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Glendale Community College EDU 230 Cultural Diversity in Education Syllabus for Fall 2004 MW 1:00 -2:15 Section 1892 Instructor: Michelle Crowley, M.Ed. Voicemail: 480-731-8866 ext. 12641 Soc. Sci. Dept.: 623-845-3685 E-mail: [email protected] Fax: 623-845-3024 Course Description: Examination of the relationship of cultural values to the formation of the child's self-concept and learning styles. Examination of the role of prejudice, stereotyping, and cultural incompatibilities in education. Emphasis on preparing future teachers to offer an equal educational opportunity to children of all cultural groups. Prerequisites: None. Required Text: Cushner, McLelland and Safford. Human Diversity in Education. 4th ed., McGraw-Hill. 2003. Course Objectives: By the end of the class, the student will be able to: 1. Explain how changing demographics influence public schools 2. Define the concept of multicultural education and its importance in public schools 3. Identify cultural influences on modes of communication, perception and world view 4. Compare concepts of racism, prejudice, ethnocentrism, stereotypes, equity and equality 5. Describe how the concepts of equity and equal opportunity have evolved into educational policy6. Identify legal precedents for educational equity and equal educational opportunities 7. Define and compare teaching styles and learning styles 8. Relate fictional literature for children to real educational situations American culture is diverse and complex. American cultural institutions, especially education, affect different groups in different ways. Schools play a powerful role in the socialization of students, and will influence the opportunities a student will have while he or she is in school and later as an adult. This course is designed to help you think critically about how you approach teaching and about the intended and unintended consequences of your teaching. Attendance: As a member of this class, you are responsible for the learning that takes place during each class. You are expected to arrive in class having read and thought about the assignments for the week. Your presence in this class is important! Our learning community will function better if you are present and prepared for each class, ready to share ideas with your peers. You cannot do this if you are absent. Serving as a resource for your colleagues is a lifelong professional role for all educators, from pre-service teachers to veteran teachers. Note that excused absences include only official school business, jury duty, subpoenas, or extreme family emergencies. If you miss more than three (3) classes, you may be dropped from the course. Grading Procedure: Assignment Points Weekly assignments 150 Online Project 30 Article Reviews 20 Literature Evaluation 30 Cultural Experience 20 Participation 50 Test # 1 (Ch. 1,2) 75Test # 2 (Ch. 3,4) 75 Test # 3 (Ch. 5,6,7) 75 Test # 4 (Ch. 8,9,10) 75 600 total points Grading Scale 540-600 pts = A (90%) 480-539 pts = B (80%) 420-479 pts = C (70%) 360-419 pts = D (60%) below 60% = F Assignments are due on the due dates at the beginning of the class period. You will find it very helpful to use MIDAS on the GCC website (www.gc.maricopa.edu) to check your grades. For the Online Project you will research on the web any aspect of multicultural education in which you are interested. Choose two sites which you consider the best for your topic, bring a printout of them to class and share your findings with us. Due Monday Sept. 27. Your Cultural Experience assignment requires you to get out of your comfort zone and observe a different culture. A one-page reflection will be due following the experience. Possible locations for this assignment will be discussed in class. Due Monday Nov. 1. Your Article Reviews are due on Wednesday, Nov. 24 and will be submitted by e-mail ([email protected]). You will choose two (2) professional journal articles which relate to our coursework and will write a summary of those articles with your reaction to the author’s main point(s). Each review should be typed, double-spaced, and no more than two pages in length. Example of article citations: An article in a journal Burns, Robert. “Class Composition and Student Achievement in Elementary Schools”. American Educational Research Journal. Spring 2002, Vol. 39, No. 1, pp. 207-233.A website What Keeps Teachers Going?. May 2003. Association for Supervision and Curriculum Development. 25 September 2004. http://www.ascd.org. For the Literature Evaluation project you will examine and report on books which are being used in classrooms in any school you are interested in or have access to. You will evaluate a minimum of three (3) books that are at the level in which you plan to teach. Your evaluation should take into consideration 1) realistic portrayals of members of ethnic groups, 2) inclusion of a fair representation of persons that make up our society, and 3) an honest attempt to break down existing stereotypes and prejudices. You can design your own checklist especially to fit your own purpose and grade level. A sample of a checklist will be provided in class. You will present your evaluation to the class and turn in a written report to me on Wednesday, Dec. 1, 2004. Late Work & Make-up Policy: Assignments and tests not completed on the due dates will be given a grade of 0. Exceptions will be made in the event of absences due to official school business, jury duty, or subpoenas. In those cases, you may expect that the make-up test will be a different version than the original. In the case of an extreme emergency, and if you contact me


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