Foundations of Schooling
Instructor Don Burwell, Ph.D Office Jewett 102
Phone Office (459-5232) Office M-W-F 11:00 AM
Home (454-2542) Hours or by arrangement
This course introduces all three themes of the ACI Education Department
Conceptual Framework emphasizing theme 1: Community of Learners
The Course also emphasizes the following Idaho Core Teacher Principles
Principle 1-b. The teacher can represent and use differing viewpoints, theories, "ways of knowing" and
methods of inquiry in his/her teaching of subject matter concepts.
Principle 1-c. The teacher understands how students' conceptual frameworks and their misconceptions for
an area of knowledge can influence their learning
Principle 5- The teacher helps the group to develop shared values and expectations for student interactions,
academic discussions, and individual and group responsibility that create a positive classroom climate of
openness, mutual respect, support, and inquiry.
Principle 6- The teacher knows how to ask questions and stimulate discussion in different ways for
particular purposes, for example, probing for learner understanding, helping students articulate their ideas
and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging
convergent and divergent thinking, stimulating curiosity, helping students to question.
Principle 9- The teacher understands methods of inquiry that provide him/her with a variety of self-
assessment and problem-solving strategies for reflecting on his/her practice, its influences on students'
growth and learning, and the complex interactions between them. The teacher values critical thinking and
self-directed learning as habits of mind.
Educational Foundations: An Anthology by Roselle K. Chartock
Experience and Education by John Dewey
Dr. Paper Dr. Paper is an inexpensive ($15.99) software package that includes Word templates for
formatting papers in either APA or MLA style. Included is “CiteWrite”, a reference formatter that helps
you collect and format bibliographic information for research papers.
Various readings to be handed out in class (or uploaded on-line)
The purpose of this course is to introduce students to the foundations of Schooling in America. The course
explores the philosophical, social, legal and historical foundations of American Education. Specifically,
the course focuses on contemporary and historical thought and issues in American Education as they relate
to the larger society. You will engage in a critical study of the schooling system and social order and reflect
on the legal and ethical obligations of teachers in a democratic society.
Following are specific themes that will be addressed in the course:
Finding a “Teaching Self”- You will explore the complexity of teaching through reading,
writing and discussion. This theme is designed to help you begin to think about the role of teacher
in American society and to participate in activities which will lead you to assess your own
seriousness about the teaching profession.
The philosophical foundations of American education- Philosophical foundations include an
examination of a variety of philosophies of education, including idealism, realism, pragmatism,
existentialism and current postmodern variations. You will be asked to write your personal
The historical foundations of American education. Historical foundations include brief
examinations of cultural forces that influenced the development of American education. Our
examination of American education includes the colonial period, the rise of the common schools,
the early “struggle for the American Curriculum”, the progressive education movement and the
school reform movement from the 150’s to the present time.
The sociological, political and cultural foundations of American education. This theme looks
at the interaction between the institution of school and the communities it serves. In particular, we
will focus on the communities from which learners come to the institution of school and how the
experience of school serves to liberate and bind participants in the enterprise of schooling.
By the end of the course you will be able to:
Discuss those questions concerning education that are philosophical in nature.
Identify and analyze in terms of their metaphysical, epistemological, and axiological
positions the major philosophical systems that have influenced education in America.
Through readings, lecture and class discussion, draw inferences as to the
relationship between various philosophical positions and current educational
Formulate and write a personal philosophy of education.
Based upon readings, lecture and class discussion, identify and describe the various eras in
the history of American education
Based upon readings, lecture and class discussion, explain how the “struggle for the
American curriculum has been reflected in the history of school reform.
Based upon readings, lecture and class discussion, describe the various school reform
efforts in American education from 1900 to the present.
Choose a specific topic in American educational reform to research and write about.
1) Engagement (10%): Here I evaluate your performance as a class member. Did you participate in class
discussions? Was this participation of value to the class? How well did you engage with the texts and with
your fellow classmates? Did you share your questions? Did you participate effectively as a discussion
2) Tests (30%): There will be two tests, a mid-term and a final exam.
3) Discussion leader (20%): You will be asked to lead one or two class discussions (whole class or group)
based upon readings from the Chartock text. Due the next class period will be a short 2-3 page reflection on
the discussion: How you prepared for the discussion; what went well; what you would do differently; what
you learned about yourself as a “teacher.”
4) Educational Philosophy (10%): You will write a brief 4-6 page reflection describing your emerging
philosophy of education. This document should be included in your portfolio.
4) Research Paper (30%) You will select a specific topic from the general area of 20 th-21st century
educational reform. You will research the topic and include your references in the paper (APA style). The
paper should be of reasonable length (15-20 pages) to adequately cover the topic. I will devote a certain
amount of class time to discussing this paper with the whole class and to meeting with you individually.
This is not an assignment that you can do at the last minute, so I will have some “check points” along the
WEEK MATERIALS TOPIC
Sept 6th Course overview
“Place map” activity
Sept 11-13 Various readings from Presenting place maps.
chapter 1- Chartock What are the “foundations” of schooling?
What are the characteristics of a “good” teacher?
Of a “poor” one? Does popular culture stereotype
Sept 18-20 Chart p. 139 Philosophy- what is it and what does it have to do
Allegory of the cave. P. with education?
180 Idealism as a philosophy of education
Sept 25-27 Archibold p. 188 Realism as a philosophy of education
A.N Whitehead p. 169
Oct 2-4 Time line p. 70 Schooling in Colonial America 1600-1800
Taylor p. 84 The “construction” of childhood
Oct 9-11 Pestalozzi p. 119 The National Era 1800-1830
Froebel p. 123 Europeans who influenced American Education
Channing p. 126 The Lancasterian System
Nock p. 102
Oct 16-18 Mann p. 105 The Common School 1830-1890
Oct 30-Nov 1 Peddiwell p. 149 The Struggle for the American Curriculum
Nov 6-8 Dewey Experience & Progressive Education 1920-2007
Nov 13-15 Dewey Experience & The Open Classroom & Child centered education
Education Post WW II reform
Conroy p. 214
Kozol p. 225
Nov 20-22 Holt p. 195 The structure and organization of schooling
School to Work p. 234
Hirsch p. 242
Nov 27-29 Freire p. 239 Existentialism & Postmodernism
Steiner p. 158
Montessori p. 163
Dec 4-6 Research Paper
Finals Week Final exam
Academic Support Services and ADA Compliance
Any student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) who
needs to arrange reasonable accommodations must contact Academic Support Services and the instructor at
the beginning of each semester. Accommodation arrangements must be made within the first two
weeks of the beginning of this course.
Plagiarized work will result in a failing grade. Plagiarism, as defined by the Standard College Dictionary,
is “to appropriate and pass off as one’s own writings, ideas, etc. of another.” Students may utilize
information from any source as long as the reader is provided with full and proper acknowledgement of the
source. Be sure to use proper notation (APA Style) when using another person’s words and ideas. If you
do your own work and document where you got your information, ideas, and concepts, then it will be easy
to avoid plagiarism. (This is adapted from Albertson College English Department.)
Students are expected to uphold the Albertson College of Idaho Honor Code policy by making a pledge at
the end of written work that their work is their own and original.