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SHAW UNIVERSITY

The Department of Education

EDU 111- 01: Foundations of Education

Spring 2008

SYLLABUS

Instructor: Dr. Allyson A. Sesay Office: Room 317 TOS

Phone: (919) 546 - 8540 Office Hours: Tues: 3:00– 6:00 P.M.

E-mail Address: asesay@shawu.edu Wed. 11: 00 A.M. – 1:00 P.M. 4:00 – 6:00 P.M.

Thurs.: 11A.M. – 1:00 P.M.:

3:00 – 4:00 P.M.

Conceptual Framework Theme

The theme/purpose of the conceptual framework undergirding the Department of Education’s programs is: to produce graduates who are critical thinking problem solvers with the knowledge, pedagogical, and technological skills, and professional dispositions needed to function as effective teachers in a diverse world.

Department of Education Mission Statement

The Shaw University Department of Education builds on the knowledge, skills, and values that students acquire through their liberal arts and science foundations. Candidates graduating from the department will have the specialty area knowledge, professional skills, and experiences that will enable them to function as competent and effective teachers who think critically and demonstrate effective problem-solving skills.

Departmental majors may choose a specific concentration from four different specialty areas. Each student is encouraged to choose one of the specialty areas listed below by the end of his/her sophomore year.

Birth through Kindergarten Education (B-K)

Elementary Education (K-6)

Graduate students may pursue a Master of Science in Curriculum and Instruction with a concentration in Early Childhood Education.

[The Secondary English Education (9-12) and Secondary Mathematics Education (9-12) programs are housed in the content areas. The University suspended the Special Education: General Curriculum (K-12) Program, effective in fall 2006.]

Department of Education Goals

The goals of the Department of Education are:

1. to align the institutional mission and goals with state, regional, national, and departmental standards and requirements;

2. to prepare candidates to work in schools as teachers who know and can demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all P-12 students learn;

3. to implement an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs;

4. to collaborate with school partners to design, implement, and evaluate field experiences and clinical practice so that teacher candidates develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn;

5. to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn;

6. to maintain a qualified faculty that models best professional practices in scholarship, service, and teaching; and

7. to maintain the leadership, authority, budget, personnel, facilities, and resources for the preparation of candidates to meet professional, state, and institutional standards.

NOTE: The mission statement and goals of the Department of Education are aligned with the mission statement and goals of each of its programs.

Required Texts

Johnson, J. A., Dupuis, V. L., Musial, D. M. (2005). Introduction to the Foundations of American Education. (13^th. Ed.). Boston: Allyn & Bacon.

LiveText, Web software

See bibliography section for additional readings/resource materials

General Course Description

This course teaches students about the history of child development and early childhood education as well as the social, historical, and philosophical influences that shape education in America. Students learn about the foundations of learning in the areas of cognitive, language learning, and social and emotional development. Emphasis is also placed on school law, organization, finance, and current issues and trends in education.

As a separate but related part of this course, a 20-hour field lab is also required. This 20-hour field lab provides candidates the opportunity to share in selected teaching duties with an emphasis on instructional methodology and teacher-student interaction.

Student Learning Outcomes

After successful completion of this course, students will be able to:

1. to articulate, verbally and in writing, an improved understanding of the historical development of the American education system.

2. to articulate, verbally and in writing, an improved understanding of how social, cultural, political, and economic factors affect the quality of education in the U.S.

3. to formulate/improve upon a personal philosophy of education on which to base a teaching-learning model for use in the classroom.

4. to plan and carry out educational surveys relevant to the improvement of education.

NCDPI/NCATE Standards and Indicators

The course will address the following “Standards and Indicators” as stipulated by the North Carolina Department of Public Instruction and NCATE.

Core Standards

1.3: Teachers understand the ways in which their teaching area connects to the broad curriculum.

2.1: Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of the student they teach.

4.1: Teachers lead in their classrooms.

4.2: Teachers lead in the school.

4.3: Teachers lead in advocating for schools and children.

4.4: Teachers function effectively in a complex, dynamic environment.

4.5: Teachers meet high ethical standards of practice.

4.6: Teachers support the teaching profession.

5.1: Teachers analyze the results of teaching.

5.2: Teachers collaborate with their colleagues.

5.3: Teachers use research in their classrooms.

5.4: Teachers continue to grow professionally.

Diversity Standards

1.1: Teachers select, evaluate and incorporate unbiased instructional

materials.

1.2: Teachers use multiple strategies to address the needs of individual

learners.

1.3: Teachers create a safe, inclusive and caring environment in which

all students can learn.

1.4: Teachers use a variety of assessment procedures.

4.1: Teachers become knowledgeable of diverse cultures and encourage

families to share the richness of their backgrounds.

4.3: Teachers promote appreciation and respect for diversity by rejecting the use of stereotypes.

5.1: Teachers become strong advocates for educational equity.

5.2: Teachers are proactive and deliberate in promoting and fostering respect among students.

Technology Standards

5.3: Teachers apply technology to increase productivity.

6.1: Teachers model and teach legal and ethical practice related to technology use.

B-K Standards

1.2: B-K professionals know the philosophical, historical, and legal issues in the field of child development, early childhood special education, and early intervention.

7.1: Accommodate individual learning styles, needs, and interests of ALL young children.

8.1 Create an environment that is reflective of the children in the classroom setting that honors diversity.

8.2 Integrate cultural diversity and an anti-bias perspective throughout all instructional activities.

10.2 Respect confidentiality and informed consent.

Elementary Education Standards

4.1: Teachers have a basic knowledge and understanding of world cultures.

14.1: Teachers understand and respect that families and communities may have diverse attitudes about the educational process.

14.3: Teachers guide students in developing rational solutions to controversial problems.

14.5: Teachers discourage prejudice, derogatory comments and stereotypical perspectives by modeling and selecting bias free instructional materials.

English Education Standards

2.1: Teachers understand skills and strategies that enhance reading.

2.2: Teachers understand comprehension strategies.

3.2: Teachers understand the importance of teaching grammar and usage in context.

11.1: Teachers incorporate diverse resources in context to connect global ideas to student experiences.

11.2: Teachers respect students’ native languages in their relation to the conventions of Standard English.

11.3: Teachers enhance students’ understanding of themselves and others to establish classroom cultures of mutual respect.

Mathematics Education Standards

3.3: Teachers demonstrate an ability to analyze tables and graphs to

identify properties and relationships.

5.1: Build new mathematical knowledge through problem solving.

5.2: Solve problems that arise in mathematics and in other contexts.

7.!: Teachers use varied strategies, including problem-based learning,

inquiry, investigations, direct instruction, exposition.

7.4: Knowledgeable about and sensitive toward various

teaching/learning styles.

Course Procedures

A lecture-discussion method of instruction will be adopted. Each candidate will be expected to have read the prescribed reading and be ready to participate actively in class discussions. Candidates will be given an opportunity to critique articles on subjects of crucial importance to current thinking in education.

Assignments

1. Reflection on students’ k-12 school experiences and on current events impacting education. (Standards to be addressed: Core: 1.3; 2.1; 4.1; 4.5; 4.6. Diversity: 1.2, 1.4.3; 5.2. Technology: 5.3)

2. Personal philosophy of education (Standards to be addressed: as in (1) ]

3. Interview of a teacher trained in another country (Standards to be addressed: same as above)

4. Review of Journal Articles (Standards to be addressed: Core: 5.1, 5.3. Diversity: 1.1, 1.4; Technology: 5.3)

5. Other: as may be announced

Library Component: The librarian in the Curriculum and Materials Center (CMC) will make a presentation to the class to help students with library skills. The presentation will include:

· How to write, using the APA style (Publication Manual of the American Psychological Association, 6^th ed.)

· How to search databases to locate sources

· How to locate sources in the Curriculum Materials Center

· Printout of Web sites that provide tips on writing research papers

· Tips on how to use Microsoft Word.

To provide feedback on this library component, students will be asked to complete an evaluation form.

(Standards: 11.0, 2.6, 2.8, 6.4, 7.2, 7.3, 9.0, 12.1)

* Other elements of the department’s conceptual framework (critical thinking and problem solving) are also addressed in the assignments listed above.

Course Outline & Schedule of Activities

Date

Tent Activities

Weeks of Jan.10 & 17

Orient Orientation and Housekeeping Tasks; Explication of the Department’s Conceptual

Framework; Introduction; Scope of and rationale for the study of foundations of

education; Teaching as a Profession. (Chapter 1 plus handout). Standards &

Indicators to be addressed: Core: 1.3, 2.1, 4.3, 4.5, 4.6, 5.2, 5.3, 5.4; Diversity

1.1, 1.2, 1.3, 4.1, 4.3, 5.1, 5.2; Technology 5.3 6.1). Last day to add/drop is

January 27.

Weeks of Jan. 24 & 31

Feb. 1-28

Exam #.1. Debate on critical issues in education from previous lectures. Historical Foundations of Education (Chapters 7, 8 & 9 Plus Handouts). (Standards: Same as above).

Celebration of Black History Month – Origin and significance.

Weeks of Feb.7 & 14

Exam #.2

Critical Issues in Education

Weeks of Feb. 21 & 28

Legal Legal Foundations of Education. (Chapter 6)

(Chap Standards to be addressed: Same as above.

Weeks of Mar. 6 & 13

Poli

Exa Exam #.3

Economic and Political Foundations of Education. (Chapter5)

(Standards to be addressed: Same as above)

Mid-Semester Progress Report Due March 4-6.

Note: March 21 is last day to withdraw from course. Grade of “W” applies.

Oct.4 Mar. 10-

- 14

Academic Advising for Summer and Fall 2008

Nov

Week of

Mar.20

Nov.

Exam #.4; Critical Issues in Education

March 21-30: Easter and Spring Break

Weeks of Apr.3

& 10

Socia

Sociological Foundations of Education (Chapters 2, 3 & 4 Plus

Handouts). (Standards to be addressed: Same as above)

Exam #.5

Week of Apr.17 & 24

Philosophical Foundations of Education; Development of a Personal Philosophy of Education (Standards: Same as above)

(Chapters 10, 11 & 12 Plus Handouts}

April 30-May 2

Final Exams for Prospective Graduates.

Last day of classes and last day to remove fall 2007 incompletes is May 2.

Nov. 2

May 5-8

Final Exams for Non-Graduating Students

Nov. 2

Nov May 9

End of Semester

* The above schedule may be adjusted as circumstance(s) may dictate.

Course Evaluation

Candidates’ final grades will be arrived at based on their performance on the following measures using the grading scale listed below:

1. Reflections on their elementary and secondary school experience and on current events affecting education; development of a personal philosophy of education, etc. (10%) (Standards to be addressed: content knowledge, diversity, critical thinking, problem solving, disposition, technology)

2. There will be five one-hour exams based on the assigned readings and lectures. An exam missed will count as a zero. (25%) (Standards to be addressed: content knowledge, critical thinking, problem solving, diversity)

3. Personal Philosophy of Education (10%)

4. Other Assignments – will be announced (20%)

5. Attendance and Class Participation (5%) (Standards to be assessed:

Content knowledge, diversity, disposition, critical thinking and

problem solving)

6. A final exam (summative evaluation) of the semester’s work. (30)

Grading Scale:

A………………. 90 – 100 (Target)

B……………….80 – 89 (Acceptable)

C……………….70 – 79 (Unacceptable)

D……………….60 – 69 ( “ ” ” )

F……………….Below 60 ( “ “ “ )

Course Requirements: Rules/Expectations

Attendance: You are expected to comply with the University Attendance

Policy. Candidates are allowed as many unexcused absences as the number of times the course meets per week. For example, in a three-credit-hour course that meets three times per week, candidates will be allowed three unexcused absences per semester; if the class meets twice per week, candidates will be allowed two unexcused absences per semester.

Remember that it is your responsibility to explain to your instructor any absence, reason for tardiness, or early departure from class at the earliest possible time. You will have one week from the date of an absence to present your instructor with a University excuse.

2. All assignments, including homework/projects, are due at the beginning of the class period on the day they are due. Assignments not turned in on time will result in a recorded grade of zero, unless your instructor has agreed in advance to a late submission. All assignments must be kept on a diskette and also in hard copy form. Handwritten assignments will not be accepted unless exception is made by the course instructor.

3. Exams: Tests and quizzes will be announced in advance and/or as specified in the schedule of activities. Make-up tests will only be given when a candidate produces a University excuse. An arrangement for a make-up test is the responsibility of the candidate and must be completed within one week of the original test date.

Student Classroom Decorum Expectations

To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from disruptive classroom behavior (i. e., talking to classmates, disrespectful responses to teacher instructions; swearing; wearing clothes that impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy pants; hats/caps, and/or headdress. Students will turn off telephones prior to entering the classroom. Students who exhibit the behaviors described above, or similar behaviors will be immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the department chair. The student may appeal the decision of the department chair to the Dean of the College offering the course, and, subsequently, to the Office of the Vice President for Academic Affairs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result in termination of the appeal, and revert to the decision of the department chair.

Each behavior construed by the teacher/professor as non-contributive to learning will be recorded, properly documented, and appropriately reported to the student and to the chair of the academic department offering the course. The report will be in written form with a copy provided to both the student and the department chair. The faculty member should retain a copy for his/her own records.

Special Accommodation: