CSUN: COLLEGE OF
EDUCATION: ELPS 203
PREAMBLE
CONCEPTUAL FRAMEWORK: The faculty of the Michael D. Eisner College of Education, regionally focused and nationally recognized, is committed to Excellence through Innovation. We believe excellence includes the acquisition of professional knowledge, skills, and dispositions and is demonstrated by the growth and renewal of ethical and caring professionals - faculty, staff, candidates - and those they serve. Innovation occurs through collaborative partnerships among communities of diverse learners who engage in creative and reflective thinking. To this end we continually strive to achieve the following competencies and values that form the foundation of the Conceptual Framework. We value: a) academic excellence in the acquisition of professional knowledge and skills; b) the use of evidence for the purposes of monitoring candidate growth, determining the impact of our programs, and informing ongoing program and unit renewal. To this end we foster a culture of evidence; c) ethical practice and what it means to become ethical and caring professionals; d) collaborative partnerships within the College of Education as well as across disciplines with other CSUN faculty, P-12 faculty, and other members of regional and national educational and service communities; e) diversity in styles of practice and are united in a dedication to acknowledging, learning about, and addressing the varied strengths, interests, and needs of communities of diverse learners; and f) creative and reflective thinking and practice.
CATALOG DESCRIPTION
This introductory foundation course is designed to provide students with the fundamental knowledge of the understanding of the American educational enterprise, especially problems in urban multicultural schools. Concepts and methods from the fields of sociology, philosophy, and the politics of education are used to gain knowledge of, understand, and analyze the current conditions of American schools and to evaluate selected proposals/models for reform. A minimum of 20 hours of observation and participation in a multicultural school and community setting is required.
COURSE JUSTIFICATION
This course was modified to meet California's Senate Bill 81 that mandated an agreed upon compact between the CSU and Community Colleges to develop lower division course, Introduction to Teaching, that will include K-12 subject matter standards, Teacher Performance Expectations, and a 20-hour coordinated field experience in an K-12 learning environment. The 203 course content was developed to include all the changes required by California's Senate Bill 81.
COURSE OBJECTIVES
The major purpose of this course is to help students formulate a foundation for critical and reflective thinking about both theoretical and practical issues and problems in American education, schooling and the teaching profession. 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. In particular, students will develop an awareness how the Teacher Performance expectations apply to instructional decision-making and development of professional educators and will develop an awareness how K-12 subject matter content standards informs instructional decision-making.
ACADEMIC HONESTY POLICY: Academic Honesty Policy: Plagiarism is intentionally or knowingly representing the words, ideas or work of another as one's own in any academic exercise. You must cite the source (Author, date) not only when you quote an author directly (within " ") but when you borrow their opinion or interpretation for your work, or when you summarize their main ideas in your own words. Plagiarism (including having others do your work for you) is grounds for failing the course. Cheating or plagiarism can also lead to you being expelled or suspended from CSUN and/or special programs (see Section 41301, Title 5, California Code of regulations).
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
This course was modified to meet California's Senate Bill 81 that mandated an agreed upon compact between the CSU and Community Colleges to develop lower division course, Introduction to Teaching, that will include K-12 subject matter standards, Teacher Performance Expectations, and a 30 hour coordinated field experience in a K-12 learning environment. The 203 course content was developed to include all the changes required by California's Senate Bill 81.
CSUN COMMUNICATION
CSUN sends all official communications by e-mail, including registration information. Check your CSUN e-mail as soon as you've activated your university account. Using any Web browser, go to www.csun.edu/webmail. Enter your CSUN User ID and Password. To forward your CSUN e-mail to your Yahoo, Hotmail, or other preferred address, go to www.csun.edu/account, log in and select Mail forwarding. However, do be aware that some transmissions are not successful. To remain informed, it is in your best interest to continue to check your CSUN e-mail account throughout the semester.
Writing Issues: Problems with writing can lower your grade if ideas are not conveyed clearly with correct writing mechanics. Students who have difficulty with written academic English should: 1) seek guidance from the professor during office hours and 2) seek writing tutoring from the CSUN Writing Center, 818/677-2033 or at http://www.csun.edu/lrc/writing/wcconference.php
Disabilities: If you know you have or think you might have a disability that could affect how you do in this class, please contact Students with Disabilities Resources (677-2684, Student Services Bldg. 110) for free, confidential help and information. You are welcome to share this information with me, if you wish; the sooner in the semester you let me know, the better I can help you with accommodations.
A note on laptops: Use of laptops interferes with your active participation. I respectfully request that you not use a laptop in class because of the powerful potential for distraction and potential for abuse. If you use a laptop, you may be asked to show that it does distract yourself or others (e.g., by submitting notes taken during class, meeting with me, etc.). Turn off all cell phones & pagers before class.
REQUIRED TEXTS
Natalie G. Adams, Christine Mary Shea, Delores D. Liston, and Bryan Deever, Learning to Teach. Lawrence Erlbaum Associates, Publishers (Mahwah, New Jersey)Paulo Freire, Pedagogy of Freedom. Rowman & Littlefield (Lanham)
ELPS 203 Web-Readings AND Moodle Readings
INSTRUCTIONAL METHODS AND REQUIREMENTS
The The course is conducted as a seminar in which students are responsible for class and bulletin board discussions based upon assigned readings, lectures, and videos. Students are expected to come to class prepared to discuss the week's readings. Students who have not done the required reading may risk losing participation points. Assignments stress critical thinking skills of topics addressed in course readings and emphasize concepts and ideas rather than memorization of facts. All class assignments are to be typed and are due BEFORE the conclusion of class. Late papers are deducted two points for each day late. All required assignments must be completed prior to receiving extra-credit points.KEY ELEMENTS FOR SUCCESS IN THIS CLASS
1) Do ALL the readings prior to class so that you can discuss them. THERE IS NO excuse for you not to do the readings
2) Three unexcused absences will result in an automatic fail from this course.
3) Writing Issues: Problems with writing can lower your grade if ideas are not conveyed clearly with correct writing mechanics. Students who have difficulty with written academic English should: 1) seek guidance from the professor during office hours and 2) seek writing tutoring from the CSUN Writing Center, 818/677-2033 or at http://www.csun.edu/lrc/writing/wcconference.php
4) Disabilities: If you know you have or think you might have a disability that could affect
how you do in this class, please contact Students with Disabilities Resources (677-2684, Student Services Bldg. 110) for free, confidential help and information. You are welcome to share this information with me, if you wish; the sooner in the semester you let me know, the better I can help you with accommodations.
5) Laptops: Use of laptops interferes with your active participation. I respectfully request that you not use a laptop in class because of the powerful potential for distraction and potential for abuse. If you use a laptop, you may be asked to show that it does distract yourself or others (e.g., by submitting notes taken during class, meeting with me, etc.). Turn off all cell phones & pagers before class.
(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 (D+) 121-118 (D) 117.5-97.5
TOTAL POINTS: 200
1) CLASS PARTICIPATION 20 % 40 POINTS
a) Classroom Participation (15 points)
Come to class and participate in discussions & activities
b) Discussion Leader (10 points)
Summarize reading by highlighting 5 main and/or interesting points
c) Oral Group Movie Presentation (8 points) See instructions
s) 10-Minute Oral Presentation on Position Paper (7 points) See instructions
2) MOODLE- Written Reflections/Commentary 12 % 24 POINTS
The first posting must be done before Feb. 5
8 Postings must be completed before March 14
Students are required to have 14 Moodle postings, four of which must respond to the main themes of the Freire text. One of these four postings must compare the entire book to your class observations. Postings provide critical reflection, similar to what you may write in a reflective journal, on how class readings and your own observations are affecting they way in which you teach and/or the way in which you view the educational profession.
3) WRITTEN ASSIGNMENTS 18 % 36 POINTS
3 Activity Reflections (12 points each). Critically analyze class themes that combine a) reading materials; b) class discussions; c) class movies and d) real-life observations. Each narrative reflection is 1-2 pages in length.
Journal. A journal based on class-room observations is required for completion of the course. This is a non-graded assignment. See below for instructions.
4) MIDTERM 30 % 60 POINTS
Take-Home Midterm consisting of defining terms and essays will be given.
5) POSITION PAPER 20 % 40 POINTS
This research project should be no more than 8 pages in length, including references, and is due on the final day of the semester. No late papers are accepted. Students choose any theme they want, but must discuss that theme first in an international setting, i.e. via a country other than the United States and then to compare it to education in the Greater L.A. area. Use the following guidelines:
1) Short description socio-economic and political make-up of country (6 pts);
2) Description of an educational issues in that country (10 pts);
3) Connections of your educational issue to the U. S. (10 pts);
4) Show how the information that you learned will help you as a future teacher (14 pts).
I Jan. 21 CULTURAL AWARENESS: a) Paradigms for Teaching and Learning; b) Education as Transmitter of Culture; INTRO TO THE PROFESSION OF TEACHING
a) education for mind, body, spirit; b) connecting Teacher Performance Expectations to the development of professional educators and connection to meeting grade level standards; b) Hollywood: Portraits of Reality?
I Jan. 23 BEYOND THE CLASSROOM: Beyond the Classroom: a) Students at Risk; b) Urban Concerns; c) educational continuity/discontinuity;
Moodle: Read: Educational Opportunity Report
COMPLETE O/P Survey & E-Mail copy
II Jan. 28 EDUCATIONAL CARTOGRAPHY: PEDAGOGICAL PARADIGMS 1: a) Who determines what is learned?; b) Who controls education?
Freire - pages: 21-28
II Jan. 30 EDUCATIONAL CARTOGRAPHY: PEDAGOGICAL PARADIGMS 2: a) Paradigm Shifts: Critical, Feminist and Post-Modernist Perspectives
Watch: RSA Animate Changing Education Paradigms
HomePage: Chang & Au
HomePage: McQueen
III Feb. 4 Digital Divide
technology and intersection of race, gender, ethnicity & class inequities and ethic teacher responsibilities
HomePage: Farrell
Moodle: Watch: "Shift Happens"
Moodle: Read: Washington Post
III Feb. 6 RACE, SEGREGATION AND RE-SEGREGATION
a) role of race and diversity in our schools; b) Re-segregation; c) Centric Curriculum and Pedagogy
HomePage: Spiress
Moodle: Kozol
IV Feb. 11 FOUR CAPITALS
HomePage: Mikelson
Special Circumstance Letters DUE
IV Feb. 13 TEACHER ACTIVISM: a) choices for change
Freire - pages: 29-48
V Feb. 18 TEACHER AS HERO - PART 1
V Feb. 20 TEACHER AS HERO - PART 2
VI Feb. 25 URBAN ED ISSUES: CRITICAL MULTICULTURAL EDUCATION - 1: a) levels of critical multicultural education
Freire - pages: 49 - 85
VI Feb. 27 URBAN ED ISSUES: CRITICAL MULTICULTURAL EDUCATION - 2: a) Social Class
Moodle: Read: Child Poverty
Moodle: Read: ACT C&CR Report Movie Group # 1
VII March 4 NO CLASS
VII March 6 URBAN ED ISSUES: CRITICAL MULTICULTURAL EDUCATION - 3: a) levels of critical multicultural education
HomePage: Reyes
Reflections # 1 DUE
VIII March 11 URBAN ED ISSUES: INTERCULTURAL-MULTICULTURAL ISSUES: a) non-verbal communications and education
HomePage: Bateson
HomePage: Lee
VIII March 13 URBAN ED ISSUES: POST-MULTICULTURAL? a) global nomads
HomePage: Rodriquez
Movie Group # 2
IX March 18 URBAN ED ISSUES: MULTICULTURAL FOUNDATIONS
a) Moral Education; b) Choices for Change
HomePage: Dotinga
IX March 20 URBAN ED ISSUES: TRACKING & STANDARDS a) Tracking & Access; b) de-skilling and re-skilling
HomePage: Hallinam
HomePage: Oaks & Lipton
HomePage: Mitchell
Reflection # 2 DUE
X March 25 STANDARDS: a) how standards inform practice b) standards and prescription curriculum; c) common core
Moodle: Read: Sirota
Moodle: Watch: Helsinki Education
Moodle: Read: Common Core
X March 27 ACCESS & COMPLETION: a) getting in; b) staying in
HomePage: Hayasaki
Moodle: Watch Cracking the Codes
XI April 1 MIDTERM REVIEW Movie Group # 3
XI April 3 NO CLASS: TAKE-HOME MIDTERM
Midterm will be posted on the Bulletin Board on APRIL 2 by 10:00 a.m. E-mail responses directly to rabyrl@aol.com by APRIL 5 at 2:00 a.m. (I.E. - JUST AFTER MIDNIGHT ON FRIDAY)
DO NOT RESPOND YOUR MIDTERM ANSWERS TO MOODLE Midterm
XII April 8 SPRING BREAK
XII April 10 SPRING BREAK
XIII April 15 Urban Ed Issues: Why Restructure schools?
a) high-stakes testing; b) privatization; c) Race to the Top (R2T)
Moodle: Watch: Children Left Behind
Moodle: Watch: California From 1st to Last
Moodle: Read: Education for All
XIII April 17 Urban Ed Issues: International Movements: International Ranking & Diversity
a) International Ranking: TIMSS & PISA; b) language and international education HomePage: Black
HomePage: Wolff
Moodle: Watch: William Schmidt 1 & 2
Reflection # 3 DUE
XIV April 22 CHARTER SCHOOLS AND INSTITUTIONAL CHANGES
Moodle: Watch: YouTube Videos
"Charter School Controversy"
Moodle: Dylan (GreenDot)
Movie Group # 4
XIV April 24 RESTRUCTURING SCHOOLS: a) restructuring the teaching profession; b) teacher initiated reform; c) power of one
HomePage: Raugh
HomePage: Bauman
Jamie Oliver Food Revolution
Moodle: Watch:
XV April 29 BEYOND PARENTS - BUILDING EDUCATIVE COMMUNITY
Home Page: Giles
Movie Group # 5
XV May 1 CLASS PRESENTATIONS
XVI May 6 CLASS PRESENTATIONS JOURNAL DUE
XVI May 8 CLASS PRESENTATIONS
LAST DAY OF CLASS POSITION PAPER DUE
