CSUN: COLLEGE OF
EDUCATION: ELPS 203
PREAMBLE
ELPS APA GUIDE: http://library.csun.edu/Research_Assistance/apacitationguide.pdf
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 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: 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. To remain informed, it is in your best interest to continue to check your CSUN e-mail account throughout the semester.
REQUIRED TEXTS
Natalie G. Adams, Christine Mary Shea, Delores D. Liston, and Bryan Deever, Learning to Teach.
ELPS 203 Web Readings (on Home-page): www.csun.edu/~hcedu043/welcome.htm
INSTRUCTIONAL METHODS AND REQUIREMENTS
• The course is conducted as a seminar in which students are responsible for class 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) 100 - 93 (A-) 92.5 - 91.5 (B+) 91 - 90 (B) 89.5 - 82.5 (B-) 82 - 81
(C+) 80.5 - 79.5 (C) 78 - 71 (C-) 70.5 - 69.5 (D+) 69- 68 (D) 67.5 - 57.5
TOTAL POINTS: 100
1) CLASS PARTICIPATION 25 POINTS
Each student is responsible for leading a class discussion. Each student is responsible for leading a class discussion and for being part of a class movie group presentation. Points are provided for:
Points are provided for:
a) classroom participation 10 points
b) discussion leader 10 points
summarize reading by highlighting 5 main and/or interesting points
c) Oral Group Movie Presentation 6 points
d) 10-minute oral presentation on research topic 4 points
2) WRITTEN ASSIGNMENTS 60 POINTS
3 Activity Reflections (20 points each)
3) POSITION PAPER 10 POINTS
Research projects should be no more than 3 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.
30 HOURS OBSERVATION LOG
Each student IS REQUIRED to complete 30 hours of observation. The purpose is to allow you to identify in the field some of the issues related to urban public education that we address in class. A key question to consider is: "What did you learn from these observations that can affect the way in which you teach?
• Observations will be both in-class and out-of-class, such as play-yard/lunch, school board meetings; parent-teacher conferences, in-services workshops, PTA/Booster Club meetings, etc..
• Each time that you go to the school-site is considered a block of time. Blocks can be as short as 15 minutes or as long as 6 hours. Indicate the time spent on your OP Time-Log. Always keep a copy of your observation log for your own records.
• Downlown O/P Documentation Form from Home Page. 25 hours must be signed by the supervising classroom teacher or administrator + 5 hours signed by a school administrator.
I a MAY 25 NO CLASS
I b MAY 27 REVIEW SYLLABUS AND 30 HOURS OBSERVATION REQUIREMENT
II a June 1 CULTURAL AWARENESS & PEDAGOGICAL PARADIGMS: a) Teaching and Learning; b) Education as Transmitter of Culture; c) Students at Risk; d) Urban Concerns; e) Who determines what is learned? Adams: pgs. xv-xxii; & 47-49; 137-140
II b June 3 DIGITAL DIVIDE: a) technology and intersection of race, gender, & class inequities.
RACE & SOCIAL CLASS: a) role of race and diversity in our schools;
NOTE: WATCH SHIFT HAPPENS BEFORE CLASS:
http://www.teachertube.com/viewVideo.php?video_id=3051&title=Did_You_Know__2_0 HomePage: Farrell; Smreka
Watch Did you Know 2.0
III a June 8 URBAN ED ISSUES: CRITICAL MULTICULTURAL EDUCATION: a) levels of multicultural education; b) centric curriculums; c) critical multicultural pedagogy
TEACHERS AS HEROS: The 1950's. - Movie # 1: a) savior syndrome; b) complications of race, class, gender, and urbanization Web: Chang & Au; Mickelson Movie Group # 1
III b June 10 PARADIGM ROLE PLAYING & RACE & POST-RACE ISSUES a) Re-segregation, Curriculum and Pedagogy
NOTE: CLASS STARTS AT 5:30 HomePage: Lin; Park; Rodriquez; Reflection # 1
IV a June 15 CURRICULAR APPLICATIONS: EQUALIZATION a) Re-segregation; b) Unfinishedness and Freire; c) deskilling & reskilling
TEACHERS AS HEROS: The 1950's. - Movie # 2: a) savior syndrome; b) complications of race, class, gender, and urbanization Home-Page: Barnett & Rivers; Reyes Movie Group # 2
IV b June 17 URBAN ED ISSUES: MULTICULTURAL FOUNDATIONS
a) Socialization Process: Individual, Family, Peers, Schools, Society; b) non-verbal communications; c) intercultural ed Home-Page: Bateson; Lee; Berger; Dotinga Reflection # 2
V a June 22 URBAN ED ISSUES: TRACKING & STANDARDS
a) Tracking & Access; b) de-skilling and re-skilling; c) standards and facilitation of student acquisition of knowledge, concepts and skills for each grade level Home-Page: Hallinam; Oaks & Lipton; Spriress Movie Group # 3
V b June 24 URBAN ED ISSUES: RESTRUCTURING SCHOOLS: NATIONAL MOVEMENTS: a) high-stakes testing and prescription curriculum; c) TIMSS; d) home-schooling HomePage: Wolff; Black; Reflection # 3
VI a June 29 URBAN ED ISSUES: RESTRUCTURING SCHOOLS: INSTITUTIONAL CHANGES: a) teacher initiated reform; b) parent involvement; c) restructuring the teaching profession; d) beyond parents - building an educative community Discussion on Freire and teaching styles HomePage: Bauman; Giles Movie Group # 4
VI b July 1 CLASS PRESENTATIONS
VII a July 6 LAST DAY OF CLASS
CLASS PRESENTATIONS POSITION PAPER DUE
