EDCI 658 – History of Education
Spring 2008
Instructor:
Office:
Office Hours:
Phone:
Email:
Course web site:
Lynn M. Burlbaw
Harrington Tower 330
Th 2:00 to 4:00 pm, and by appointment
979-845-6195
burlbaw@neo.tamu.edu
personal web site coe.tamu.edu/~burlbaw
http://www.coe.tamu.edu/~lburlbaw/edci658/edci65807ahome.htm
Course Listserv:
Much of the communication in this course will be conducted using a
listserv. The address of the listserv is EDCI658@LISTSERV.TAMU.EDU. To send a message
to everyone in this course, use the above address in the place of anyone’s name.
Description of Course: The genesis of formal education in the Western world beginning with the
ancient Greeks and working though the Enlightenment; tracing the idea that schooling is a
fundamental part of human existence and therefore crucial to all questions concerning the human
condition. (Texas A&M University Graduate Catalog 2006-2007, 315).
In addition to these course goals, the course contains readings and activities which expand the
students’ understanding of education in the current global society and how this relates to
education in the United States.
Required Textbook available at Campus Bookstore and on-line
Gutek, Gerald L. A History of the Western Educational Experience, 2nd ed. Prospect
Heights, IL: Waveland Press, 1995. ISBN 0-88133-818-4
Required Supplemental Text – on reserve in Evans Library
Mazurek, Kas and Margret A. Winzer, Schooling Around the World, Boston: Pearson
Allyn Bacon, 2006. ISBN 0-205-45459-3
Class Attendance: Class, in College Station, will meet each Thursday night at 5:45 in
Harrington Tower, Room 215. Class will run until 8:35, Central Time. There will be a 10
minute break around the middle of each class session. Students are expected to attend each class
session and come prepared for class by completing the required readings and/or assignments.
I understand that, as professionals, you may have obligations that require you to miss a
class. If you must miss a class meeting, please let me know prior to the session and make
arrangements to complete the assignment(s) due that meeting date. Failure to do this may
result in no credit being given for an assignment or activity.
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Assignments: Four types of assignments will be completed in this course(descriptions follow):
First type:
Web-based responses to class readings in the Gutek book
Second type: Discussion lead/support in class based on class readings in the Gutek book
Third type: Summaries of chapters/sections in the Mazurek book and threaded
discussion responses to the summaries
Fourth type: Biography of a school building and presentation based on biography.
Grading and Work Completion
Students are expected to complete assignments by the date indicated in the Assignment
Calendar.
All assignments will be graded and points awarded for work completed. Late assignments will
be assessed a penalty of 10%.
Grades will be assigned as follows:
Grade of “A” will be assigned for accumulating between 94% and 100% of total points
Grade of “B” will be assigned for accumulating between 86% and 93.9% of total points
Grade of “C” will be assigned for accumulating between 75% and 85.9% of total points
In incomplete will be given only upon written request and then only if the request meets the
requirements listed in the Student Rules under Section 10: Grading. http://studentrules.tamu.edu/rule10.htm
Course Evaluation – the evaluation of a course is one of the measures used to assess quality,
strengths and need for improvement. Each student who completes the course evaluation will
receive an additional 50 points on their accumulated points for the semester.
Assignments and Values
Assignments
Number
Value
Weekly Web Assignment for Gutek Book
11
50
Mazurek Chapter Posting
1
50
Mazurek Chapter Threaded Discussions
5
50
School Biography
Paper
1
100
Presentation (w/ PPt)
1
50
Class Chapter Discussion
1
150
Total Available Points for Course
End of Course Evaluation
1
50
Total Available Points for Course with evaluation bonus
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Total
550
50
250
150
150
1150
50
1150
Course Calendar
Below is a calendar showing the dates various assignments will be due. Following the calendar is
a description of the various assignments. The Gutek Book column refers to the reading that is
due for that week. A calendar of presentation dates will be distributed at the second class
meeting after everyone has chosen which personage they wish to make a presentation on.
Date
Jan 17
Jan 24
Jan 31
Feb 7
Feb 14
Feb 21
Feb 28
Mar 6
Mar 13
Mar 20
Mar 27
Apr 3
Apr 10
Apr 17
Apr 24
May 1
Assignments from the below listed books are due on the following dates
Gutek Book
Mazurek Book
Introduction to Course, Syllabus, Books
Historiography Readings from
Intro and Chap 1 – will be found in
course Website, Chap 1
Supplemental Readings
Chapters 2 – 4
Preliminary Identification of School
Section VI Postings
Chapters 5 – 7
Threaded Discussion on VI due
Chapters 8 – 9
Section II Postings
Chapters 10 - 11
Threaded Discussion on II due
Chapters 12 – 13
Section III
Chapters 14-15
Threaded Discussion on III due
Spring Break, No Class
School Biographies
TBA
School Biographies
Section IV Postings
Chapters 17 to 20
Threaded Discussion on IV due
Chapter 21
Section V Postings
Chapter 22
Threaded Discussion on V due
Chapter 23
Assignments for the Gutek Book
Web-based Responses: For the designated class meeting, you should complete, no later than
noon on the Monday before the class meeting, the web-based assignment for the chapter(s)
from the Gutek book listed for that day.
The web-based responses will ask you to write briefly about what you found especially
interesting, informative, or provocative in the chapter read. I also ask you, after having
read the chapter, to identify at least one thing that you would like to know more about as
a result of having read the chapter. A web form will be used for each night’s readings,
not for each chapter submission – this means that for Jan 31st, you will have one form to
complete which covers all three chapters.
This assignment DOES NOT ask you to outline the chapter!
To complete these assignments, log onto the course web site, click on link titled
Assignments and then click on the appropriate chapter hotlink. This will take you to a
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web form to complete the assignment. Failure to use this form will result in no credit
being given for an assignment. You may also Control/Click here to go to the
assignment page.
There are also links for the Introduction and Chapter One of the Mazurek Book,
the Gutek book, and the Historiography Readings.
Chapter discussion – you will also lead a discussion on the chapter you read and scheduled to
be discussed on an evening. The purpose of the discussion will be to internalize/
synthesize the information in the chapter(s) and explain the significance of the content –
DO NOT make a presentation over the content of the chapter as if the class had not
read the chapter. My expectation is that you will primarily include information not
found in the textbook as part of the content of your discussion. This means that you will
need to spend time looking at other books and resources in the library and on-line.
In addressing ideas in a chapter, you may choose to spend part of the class time in an
activity that will help the class understand the ideas of the chapters.
When you are planning your discussion, you may count on having about 25 minutes of
class time – if you do an activity, that must be done within the allocated 25 minute time
slot.
Each discussion will be guided by a power point which will conform to the guidelines
provided – guidelines are on the last page of this syllabus and will also be available, as
will a model, on the class web site. Control/Click here to see the guidelines (Power Point
Guidelines). Power points will be submitted to Dr. Burlbaw no later than 5:00 pm
on the Wednesday before the discussion is to be held – power points which do not
meet the criteria for use will be returned for revision – if you do not hear back from
Dr. Burlbaw, you may assume that the ppt meets the criteria for use.
Chapter assignments will be made before the second class meeting.
Assignments for Mazurek Book(s)
Very few American students in education have taken a course in the History of
Education, either the classical Western Education or American Education. All have graduated,
or at least most, excluding the home schooled, from a school that has its organizational roots in
the Western tradition and therefore have some understanding of schools and their organization.
But how schools got this way and what influences the past has on schools is seldom a topic of
conversation.
Fewer still have taken a course or been exposed to education in countries other than the
United States. I was a history major in school and never, in the 72 undergraduate hours I took,
did the role of education in a society take more than a few pages of any course textbook.
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To make some small step toward remedying the lack of knowledge most students have
about global educational systems, I have chosen to use this book. The book is not perfect; the
book has bias (both in selection and in the authoring); the book is incomplete – but it is the
broadest book I know of that is currently in print. Therefore, we are reading this book.
Each person will be assigned a chapter (all chapters will come from one of the books on
reserve) – you will be given an opportunity to indicate your choice of chapter on the first night of
class. For the chapter, you will prepare a 200-250 word report on the chapter which will be
posted to the appropriate place on the courses WebCT-Vista site. These postings must be done
by 5:00 pm on the class date as shown on the Course Calendar (page 3 above).
The content of these reports – Since you alone will be reading the assigned chapter, your
responsibility will be to synthesize the information from the chapter and convey what you think
is important about the chapter to your classmates. In this synthesis you will likely be less
concern with singular facts and more concerned about overarching ideas that are found in the
chapter.
After the chapter reports have been posted, each person is expected to read the postings
and participate in a threaded discussion (defined as one initial posting and one response to
others’ postings) which encompasses all of the reports rather than focusing solely on a particular
country. This is not to say that you cannot discuss a particular country but since the countries are
somewhat regionalized (by geography but quite different culturally) you have the opportunity to
look at the region and the differences found in the region.
Your threaded discussion posting and response is due by the beginning of class, one
week after the postings.
Building Biography Project
The public schools are perhaps the most familiar but least understood institution
in our society. Most Americans spend over 12 years attending public schools and
later, as adults, confront a wide array of school-related issues.
(Tozer, Violas, and Senese, 2002, 4)
History is not disembodied. The past is implicit in the present, in each of us, and
in the places we inhabit.
Archibald (1999, 9)
Public schools are ubiquitous in people’s lives. As the Tozer, Violas, and Senese state above,
everyone has experience with schools. Because schools are such a common part of the milieu of
life, many drive or walk past or in the buildings and fail to attend to changes in schools. In an
attempt to bring to people’s attention and encourage explorations of classrooms, Ian Grosvenor,
along with Kate Rousmaniere and Martin Lawn edited Silences and Images: The Social History
of the Classroom wherein authors such as the editors explored various ways of looking at
classrooms; different lenses, different techniques, for different purposes.
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In an attempt to open the eyes of students in this course, a school building biography will be
completed. The final products will be a paper supplemented by a power point for presentation to
the class. An example of the project will be provided.
Here are the criteria for the assignment
Identify a building, in a school district, that is at least 50 years old
Building may or may not be currently in use, but must have been used for
instructional purposes at some time during its life. The building may not even
exist in physical form now.
Building identification will be due on Jan 31
You must be able to visit the building or site of the building and talk to people about
the building and its use. You may not complete this assignment electronically
or from textual sources only.
A written biography consisting of images and at least 10 pages of text
Use proper citations for all materials – check with APA or Chicago Manual of
Style for format
Submit prepared materials on March 20, 2008
Collect data about the school building (here are some types of sources and data you might use
for your school building biography):
Building date
Renovation date(s) if any
Closing date (if appropriate)
Construction materials description
Blue prints of the building (if available - otherwise measure and draw a footprint of the
building) blueprints may be photographed and photograph(s) included.
Photographs of the building - both contemporary and historic – contemporary photos
are required if the building still exists.
Types of uses with years of those occupations (grade levels, number of students, etc)
Photographs/documents related to the building - could be interior, exterior, groups of
students, etc.
Testimonials from teachers, students, administrators, staff, etc. who used the building.
Newspapers, yearbooks, district reports (where available) should also be consulted for
information on the school building.
Prepare a written biography of the building, including what is available of the above
information. The biography, which should include images (maps, scans, photos, illustrations,
tables), will have at least 10 pages of text in addition to the images. This can be written from a
first person perspective as long as the first person is the building.
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Include as part of your data at least one map showing the location of the school in the
community. You can use Google Earth to create a map showing the location of your school.
Submitted assignment will include the written biography and copies of all documents (this means
you should make scans or take high resolution photographs of documents that cannot be
scanned), data collected, and a Power Point presentation illustrating the biography (little or no
text to be included on the slides) to be shown to the class - at most 15 minutes will be allowed
for show and tell - depending on number of biographies prepared.
Guidelines for the school biography powerpoint will be provided later but will be similar in
nature to the guideline portion of the class discussions.
This assignment can be done individually or in pairs (2 maximum – pairs will complete a
biography of at least 15 pages of text). Presentations of biographies will take place, depending
on the number prepared, March 20th and April 3rd. All biographies are due on March 20th,
whether or not you present that evening. Students should bring their power point and an
electronic copy of the paper to class on the 20th and be prepared to upload the files on the class
computer.
References for School Building Biography Assignment.
Archibald, Robert R. (1999). A Place to Remember: Using History to Build Community.
Walnut Creek, CA: AltaMira Press.
Grosvenor, Ian, Lawn, Martin, and Kate Rousmaniere (Ed.) (1999) Silences and Images:
The Social History of the Classroom. NY: Peter Lang Publishing.
Tozer, Steven E., Paul C. Violas, and Guy Senese. (2002). School and Society, 4th Ed.
Boston: McGraw Hill.
Diversity Statement for the Department of Teaching, Learning and Culture
The Department of Teaching, Learning and Culture (TLAC) does not tolerate discrimination, violence, or
vandalism. TLAC is an open and affirming department for all people, including those who are subjected to racial
profiling, hate crimes, heterosexism, and violence. We insist that appropriate action be taken against those who
perpetrate discrimination, violence, or vandalism. Texas A&M University is an Affirmative Action and Equal
Opportunity institution and affirms its dedication to non-discrimination on the basis of race, color, religion, gender,
age, sexual orientation, domestic partner status, national origin, or disability in employment, programs, and services.
Our commitment to non-discrimination and affirmative action embraces the entire university community including
faculty, staff, and students.
Americans with Disabilities Act Statement
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive
civil rights protection for persons with disabilities. Among other things, this legislation requires that all students
with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their
disabilities. If you believe you have a disability requiring an accommodation, please contact the Department of
Student Life, Services for Students with Disabilities in Room 126 of the Koldus Building. The phone number is
845-1637.
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Excused
Absences
Excused Absences
7.1 The student is responsible for providing satisfactory evidence to the instructor to substantiate the reason for
absence. Among the reasons absences are considered excused by the university are the following:
7.1.6 Injury or illness that is too severe or contagious for the student to attend class.
7.1.6.1 Injury or illness of three or more days. For injury or illness that requires a student to be
absent from classes for three or more university business days (to include classes on Saturday), the
student should obtain a medical confirmation note from his or her medical provider. The Student
Health Center or an off-campus medical professional can provide a medical confirmation note
only if medical professionals are involved in the medical care of the student. The medical
confirmation note must contain the date and time of the illness and medical professional's
confirmation of needed absence.
7.1.6.2 Injury or illness less than three days. Faculty members may require confirmation of
student injury or illness that is serious enough for a student to be absent from class for a period
less than three university business days (to include classes on Saturday). At the discretion of the
faculty member and/or academic department standard, as outlined in the course syllabus, illness
confirmation may be obtained by one or both of the following methods:
a. Texas A&M University Explanatory Statement for Absence from Class form available
at http://attendance.tamu.edu
b. Confirmation of visit to a health care professional affirming date and time of visit.
7.1.6.3 An absence for a non acute medical service does not constitute an excused absence.
To view all Student Rules, please go to: http://student-rules.tamu.edu/
Plagiarism Statement
The handouts used in this course are copyrighted. By “handouts,” I mean all materials generated for this class,
which include but are not limited to syllabi, quizzes, exams, lab problems, in-class materials, review sheets, and
additional problem sets. Because these materials are copyrighted, you do not have the right to copy the handouts,
unless I expressly grant permission.
As commonly defined, plagiarism consists of passing off as one’s own the ideas, words, writings, etc., which belong
to another. In accordance with this definition, you are committing plagiarism if you copy the work of another
person and turn it in as your own, even if you should have the permission of that person. Plagiarism is one of the
worst academic sins, for the plagiarist destroys the trust among colleagues without which research cannot be safely
communicated.
If you have any questions regarding plagiarism, please consult the latest issue of the Texas A&M University Student
Rules, under the section “Scholastic Dishonesty.”
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