“Meeting our communities’ lifelong educational needs”
C&I 581: Issues in Education
3 Credits
Fall 2011, Thursday, 4:00-6:30 p.m., Room, XSB 205
Instructor: Yer Thao, Ph.D.
Office: School of Business Administration Building, SBA 594
Office Hours: Tue. 3:30 – 5:30 p.m. by appointment and Thur. 1:00-3:00 p.m. drop in
(Call Tasa Lehman at 503-725-4619 to make an appointment)
Messages: (503) 725-8267; E-mail: thaoy@pdx.edu
Course Description
An introduction to the study of contemporary issues which impact teaching and learning
environments for K-12 students and their teachers. This course is a graduate seminar in
which students will: identify critical issues in contemporary education and analyze those
issues from a variety of perspectives.
Conceptual Framework
This course will address the following Graduate School of Education’s Conceptual
Framework:
1) Diversity & Inclusiveness
• to work in diverse settings
• to promote inclusive and therapeutic environments
2) Research-Based Practices & Professional Standards
• to critically analyze and implement research-based practices
• to demonstrate appropriate professional knowledge, skills,
and dispositions
3) Impact on Learning and Development
• to ensure all learners and clients succeed
• to use technology to enhance learning
• to influence policy and provide leadership for organizations
4) Evidence-Informed Decision Making
• to use evidence to solve problems of practice and make educational and therapeutic
decisions
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Course Goals: in preparing educational professionals, this course seeks to:
Develop and expand the students’ knowledge of contemporary issues in education.
Locate, describe, and analyze the contexts of contemporary issues inclusive of historical
underpinnings.
Establish a critical, conscious awareness of the impact of their curricular decisions upon
those who are politically, socially, and or institutionally excluded and disenfranchised.
Recommend and develop tangible action plan(s) in response to the issues.
Essential Questions trying to address from this course:
How does learning about critical issues in education improve my ability to teach content
to all students?
How can I expand my personal worldview and understanding of “the other”?
What can I do to affirm diverse perspectives about education in my classroom?
How will I continue my personal and professional educational issue journey?
In so doing the goals above are premised on the following program Outcomes and
the National Board for Professional Teaching Standards Five Core Propositions:
Course
Objectives
At the end of this
course students
will be able to…
Identify critical
Issues in
contemporary
Identify
critical/social
contemporary
issues
in their classes,
literature, and
popular culture.
Articulate the
historical aspect of
Examine their own
historical and
cultural
backgrounds and
privileges relative
to those
experiences of
GSE
Conceptual
Framework
MA/MS
Program
Outcomes
GSE: 1,2,3,4
K3: Multiple
perspectives of
learning
D1: Respect for
knowledge
National Board of
Professional Standards
(NBTPS-Proposition)
Assignments,
Documentation &
Evidence of
Student’s work
NBTPS:
P1: Teachers are
committed to students and
learning.
P3: Teachers are
responsible for managing
and monitoring students
learning.
P4: Teachers think
systematically about their
practice and learn from
experience.
Reading
discussion
Class active, Eric
search, journal
articles, and issue
brief development
and information
gathering
2
others.
Analyze
educational issues
from at least two
perspectives.
Examine and
curriculum
materials to benefit
diverse students.
GSE: 1,2.3.4
NBTPS:
P4. Teachers think
systematically about their
practice and learn from
experience.
P5: Teachers are members
of learning communities.
K6: Critical
examine
knowledge
claims in various
content areas
associated with
school
curriculum
(know what
counts as inquiry
in various
disciplines)
D3: Commitment
to diversity & to
anti-bias, antiracist education
Create and sustain GSE: 1,2.3.4
NBPTS:
educational
P3: Teachers are
environments to
K1: The socioresponsible for managing
accommodate all
political contexts and monitoring student
students.
of classrooms
learning.
from early
P4: Teachers think
childhood
systematically about their
through high
practice and learn from
school
experience.
D4: Commitment P5: Teachers are members
to promoting
of learning communities.
social justice
through
education
Research on issue
GSE: 1,2,3,4
NBPTS:
and data;
P5: Teachers are members
Examine their
K5: Critical
of learning communities.
biases, connect
examine theory
their educational
& practice as
goals, theories,
integrated and
practices, and the
inseparable
potential outcomes D4: Commitment
within the socioto promoting
cultural contexts of social justice
public education.
through
education
A6:
3
Issue Research
results and
analysis
Reading and
sharing
knowledge.
Facilitating
discussions. Issue
brief paper.
Readings: Social
justice and
Inclusive issues in
curricula and
pedagogy
discussions. Issue
Brief
Recommendations.
White Privilege
and its’ impact
discussion
Relate educational
issues to the
broader social,
cultural, political,
philosophical, and
historical contexts.
Synthesize
information from a
variety of sources,
and identify
actions.
Understand how
research of the
issue can influence
educational
change.
Develop, write,
and present their
Issue Brief and
Poster actions for
change to
colleagues
Communicate
effectively with
parents & the
public
GSE: 1,2,3,4
D4: Commitment
to promoting
social justice
through
education
K4:
Philosophical
concepts &
movements that
impact
curriculum and
instruction
A4: Defend
points of view
with good
reasons, listen
effectively to
other points of
view
GSE: 1,2,3,4
K8: Broaden
their bases of
understanding
and knowledge
in various
curricular areas
D1: Respect for
knowledge
D4: Commitment
to promoting
social justice
through
education
A7: Enter the
world of
curricular
development,
classroom
organization with
imagination &
NBPTS:
P5: Teachers are members
of learning communities.
Class facilitations
activity
Reading and
discussions.
Common
Assignment
NBPTS:
P4: Teachers think
systematically about their
practice and learn from
experience.
P5: Teachers are members
of learning communities.
Reading
discussion and
Final Issues Brief
Paper and
Presentation wt
Actions to be
taken.
4
sense of purpose
National Board for Professional Teaching Standards Five Core Propositions
Proposition 1: Teachers are Committed to Students and Learning
1.1 NBCTs are dedicated to making knowledge accessible to all students. They
believe all students can learn.
1.2 They treat students equitably. They recognize the individual differences that
distinguish their students from one another and they take account for these
differences in their practice.
1.3 NBCTs understand how students develop and learn.
1.4 They respect the cultural and family differences students bring to their
classroom.
1.5 They are concerned with their students’ self-concept, their motivation and the
effects of learning on peer relationships.
1.6 NBCTs are also concerned with the development of character and civil
responsibility.
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those
Subjects to Students.
2.1 NBCTs have mastery over the subject(s) they teach. They have a deep
understanding of the history, structure and real-world applications of the subject.
2.2 They have skill and experience in teaching it, and they are very familiar with
the skills gaps and preconceptions students may bring to the subject.
2.3 They are able to use diverse instructional strategies to teach for understanding.
Proposition 3: Teachers are Responsible for Managing and Monitoring Student
Learning.
3.1 NBCTs deliver effective instruction. They move fluently through a range of
instructional techniques, keeping students motivated, engaged and focused.
3.2 They know how to engage students to ensure a disciplined learning
environment, and how to organize instruction to meet instructional goals.
3.3 NBCTs know how to assess the progress of individual students as well as the
class as a whole.
3.4 They use multiple methods for measuring student growth and understanding,
and they can clearly explain student performance to parents.
Proposition 4: Teachers Think Systematically about Their Practice and Learn from
Experience.
4.1 NBCTs model what it means to be an educated person – they read, they
question, they create and they are willing to try new things.
4.2 They are familiar with learning theories and instructional strategies and stay
abreast of current issues in American education.
4.3 They critically examine their practice on a regular basis to deepen knowledge,
expand their repertoire of skills, and incorporate new findings into their practice.
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Proposition 5: Teachers are Members of Learning Communities.
5.1 NBCTs collaborate with others to improve student learning.
5.2 They are leaders and actively know how to seek and build partnerships with
community groups and businesses.
5.3 They work with other professionals on instructional policy, curriculum
development and staff development.
5.4 They can evaluate school progress and the allocation of resources in order to
meet state and local education objectives.
5.5 They know how to work collaboratively with parents to engage them
productively in the work of the school.
Learning Objectives
Students completing this course will be able to:
1. Analyze educational issues from a variety of perspectives
2. Relate educational issues to broader social, cultural, political, and historical
contexts
3. Synthesize information from a variety of sources
4. Apply their understanding of the educational issues related in literature, arts, and
popular culture
5. Communicate positions on educational issues, using evidence from research and
professional practice
6. Identify critical issues in contemporary education, local, national and international
7. Express perspectives in a variety of formats, both oral and written
Course Format:
The format is an inquiry based Constructive approach to teaching and learning. It
is incumbent on each of you to take what you need from this course. Therefore,
critical dialogue is the essential element through which each student interprets the
readings accordingly. Our dialogue will draw on the following: (1) the experiences,
backgrounds, and knowledge of all class members; (2) critical yet, thoughtful
engagement, reflection, and preparation of the readings, and shared teaching
activities; (3) in class videos and guest speakers. You will also conduct your own
research and share this with colleagues.
Disability Services
Students needing accommodation should immediately inform the course instructor.
Students will be referred to Disability Services (503-725-4005) to document their
disability and to obtain support services when appropriate.
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Assignments Evaluation
Class Participation and Attendance
40 points
Class Project
50 points
Common Key Assignment
10 points
Assignments
Class Participation and Attendance (40 points)
Class Reading Discussion
16 pts for all chapter discussion questions
14 pts for chapter facilitating discussion and example of activity
It is expected that each candidates turn in a discussion question for each chapter reading
from “The Flat World and Education” by Linda Darling-Hammond, EXCEPT the
chapter that you are taking full responsibility to facilitate the discussion because you and
your partners already have your discussion questions.
A candidate is responsible for facilitating a portion of the class discussion on the assigned
chapters/readings in text, “The Flat and Education”. Do Not summarizes the readings.
Instead you are encouraged to prepare an outline (to hand in to the instructor) including
the following: written discussion questions, development of a format for conducting the
discussion, and an experiential activity (e.g., simulations, educational games,
visualization, cooperative learning). The discussion etc. should demonstrate the salient
ideas/concepts of the chapter. The dialogue and activities should be framed in a cogent
manner that demonstrates your ability to use the key concepts effectively to obtain
multiple perspectives. It should also provide clear example(s) of how to embed these into
classroom practice. Candidate needs to come up with an activity exemplify from the idea
or ideas of the chapter to teach/share to the class during the chapter
discussion/presentation such as a scenario, teach for moment demonstration, debate, etc.
Overall, you will be rated on your interpretation of the key ideas/issues raised in the
readings; and your preparation and engagement with the material. Active participation in
discussions, response to reading assignments, and participation in daily group activities
are vital to the overall success in this course. (14pts. See the attached rubric for detailed
rating on “Class Discussion”). (A minimum of 1-2 summary with your questions must turn
it in along with your example activity for grading.
Attendance
Candidates are expected to attend all class sessions. An absence should only occur
because of an illness or an emergency. As soon as possible, please call to let me know
you will be absent from class. If a candidate has more than one absence then a 5-point
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deduction for each time the candidate missed class. Make sure to sign in or check in to
have an accuracy of your attendance record.[10pts]
Class Project on Educational Issue (50 points)
Narrative Paper (10 points)
Each candidate will write 2-3 page personal narrative paper about a school related issue
that connect to personal experience. It is strongly recommended that each candidate
carefully decide on a topic he or she wants to do further research on the issue. This paper
will serve as an introductory work to your final project’s paper. The topic can be about an
issue that you witnessed in the past or currently struggle with as an educator in education
in local, national or international level. (Due 10/06/11)
Final Project (30 points)
Each candidate will conduct a 8-10-page research paper. This paper gives candidates an
opportunity to further explore the school issue from their personal narrative paper. The
paper should meet the following criteria in order to earn the full points:
 Paper has a clear focus, and sticks to that focus; paper communicates a main idea. It
isn’t overly long, but is long enough to develop the idea well
 Paper begins with an introduction that draws the reader in, and concludes in a way
that leaves the reader with the main idea, see paper part I
 Main ideas are illustrated with examples from your own experience. The illustrations
have enough detail that they show the reader what you mean and engage the reader’s
attention
 Paper should include information interviewed at least one person who is a
contemporary educator (Teachers, Administrators, Etc.) on the issue.
 Professional literature (Journals and Books Publications) is used to support ideas of
paper; roughly 5 pieces of professional literature are used. The professional literature
does not take over the paper, but rather augments or supports what you are saying
(Due Dec. 8, 2011)
Interview Protocol and Data Information (10 points)
Candidate needs to include evidence of his/her interview protocol and data collection
information on the issue interviewing other teacher, administrator or educator) with this
paper in order to earn this point.
Make sure candidates talk over with me as early as possible to ensure staying on track. I
do no want anyone to get tangle up by doing this project. Candidates must used fictitious
names for any person he or she interviewed in all their papers. Candidates need to make
sure they honor the privacy and confidentiality of their research participants. (See
Appendix rubric to assess final paper)
Candidates will share what they have written to their fellow classmates in class. Sharing
final project will be done in small group then open up to whole class to share any
inspiring and compiling stories from all members.
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Tk20 Assignment (10 points)
After completing the assigned readings, research project and having participated in CI
581 Issue in Education, each candidate will write a reflection belief statement (no more
than two double-spaced pages about his/her personal experiences, background, and
approach to teaching and learning. Candidate will email this assignment to me at
thaoy@pdx.edu by December 12, 2011 at 5:00 P.M. You can turn this assignment in to
me at our last class meeting if you have it done. See assignment explanation below.
Scoring Guide ~~ 10 points possible across all criterion ~~ due December 12, 2011
No
Some
Substantial
Evidence
Evidence Evidence
Criteria
(0 points)
(7 point)
(15 points)
Student reflects on his or her personal experiences and
background.
Student conveys beliefs of student achievement.
Student demonstrates actions in teaching that he or she
will take in understanding different issues in education.
Student clearly states how he or she will work with
diverse students and their families in accommodating
any educational issues as needed.
Student includes elements of social justice in the
statement and addresses education equity concerns.
This assignment is a culminating paper that addresses the course essential questions on page 2.
Grading scale:
A = 91% or above
B = 81% - 90%
C = 71% - 80%
+/- will be given at the
discretion of the instructor
University Policy regarding Incompletes (p. 64 in PSU
Bulletin):
A student may be assigned an “I” grade only when the
following four criteria apply:
1. The quality of work up to that point is C level or above.
2. Essential work remains to be done (work that would
affect the grade).
3. Reasons must be acceptable to the instructor. The student
does not have the right to demand an “I”. The
circumstances must be unforeseen or beyond the control of
the student.
4. A written agreement is made and signed by both the
student and instructor.
Quality of Paper
All papers must be typed, double-spaced, 1” margin on all sides, carefully proofread (use
spellchecker) with a title page, which lists the paper title, the name, the course number
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and title, and the instructor’s name and date. All papers are due on their due date. There
will be no excuse for late work and no make up work. If any candidate plans to be out of
town he/she may turn the work in early or ask a classmate to turn it in for you. Advanced
email submission is also permitted. Paper and references must be cited in American
Psychological Association (APA) style.
All presentations for this course can be done in Powerpoint, multimedia, transparencies,
or other visual aids. Advanced notice to the instructor is required if any computer or other
equipment is needed for the presentation.
Important Note: Active participation and discussion in this class is expected and all
candidates must demonstrate respectful and courteous behavior towards other
candidates’ diverse opinions. In addition, professional behavior includes: a) no
discriminatory comments or behavior; and b) willingness to work with all colleagues in
any form of grouping/pairing activities. Candidates need to pay attention to people’s
intention as well as the effects of their words, and take responsibility for them. I do not
want any candidate to feel left behind or be unheard in class. If you have an issue either
related to the class assignments or about the class itself I would appreciate it that you
come and talk to me in person. I am available to meet you either before and after class
or by appointment during office hours. Take responsibility/be accountable for your own
actions and behaviors. Turn off or put pulse all cell/mobile phones. Take charge of
your personal and professional depth/breath of learning. Let’s learn and have fun
together.
Disposition Concerns: Dispositions become increasingly important to the development of
collaboration skills, communication skills, reflective teaching and responsible behavior.
For further information please consult with the university web site at
http://www.ess.pdx.edu/osa/policies-codes.htm or Portland State University Student
Conduct Code #577-031-0136. Any student suspected of, based on substantiated
evidence, academic dishonesty such as plagiarism and cheating, will be dismissed from
the class.
Required Reading
Darling-Hammond, L. (2010). The flat world and education: How American’s
commitment to equity will determine our future. New York: Teaches College
Press
Recommending Readings
Nelson, J.L, Palonsky, S.B, & McCarthy, R. M. (2006). Critical issues in education:
Dialogues and dialectics. New York: McGraw Hill
Provenzo, E. F., Jr. (Ed.). (2006). Critical issues in education: An anthology of readings.
Thousand Oaks, CA: Sage.
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Schedule of Class Events
Week 1
9/29/11
Welcome! Self-Introduction
Review of Syllabus & Course Expectation
Reading assignment and classroom community building
Linda Darling-Hammond on Facing Challenges - youtube video
Reflection on personal challenges
Homework
Reading
Week 2
10/06/11
Reading Discussion, Darling-Hammond, Chp. 1
Share personal narrative part I Due (Small Group Discussion and
Feedback)
Lecture: Student in Transition and Transformation at School
Homework
Reading
Week 3
10/13/11
Darling-Hammond, Chp. 3
Reading Discussion Chp. 3
Finish Children in America’s School and Discussion
Homework
Reading
Week 5
10/27/11
Darling-Hammond, Chp. 2
4:00-5:00 pm meet in the PSU-Library, RM 160 with Robert Schroeder
for Library Research Orientation.
Back to Regular 5:15 pm., Reading Discussion, Chp. 2
Video: Children in America’s School
Homework
Readings
Week 4
10/20/11
Darling-Hammond, Chp. 1
Darling-Hammond, Chp. 4 & 5
No Class Meeting. Professor is out of town
11
Week 6
11/3/11
Reading Discussion Chp. 4 & 5
Video: Educating to End Inequity/Discussion
Homework
Reading
Week 7
11/10/11
Reading Discussion, Chp. 6
Dr. Esperanza Dela Vaga , Dr. Anita Bright, and Dr. Yer Thao- Issues in
ESL/Bilingual Education
Homework
Reading
Week 8
11/17/11
Darling-Hammond, Chp. 6
Darling-Hammond, Chp. 7
Reading Discussion Chp. 7
School of Thoughts: Comparative Education Between USA and Japan
International Education Experience
Homework
Reading Darling-Hammond, Chp. 8
Week 9
11/24/11
Week 10
12/01/11
Thanksgiving Holiday. University Closed
Reading Discussion Chp. 8
Video: It’s elementary and discussion
Homework
Reading Darling-Hammond, Chp. 9
Week 11
12/08/11
Reading Discussion Chp. 9
Final Project due & small group share
Class reflection on educational issues
Course Evaluation
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End of Syllabus Fall 2011Dr. Thao
Attachment:
CI 581: Issues in Education
Class Discussion Rubric
Excellent [14]
Introduction is
clear;
Excellent,
interactive content
discussion, multiple
perspectives
Facilitated
discussion clear,
complete analysis
and synthesis of
ideas in readings
Uses several
relevant provocative
activities and
examples; Excellent
integration of
content; language is
professional, and
free of jargon, bias.
Excellent
professionalism and
delivery
Engaging and
persuasive; involves
audience, peers.
Good [10]
Introduction is easy
to grasp; Good
examples of content,
some perspectives
Facilitated
discussion mostly
clear, complete and
accurate
Great integration of
content; uses varied
examples and
activities. Language
is mostly free of
bias; and free of
grammar errors.
Good
professionalism and
delivery
Interesting;
Sometimes involves
the audience, peers.
Acceptable [6]
Introduction can be
understood/some
aspects not well
defined, Fair
examples of content,
limited perspectives
Facilitated
discussion
somewhat clear,
complete, and
accurate
Adequate
integration of
content; language is
professional free of
bias; several
grammatical and
spelling errors are
evident.
Fair professionalism
and delivery
Not Acceptable[2]
Introduction is not
provided, or is not
easy to understand;
Poor examples of
content, no
perspectives
Facilitated
discussion not clear,
incomplete and
inaccurate
Slightly engaging;
Seldom involves the
audience, peers.
Not engaging;
Minimally involves
the audience, peers.
Unacceptable, poor
use of language,
sentences have
several grammatical
and spelling errors
and language is not
professional.
Unprofessional and
dis-organized
CI 581: Issues in Education
Paper/Presentation Rubric
Criteria
Clear Focus
Paper
Excellent
(30)
Proficient,
Interesting, Shows
originality of
thought
Proficient
(25)
Focus point is clear,
Shows some
originality of
thought
Well organized,
Shows some
13
Needs Work
(15)
Focus point is
vague, Not well
support, No
originality of
thought
Paragraphs are
Incomplete
(0)
No focus point or
overall point
Paragraphs are not
Organization
Logical
development, and
Persuasive
Support of
Claims/Eviden
ce
Original and
insightful support
and evidence; paper
protocol & data
information
Content
Offers excellent
responsive to
research questions
and appropriate
cultural context
APA guideline; Adheres to APA
APA Citations guideline and
citations
Paper Quality
and Creative
Presentation
Excellent
professionalism and
delivery; Engaging
and persuasive
organized, Some
clear points and
develop thesis
incoherent, Lack of
logical, No
Connections and
have no focus
Each point is
Some points are
supported by
unsupported,
clearly relevant
Support offered
citations and/or
does not relate to
example
the points
Addresses some
Minimal response
research questions
to research
and appropriate
questions and
cultural context
appropriate cultural
context
Generally adheres
Occasionally
to APA guideline
adheres to APA
and citations
guideline and
citations
Good
Fair professional
professionalism and and delivery;
delivery; Interesting Slightly engaging
related to the thesis
No reference to
primary and
secondary support
sources
No evidence of any
responsive to
research questions
and appropriate
cultural context
Does not adhere to
APA guideline and
citations
Unprofessional and
dis-organized
delivery; Not
Engaging
Note: It is expected that your paper should be free of grammatical, spelling errors and
language is professional.
14