Mastering the art of teaching: Preparing proactive educators to improve the lives of all children
I. COURSE INFORMATION:
EDUC 701:Critical Analysis of Current
Trends and Issues in Education
Credit: 3 hours
II. INSTRUCTOR INFORMATION:
Name: Jim McGarity
Phone Numbers: 770-923-5702
E-mail: mcgarity5123@juno.com
Fax Number: 706-548-8871
Office Hours: Monday – Thursday 2:00-4:00 p.m.
III. TIME AND PLACE:
CAMPUS: TBA SEMESTER: TBA YEAR: TBA
Dates:
Time:
Place:
IV.
TEXT AND SUPPLEMENTARY
American Psychological Association. (2001). Publication manual of the American Psychological
Association (5th ed.). Washington, D. C.: Author.
Supplemental readings will be required as needed throughout the course. These readings will include research, professional documents, and personal reading. Also, copying some materials to share with the class may be required.
V.
PIEDMONT
The theme of the
Specific ideals under-gird our conceptual framework. We advocate the democratic ideals of: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse.
We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings. Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback).
Graduate MAT and MA Program Goals:
The goal of the Master of Arts in Teaching (MAT) and
Master of Arts (MAT) programs at
¨ provide the candidate with the ability to communicate and teach effectively using an interdisciplinary knowledge base and understanding of multidimensional classrooms;
¨ use and facilitate critical thinking skills;
¨ enhance candidates’ content knowledge, integrating it with instructional technology;
¨ enable candidates to interpret and assess educational research, and conduct their own classroom-based research; and to
¨ provide experiences that enable candidates to assume roles as scholarly practitioners and develop their skills and abilities as professional teachers.
MAT Program Goals:
Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MAT program seeks to:
¨ build the candidate’s knowledge base and understanding of P-5 students’ characteristics, knowledge, skills, experience, interest, approaches to learning, special needs, and cultural heritage;
¨ prepare candidates who have knowledge and understanding about multicultural and global issues and perspectives as well as to plan and implement instruction based on these perspectives;
¨ build the candidate’s knowledge and understanding of content, pedagogy, record keeping and a wide variety of diagnostic and assessment techniques and strategies;
¨ develop the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;
¨ build candidate’s ability to create classroom environments that include: respect, rapport, a culture for learning, effective management of classroom procedures, appropriate management of student behavior, and efficient organization of physical space;
¨ inform candidates of resources available for teachers and students to support and enhance student learning;
¨ develop the candidate’s repertoire of strategies for effective teaching;
¨ enable candidates to plan and implement instruction based on acquired knowledge of subject matter, students, and the community;
¨ provide candidates with concrete field experiences across grades P-5 that help them link theory and practice through observation and participation;
¨ develop the candidate’s understanding and use of effective interactions with parents or guardians for supporting students learning and well-being;
¨ develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to conduct research on an educational topic of interest;
¨ help candidates grow and develop professionally toward becoming proactive, scholarly, reflective practitioners, and lifelong learners who improve the lives of children.
MA Program Goals:
Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MA program seeks to:
¨ enable candidates to critique their planning and teaching strategies so they can more effectively plan instruction based on extended knowledge of subject matter, students, and the community;
¨ broaden the candidates’ knowledge of developmentally appropriate content and resources needed for teaching and interacting with their students;
¨ expand the candidate’s repertoire of strategies for effective teaching and communication with parents;
¨ enhance and expand the candidate’s knowledge and understanding about multicultural and global issues and perspectives as well as ways to plan and implement instruction based on these perspectives;
¨ expand the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;
¨ diversify field experiences for candidates to strengthen their understanding of the link between theory and practice;
¨ develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to improve practice in schools and classrooms;
¨ develop the candidate’s ability to assume roles as leaders and mentors in the profession;
¨ establish procedures that candidates can use to continually keep up-to-date on changes in the field;
¨ help candidates become more independent in their professional development as scholarly, reflective, practitioners and lifelong learners who improve the lives of children;
¨ encourage candidates’ involvement in professional activities and endeavors; encourage candidates to present at local, state, and national conferences.
VI. COURSE DESCRIPTION AND PURPOSE:
This course will address trends and issues that impact the educational establishment. With a strong focus on education today, both in the media and in the school community, and with the discussion of restructuring in education, it is important to recognize and analyze the trends occurring in education and explore the issues in order to be informed professional decision-makers. An examination of the media and professional journals will be the basis of the study. Through classroom experiences and directed field experiences, the candidate will explore current trends and issues and analyze and question those which primarily impact our schools. In this course the candidate will reconsider and synthesize old and new knowledge of current trends and issues that will assist the candidate in becoming an effective teacher.
VII.
Core Candidate Learning Outcomes :
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.
1) Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring, democratic learning environment that encourages positive social interaction, active engagement in learning, self regulation, and collaboration. The proactive teacher fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding. CO:
2) Subject Matter: The scholarly teacher understands and can model the central concepts, tools of inquiry, national standards, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. CO:
3) Student Learning: The reflective teacher understands how students develop and learn and provides well-managed learning opportunities that support students’ intellectual, social, and personal growth. The teacher documents student achievements and contributes to systems of accountability designed to improve schooling. CO:
4) Diversity: By understanding that all learners are products of their innate abilities, preferred learning styles, and cultural experiences, the democratic teacher modifies instruction and assessments to meet diverse needs of all students. CO:
5) Instructional Strategies: The proactive teacher understands and uses a variety of instructional strategies to encourage the development of all students’ creative talents, critical thinking, problem solving, and performance skills. CO:
6) Assessment Strategies: The scholarly, reflective, proactive teacher designs a variety of assessments including alternative assessment strategies, which (a) assess the acquisition of knowledge, skills, and dispositions expected in the subject, (b) offset the negative effects of high-stakes testing, and (c) encourage the continual intellectual, social, and personal growth of all students to become knowledgeable, inquisitive learners. CO:
7) Communication and Technology: The proactive teacher uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. CO:
8) Planning Instruction: The scholarly, reflective, proactive teacher plans and manages instruction based upon knowledge of content, pedagogy, students, the community, and curriculum goals. CO:
9) Reflection and Professional Development: The scholarly teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, institutes research aimed at improving instruction, attends to the development of policies affecting education at the state and national levels, proactively seeks opportunities for the continual development of a personal pedagogy. CO:
10) Collaboration and Relationships: The scholarly, reflective, proactive teacher communicates and collaborates with other educators, parents/families, agencies and the community through democratic processes to support student learning and well being. CO:
Early Childhood and Middle Grades Graduate Candidate Learning Outcomes:
11) Constructivist Practices: The scholarly, reflective, proactive teacher models and provides opportunities for constructivist practices. CO:
12) Informed Teachers: The scholarly, reflective, proactive teacher is an informed professional. CO:
13) Scholarly Work: The reflective, proactive teacher actively engages in scholarly work. CO:
14) Action Research: The scholarly, reflective, proactive teacher participates in action research. CO:
Secondary Education Masters-level Candidate Learning Outcomes
¨ For both Initial and Advanced Certification Programs
15) Research: The teacher refines instructional practices informed by critical consideration of relevant research and by the application of action research as an ongoing aspect of practice. CO:
16) Democratic Classroom: The teacher guides students toward involvement in activities that provide skills and dispositions to fulfill the roles of a citizen engaged in pursuing the ideals of democracy. CO:
17) Philosophical Orientation: The teacher studies initiatives, patterns, trends and policies for their philosophical underpinnings as part of a continuing assessment of the efficacy of those underpinnings. CO:
18) Integrity: The teacher pursues her/his professional practices with a strong sense of mission beyond keeping a job, and with a keen sense of ethical integrity. CO:
19) Philosophical Pragmatism: The teacher maintains an intellectual spiral in which practices are improved by conceptual refinements, which are in turn refined by assessing the results of implementations over time. CO:
¨ For Advanced Certification Programs
20) Modeling and Mentoring: The teacher both models best practices and accepts responsibility to mentor new and veteran teachers. CO:
21) Professional Discourse: The teacher participates actively in the professional discourses related to the field of certification--at the school and in regional and national venues. CO:
22) Proactive Involvement: The teacher takes advantage of opportunities to influence the school toward curricula, instructional practices, policies and professional climate which result in students acquiring more durable knowledge and skills and in-depth understanding, as well as positive dispositions toward learning. CO:
Dispositions for All Candidates:
In addition to the common core learning outcomes, all
candidates are expected to be familiar with the dispositions expected of
professionals. Their work with students, families, and communities
reflects the following dispositions as defined by the
Scholarly: Inquiring; creative; seeks solutions; thinks critically about theory and method; keeps current in discipline (conferences, journals, classes); pursues lifelong learning.
Reflective: Bases daily decisions on in depth reflection, done frequently and honestly; considers many possibilities for problem solutions; stays open to constructive criticism.
Proactive: Anticipates problems in management; anticipates problems and difficulties in instruction; addresses pertinent issues of school and community to support student learning; encourages students’ critical thinking, problem solving, and creativity; plans for important student learning; fosters visionary thinking and action; promotes mindful leadership to improve schools.
Democratic: Facilitator; views others as capable to deal with problems and able to make decisions; promotes equitable treatment for all students; has high expectations for all students; seeks best interest of students they serve; open-minded; able to view other perspectives; accommodates individual differences; culturally sensitive in areas of communications, learning, assessment, and cultural norms; collaborates well with others; works for the good of the community.
Responsible: Patience, professional temperament; aims to be the best he/she can be; good work ethic; punctual; recognizes when their own dispositions may need to be adjusted and are able to develop plans to do so.
VIII. COURSE OUTCOMES (CO):
Upon successful completion of this course, the candidate will be able to:
1.identify and analyze major issues and trends related to schools and the education process, including those related to the candidates in this class;CCLO4,12, 13, 17
2.identify knowledgeable professionals in the field and explore, question, and synthesize old and new knowledge of current educational trends and issues; CCLO 9, 10, 12, 13
3.state a position on an educational issue or trend in writing and / orally and defend that position in a factual and logical manner, using current research; CCLO 12, 13
4.critically analyze the reports of the media and professional journals, including the policies and actions from the local, state and federal levels; CCLO 12, 13, 19
5.make valid conclusions relative to the future of the schools; CCLO 12, 13, 19
6.analyze the issues and trends related to the A+ Education Reform Act of 2000. CCLO 12, 13
7.provide scholarly information to inform other of current trends and issues. CCLO 9, 10, 12, 13
IX. COURSE POLICIES & PROCEDURES:
1.
Class Attendance & Participation:
Attendance, timeliness, and participation are required
and part of your grade. The
Undergraduate:
o
Day classes
meeting three times a week for entire semester: 6 absences
o
Day classes
meeting two times a week for entire semester: 4 absences
o
All eight week
classes: 1 absence
o
Evening classes
meeting for entire semester: 3 absences
o
Courses operating
under a different format (4 week, online, etc.) determined by the professor of
the course
o
All absences for participation in recognized school
events (e.g., athletics, drama, field trips) will count against the announced
absence policy.
o
A request for consideration of an exception to this
policy must be submitted in writing to the Dean.
Graduate:
o
Attendance policy
is at the discretion of the professor of the course. The policy will be approved by the department
chair and printed in Part B of your course syllabus.
INCLEMENT WEATHER – In general, classes
are dismissed or cancelled (day and/or night classes) when conditions in and
around Demorest become such that the main streets and college parking lots
become too dangerous on which to drive.
Candidates who live outside the Demorest area for which road conditions
are too difficult to proceed should stay at home. Candidates who miss class should consult their
instructors for assignments and make-up work.
Dismissed or cancelled classes must be made up during semester breaks,
the first available Saturday, or an agreed upon make-up by class members and
the professor. When classes are
dismissed, the following radio/TV stations will be informed of the action
taken: Station WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) –
Clarkesville/Gainesville; WNEG (6.30 AM) – Toccoa;
WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.
INCOMPLETES – A candidate may receive an incomplete (I) for
reasons such as illness or other extenuating circumstances upon approval of
the course instructor and the dean. An incomplete is not granted just
to extend time to complete work that should have been done in a timely manner.
(See the
PARTICIPATION - Active participation means:
Ø prepare for classes by reading the text and/or other assigned readings;
Ø attend all classes for duration of allotted class time;
Ø take active part and contribute significantly during class discussions and activities;
Ø be attentive and respectful of peers and the professor during the discussions, dialogue, and presentations;
Ø submit all assignments on time.
2. Written Work:
Use
APA style (5th ed.). All papers for the course are to be typed
using size 12 print and one of the following fonts: Bookman, Times New Roman,
Quality is important! Work submitted should reflect professional, scholarly, graduate level work. Your writings and reflections will be assessed according to the depth, breadth, clarity, and accuracy they convey.
Be sure to keep a duplicate copy of all submitted work for your own records. It is also wise to periodically save your work on the hard drive as well as the disk.
3. Academic Integrity:
By
accepting admission to
Some suggestions for helping you abide by the policy include:
Ø All work submitted must be your original work created in and for this course.
Ø Cite and reference work properly using the current APA guidelines.
o Cite all quotes or paraphrased material. It is better to over cite than not give credit to the author of a work or source that you are using in your paper or project.
§ Any time you use the exact words of researcher, author, or source, you must place the words in quotation marks when your quote is less than 40 words. If more than 40 words, place the quote in an indented block omitting quotation marks. (See the APA Manual for specific guidelines).
§ You must also give credit to an author or source when you paraphrase.
§ When referring to information from your course text, be sure you cite and reference the source and/or authors.
§ Follow the protocol in the current APA manual for citing and referencing all electronic sources.
Ø Double dipping is not permitted. For example:
o You may not use an assignment created in one course to meet the requirements in another.
o Visiting a classroom for one field experience may not be used to meet a field experience requirement for another course.
4. Special Considerations:
5. Cell Phone Usage: Cell
phones should not be used during class time.
Use only prior to the beginning of class or during break. If you need to be contacted due to a crisis,
critical, or emergency situation, you should leave your phone on vibrate and
respond appropriately and professionally.
Notify the professor in advance when possible.
X. STUDENT EXPECTATIONS AND COURSE OUTLINE:
1. Instructional Methods:
This class will operate as a democratic classroom. Candidates will engage in shared decision- making and in taking responsibility for making the classroom the best it can be. Interactive discussions and problem solving will be emphasized where all ideas and contributions are explored and respected. Various approaches will be utilized by the candidates and professor including: lecture, demonstrations, observations, class discussions, small group discussions, cooperative group work, field observations, use of educational technology, student presentations, readings, writings, listening, questioning, and formative and summative evaluations.
2. Assignments:
Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.
3. Description of Assignments:
1.Read textbook assignments
and be ready for discussion each week (approximately three issues per week). Be
prepared to discuss three articles per week(one of which should be a
current news story) and prepare a summary of the articles (form provided).
2.Write a “Reaction Paper” following each class and express your personal thoughts, reactions, suggestions, etc. to the topics, discussion or other classroom activity. Hand in these reactions at the beginning of each class period. The “Reaction Sheets” will be returned to you with professor’s comments. Keep these in your notebook for use at the end of the course.
3.Prepare a major paper and presentation on a topic agreed upon in consultation with the professor. Use computer, software, APA style, etc. to prepare a professional report and presentation.
4.Field experiences of four hours are required. The experiences should be unique to this course: observing and working with students in a way related to a current trend or issues, attending professional meetings where papers on issues are presented, attending school board meeting where policy decisions are made, or other appropriate and approved experiences.
5.Maintain a notebook of readings, class notes, handouts from/to class members, reactions, etc. for the course. These will be reviewed at the end of the 8-week session.
6.Two exams will be scheduled (one at mid-term and a final).
7.Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.
4. Field Experiences (Initial and Advanced Certification Tasks):
Field experiences of four hours are required. The experiences should be unique to this course: observing and working with students in a way related to a current trend or issues, attending professional meetings where papers on issues are presented, attending school board meeting where policy decisions are made, or other appropriate and approved experiences.
XI. RESOURCES:
XII. 1. Bibliography: (expand on sources provided in the textbook)
§ Library: http://library.piedmont.edu
§ Galileo: http://www.galileo.usg.edu/
§
§ Georgia Professional Standards Commission: www.gapsc.com
§ Georgia Department of Education: http://www.doe.k12.ga.us/
§ Georgia Performance Standards: http://www.georgiastandards.org
US Department of Education: http://www.ed.gov/
Education World: http://www.education-world.com/
Internet Public Library: http://www.ipl.org/
Education Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm
Educational Software Institute: http://www.edsoft.com/
National Council of Teachers of English: http://www.ncte.org
Center for Research on Education, Diversity and Excellence (CREDE): http://www.crede.ucsc.edu
Center on English Learning and Achievement (CELA): http://cela.albany.edu
Better Teaching: Tips and Techniques to Improve Student Learning: http://www.teacher-institute.com
3.
GACE Information:
All candidates seeking initial certification in the
state of
SAT: minimum
required score – 1000 (with no minimum verbal score or math score required) The
combined score is obtained by adding the verbal and the math scores. Candidates must take both the verbal and the
math sections of the test.
ACT: minimum score – 43 (with no minimum
English score or math score required)
The
composite score is obtained by adding the verbal and quantitative scores. Candidates must take both the English and the
math sections of the test.
GRE: 1030 minimum
score (with no minimum verbal score or quantitative score required)
The composite score is obtained by adding the verbal and quantitative
scores. Candidates must take both the
verbal and quantitative sections of the test.
CBEST: Passing Scores
indicated on score report – Used in
http://www.ctc.ca.gov/profserv/examinfo/cbest.html
CLAST: Passing
Scores indicated on report – Used in
http://www.firn.edu/doe/sas/clast/clstpscr.htm
FTCE: General
Knowledge – Passing Scores indicated on score report – Used in
http://www.cefe.usf.edu/TestDescGK.aspx
Teacher
candidates who are seeking initial certification must also pass the GACE test in
the appropriate content area in
order to be recommended for certification.
Candidates who are
currently certified and
are adding a new field must also pass the appropriate content exam. Information the GACE Tests may be found at http://www.gace.nesinc.com/.
4. Admission to Teacher Education
Admission to
Undergraduate
candidates need to apply for formal Admission to Teacher Education between 30
and 60 semester hours of course work, even if all criteria are not met. MAT candidates need to apply during their
first semester or at the beginning of their second semester. A formal interview is conducted based on the candidate’s
self assessment of dispositions.
Applications are available from and should be submitted to the
administrative assistant in L112 (Demorest) or the main office in
5.
Application for Certification
Upon
completion of all program and graduation requirements it is the candidate’s
responsibility
to initiate
the application for certification process by completing the forms and following
the
procedures
listed on the Piedmont College Website for Certification Information found at
http://cyrus.piedmont.edu/users/mmoremen/index.htm. If you have questions or have difficulty
accessing
the website you may contact Margy Moremen at mmoremen@piedmont.edu or call
706-433-1759 x8011 or 706-778-8500 x1300.
XII. ASSESSMENT AND EVALUATION:
Final grade will be determined by attendance and class participation (25%), reports on readings (25%), major report and presentation to class (25%), and exams (25%).
XIII. TENTATIVE SCHEDULE:
Date Topics and Assignments
Of Weekly Class Sessions
Class Session No. 1: Presentations by professor, summary of course, expectations,
etc., and Review of local, state and national issues
Class Session No. 2:Discussion of reactions
Discussion of student articles on issues and trends (3 per week)
Discussion of textbook readings (Issues 1 & 2)
Issue #1: Should Schooling Be Based on Social Experiences?
Yes: John Dewey, from Experience and Education (Macmillan, 1938)
No: Robert M. Hutchins, from The Conflict in Education in a
Democratic Society (Harper & Row, 1953)
Issue #2: Should the Curriculum Be Standardized for All?
Yes: Mortimer J. Adler, from “The Paideia Proposal: Rediscovering the
Essence of Education,” American School Board Journal (July 1982)
No: John Holt, from Escape from Childhood (E.P. Dutton, 1974)
Presentation by professor
Class Session No. 3:Discussion of reactions
Discussion of student articles on issues and trends (3 per week)
Discussion of textbook readings (Issues 6, 13, & 9)
Issue #6: Can “Character Education” Reverse Moral Decline?
Yes: Thomas Lickona, from “The Return of Character Education,”
Educational Leadership (November 1993)
No:Alfie Kohn, from “How Not to Teach values: A Critical Look at
Character Education,"”Phi Delta Kappan (February 1997)
Issue #9: Do High-Stakes Assessments Improve Learning?
Yes: Nina Hurwitz and Sol Hurwitz, from “Tests That Count,” American
School Board Journal (January 2000)
No: Martin G. Brooks and Jacqueline Grennon Brooks, from “The
Courage to be Constructivist,” Educational Leadership (November 1999)
Issue #13: Have Public Schools Adequately Accommodated Religion?
Yes: Edd Doerr, from “Religion and Public Education,” Phi Delta Kappan November 1998)
No: Warren A. Nord, from “The Relevance of religion to the Curriculum,” The School Administrator (January 1999)
Presentation by professor
Education Reform in Georgia, “A+ Education Reform Act 2000”
Class Session No. 4:Discussion of reactions
Discussion of student articles on issues and trends (3 per week)
Discussion of textbook readings (Issues 7, 8 & 15)
Issue # 7: Should Multiculturalism Permeate the Curriculum?
Yes: Sonia Nieto, from “What Does It Mean to Affirm Diversity?”
TheSchool Administrator (May 1999)
No: Thomas J Famularo, from “The Intellectual Bankruptcy of
Multiculturalism,” USA Today Magazine, a publication of the Society for the Advancement of education (May 1996)
Issue # 8:
Yes: Doris Y. Wildinson, from “Integration Dilemmas in a Racist Culture,”Society(March/April 1996)
No: Ray C. Rist, from “Color, Class, and the Realities of Inequality,”
Society
(March/April 1996)
Issue # 15: Do Black Students Need An Afrocentric Curriculum
Yes: Molefi
Kete
Journal of Negro Education (Spring 1991)
No: Arthur M. Schlesinger, Jr., from “The Disuniting of
American Educator (Winter 1991)
Discussion: Education Reform in
Mid-term Exam
Class Session No. 5: Discussion of reactions
Discussion of student articles on issues and trends (3 per week)
Discussion of textbook readings (Issues 11, 12 & 16)
Issue # 11: Are Vouchers an Appropriate Choice Mechanism?
Yes: Kevin Walthers, from “Saying Yes to Vouchers: Perception,
Choice,and the Educational Response,” NASSP Bulletin (September 1995)
No: John F. Lewis, from “Saying No to Vouchers: What is the Price of
Democracy?” NASSP Bulletin (September 1995)
Issue #12: Can Charter Schools Revitalize Public Education?
Yes:
No: Phyllis Vine, from “To Market, To Market…: The School Business
Sells Kids Short,” The Nation (September 8/15, 1997)
Issue # 16: Should Bilingual Education Programs Be Abandoned?
Yes: Rosalie Pedalino Porter, from “The Politics of Bilingual Education,” Society (September/October 1997)
No: Richard Rothstein, from “Bilingual Education: The Controversy,” Phi Delta Kappan (May 1998)
Presentation by professor
Class Session No. 6: Discussion of reactions
Discussion of student articles on issues and trends (3 per week)
Discussion of textbook readings (Issues 14, 18 & 21)
Issue #14: Is Full Inclusion of Disabled Students Desirable?
Yes: Jean B. Arnold and Harold W. Dodge, from “Room for All,” American School Board Journal (October 1994)
No: Karen Agne, from “The Dismantling of the Great American Public
School,” Educational Horizons (Spring 1998)
Issue #18: Can Self-Governing Schools Rescue Urban Education?
Yes: Deborah Meier, from “Can the Odds Be Changed?” Phi Delta
Kappan (January 1998)
No: Emeral A. Crosby, from “Urban Schools: Forced to Fail,” Phi Delta
Kappan (December 1999)
Issue #21: Do Teachers’ Unions Have a Positive Influence on Reform?
Yes: Bob Chase, from “Do Teachers Unions Have a Positive Influence on the Educational System? Yes,” Insight (October 21, 1996)
No: Myron Lieberman, from “Do Teachers Unions Have a Positive
Influence on the Educational System? No,” Insight (October 21, 1996)
Presentation by professor
Class Session No. 7: Discussion of reactions
Discussion of student articles on issues and trends (3 per week)
Discussion of textbook readings (Issues 10 & 19)
Issue #10: Have Public Schools Failed Society?
Yes: William J. Bennett et al., from “A Nation Still at Risk,” Policy Review (July/August 1998)
No: Forrest J.
The School Administrator (September 1998)
Issue #19: Should Technology Lead the Quest for Better Schools?
Yes: James H. Snider, from “Education Wars: The
No: Neil Postman, from “Virtual Students, Digital Classroom,” The Nation (October 9, 1995)
Student presentations
Class Session No. 8: