CSUN: COLLEGE OF EDUCATION: ELPS 203

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

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 23-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: Plagiarism is intentionally or knowingly representing the words, ideas or work of another as one's own in any academic exercise. That includes cutting and pasting text together from a variety of published materials, web sites, other students' papers, etc. and calling the resulting mixture yours. Plagiarism also includes quoting an author by name without using quotation marks (" ") around the quote. Plagiarism or cheating (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).

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

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.

• Paulo Freire, Pedagogy of Freedom

• ELPS 203 Web AND ELPS 203 Bulletin Board Readings (on glo.org)

• 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.

• Students are responsible for using computer technology and research skills for course assignments and final position paper.

• 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 22 % 54 POINTS

Each student is responsible for leading a class discussion. Students are required to have at least 12 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. The first posting must be done before Feb. 27. Points are provided for:

a) classroom participation 10 points

b) discussion leader 12 points

summarize reading by highlighting 5 main and/or interesting points

c) Bulletin Board participation 20 points

d) Oral Group Movie Presentation 6 points

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

2) WRITTEN ASSIGNMENTS 24 % 48 POINTS

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.

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.

3) MIDTERM 29 % 58 POINTS

Midterm consisting of defining terms and essays will be given.

4) POSITION PAPER 20 % 40 POINTS

Research projects 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 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.

I a Jan. 20 CULTURAL AWARENESS: a) Education as Transmitter of Culture; b) Beyond the classroom: Informal, Nonformal and Formal Education; c) Students at Risk; d) educational continuity/discontinuity

I b Jan 22 DIGITAL DIVIDE

technology and intersection of race, gender, ethnicity & class inequities and ethic teacher responsibilities

Web: Farrell

WATCH: "Shift Happens" http://www.teachertube.com/view_video.php?viewkey=6f2c2eba77f39993d118 Register for Bulletin Board

II a Jan. 27 EDUCATIONAL CARTOGRAPHY: PEDAGOGICAL PARADIGMS

a) Who determines what is learned?; b) Who controls education?; c) Paradigm Shifts: Critical, Feminist and Post-Modernist Perspectives Web: Barnett & Rivers; Chang & Au

II b Jan. 29 PEDAGOGICAL PARADIGMS: ROLE PLAYING Freire - pages: 21-28

III a Feb. 3 RACE AND SOCIAL CLASS

a) role of race, social class and diversity in our schools Web: Mikelson

III b Feb. 5 SEGREGATION, RE-SEGREGATION

a) Re-segregation, Curriculum and Peagogy Bulletin: Bordas; Kozol Movie Group # 1

IV a Feb. 10 TEACHERS AS HEROS: The 1950's. - Movie # 1: a) savior syndrome; b) complications of race, class, gender, and urbanization Adams: pgs. 79-84

IV b Feb. 12 TEACHERS AS HEROS: The 1950's. - Movie # 1: Part 2 Web: Spiress, Hoff

V a Feb. 17 MULTI-RACIAL ISSUES

a) Global Nomads; b) Centric-Curriculum Web: Rodriquez; Bateson; Berger Reflections # 1 DUE

V b Feb. 19 NO CLASS: Work on Reflections Web: Spring

Bulletin: Scott & Leonhart

VI a Feb. 24 URBAN ED ISSUES: CRITICAL MULTICULTURAL EDUCATION

a) levels of multicultural education Web: Lin; Park; McQueen

VI b Feb. 26 URBAN ED ISSUES: CRITICAL MULTICULTURAL EDUCATION

a) critical multicultural pedagogy Freire - pages: 29-48 Reflection # 2 DUE

VII a March 3 Multicultural Activity Movie Group # 2

VII b March 5 Urban Ed Issues: Multicultural Foundations Web: Reyes, Dotinga; Lee

VIII a

March 10 TEACHERS AS HEROS: Movie # 2: Web: Smreka

VIII b

March 12 TEACHERS AS HEROS: Movie # 2: Part 2

Urban Ed Issues: Standards: a) how standards inform practice and d) application of K-12 subject matter content standards at each grade level. Bulletin: Arias Reflection # 3 DUE

IX a March 17 Urban Ed Issues: Tracking

a) Tracking & Access; Web: Hallinam; Oaks & Lipton; Bulletin: Mitchell Movie Group # 3

IX b March 19 DE AND RE-SKLLING & MIDTERM PART 1 REVIEW

b) de-skilling and re-skilling Freire - pages: 49 - 85

X a March 24 NO CLASS: TAKE-HOME Midterm: PART 1

Midterm Part 1 will be posted on the Bulletin Board on March 20. E-mail responses directly to rabyrl@aol.com by March 25 at midnight. DO NOT RESPOND YOUR MIDTERM ANSWERS TO THE BULLETIN BOARD

X b March 26 CULTURALLY RESPONSIVE PEDAGOGY Web: Rendón/Hope

BULLETIN: Kreiger

XI a March 31 NO CLASS: Cesar Chavaz Day

XI b April 2 MIDTERM: PART 2 - In-Class Midterm Reflection # 4 DUE

XII a April 7 SPRING BREAK

XII b April 9 SPRING BREAK

XIII a April 14 Urban Ed Issues: Restructuring schools: National Movements

a) high-stakes testing; b) TIMSS; c) International & Multilingual Issues Web: Wolff; Black;

Bulletin: Schneider; Education For All

XIII b April 16 Urban Ed Issues: Home-Schooling Web: Bauman

Bulletin: Homeless Movie Group # 4

XIV a April 21 Urban Ed Issues: Restructuring schools: Institutional Changes

a) teacher initiated reform Bulletin: Magnet Schools

XIV b April 23 Discussion on Freire and teaching styles Freire -pages: 1-21 Movie Group # 5

XV a April 28 RESTRUCTURING THE TEACHING PROFESSION & REFLECTIVE PRACTITIONER a) beyond parents - building an educative community Adams: pgs. xv-xxii; & 47-49; 137-140

Web: Giles JOURNAL DUE

XV b April 30 CLASS PRESENTATIONS

XI a May 5 CLASS PRESENTATIONS

XI b May 7 CLASS PRESENTATIONS

LAST DAY OF CLASS POSITION PAPER DUE