INTRODUCTION TO EDUCATION SYLLABUS
CIED 1002
University of Arkansas College of Education and Health Professions
Department of Curriculum and Instruction
Fall, 2004
Instructor:
Office:
Office Hours:
I.
Phone:
E-Mail:
Program Affiliation: Curriculum and instruction
Course Number and Title: CIED 1002: Introduction to Education
Catalogue Description: Introduction to Education integrates psychological, sociological,
and philosophical foundations of education with concurrent involvement in field
experiences. It encourages prospective teachers to become reflective practitioners by
emphasizing organization of school systems, planning and implementation of effective
classroom environments, developing of teaching styles, and new directions in education.
Prerequisites: None
Co-requisites: CIED 1011P (Practicum)
Required Text: Chartock, R.K. (2004). Educational foundations: An anthology (2nd ed.).
Columbus: Merrill.
II.
III.
IV.
Relationship to Knowledge Base: CIED 1002 is an initial level course and is
included in the Professional and Pedagogical standards. It is the first education
course required and is a prerequisite for all other professional education courses.
CIED 1011P is a co-requisite for the course.
Goals: Introduction to Education explores the role and function of all the
elements within the American education system and provides a basis for
students to examine their own professional goals within the context of an
evolving society. It is designed to introduce students to the career of teaching.
Concurrent with this course is a practicum in which students are assigned to
observe the education process in three different school settings (elementary, jr.
high/middle level, and high school). Twenty four hours are to be in a regular
classroom setting and six hours in an alternative setting (see Practicum syllabus)
at the assigned school for a total of thirty hours during the semester. Specifically,
the early field experience links classroom theory with active involvement in public
school settings.
Competencies: Upon completion of Introduction to Education and the
Practicum, it is expected that students will be able to:
1. Identify major historical events and persons who have influenced the
progression and development of American education. (SP 7)
2. Differentiate the various educational philosophies that undergird
educational practice. (SP 1,7)
3. Explain how educational philosophies influence the choice of
curriculum and classroom instructional practices, including the
utilization of technology in instruction. (SP 2,7)
V.
VI.
VII.
4. Describe a personal philosophy concerning teaching and learning.
(SP 2,4)
5. Reflect on personal experiences within education and recognize their
influence on perception of education. (SP 4,5)
6. Delineate the predominant issues and societal trends confronting
contemporary education and the educational profession, including
societal problems, public school funding, multiculturalism, and
educational reform. (SP 1,3,7)
7. Discuss teaching as a profession, including professional ethics. (SP
4,6)
8. Describe the role of the law in education with an emphasis on the
rights and responsibilities of teachers and learners. (SP 1,6,7)
9. Analyze the impact of recent research and selected trends upon the
current and future practices of educators. (SP 1,3,4,7)
Scholar-Practitioner Tenets: The following tenets are to be interwoven
throughout all areas of the class and practicum. Scholar-practitioners are
teachers, administrators, and counselors who value theory and research,
comprehend theory and practice as being complementary and mutually
reinforcing, and are committed to the enhancement of teaching, learning, and
professional practice.
The scholar-practitioner is one who
*accesses, uses, and/or generates knowledge.
*plans, implements, and models best practice.
*understands, respects, and values diversity.
*is a developing professional and a life-long learner.
*is knowledgeable about teachers and teaching, learners and learning, schools
and schooling.
*communicates, cooperates, and collaborates with others.
*makes decisions based upon professional standards and ethical criteria
Content: The following topics will be included in Introduction to Education
(actual
Presentation in class may not follow this order):
A. Philosophical and historical perspectives
1. Traditional philosophies of education
2. Modern educational theories and philosophies of education
3. Building a personal philosophy
4. Connections between philosophy and curriculum issues
5. Early American education
6. Recent developments in education
7. Teachers and the law
B. Teachers and teaching
1. Professionalism
2. Teaching and learning
3. Educational reform
C. Students
1. Multiculturalsim
2. Communication
3. Curricular concerns
4. Needs of learners
Course Requirements:
A. Readings:
Students are required to purchase the textbook. Assigned readings from this
book and other sources (including electronic sources) are to be read prior to
the class session in which they will be discussed. Students are expected to
participate in class discussions. Contributions may also include outside
readings and/or personal experience sharing.
B. Article Summaries (EDOKs)
The instructor will provide and format and due dates for summaries.
C. Personal Philosophy Paper:
Each student will write a formal, typed position paper describing his/her
emerging personal philosophy of education. The paper should relate to the
student’s philosophy of education as it has developed thus far to the
educational philosophies and theories studied in class. In addition, it is
suggested that each student discuss the following areas:
*Which philosophy/philosophies of education seem most in line with my own
beliefs?
*Based on my educational philosophy, what do I hope to achieve as a
teacher?
*What events or people have influenced my beliefs about education?
*What will the learning environment of my classroom look like, based on my
philosophy?
*What historical perspectives also support my philosophical ideas about
education? What current research? What of my personal experience?
D. Professional Portfolio:
A portfolio will be begun by the student in order to document professional
growth as a scholar-practitioner. The portfolio is an organized collection of
materials that reflect individual work primarily completed in CIED 1002.
Portfolio considerations include:
Arrangement
*Neatly arranged, organized, professionally presented
*Table of contents at the beginning
*Each section should have a label
Required Materials
*Definitions: teaching, educating, scholar-practitioner, action research,
reflection (in the educational sense). Cite all definitions using APA style.
*Educational articles submitted in class. If you wish to include a corrected
copy, also include the original.
*Personal philosophy paper. If you wish to include a corrected copy, also
include the original.
*Reflections added to each of the above to explain what you learned from the
experience. Reflections may be placed at the end of each section.
Additional Materials
1. Write a personal plan for completing your undergraduate degree,
based
on the requirements given for your major. Also include plans for
receiving a teaching license (perhaps the M.A.T.). Show your
understanding of your major undergraduate and graduate programs.
VIII.
Grading Scale
A=100-90; B=89-80; C=79-70; D=69-60; F-below 60. You must receive at least a
“C” for the course to count toward your degree.
IX.
Academic Honesty:
The application of the University of Arkansas Academic Honesty Policy, as stated
in the Student Handbook, will be fully adhered to in this course. Academic
dishonesty involves acts that may subvert or compromise the integrity of the
educational process. Each student is responsible for being fully aware of the
contents of the Academic Honesty Policy and of the possible consequences of
disregarding that policy.
X.
Inclement Weather Procedure:
If Fayetteville schools are closed due to inclement weather, we will not have
class.
XI.
Attendance Policy and Late Work Policy:
Because this course involves processes of education, students must attend class
to receive the maximum benefit. As teachers in training, students are expected to
maintain a professional demeanor at all times and to behave as one would in a
professional setting. When a student needs to be absent, he/she should contact
the instructor by telephone or e-mail promptly to give notification of the absence.
It is also important that students arrive on time to class. Latecomers disrupt the
process for others and may not be admitted to class. Late work may not be
accepted. Even if a student is absent, the work that is due must be delivered to
the instructor on the day it is due. Makeup work will not be allowed unless
documentation concerning the reason for the absence is provided.
The Coordinator of CIED 1002 and 1011P is Mrs. Susan Riggs. She may be reached at
575-5476 or at sriggs@uark.edu.