University of Arkansas
College of Education and Health Professions
Curriculum and Instruction
I.
II.
Program Affiliation:
Childhood Education
Course Number and Title:
CIED 5063 Contemporary and Futuristic
Perspectives of Childhood Education
Catalog Description:
A problems course in childhood
education which deals with historical,
current, and future concerns. These
early childhood concerns include
demographic changes, trends, family
composition and change, instructional
models, social/political/economic issues,
parent/community involvement, and
evolving professional roles.
Prerequisite:
Admission to M.A.T. program
Professor:
Dr. Christy D. McGee, 317 Grad. Ed. Bldg.
Associate Professor
Of. Ph., 575-8762, Hm. Ph., 443-0620
Email mcgee@comp.uark.edu
Relationship to Knowledge Base:
This course is related to the
scholar/practitioner model as a
PROFESSIONAL AND PEDAGOGICAL
STUDIES in the INITIAL TEACHER
PREPARATION program.
III. Goals
This course is designed to introduce and familiarize preservice teachers with the dynamic,
evolving nature of education; the relationship of education to the sociopolitical environment
and issues; and the roles educations play in education change. Anticipating and planning
for future educational realities and challenges is emphasized.
IV. Competencies
Upon completion of this course students will be able to:
A. Discuss the social and political implications of the following:
a. No Child Left Behind Act 2001
b. The constitutionality of schooling in Arkansas
c. School reform issues
d. Standardized testing and accountability (SP 1,3,4,5,6,7)
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B. Debate the above listed issues taking sides in which they would normally not support.
(SP 4,5)
C. Research these issues finding up-to-date data to defend or oppose the issues. (SP 1,4,7)
V. Content
A. The content of this course will include, but not be limited to federal and state legislation
that affects schooling.
B. Social and political issues prevalent in this state
C. The change process
D. The effective use of argument and debate
VI. Evaluation
Course Evaluation will be based on:
A. Book Review
B. In class debate/discussions
C. Participation and attendance
50
30
20
100
VII. Syllabus Change
The instruction reserves the right to make changes as necessary to this syllabus. If
changes are made, advance notification will be given to the class.
VIII. Grading Scale
90-100
80-89
70-79
A
B
C
Class assignments are expected to be turned in on the announced due date. Late
assignments will be penalized.
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. Grades and degrees earned by
dishonest means devalue those earned by all students; it is important that students are
aware of the University of Arkansas Academic Honesty Policy. Academic dishonesty
involves acts that may subvert or compromise the integrity of the educational process.
X. Accommodations
Students with disabilities requesting reasonable accommodations must first register with
the Center for Students with Disabilities. The CSD is located in the Arkansas Union, room
104 and on the web at: http://www.uark/ua/csd/applications.htm. The CSD provides
documentation to students with disabilities who must then provide this documentation to
their course instructors. Students with disabilities should notify their course instructors of
their need for reasonable accommodations in a timely manner to ensure sufficient time to
arrange reasonable accommodation implementation and effectiveness. Atypical time frame
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for arranging reasonable accommodations for students who are registered with the CSD is
approximately one to two weeks.
XI. Classroom Behavior
Appropriate classroom behavior is expected of the instructor and all students.
Inappropriate and disruptive classroom behavior (inappropriate language and gestures,
class disruptions, disrespect to other students or instructor, and other behavior as
determined by the instructor will not be tolerated and will result in possible removal from
the class and/or disciplinary action as per the student handbook.
XII. Course Resources
University Libraries
Professional journals and books
Media
XIII. Research Base
Text
Teacher prepared documents.
Non-Text References
Doyan, J. & Ohanian, S. (2003A). Not with our kids you don’t! Ten strategies to save our schools.
Portsmouth, NH: Heinemann.
Good, T.L. & Braden, J.S. (2000). Great school debate: Choice, vouchers, and charters. New York:
Lawrence Erlbaum Associates.
Kohn, A. (2000). The schools our children deserve: Moving beyond traditional classrooms and
“traditional standards.” New York: Houghton Mifflin.
Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise and
other bribes. New York: Houghton Mifflin.
Kohn, A. (1998). What to look for in a classroom:…and other essays. San Francisco, CA: JosseyBass.
Kohn, A. (1992). No contest: The case against competition. New York: Houghton Mifflin.
Kotlowitz, A. (1992). There are no children here: The story of two boys growing up in the Other
America. New York: Random House Children’s Books.
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Meier, D. (2003). In schools we trust. Boston, MA: Beacon Press.
Meier, D. (2002). The power of their ideas. Boston, MA: Beacon Press.
Ohanian, S. (1999). One size fits few: The folly of educational standards. Portsmouth, NH:
Heinemann.
Ohanian, S. & Meier, D. (2001). Caught in the middle: Nonstandard kids and a killing curriculum.
Portsmouth, NH: Heinemann.
Peterson, P.E. & West, M.R. (Eds.). (2003). No Child left Behind?: The politics and practice of
school accountability. The Brookings Institute.
Sarason, S.B. (2002). Questions you should ask about charter schools and vouchers. Portsmouth,
NH: Heinemann.
Sarason, S.B. (1998). Charter schools: Another flawed educational reform? New York: Teachers
College Press.
Zimmerman, S. & Keene, E.O. Mosaic of thought: Teaching comprehension in a reader’s workshop.
Portsmouth, NH: Heinemann.
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