Marietta College Education Department - Educators as Leaders for 21^st Century Schools

Education 110

Principles of Education 11:00 to 11:50 am

Instructor: Dr. Bill Bauer

204 Erwin Hall

740-376-47678

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Course Catalog Description: Historical, social, and philosophical foundations of education, including critical evaluation of contemporary educational trends, leading to clarification of individual teacher's beliefs, values and ethics involved in purposes, content, methods, and appraisal of teacher's role in public schools. Course includes basic school law and its influences, education policy and its influences, and the socio-cultural interplay of schools and society.

Required Texts/Readings: ( YOU MUST HAVE THIS BOOK).

Teachers, Schools, and Society, 8th Ed. Sadker, Sadker & Zittleman. McGraw Hill.

Course Objectives (knowledge, skills, dispositions)	MC Conceptual Framework Program & Outcomes Addressed	INTASC/Ohio Teacher Standards	Praxis III Domain
1. Demonstrate knowledge of philosophical and historical leaders and events and current trends in education.	IV, V K3	A	A
2. Demonstrate knowledge of the moral, social, and political dimensions of schools and classroom teaching.	I,II K3	A	A,B
3. Demonstrate an understanding of the legal and ethical issues in teaching.	V K3 D16 D20	A	B
4. Demonstrate an understanding of the structure, activities, and responsibilities of the teaching profession.	V K3 D21	A	D
5. Demonstrate an understanding of the factors that influence the school curriculum.	II K3	A,B	A
6. Demonstrate an awareness of student diversity and how it impacts teaching and learning.	I,III K3 D18 D19	C	A,D
7. Utilize inquiry and research skills to reflect upon current issues in education.	VI K3	A	D
8. Relate domains of good teaching practice to classroom observations and experiences.	II,VI K3	A	A, B, C, D
9. Develop a personal philosophy of education based upon course content and experiences in the classroom.	VI D20 D22 D24	A	D
10. Develop the initial components for a professional teaching portfolio.	VI D25	I	D
11. Demonstrate an awareness of career paths in the field of education, career ladders, and professional development	VI K3	I	D

Professional Dispositions (as outlined in the MC Conceptual Framework) Addressed in this Course:

D16. Demonstrate responsible and ethical professional behavior.

D18. Respect cultural diversity.

D19. Appreciate diversity in student backgrounds, experiences, and abilities.

D20. Exhibit a belief that students can learn.

D21. Exhibit a willingness to collaborate with peers and professional colleagues to enhance professional growth and opportunities for student learning.

D22. Appreciate the role of families in facilitating student learning.

D24. Exhibit a positive attitude toward learning as an ongoing, life-enriching process.

D25. Demonstrate a willingness to assume leadership roles in the college and P-12 classroom.

Technology Components:

1. Students utilize WebCt to access course information, communicate with the instructor, submit course assignments when appropriate, participate in online discussions, and access their grades.

2. Students access on WebCt the materials and practice tests that accompany the text.

3. Students utilize the Internet to investigate and compare data concerning school systems.

4. Students work collaboratively in a group to create a PowerPoint presentation concerning their philosophy of education with links to a school system's web site that follows that particular philosophy.

5. Students link to the Ohio Department of Education web site to download curriculum content standards.

6. Students create their personal philosophy of education using a word processing program.

7. Students utilize clickers during class discussions to check for comprehension and understanding.

8. Students utilize the classroom presentation system and the SmartBoard for class presentations.

Diversity/Multiculturalism:

Chapter 3 "Culturally Responsive Teaching," is read and discussed during the second week of class. The term diversity includes learning styles, multiple intelligences, multicultural student populations, bilingual education, and special needs. Their knowledge of this chapter is assessed through classroom discussion, their discussion postings on WebCt, an examination and a short paper they write concerning the diversity issues that they have seen and experienced during their education.

Special Needs/Accommodation Policy:

Students who believe that they may need accommodations due to a documented disability should contact the Academic Resource Center (Andrews Hall, Third floor, 376-4700) and the instructor as soon as possible to ensure that such accommodations are implemented in a timely manner. You must meet with the ARC staff to verify your eligibility for any accommodation and for academic assistance

Attendance Policy:

Attendance at all class sessions is expected. Inform the instructor if you know you will be absent. Only absences for documented medical reasons or family emergencies are excused. Four unexcused absences will reduce your final grade by one letter and will result in a Red Flag Warning being placed in your file. Attendance will be taken.

Tardiness to class shows a lack of courtesy to the instructor and your classmates. Please be on time to class or advise the instructor in advance if you know you will miss a portion of the class.

Special requirements and procedures:

A. All students should participate in class discussions and activities.

B. All assignments should be handed in on time.

C. All written work must be typed (APA format) and free of errors in mechanics, usage, grammar, and spelling (MUGS). Points will be deducted for such errors, so proofread you work carefully before you turn it in. APA assistance is offered at the Writing Center.

D. If students miss a quiz or test, they will not be able to make it up other than for reasons stated in student manual.

Special Needs/Accommodations Policy: Any student needing accommodations due to a documented disability should notify the instructor AND the Academic Resource Center (Andrews Hall, third floor, 376-4700) at the beginning of the semester for further instructions.

Academic Integrity Policy: Any form of academic dishonesty, including cheating and plagiarism, will be recorded on the student’s permanent file. Breaches of academic integrity will be dealt with severely; at the least you will fail the assignment and could even fail the course. Refer to the Marietta College policy regarding academic integrity in the College handbook.

Cocurricular Activity

"A student on academic probation may enroll in no more than 14 credit hours each semester. The following co-curricular restrictions will apply to a student on academic probation:
a) They are ineligible to participate in any college athletic team or club sport;
b) They may not hold office in any campus organization or social fraternity or sorority.
c) They may not travel off campus to a meeting or trip with any college organization or club unless required to do so for an academic program.
d) They may not represent the college in any on campus or off campus public events or other co-curricular activities (e.g. plays, musical performances, student newspaper) unless required to do so for an academic course.
e) They may not register for courses that require co-curricular participation unless required by their major.
The restrictions continue in force until the student has returned to "good academic standing", with the exception that when a student on academic probation earns a semester grade point average of 2.0, or better, co-curricular restrictions will be removed for the following semester.” (Marietta College Undergraduate Programs, 2009-2010 Catalog, p. 138).

The Course Profile

Date	Topic	Friendly Reminder
Week 1 August 24, 26, 28	Introduction to Course: Chapter 1 - Becoming a Teacher Discussion Chapter 2 - Student Diversity	Weekly Quiz Call parents about next weeks assignment! Friday the 28^th Scavenger Hunt.
Week 2 August 31, Sept. 2, 4	Monday & Wednesday Discuss Chapter 2 Student Diversity Friday - Chapter 3 Culturally Responsive Teaching	Weekly Quiz Letter to Favorite Teacher due on Sept 4^th in unsealed stamped! Envelope Also a picture of you in Elementary School, Middle School and High School Due on Sept. 4^th
Week 3 Sept. 7, 9, 11	Monday - Education Department - Dr. Erb Wednesday - Discuss Chapter 3 Culturally Responsive Teaching Friday - Exam 1 Sept. 11th	Weekly Quiz Sept 9^th Guest Speaker Ricky Ciccone. Exam 1 Sept. 11th
Week 4 Sept. 14, 16, 18	Chapter 4 Schools: Choices and Challenges	Weekly Quiz Ciccone reaction paper due on the 14^th.
Week 5 Sept. 21, 23, 25	Chapter 5 Student Life at School and at Home	Weekly Quiz Critical issues paper due on 25^th.
Week 6 Sept. 28, 30 Oct. 2	Chapter 6 Curriculum, Standards, and Testing	Weekly Quiz Educating:______ poster demonstration due on Friday October 2^nd.
Week 7 October 5, 7, 9	Chapter 7 The History of American Education	Weekly Quiz
Week 8 Oct. 12, 14, 16	Monday - No class - Fall Break Wednesday - finish Chapter 7 The History of American Education	Weekly Quiz Exam 2 Friday October 16^th (Chapters 5,6,7)
Week 9 Oct. 19, 21, 23	Chapter 8 Philosophy of Education	Weekly Quiz Philosophy Inventory on page 317-318 ( we will do this on Wednesday October 21^st. Friday October 23^rd Upper class Teacher Education Candidates will share their philosophy Statements. Panel-Nate, Leah, Steve and Sam
Week 10 Oct. 26, 28, 30	Chapter 8 Philosophy of Education	Weekly Quiz Individual Presentations and Break up Into the 5 Philosophical Groups Essentialism Perennialism Progressivism Social Reconstructionism Extentntialism and discuss commonalities and debate the others. Personal Philosophy papers due Oct. 28th
Week 11 Nov. 2, 4, 6	Chapter 9 Financing and Governing America's Schools Friday - No class	Weekly Quiz
Week 12 Nov. 9, 11, 13	Chapter 9 Financing and Governing America's Schools	Weekly Quiz
Week 13 Nov. 16, 18, 20	Chapter 10 School Law and Ethics	Weekly Quiz Guest Speaker Attorney Abe Sellers. Wednesday the 18th
Week 14 Nov. 23, 25, 27	Chapter 11 Teacher Effectiveness	Weekly Quiz
Week 15 Nov. 30 Dec. 2, 4	Monday - Chapter 11 Teacher Effectiveness Wednesday - Exam 3 Friday - Final Exam Review	Weekly Quiz Exam 3 Wednesday (Chapters 9, 10 &11)
Tuesday December 9	Final Exam - 8:30 - 11:00	Comprehensive Final

Course Objective	Assessment	Due Dates
1.Demonstrate knowledge of philosophical and historical leaders and events and current trends in education.	Examination Individual Power Point on Philosophy	Weekly Quizes Exam 1 Friday September 18^th (Chapters 1,2,3) Exam 2 Friday October 16^th (Chapters 5,6,7) Exam 3 Wednesday (Chapters 9, 10 &11) Comprehensive Exam Individual Philosophy of Education and Power Point Presentation October 26,28 and 29^th (sign up for presentation time)
2. Demonstrate knowledge of the moral, social, and political dimensions of schools and classroom teaching.	On-Line Special Topic Report	2- page double spaced reaction paper due on Sept 25th
3. Demonstrate an understanding of the legal and ethical issues in teaching. Demonstrate knowledge of the moral, social, and political dimensions of schools and classroom teaching.	Guest Speaker reflection Examination Case Study Review	Reflection due on Monday Nov 23^rd.
4.Demonstrate an understanding of the structure, activities, and responsibilities of the teaching profession.	Guest Speaker Relfection and Teacher Letter with Response	Ciccone Reaction paper due on Sept 14th
5. Demonstrate an understanding of the factors that influence the school curriculum.	Examination	Weekly Quizes Exam 1 Friday September 18^th (Chapters 1,2,3) Exam 2 Friday October 16^th (Chapters 5,6,7) Exam 3 Wednesday (Chapters 9, 10 &11) Comprehensive Exam
6. Demonstrate an awareness of student diversity and how it impacts teaching and learning.	Guest Speaker : Ricky Ciccone (Student teacher at Canton McKinley) Current licensed in AYA History Diversity Simulation	Ciccone Reaction paper due on Sept 14th
7. Utilize inquiry and research skills to reflect upon current issues in education.	Research paper
8. Relate domains of good teaching practice to classroom observations and experiences.	Research paper, Examinations Classroom Visitations throughout county K-3 4-8 9-12 Special Education	Due Throughout as Scheduled
9. Develop a personal philosophy of education based upon course content and experiences in the classroom.	Personal Philosophy Paper and presentations	Individual Presentations and Break up Into the 5 Philosophical Groups and discuss commonalities and debate the others. Personal Philosophy papers due October 28^th Philosophy Inventory and Group Discussion
10. Develop the initial components for a professional teaching portfolio.	Portfolio Development	Portfolio Development Throughout Current upper class Teacher Education Candidates will be available throughout the semester to share their portfolios with you.
11. Demonstrate an awareness of career paths in the field of education, career ladders, and professional development.	Career Center Presentation	TBA
12. Demonstrate a personal awareness of student life from pre-k to college	Educating:________ 3-fold poster demonstration	3 Fold poster presentation to be presented on Friday October 2^nd.

Weekly Quizzes:

Weekly quizzes must be taken on WebCT as noted in each Chapter These Quizzes will be worth 20 points per quiz.

Mid Term Exams:

There will be three Midterm Exams and will cover the chapters mentioned above. Each exam will be worth 100 points. Format of the exam will be multiple choice and Essay.

Guest Speaker Reflection:

After the guest speaker gives his or her presentation a 1 to 2 page reaction paper will be due the following Monday (See Due Dates above). 40 points a piece

Final Exam:

A final COMPREHENSIVE examination will be given during finals week. ( See date and time above). This exam will cover all chapters. 200 Points

Letter To Favorite Teacher:

Student will write a letter to his or her favorite teacher noting the impact they may have had on your life and your decision to become a teacher. This letter will be given to me in an unsealed self-addressed stamped envelope on the date mentioned in the course assignment section. Points determined on the thoroughness and thoughtfulness of the letter. Up to 50 points.

Personal Philosophy Paper:

Using Chapter 8 as your guidebook, the student will develop his or her own personal philosophy statement. The student will present their individual philosophy statement at at Power point Presentation to be presented on the above-mentioned dates. The Paper must be double – spaced and must use a paragraph form. Bullet points can be used if introduced by a paragraph explaining the philosophy statement. Student examples will be available. Students will present their Philosophy on assigned dates by using Power Point presentations. (50 points for paper and 50 points for the presentation).

Critical Issues:

Student will type a paper that will be referenced ( do not plagarize!) on an issue that the student feels is current and deemed critical in the field of Education today. The Paper must NOT be more than 5 pages but must have at least 8 references. Points will be taken off for poor spelling, grammar, punctuation, relatedness and relevance to a current/critical issue in Education, flow of paper, lack of references and/or improperly cited referernces.

100 points.

EDUCATING __________: MY PERSONAL STORY:

Student will contact family member or friend who may have a picture of them growing up. Student will supply a picture of themselves as a preschooler (up to age 5), an elementary aged student (k-3), a middle school child (4-8 grade), a high school student (9-12) and finally a college student. Student will develop a Poster (3 sided cardboard posters are the best and can be purchased at the bookstore). Student will write a small one or two paragraph piece on each section about:

• Your life in School as pertaining to:
• The Roaming pre-k child you were
• The power of Elementary Peer Groups (page 181-183)
• The Adolescent Society (Middle School: A Gendered World (pages 184-185) (High School: Lessons in Social Statues pages 185-190)
• Now the Marietta College Student

Use Chapter 5 to help you write your statements BOLD KEY TERMS THAT YOU HAVE USED IN YOUR PARAGRAPH that you have gotten out of the Chapter 5. Up to 100 points… Please Make sure your poster is creative, bold, attractive and if you don’t have good handwriting then don’t use your handwriting! Poster presentation rubric will be available to students who would like to see it.