Askins, EDU 2510 Syllabus Fall,2014
EDU 2510: FOUNDATIONS & DEVELOPMENT OF AMERICAN EDUCATION
Fall, 2014 - 2 SEMESTER HOURS
Course will extend through the first ten weeks of the semester.
PROFESSOR:
OFFICE:
OFFICE HOURS:
G. Jewell Askins, Ed. D.
E-MAIL:
gja8b@uvawise.edu
139 Darden Hall
PHONE:
(276) 328-0163
MWF: 12:00-3:00 PM, by appointment after 3 PM; TTh 11:00
AM-12:30 PM, by appointment after 3 PM
I. COURSE TITLE
Foundations & Development of American Education—2 credit hours
II. COURSE DESCRIPTION
This course is essentially a study of American education, including the
history of American education and the major philosophical and sociological forces
affecting education, with emphasis on contemporary issues, problem, and patterns
relative to curriculum design and development in American schools. This course is
also an introduction to a teacher’s role in understanding and developing
collaborative relationships with their students’ families to support students’
physical, cognitive, and social development. Attention is also given to the legal status
of teachers and students with respect to federal and state regulations.
III. MATERIALS
Johnson, J. A., Dupuis, V. L., Musial, D., Hall, G. E., & Gollnick, D. M. (2014).
Foundations of American education: Perspectives on education in a changing world.
(16th ed.). New York: Pearson.
IV. GENERAL COURSE OBJECTIVES
A. To broaden & enrich students’ understandings of American education;
B. To familiarize the student with the major historical events & developments
that have led to current concepts & practices in American education;
C. To develop in each student an awareness of philosophical & sociological
contributions of individuals, groups of people, & movements that have affected &
helped shape American education;
D. To develop an awareness & understanding of the cultural diversity in our schools
& how to function effectively with diversity;
1
Askins, EDU 2510 Syllabus Fall,2014
E. To acquaint each student with some of the current problems, practices, & issues
confronting education in America and to explore their causes & possible effects;
F. To provide each student the opportunity to develop & enrich his/her
understanding of the role of the different levels of government in terms of their
governance & structure, the legal aspects, & the financial support of American
education;
G. To provide each prospective teacher the opportunity to learn to appreciate the
heritage of the American teacher & the teaching profession & to become a better
informed and more thoughtful educator; and
H. To acquaint each student with the responsibilities of teachers to cultivate
collaborative relationships between schools and families in order to understand and
support children’s physical, cognitive, emotional, and moral development within the
context of family, culture, school, and community.
V. COURSE REQUIREMENTS
A. Visit the websites to learn how to register for PRAXIS I and other
required ETS assessments, and the VCLA. Printing and submission of webpage(s)
will count as extra credit.
B. Write an essay on “Why I want to teach.” Include in this essay ideas about what
makes an effective teacher and how this model motivates a desire to teach. (The
Education Department values writing as a competency skill, so if you need
assistance, ask someone to proofread your paper and make revisions before
submitting your paper to me.) (10 points; 2-3 pages).
C. Write a summary of a current news article about an education issue of interest to
you. This news item can appear in print, online, or on television. Please submit the
actual article as well as your summary. Additionally, you will present the article to
the entire class for discussion purposes. (10 points total)
D. Complete field-based experience—Each student must complete and log twenty
(20) hours of a field experience in an appropriate classroom setting. Students must
submit signed time sheet/log and a teacher-completed evaluation form to
document the field experience; students are also required to write a 1-2 page
reflection paper on the experience, including an interview with the observed
teacher and documentation of the educational philosophy of teacher(s) with
supporting examples. Tutoring of students is encouraged. Documents must be
signed by the cooperating teacher after all observations are completed. (25 points)
E. Prepare a creative education history project (using a poster, videotape, audio
recording, slide presentation, or some other creative media) dealing with a topic,
2
Askins, EDU 2510 Syllabus Fall,2014
person, or idea that is of interest to you. You must sign up for a project topic. You
will have the opportunity to do a brief presentation of your project. (20 points)
F. Write an essay which discusses your evolving teaching philosophy. This essay
must include references and supporting examples from specific philosophies and/or
educational theories. (15 points)
G. Complete a final exam; format will be multiple choice from text readings and
short essay from class presentations and discussions of current education
topics/issues. (20 points).
VI. GRADING SCALE
A+ 98—100
A 95—97
A- 92—94
B+ 89—91
B 86—88
B- 83—85
C+ 80—82
C 77—79
C- 74—76
VII. TENTATIVE COURSE SCHEDULE
D+ 71—73
D 68—70
D- 65—67
F
0—64
This course meets MWF for 10 weeks for 50 minutes: section 01 meets from 10:0010:50 A.M; section 02 meets from 11:00-11:50 A.M. On Monday of each week, we
will discuss current education news. During the course, each student must present
and turn in a hard copy of a newspaper or magazine articles dealing with current
news in education, along with a summary of the article; if you are summarizing a
video presentation then documentation of the video clip will suffice for the hard
copy. (These will be used for our discussions. You may use articles from the
websites at the end of each chapter. Education in the News section in text may
provide ideas for searching for articles.)
We will meet for the first ten weeks of the semester on a regular MWF schedule.
The exam for the course will be given at the final class meeting. You should try to
begin your 20 hours of field experience as soon as possible with a goal of completion
by the final class meeting; however, if you cannot complete the field experience by
that date, you may submit documentation of completion before the scheduled day
for exam if this course were a three-credit hour course.
First class meeting is August 20, 2014, to review the syllabus and to sign up for field
experience placements.
SYLLABUS
Weeks
Weeks 1-3
Topics/Assignments
The Teaching Profession (Ch. 1) pp. 1-25
3
Askins, EDU 2510 Syllabus Fall,2014
VOCABULARY: mentoring, high-need areas/teaching field
shortages, teacher dispositions, education research,
accreditation programs, State certification, UVa-Wise TEP,
INTASC principles, PRAXIS Series and other licensure
assessments, NBPTS, salaries, etc.
C. Article presentations begin on Week 3 and will continue
throughout course
UVa-Wise TEP Requirements
A. Extra Credit: Praxis and VCLA Website (Due by end of
week 3)
B. Essay (Why I Want to Teach) (Due by end of week 2)
Weeks 4-7
The Early History of Education in a Changing World (Ch. 2)
pp 26-51
Historical Perspectives of Education (Ch. 3) pp. 52-73
PBS Videos
VOCABULARY: Instructor will provide handout of key
vocabulary.
E. Creative Project on History of Education Topic--Due date
will be set during course
Weeks 8-9
Philosophy: Reflections on the Essence of Education
(Ch 4) pp.74-99
Building an Educational Philosophy in a Changing World
Ch 5) pp. 100-137
VOCABULARY: metaphysics, epistemology, axiology, Idealism,
Realism, Pragmatism, Existentialism, Essentialism,
Behaviorism, Positivism, Progressivism, Humanism,
Constructivism
F. Education Philosophy Paper due date will be set during
course
Week 10
Organizing and Paying for Education (Ch. 9) pp 225-257
Legal Perspectives on Education (Ch. 10) pp 258-293
G. Exam on last day of class during 10th week
D. Observation Hours and Essay due on actual or scheduled
exam day
VIII. RESPONSIBILITIES OF THE STUDENT
Such learner dispositions as attendance and punctuality are especially important for
the student preparing to become a teacher. Regular attendance in class is a vital
part of the educational process. Students should inform the instructor in a timely
manner regarding anticipated absences. Absences traditionally meriting an
4
Askins, EDU 2510 Syllabus Fall,2014
“excused from class attendance” include hospitalization, other serious illness, death
in the family, observed religious holidays, and authorized university activities.
Students can receive a grade deduction of one letter grade beginning with the
fifth absence from class—regardless of the reason, unless the professor
determines that the extenuating circumstance is worthy of more leniency.
Additional absences may result in further grade penalties and a grade of “F”
(according to college policy) if over 50% of class is missed.
If we need to modify the class meeting time during the semester, it will be the
student's responsibility to check his/her college email to be aware of the updated
schedule.
Additionally, all assignments are to be completed on time. If an assignment and/or
exam is missed due to absence, the missed assignment and/or exam must be made up
within one week; if the work is not completed in a timely manner, the student will
receive a “0” for that assignment/exam. Late assignments will not be accepted except
in cases of extreme circumstances and with the permission of the instructor.
If you need course adaptation or accommodation because of a documented
disability or if you have emergency medical information to share with me, please
make an appointment to talk with me as soon as possible. To make inquiries
regarding disability services, please contact Whitney Wells, ADA Coordinator, at
276-328-0265 or wew3x@uvawise.edu, or visit Academic Support Services in
Zehmer Hall.
IX. RIGHTS OF THE INSTRUCTOR
The instructor has the right to adapt (or revise) assignments to meet the
specific instructional and professional needs of each student with respect to each
student’s major and the area of teaching endorsement the student is pursuing. The
instructor also has the right to revise the syllabus during the semester to make
adjustments for missed class meetings or other events that may arise.
X. PROFESSIONAL DISPOSITIONS POLICY
Students preparing to become teachers should be aware of and practice
traditionally recognized professional dispositions of effective teaching/teachers.
These dispositions include
•
•
•
•
•
Regular and punctual classroom attendance;
Responsibility for timely completion of assignments;
Responsibility for following stated standards of classroom performance;
Participation in and contribution to class discussion;
Demonstration of interest in course content;
5
Askins, EDU 2510 Syllabus Fall,2014
•
•
•
•
Use of effective and acceptable language standards in communication, both
orally and in writing;
Demonstration of respect for others and their ideas;
Demonstration of a positive attitude toward teaching and learning/the
teaching profession; and
Modeling of good hygiene and appropriate care in personal appearance.
Serious failure to demonstrate these dispositions will be documented by the
instructor and discussed with the student. Students are urged to read the policy on
professional dispositions in the Education Department section of the UVa-Wise
College Catalog.
6