Introduction to Educational Studies, Winter 2007
Educ 110
Contact Information
Instructor:
Office:
Telephone:
Mary Gustafson, Ph.D.
Willis 106
X 5178
Office Hours: Monday, 1-2:30 p.m.
and by appointment
Email:
mgustafs
Course Description
This course focuses on education as a field of study that crosses disciplines. We explore the meanings of
education within individual lives and institutional contexts. Within the course, we read texts that
incorporate philosophy, sociology, psychology, history, and autobiography, with educational topics,
themes, and implications. We also examine specific education questions from differing perspectives, and
take a look at what occurs in classrooms today. We search for different ways to explore the following
questions:
What has education meant in the past? What does education mean in contemporary America?
What ‘should’ education mean in the future? How do we examine education? What might
education mean to people with differing circumstances and perspectives? What kinds of
educational reforms have been proposed? What are the underlying philosophical assumptions
behind these reform movements?
Objectives
The course aims to develop imaginative, knowledgeable, and thoughtful students of educational studies.
We target three primary objectives: 1) evaluating the validity of common sense assumptions about
education; 2) imagining alternative meanings of education, based on learning within and outside this
class; and 3) exploring the unique contributions of a variety of disciplines to our understanding of
teaching and learning.
This course addresses the following Standards of Effective Practice as articulated by the Board of
Teaching of the State of Minnesota:
Standard #1: The student understands the central concepts, tools of inquiry and structures of the discipline
of educational studies.
Standard #2: The student understands how children learn and develop, and can describe learning
opportunities that support their intellectual, social and personal development.
Standard # 3: The student understands how students differ in their approaches to learning and can identify
instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.
Standard #5: The student understands how individual and group motivation and behavior can create a
learning environment that encourages positive social interaction, active engagement in learning, and selfmotivation.
Resource Materials
Kohl, Herbert.
36 Children
Mondale, Sarah &
Bernard, Sheila Curran
School, the Story of American Public Education
Troen, Vivian &
Boles, Katherine
Who’s Teaching Your Children?
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Please complete reading the texts prior to the date(s) they are listed on the syllabus.
Additional assigned readings can be downloaded from the course Moodle site or will be available on
reserve in the Educational Studies curriculum library in Willis 102.
Copies of any materials passed out in class will be available in the Educational Studies office on the
shelves labeled Gustafson. (Go left into the library and look to the right wall.) If you miss a class, it
is your responsibility to acquire the materials used in the class session (I do not carry them with me
into another class session).
Student Responsibilities
The nature of this course will depend on what you, as a student, wish to draw from it and contribute to it.
At a minimum, course requirements for students include actively participating in class discussions,
actively contributing to group projects, actively questioning your own assumptions and challenging ideas,
as well as the following:
1. Analyses, reflections, in-class activities .................................... 10 %
Ongoing
2. Small group teaching topic ........................................................ 15 %
See course calendar
for due dates
3. Ethnography of a school ............................................................ 25 %
Due W, 2/14 or F, 2/16
4. Midterm...................................................................................... 25 %
Due W, 2/7
5. Final project ............................................................................... 25 %
Due F, 3/2,
M. 3/5, or W, 3/7
All written assignments and in-class presentations must be completed by the due dates to receive
full credit, unless you have made prior arrangements with me. Due dates are firm, and extensions
are extremely rare. Deductions will be taken for work turned in later than the class session in which
it is due, even if you have problems with the printer. Please note due dates now, and plan ahead to
budget your time.
Grading Scale (% of total points): 92-100% = A; 90-91.9% = A-; 88-89.9% = B+; 82-87.9% = B; 8081.9% = B-; 78-79.9% = C+; 72-77.9% = C; 70-71.9% = C-; 68-69.9% = D+; 60-67.9% = D
1. Analyses, reflections, in-class activities. Class participation evaluation will include work on in-class
problem solving, responses/reflections on course readings, and other in-class exercises. If you miss a class
session in which a task is assigned, you miss the opportunity to complete that task. Class participation
problems and reflections will be graded on a case-by-case basis: This means in some instances you will
receive full credit for thoughtfully completing an assignment (such as completing an in-class discussion
question) and in other instances you may be graded quantitatively on the quality of the assignment (such
as a reflection on a reference article or question).
Ongoing
2. Small group teaching. You will sign up in teams to investigate and subsequently teach your peers
about an individual whose voice has carried weight in education or whose role has informed our
understanding of education. I encourage you to search out information that informs your position, and
then decide for yourselves (via discussion with me, if you wish) what are the important, burning points
that relate to this individual’s contributions. We will discuss in class some specific ideas on how you
might approach this assignment, and where you might look for information. Teams will sign up in class
on Wednesday, January 10.
On the due date(s), we will split into small groups so that each team member can teach a small group of
classmates. Note that this requires each of your team members to be well versed on your position, your
reasoning, and your substantiation for that reasoning. Each small group will include one member from
each team, so that all class members learn through all team teaching presentations. You will have 20
minutes total to a) present the research you have uncovered and b) foster discussion within your group.
Plan your teaching so that you fill the entire 20 minutes with teaching/discussion on your topic. Teams
will be evaluated by class members within each group, according to criteria we will discuss in class and
as listed below. Teams must turn in a written outline of your argument and major points to me on
the day of your presentation. This outline must include the list of references used to create the
presentation. Each individual must also turn in a group processing form to receive credit for this
project.
Some guiding ideas: Do not try to present all that you find. Instead, prioritize what you think is most
useful or interesting about your individual’s voice. It is NOT necessary to teach everything you discover!
What is necessary is that you present interesting information that illuminates the main points for your
classmates. Prioritize your information, deciding IN ADVANCE what you must include and what you
may be able to eliminate if you run out of time. You will only have 20 minutes: A good strategy is to
bring more than you think you will need (including discussion questions to prompt a discussion if you
have time) and then also be prepared to not use everything you bring.
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DO NOT SIMPLY READ YOUR INFORMATION FROM YOUR OUTLINE. Seek to teach your
classmates in an engaging manner (think about how you would like to learn about the information
you have researched).
Providing a handout or something for your classmates to look at as you present will help keep them
engaged and interested.
Time providing, we will discuss points of presentations in a class period.
Key educational voices to be researched:
Taught in class on:
1. John Dewey
2. Maria Montessori
3. Rudolf Steiner (Waldorf schools)
4. Gloria Ladson-Billings
5. E.D. Hirsch
6. Alfie Kohn
Wednesday, 1/24
Wednesday, 1/24
Friday, 1/26
Monday, 1/29
Wednesday, 1/31
Wednesday, 1/31
 Evaluation criteria:
1] Effort and preparation (evidence you thoroughly examined this person’s writing and ideas; evidence
you strove to engage your peers in the topic)
0-10 points
2] Teaching (evidence you maintained your objectives throughout, managed your time, and strove to
bring creativity and challenge to the project)
0-10 points
3] Clarity/coherence of your teaching and your written outline.
0-5 points
3. Ethnography of a school. One of the primary methods of inquiry in educational studies is observation
of schools. This project gives you the opportunity to sample this type of investigation. In groups of three,
four, or five, you will visit a school and create a brief ethnographers’ report on the school. I will offer you
several sites to visit, but you must make the arrangements to visit the school on your own. You are
responsible for contacting the school principal and arranging transportation to and from the school.
Your report to the class is due on either Wednesday, 2/14 or Friday, 2/16. We will sign up for schools
and presentation dates in class on Friday, 1/19.
 Evaluation criteria:
Your ethnography will consist of two parts:
1) 3-4 page written report of the school (one report per team)
0-10 points
2) 15-20 minute presentation. I encourage you to use computer technology within your presentation;
digital cameras will be available for checkout when you visit your school. This report will benefit
from your rehearsal of it together as a group.
0-15 points
Both forms of report should include and will be evaluated on the clarity, quality, and creativity of the
following:
 A statement of background or philosophy of the school
 A physical description of the school facilities (including photos)
 A description or transcript of classroom interaction
 A brief portrait of students, a faculty member, and a staff member (include each)
 A summary of the salient characteristics of the school
 An account of questions about education that this school visit answered for you and questions
about education that this school visit raised for you
 Your concluding remarks.
Note: Each team member must turn in a group processing form to receive credit for this project.
4. Midterm. The midterm evaluation will be a take home essay exam. I anticipate I will ask you to
answer 1-2 essay questions.
 Evaluation criteria: Midterms will be evaluated on the depth and clarity with which you analyze and
synthesize materials covered to the mid-point of the course. This includes readings, class discussions,
and any other materials considered. The extent to which you tie together more, rather than fewer,
direct reference to materials used in class, the better the argument you will provide for the midterm.
As a consequence, I suggest you take note of authors’ viewpoints that intrigue you, or questions
raised during our discussions that you consider interesting and pertinent.
5. Final projects. This project focuses on an in-depth exploration of an issue in education that you
choose. It’s designed to give you practice in researching a topic of interest, working cooperatively with
peers, and presenting your findings in a relaxed and supportive atmosphere.
Your task is to create an educational presentation on a particular topic related to education. In essence,
you will create a verbal “white paper.” A white paper summarizes the major positions on a controversial
issue and analyzes the relative merits and weaknesses of those positions. Often used as a kind of
executive summary for those who create policy, it frequently concludes with what the authors believe is
the most sensible or meritorious position. In your case, you should include your beliefs as to what ideas
hold the most merit and what you believe is a logical course of action. Consider that your audience is a
group of legislators or other creators of public policy who have asked for your expert, reasoned,
documented position.
You may choose to do this project alone or with up to two other people. The day you present your
findings, you must also turn in a written outline of your presentation, as well as a bibliography that
includes at least 15 sources of information. I encourage you to focus your sources on peer-reviewed
journals, rather than web sites or popular press (e.g., Newsweek, Christian Science Monitor), as the
credibility of your presentation will be enhanced by the former and potentially reduced by emphasis on
web sites. To be most valuable to the class, and to be recognized as such, what you present should
extend and challenge rather than repeat our class discussions.
You will sign up in class on Friday, 2/9, designating a topic and a date to present your findings:
Presentations are due on either Friday, 3/2, Monday, 3/5, or Wednesday, 3/7. You will have
approximately 15-20 minutes (the amount of time will depend on the total number of presentations and
will be announced in class).
 Evaluation criteria:
1] Effort and preparation (evidence you thoroughly and critically examined the issue, including
examination of at least 15 pertinent and appropriate references; organization of oral presentation evident;
depth of the issues you consider relevant)
0-10 points
2] Presentation (evidence of effort to create persuasive argument within oral presentation; evidence of
effort to creatively engage audience; management of time)
0-10 points
3] Clarity of presentation and of written outline.
0-5 points
Note: Individuals who complete this project as part of a team must hand in a group processing form to
receive credit for the project.
Final project topics may include, but are certainly not limited to:
The standards movement
Desegregation
Achievement gaps
Single sex or single race schools
Performance-based graduation requirements
Charter schools
Multiage classrooms
Public school choice
Neighborhood schools vs. magnet schools
Corporately run schools
Corporate dissemination of curriculum
Vouchers for private schools
Course Calendar
Wednesday, 1/3
Introductions. Course overview.
Deciding how we will work together.
Friday, 1/5
School: The Story of American Public Education: Part 1
 Read text , pp. 1-60 (aligns with video)
Monday, 1/8
School: The Story of American Public Education: Part 2
 Read text , pp. 63-119 (aligns with video)
Wednesday, 1/10
Synthesis and discussion
Analyzing and applying information and research
 Read The Education of Little Tree
 Sign up for small group teaching teams
Friday, 1/12
School: The Story of American Public Education: Part 3
 Read text , pp. 123-170 (aligns with video)
Monday, 1/15
School: The Story of American Public Education: Part 4
 Read text , pp. 173-end (aligns with video)
Wednesday, 1/17
“Four articles”
 Read at least one of the following (assigned in class): Boyer, Dewey,
Hutchins, Skinner
Friday, 1/19
Synthesis and discussion

Sign up for ethnography teams and schools
Monday, 1/22
36 Children
Wednesday, 1/24
Small group teaching due (Teams 1 and 2)
36 Children
Friday, 1/26
Small group teaching due (Team 3)
36 Children
Monday, 1/29
Small group teaching due (Team 4)
No Child Left Behind (lecture and discussion)
 Read Ramirez and Wellstone
Wednesday, 1/31
Small group teaching due (Teams 5 and 6)
Making a difference to education: Will
psychology pass up the chance?
 Read Sternberg & Lyon
Friday, 2/2
Self-analysis and synthesis day
Monday, 2/5
MIDTERM BREAK: NO CLASS
Wednesday, 2/7
Midterm due in class
Who’s Teaching Your Children?
Friday, 2/9
Who’s Teaching Your Children?
Monday, 2/12
Who’s Teaching Your Children?
Wednesday, 2/14
Ethnography due
Friday, 2/16
Ethnography due
Monday, 2/19
The Children are Watching
 Read Sizer & Faust Sizer
Wednesday, 2/21
Smart Schools, Smart Kids
 Read Fiske
Friday, 2/23
Smart Schools, Smart Kids
Monday, 2/26
Catch up day
Wednesday, 2/28
Arguments and influences
Friday, 3/2
Final projects due
Monday, 3/5
Final projects due
Wednesday, 3/7
Final projects due
Synthesis and remaining questions
Friday, 3/9
Course closure
References
Boyer, E. L. (1995). The educated person. In Beane, J.A. (Ed.), Toward a Coherent Curriculum, pp. 16-25. ASCD.
Dewey, J. (1897). My pedagogic creed. E.L. Kellogg & Company.
Fiske, E. B. (1992). The last monopoly. Smart Schools, Smart Kids, pp. 164-202. New York: Simon & Schuster.
Hutchins, R. M. (1953). The basis of education. Conflict in Education in a Democratic Society. New York: Harper
and Row.
Ramirez, J.D. (2001). United States Commission on Civil Rights testimony.
Sizer, T. R., & Sizer, N. F. (1999). Grappling. The Students are Watching, pp.
19-38. Beacon Press, Boston.
Skinner, B.F. (1973). The free and happy student. New York University Educational Quarterly, 4 (2),2-6.
Sternberg, R. J., & Lyon, G. R. (2002). Making a difference to education: Will psychology pass up the chance?
APA Monitor, (on-line), 33(7), 76. Available: http://www.apa.org/monitor/julaug02/difference.html
Wellstone, P.D. (2000). High stakes tests: A harsh agenda for America’s children. Speech at Teachers College,
Columbia University, NY.