I. Instructor: Jeanne Mather, Room 206-A Gary Hall, Office
574-1291; Home: 224-7959; E-MAIL
address:
II. GENERAL DESCRIPTION--This course is
designed to develop an understanding of the interdependence of society and
education. Historical and philosophical
development of education in the
III.
RATIONALE--The interdependence of school and society requires an awareness in
future educators of many current, historical and legal issues. Issues such as compulsory education,
multiculturalism, dropouts, special needs students, global education, child
abuse, violence, values, parental involvement, corporal punishment, student and
teacher rights, and equity in education should be analyzed from varying
perspectives to allow future educators to develop an understanding of the
school and its relationship with today's society.
A. develop
an understanding of the relationship between society and school.
B. develop
an understanding of cultural pluralism in American society and American
education.
C. be
acquainted with legal aspects of the educational system in terms of teachers,
students, parents, and schools.
D. be
acquainted with the importance of and techniques for establishing and
maintaining positive community and parent relations.
E. be
acquainted with individual differences among students, and some of the various
factors influencing student performance.
F. be
able to discuss current issues and trends in the field of education.
G. develop
an understanding of global education.
V. TEXTBOOKS:
Essex,
Nathan (2005). School Law and the
Public Schools: A Practical Guide for Educational Leaders (2nd ed.)
Class packet available from the Print Shop
VI. PROCEDURE--Meetings will be used for lecture, class discussion, audiovisual aids, resource speakers, activities, and simulations.
VII. CONTRIBUTIONS TO PROGRAM COMPETENCIES
General Competencies for Licensure and Certification as designated by the State Department of Education which may be partially met by successful completion of this course:
3. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.
5. The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success.
6. The teacher develops a knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, student's abilities and differences, and the community; and adapts instruction based upon assessment and reflection.
9. The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.
10. The teacher fosters positive interaction with school colleagues, parents/families, and organizations in the community to actively engage them in support of students' learning and well-being.
11. The teacher shall have an understanding of the importance of assisting students with career awareness and the application of career concepts to the academic curriculum.
12. The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning and development.
13.The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher.
VIII .COURSE OBJECTIVES--After completing each of the designated chapters, attending lecture, and participating in classroom activities, the student will be able to:
Section I: Educational Issues
1. Discuss alternative certification and mediated entry.
2. Discuss the advantages and disadvantages of merit pay.
3. Discuss ethics as they pertain to the teaching profession.
4. Discuss benefits of the professional organizations, i.e., NEA, AFT, APOE,NCTM, NCSS, NAEYC, NCTE, NSTA, KDP, PDK,...
5. Identify at least 8 of 12 Obstacles to Educational Excellence.
6. Discuss hidden curriculum, giving at least 5 examples of it.
7. Identify &/or discuss steps and suggestions for making a successful parent-teacher conference.
8. Discuss at least 5 suggestions for developing a good parent-teacher relationship.
9.Write a brief note to a parent on a topic given by the teacher using correct grammar (e.g., use of possessives, proper word form of their, they're, there, two, too, to, your, you're, its, it's) and correct spelling (including such words as principle, principal, discipline, professional, a lot, separate, receive, whether, weather, administrator, counselor, accept, except, and curriculum).
10. Distinguish between normal and suspicious bruising areas.
11. Differentiate between common myths and true characteristics of the "typically" abusive parent.
12. Identify statistics of and teaching strategies to help prevent student dropouts.
13. Identify 3 concepts recently linked with school dropouts.
14. Characterize common in-class treatment of at-risk students.
15. Identify main consideration(s) of classroom teacher in regards to AIDS, Hepatitis, & other health related conditions.
16. Discuss the People for the American Way and the Educational Research Analysts and their importance to education.
17. Discuss why text book censoring in Texas has relevance to teachers in other states.
18. Identify the general characteristics of school districts (e.g., their powers, their size), and school boards.
19. Discuss influence of the federal courts, the state legislatures, & local school boards in determining the legal responsibilities of school districts.
20. Identify major issues over which the local school board is not empowered.
21. Identify requirements for eligibility to run for a school board position.
22. Discuss major issues in school financing, i.e., voucher plans, fiscal inequalities, property taxes, lotteries, etc.
23. Match significant court cases/legislation related to financing with their implications (Serrano v. Priest, Springfield v. Quick, San Antonio I.S.D. v. Rodriguez.
24. Discuss basic methods to finance public education and financing trends including the proportion of school revenues contributed by local, state, and federal governments.
25. Identify fiscal problems associated with urban schools.
Chapter 2: Religion and the Public Schools1. Compare/contrast public and nonpublic schooling.
2. Identify areas in which the court has ruled states may support private education.
3. Discuss at least 3 areas in private schools over which states exercise extensive control.
4. Identify religious activities conducted in public schools as legal or illegal.
5. Discuss home schooling, in particular, list two criteria that must be met to qualify for the escape clause of most state compulsory schooling laws.
6. Recognize the findings/implications of Engle v. Vitale, and Abington v. Schempp.
7. Discuss Magnet, Charter, and Alternative Schools; School Choice; and Year Round Schools.
Chapter 3: Students, the Law, and the Public Schools
1. Discuss the pros and cons of competency testing & implications of the Turlington Case.
2. Identify and discuss legal rights of students including such issues as search and seizure, and harassment.
3. Match significant court cases/legislation with their implications (i.e., Tinker v. Des Moines, Goss v. Lopez, New Jersey v. T.L.O., Bethel v. Fraser, Wood v. Strickland, Hazelwood Case, Virgil Case,
4. Discuss the issue of corporal punishment.
Chapter 4: Due Process and Student Safety
1. Identify and discuss suspension and expulsion.
2. Identify statistics & discuss issues related to common school students, such as violence, guns, and gangs.
3. List the principles a teacher should be cognizant of when confronting an assaultive situation.
Chapter 6: School Personnel and School District Liability
1. Identify and discuss legal rights and responsibilities of school personnel.
2. Differentiate such terms and instances as libel, slander, torts, negligence,
3. Identify four categories of educational torts.
4. Discuss legal issues related to educational malpractice, and supervision.
5. Discuss field trip implications for teachers.
Chapter 7: Liability and School Records
1. Identify legal rights parents have in regards to their child & school.
2. Discuss the Buckley Amendment/FERPA.
3. Discuss the defamation in terms of student records.
4. Discuss the issue of defamation and school personnel.
Chapter 8: Teacher Freedoms
1. Discuss teacher freedoms including freedom on speech, academic freedom, dress, etc.
2. Identify the significance of Pickering v. Board of Education
Chapter 9: Discrimination in Employment--Discuss discrimination issues such as race, sexual orientation, pregnancy,
Chapter 10: Tenure, Dismissal, and Due Process--Discuss the issue of tenure and the 8 elements of due process in cases of teacher dismissal recognized across the U.S.
Section Three:
Chapter 12: Student Desegregation; and Multicultural and Global Education
1. Differentiate multicultural education and education for multiculturalism and discuss why there is an emphasis today on the multicultural training of teachers and the inclusion of multiculturalism in the public school classroom, even in schools with few or no children of color.
2. Match pertinent multicultural/minority legislation &/or court cases with their major significance. (i.e., Plessy v. Ferguson, Meriam Report, Brown Case, Title VII of ESEA, Bilingual Education Reform Act, Lau v Nichols, Johnson-O'Malley Act, Indian Education Act, Indian Self-Determination Educational Assistance Act, Doe V. Tyler, Gong Lum v. Rice, Gaines Case, Swann v. Mecklenberg, Keys Case, HB 1017)
3. Identify significant contributions made by various groups (African Americans, Hispanics, Asian Americans, Native Americans, White/Anglo-Americans).
4. Identify, compare & contrast, & list characteristics of the disadvantaged status of, traits, and/or teaching implications of each of the following minority groups -- African Americans, Hispanics, Native Americans, Asian Americans, Poor Whites.
5. Give at least 10 suggestions on teaching an LEP (Limited English Proficient) student in your future classroom.
6. Discuss/identify activities (such as readings, speakers, videos, etc.) done in class with the related minority group and the purpose of the activity.
7. Identify 10 quick ways to analyze books/resource material for racism/sexism.
8. Understand and speak Spanish phrases commonly encountered in a school setting.
9. Identify behaviors associated with poverty and possible interventions as described on your handout.
10. Identify characteristics and examples of countries in any of the 4 categories of global education discussed in class.
11. Compare and contrast the educational systems of the United States of America, and at least three other countries, giving at least 5 characteristics of education in each of the comparisons countries.
12. Discuss/identify particular educational strengths of other countries discussed in class.
13. Identify how the purposes and attainments of U.S. schools compare with those of other countries.
IX. COURSE REQUIREMENTS
A. Each student is expected to attend and participate in class discussions and activities, complete all assigned readings, and view all videos shown in class (if requested videos will be placed on reserved whenever possible). (Addresses SDE Professional Education Competencies 3, 5, 6, 7, 9, 10, 11, 12, and 13)
B. Each student will complete 3 exams, including a comprehensive final. (Addresses SDE Professional Education Competencies 3, 5, 9, 12, and 13)
C. Each student is expected to attend a school board meeting in his/her home community and present a typed summary report (may be turned any time on or before April 8th) including:
1. When school board meetings are regularly scheduled, and how and when such meetings are made known to the public.
2. Identify if the results of school board meetings are published, and if so in what publication(s) and approximately when (within a week of the meeting, within two weeks of the meeting). If they are not published, identify what publications do service the area.
3. A brief synopsis of the meeting.
4. Identify how a person goes about speaking at a school board meeting,
a) officially (i.e., gets on the agenda), and
b) extemporaneously.
5. Breakdown of the school board in terms of sex, ethnicity, approximate age, and occupation.
6. Number in the audience.
7. a) Include a brief discussion of the requirements for being a school member told to you by someone at the adminstrative office and those you learned about in class.
b) Discuss in a minimum of 1 paragraph for each, the pros and cons of being on the school board to your neighbor who has just asked your opinion about his/her running for the board.
8. Include a copy of the agenda for the meeting. (Addresses SDE Professional Education Competencies 9, 10, and 13)
D. Each student is expected to turn in an Article Portfolio meeting the following criteria. It is suggested when selecting articles/issues that you review the your Professional Education Portfolio to address those SDE competency areas in most need of documentation.)
Part I:
A An issue from Taking Sides: Clashing Views on Controversial Issues in Secondary Education (2002), edited by Dennis Evans. Two copies are on reserve in Nash Library, 2 hour checkout. Provide the following information: bibliographic information; at least 1 page explaining the arguments presented by proponents of each side of the issue and the postscript; identification of any information or ideas discussed in the article also discussed in your textbook--include the chapter title & page number, and a brief explanation of the text's presentation; and a minimum of one full page discussing your reaction to the article/issue. Please include a xerox copy of the issue.
B A hard copy of one major article from the Database Ethnic NewsWatch. It is suggested you start by using a search of Education (Education of Minorities). Provide the following information: bibliographic information; 1 page explaining the author's main point(s); identification of any information or ideas discussed in the article also discussed in your textbook--include the chapter title & page number, and a brief explanation of the text's presentation; address whether there are any examples of bias (including by omission) or faulty reasoning you found in the article; and a minimum of one full page discussing your reaction to the article/issue. Please include a xerox copy of each article.
c. Identify and give 3-4 sentences explaining each of at least 8 career connections to your teaching area (no more than 2 blatant careers). Elementary majors must provide at least 2 connections for math, 2 for science, 2 for social studies, and 2 for language arts). **Note the purpose of this is to be able to explain to your students why learning your subject will be helpful to them in many different careers.
d. A computer printout over an "ERIC" search done over the educational issue you would most like to have more information over. Include in addition to the search, a copy of at least one full text ERIC document (not the abstract, but the full text) with a paragraph explaining why you want more information on this topic and a paragraph identifying and discussing information from the ERIC document that will be useful to you in your future class/career.
e. Describe a service learning assignment/opportunity for your students which has a tie-in to your teaching career (approximately one-two paragraphs).
Part II:a. Provide a list and briefly discuss at least 4 individuals who can be used in your classroom lessons as role models, mentors, guest speakers, and/or contributors. Note 4 different cultural backgrounds must be represented within your selections. (Elementary majors provide 1 each in language arts, math, science, social studies).
b. A lesson plan in your field with a multicultural focus, see lesson plan guidelines in your packet.
c. Identify and briefly discuss at least 5 community (local and/or state) resources/organizations which could be helpful for you and/or your future class. Personally contact, in writing or in person, at least two of these resources/organizations to obtain more detailed information concerning what kind of help would be available to your class--identify the person who you contacted, summarize the information you obtained, and include any printed material supplied to you.
d. After reading Chapter 5 of the Orenstein text (excerpted) on Reserve write a 1-2 page reflection over 1-2 pioneers you feel are reflected in your personal teaching philosophy. (Addresses SDE Professional Education Competencies 5, 9, 10, 11, 12, and 13)
E. Each student is expected to submit periodically a journal with reflections on class discussion/lecture/activities. Note journal entries are not to be a summary of the class discussion, but a reflection on or reaction to class discussion/lecture/activities/text presentation. (Addresses SDE Professional Education Competencies 3, 9, 12, and 13)
F. Attendance of no less than 80% of class sessions!
G. Each student is expected to complete & turn in all homework assignments, e.g., identifying 2 professional organizations in your field (not NEA, AFT, or APOE) and advantages/benefits of membership; participating in a parent teacher conference simulation, etc. (Addresses SDE Professional Education Competencies 3, 5, 9, 10, 11, 12, and 13)
X.EVALUATION
Grades will be assigned on the basis of accumulated points at the end of the trimester. Points will be earned through completion of tests, written reports, the group activities, attendance and class participation.
(Note--all written work is graded on both content and grammar.)
A. Scores on 3 exams (averaging approximately 180 points each)
B. Portfolio (124 points)
C. School Board Report (20 points)
D. Journal (35 points)--grade will be based on communication skills, demonstration of thinking, reasoning, punctuality, and adequacy of entries. If you are absent you must still respond to that day's class based on a classmate's notes.
E. Homework assignments and class activities.
E. Attendance & class participation - at the end of the trimester 10 points will be added for perfect attendance/participation, 8 points for participation with no more than 2 absences, and 6 points for participation with no more than 3 absences. ** Points may be subtracted for excessive absences, habitual leaving early from class, and/or habitual tardiness. **
COURSE GRADING SCALE: A = 90% + D = 61% - 69.9%
B = 80% - 89.9% F = below 61%
C = 70% - 79.9%
XI.POLICY STATEMENTS
**It is standard policy that on occasion xerox copies of student work will be made to document types of work for NCATE accreditation. In all such instances the work will be kept anonymous. If you object to having copies of your work anonymously included please notify the instructor.
Class attendance: Students are responsible for attending all class periods. A student who is late for class should see the instructor at the end of the class period to verify that the student is credited with attending the class. Excessive lateness &/or absences may result in lowering of your grade.
Make-up: If a regular exam is missed, a make-up exam must be taken before the next regularly scheduled class. Make-up exams will be different from the regular exams, and more difficult. If you cannot get to class the day an assignment is due have someone else deliver it for you, or mail it being sure that the postmark reflects a date no later than the due date. Late assignments are penalized heavily!
Incomplete: If all course work is not completed at the time grades are given due to circumstances beyond a student's control (such as hospitalization) an "I" will given. An "I" is given only after the student establishes with the instructor that his/her work is incomplete for a good cause, and the student has earned a passing grade to date. It is the responsibility of the student to make up incomplete work, and have the instructor submit a grade change to the Registrar within nine weeks of the subsequent trimester.
Special Needs: If you have special needs in relation to this class please notify the instructor the first day of class.