Pittsburg State University
College of Education
Department of Special Services and Educational Leadership
Summer 2009 - June & July Sessions
Note: This syllabus
represents a tentative
plan. Therefore, the
instructor may make
changes during the
semester if circumstances
warrant alterations.
Course:
SSLS 888 Foundations of Education
(3 hours credit)
Instructor:
Dr. Howard W. Smith
E-Mail:
smith@pittstate.edu
Office/Class Hours By appointment
Phone:
(620) 235-4102
Class Sessions:
Mediated Course, ANGEL Internet
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COURSE DESCRIPTION
In SSLS 888-XX Foundations of Education, students examine how philosophy,
history, sociology, politics, technology, research, and psychology influence the aims,
purposes, curriculum, teaching, and administrative styles in schools.
COURSE PURPOSE AND OBJECTIVES
Students will be able to:
1. Examine the various philosophies that have been developed throughout the
centuries.
2. Examine the underlying philosophies of current school practices.
3. Articulate an individual philosophy of education.
4. Build a network of colleagues.
5. Examine the historical roots of present day educational practices.
6. Reflect on forces shaping the current educational practices.
7. Thoughtfully speculate about the future of educational practices.
INSTRUCTIONAL RESOURCES
Required text choices: (See grading to determine the number you will need)
Pick books you have not read before!
A Framework for Understanding Poverty (Paperback) by Ruby K. Payne
http://www.amazon.com/Framework-Understanding-Poverty-Ruby-Payne/dp/1929229488
Bridges Out of Poverty: Strategies for Professionals and Communities (Paperback) by
Ruby K. Payne (Author), Philip E. DeVol (Author), Terie Dreussi Smith (Author)
http://www.amazon.com/Bridges-Out-Poverty-Professionals-Communities/dp/1929229690/ref=pd_sim_b_2
What Works in Schools: Translating Research into Action (Paperback)
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by Robert J. Marzano (Author)
http://www.amazon.com/What-Works-Schools-Translating-Research/dp/0871207176/ref=pd_sim_b_15
The Minds of Boys: Saving Our Sons From Falling Behind in School and Life (Paperback)
by Michael Gurian
http://www.amazon.com/Minds-Boys-Saving-Falling-Behind/dp/0787995282/ref=pd_sim_b_61
Closing the Achievement Gap: A Vision for Changing Beliefs and Practices (Paperback)
by Belinda Williams
http://www.amazon.com/Closing-Achievement-Gap-Changing-Practices/dp/0871208385/ref=pd_sim_b_18
Effort and Excellence in Urban Classrooms: Expecting, and Getting, Success With All
Students (Paperback)
by H. Dickson Corbett (Author), Belinda Williams (Author), Dick Corbett (Author), Bruce L.
Wilson (Author
http://www.amazon.com/Effort-Excellence-Urban-Classrooms-Expecting/dp/0807742163/ref=pd_sim_b_2
The Working Poor: Invisible in America (Paperback)
by David K. Shipler (Author)
http://www.amazon.com/Working-Poor-Invisible-America/dp/0375708219/ref=pd_sim_b_16
Additionally, students are asked to read short articles from related professional journals
and utilize on-line resources via the World Wide Web or from archives found in their
respective school or community libraries.
Other resources you will need:
As this is a mediated course, ANGEL Internet will be utilized to facilitate your on-line learning
experiences. You will need access to a computer with the following capabilities:
1. Internet connection
2. Internet browser, either Firefox, Safari, Camino, Netscape or Explorer
3. Microsoft Word (Need to make sure you have a version the instructor can open)
4. Microsoft PowerPoint (Need to make sure you have a version the instructor can open)
5. Adobe Acrobat Reader
6. You also need an active email address that you can check daily and that can handle uploading files
and downloading files.
7. You will also need to know your PSU ID number (and password) so that you can access the
ANGEL site for these courses. When you first enrolled at PSU, the University assigned this number
to you.
8. Finally, you will need to know your GUS PIN (Personal Identification Number) so that you can find
out your final grade in this course as well as enroll for future classes.
9. Off campus library access to the PSU Axe Library databases are now available. You will need your
PSU ID# and a Gus PIN. You may want to bookmark the Axe Library home page.
TEACHING STRATEGIES
Teaching strategies will include class discussion, short writing projects, peer review, literature and
publications review, team projects, written projects, and power point presentations.
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This class will use ANGEL as the tool to facilitate the class sessions. You are already entered into the
following site:
June Students - 09SU-SSLS-888-98
July Students-09SU-SSLS-888-99
Please check that you can get into this ANGEL site. You can access ANGEL by going to the PSU home
page and clicking the ANGEL Login. You will need your GUS PIN and your password to get into the
above course site. If you have difficulties gaining access, please contact Dr. Smith immediately.
Going Digital!!
This is a paperless class; therefore, all your work will be submitted digitally. As you do your written
assignments, please use the following procedure:
1. Use Microsoft WORD as your word processor.
2. Include the following heading on each page of your assignment documents:
Name
Email address
Date submitted
Assignment title
3. When you name your file, please use the following format that puts your last name first:
LASTNAME Assignment Title.doc
Example: SMITH ArticleSummary.doc
You must always include the file extension .doc so it will be recognized as a WORD
document. This is particularly important across platforms (from Mac to Windows).
4. Assignments will be submitted through ANGEL Gradebook.
Sometimes work gets lost in cyberspace. For this reason, ALWAYS keep a digital copy as
a backup for your work.
CLASS PARTICIPATION





Due to the on-line format for this class, plan to check your email and the course ANGEL site on
a daily basis.
The individual assignments (and group activities if assigned) constitute an important part of the
course and will have a designated due date.
Remember online doesn’t mean part time.
This is still a full three credit course which typically means 3 hours in class attention a day
during summer session in addition to assignments.
The major difference from a traditional “in-the-seat” class is an on-line course provides student
independence allowing flexibility by the student to determine when during the day to address the
material.
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GRADING
The following chart illustrates the grading rubric for this course.
Specific Instructions for each item
A Grade*
B Grade*
are located in the Lessons Section
on ANGEL
Required
Required
Student Information Sheet
Required
Required
APA Assignments
On-Line Discussions on ANGEL Participate in at Participate in at
(4 available to choose from)
least 3
least 2
3
2
Book Reviews
(Persons working for an A or B grade will identify
books by June 10)
Individual Topic Reviews
PowerPoint Presentation
(2 individual, 1 group)
C Grade*
F Grade*
Required
Required
Participate in at
least 1
1
Missing
Missing
Missing
1
Required
Missing
Missing
Missing
(1 individual, 1 group)
4
2
Required
Required
NO Incomplete grades will be given.
*- All assignments must be completed to the instructor’s satisfaction and will be returned for
corrections and re-submission if necessary.
Most, if not all, assignments will be graded with one of three designations:
1)
S+ (Satisfactory Plus),
2)
S (Satisfactory),
or
3)
S- (Satisfactory Minus).
4)
All assignments must be completed to a “minimum satisfactory standard” in
order to earn a final grade for the course.
ASSIGNMENTS
I. Student Information posted on ANGEL
DUE on Wednesday June 10th
See Lessons Folder in ANGEL for Instructions - Post in Lesson Folder Dropbox
II. APA – Post in Lesson Folder Dropbox
DUE on Friday, June 12th
APA is the style used and recommended by the SSLS department. You have assignments in the
Lessons Folder in ANGEL for Instructions.
III. On-Line Discussions on ANGEL
1. Weekly opportunities to participate in on-line discussion forums on a current educational topic.
2. Four available –see grading chart to determine the number for which you will participate.
3. Located within the Lessons Folder in ANGEL are instructions for participation.
4. Forum access will be closed on Monday mornings after the week designated for participation.
a. Example: Week 1 access closed early Monday morning of week 2
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Writing Instructions For Items IV & V.
Each paper should be a minimum of one to two pages (not counting references) in length and generic
guidelines for good writing will apply.
1.
The font size should be 12-point, 1.5 spacing, 1-inch margins around the perimeter, and
pages should be numbered.
2.
The report should have a title, which includes the title, and the name and email addresses of
the author.
3.
Ideal length for the report should be one to two-pages with a reference page.
4.
Use APA format for citations in the body of the report and use APA style for the
references.
IV. Book Reviews- Post in Lesson Folder Dropbox
DUE on Monday June 29
 Each review will explain the reason the book is important to educators, reflecting on the basis
of theories/topics/issues presented and possible solutions or remedies for educators who deal
with the theories/issues/topics presented on a daily basis.
 Persons working to earn an A or B grade should identify their books by June 10 and send an
email to smith@pittstate.edu indicating their choices.
o Groups will be set by the instructor and then communicated to the those involved.
V. Individual Topic Reviews -Post in Lesson Folder Dropbox DUE on Wednesday, June 24
Each student will be assigned two important people or events in education topics (or a
combination) and be expected to write a minimum of one to not more than two page review
for each depicting the person or topic’s importance or significance in the “history and
foundations” of education.
All students will be required to read each other’s submissions in order to complete the individual
PPT assignment that will be due on the last day of class.
VI. PowerPoint Presentation - Post in Lesson Folder Dropbox DUE on July 2
This will be an individual assignment. Students will be able to use “Individual Topic Reviews
of Important People or Events in Education” that will be posted to help them complete their
individual PPT assignment.
RESPECT FOR THE INTEGRITY OF THE ACADEMIC PROCESS
In both Professional Behavior and Social and Emotional Well-being for Faculty & Students
The rights and responsibilities that accompany academic freedom are at the heart of the intellectual
purposes of the University. Our conduct as community members should protect and promote the
University’s pursuit of its academic mission. We are all, therefore, expected to conduct ourselves with
integrity in our learning, teaching and research, an in the ways in which we support those endeavors.
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