CSUN: COLLEGE OF
EDUCATION: ELPS 303
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
This course is designed to provide teacher candidates 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 politics of education are used to 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 setting is required. Prerequisite: Admission to a basic teaching credential program.
COURSE OBJECTIVES
The major purpose of this course is to help teacher candidates formulate a foundation for critical 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.
REQUIRED TEXTS
Education 04'/05' - Annual Editions, ed. Schultz, Duskin Publishers (Guildford, Conn)Paulo Freire, Pedagogy of Freedom. Rowman & Littlefield (Lanham)
Kanpol, Barry Critical Pedagogy. Bergin & Garvey
Natalie G. Adams, Christine Mary Shea, Delores D. Liston, and Bryan Deever, Learning to Teach. Lawrence Erlbaum Associates, Publishers (Mahwah, New Jersey)
ELPS 303 Web-Reading
INSTRUCTIONAL METHODS AND REQUIREMENTS
The course is conducted as a seminar in which students are responsible for class and bulletin board discussions based upon assigned readings, lectures, and audio-visual materials. Students are expected to come to class prepared to discuss the week's readings. Students are responsible for using computer technology and research skills for course assignments and final position paper. Assignments stress critical thinking skills and emphasize concepts and ideas rather than memorization of facts. Type all class assignments and present them to the instructore BEFORE the conclusion of class. Late papers are deducted two points for each day late.
Course is conducted as a seminar in which students are responsible for class, bulletin board participation in discussions based upon assigned readings, lectures, and videos. Students are expected to come to class prepared to discuss the week's readings. Students are responsible for using computer technology and research skills for course assignments and final position paper. Assignments stress critical thinking skills and emphasize concepts and ideas rather than memorization of facts. Type all class assignments and present them to the instructor BEFORE the conclusion of class. Late papers are deducted two points for each day late.(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 18 % 36 POINTS
Each student is responsible for leading a class discussion. Students are required to have at least 8 postings in the class Bulletin Board, four of which should respond to the main themes of the Freire text. These postings should provide critical commentary and reflection, similar to what you may write in your own reflective journals. Reflect how class discussion, class readings, class videos have affected they way in which you teach and/or the way in which you view the educational profession. Students can also post their class leader discussion questions prior to class. Clearly mark your posting as class-leader question. In total, each student will receive points for:
a) classroom participation 12 points
b) discussion leader 6 points
d) Bulletin Board participation 16 points
e) 10-minute oral presentation on research topic 2 points
2) WRITTEN ASSIGNMENTS 27 % 54 POINTS
a) One short written assignment (6 points)
b) 4 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.
3) MIDTERM 30 % 60 POINTS
Midterm consisting of defining terms and essays will be given.
4) POSITION PAPER 25 % 50 POINTS
Research projects should be no more than 10 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 in an international setting, i.e. via a country other than the United States. Use the following guidelines:
1) Short description of country: its cultural, economic and political make-up;
2) Description of an educational issues in that country;
3) Connections of your educational issue to the U. S.
4) Show how local education can benefit from this international/multicultural knowledge.
CULTURAL AWARENESSa) WEB & ERIC/ Library Materials; b) Paradigms for Teaching and Learning; c) Education as Transmitter of Culture; d) Cultural Similarities/Differences - New Majority
BEYOND THE CLASSROOM
a) Informal, Nonformal and Formal Education; b) Culture of Poverty; c) Students at Risk and Other Concerns in Urban Schools; d) educational continuity/discontinuity; e) intergroup relations and curriculum content; f) Conflict Resolution
READINGS: NONE
INEQUALITY: DIGITAL DIVIDESa) race, gender, ethnicity and class inequities
ASSIGNED READINGS: 04'/05': Maurer (16); Graham & Metaxas (18); Kanpol: Chapter 1
SOCIAL CARTOGRAPHY PART 1
a) Approaches to educational inquiry - Who determines What is learned?; b) Paradigm Shifts: Classical Humanism; Structural/ Functionalism; Conflict; Dependency/Liberation
ASSIGNED READINGS: DISK: Pai; Freire: Pages 1-19; Kanpol: Chapter 2; 04'/05: Martinson (20);
ASSIGNMENT: Conflict Activity DUE
SOCIAL CARTOGRAPHY PART 2a) Phenomonology; b) Feminism; c) Post-Modernism
ASSIGNED READINGS:; DISK: Marilyn Cochran-Smith; Freire: Pages 21 - 48; Kanpol: Chapter 3
ASSIGNMENT: Reflection # 1 DUE
MARCH 4 - NO CLASS
Disk: Rendón/Hope; Spring 04'/05': Reeves (4);
MARCH 11 - NO CLASS
Kanpol: Chapter 4-5; Freire - pages: xi - xxxii
SOCIALIZATION
a) Socialization Process: Individual, Family, Peers, Schools, Society; b) Political, Economic Changes; c) non-verbal communications; d) intercultural education;.
ASSIGNED READINGS: Disk: Lee; Terkel; Berger;
INEQUALITY: MULTICULTURAL EDUCATION
a) levels of multicultural education; b) ethno-centric curriculum for ethnic groups; c) sink or swim: positive/negative forces of bilingual educaiton)
ASSIGNED READINGS: Disk: Ladson-Billings;04'/05': McNair (30);
ASSIGNMENT: Reflection # 2 DUE
INEQUALITY AND EDUCATIONAL ACCESS :a) midterm review; b) Equity & Access; c) School Funding; d) Tracking
ASSIGNED READINGS: Disk: Oakes; 04'/05': Connerly (29); Wiest (31);
ASSIGNMENT:Reflection # 3 DUE
SPRING BREAK & TAKE-HOME MIDTERM
MORAL EDUCATION
a) Values & Education; b) moral and ethical responsibilities of teachers; c) moral education & development of character; d) religion
ASSIGNED READINGS: 04'/05': Petersen (3); Inlay (19); Bulach (21); Marino (22); Plissner (23)
Olweus (24); Cooper & Snell (25);
SOCIAL CHANGE: NATIONAL
a) national plans and national exams; b) standards; c) restructuring public schools; d) privatization;
ASSIGNED READINGS: Disk: Carnoy; Wolff; 04'/05': Glenn & de Groof (13); Bracey (17); Rozycki (33);
ASSIGNMENT:Reflection # 4 DUE
SOCIAL CHANGE: INSTITUTIONAL ROLESa) school- based management and shared leadership; b) educational policy-making and decision-making; c) home-schooling; d) vouchers
ASSIGNED READINGS: 03'/04': Wagner (7); Levin & Wiens (8); Goodlad (9); Durr (10); Kauffman (11); Bamford & Utne (45);
SOCIAL CHANGE: TEACHER's ROLESa) 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
ASSIGNED READINGS: Freire - Entire Book; 03'/04': Meek (14); Vclabaugh (34); Feiman-Nemser (40); Lane (42); Rozycki (43);
COUNTRY REPORTS: ORAL PRESENTATIONS
ASSIGNMENT: Observations DUE
COUNTRY REPORTS: ORAL PRESENTATIONSASSIGNMENT: POSITION PAPER IS DUE
