SYLLABUS
History of Education in the United States (EDF 615)
Marshall University Graduate School of Education and Professional Development
100 Angus E. Peyton Dr.
South Charleston, WV 25303
Phone: (304) 746-2500 or 1-800-642-9842
COURSE:
EDF 615: History of Education in the United States
CREDIT HOURS:
3 hours
PREREQUISITES:
None
TEXT:
Urban, J.U. & Wagoner, Jr., J.L. (2009). American Education: A
History (4th Edition). Routledge, New York. 468 pages.
This text will be available in the MUGC bookstore (304-746-2501).
INSTRUCTOR:
Name:
Address:
E-Mail:
Telephone:
Elizabeth Campbell, Ph.D.
KANAGC 244
MU Graduate School of Education & Professional Development
100 Angus E Peyton Drive, South Charleston, WV 25303
campbelle@marshall.edu
304.746.1984
COURSE DATES (please see Marshall University Academic Calendar for additional dates):
Course Starts:
August 26, 2013
Last Day to Drop Course:
November 1, 2013
Course Ends:
December 12, 2012
FORMAT:
This course will be delivered entirely online utilizing the course development
and delivery product called Blackboard. The designation of an online course
means that it is interactive and delivered on the Internet online, thus the student
should be aware of the hardware, software and other requirements for
successful utilization of the delivery format.
TECHNICAL ISSUES AND HELP:
http://www.marshall.edu/muonline/technicalfaq.asp
Help Desk Phone Numbers:
(304) 696-3200 Huntington, WV
(304) 746-1969 Charleston, WV
(304) 689-8638 Toll Free Number
RATIONALE:
Current issues of educational policy, curricula, and teaching are rooted in deep
historical contexts that are too often ignored. Understanding how America’s
educational history has shaped its educational present can also help students
understand contemporary educational theories, practices, and structures. This
course focuses on the significant historical, social and political forces that have
shaped—and continue to shape—the American schooling system.
Three philosophical questions will serve as the impetus for discussion and
reflection during the course:
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Why do we educate?
Whom do we educate?
Who benefits from education?
GOALS:
1. Investigate the origins in American educational and social history of current
issues related to multicultural and bilingual education.
2. To trace the development of education during the following periods of American
history: The Colonial Period; The Post- Revolutionary Period; The Period of 18201865; The Period of 1865-1915; The Period of 1915 to Present.
3. To appreciate the significant forces, movements, ideas, and conflicts that have
shaped the present American school system.
4. To trace the development of present local, state and federal structures in
American education.
5. To equip educators with knowledge of past teaching techniques and concepts—
whether successful or unsuccessful—as a basis for assessing the limitations and
predicting the outcomes of proposals for change and innovation in educational
practice.
OBJECTIVES:
1. Differentiate how education was generally approached in Colonial American
regions (New England, Middle Colonies, and the Southern Colonies).
2. Explain the importance of an educated populace to the new nation during the
late 18th and early 19th centuries.
3. Summarize the essential elements that made up the common school
movement of the early 19th century.
4. Describe the education system of the South in the 19th century.
5. Assess the federal government’s changing role in education changed during
the mid to late 19th century.
6. Define the elements of progressive education and highlight the educational
leaders of this movement.
7. Explain the changing role of the teacher, both in the workplace and in
educational preparation in the early 20th century
8. Evaluate the major differences between the progressive movement and the
essentialists.
9. Interpret the importance of Brown v. Board of Education.
10. Interpret the impact of the National Defense Education Act on the education
system.
11. Assess how the Elementary and Secondary Education Act (ESEA) changed the
role of the federal government’s involvement in education.
12. Explain the impact of the Civil Rights movement on the American education
system, with particular attention to its impact on African Americans, women,
Latinos, and Native Americans.
13. Interpret the educational community’s response to A Nation at Risk.
14. Analyze and contextualize contemporary standards and accountability
movements.
COURSE REQUIREMENTS:
There are three assignment types in this course: Short response (précis) papers,
online discussions with classmates on selected topics, and a final short (8 page)
paper.
The completion of a reading topic abstract (a précis) is required from each
student on a regular basis. These short papers (1 to 2 pages) represent the
largest portion of the course workload. See the particulars of this assignment
under Reading Assignments in the course. Each précis is worth a maximum of 70
points each.
Online discussion of the course readings is a critical component of this course.
Students will be expected to contribute to the online discussions on a regular
basis. Discussions are worth a maximum of 40 points each.
Each student will choose a topic based upon her or his reading and write a
reaction paper related to the topic. See Reaction Paper on the course for
details. This assignment is worth a maximum of 150 points. Although this is the
final assignment in the course, it would be best to review this assignment very
early in the semester as that will help you develop a topic for the paper.
All assignment due dates are listed in the course calendar and within this
syllabus. In general, assignments are due on Sundays.
DUE DATES FOR ASSIGNMENTS:
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Getting Started
Assignment 1: Chapter 2
Assignment 2: Chapter 3
Assignment 3: Chapter 4
Assignment 4: Discussion
Assignment 5: Chapter 5
Assignment 6: Chapter 6
Assignment 7: Chapter 7
Due Date: September 1, 2013
Due Date: September 8, 2013
Due Date: September 15, 2013
Due Date: September 22, 2013
Due Date: September 29, 2013
Due Date: October 6, 2013
Due Date: October 13, 2013
Due Date: October 20, 2013
Assignment 8: Chapter 8 &
Reaction Paper Rough Draft
Assignment 9: Discussion &
Reaction Paper Rough Draft
Due Date: October 27, 2013
Assignment 10: Chapter 9
Assignment 11: Chapter 10
Assignment 12: Chapter 11
Assignment 13: Chapter 12
Due Date: November 10, 2013
Due Date: November 17, 2013
Due Date: November 24, 2013
Due Date: December 1, 2013
Reaction Paper
Due Date: December 8, 2013
Due Date: November 3, 2013
Please note: You may turn your Reaction Paper Rough Drafts in anytime
between October 20th and November 3rd.
REVISION POLICY:
I will accept assignment revisions as long as you completed and submitted the
assignment on time. If an assignment is unsatisfactory, I may return it to you, ungraded,
for revision. All revisions must be turned back to me within two weeks of being
returned to you.
LATE POLICY:
Late assignments lose ten percent of the available total points during the first seven
days they are late, and another ten percent during the next seven days they are late.
Assignments submitted more than two weeks after the due date will receive ZERO
points. No assignments—including revisions—will be accepted after December 12th,
2013.
GRADING:
1000 - 900 points = A
899 - 800 points = B
799 - 700 points = C
699 - 650 points = D
649 or below = F
WEIGHTING OF GRADES:
Précis postings = 770 (11 @ 70 points each)
Online discussions = 80 (2 @ 40 points each)
Final project/Reaction Paper = 150 (Rough draft @ 25 points; Final paper @ 125 points)
Possible total points = 1000
MARSHALL UNIVERSITY PLAGIARISM POLICY:
Marshall University’s academic policies are spelled out here:
http://www.marshall.edu/wpmu/academic-affairs/policies/
As a Marshall student, it is your responsibility to familiarize yourself with these policies,
which include information about everything from academic dishonesty to inclement
weather to disability services. Please familiarize yourself with these policies, especially
section 3.13 of the Academic Dishonesty Policy, which covers plagiarism:
3.1.3 Plagiarism: Submitting as one’s own work or creation any material or an
idea wholly or in part created by another. This includes:
3.1.3.1 Oral, written and graphical material.
3.1.3.2 Both published and unpublished work
3.1.3.3 It is the student’s responsibility to clearly distinguish their own work from
that created by others. This includes the proper use of quotation marks,
paraphrase and the citation of the original source. Students are responsible for
both intentional and unintentional acts of plagiarism.
CONTENT MAJOR TOPICS (Includes topic areas for Final Reaction paper topic):
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Names and issues treated in the reform reports of the 1980s that sparked the
call for educational reform in the eighties: A Nation at Risk, The Nation
Responds, and others.
Status of Schooling in each group of Colonies: New England; Middle; and
Southern. The influence of social class economics, and religious beliefs on
education in each group of colonies.
Significance of education in New England for the development of American
schools.
The New England Elementary School Curriculum as a reflection of Puritan
philosophy.
Tutorial Schools, Old Field Schools, Dame Schools, Charity Education
Status of schooling during the period of the American Revolution.
Influence of European Thinkers
Impact of an Expanding Frontier on society and education
Development of district system and local control
Impact of Revolutionary War on Education
The ideal of free, compulsory, universal education
U.S. Constitution and education
Monitorial Schools
Sunday Schools
Education and State Constitutions
Period of Transition
Rise of Jacksonian Democracy, the Westward Expansion
The Industrial Revolution
Common School revival
Birth of American high school
Morrill Act 1862
Kindergarten
Normal Schools
Minority Education
Educational Opportunities for Women
Status of Education, the Period of 1865-1918
Era for the development of the modern American school system
Westward expansion, growth of industry, growth of agriculture, and population
growth due to natural increase and immigration.
Americanizing immigrants
Settlement houses and adult education
Native American education in the late 19th and early 20th century
Educating children in urban slums
Impact of Civil War on education in the South
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National Education Association
Junior High School
Growth of High Schools
Committee of Ten
Accreditation
Reorganization of High Schools
Vocational and Industrial Education
Hatch Act 1887
Agricultural Education at High School and College levels
Parochial and Private Education
New University Model
Schools and College for Minority Groups
Teacher Education
First American Normal School 1839
Development of Kindergarten
Educational Developments to World War I
Status of Education, the Period 1918-Present
Impact of Civil Rights Legislation
Brown v. Board of Education
Tuskegee Institute (Tuskegee Model)
Growth after World War I
Numbers of Students, Teachers, and Facilities
Growth of Secondary education
New issues concerning School and Society
Progressive Educational Movement
Child Study and Testing and Measurement
Growth of Education After World War II Higher Education
National Defense Education Act
Elementary and Secondary Education Act
Standards and accountability movements
COURSE BIBLIOGRAPHY:
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School Experience. Lawrence: University Press of Kansas.
Adamson, John William (1965). Pioneers of Modern Education: 1600-1700. Cambridge:
University Press.
Adamson, John William (1972). Pioneers of Modern Education in the Century (with a
forward by Joan Simon). New York: Teacher's College Press.
Anderson, J.D. (1988). The Education of Blacks in the South, 1860-1935. Chapel Hill: The
University of North Carolina Press.
Anyon, Jean. (1997). Ghetto Schooling: A Political Economy of Urban Educational
Reform. New York: Teacher's College Press.
Apple, Michael W. (2013). Educating the Right Way: Markets, Standards, God, and
Inequality. Hoboken: Taylor & Francis.
Atkinson, Carroll & Eugene Maleska (1962). The Story of Education. Philadelphia: Chilton
Company Book Division.
Bowen, James (1972). History of Western Education. New York: St. Martins Pres.
Boyd, William (1950). History of Western Education. London: A.C. Black.
Brubacher, John S (1966). History of the Problems of Education. New York: McGraw-Hill.
Butti, R. Freeman, & Laurence A. Cremin (1953). A History of Education in American
Culture. New York: Rinehart and Winston.
Butts, Freeman (1978). Public Education in the United States: From Revolution to
Reform. New York: Holt Rinehart and Winston.
Chambliss, J.J. & James Joseph (1971). Enlightenment and Social Progress Education in
the 19th Century. Minneapolis, MN: Burgess Publishing Company.
Cole, Percival Richard (1972). History of Educational Thought. Westport, CT: Greenwood
Press.
Commager, Harry Steele (1976). People and Their Schools. Bloomington, IN: Phi Delta
Kappa Educational Foundation.
Cordasco, Francesco (1976). Bilingual Schooling in the United States: A Sourcebook for
Educational Personnel. New York: McGraw-Hill.
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Mifflin.
Cunningham, P. (Spring 1989). “Educational History and Educational Change: The Past
Decade of English Historiography.” History of Education Quarterly, 29: 77-94.
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Educational Thought and Practice Since 1820.” History of Education Quarterly;
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Esles, Nolan, & Donald Waldrip (1978). Magnet Schools: Legal and Practical Implications.
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Social and Intellectual Foundations. New York: McGraw-Hill.
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College University Press.
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Meyer, Adolphe H. (1972). Educational History of the Western World. New York:
McGraw-Hill.
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109: 76-81.
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Random House.
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a Social History of Teaching. New York: Routledge/Falmer.
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Edition). New York: Prentice-Hall.
Pulliam, John D. & James J. Van Patten. (2013). The History and Social Foundations of
American Education. Boston: Pearson.
Raymont, B. T. (1937). History of Education of Young Children. New York: Longs, Green,
and Company.
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Rippa, S.A. (1997). Education in a Free Society. New York: Longman.
Rury, John. (2004) Education and Social Change: Themes in the History of American
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the Education of Dominated Cultures in the United States. New York: McGrawHill.
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McGraw-Hill.
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