WTE220- Educational Psychology

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WTE220- Educational Psychology Powered By Docstoc
					                                            EDU201
                                     Foundations of Schooling
                                            Fall 2007
                                           9:40-11:40
                                              T-TH

 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

 e-mail             dburwell@albertson.edu




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.




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MATERIALS
Texts
Educational Foundations: An Anthology by Roselle K. Chartock
Experience and Education by John Dewey

Suggested Software
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)

COURSE DESCRIPTION
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.

THEMES
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
          educational philosophy.

         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.




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COURSE OBJECTIVES
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
               practice.
              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.

COURSE EVALUATION:

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
leader?

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
way.

CLASS SCHEDULE
 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
                                                          teachers?
 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



                                                      3
 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
                           Test #1
 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
                           Mid-Term
 Oct 30-Nov 1              Peddiwell p. 149              The Struggle for the American Curriculum
                                                         Scientific Management
 Nov 6-8                   Dewey Experience &            Progressive Education 1920-2007
                           Education
 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
                           Test #2
 Nov 27-29                 Freire p. 239                 Existentialism & Postmodernism
                           Steiner p. 158
                           Montessori p. 163
 Dec 4-6                   Research Paper
                           Presentations
 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.

Plagiarism:
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.)


Honor Code:
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.




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