CSUN: COLLEGE OF EDUCATION

PREAMBLE

The Michael B. Eisner College of Education as a professional school is committed to advancing learning, teaching and student success. This is accomplished using a developmental approach to promote reflection, critical thinking and excellence in an inclusive learning community. Its graduates are well educated , highly skilled and caring persons who are lifelong learners prepared to practice in an ever changing, multicultural world. They are committed to promoting achievement of all students as a primary measure of successful educational practice. Graduates assume service and leadership roles in public and private educational, health, and social programs and institutions. The College establishes and maintains productive partnerships throughout campus and with community schools and agencies. The faculty is committed to excellence in teaching, scholarship, service, and collaboration with the community and professionals. The values for faculty and students that form the foundation of this Conceptual Framework include the following that we value: (1) high standards in the acquisition and application of professional knowledge and skills; in subject matter, pedagogy and technology; (2) achievement of students at all levels and advance their success in accordance with national, state and national standards; (3) inclusive learning community; (4) creative, critical and reflective thinking and practice; and (5) ethical practice by caring professionals. THEME: Advancing learning, teaching and student success

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.

STUDENT LEARNING OUTCOMES

By the end of the course, students will be able to:

1. Identify theoretical and practical issues and problems in American Education and the teaching profession

2. Analyze the nature and the role of education and schooling in a democratic multicultural society

3. Describe how the California standards for the Teaching Profession, Teaching Performance Expectations, and K-12 subject matter content standards apply to instructional decision-making and of the development of professional educators

4. Explain how political, economic and demographic changes affect schools as public institutions, their curricula and teacher practice

5. Describe how schools reproduce racial, social and gender inequality

6. Explain significant challenges of cultural diversity, multiculturalism, ethnicity, and bilingual education to public schools

7. Discuss K-12 school reform and federal and state mandated educational policy and program change for public schools

8. Describe the status of the teaching profession and the teacher's working conditions in urban public schools

9. Discuss the moral responsibility of teachers to be prepared for teaching in urban schools

10. Identify the issues and challenges of parent, family and community involvement in urban schools

11. Reflect on how diverse family structures, cultural beliefs and community values affect the role of schooling in a democratic society and your role/vision as a school teacher

12. Compare and contrast the major theoretical models and approaches instruction an curriculum development as they relate to culturally divers learners

13. Apply course concepts, readings and experience to analyze issues in urban schools

14. Describe how attitudes towards and interactions with members of diverse social groups may affect teacher practice and equitable access to education

15. Reflect on the value of having diverse families and community members as partners in education; treat them with fairness and respect; seek to understand and respond to their expectations and concerns; and include them in building a shared vision of learning for all students

REQUIRED TEXTS

Freire, Paulo. Pedagogy of Freedom

Ballantine, Jeanne and Spade, Joan. Schools and Society: A Sociological Approach to Education

Annual Editions 07/08

EDUC 610 Web Readings

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.

TOTAL POINTS: 200

(A) 200 - 180 (A-) 179.5 - 176.5 (B+) 176-173 (B) 172.5 - 152.5 (B-) 152-149 (C+) 148.5-145.5 (C) 145-125 (C-) 124.5-121.5

1) CLASS PARTICIPATION 30% 60 POINTS

Each student will lead a class discussion. Students are required to correspond on the Class bulletin board for a minimum of ten times during the semester 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. As the weekly class leader - you can post your discussion question prior to the class on the bulletin board. Clearly mark your question as class-leader question.

a) classroom participation 16 points

b) discussion leader 8 points

c) journal reading(s) while discussion leader 10 points

Read 2 outside articles. One of the articles must be from the 610 list on the web, and share with the class the highlights of those articles.

d) Bulletin Board participation 20 points

e) 10-minute oral presentation on research topic 6 points

2) WRITTEN ASSIGNMENTS 30% 60 POINTS

a) One article critique (60 points)

Compare and contrast critically the major ideas presented in a minimum of 4 class readings: 3-5 pages.

3) POSITION PAPER 40% 70 POINTS

Position paper should be no more than 8 pages in length, including references, and is due on the final day of the semester. No late papers will be accepted. Students choose any educational theme and discuss how that theme exists in another country. Use the following guidelines:

1) Short description of country: its cultural, economic and political make-up;

2) Description of an educational issue in that country;

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

4) Develop an action plan that either utilizes or avoids this data in your school

I Jan. 30

Theme CULTURAL AWARENESS: a) Paradigms for Teaching and Learning; c) Education as Transmitter of Culture;

BEYOND THE CLASSROOM: Beyond the Classroom: a) Informal, Nonformal and Formal Education; b) Urban Concerns; c) educational continuity/discontinuity

II Feb. 6

Theme DIGITAL DIVIDE: a) race, gender, ethnicity and class inequities as they relate to technology

Readings 07/08: Malloy & Gambrell (p. 169); Monke (p. 179); Lederman (p. 63); Web: Farrell; Stutzman; Cuban

Optional Readings Web: Rendón/Hope 07/08: March (p. 213); Prensky (p. 217)

III Feb. 13

Theme SOCIAL CARTOGRAPHY: EDUCATIONAL PARADIGMS: Paradigm Shifts over time & Space

Readings Freire: 21 - 48 ; Ballantine: Sadovnik (p. 7); Web: Mikelson

Optional Readings Web: Pai; Bateson

IV Feb. 20

Theme ELEMENTS OF INEQUALITY - GENDER: a) single sex issue; b) multi-sex issues; c) homophobia issues

Readings Ballantine: Spade (p. 287); Jacobs (p. 393); Web: Park; Stromquist; 07/08: Gurian & Stevens (p. 176); Cook (p. 69)

Optional Readings BULLETIN: Dealing with Legal Matters; Web: Barnett & Rivers; Ballantine: Sadker (p. 227)

V Feb. 27

Theme NO CLASS: Work on Article Critique

Readings Ballantine: Grant (p. 296); Saporito & Lareau (p. 337); BULLETIN: Scott & Leonhart; Kozol; Kreiger; Web: Spring

VI March 6

Theme ELEMENTS OF INEQUALITY - RACE & DESEGREGATION & SEGREGATION : a) multicultural typologies; b) multi-racial connections; c) NCLB; d) Brown vs. Board of Education - revisited

Readings Ballantine: Bowen & Bok (p. 324); Orfield,(p. 313); 07/08: Theobald (p. 55); Wraga (p. 131); Fryer (p. 171)

Web: Spiress; Calderon; Strauss

VII March 13

Theme CURRICULUM - WHAT WE TEACH - HIDDEN CURRICULUM: a) Hidden Curriculum; b) ethnocentric Curriculum; c) TIMSS; d) International Comparisons

Readings Freire: 49 - 85; Ballantine: Delfattore (p. 177); Web: Wolff; Black; BULLETIN: Schneider

Optional Readings 07/08: Ryan (p. 135); Watson & Johnston (p. 140); Masu (p. 208)

VIII March 20

Theme CURRICULUM - TRACKING: a) Recruiting and Retaining Gifted Students from Diverse Ethnic, cultural and language group; b) Tracking

Readings Ballantine: Spade, (p. 254); Gamoran (p. 249); Web: Oakes; Hallinam, Louie; BULLETIN: AP Gap

Optional Readings BULLETIN: Grayson

IX March 27

Theme ISSUES IN EDUCATION - MULTICULTURALISM : a) non-verbal communications; b) intercultural ed.; c) simulation; d) TCK; e) Multicultural Levels

Readings Ballantine: Ogbu (p. 347); Web: Rodriguez; Berger; Reyes; Lee; Freire - pages: 1-21

Optional Readings Web: Ladson-Billings

X April 3 SPRING BREAK

XI April 10

Theme ISSUES IN EDUCATION - MORAL EDUCATION : a) moral and ethical teacher responsibilities; b) values & development of character; c) ethics; d) religion; e) Bullying

Readings Ballantine: Jackson, etc. (p. 136); 07/08: George (p. 66); Benninga (p. 83); Noguera & Cohen (p. 92); Ravitch (p. 97); Robinson & Curry (p. 99); Lane (p. 122); Bulletin: Wilkinson

Optional Readings Ballantine: Durkheim (p. 27); 07/08: Greenbaltt (p. 76); Westheimer (p. 88); Holzer (p. 104); Duncan-Andrade (p. 204)

Assignment Article Critique DUE

XII April 17

Theme ISSUES IN EDUCATION - HIGHER EDUCATION: a) access; b) transferability; c) community colleges

Readings Ballantine: Rhoads (p. 386); Levine (p. 405); Atlback & Davis (p. 449); Rosenbaum (p. 485); 06/07: Society (p. 13); Murphy (p. 38); Web: Landsberg; Jacoby, Gelber

Optional Readings Ballantine: Gamson (p. 371); Dougherty (p. 377); Spelling Commission Report on Higher Education www.ed.gov/about/bdscomm/list/hiedfuture/reports/final-report.pdf

Web: Rhodes;

XIII April 24

Theme HOW SCHOOLS WORK - STANDARDS & ACCOUNTABILITY: a) national plans and national exams; b) standards; c) Nation At Risk vs. NCLB - avenues for reform?

Readings Ballantine: Rohlen (p. 479); Illich (p. 491); 07/08: Cook (p. 6); Williams (p. 71); Cole (p. 77); Ayers (p. 162); Stern (p. 166)

Web: Hess & Kelly

Optional Readings Ballantine: Grant (p. 93); 07/08: Rose & Gallup (p. 23)

XIV May 1

Theme HOW SCHOOLS WORK - PUBLIC REFORM : a) restructuring schools; b) privatization; c) school based management/shared leadership; d) policy-making and decision-making; e) home-schooling

COUNTRY REPORTS

Readings Ballantine: Benavot (p. 413); Alexander (p. 234); Tyack & Cuban (p. 459); 07/08: Gibbs (p. 15); Turley (p. 44); Gillespie (p. 49); Holmes (p. 42); Yecke (p. 196); Beane & Lipka (p. 201); ; Web: Bauman

Optional Readings Ballantine: Lee (p. 83); Legters, (220); Web: Carnoy; Giles; BULLETIN: Amos; 07/08: Vail (p. 10); Loland (p. 182); Green (p. 109)

XV May 8

Theme CLASSROOMS FOR DIVERSITY - RETHINKING CURRICULUM & PEDAGOGY

COUNTRY REPORTS

Readings Freire - entire book; 07/08: Sanborn (p. 221); Levin (p. 224)

Optional Readings 07/08: Bamford & Utne (p. 227)

XVI May 16

Theme COUNTRY REPORTS

Assignment Position Paper DUE

FINALS FINALS WEEK - NO CLASS