AEDF 321 Dynamics of American Public Education Fall 2008 Instructor: Dr. Judith Miller Section 001: MW 10 -11:15am Office: B&E Building, Room 210 D B&E 144 Phone:641-3206 E-Mail: [email protected] Office Hours: MW Also By Appointment 11:30am-12:30pm; 1:30-3pm I. Descriptive Information Course title: Dynamics of American Public Education: 3 hours credit Catalog description: Extensive treatment of social, political, economic, and philosophical influences that have shaped public education. Study of financial, organizational and legal aspects of education. II. Required text: 1. Teachers, Schools, and Society A Brief Introduction to Education, David Sadker & Karen Zittleman, 1st edition 2. Student Reader CD accompanying text: The Teachers, Schools, and Society Reader Your student CD contains readings and case studies that will build on chapter context. Some articles will be assigned, and others not. 3. The text website( www.mhhe.com/sadkerbrief1e) includes a number of useful resources: chapter summaries, links to relevant Internet resources, practice test questions and explanations for the answers, a national poll on education- related questions, suggested projects, news on current education topics and other text features. Be sure to check the Classroom Observations. These brief clips are filled with practical insights. III. Course Objectives and Goals: This course provides a critical overview of historical, intellectual, social and political foundations of American education. Within this context, it also examines current trends, contemporary research, and future issues. This course offers extensive treatment of the economic, philosophical, organizational and legal aspects of education. INTASC Standards(Interstate New Teachers Assessment and Support Consortium) are blended with course content. From historical, philosophical, and contemporary perspectives candidates will examine, analyze, discuss, and reflect upon: a. The teacher as a planner: Learning effective methods for instructional planning that include, but are not limited to, accommodating for differing learning styles, an awareness of cultural uniqueness, special needs of students, and the critical importance of planning in effective teaching outcomes.b. The teacher as an instructor: Characteristics of effective teaching include, but are not limited to, models of effective instructional techniques, biographical knowledge of outstanding teachers, and philosophical constructs required of effective teachers. c. The teacher as a manager: From a historical and contemporary perspective, learning how schools are organized, managed, and controlled. Attention is directed to the legal aspects of teaching and the governance structures in American education. d. The teacher as a communicator: Through classroom exercises and discussions, candidates will learn to translate their knowledge into written and spoken mediums that are critical to effective teaching. e. The teacher as a professional: With knowledge of philosophical and historical issues, the candidate will come to understand, communicate, and implement the professional responsibilities of an effective teacher. Course Activities: Students will be engaged through small group problem solving activities, classroom discussions, Power Point presentations, individual projects, and assigned readings. Topics and Themes: 1. Teachers and Students--The initial phase of the course focuses on the nature of teaching, student diversity, and life in school. Why teach? Is teaching a profession? How do students learn most effectively? How can teachers meet the different learning styles of students? How do social dynamics and family life impact student learning? 2. Foundations of Education –This section explores how schools developed, including the historical events and personalities that shaped today’s schools. What should schools be teaching? The powerful role of economics, race and gender are explored. How are schools financed and governed, and how do laws impact teachers and students? 3. Schools and Classrooms--This section focuses on school as a social institution. Are vouchers and charter schools a step forward? How do accountability and high-stakes testing impact the learning environment? How do teachers deal with biased textbooks? How common is censorship in school?Course Requirements: 1. Attendance and participation 2. Readings from the text, Student CD Reader, and other assigned articles. 3. Completion of all exams, essays and other assignments. 4. Participation in a variety of learning activities, including classroom role-plays, website activities, personal reflections, etc. As required under the State of South Carolina Education and Economic Development Act (EEDA), the USCA School of Education must assess candidates on their knowledge and understanding of career awareness as defined in the Personal Pathways to Success power point. Therefore, as an exit requirement for all students enrolled in AEDF 321, students must demonstrate their knowledge of career guidance, clusters of study and elements of the Career Guidance Model by passing an on-line examination with a score of at least 85%. Student Evaluation: The following criteria will be utilized for grade evaluation: 1. Attendance and class participation* 2. Reflection assignments 3. Hourly exams 4. Passing score on Career Pathways assessment I view this class as a learning community. The learning experience for all of us will be enhanced if you are an active participant. So attendance and participation do count! *Attendance: Students are expected to attend each class. Should unusual life events require you to be absent from class, discuss the request for an excused absence with me prior to the