Voice: 10:00-10:50amClass ParticipationHandouts, Distribution of materials, Group work, ProjectsClass AttendanceGENERAL CLASS POLICIESCell phones, pagers, beepers, tape recorders, etc.Visitors in classStandards of conduct, cheating and plagiarismThe Field Experience/Classroom Observations (See also: Guidelines for Field Experience)EDU221_jw_2.pdfEDU 221: Introduction to EducationCourse Outline – Fall 2004I. Education as a career choiceMotivationPreparationStatus and rewardsNature of teaching (what do teachers do?)E. Effective teachingBecoming a teacherII. Teaching as a ProfessionA. The controversyB. Teacher organizations and unionsC. The teaching forceSupply and demandThe Field ExperienceIV. Education and schoolingA. The aims of educationB. The changing role of schools in societyC. Types of schools and how they are organizedTeaching in the urban, suburban and rural schoolsV. The Foundations of EducationSociological and culturalCultural and human diversityMulticultural and international educationBilingual educationTeaching students with special needsSocial problems affecting studentsViolence and vandalismDrugs and gangsSocioeconomic conditions/povertyClassroom management6. Families, communities and schoolsPolitical and economic: power and controlGovernment’s role in public educationFederalStateLocalHow schools are structuredHow schools are governed/controlledHow schools are financedSite/school-based managementLegal basis and issues in education and schools1. Rights of:StudentsParentsTeachersSchools and school districts2. Landmark cases in education3. Ethical dilemmasHistory of American EducationWorld roots of American educationEuropean thinkers influencing educationSocrates, Plato, AristotleCharles the Great, Thomas Aquinas, ErasmusJohn Calvin, Martin LutherJohn Amos ComeniusJohn LockeJean Jacque RousseauJohann PestalozziJean PiagetFriedrich FroebelMaria MontessoriJohann HerbartSignificant events in EducationDevelopment of schools in Colonial TimesNew England ColoniesMiddle-Atlantic ColoniesSouthern ColoniesColonial, National, Common SchoolUniversal/ProgressiveBen FranklinThomas JeffersonNoah WebsterHenry BernardCommon SchoolHorace MannBenjamin RushEmma WillardJohn DeweyNorthwest Ordinances 1785-87Higher Education in AmericaMorrill Land Grant Colleges ActBureau of Indian AffairsEducation after the Civil War (1865-1944?)Freeman’s BureauBooker T. WashingtonW.E.B Du BoisMary McLeod BethuneEducation After World War II/ModernCold WarCivil rights MovementEducation for students with disabilitiesEqual Rights for WomenCompensatory Education and ConservatismReforms, Standards and AccountabilityPhilosophical FoundationsWhat is philosophyBranches of philosophyMetaphysicsEpistemologyAxiologyLogicEducational philosophiesRealismIdealismThomismHumanismPragmatismProminent education philosophersVI. Teaching and LearningCurriculum and instruction1. Who controls2. Teachers’ roles3. New trends and reformsB. Standards and Assessment Authentic assessment techniquesC.Technological applications to teaching and learningVII. Do you really want to teach/Report of FieldExperiencesTextbook: Teaching in America, 3rd. ed., George S. MorrisonJjw6/04revGLENDALE COMMUNITY COLLEGE Introduction to Education EDU 221 Course Syllabus-Fall 2004 Instructor: Dr. Johnette J. Williams MWF 8:00-8:50am Office: 9:00-9:50am Voice: 10:00-10:50am E-mail: [email protected] REQUIRED: Teaching in America, 3rd ed., George S. Morrison, Allyn and Bacon, 2003 Selected Readings (TBD) . DESCRIPTION OF THE COURSE: Introduction to Education is an overview or survey of education and educational institutions in our society. The course examines current issues, trends, educational reforms, roles and responsibilities of teachers and other educators, and the nature of the teaching profession. As an academic course, the student will examine the historical, philosophical, political and economic (governance and financing), social and cultural aspects, and legal issues surrounding American public education. In this course, students will gain an understanding of the role and responsibilities of the teacher by participating in a minimum of 30 hours of field experience. The field experience is a corequisite or a requirement and must be completed in a public elementary and secondary school, however alternative schools such as charter schools, magnet schools, religious and special schools may be acceptable. COURSE OBJECTIVES: The primary objectives of the course are: (1) to understand the implications of choosing teaching as a profession; (2) to gain some personal insight into what goes on in a classroom; (3) develop a realistic awareness of the responsibilities and skills necessary for teaching; and (4) to develop a basic understanding of the foundations of education and their application to teaching. The field experiences as well as other course requirements will emphasize the practical realities of the nature of the work of the teacher. The foundations component of the course will introduce the student to the core body of knowledge that every educator should be aware. The field experience is a requirement and the course cannot be completed without this requirement. OFFICE HOURS: Office hours be announced and will be posted when determined. CLASS POLICIES: SEE IMMEDIATELY BELOW Class Participation Students are expected to model the behavior of professional educators in all activities associated with Education 221. Students are expected to attend all class meetings, and to manage all classroom assignments, and actively participate in class discussions associated with the course. The textbook is required and all assigned readings should be read prior to class. While all major tests will be announced, there will be unannounced quizzes. Please note that most major tests will be on Fridays. Undergraduate students are generally expected to spend 1-2 hours of class preparation for each hour spent in class. This means that you should be spending a minimum of 5-6 hours of study per week on each 3 credit class in which you are enrolled.Handouts, Distribution of materials,