OFFICE HOURS AND CONTACT INFORMATION

• Instructor: Dr. Rick Gay
• In office for drop-ins, Jackson Court #1 (Since I’m frequently in the field, it’s best to call first.)
  • Monday  3:00-4:15
  • Tuesday  2:00-3:00
  • Wednesday  9:00-11:00
  • Thursday  10:00-11:00
• Also available 24/7 by e-mail and phone mail
• E-mail: rigay@davidson.edu
• Phone: 704-894-2685

TEXTS (Assigned readings)

• Evans, Dennis.  Taking Sides: Clashing Views on Controversial Issues in Teaching and Educational Practice.  3^rd edition.  McGraw-Hill, 2008.
• Spring, Joel.  The American School : From the Puritans to No Child Left Behind.  7^th edition.  McGraw-Hill, 2008.

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 philosophy.
• To consider trends in educational policy and the relationship of the school to other social institutions.

COURSE OBJECTIVES

By December 18, 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

Your grade will be determined by the following factors:

20%: Mid-term Review -- October 16
30%: Final Examination (Cumulative) -- December 12-18
20%: Position Paper — Due at 11:30 am on November 25
20%: Class Participation
10%: Class Presentation to supplement issues from Taking Sides

Note on Mid-term: You will respond in writing to four of six questions drawn from the material covered in the first half of the semester.  Each response is designed to take about fifteen minutes.

Note on Final:  In part one (50%), you will respond in writing to four of six questions drawn from the material covered in the second half of the semester.  As with the mid-term, each is designed to take about fifteen minutes.  In part two (50%), you will respond analytically to an article you haven’t read before; you will be required to support your analyses with material drawn from the entire semester.

Note on Position Paper:  You will write an 8-10 page essay, taking a stance on a controversial issue in the field of education.  I will give you a handout during the second week of the semester with further explanation.

Note on Class Participation:  I will base your class

participation on many factors.  You should be prepared to be called upon randomly.  Several times throughout the semester, I will ask you to do a little writing in the first ten minutes, or so, of class.  Possibly, I will give a pop quiz on the readings.  Notice that on the course schedule that there is a question for each day; having considered this question carefully before class will be helpful.

Note on Class Presentation:  Each issue in our text Taking Sides contains two articles: one taking a “yes” point of view and the other a “no” point of view.  In order to deepen our understanding of this issue, each of you will do a little research (just an article or two, or maybe an electronic resource) on one issue to supplement our understanding.  You will present your findings to the class.  There will be a fifteen minute limit on your presentation.  Assignments will be made during week two.

FIELDWORK

In order to gain a better understanding of education today, fieldwork is required in all education classes. You will not be graded on this work; however, it is a course requirement. I will hand out short forms that you will fill out to document your experiences. There are a couple of ways to fulfill this requirement.

One way: Spend a total of ten hours visiting a public or private school classroom or classrooms. I will arrange this for you or you may arrange it yourself. In the past, some students have done this at their former school over break. Those who are planning to obtain a teaching license should visit a public school.

Another way: Spend ten hours tutoring students or ten hours volunteering in a school (or some combination of the two). Tutoring can be arranged by Davidson's service coordinator. Volunteering could be coaching, staffing a health room, serving as a teacher assistant, helping with school extra-curriculars, etc. This also can be coordinated by Davidson's service coordinator. Those who are planning to obtain a teaching license should complete this component in a public school setting.

A NOTE ON ATTENDANCE AND PUNCTUALITY

Class works much better when all attend. It will be difficult to perform well on the review and exam if you are habitually absent. Tardiness is a major pet peeve for me; it is distracting and shows a lack of respect for your colleagues. If you are tardy, you will not be allowed to complete in-class writings.  Habitual tardiness and absenteeism will affect your class participation grade.  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 mid-term review until all papers have been returned; do not discuss the Final until Friday, December 19.

COURSE CALENDAR

The following list includes reading assignments from our two core texts: Taking Sides: Clashing Views on Controversial Issues in Teaching and Educational Practice, and The American School: From the Puritans to No Child Left Behind (Spring).

Each day is devoted to a single thematic issue and accompanied by a question that should be considered before class.

August 26: Course Introduction

August 28: Public School Curriculum

• Question: Is it time for National Standards in education?
• Read in Taking Sides (2-22):
  • Yes – Chester Finn
  • No – Lawrence Uzzell
• Read in Spring (1-9)

September 2: Religion and Authority in Colonial Education

• Question:  Should one goal of public education be to prepare children to obey the authority of the government?
• Read in Spring (10-42)

September 4: Religion in Schools & Home Schooling

• Questions: (1) Should religious content and concepts be more evident in our schools? (2) Is Home Schooling a good idea?
• Read in Taking Sides (56-71):
  • Yes – Michael McConnell
  • No – Annie Gaylor
• Read in Taking Sides (23-37):
  • Yes – Thomas Washburne
  • No – Bob Reich

September 9: Nationalism, Multiculturalism, and Moral Reform in the New Republic

• Question:  Should public schools function to turn a multicultural society into a single-culture society dominated by the values of the majority?
• Read in Spring (46-75)

September 11: The Ideology and Politics of the Common School

• Question:  Which historical interpretation of the common school period do you find most persuasive?
• Read in Spring (78-104)

September 16: Homework

• Question: Does homework serve useful purposes?
• Read in Taking Sides (259-276)
  • Yes – Robert Marzano & Debra Pickering
  • No – Diane Dunne

September 18: The Common School and the Threat of Cultural Pluralism

• Question:  Do you agree with Carl Kaestle that the common school movement was primarily designed to protect the ideology of an American Protestant culture?
• Read in Spring (106-137)

September 23: Organizing the American School in the Nineteenth Century

• Question:  I knew a school superintendent who refused to allow males to teach in self-contained elementary classrooms.  Did he have a justifiable argument?
• Read in Spring (141-172)

September 25:  Muticulturalism and the Failure of the Common School Ideal

• Question:  Are school districts justified in setting language policies?
• Read in Spring (175-209)

September 30: Growth of the Welfare Function of Schools

• Question:  Spring points out one of the negative consequences of school integration.  In light of the material in this chapter, can you think of any others?
• Read in Spring (213-247)

October 2: The School and the Workplace: High School, Junior High School, and Vocational Guidance and Education

• Question:  How responsive do you think schools should be to business and industry?
• Read in Spring (252-291)

October 7: High Schools and Middle Schools

• Questions: (1) Can large high schools provide a quality education? (2) Has the middle school concept failed?
• Read in Taking Sides (158-176):
  • Yes – Rick Allen
  • No – Tom Vander Ark
• Read in Taking Sides (38-55):
  • Yes -- Cheri Pierson Yecke
  • No -- Sue Swain

October 9: Meritocracy

• Question:  Do you agree with Spring that “management of human capital is still one of the primary goals of education”?
• Read in Spring (295-325)

October 16: Mid-Term Review

October 21: Character Education

• Question: Are character/moral educational programs effective?
• Read in Taking Sides (335-357):
  • Yes – Tom Lickona
  • No – Patriotism for All

October 23: Special Education and Exceptionalities

• Question: Is the practice of providing accommodations to children in special education a good idea?
• Read in Taking Sides (315-334):
  • Yes – Mary Ann Byrnes
  • No – James Kauffman

October 28: The Politics of Knowledge

• Question: Do you agree with George Counts that teachers should be active in building a new social order?
• Read in Spring (329-355)

October 30: Schools, Media, and Popular Culture

• Question: Do you believe that schools should promote the idea of “civic consumerism,” as defined by Kelly Schrum (380).
• Read in Spring (358-384)

November 4: Computer Technology

• Question: Will increased use of computer technology and games be beneficial to students?
• Read in Taking Sides (294-314)
  • Yes – David Shaffer
  • No – Lowell Monke

November 6: Education and National Policy

• Question: Can you think of any ways in which the federal government attempts to practice “ideological management” in schools?
• Read in Spring (389-417) 

November 11:  Approaches to Teaching American History

• Question: Should the teaching of American history focus on a critique of past events and individuals?
• Read in Taking Sides (180-199):
  • Yes – David Shaffer
  • No – Lowell Monke 

November 13:  The Civil Rights Movement, The New Immigration, and The New Culture Wars

• Question: Do you think the “coloring of textbook town” has been positive or negative?
• Read in Spring (421-454)

November 18:  Education in the Twenty-First Century

• Question: Do you agree with Spring that “environmental education might prove to be the most important and radical educational movement” in the 21^st century?
• Read in Spring (459-490)

November 20:  Charter Schools

• Question: Have charter schools fulfilled their promises?
• Read in Taking Sides (85-103):
  • Yes – The Center for Education Reform
  • No – Bella Rosenberg

November 25:  Position Paper Due @ 11:30 am (submit digitally via email attachment)

December 2: School Discipline Policies

• Questions: (1) Should school discipline policies be stricter and include “zero tolerance” provisions? (2) Is drug testing of students a justifiable practice?
• Read in Taking Sides (133-157):
  • Yes – Public Agenda
  • No – Russell Skiba
• Read in Taking Sides (72-84):
  • Yes – Clarence Thomas
  • No – Ruth Bader Ginsberg

December 5: Gender and Sports

• Questions: (1) Do single-sex classrooms and schools provide a better learning environment? (2) Does participation in sports provide positive benefits to youth?
• Read in Taking Sides (222-243):
  • Yes – Leonard Sax
  • No – American Association of University Women
• Read in Taking Sides (277-293):
  • Yes – Jordan Metzl
  • No – Josephson Institute of Ethics

December 12-18: Final Examination