EDU 400 NC Wesleyan College
Foundations of Education
Fall, 2004
Dr. Barbara Perry-Sheldon
bpsheldon@ncwc.edu
985-5164 or 937-4977
TT 8:00-9:30
Text: Chartock, R. (Ed.). (2004). Educational foundations: An anthology. 2nd ed. Upper Saddle
River, NJ: Pearson Merrill.
Supplemental Books:
Kuykendall, C. (1992). From rage to hope: Strategies for reclaiming Black and Hispanic
students. Bloomington: National Education Service.
Paley, V. (1979). White teacher. Cambridge: Harvard U. Press.
Other books and teacher narratives about teaching in diverse settings
Purpose: The goals of the course are to provide a basic knowledge of persons, events, and ideas
that have shaped American education and to provide opportunities for reflection about the
foundations of education and current issues in education. A special emphasis of the class is
multicultural education. It focuses on issues of equity and diversity in our schools with an aim to
better understanding the "achievement gap" that exists in many schools today and to encourage
each class member to explore his/her own perspectives on working with diverse student
populations. It addresses many of the NC diversity standards for teachers. This is a writing
intensive course.
Prerequisites: Admission to teacher education; ability to use the Internet and PowerPoint.
Objectives: Students will
1) describe the historical development of education and examine the roles of schools in society;
2) analyze philosophies of education and how they match current curricular patterns;
3) examine sociological issues in education including cultural pluralism;
4) demonstrate knowledge and dispositions for supporting the learning of "all students" and
supporting a classroom that is multicultural;
5) apply knowledge of legal principles to current issues in education;
6) define moral/ethical dimensions of teaching;
7) express ideas in writing using word processing and in oral presentations in a coherent and
grammatical form;
8) demonstrate skills of collaboration in working with others in small groups;
9) use e-mail, Powerpoint, and the Internet to share and find sources for class projects.
Expectations/Assignments:
Students are expected to be on time and present for each class; any class missed must be made
up. Students are to be prepared for class by reading assigned materials and completing
assignments by the due dates; late work will not be accepted. Many class sessions will be
conducted using a seminar format, so students are asked to come to class with questions and
points to share with their classmates. All work must be the student's original work, and papers
should clearly document ideas, comments, and passages taken from other sources. (Students
should review the Catalog section on plagiarism. Help with citing sources using APA format is
available from links on the Writing Center's homepage and on the library website.) Failure to
meet these expectations will result in a lowered final grade.
1. Students will attend a school board meeting and submit a two-page report that includes a brief
summary of the meeting and personal reflections about the topics discussed at the meeting. One
thing to describe is the make-up of the board and how it reflects the community it serves. This
activity is related to the study of school governance and finance. The scoring rubric is attached.
2. Each student is to participate actively in reading the class anthology and other resources
provided by the instructor (examples: book by Paley, the book by Kuykendall, or other books).
Daniel's "Literature Circles," jigsaw and Socratic seminars will be used to share readings.
Students are to keep a log of activities and responses to the readings as assigned by the
instructor. Each student should use a loose-leaf paper notebook since these activities are to be
submitted to the instructor as readings are completed. Assignments are due at the beginning of
class and may be used in class. Each activity is to be clearly labeled with the chapter, page,
question/activity number and reading. Rubric is attached.
For example:
Chapter 1 Selection 1.1 Question 1
Work of Art: The School Teacher
3. A school law webquest has been developed by the instructor to facilitate the completion of
this activity. It contains directions, sources and scoring rubric. Each student will prepare a short
paper and a PowerPoint presentation related to an area of school law and will present his/her
findings to the class on the designated day. The grade for this assignment will be based on the
paper, the PowerPoint slides and the oral presentation. The rubric is attached.
4. Students will work in a small group to develop a class presentation/field trip related to a
current model of school choice--Montessori, Waldorf, private-secular, Catholic or other faithbased schools, home schooling, Edison, charters. A two-page group paper summarizing current
information about the type of school chosen is to be submitted. Information should be
documented with at least three different sources. A scoring rubric is attached.
5. Complete at least two tests and/or projects.
Grading: The course grade will be based on the average of the points earned for each project
and test. A range (90s); B range (80s); C range (70s); D range (60s)
Writing Intensive Course: The class involves many formal and informal writing activities as
described above. Grades for written work are based on rubrics that assess both content and
writing skills. Students will have an opportunity to revise assignments based on peer review and
feedback from the instructor. Written work that involves references should be developed
following the guidelines of APA; these are available on the Wesleyan library reserve shelf and
the Writing Lab webpage. Students who need special help with writing should schedule an
appointment with staff in the Writing Lab or with me. The Writing Lab does provide online
tutorial support to both day and evening students; See http://annex.ncwc.edu/writing_lab/
Effective Teachers Are Reflective Decision Makers
Class Strategies and Use of Technology: Class activities will include videos, lectures, oral
reports using PowerPoint, readings, written assignments, guest speakers, fieldtrips, and tests.
There will be many in-class activities, quick assignments, and opportunities to analyze responses
to topics presented in the class, especially in the area of multicultural education.
Course Outline
Dates/unit topics
(Note date listed is Tuesday of the week.)
August 24, 26, 31, Sept. 2
Teacher Behavior, Teacher Roles: Ethics and
Experience
Introduction to class
Profession of teaching
Professional organizations: NEA/AFT
INTASC Standards
NC Standards for Teachers
Codes of Ethics
Child abuse
September 7, 9, 14, 16, 21, 23, 28
Historical Perspectives
European roots
Key people, events in US educational
history.video series
50th Anniversary Brown Decision 1954
Sept. 30, Oct. 5, 7, 12
Philosophical Foundations: Approaches to
Curriculum Development
Types of schools
October 14 Fall Break
Journal entries (As you
read the passages in each
chapter complete these
journal activities.)
Q1, Q6
Q3
Q1
Q1
Q1,Q6
Q1
Q4
None
Q1, Act. 7
1.10 None
Activities/Readings
(Specific days for
various activities
will be set as move
along.)
Chapter 1
(School law topic
due-Sept. 2)
2.1
2.2 Act. 2
2.3 Q5
2.4 Q2
2.5 Q4
2.6 Q2
2.7 Q2
2.9 Act. 5
2.12 and 2.13 Compare
and contrast these two
readings
Chapter 2
3.1 Q1
3.2 Act. 4
3.3 Q1
Read 3.5 and do research
on Waldorf schools or
Act. 4 or research A.S.
Neill and Summerhill.
Write 1/2 page critiquing
the chosen one.
3.9 Q1
3.10 Act. 5
3.13 Q2
Chapter 3
Midterm Exam-Oct.
12
(Copies of
notes/work on
school law paper
due-Sept. 23)
(School law paper
due-Oct. 19)
Oct. 19, 21, 26, 28
The Politics of Education: School
Governance, School Funding, Legal Issues
Governance structure of schools
Sources and issues related to school funding
School law-courts and current issues
Poverty: "No Other Choice" video--Leandro
case on funding for equity in NC schools
Nov. 2, 4, 9
School Environments-Diversity
Impact of media on students
Classroom cultures Equality/Race/Gender/
Discrimination in America
Role of reflective practice and culturally
relevant pedagogy
Rural and urban issues
Nov. 11, 16, 18, 23, 30
Living and Learning in a Diverse Society
Diversity in Society
"Who am I and who are you?"
4.1 Q 1-4 or Act. 4
4.2 Q2
4.3 Q1
4.4 Q3
4.5 Q2
4.7 Q2
4.10 Q1
Chapter 4
5.1 Q1
5.2 Q3, Act. 2 and
compare this reading to
5.5 Q1
5.10 Q1
Chapter 5
Types of Schools
Report
PowerPoint
presentations on
School Law
School Board
Report Due-Nov. 9
6.3 Act. 4
6.4 Act. 5
6.5 Q 1 and 2
6.8 Q1
6.9 Q2
Chapter 6
How we acquire own attitudes? Diversity and
Educational Implications
Multicultural Education:
Curriculum-Materials--selecting unbiased materials
Instruction--teaching from a multicultural
perspective--culturally relevant practices
Assessment--looking at achievement gaps
Kuykendall book on reaching Black and
Hispanic youth
Powerpoint--Ladson-Billings ideas
Video on history of discrimination in
America
Video "Eye of the Storm"
Final Exam
Supplemental Texts/References
Conflict Resolution and Conflict Management (2002) A curriculum developed by the NC Center
for the Prevention of School Violence. (field tested at NCWC, Fall 2001).
Fischer, L., Schimmel, D., & Kelly, C. (1999). Teachers and the law. New York: Longman.
Kelly, E. (1998). Legal basics: A handbook for educators. Bloomington, IN: PDK.
Garcia, R. (1999). Student cultural diversity. Boston: Houghton Mifflin.
Hernandez, H. (2001). Multicultural education: A teacher's guide to linking context, process,
and content. Columbus, OH: Merrill Longman.
Johnson, J., Dupuis, V., Musial, D., Hall, G., & Gollnick, D. (2003). Foundations of American
Education. 12th ed. Boston: Allyn and Bacon.
Ladson-Billings, G. (2002). Crossing over Canaan: The journey of new teachers in diverse
classrooms. San Francisco: Jossey-Bass.
Ornstein, A., & Levine, D. (2003) Foundations of education. 8th ed. Boston: Houghton Mifflin.
Spring, J. (2002). (10th ed.). American education. Boston: McGraw Hill.
Stein, N. (1999). Classrooms and courtrooms: Facing sexual harassment in K-12 schools. New
York: Teachers College Press.
Suggested Journals: Phi Delta Kappan, Educational Leadership, Middle School Journal, High
School Journal, Teaching Tolerance
The following sites are especially useful in relation to multicultural education:
http://curry.edschool.virginia.edu/go/multicultural
http://www.nameorg.org/ (National Association for Multicultural Education)
Rubrics for EDU 400 Projects
Fall 2004
School Board Report
The paper is to be two-typed pages; it should be double-spaced and written with a 12 point font. The meeting agenda may be attached. No cover page is needed. The writer's
name should be written on the back of page 2. The paper will be scored using the
following holistic scoring guide.
A range (91=A-; 95=A)
B range B+(87), B(85), B-(81)
An A essay demonstrates a superior
A B essay demonstrates a strong
understanding of the assignment and a high understanding of the assignment with an
degree of competence in response to the
occasional error in mechanics, usage, and
assignment with no or one or two errors.
sentence structure.
The report
The report
 Is well organized and coherently
 Is generally well organized and
developed
coherently developed
 Clearly and concisely summarizes the
 Summarizes the meeting
meeting
 Describes the make up of the board
 Describes the make-up of the board and  Attempts to connect what was observed
how it reflects the community
to ideas from the course. A few
 Connects what was observed to ideas
assertions and examples are included.
from the course, the larger conceptual
(Micro-reflective)
framework. A search for relationships,
connections, and critical analysis is
evident. (Macro-level reflections)
C range C=(77), C(75), C-(71)
D range (D grade, 65+)
A C essay demonstrates some degree of
A D essay does not clearly address all parts
competence in response to the assignment
of the assignment and reveals one or more
but displays several errors in mechanics,
of the weaknesses below. The report
usage, or sentence structure. The report
 Is inadequately organized
 Is adequately organized but not fully
 Shows serious errors in mechanics,
developed
usage, sentence structure or word
 Summarizes in a very general way part
choice
of the meeting, but summary lacks
 Provides only a summary with no
clarity or is overly detailed
reflections. Fails to make connections.
 Describes the board in a general way
 Writer's perspective is undifferentiated.
 Provides few examples of linkages to
(Pseudo-reflective)
concepts and ideas from the course or
text. (Micro-reflective)
Rubric based on information presented in Site Development Guide #10, "Advancing students' academic and technical achievement by
improving classroom assessment" published by Southern Regional Education Board and rubrics given in TAAG booklets for the
PPST Essay and Elementary Content Area Exercises published by ETS. Levels of reflection found in Campoy. R. (2000). Teacher
development: Fostering reflection in a poststructural era. Contemporary Education, 71(2), 33.
Type of School Report
The paper is to be a two-page individual or group report about a type of school found
today. The paper is to be submitted on the day the group makes its oral report about the
selected topic. The paper should follow the style guidelines above, and it must include at
least three sources and be written in APA format. It will be scored using the following
holistic scoring guide.
A range
B range
A paper in this category demonstrates a
A paper in this category demonstrates clear
high degree of competence in completing
competence in response to the assignment.
the assignment. The paper
The paper
 Is well organized and coherently
 Is generally well organized
developed
 Explains or illustrates the key concepts
 Clearly explains the topic and gives
 Has three references and attempts to
examples and details
follow APA style
 Correctly follows APA style and has at  Is generally free from errors in
least three strong, current references
mechanics/usage, and sentence
 Has two or fewer errors in
structure
mechanics/usage
 Assertions, especially opinions if given,
 When opinions included, they are
are specific and supported by evidence.
supported with evidence from
(Micro-reflective)
experience and readings. (Macroreflective)
C range
D range
The paper demonstrates competence in
A paper in this category demonstrates only
response to the assignment. The paper
limited competence in response to the
 Is somewhat organized
assignment and is seriously flawed. A
 Offers some explanations/examples
paper in this category reveals one or more
 May display some errors in
of the following weaknesses:
mechanics/usage/structure
 Weak organization
 Doesn't follow APA and or has fewer
 Serious errors in writing
than three references
 Inconsistent in style
 Fails to distinguish personal opinions
 Limited sources
from that found in articles and other
 Presents opinions of others as own
sources. (Pseudo-reflective)
without references or supporting
information. (Plagiarism/pseudoreflective)
Rubric based on information presented in Site Development Guide #10, "Advancing students' academic and technical achievement by
improving classroom assessment" published by Southern Regional Education Board and rubrics given in TAAG booklets for the
PPST Essay and Elementary Content Area Exercises published by ETS. Levels of reflection/ opinion sharing based on Campoy, R.
(2000). Teacher development: Fostering reflection in a poststructural era. Contemporary Education, 71(2), 33.
School Law Paper and PowerPoint Presentation
A paper and an oral presentation on a specific area of school law is to be developed and delivered using
PowerPoint. The presentation should include 5-8 slides and the oral report should take 5-10 minutes. It will
be scored on both the slides and the delivery. The presentation will be scored using the following analytic
scoring system:
1
2
3
4
5
Organization Presentation is
Presentation is
Presentation
X4
of Oral
unorganized,
generally organized.
contains
Presentation incoherent and poorly
Shows adequate
introductory,
developed.
knowledge of topic
supporting, and
and suitable points
concluding sections.
selected for sharing.
It is easy to follow.
Delivery of
Fails to focus on
Adequate eye contact.
Good eye contact.
X4
Presentation audience. Reads slides
Tends to overly
Uses slides to
to audience. Stands in
depend on notes or
support comments;
one spot or has
slides. Moves around.
may refer briefly to
awkward positioning
Easy to hear. Some
notes; positions self
or leans on podium.
grammatical errors.
to hold attention and
Too loud or too soft;
to show slides
monotone; several
clearly. Varies
grammatical errors.
voice; generally free
Distracting
of grammatical
mannerisms.
errors.
Content of
Slides not sequenced;
Slides are sequenced
Slides contain key
X3
Slides
may be vague or too
for orderly
points/ideas. They
wordy; may not be
presentation. Most
are not too wordy.
edited; may contain
contain key points
They support the
errors in content. No
presented in short
presentation. No
references.
phrases. Few errors in
editing errors.
editing; correct
Content is current,
information.
accurate. All
References included.
references are
current.
Visual
No variety in slide
Some appropriate
Font size is
X3
Effects of
design or too much
variety in slides; color
appropriate.
Slides
variety. Visual effects
or other visual effects
Transitions and
may detract from the
support the points
other visual effects
content of the
being made. Clear.
enhance the
presentation. Font size
Font is suitable for
presentation.
either too large or too
audience.
small.
Written
Lacks evidence of
Most key court cases
Key court cases
X6
Report
careful research or
included. Some
included. Wellediting. Not in APA
editing errors detract
edited and follows
style.
from the presentation.
APA format
APA format
correctly. Shows
attempted.
clear understanding
of the issue.
Comments:
Journal Rubric Each entry will be scored using the following rubric.
0 No credit-not
1 Poorly written;
2 Shows effort and
submitted or
shows little effort or
some reflection; most
submitted late; fails to reflection; missing
parts addressed;
follow format
key parts
generally well-edited
3 Fully responds to
the assignment; well
edited; shows macrolevel of reflection;
follows format