials, malicious/intentional misuse of computer facilities and/or services,
and misuse of student identification cards. Incidents of alleged academic misconduct
will be handled through the established procedures of the University Judiciary
Program, which includes either and “informal” resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a
student to the Code of Conduct’s minimum one semester suspension requirement.
XI.
Attendance Policy: You are expected to be present, on time, and participatory in
each class meeting and field experience session. If you must miss a day of your field
experience, you MUST contact your collaborating teacher as soon as possible and
inform him/her of the situation.
XII.
Course Outline:
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