ED500 Foundations of Education

Alan S. Canestrari, Bruce A. Marlowe (2010) Educational foundations : an anthology of critical readings. 2nd ed. Thousand Oaks, CA: Sage Publications.

Catalog Description

Course Rationale

Themes and Topics

Learned Society Standards

Goals of Educational Foundations

Journals Consulted

Catalog Description

McGuffey's Fourth Eclectic Reader

Personal and professional development of educational practitioners through critical, reflective inquiry into philosophical, historical and sociological scholarship that focuses on educational institutions in their socio-cultural settings.

Course Rationale

Historical Timeline of the Dunton Farms and the Victory Seed Company

Educational

What is the place of educational foundations in teacher education? While study and practice of teaching methods and the design of learning environments are central to the teaching profession, methods and design make sense only in historically specific contexts with specific goals.

In the wider society, these goals are frequently contested and made the objects of partisan debates. Yet education is perhaps the least understood institution in the United States; while most Americans spend 12 or more years attending school, the issues that define “effective” schools shift and change through time. From democracy and citizenship to equity and accountability, what are the issues and goals determining “effective” schools today?

As citizens of this great democracy, as agents of the institution of education and as members of local school communities, teachers must make informed decisions about teaching methods and learning environments that affect the lives and futures of school children in the United States.

Course Themes and Topics

Jersey County Historical Society

B. F. Skinner

· A History of the Present: Schooling in These United States;

· Questioning the Philosophy of Mind: I.Q., Intelligence, and Merit;

· Learning Theories for the 21^st Century;

· Curriculum Studies: Justice, Power, Knowledge;

· Inside Classroom Communities; and

· Multiculturalism and Hybridity in School.

Course

Evaluation

Academic Integrity

In each assignment, I am looking for evidence of thoughtful engagement and reflection on course readings, lectures, workshops and discussions. I cannot stress enough the significance of giving credit where credit is due -- ALWAYS.

Students are expected to cite any resources that they use in the construction of any turned-in work. Print sources as well as electronic media must be cited. Any work submitted for evaluation must either be original work or cited work. Plagiarism is absolutely unacceptable. The University's policies and procedures regarding academic dishonesty as stated in the JCU Graduate Bulletin will be adhered to.

Assessment

Each assignment is assessed using a unique rubric designed for that assignment. I use the universities 4 point grading scale included below. The following table indicates the weighted value for each assignment:

Assignment	Weight
Research Report	3
WebLog	2
Discussion	2
Timeline	2
Progress Work	1
Total	10

The following formula is used to calculate grade point averages (GPA) for this course:

GPA=((Researchx3)+(WebLogx2)+(TimeLinex2)+(Discussionx2)+(Progressx1))/10

JCU Grading Scale

A : Outstanding scholarship. 4 quality points.

A- : 3.7 quality points.

B+ : 3.3 quality points.

B : Superior work. 3 quality points.

B- : 2.7 quality points.

C+ : 2.3 quality points.

C : Average. 2 quality points.

C- : 1.7 quality points.

D+ : 1.3 quality points.

D : Lowest passing quality. 1 quality point.

F : Failure. No quality points.

Attendance

Attendance at every class is required. In the event that you are unable to attend class for a substantive reason, please contact me PRIOR to that class to arrange an excused absence. A pattern of unexcused absences will result in a pattern of reduced FINAL grades. (One grade for each unexcused absence, i.e. from A to B)

Policies on Grading

All assignments are required. I encourage you to discuss your assignments and your grades with me while the course is in progress.

Late Assignments

Submitting assignments after the assigned due date will reduce the grade for that assignment by one letter (i.e. from A to B). However, prior to due dates alternative arrangements can be made for late submissions. A final grade of "I" (incomplete) may be awarded upon request and pending approval.

Technology

Technology will be integrated throughout this course. To access the JCU digital information network, including library research databases, the WebMail server and the BlackBoard on-line learning environment, all students require a valid John Carroll University:

Identification card;
Username;
network password.

Information Technology Services

Information technology services HELP desk handles questions, problem reports, service requests, and inquiries from faculty, staff, and students regarding computer hardware and software, Internet connectivity, and related topics.

Call 397-3005 (Monday – Friday / 8:30-5:00 pm)

Walk-In help: (Monday – Friday / 4:00 -5:00 pm/ fourth floor Rodman Hall)

TimeLiners

TimeToast:Create Timelines, Share them on the Web

timetoast.com

Timetoast allows people to create interactive timelines, which they can share anywhere on the web. Anyone can join Timetoast and start creating and sharing their own timelines, all they need is a valid email address.

Digital Technology Policy

My expectation is that all digital technologies will be turned off during class. If you choose to use digital technology in class without written consent from me, you will earn zero points on your most recent post to your weblog. Subject to my approval in writing, if you intend to use digital technologies of any sort during class to support your educational experience, you are required to submit a written and signed statement explaining your intentions. If you are expecting to receive a digital message of any type or in any form during class for any personal reason, inform me before the beginning of class. If for any reason, you need to use digital technology without my written consent, please leave class to do so. This policy is subject to change by me at any time without notice.

Learned Society Standards

The Council of Social Foundations in Education (CSFE) is a national federation of professional associations and societies in the educational foundations, educational studies, and educational policy studies fields.

Standard IV: Interpretive, Normative, and Critical Studies Component
of Non-Foundations Graduate Degrees and Programs in Education

shall include foundational studies which promote the development of interpretive, normative, and critical perspectives on education.

Candidates seeking masters degrees in education require informed interpretive, normative, and critical perspectives on educational arrangements, practices, and discourse. At levels appropriate to masters programs, foundational instruction exposes students to research and field experiences that promote knowledge and understanding of the content and context of fundamental issues and themes in education.

Instruction in the behavioral sciences alone cannot satisfy this Standard.

Goals of Educational Foundations

The interpretive perspective

Use historical, philosophical, and cultural concepts and theories developed within the humanities and the social sciences to:
Examine, understand, and explain education within different contexts; and
Analyze the intent, meaning, and effects of educational institutions, including schools.

The normative perspective

Examine and explain education in light of value orientations;
Understand normative and ethical behavior in educational development;
Recognize the presence of normative influences in educational thought and practice;
Probe the nature of assumptions about education and schooling;
Examine the relation of policy analysis to values and the extent to which educational policymaking reflects values; and
Develop value positions regarding education on the basis of critical study and reflection.

The critical perspective

Employ normative interpretations to develop inquiry skills;
Question educational assumptions and arrangements;
Identify contradictions and inconsistencies among social and educational values, policies, and practices;
Employ democratic values to assess educational beliefs, policies, and practices in light of their origins, influences, and consequences;
Examine, understand, and explain educational proposals, arrangements, and practices;
Develop a disciplined sense of policy-oriented educational responsibility; and
Develop an awareness of education and schooling in light of their complex relations to culture.

Journals Consulted

History of Education Quarterly

Sociology of Education

Anthropology of Education Quarterly

Educational Foundations

Educational Studies

Educational Researcher

Educational Theory

Students with Disabilities

Students with documented disabilities are entitled to reasonable accommodations if needed. If you believe you need accommodations, please see Professor Shutkin or JCU’s Coordinator of Students with Disabilities (Ext. 4967) as soon as possible. Accommodations will not be granted retrospectively.