CSUN: COLLEGE OF EDUCATION

PREAMBLE

The College of Education, as a professional schools, promotes reflection, critical thinking and excellence in teaching through interdisciplinary studies in an inclusive learning community. Its graduates are well educated persons who view themselves as lifelong learners and who are prepared to practice in an ever changing, multicultural world. Graduates assume service and leadership roles in educational programs and institutions, health and social institutions, and public and private settings. The College established and maintains productive partnerships with community schools and agencies. The faculty is committed to excellence in teaching, scholarship and collaboration with the community and professions. Guiding Values for all activities in this Course: (1) an inclusive learning community; (2) high standards in the acquisition and application of professional knowledge and skills; (3) creative, critical and reflective thinking and practice; (4) development of ethics and high standards for professional practice.

CATALOG DESCRIPTION

Prerequisite: Graduate Standing, EDUC 600 or equivalent. Students will explore critical issues and changes, such as, cultural diversity, technology, institutional relationships and problems, and emerging theories and practical applications that influence the educator in today's society. The course focuses upon the role of the teacher as innovator, decision-maker and scholar.

COURSE OBJECTIVES

The major purpose of this course is to help studnets formulate a foundation for critical thinking about economic, political, technological, and cultural influences on the development of educational policy and to analyze California's cultural diversity and its' implications to teaching, learning and curriculum development. High priority is given to student development of logical reasoning, clear writing and analytical skills in order to facilitate their study of any educational issue with an open, informed and critical eye. Students will engage in critical inquiry as a way of clarifying and addressing the pressing challenges that face American Public schools.

REQUIRED TEXTS

Jack L. Nelson, Stuart B. Balonsky, and Kenneth Carlson. Critical Issues in Education (4th Edition). San Francisco: McGraw-Hll Companies, Inc. 2000

Geofrey E. Mills. Action Research. Upper Saddle River, NJ.: Prentice-Hall, Inc., 2000

610 Reading Disk

INSTRUCTIONAL METHODS AND REQUIREMENTS

The course is conducted as a seminar in which students are responsible for class and e-mail discussion based upon readings, lectures and videos. Students are expected to come to class prepared to discuss readings, and use computer technology and research orientations for course assignments and final research paper. Assignments stress critical thinking skills and emphasize concepts and ideas rather than memorization of facts. TYPE ALL ASSIGNMENTS AND present them to the instructor BEFORE the conclusion of class. Late papers will be deducted two points for each day late.

INSTRUCTIONAL METHODS AND REQUIREMENTS

Course is conducted as a seminar in which students are responsible for class and e-mail discussion based upon readings, lectures and videos. Students are expected to come to class prepared to discuss readings, and use computer technology and research orientations for course assignments and final research paper. Assignments stress critical thinking skills and emphasize concepts and ideas rather than memorization of facts. Please type all assignments. Late papers will be deducted two points for each day late. Papers are due BEFORE the conclusion of class. 3 unexcused absences results in an automatic fail.

TOTAL POINTS: 100

1) CLASS PARTICIPATION 30% 30 POINTS

Each student will lead a class discussion. Students are required to correspond with Dr. Raby a minimum of two times during the semester by e-mail (two e-mails must occur after the quiz) to provide critical commentary and reflection, similar to what you may write in your own reflective journals. Reflect how class discussion, class readings, class video have affected the way in which you teach and/or the way in which you view the educational profession. Students must also have at least six postings in the class Bulletin Board.

a) classroom participation (9 points)

b) discussion leader ( 6 points)

c) e-mail participation ( 4 points)

d) Bulletin Board participation (9 points)

e) 10-minute oral presentation on research topic (2 points)

2) WRITTEN ASSIGNMENTS 30% 30 POINTS

Compare and contrast critically the major ideas presented in 5 or more of the reading materials and/or subject themes: 3-5 pages. Points will be awarded for the following:

a) DESCRIBE ARTICLE: I have already read the articles! Do not go into detail. Just tell me the most important THEMES and TRENDS.

b) DEFINE AND USE TERMS: Use special terminology used in the article, or discussed in class

c) SHOW CONNECTION TO ONE OR MORE OF THE EDUCATIONAL PARADIGMS

d) INTERRELATE ARTICLES. Show similarities/differences or explore common themes that are found in all the articles.

e) PERSONALIZE: Show how you relate (or do not relate) to the articles. This can be done via the use of personal examples, case studies, etc.

f) CRITICAL ANALYSIS: MOST IMPORTANT COMPONENT! BE CRITICAL! Analyze what you are reading. Do you approve/disapprove? like/dislike? ALWAYS ASK WHY !

3) ACTION RESEARCH REPORT 40% 40 POINTS

Action Research report is no more than 10 pages in length, including references, and is due on the final day of the semester. No late papers will be accepted.

a) Choose an educational theme in a country other than the United States

b) Give a short description of the country: its cultural, economic and political make-up;

c) Interpret data and describe that educational issue in your chosen country

d) Describe connections of your educational issue to the U.S.

e) Analyze how education in your school can benefit from inclusion or knowledge of this data

f) Develop an action plan to utilize or avoid this data in your school

SESSION I: CULTURAL AWARENESS & BEYOND THE CLASSROOM

a) WEB & ERIC/ Library Materials; b) Paradigms for Teaching and Learning; c) Education as Transmitter of Culture; d) Cultural Similarities/Differences - New Majority; e) Informal, Nonformal and Formal Education; f) Culture of Poverty; g) Students at Risk and Other Concerns in Urban Schools; h) educational continuity/discontinuity; i) intergroup relations and curriculum content; j) Conflict Resolution

SESSION II: MORAL EDUCATION

a) Values & Education; b) moral and ethical responsibilities of teachers; c) moral education & development of character; d) religion

READINGS: Nelson: Chapters 11 Nelson Optional: Chapter 18 Disk: Judith Torney-Purta

SESSION III: TRADITIONAL SOCIAL CARTOGRAPHY

a) Approaches to educational inquiry - Who determines What is learned?; b) Paradigm Shifts: Classical Humanism; Structural/ Functionalism; Conflict; Dependency/Liberation

READINGS: Nelson: Chapters 1 Nelson Optional: Chapter 7 Disk: Young Pai

SESSION IV: SOCIAL CARTOGRAPHY : Contemporary

a) Phenomonology; b) Feminism; c) Post-Modernism; d) Inequalities of Technology

READINGS: Nelson: Chapter 5 Disk: Marilyn Cochran-Smith

SESSION V: MULTICULTURAl PARADIGMS

a) levels of multicultural education

READINGS: Arnove: Chapters 4 & 7; DISK: Marilyn Cochran-Smith SESSION VI: MULTICULTURAL ISSUES

a) ethno-centric curriculum for ethnic groups;

READINGS: Nelson: Chapter 9 Nelson Optional: Chapter 4 Disk: Lee; Berger Mills: Chapter 2

SESSION VII: INEQUALITY & EDUCATIONAL ACCESS

a) Equity & Access; b) School Funding; c) Tracking; d) gender issues

READINGS: Nelson: Chapter 6 Disk: Oakes

SESSION VIII: DIGITAL DIVIDE

a) Digital Divide; b) Technology

READINGS: Disk: Rendón/Hope Mills: Chapter 5

ASSIGNMENT: Article Critique Due

SESSION IX: SOCIAL CHANGE: NATIONAL ROLES

a) national plans and national exams; b) standards;

READINGS: Nelson: Chapter 10 Nelson Optional: Chapter 13 Disk: Laurence Wolff

SESSION X: SOCIAL CHANGE: INSTITUTIONAL CHANGES

a) restructuring public schools; b) privatization; c) school- based management and shared leadership; d) educational policy-making and decision-making; e) home-schoolingl;

READINGS: Nelson: Chapter 2, 19 Nelson Optional: Chapter 12 Disk: Carnoy

SESSION XI: NO CLASS

Mills: Chapter 1 & 6

SESSION XII: SOCIAL CHANGE: TEACHERS ROLES

a) teacher initiated reform; b) curriculum and learning theories; c) parent involvement; d) restructuring schools and the teaching profession; e) beyond parents - building an educative community; f) reflection

READINGS: Nelson: Chapter 15 Nelson Optional: Chapter 14 & 16 SESSION XIII: Country Reports