KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ECE 8340 Politics and Education
Department Elementary and Early Childhood Education
Degree Title (if applicable) Education Doctorate (Ed.D.)
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
x
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
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Vice President for Academic Affairs Date
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President
Date
Page 1 of 10
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ECE 8340 _____________________
Course Title __Politics and Education
Credit Hours 3
Prerequisites Acceptance to the Ed.D. program
Description (or Proposed Degree Requirements)
This course begins the analysis of politics and how it impacts educational institutions.
Students will explore the contemporary and historical cases to develop an understanding,
analytic skill and capacity for effective action in the political sphere.
III.
Justification
As our educational systems are inundated more legislative requirements both at the
federal and state levels, it is mandatory that teachers become familiar with current
political thought and learn how to enter into dialogue that bridges the gap between
educational dialogue and political dialogue. Unless teachers can communicate
effectively in venues other than the classroom, there is little hope to be effective in the
political arena or to even have their voices heard.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Kingdon, John. Agendas, Alternatives, and Public Policies. 2d Edition (New York:
Longman, 2003).
Hirschman, Albert O. Exit, Voice, and Loyalty: Responses to Decline in Firms,
Organizations, and States. Cambridge, MA: Harvard University Press, 1970.
Memmi, Albert. The Colonizer and the Colonized. Expanded edition. Boston: Beacon
Press, 1991.
Norton, Anne. 95 Theses on Politics, Culture, and Method. New Haven: Yale
University Press, 2004.
Page 2 of 10
Prerequisites:
Admission to the Ed.D. program
Objectives:
Course objective
Doctoral
KSDs
discuss political implications on education in the
classroom
1b, 1c, 2a,
2b
present an organized and intelligent discussion to
suggest change in the influence of politics in
education
1b, 1c, 2c,
2d, 5a, 5b,
5c,5d,6d,
develop a deeper understanding of their roll in
1b, 2b, 5a,
5b, 5c, 5d,
5e, 5f, 6b,
6d
Distributed School
Leadership Roles*
Learning &
Development Leader,
Change Leader,
Relationship
Development Leader,
Operations Leader,
Process Improvement
Leader
Learning &
Development Leader,
Change Leader,
Relationship
Development Leader,
Operations Leader,
Process Improvement
Leader , Performance
Leader, Data Analysis
Leader,
Learning &
Development Leader,
Change Leader,
Relationship
Development Leader,
Operations Leader,
Process Improvement
Leader , Performance
Leader, Data Analysis
Leader Development
Leader, Operations
Leader, Performance
Improvement Leader,
Operations Leader
PSC/NCATE
Standard
1.4, 1,5, 1.6,
1.7, 1.8
1.1, 1.3, 1.4,
1.5, 1.6,
1.7, 1.8
1.1, 1.3, 1.4,
1.5, 1.6,
1.7, 1.8
Instructional Method
Lecture, class participation and discussion, technology, group and individual assignments
Position Paper - This would be a multiple phase writing activity in which students
construct a theoretical and empirical basis for the position they take on one of the critical
issues in political/teacher education interchange. The paper would address both sides of
the issue and finish by presenting a dialogue that could be presented to a politician so
changes could be made
Method of Evaluation
Page 3 of 10
Each assignment would be evaluated according to a rubric provided to the students at the
beginning of the assignment. The course grade would be assigned according to a
standard percentage scale.
92 – 100% = A
83 – 91 = B
74 – 82 = C
73 and below = F
V.
Resources and Funding Required (New Courses only)
*Course funding is addressed in a comprehensive manner in the comprehensive proposal for the umbrella
Ed.D degree for the Bagwell College of Education.
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
EECE
ECE 8340
Politics & Edu.
3
Fall 2006
Regular
Page 4 of 10
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
VII Attach Syllabus
KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY & EARLY CHILDHOOD
FALL SEMESTER 2006
I.
ECE 8340 Politics and Education
II.
Instructor Information
III.
Class Meeting Information
IV.
Possible Texts
Kingdon, John. Agendas, Alternatives, and Public Policies. 2d Edition (New York: Longman, 2003).
Hirschman, Albert O. Exit, Voice, and Loyalty: Responses to Decline in Firms, Organizations, and States.
Cambridge, MA: Harvard University Press, 1970.
Memmi, Albert. The Colonizer and the Colonized. Expanded edition. Boston: Beacon Press, 1991.
Norton, Anne. 95 Theses on Politics, Culture, and Method. New Haven: Yale University Press, 2004.
V.
Catalog Course Description
This course begins the analysis of politics and how it impacts educational institutions. Students will explore
the contemporary and historical cases to develop an understanding, analytic skill and capacity for effective
action in the political sphere.
VI.
Purpose/Rationale
As our educational systems are inundated more legislative requirements both at the federal and state
levels, it is mandatory that teachers become familiar with current political thought and learn how to enter
into dialogue that bridges the gap between educational dialogue and political dialogue. Unless teachers
can communicate effectively in venues other than the classroom, there is little hope to be effective in the
political arena or to even have their voices heard.
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative development of expertise in teaching and learning
Page 5 of 10
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 at the doctoral level develop into
leaders for learning and 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.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service,
renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to
analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept of expertise is central to
preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers
progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their
teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all
candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and use instructional media. They will master use
of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, and create WWW resources
XVI.
General Course Goals and Objectives
As a result of the readings, assignments and discussion in the course, students will be expected to:
Course objective
Doctoral
KSDs
discuss political implications on education in the
classroom
1b, 1c, 2a,
2b
present an organized and intelligent discussion to
suggest change in the influence of politics in
education
1b, 1c, 2c,
2d, 5a, 5b,
5c,5d,6d,
develop a deeper understanding of their roll in
1b, 2b, 5a,
5b, 5c, 5d,
5e, 5f, 6b,
Distributed School
Leadership Roles*
Learning &
Development Leader,
Change Leader,
Relationship
Development Leader,
Operations Leader,
Process Improvement
Leader
Learning &
Development Leader,
Change Leader,
Relationship
Development Leader,
Operations Leader,
Process Improvement
Leader , Performance
Leader, Data Analysis
Leader,
Learning &
Development Leader,
Change Leader,
Relationship
PSC/NCATE
Standard
1.4, 1,5, 1.6,
1.7, 1.8
1.1, 1.3, 1.4,
1.5, 1.6,
1.7, 1.8
1.1, 1.3, 1.4,
1.5, 1.6,
1.7, 1.8
Page 6 of 10
6d
XVII.
Development Leader,
Operations Leader,
Process Improvement
Leader , Performance
Leader, Data Analysis
Leader Development
Leader, Operations
Leader, Performance
Improvement Leader,
Operations Leader
Course Requirements and Assignments
Position Paper - This would be a multiple phase writing activity in which students construct a theoretical and empirical
basis for the position they take on one of the critical issues in political/teacher education interchange. The paper
would address both sides of the issue and finish by presenting a dialogue that could be presented to a politician so
changes could be made
Before writing the required position paper, careful thought must be given to
seven key ideas that are central to political thought. The seven key ideas are:
(1) Politics as a means for transforming individual interests into collective goods;
(2) Interests as expressions of political preference at the individual, group and collective level; (3) Institutions as
the expression of political interests in society and as incentives that structure individual and group behavior;
(4) Policy as an expression of collective interests, and policymaking as a process for aggregating and shaping
individual and group interests;
(5) Power as it is constructed in political relationships and expressed in institutions and political processes;
(6) Identity as a force in shaping individual and group political behavior; and
(7) Civil Society as the processes and structures that underlie the formal institutional structures of political life.
Consideration must also be given to four distinct perspectives on political analysis:
(1) rational choice theory, which is currently the dominant paradigm in the discipline of political science, and which
draws its conceptual underpinnings largely from economics;
(2) institutional analysis, which develops out of a combination of traditional institutional political science,
organizational sociology, and cognitive theories of decision-making;
(3) critical theory and cultural studies, which have developed out of European, post-modern critiques of conventional
social science and theories of the state;
(4) communitarian studies, which have developed out of theory and research on civil society, economic and social
development, and the practice of community organizing.
Possible assignments might include:
VIII.
Evaluation and Grading
Each assignment would be evaluated according to a rubric provided to the students at the beginning of the
assignment. The course grade would be assigned according to a standard percentage scale.
92 – 100% = A
83 – 91 = B
74 – 82 = C
73 and below = F
IX. Policies
Page 7 of 10
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
differentiated strategies and curricula for providing effective instruction and assessment 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
employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of
cultural context.
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)
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.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in
an ethical, professional manner. Faculty of the EdS and EdD programs abide by the policies and guidelines
established by the university in their expectations for candidates’ work. Candidates are responsible for knowing and
adhering to the guidelines of academic honesty as stated in the graduate catalog. Any candidate who is found to
have violated these guidelines will be subject to disciplinary action consistent with university policy. For example,
plagiarism or other violations of the University’s Academic Honesty policies could result in a grade of “F” in the
course and a formal hearing before the Judiciary Committee.
Professionalism- Participation and Attendance: Part of your success in this class is related to your ability to
provide peer reviews and feedback to your editing groups regarding their research and their writing. Furthermore,
responding effectively and appropriately to feedback from your peers and the professor is another measure of one’s
professionalism. In addition, since each class meeting represents a week of instruction/learning, failure to attend
class will likely impact your performance on assignments and final exams. Please be prepared with all readings
completed prior to class. We depend on one another to ask pertinent and insightful questions.
XIX.
Course Outline
Discussion Topics:
1. What is politics? What is distinctive about democratic politics? What is distinctive about republican
forms of democratic government? What is pluralism and how does it work in republican forms of
democracy? What are public or collective goods? How are they different from private or individual
goods? Where does education, in its many forms, lie on the public/private, collective/individual
continuum?
2. Testing, Meritocracy, and Status Competition in the U.S
3. How are individual interests expressed? Why and how do interest groups form? How do
organized interests influence public policy? What forms does interest-based advocacy take in
pluralist democracies?
4. How do the basic elements of democratic political institutions work—structures, processes, incentives?
How do political institutions shape individual behavior? How do individuals shape political institutions?
5. How do individuals, groups, and institutions interact in policy making? What basic forms does
policymaking take?
Page 8 of 10
6. How is power formed, constructed, and exercised among individuals, groups, and institutions? How do
power relationships present themselves in situations of conflict?
7. How is identity defined, formed and exercised in political life? How do the ideas of individual and group
identity help explain political behavior?
X.
Bibliography
Albert O. Hirschman, Exit, Voice, and Loyalty: Responses to Decline in Firms, Organizations, and States
(Cambridge, MA: Harvard University Press, 1970), pp. 21-54, 76-105.
Albert Memmi, The Colonizer and the Colonized. Expanded edition. Boston: Beacon Press, 1991), 169pp.
Amartya Sen, “More than 100 Million Women are Missing,” New York Review of Books, December 20,
1990.
Andrew Macintyre, The Power of Institutions (Ithaca, NY: Cornell, 2003), 1-36.
Anthony Appiah, “The Multicultural Misunderstanding,” The New York Review of Books, 44:15, October 9,
1997. 18pp.
David Nyberg, Power Over Power (Ithaca, NY: Cornel University Press), 37-91, 149-178.
Don Eberly, “The Meaning, Origins, and Application of Civil Society,” in Eberly, ed., The Essential Civil
Society Reader (Lanham, MD: Rowman and Littlefield, 2000), 3-29.
Excerpts from Nicholas Lemann, The Big Test: The Secret History of American Meritocracy (New York:
Farrar, Strauss, and Giroux, 2000), 81-165.
Frank Baumgartner and Beth Leach, “Bias and Diversity in the Interest Group System” (Chapter 5) and “The
Dynamics of Bias” (Chapter 6) in Baumgartner and Leach, Basic Interests: The Importance of Groups in
Politics and Political Science (Princeton: Princeton University Press, 1998), 83-119.
Garrett Hardin, “The Tragedy of the Commons,” Science, Vol. 162, December 13, 1968, 1243-1248.
Jack Walker and colleagues, Mobilizing Interest Groups in America: Patrons, Professions, and Social
Movements (Ann Arbor: University of Michigan Press, 1991), “The Mobilization of Political Interests in
America,”19-40; “The Origins and Maintenance of Groups,” 75-102; “Three Modes of Political
Mobilization,” 185-196
Jane Mansbridge, “The Rise and Fall of Self-Interest in the Explanation of Political Life,” in Mansbridge, ed.,
Beyond Self-Interest (University of Chicago Press, 1990), 3-22.
James Fearon, “What is Identity (As We Now Use the Word)? Unpublished paper, Stanford University,
Department of Political Science, November, 1999. 45pp.
James Fearon, “Why Ethnic Politics and ‘Pork’ Tend to Go Together,” unpublished paper, Stanford
University, June 1999, 24 pp.
John Kingdon, Agendas, Alternatives and Public Policies, 2d Edition (New York: Longman, 2003), all.
Page 9 of 10
John McKnight, “Professionalized Services: Disabling Help for Communities and Citizens,” in Eberly, ibid.,
183-194.
Jurgen Habermas, “Three Normative Models of Democracy,” in Seyla Benhabib, Democracy and Difference:
Contesting the Boundaries of the Political (Princeton: Princeton University Press, 1996), 21-30.
Kenneth Schepsle and Mark Bonchek, Analyzing Politics: Rationality, Behavior, and Institutions, 197-259.
Margaret Talbot, “Best in Class: Students are Suing Their Way to the Top,” The New Yorker, June 6, 2005.
Michael Goldman, “’Customs in Common:’ The Epistemic World of the Commons Scholars,” Theory and
Society, Vol.26 (1997), 1-37.
Terry M. Moe, "The Politics of Bureaucratic Structure," in John E. Chubb and Paul E. Peterson, Can the
Government Govern? (Washington, D.C.: The Brookings Institution, 1989), pp. 267-329.
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