Course Objectives - Texas Tech University

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Dr.
Kelly
Fox (
k.fox@ttu.edu
)

ED
EL

2300.00
1

T
-
TH 9:30


10:50 am

COE

201


1


Course Syllabus

Texas Tech University

College of Education

Spring 2008


Course Information

Prefix and Number


ED
EL

2300.00
1

Course Title


Schools, Society, and Diversity

Course Credit


3 Semester Hours

Frequency of Course


This class is scheduled to
meet for 1 hour and 20 minutes TT
H





Course Description


Historical, philosophical, sociological, and ideological foundations of
education: Purposes and roles of schools in a pluralistic society.
Contemporary issues and reform trends in American publ
ic schools.






Course Purpose


ED
EL

2300

provides teacher candidates with multiple opportunities to
examine personal dispositions, acquire a knowledge base of the diversity
factors influencing the teaching
-
learning process, and develop pedagogical
skil
ls needed to make appropriate, equitable, and culturally inclusive
decisions in elementary classrooms.




Instructor


Kelly Fox
, Ph.D.

Office Location


Texas Tech University at

Highland Lakes

Office Telephone


(8
06)265
-
8505 (cell #1); (512)507
-
4890 (c
ell #2); (830)798
-
9548 (office)

E
-
Mail Address


k.fox@ttu.edu



Office Hours


After class IVC,
by telephone and email




Required Texts



Recommended



Required as Assigned






Sadker, M.P., & Sadker, D.M.
Teach
ers, Schools, and Society.

(8
th

Edition) NY: McGraw Hill.


Payne, Ruby K. (1996)
A Framework for Understanding Poverty
. Aha!
Process Inc. Highlands, Texas


Pelzer, Dave (1995),
A Child Called It.

Health Communications, Inc.
Deerfield Beach, Florida
.


Pelz
er, Dave (1997)
The Lost Boy
. Health Communications,

Inc. Deerfield Beach, Florida.


Mitch Albom,
Tuesdays With Morrie

(New York: Doubleday) 1997.


Mitch Albom,
The Five People You Meet in Heaven

(New York:
Hyperion) 2003.








Relationship to the
Conceptual Framework:

Teacher preparation programs at Texas Tech University are guided by a conceptual framework which
provides direction for programs, courses, teaching, candidate performance, assessment and accountability.
Section
EDEL

2300

relates to th
e conceptual framework as follows:

• The purpose, activities, learning outcomes, and assessments of
EDEL

2300

are specified and directed by a
course syllabus.

• The course syllabus is consistent with and guided by the course template for all sections of
ED
EL

2300.

Dr.
Kelly
Fox (
k.fox@ttu.edu
)

ED
EL

2300.00
1

T
-
TH 9:30


10:50 am

COE

201


2

• The template may be considered as a general syllabus for all sections of the course, although not identical,
are consistent and similar.

• The course template in turn is consistent with and guided by the purposes, learning outcomes, and beliefs
of the elementary program.

• The teacher education program is guided by and consistent with the purposes, beliefs, knowledge bases,
and learning outcomes of the conceptual framework.


The relationship and interaction between these four components may be il
lustrated as follows:











The essence of the conceptual framework is captured by the theme, Professional Educators Opening Doors
to the Future. This is considered in two ways. First, as I will model dispositions, share knowledge, and
demo
nstrate teaching skills with teacher candidates in
EDEL

2300

which will enabling them to open doors
to their future. In turn, teacher candidates, as professional educators, will model dispositions, share
knowledge, and develop skills as they respond and in
teract with instructor and peers in the course and
ultimately with their elementary students which will allow these children to open doors to their futures. The
dispositions, knowledge base, skills teacher candidates acquire and develop in
EDEL

2300

are
de
monstrated through learning outcomes measured by university classroom course experiences, activities,
assignments, and assessments. These are also consistent with State of Texas and national standards.


Second, course work in
EDEL

2300
, guided by the conce
pt of “opening doors metaphorically,” prepares
culturally competent teachers who (a) successfully teach in a culturally diverse, pluralistic, democratic, and
global society and (b) participate in creating an equitable future where everyone is given access
to
schooling opportunities in an environment where their culture, knowledge, and skills are respected and
valued. In
EDEL

2300
, acquiring a knowledge base of the diversity factors influencing the teaching
-
learning process, understanding how to create a cul
turally comfortable classroom context, and learning
multiple strategies to teach and assess culturally, economically, ethnically, racially diverse students is
central. Diversity factors such as race, ethnicity, culture, socio
-
economic status, gender, abili
ty, sexual
orientation, and religious differences as they relate to schooling concerns are addressed throughout the
course. The development of technological skills and understanding how to use technological resources in
diverse settings are also critical t
o the course content in
EDEL

2300.


Student Learning Outcomes and Assessment of Outcomes

Course Objectives


STUDENT LEARNING


OUTCOMES


ASSESSMENTS


By the completion of this course, students will:

Students will be assessed by one or more of the
f
ollowing documents or activities. Students
will:

Acquire and respond to information from
various sources regarding issues of race,
ethnicity, socioeconomic status, gender,
exceptionality, and equality in education.

Students will participate in a class ac
tivities and
scenarios as a framework for understanding
poverty and diversity in education. Class
discussion, defining these words and reflecting
upon their prejudices.

Reflect and analyze the problems concerning
the role of public schools and their obli
gation
Through the use of technology and the class
text, prepare material for class debate regarding
Conceptual
Framework

Elementary
Program

Goals


EDEL

2300
Template


EDEL


2300

Syllabus

Dr.
Kelly
Fox (
k.fox@ttu.edu
)

ED
EL

2300.00
1

T
-
TH 9:30


10:50 am

COE

201


3

to meet the needs of all cultures and
socioeconomic groups.

issues in the public schools. Present a group
presentation on
the p
urposes and roles of
school
s in a pluralistic society.

Take part in discussions concerning other
contemporary issues and the impact on the role
of teachers and the education field

Write reflection papers analyzing current
material regarding contemporary issues in
education.
Deba
te issues of standardized, high
-
stakes testing and NCLB.

Research/investigate current material regarding
issues of diversity in education; issues such as
homelessness, poverty, abuse, foster families,
bullying.

Students will consider and discuss
family
issues
.
Students will present/participate in a book talk
on child abuse.

Develop awareness of school law, liabilities,
morals, and ethics of schools and personnel.

Students will take part in class discussion
concerning school law, liabilities, morals, and

ethics of schools. They will become aware of
information as presented by a speaker of school
law if available.

Examine t
he following diversity factors
in self
and others


culture, ethnicity, race, gender,
ability, language, sexual orientation, socio
-
ec
onomic status, and religion.

Create
“My Life in a Bag”
--
a cultural bag
designed to reflect upon personal dispositions
and background
,

including

ethnicity, race,
gender, ability, language, socio
-
economic
status, and religion.

U
nderstand how their own and o
thers
socialization process and specific cultural
experiences influences how one develops
competencies, skills, cognitive preferences and
prejudicial attitudes.

(b)
Teachers
’ and students’ diverse cultural
competencies, skills, cognitive preferences, and
prejudicial attitudes affect the ways children
learn best and how they develop friendships and
form peer relationships.

Explore/study various philosophies of
education. Discuss how theme, Professional
Educators Opening the Doors to the Future
relates to t
he content of this diversity course
and how it relates to your philosophy of
education.

Develop, complete, and write a personal
philosophy to critically examine your personal
attitudes, beliefs, and experiences and discuss
how they influence your potentia
l to develop
skills needed to develop into a culturally
competent teacher and identify what you need
and plan to do to begin the journey toward
becoming a culturally responsive educator


Examine and evaluate teacher effectiveness.

Interview
a Teacher to
learn
effective pedagogy
for
working with students of diverse
backgrounds, including special education,
cultural and
socioeconomic factors
, discipline,
group activities.

Evaluate technological issues respective to
diversity to understand how to integrat
e
technology in planning curriculum, locating
resources and improving instruction.

Use technological resources

for a debate on
contemporary issues
, to take research family
problems

and

to find culturally inclusive
resources for specific ethnic groups in pa
rticular
subjects.



Methods

A seminar format


dependent on reading all assigned materials for understanding and active, verbal
participation of enrolled students


is the basic teaching
-
learning approach in
EDEL

2300
. Other
activities will include, bu
t not be limited to, interactive small, cooperative group discussions, student and
Dr.
Kelly
Fox (
k.fox@ttu.edu
)

ED
EL

2300.00
1

T
-
TH 9:30


10:50 am

COE

201


4

instructor presentations, hands
-
on activities to examine a
nd evaluate cultural background
,
literary analysis
,
and writing
philosophy

statements
, interviewing a teacher
,
and
cultural
diversity
.


Handicapping Conditions
Any student who, because of an ability difference, may require some special
arrangements in order to meet course requirements should contact the instructor within the first two weeks
to make necessary accommodat
ions.

Any student who, because of a disability, may require some special arrangements in order to
meet course requirements should contact me

at 806
-
252
-
8505
, 830
-
798
-
9548

or by e
-
mail:
k.fox@ttu.edu

as soon as possible

to request necessary accommodations. Students should
present appropriate verification from Student Disability Service (Access TECH). No
requirement exists that accommodations be made prior to completion of this approved
university process.


Civility in
the Classroom

All students will help maintain a safe environment that respects the ideas and honors the dignity
of
all

individuals in the classroom.

Course Requirements


Attendance
:

Because this is a professional development course in which you will be
learning and
practicing teaching skills, you need to attend class every day.


Class cannot be "made up" outside
of class time.


All absences / tardies are "excused."


If you must be absent due to illness or an
emergency, please notify the Professor Fox bef
ore 8 a.m. on the day of class.

The following grade reductions will occur

for absences
:


1 absence

No grade reduction

2 absences

No grade reduction

3 absences

No grade reduction

4 absences

10 points deducted



5 absences

20 points deducted


Tardy and

Leave
-
Early Policy


Punctuality is also critical.


Class will begin and end on time.


Occasionally, students may find it
necessary to be late.


If that is the case, then arrive late rather than skipping class.


Students
arriving after the beginning of cla
ss will be counted tardy.


In addition, students may need to
leave class early.

Students leaving before the end of class will be counted tardy.


Habitual tardies
reflect poorly on the student as a professional educator.


Tardies will be treated in the foll
owing
manner:


2 tardies =


1 absence


Assignments

Late Work
:


Students are allowed to submit one assignment to Professor Fox after the due date.


A 20% grade
Dr.
Kelly
Fox (
k.fox@ttu.edu
)

ED
EL

2300.00
1

T
-
TH 9:30


10:50 am

COE

201


5

reduction will still occur for this first late assignment. The late assignment must be submitted

by
the next class meeting.


No additional late assignments will be accepted.


Daily assignments,
quizzes, discussion board postings and reflections will not be accepted if they are submitted after
the due date.


All work is due at the beginning of class.

All written assignments must follow procedural requirements [typed, length, APA style, double
spaced, font 12, one inch top, bottom, side margins, turned at the beginning of the class, use
paragraphs].

Grades




Students receive grades based upon their
final point total.


Point values and due dates are
posted in the calendar.


The scale for point values is posted in the following chart.


You are
encouraged to keep track of your own point totals and grades.


If an error in grading has occurred,
then the i
ntern should schedule a


The total points needed for course grades in
EDEL

2300

Point Range

EDEL

2300

90
0

-

100
0

A

80
0

-

89
0

B

70
0

-

79
0

C

60
0

-

69
0

D

less than 60
0

F





Assignments for
EDEL

2300 Schools, Society
,

Diversity

Assignments

Point Valu
e

Philosophy

10
0

Interview with a Teacher

10
0

Literature Analysis

1
5
0

Jigsaw
Group Project

1
0
0

Movie
Reflection Papers

100

My Life in a Bag

10
0

NCLB High Stakes Testing Debate

5
0

I, Too, Am an American poem

5
0

Chapter Quizzes

100

Chapter Activit
ies

100

TEACHING Poem

50

Grand Total

1000




See Attached Calendar for Schedule of classes.




Dr.
Kelly
Fox (
k.fox@ttu.edu
)

ED
EL

2300.00
1

T
-
TH 9:30


10:50 am

COE

201


6

Assignments:


1.

PHILOSOPHY OF EDUCATION: 100 points


This semester you will study five philosophies of education and write your own
philosophy of education.

Yo
u will reflect upon the purpose of schools, your role as a
teacher and what you believe about students.


2.

REFLECTION PAPERS:
2x
50
= 100
POINTS

Over the semester you will be required to turn two reflection papers. The reflection
papers will be over movies w
e will view in class. The reflection papers should be two
pages double
-
spaced, 12 pt., Times New Roman Font. Each reflection should include a
reaction and implications for teaching or for the workplace.


3.

JIGSAW PRESENTATIONS: 100 POINTS

This semester you

will be reading
Teachers, Schools, and Society.
During the semester
you will be placed in groups to read and fully understand one of the chapters enough to
teach it to the rest of the class. The presentations should be creative and interactive while
sti
ll covering all of the information in the chapter. Each presentation should last 30
minutes. Each presentation should include a PowerPoint highlighting important areas
and an activity. Each group should make a PowerPoint handout for everyone in the clas
s.


4.

CHAPTER QUIZZES: 1
00 POINTS

Chapter quizzes will be given in the computer lab over
10 chapters
. After you complete
the quiz in class you must email a copy of your grade to
k.fox@ttu.edu

and
junlong.ji@ttu.edu
.
The quiz email should include your name, course number and section
number. Each qui
z is True/False and is worth 10
s

points.


5.

CHAPTER ACTIVITIES: 10
0 POINTS

Ten

chapters have specific activities listed on the syllabus

for you to complete. You must
complete and print off your completed activity to bring to class to help facilitate
discussion. This is a participation grade. If you complete the activity, then you get the
points. Some activities have right or wrong ans
wers. Right or Wrong answers will not
aff
ect your grade.



6.

LITERATURE ANALYSIS
:
150

POINTS

Novels provide a wealth of information about schools, society and diversity, and serve as
a good starting point to examine one's own beliefs. You will read an assi
gned novel

and
facilitate a book talk. This will give you

practice facilitating a discussion among a small
group of sympathetic colleagues.


Last names
J

R
:

A Child Called It


Last names

S

Z
:
The Lost Boy


Last names

A

D:
Tuesday s with Morrie

Last

names

E

H:

The Five People You Meet in Heaven


7.

MY LIFE IN A BAG
: 100

You will create a cultural bag with artifacts that represent your cultural background. This
diversity exercise will help you clarify your cultural identity, build pride and help you
develop a
n ethnic awareness.

Dr.
Kelly
Fox (
k.fox@ttu.edu
)

ED
EL

2300.00
1

T
-
TH 9:30


10:50 am

COE

201


7


8.

DEBATE
: 50

You will be assigned a controversial topic/contemporary issue

of standardized testing or
No Child Left Behind.
You will find
an article on your assigned topic that supports your
assigned position. Use the library electronic
data base:
http://lib
-
w1.lib.ttu.edu/e
-
databases.pl



Bring one article on your assigned debate topic as follows:

No Child Left Behind:

Pro: Last Names B

D

Con: Last Names E

H

Standardized Testing:

Pro: Last Names J

R

Con: Last Names S

Y



9.

I, TOO, AM AN AMERICAN POEM
: 50

Students
will read an article entitled, “
I, Too,
a
m an American
: Preservice Teachers
Reflect upon National Identity” by Nancy
Gallavan
, University of Central Arkansas.
Multicultur
al teaching

Volume 20, Number 2, Spring 2002. They will also read a poem
by Langston Hughes
entitled, “I, too, Sing America”

(1925).
Students
will have one week
to write a poem about cultural characteristics of their past and to examine multicultural
educ
ation and critical pedagogy. Students will ready their poem aloud.


10.

FAMILY GROUP HANDOUT
:

You will be assigned a family problem that your students may encounter. You will find
an article about the problem, and work in a group to create a handout about the

problem.
On the due date, each group will define the problem: What is the problem? What does it
look like in the classroom? What can we be solutions? What resources do we have to help
us be the solution? Groups are as follows

by last name
:


Divorce: Baldw
in

Diamantopoulos

Homelessness: Dickson

Ellis

Substance Abuse: Geoffrion

Hamm

Dropouts:Hughes

Lashford

Youth Suicide: Mace

Smith, Ashton

Bullying: Smith, Brittany

Young



11.

I AM A TEACHER POEM
:

50


To review the concepts taught this semester, students

will write and share an acrostic

P
oem

on culturally responsive teaching theories/concepts/pedagogy
.


CLASS SCHEDULE, INSTRUCTIONAL TOPICS, ASSIGNMENTS

DATE

TOPIC

REQUIRED READINGS

ASSIGNMENTS DUE

1/10/08

Introduction to course

Discuss course and syllabus

Explain Online Chapter Activities and
Diversity Bingo

Dr.
Kelly
Fox (
k.fox@ttu.edu
)

ED
EL

2300.00
1

T
-
TH 9:30


10:50 am

COE

201


8

Quizzes

1/15/08

Video: Stand and Deliver


Part I


1/17/08

Scenario Activity



Video: Stand and Deliver

In Class Reading and Discussion
(Ruby Payne Book: Chapter 1)


Part II


1/22/08

Video: Stand an
d Deliver

Part III


1/24/08

Hidden Rules Among
Classes



In Class Reading and Discussion
(Ruby Payne: Chapter 2&3)


1/29/08

Work on Chapter Jigsaw
Presentations



1/31/08

Work on Chapter Jigsaw
Presentations



2/5/08

Philosophy of Education


Chapter 8

Discussion


Assignment Overview: Philosophy of
Education

Reflection Paper over
Stand and Deliver


Chapter Activity:
What
Philosophy Approach is
this?

www.mhhe.com/sadker8e


In Clas
s: True/False Quiz
over Chap
ter 8

2/7/08

Generational Poverty

In Class Reading and Discussion

(Ruby Payne: Chapter 4)


2/12/08

Teacher Effectiveness





Your First Classroom

Chapter 11
Jigsaw Presentation


Assignment Overview: Interview a
Teacher


Chapter 12 Jigsaw Presentation

Cha
pter
11
Activity:
What do you Think?
Qualities of a Good
Teacher

www.mhhe.com/sadker8e


Chapter 12 Activity:
What do you Think?
Most Valuable Teaching
Skills


In Class: True/False Quiz
over Chapter 11

& 12

2
/14/08

Role Models & Emotional
Resources / Support Systems

In Class Reading and Discussion

(Ruby Payne: Chapter 5&6)


2/19/08

Activity Day

Cultural
Bag

Activity

My Life in a

Bag Due

2/21/08

Discipline

In Class Reading and Discussion

(Ruby Payne: Chapter
7)


Dr.
Kelly
Fox (
k.fox@ttu.edu
)

ED
EL

2300.00
1

T
-
TH 9:30


10:50 am

COE

201


9

2/28
/08


3/4/08 NO

CLASS
WORK ON
POEM
S


Culturally Responsive
Teaching


Instruction and Improving
Achievement

Ch. 3

Chapter Jigsaw Presentation



Read Payne, Ch. 8 pp. 87

97






Ch.3
Multicultural
Literacy

www.mhhe.com/sadker8e


Complete Student Profile
exercise in Chapter 3 on
pp. 93

100


In Class:
True/False Quiz
over Chapter

3

3/ 4/
08

Instruction and Improving
Achievement

In Class Reading and Discussion

(Ruby Payne: Chapter 8)

Read pp. 97

108


3/4/08

Different Ways of Learning




Chapter

2

Jigsaw Presentations

Ch.
2

Emotional
Intelligence Quotient

www.mhhe.com/sadker8e


In Class:
True/False Quiz
over Chapter

2

3/6/08

Creating Relationships &
Conc
lusions


Share poems.

In Class Reading and Discussion

(Ruby Payne: Chapter 9)

I, Too, Am an American
poem due. Be ready to
read in class and turn in a
typed copy.

3/11/08

Schools: Choices and
Challenges


Meet in Family groups

Chapter
4
Jigsaw Presentation
s


Bring one article on a family problem
as follows:

Divorce: Baldwin

Diamantopoulos

Homelessness: Dickson

Ellis

Substance Abuse: Geoffrion

Hamm

Dropouts:Hughes

Lashford

Youth Suicide: Mace

Smith, Ashton

Bullying: Smith, Brittany

Young


You will
c
re
ate a handout on your
problem

Ch.
4

What do you think?
Choices and Challenges
www.mhhe.com/sadker8e


In Class:
True/False Quiz
over

Chapter

4

3/13/08

Student Life in School and at
Home


Meet in Family Groups

Chapter 5 Jigsaw




No web activity for Ch. 5.
The family problem
article is the activity.


No Quiz over Ch. 5


3/25/08

Family Problems Discussion


Turn in group handout.

3/27/08

The History of American
Education


Cha
pter 7
Jigsaw Presentation



Chapter Activity: Ch. 6
Do You Know the Basics?


Dr.
Kelly
Fox (
k.fox@ttu.edu
)

ED
EL

2300.00
1

T
-
TH 9:30


10:50 am

COE

201


10

Curriculum, Standards, and
Testing


Chapter 6 Jigsaw Presentation

Ch. 7 What do you think?
How Much Do You Know
About the History of
Education

www.mhhe.com/sadker8e

In

Clas
s: True/False Quiz
over Chapter
6

&

7


Interview with a Teacher
Due!

4/1/08

NCLB and Standardized
Testing

Bring one article on your assigned
debate topic as follows:


No Child Left Behind:

Pro: Last Names B

D

Con: Last Names E

H


Standardized Testi
ng:

Pro: Last Names J

R

Con: Last Names S

Y


Article is due for debate.

4/3/08

Financing and Governing
America’s Schools


School Law and Ethics

Chapter 9 Jigsaw Presentation



Chapter 10 Jigsaw Presentation

Chapter 9 Activity: Who
is in Control?


Chapt
er 10 Activity:
What Do You Think?

W
hat Is Your Rights
Quotient?

www.mhhe.com/sadker8e


In Class: True/False Quiz
over Chapter 9

& 10

4/8/08

Dr. Fred Hartmeister, Dean
of the Graduate School


Philosophy of Ed
ucation
Due!

4/10/08

Literature Discussion:

Last names
J

R:
:

A Child Called It

Last names

S

Z:
The Lost Boy




4/15/08

Literature Discussion:

Last names

A

D :
Tuesday s with Morrie

Last

names
:E

H:
The Five People You
Meet in Heaven




4/17/08


Video:

Freedom Writers



4/22/08

Video: Freedom Writers



4/24/08

End of Class Discussion

TEACHING Poems

Reflection Paper over
Freedom Writers

Dr.
Kelly
Fox (
k.fox@ttu.edu
)

ED
EL

2300.00
1

T
-
TH 9:30


10:50 am

COE

201


11

4/29/08

Last day of class!