I.
Course Number:
Course Title:
College:
Semester:
II.
EDUC 2110
Investigating Critical & Contemporary Issues in
Education
Bagwell College of Education
Instructor:
Phone:
Fax:
Email:
Office Hours:
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.
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. Includes the use of current technologies which are
directly related to effective teaching and 30 hours of observation and participation in a childhood, middle grades,
secondary or P-12 education. 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.
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.
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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)
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.
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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.
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*
CPI – Outcome 2
NCATE/PSC – Standard 1
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Course Assignment
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 1
CPI – Outcome 3
NCATE/PSC – Standard 1
CPI – Outcomes 2 & 3
NCATE/PSC – Standard 1
CPI – Outcomes 2 & 3
NCATE/PSC – Standard 1
CPI – Outcomes 2 & 3
NCATE/PSC – Standard 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. 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
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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.
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 be remediated 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.
2.
3.
4.
Field Experience – You will participate in a 30-hour field experience as a requirement of this course. You
must spend 3 hours per week for 10 weeks in your assigned field placement. (There will be no field
experience during your assigned school’s spring break. You must make the 3 hours up at some other time
during your field experience.) 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.
Field Experience Labs – Your text comes with Field Experience Companion. In it are “lab” activities that
must be completed and turned in for a grade.
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.
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 this assignment is on WebCT.
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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. Electronic Portfolio – 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. Instruction on how to use the Online Career Portfolio system
will be provided in class.
10. Diversity Survey – You will be asked to complete an online survey regarding diversity toward the end of
the semester. (See Course Outline for Due Date.) You MUST complete the survey to receive a grade for
the course. 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.)
5.
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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