Northern Arizona University



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College of Education

The mission of the College of Education at Northern Arizona University is to prepare education professionals to create the schools of tomorrow.

Course Syllabus

EDF 301W School and Society

Fall Semester, 2005

General Information

Instructor: Melissa A. Geiselhofer Class Location: Phoenix College

Office Address: NAU-Central Phoenix Class Dates/Times: Tues., 7:30-10:00

2715 N. 3rd St., Suite 204 23 August – 6 December 2005 Phoenix, AZ 85004 Credit Hours: 3

Office Hours: By appointment Prerequisites: Admission to NAU

Telephone: 602-728-9539 Teacher Education Program

Email: Melissa.Geiselhofer@nau.edu

Catalog Description

Studies social, historical, and political contexts of education in a multicultural, democratic society. Emphasizes intellectual traditions grounded in a spirited critical debate over the political, economic, and moral centers of educational practice. This course fulfills NAU’s junior-level writing requirement.

Course Description

This is a writing intensive course designed to introduce pre-service teachers to the historical, sociological, and political foundations of public schooling in the United States. Throughout this course, we will examine the intellectual influences on the institutions of schooling in America. Of primary importance are the students’ abilities to consider and to examine their current beliefs, attitudes, and critical knowledge of public education from multiple perspectives. We will be asking questions about the life work of the educator and the relationship between educational work and institutions where teachers pursue their profession. We will be studying the relationships between some of the most important traditions underlying this vocation in light of some of the most recent phenomena affecting the work of teachers and how its boundaries are defined. The course will focus on developing the ability to think and to write analytically and practice the skill of ethical reasoning. Learners will practice the art of inquiry and the act of dialogue. Learning to thoughtfully consider the points of view of other cohort members will enhance appreciation for others’ experiences and points of view.

Student Learning Expectations/Outcomes for this Course

Successful completion of this course will enable you to:

• Use critical thinking skills in reading, writing, and speaking.

• Identify and effectively communicate developing understanding of a range of interpretations of selected educational issues.

• Exercise ethical reasoning in response to issues of cultural difference, gender, racial, and ethnic diversity within the social context of schooling.

• Understand and analyze historical and current aims of education.

• Understand and analyze the relationship between schools and society.

• Understand historical and current roles of the teacher.

• Understand cultural diversity and the historical and contemporary role of cultural diversity in shaping education policy.

Arizona Teaching Standards

The following Arizona Professional Teaching Standards will be addressed in this course:

Standard 1: Instructional Design

• Address physical, mental, social, cultural, and community differences among learners.

• Indicate long-term curriculum goals.

Standard 2: Learning Climate

• Establish and maintain standards of mutual respect.

• Respect the individual differences among learners.

Standard 3: Instructional Implementation and Management

• Link learning with students’ prior knowledge, experiences, and backgrounds.

• Incorporate strategies which address the diverse needs of learners.

Standard 6: Self-Review and Evaluation

• Review educational practices and evaluate the influences of those practices on student growth and learning.

Standard 8: Planning Instruction, Learning Environment and Student Assessment

• Have knowledge of the influences of language, culture, gender, and family community on student learning.

Course Structure/Approach

The above objectives will be accomplished through:

• Class lecture and discussion of texts, videos, cases, and disputes.

• Video/film presentations.

• Small group activities.

• Reading assignments of texts, articles, outside readings.

• Completion of projects/assignments/papers.

• Analysis and reflection of problems, case studies, videotapes, films, vignettes, and field experiences in the form of written responses.

Required Texts

Tozer, S., Violas, P., Senese, G. (2005). School and society: Historical and contemporary perspectives. 4th edition, McGraw-Hill.

5th Edition APA Style Guide

Other readings as assigned and/or distributed in class.

Course Outline

|Week |Prior Preparation |Class Topics/In-Class Work |Assignments/Due Dates |

|1-Aug 23 | |Introduction to the Course |Course Assignments Practicum |

| | |Syllabus and Practicum Review |Assignments |

|2-Aug 30 |Ch 1, Tozer |Introduction: Understanding School and Society |First Paper Assigned, Due Sept. |

| | | |13-Week 4 |

|3-Sept 6 |Ch 2, Tozer |Liberty and Literacy: The Jeffersonian Era | |

|4-Sept 13 |Ch 3, Tozer |School as a Public Institution: The Common-School Era |First Paper Due |

|5-Sept 20 |Ch 4, Tozer |Social Diversity and Differentiated Schooling: The | |

| | |Progressive Era | |

|6-Sept 27 |Ch 5, Tozer |Diversity and Equity: Schooling Girls and Women |Second Paper Assigned, Due Oct. |

| | | |11-Week 8 |

|7-Oct 4 |Ch 6, Tozer |Diversity and Equity: Schooling and African Americans | |

|8-Oct 11 |Ch 7, Tozer |Diversity and Equity: Schooling and American Indians |Second Paper Due |

|9-Oct 18 |Ch 8, Tozer |National School Reform: The Early Cold War Era | |

|10-Oct 25 |Ch 9, Tozer |Liberty and Literacy Today: Contemporary Perspectives |Third Paper Assigned, Due Nov |

| | | |8-Week 12 |

|11-Nov 1 |Ch 10, Tozer |Teaching in a Public Institution: The | |

| | |Professionalization Movement | |

|12-Nov 8 |Ch 11, Tozer |Social Diversity and Differentiated Schooling Today: |Third Paper Due |

| | |Vocational and Liberal Ideas | |

|13-Nov 15 |Ch 12, Tozer |Diversity and Equity Today: Defining the Challenge |Final Paper Assigned, Due Dec. |

| | | |6-Week 16 |

|14-Nov 22 |Ch 13, Tozer |Diversity and Equity Today: Meeting the Challenge |Three Practicum Assignments Due |

|15-Nov 29 |Ch 14, Tozer |Contemporary School Reform: The Post-Cold War Era | |

|16-Dec 6 |Ch 15, Tozer |The Cultural Contexts of Children and Youth |Final Paper Due |

Assessment of Student Learning Outcomes

Methods of Assessment:

Paper 1 15 points

Paper 2 15 points

Paper 3 15 points

Practicum Assignments (three points each) 9 points

Attendance, Participation, and In-Class Writing 16 points

Final Paper 30 points

TOTAL 100 points

Timeline for Assessment:

See due dates in course outline.

Grading System

Final grades will be determined by the following point breakdown:

A 90-100 points

B 80-89 points

C 70-79 points

D 60-69 points

Course Policies and Requirements

1. Course attendance and participation. Because this is an interactive course, it is very important

that you attend each class meeting. You should come to class with all relevant assignments

completed and ready to participate in class activities. Attendance and participation will count

for approximately 16% of your course grade.

2. Write four papers on various facets of course content. Papers one, two, and three will each be

3-4 pages in length for the body of the paper with one cover page and one reference page. The

final paper will be 5-6 pages in length for the body of the paper with one cover page and one

or two reference pages. Each paper should be written in APA style according to 5th edition,

double-spaced, typed in Times New Roman (or similar) 12-point font, with one-inch margins.

This course meets the NAU upper division writing requirement. Papers will be evaluated

on content, organization, writing style, research, APA style, and conventions. One of the first

three papers submitted in accordance with requirements may be re-written once in order to

improve its substantive and mechanical quality. The final paper may be submitted only once.

Rewritten papers must be resubmitted within one week from the time the original paper is

returned. Rewritten papers must also include a copy of the original paper. Be sure to make

personal copies for yourself of all work you submit. While a paper may be rewritten, the first

submission should be considered a final draft of your best work. Sloppy or tentative work will

be returned without comment.

3. NAU regards acts of academic dishonesty as very serious offenses. These acts include, but are

not limited to: plagiarism, cheating on tests, forging an instructor’s signature, copying from

other students, and lying about the work involved in class. If an individual engages in these

activities, she/he is subject to the Arizona Board of Regents’ Code of Conduct and procedures

outlined in the NAU Student Handbook.

Classroom Management Statement

Membership in the academic community places a special obligation on all members to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive.

It is the responsibility of each student to behave in a manner which does not interrupt or disrupt the delivery of education by faculty members or receipt of education by students, within or outside the classroom. The determination of whether such interruption or disruption has occurred has to be made by the faculty member at the time the behavior occurs. It becomes the

responsibility of the individual faculty member to maintain and enforce the standards of behavior acceptable to preserving an atmosphere for teaching and learning in accordance with University regulations and the course syllabus.

At a minimum, students will be warned if their behavior is evaluated by the faculty member as disruptive. Serious disruptions, as determined by the faculty member, may result in immediate removal of the student from the instructional environment. Significant and/or continued violations may result in an administrative withdrawal from the class. Additional responses by the faculty member to disruptive behavior may include a range of actions from discussing the disruptive behavior with the student to referral to the appropriate academic unit and/or the Office of Student Life for administrative review, with a view to implement corrective action up to and including suspension or expulsion.

NORTHERN ARIZONA UNIVERSITY

POLICY STATEMENTS

Safe Environment Policy

NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault, or retaliation by anyone at this university. You may obtain a copy of this policy from the college dean’s office. If you have concerns about this policy, it is important that you contact the departmental chair, dean’s office, and/or the Office of Student Life (928-523-3312).

Students with Disabilities

If you have a learning and/or physical disability, you are encouraged to make arrangements for class assignments/exams so your academic performance will not suffer because of the disability or handicap. If you have questions about special provisions for students with disabilities, contact the Counseling and Testing Center (928-523-2261). It is your responsibility to register with the Counseling and Testing Center. Applications for services should be made at least eight weeks before the start of the semester. If the Counseling and Testing Center verifies your eligibility for special services, you should consult with your instructor during the first week in the semester so appropriate arrangements can be made. Concerns related to non-compliance with appropriate provisions should be directed to the Disabilities Support Services coordinator in the Counseling and Testing Center.

Institutional Review Board

Any study involving observation of or interaction with human subjects that originates at NAU-including a course project, report, or research paper- must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and research-related activities. The IRB meets once each month. Proposals must be submitted for review at least fifteen working days before the monthly meeting. You should consult with your course instructor early in the course to ascertain if your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for the IRB review. Your instructor and department chair or college dean must sign the application for approval by the IRB. The IRB categorizes projects into three levels depending on the nature of the project: exempt from further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further review, you need not resubmit the project for continuing IRB review as long as there are no modifications in the exempted procedures. A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and each college dean’s office. If you have questions, contact Carey Conover, Office of Grant and Contract Services, at 928-523-4889.

Academic Integrity

The University takes an extremely serious view of violations of academic integrity. As members of the academic community, NAU’s administration, faculty, staff, and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner. Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. The complete policy on academic integrity is in Appendix F of NAU’s Student Handbook.

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