PIEDMONT COLLEGE
SCHOOL OF
EDUCATION
Mastering the
art of teaching: Preparing proactive educators to improve the lives of all
children
I. COURSE INFORMATION:
EDUC 703: Social, Cultural, and Ethical Perspectives
of Education, Fall 05
Prerequisite: None
Credit: 3 semester hours
Period 345
II. INSTRUCTOR INFORMATION:
Dr. Madge H. Kibler W. 778-3000 Ext. 1202, H. (706) 754-8640
Fax 706
776-0135 Email mkibler@piedmont.edu
Office:
L-114
Office
hours: Mon 3:30-5:30 Tues, Wed, Thurs 3:30-4:30
Please, if you have a
problem that I may help you with, do not hesitate to contact me at school or at
home. (Please call my home before 10:00
P.M.)
The professor
and some of your classmates are highly allergic to perfume and aftershave. Refrain from wearing them to class.
Turn off cell
phones.
III. TIME AND PLACE
CAMPUS: Demorest SEMESTER: Fall DATE: 2005
Time: Thursday, 5:00- 9:30
Place: L-130
IV. TEXTS AND SUPPLEMENTARY READINGS:
Paley, V. (1995). Kwanzaa and me. Cambridge:
Harvard University Press.
Rose, M. (1995).
Possible lives: The promise of public education in America. New
York: Penguin.
Sadker, M. & Sadker, D.
(1994). Failing at fairness: How our schools cheat girls. New
York: Simon &
Schuster.
Spring, J. (2001).
Political agendas for education:
From the Christian Coalition to the
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 MISSION:
Piedmont College Mission:
Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development.
To
accomplish this mission, the college offers a number of major fields of study
that are informed by the liberal arts, including specialized professional
programs and selected graduate programs.
Instructional opportunities are also provided at distant locations to
meet student needs.
School of Education Mission:
The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of children.” The School of Education strives to prepare reflective, scholarly, proactive educators in a caring environment with challenging and meaningful learning experiences. These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.
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 MA and MAT Program Goals:
The goal of the Master of Arts (MA) and Master of Arts in Teaching (MAT) programs at Piedmont College is to provide the graduate candidate knowledge in the social and educational development of students. Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the programs seek to:
¨
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:
Catalog statement--An examination of the functions of education for the
individual and society including
problems of interrelating school and community, relationships between culture
and the school, and teaching for cross-cultural understanding. Field experience required.
The purpose of this course is to provide the student with an in-depth critical exploration and analysis of various social, cultural and ethical perspectives on education. Particular attention will be given to those contemporary perspectives that focus on the functions of education for the individual and society, as well as those that deal with the interrelationships among the public school/education community and culture.
The format of the class includes
discussions, readings, videos, lecture, presentations and collaborative work. This is a course in educational
foundations, not a methods class.
VII. SCHOOL OF EDUCATION OUTCOMES
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 1, 2, 4
4.Diversity. By understanding that all learners are the 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 1, 2, 3,4
7.Communication and
Technology: The proactive
teacher uses knowledge of effective verbal, nonverbal, and media communication
techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. CO1,2
8.Planning
Instruction: The scholarly, reflective, proactive teacher plans and manages
instruction based upon knowledge of content, pedagogy, students, the community,
and curriculum goals. 1,4
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, and proactively seeks opportunities for the
continual development of a personal pedagogy. CO 1,2,3,4
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 3,4
Early Childhood and Middle Grades Graduate Candidate
Learning Outcomes:
12) Informed Teachers: The scholarly,
reflective, proactive teacher is an informed professional. CO: 1, 2, 3, 4
13) Scholarly Work: The reflective,
proactive teacher actively engages in scholarly work. CO: 1, 2, 3, 4
14) Action Research: The scholarly,
reflective, proactive teacher participates in action research. CO: 1, 2, 3, 4
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: 1,
2, 3, 4
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: 1, 2, 3, 4
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: 4
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: 1, 2, 3, 4
¨
For Advanced Certification
Programs
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: 3
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: 1, 2, 3, 4
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 School of Education faculty:
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.
VII.
COURSE OUTCOMES (CO):
Upon successful
completion of this course, the student will be able to demonstrate a critical
understanding of
1. Various social perspectives of education and
how they contribute to an understanding of educational practice. Included will be the structural
relationships between race, class and gender inequalities and education. CLO
1, 4, 7, 9, 12, 13, 15,16, 18&22
2. Various cultural perspectives of education
and how they contribute to an understanding of educational practice. Included
will be a discussion of educational practices as cultural texts, the
ideological nature of educational theory and practice as well as the
perspectives of multiculturalism. CLO 4, 12, 13, 14, 15,16, 18&22
3. Ethical practices of education and how they
contribute to an understanding of educational practice. Included will be an understanding of the
political and philosophical nature of educational practices. CLO
4, 12 , 13, 15, 16, 18&22
4.
The relationship between educational theory and practice,
including an understanding that educational practices are embedded with
theory. CLO 4, 7, 12, 13, 15, 16, 18&22