SCHOOLS, SOCIETY, AND DIVERSITY
Instructor: Jan Lupton Office hours:
Phone: 742:1997 x 228
Home phone: 87
COURSE DESCRIPTION: Historical, philosophical, sociological, and
ideologic foundations of education: Purposes and roles of schools in a
pluralistic society. Contemporary issues and reform trends in American
COURSE CREDIT, FREQU
ENCY, AND DESIGNATION
This course is taught during the fall, spring, and summer semesters. It is
semester hour course in general education that can satisfy the
university’s requirement for three hours in individual or group behavior
ass is scheduled to meet
for 1 hour and 2
2300 provides teacher candidates with multiple opportunities to
examine personal dispositions, acquire a knowledge base of the diversity
factors influencing the teaching
rocess, and develop pedagogical
culturally inclusive decisions in classrooms.
A GOOD EXERCISE FOR THE HEART IS TO BEND DOWN AND HELP
RELATIONSHIP TO THE CONCEPTUAL FRAMEWORK:
e of the conceptual framework is captured by the theme
Professional Educators Opening Doors to the Future.
This is considered in
two ways. First, the TTU faculty, as professional educators model
dispositions, share knowledge, and develop skills with teach
enabling them to open doors to their future. In turn, teacher candida
as professional ed
ucators, model dispositions, share knowledge, and develop
skills as they respond and interact with their students allowing them to
open doors to thei
The dispositions, knowledge base,
tes acquire and develop in
demonstrated through their 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
2300, guided by the concept of
“opening doors”, metaphorically, prepares culturally competent teachers who
successfully teach in a culturally dive
rse, 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.
00, acquiring a knowledge base of culturally 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
economic status, gender,
ability, 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
diverse setting are also critical to the course cont
STUDENT LEARNING OUTCOMES AND ASSESSMENTS OF
By the completion of this course,
Students will be assessed by one or
more of the following 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.
ill participate in
regarding diversity in
education. Class discussion, defining
these words and reflecting up
Reflect and analyze the problems
concerning the role of public schools
heir obligation to meet the
needs of all cultures and
Through the use of technology and
the class text, prepare material for
class debate regarding issues in the
public schools. Construct solutions.
Take part in discussions concerni
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.
Present to class as a group discussion
tying with class text.
material regarding issues of diversity
in education; issues such as
homelessness, poverty, abuse,
foster families, bullying.
Students will consider and discuss
issues covered in our class as well as
issues of concern to them so th
they might be able
to not only open
the doors to
their future, but their
students as well.
Develop awareness of school law,
liabilities, morals, and ethics of
schools and personnel.
Students will take part in class
discussion concerning school law,
bilities, morals, and ethics of
schools. They will become aware of
information as presented by a
speaker of school law
Sadker, M.P., & Sadker, D.M.
Teachers, Schools, and Society.
Edition) NY: McGraw Hill.
ted: Pocket folder to keep class papers, grades, attendance,
, class outline for reference
RECOMMENDED and ordered for this class:
Payne, Ruby K. (1996)
A Framework for Understanding Poverty
Aha! Process Inc. Highlands, Texas
Pelzer, Dave (1995
A Child Called It.
Inc. Deerfield Beach, Florida
Pelzer, Dave (1997)
. Health Communications,
Inc. Deerfield Beach, Florida
STRIVE FOR HONOR, EVERMORE; INTEGRITY
F ACADEMIC INTEGRITY:
Integrity is expected of every student in all academic work. The guiding
principle of academic integrity is that a student’s submitted work must
the student’s own. Conduct prohibited by the code consists of all forms of
CIVILITY IN OUR CLASSROOM:
Students are expected to assist in maintaining a classroom environment
which is conducive to learning. In order to assure that all students have
the opportunity to gain from time
spent in class,
students are prohibit
from engaging in any form of distractions. Inappropriate behavior in the
classroom shall result, minimally,
in a request to leave class
This includes turning off and putting away cell phones
or other devices
as well as newspapers or other class
OBJECTIVES OF COURSE:
*Analyze the sociocultural and ideological perspectives that shape the
democratic ideology of American Education
* Explore issues of diversity related to race, ethnicity, socioeconomic
status, gender, exceptional
ity, and equality in education.
*Understand the implications of an increasingly pluralistic society on the
role of public schools and their obligation to meet the needs of all cultures
and socioeconomic groups.
*Understand the dimensions of multicultural
education and explore
multicultural influences on school curricula, school climate, student learning,
and teaching practices.
*Explore other contemporary issues that impact the role of teachers and
the educational field.
*Engage in informed discussions and
investigate current research literature
in issues of diversity in elementary education.
We are learning to be professionals.
I will begin class on time and
you to be on time to class each day. I also expect you to have rea
assignment and be able to participate in the class discussion and activities
because you have read
are familiar with the information.
Being late and
uninformed is disrespectful of your fellow students as well as your
ich you are learning to be, should always be prepared and
organized for class. Class participation will be graded on the basis of text
material and research as well as your opinions and your experiences. The
class outline is tentative
In order to know wha
t will be done and what is
expected it is important that you be in class.
Those who educate children well are more to be honored than parents; for
these only gave life, those the art of living well.
~Aristotle (384 BC
Students are held responsible for correct grammar and spelling of all
assignments turned in for evaluation. Professional
use correct grammar
and spell correctly.
Learn to spell or look up words you do not know how to
h as “separate, principal, curriculum, their, there, they’re etc.
Spell check will not correct these mistakes
Do not turn in any papers with
typographical errors, misspelled words, or crossed out words. Be neat.
Edit your work. They must be typed in a n
eat format unless it is class
work, and then it must be in ink. Points will be taken from grade for
or incorrect grammar.
ur work represents who you are.
Edit all visuals, handouts, etc. which will be used for presentation.
words will not be tolerated.
If you have continued problems with writing, grammar, etc., please find
help at the Writing Center in the English Philosophy building.
All assignments are due on time. Late work will be penalized one point for
each day late
including weekends and will not be accepted one week after
Work due o
n a Tuesday, for example, will
be taken on the
next Tuesday which would be a week later.
Missed exams or presentations
can only be made up if you have documentation (i.e.,
Athletic Dept. letter, etc.) Missed exams may not be made up after a
week has passed. Contact
me immediately upon missing an
****Sharing books with o
thers is not recommended. S
ome students read and
and your sharing with them may cause another student a
problem without your knowing it. Please bring your own book to class.
Bringing your book to class is considered an important part of class
Follow all guidelines/directions for
completing assignments and activities.
Listen carefully for instructions. If you do not understand, as
Any student who, because of a disability, may require some special
arrangements in order to meet course requirements should contact me
1997x228 or by e
as soon as possible
to request necessary accommodations. Students should prese
Student Disability Service (Access TECH). No
requirement exists that accommodations be made prior to completion of this
approved university process.
exams will be administered. Each exam will be graded on a
EXAMS COUNT AS TWO
PROJECT; Grade counts twice as an exam
THE FINAL IS EXAM 3
Class participation. Some classes will involve a class participation
activity. These activities will be based on the reading for the day.
They will be small and
large group discussions. Researched
information will be presented and discussed with the class. You will
be expected to know the material and participate in the activity
Class participation grades:
no interest shown
This will be a class participation grade which counts once. This
grade cannot be made up if you are absent, therefore, it will be a
0. All partici
pation or lack of participation will be considered at the
time of your final grade.
Reflections of readings :
Reflection one= 50 points; reflection two= 50 points=100 points
Instructional methods will include lectures
, small and large group
discussion, examinations, student presentations, small and large group work
and individual student contribution into the class discussion
DO NOT ASK FOR YOU
AVERAGE DURING THE SEMESTER. KEEP UP
WITH YOUR GRADES AND ATTENDANCE I
N YOUR CLASS FOLDER.
STUDY FOR EACH EXAM AND BE PREPARED FOR CLASS
SO THAT YOU
WILL RECEIVE THE GRADE YOU WANT FROM THIS CLASS.
Attendance and participation are critical in your profession. It is assumed
that your course
ormances would be an accurate indicator of
interest in your profession. It is therefore imperative that you be
present, on time, with your textbook and any necessary materials, and
involved in every aspect of this class. Attendance will be taken at every
class. It is your responsibility to make sure your name is on the list. If
your name isn’t on the list, you aren’t here. A grade for attendance will be
recorded and thus will be a part of your final grade for the course. Late
attendance will also be c
in your grade.
If you must be absent,
be aware of the class out
ine for assignments due upon your return. Since
the class outline is tentative, it is a good idea to call a clas
s member to
make sure the assig
nment is correct.
Please don’t plan t
o pick someone up
at the airport etc. and expect an early release from class. It is very
distracting when students leave class early.
Our class is made up of families which will form our classroom community.
Please exchange correct e
mail and telephone
numbers with your family.
Your family will have any handouts you may have missed. Contact your
family for any information you missed because of your absence.
The greatest thing in life is to trust and be trusted
Mandatory attendance days: 1 absence=2 absences
Mandatory days are those when we have a speaker or a group is presenting
2 absences 100
4 absences 80
6 absences 60
7 or more 0
If you must be absent
I keep the lists you sign for attendance, if there is a question I will look
for your name. If it isn’t there, you were not in class.
ESSMENT FOR THE CLASS
Tests count twice
you will not need scantrons nor blue books
participation projects within class counts once
Daily grades count once
Attendance counts once
Reflections count once
FINAL WORD: THE INSTRUCTOR RESERVES THE RIGHT TO AMEND
THIS COURSE OUTLINE ANY TIME DURING THE SEMESTER. IN
ORDER TO AVOID STUDENT DIS
APPOINTMENT, IT IS THE
RESPONSIBILITY OF THE STUDENT TO CLARIFY ANY ISSUES WITH
THE INSTRUCTOR PRIOR TO GRADING.
If you are going to talk the talk, you have to walk the walk
TENTATIVE CLASS SCHEDULE
I very much intend for this class to be learner
directed. This schedule may change due to your needs.
Orientation/Expectations/class outline. Who are you?
Who am I? What is my philosophy of this class? What do I
want for you? Ch.
: “ Becoming a Teacher”
What is a
professional? Why bother? Why become a teacher?
“ Stand and Deliver” Questions on board to guide viewing.
g: Who is Jaime Escalante? Pg 26
Was he an effective teacher? How did he deal with
Please take notes for discussion and exam.
Continue video and class discussion
hy of Education” take the
9. What is yo
ur philosophy of
Will your philosophy change as we proceed through
Why is this your philosophy?
pter 11, “Teacher Effectiveness” pp. 428
What makes a teacher effective? Who was your most
ffective teacher and why?
Most ineffective? Why?
*Assigned reading: Ch.
Continue Chapter 11
Ch. 11 continued
Cultural plunge activity assignment for next class. Take notes to
hand in and share with class.
* Visit a store, a laundromat, barber sh
or beauty shop etc. in a
neighborhood unfamiliar to you and observe your reactions to various
diversities. Record your thoughts, actions, body language, regarding these
people. Is it ok? Are they looking at you and thinking you are the weird
here do our prejudices come from? Are you prejudiced? Is that
fair? Write a paragraph describing this experience and turn in.
“Culturally Responsive Teaching” Pg. 67
Discuss and turn in cultura
l plunge assignment
2 “Different Ways of Learning
Review Exam I
19 Ch. 4 “Schools: Choices and Challenges
Ch. 4 continued: Choices
What do you know about these choices
? What can you
find out on the internet to help us better understand the
choices so we can make wise decisions.
Ch. 4 What makes a school effective?
Homework: Pro or Con
Uniforms: Pro or Con
Bring articles in so you can give educa
We will use
the articles in class to make your arguments.
* Projects assigned
LRC Orientation and group planning
Education building; 2
Ch. 5 “Student Life in School and at Home
Ch. 5 “
The Adolescent Society and Meeting Affective
” Pg. 184
ussion of chosen article
tied into Sadker, Ch.
How does your chosen reading reflect the text? Be
o discuss the text material tied into the reading.
*Assigned reading text and reflection one article
in after class discussion
Relate important points of article to Sadker. Cite
Sadker making a tie
into any textbook material covered
cle. Discuss the article and
important points you read which
teacher or a school effective.
What were many
points Sadker discussed in
which agreed with this article?
ession of this article
D. Are there some
ideas you could use as you teach or
and opportunity to meet with your family for
for project planning
Ch. 6, “Curriculum, Standards, and Testing”
What are the definitions of the various curri
What is your
opinion regarding standardized
Testing and No Child Left Behind? Utilize technology
o balance the materi
al in the text. You will be graded
n the material you bring to class. You must discuss
ntelligently based on information you find. What are
he most recent developments concerning TAKS?
***Class debate activity:
Pro/Con: No Child Left Behind
Pro/Con: Standardized Testing
Which side will you be able to argue? Be able to argue
Ch. 6 “The Reign of the Textbook”
227 “Censorship” Pg. 244
Textbook adoption activit
April 1 Ch 10: “School Law and Ethics”
gh all situations. Would you choose
the correct solutions? What are the teacher’s
rights / student’s rights? What are the responsibilities?
Teaching and Ethics
, pp. 407
Child abuse: What is your moral and ethical
*What is the problem?
*What does it look like?
*What is the solution?
A CHILD CALLED IT
and share the what
ade an impression on you. You may also share from
THE LOST BOY.
Group Planning Day: M
eet in the classroom. Take roll
FAMILY PROJECT: You are to research through Sadker, the internet,
iews, journals, or any other method you can find to give us
What is the problem? What does it look like in the classroom or workplace,
and how can we be the solutions?
will we have to help us
be the solution?
Prepare a handout
to give to the class which answers these questions.
Handout must have a title, your names listed, major points you think we
should know in order to answer the above questions, and resources listed
such as websites. Make an impact. Dress prof
no caps, flip
Absences will be counted twice. This is important information.
Present it with pride and passion. As a class member, take notes, ask
questions and realize this is information you will not get anywhere else.
Treat the presenters
You will have 20 minutes. There will be time to discuss the information.
Ch 5: “Student Life in School and at Home
There are real problems. What
are the solutions?
Substance abuse; Dropouts
Ch. 5 Projects:
Youth Suicide; Bullying
Video: “Without a Trace”
Youth Suicide and Bullying
“Lessons From Skateboarders”
Read article and reflect upon the main points. What
is CPUPO? How were these needs met outside of the
classroom? How must we
try to meet them within the
classroom to present dropouts? Why bother? Who
Have you ever dropped out of something because one
of these needs wasn’t being met?
Philosophy of Education: Do you still believe in your
philosophy from the beginning
of the year or did it
change? Why? How?
“How far you go in life depends on y
our being tender with the
young, compassionate with the aged, sympathetic with the striving
and tolerant of the weak
because some day you will have been all of
~George Washington Carver