Education
121:
History of Educational Theory & Practice
Syllabus: Fall 2012
OFFICE HOURS AND
CONTACT INFORMATION
·
Instructor: Dr. Rick Gay
·
Since I’m frequently in the field, office hours are by appointment.
·
Also available 24/7 by e-mail and phone mail
·
E-mail: rigay@davidson.edu
·
Phone: 704-894-2685
TEXTS
·
Noll, James Wm. Taking Sides:
Clashing Views on Educational Issues.
17th edition. McGraw-Hill, 2011.
·
Urban, Wayne J. and Jennings L. Wagoner, Jr. American Education: A History. 4th edition. Routledge, 2009.
COURSE DESCRIPTION
History of Educational Theory and Practice traces historical development
and underlying philosophies of educational institutions and practices in the
United States and considers current roles and functions of the school in
relation to other social institutions such as state and church.
While this course is required of all students seeking a Concentration in
Education, whether licensure track or interdisciplinary track, Education 121 is
not a course in how to teach; rather, it is a course about the history,
philosophy, and practice of education in the United States. In other words,
this course is equally valuable for those simply interested in learning more
about education—one of the most discussed and controversial topics today.
COURSE GOALS
·
To analyze current issues and practices
in education with respect to their historical and philosophical foundations.
·
To examine various views of educational
policy.
·
To consider trends in educational policy
and the relationship of the school to other social institutions.
COURSE OBJECTIVES
By December 20, students completing this course should be able to do the
following:
·
Articulate positions on contemporary educational issues.
·
Apply educational theory to perennial issues in education.
·
Identify and discuss key moments in the history of American education.
GRADING POLICY
30%: Two Reviews
20%: Final Examination
20%: Issue Papers
20%: Online Discussion Forums
(including write-ups on school visits)
10%: Reading Checks
Reading Checks: Believe it or not, most students like reading checks because they
reward those who prepare carefully for class, and some like them because they
deliver extrinsic motivation. These are anywhere
from one to seven questions and are taken at the beginning of class. If you are absent or tardy, you won’t be able
to make a reading check; however, missing one or two won’t hurt your grade.
Two Reviews: We will have two reviews during the semester, the first about one-third
of the way through and the second about two-thirds of the way through. Each
will include four questions that will require a one-paragraph response. These will be take-home and submitted
electronically by 1:20 pm on the day assigned.
Final Examination: Two parts, cumulative. The first part will be a series of ten
short-answer questions. The second part
will be an essay. You will take it in Chambers during the regularly scheduled
examination time.
Issue Papers: On the day assigned, an issue paper must be turned
in before class on the educational issue under discussion for the day. Each paper should be 800-1000 words, 12 point
font, Times New Roman, one-inch margins, line spacing 2.0. Please follow the prescribed format. The body of the paper should contain an
objective synopsis of each
author’s stance on the issue (concise summary of both pro and con), an assessment of each author’s presentation of the issue (assessment of
strengths and weaknesses in arguments, supported by evidence from the
readings), and your stance
on the issue (your opinion supported by evidence, examples and experience). To
increase your understanding of the issue, you must cite at least two outside
sources to support your stance or provide additional insight. Deposit your
paper in the course Moodle site before 1:20 pm on the day assigned. There are six issue papers assigned; however,
you are only responsible for three. You
cannot turn in more than three. Late
papers will not be accepted. Papers will be penalized for poor grammar and
mechanics.
Online Discussion Forums: On five Fridays this semester you will be
required to post a response to a prompt based on a supplied reading (a virtual
handout). This will be due by 12:30 pm
and posted on the class Moodle site. Around
300-350 words is a good length, but please never go
over 500 words. You must also respond to
posts completed by two classmates; there is no length requirement for
follow-ups, but they should be substantive.
When completing your follow-up posts, please choose classmates that have
zero or one response already posted.
Follow-ups should be completed by 11:59 pm on the following Sunday.
Classroom visits: You are required to make three visits to a
local school. For a high school or
middle school each visit should be one class period, and for elementary
or other settings about 60 to 90 minutes each. You may arrange these yourselves or arrange
them through our Field Experience Coordinator, Tanya Chartier. On three Fridays, you will share a summary
and analysis of your visit on the Discussion Forum—300-350 words, but not over
500. You are welcome to complete your
visits earlier than the dates indicated, but just save your written summary and
analysis until the required posting date.
Finally, you will respond to posts completed by two classmates; again,
when completing your follow-up posts, please choose classmates that have zero
or one response already posted.
Follow-ups should be completed by 11:59 pm, on the following Sunday.
A
NOTE ON ATTENDANCE AND PUNCTUALITY
Class works much better when all attend. Tardiness is a major pet peeve
for me; it is distracting and shows a lack of respect for your colleagues. If you need to excuse yourself during
class, do so with the minimum amount of disruption. Miss five classes, excused or unexcused,
you will receive an “F” for the course.
HONOR CODE
All work must be pledged. Do not
discuss the reviews until all papers have been returned. Do not discuss the
final examination until December 20.
LAPTOPS, TABLETS, ETC.
No need for laptops or tablets during class; you will be doing plenty of
electronic work outside of class. Please
turn off all electronic devices.
LATE
WORK
Because all assignments are made at the beginning of the semester, there
really isn’t any justification for work being turned in late or posted late in
the discussion forms. Thus, all late
work will be penalized one full grade per calendar day (for example, “A” to a
“B,” “A-“ to a “B-,” etc.).
COURSE CALENDAR
The following list includes reading
assignments from our two core texts and supplementary materials. You will also notice dates for online submissions;
an asterisk* indicates that the class activities will take place online on that
day.
August 27: Course Introduction
August 29: Discussion of Einstein Essay
(handout)
August 31: Should “Public Schooling” Be
Redefined?
·
Read in Taking Sides (63-86):
o Yes
– Frederick M. Hess (Bachetti provides a nice summary
of Hess’s article on pages 80-83)
o No –
Linda Nathan, et. al.
September 3: Colonization and Cultural
Transplantation: 1607-1776
·
Read in American Education (15-64)
[Read the entire chapter, but focus on the following pages: 15-17, 24-33, 43-64]
September 5: Colonization and Cultural
Transplantation: 1607-1776 (continued)
·
Read in American Education (15-64) [Read the entire chapter, but focus on the
following pages: 15-17, 24-33, 43-64]
September 7: Are Undocumented Immigrants Entitled to
Public Education? ISSUE PAPER #1
·
Read in Taking Sides (170-188):
o Yes
– William J. Brennan, Jr.
o No
– Chief Justice Warren Burger
September 10: Education and the Building
of a New Nation: 1776-1830
·
Read in American Education (71-101) [Focus: 71-93]
September 12: Are Truly Democratic
Classrooms Possible? ISSUE PAPER #2
·
Read in Taking Sides (90-108):
o Yes
– Kristan A. Morrison
o No –
Gary K. Clabaugh
*September 14: Online Discussion Forum
September 17: The Common Man and the
Common School: 1820-1860
·
Read in American Education (107-136) [Focus: 112-127, 129-136]
September 19: Is No Child Left Behind a
Flawed Policy?
·
Read in Taking Sides (126-138):
o Yes
– Frederick M. Hess and Chester E. Finn, Jr.
o No –
Dianne Piche
*September 21: Review #1 – submit on
course Moodle site
September 24: Class, Caste, and
Education in the South: 1800-1900
·
Read in American
Education (141-180) [Focus: Entire chapter]
September 26: Can Merit Pay Accelerate School
Improvement? ISSUE PAPER #3
·
Read in Taking Sides (259-275):
o Yes
– Steven Malanga
o No –
Stuart Buck and Jay P. Greene
*September 28: Online Summary and Analysis of Classroom
Visit
October 1: Do Teachers Unions Stymie
School Reform?
·
Read in Taking Sides (239-258):
o Yes
– Andrew Coulson
o No –
Louis Malfaro
October 3: Beginning a Modern School
System: 1865-1890
·
Read in American Education (185-218) [Focus: 187-189, 197-209,
212-218]
*October 5: Online Discussion Forum
October 8: Should the Curriculum Be
Standardized for All?
·
Read in Taking Sides (15-29):
o Yes – Mortimer J. Adler
o
No – John Holt
October 10: Organizing the Modern School
System: The Progressive Era, 1890-1915
·
Read in American Education (223-259) [Focus: 223-247, 250-259]
*October 12: Online Discussion Forum
October 17: Completing the Modern School
System: 1915-1929
·
Read in American Education (265-290)
[Focus: 270-290]
October 19: Completing the Modern School
System: 1915-1929 (continued)
·
Read in American Education (265-290) [Focus: 270-290]
October 22: Are Single-Sex Schools and
Classes Effective? ISSUE PAPER #4
·
Read in Taking Sides (276-294):
o Yes
– Peter Meyer
o No –
Vincent A. Anfara, Jr. and Steven B. Mertens
*October 24: Review #2
*October 26: Online Summary and Analysis of Classroom Visit
October 29: The Effects of Depression and War on American Education:
1930-1946
·
Read in American Education (293-322) [Focus: 301-310, 314-322]
October 31: Dare the Schools Build a New
Social Order?
·
Read George Counts (Handout)
*November 2: Online Discussion Forum
November 5: Education during and after
the Crucial Decade: 1945-1960
·
Read in American Education (325-351) [Focus: 330-344]
November 7: Education during and after
the Crucial Decade: 1945-1960
·
Read in American Education
(325-351) [Focus: 330-344]
November 9: Can Failing Schools Be Turned Around? ISSUE PAPER #5
·
Read in Taking Sides (139-155):
o Yes
– Karin Chenoweth
o No –
Andy Smarick
November 12: The Pursuit of Equality:
1960-1980
·
Read in American Education (355-384) [Focus: 359-379]
November 14: The Pursuit of Equality:
1960-1980 (continued)
·
Read in American Education
(355-384) [Focus: 359-379]
November 16: Is the “21st
Century Skills Movement Viable?
·
Read in Taking Sides (350-371):
o Yes
– Andrew J. Rotherham and Daniel T. Willingham
o No –
Diana Senechal
November 19: Do American Students Need
More Time in School? ISSUE PAPER #6
·
Read in Taking Sides (309-332):
o Yes
– Chris Gabriell
o No –
Larry Cuban
November 26: From Equity to Excellence:
1980-2008
·
Read in American Education (389-439) [Focus: 389-407, 412-414,
420-422, 431-439]
November 28: From
Equity to Excellence: 1980-2008 (continued)
·
Read in American
Education (389-439) [Focus: 389-407, 412-414, 420-422, 431-439]
*November 30: Online
Discussion Forum
December 3: Globalization and the Future – Instructor
Presentation
December 5: Final
Discussion and Course evaluations
*December 7: Online Summary and Analysis of Classroom
Visit