SYLLABUS

** College of Education Contemporary Education Issues Syllabus ** //I. Course Number & Title:// V. ** Required Textbook, etc. **Text: Critical Pedagogy - Winks Understand about the need to involve parents.Learn Problem-Solving methods Learn to develop standards for appropriate classroom discussions. Understand the factors, which might influence teachers' management philosophy.Begin to learn strategies to develop positive peer relationships.Become familiar with the Cooperative Learning Model and issues surrounding its use.Consider the impact of cultural norms, which can influence management models.Reflect on their biases and beliefs regarding classroom behavior. Midterm 20%Facilitating issues/discussion 30% Weekly reflections 20%Final 20%Attendance 10% ** Specific Assignments: **1. Prepare two position papers of not less than eight pages in length (midterm and final). General topics should be on one of the issues identified as an area of interest/concern in education today. Students must critically analyze the issue, develop a rational argument to support the position(s) taken, and correspond that position to a practical application. The paper should have a minimum of four sources related to the topic. The paper should be in correct APA form and submitted on the specified date.2. Demonstrate competency by summarizing each issues, presenting to class and facilitating class discussion of issues. 3 questions/media content3. Participate regularly in class discussion, interact with peers and the instructor regarding classroom sessions, and demonstrate satisfactory attitudes toward course expectations and performance.4. Reaction/reaction papers of 1-2 pages (per issue) in length every class (Wink text).
 * Holy Family University **
 * EDUC-610-P Contemp Educ Theory
 * II. Semester, Year, Room, Time, Class Meeting **
 * Dates: **
 * Fall 2013
 * Holy Family University – Main Campus
 * Thursday 5:30 ETC 227
 * 8/29/13-12/12/13
 * IV. Instructor Information: **
 * Dr. Patricia G. Williams
 * 215-547-4024-home 267-716-0692 - cell
 * pgwteacher@aol.com
 * VI. Supplementary / Recommended Readings:**
 * Class notes/projects for each class prior. Students will be required to research each topic and use all forms of electronic and print references for information.
 * VII. Course Description: ** Studies the theory and criticism of current schooling practices; examines educational policies and institutions based on majority and minority status of the population. Examines educational patterns of developed and developing countries. Includes readings by major contributors to contemporary educational thought. Reading, discussion, and position papers are important parts of the course. Prerequisite: 24 credits.** VIII. Competencies: **The goal of this course is to encourage critical analysis of current issues in education, and the perspectives of educators concerning these issues. The student will be expected to identify educational issues to connect theory and practice, as well as to critically analyze the rational arguments, which form the theory, which has caused these positions to be driven. Each student will also be encouraged to review and describe philosophical perspectives, which guide specific educational practices.The following competencies are based on the standards for teachers as adopted by the Council of Chief State School Officers, and/or the National Board for Professional .Teacher Standards.__The Student will:__Know the concepts of learning and developmentWill learn to create an environment, which builds on students; strengths and Interests.
 * Course Objectives ** The following Pennsylvania Department of Education Standards are addressed in this course as related to teachers and school principals: Knowing the ContentTeacher: I.A., I.B., I.C., I.H. School Principals: I.B. PerformanceTeacher: II.B., II.C., II.D. II. E. School Principals: II. Professionalism Teacher: III.A. School Principals: IIIA. III.D. ** Course Competencies ** This course addresses the professional competencies associate with Instructional and Administrative Certificates identified in Act 354.33. These competencies are referenced in parentheses below:To critically review the theoretical work supporting curriculum development and implementation in education K-12 in the classroom and school community.Instructional (I) Administrative (G) To assess current strategies and issues in curriculum as they relate to models of instruction and national and state standards.Instructional (I) Administrative (G)To read and discuss current topics and reforms in local, state, and national issues in education as they pertain to decision making in the curriculum.Instructional (I) Administrative (G)To discuss and analyze strategies that enhance curriculum development in performance based learning and the social and cultural forces that affect curriculum.Instructional (C,D) Administrative (B)To develop curriculum which promotes educational growth for all students within in inclusive setting.Instructional (C,D,H) Administrative (B,F)To facilitate the development of critical thinkers who can analyze and discuss educational issues related to the development and implementation of curriculum.Instructional (D, I) Administrative (F,G)
 * __ Expectations: __**Your professionalism as exhibited by your attendance, punctuality, participation, progress, and attitude. Since attendance, **PUNCTUALITY**, and promptness are critical importance in a professional teacher, a no-cut policy will be observed in this course. If you are going to be absent from class, you must contact the instructor by telephone or email prior to the scheduled class meeting. More than two absences and/or lateness WILL result in a lower final grade.**__ Course Requirements / Assignment: __**During each class session it is expected that students will work in collegial groups for the sharing of ideas and information, contribute actively through frequent writing experiences, which can provide indications of knowledge, understanding, and application of content, attend punctually and regularly, and come prepared to each class session having reviewed required readings and providing evidence of completing assigned work in the course.Completion of all assignments and daily attendance and participation is required for a grade of “C.” A grade of “C”: means that your work is satisfactory. For higher grades, the assignments must demonstrate creativity, clarity, and an evident understanding of the concepts and/or skills addressed in the assignment. You should interpret a grade of “B” as above average work and a grade of “A” as excellent work. The assignments for the course are weighted as follows.

5. Prepare research (current media/ journals/ books etc.) for each topic for discussion in class.

__HFC Grading System__:
A ……………..94 to 100 B+…………….90 to 93B………………86 to 89C+…………….81 to 85C………………77 to 80D+…………….73 to 76D………………70 to 72F……………… 69 and below**__ Policies - Make-up Work, etc.: __** Make-up Work: All work must be completed in order to receive credit for this course, regardless of lateness. Unexcused late course work will be reduced by one full letter grade for each class meeting that it is late. Late assignments may be submitted to the secretaries in the Education Office. Arrangements for excused lateness must be made in advance and approved by the instructor. Students with Disabilities: Those who require accommodations for this course must contact a staff member at the Counseling Center & Disabilities Services Office. Reasonable accommodations requested under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973 will be provided for in accordance with __Holy Family College policy and procedures__. Academic Honesty: Holy Family College encourages learners to grow intellectually as well as become responsible citizens of our community. Academic dishonesty subverts this mission and undermines the student's personal and intellectual growth. Therefore, violations of the academic honesty policy outlined in the Holy Family Catalog will result in a failing grade in this course and possible dismissal from the College.

**__Preparing your issues__** **__ ENGAGE EXPLORE EXPLAIN ELABORATE __**//**EXTEND EVALUATE**// 1) Review Syllabus, Assignments, Grading 2) Overview of class ||
 * 1) //Familiarize yourself with issue.//
 * 2) //Investigate alternative resources on topic (internet resources etc.//
 * 3) //Present a summation of both sides of the issue(if applicable).//
 * 4) //Prepare discussion questions (3) to facilitate class discussion on the topic.//
 * ** 8/29 ** |||| __Topic:__
 * ||  || **__ Prepare __**
 * 1) ** Chapter 1 (Wink) (read and reflect on chapter 1 ) THIS IS WHAT YOU WILL WRITE THE ONE PAGE REFLECTION ON. **
 * 1) ** Chapter 1 (Wink) (read and reflect on chapter 1 ) THIS IS WHAT YOU WILL WRITE THE ONE PAGE REFLECTION ON. **


 * 1) ** “__Who's Interests Should Schools Serve__” – prepare issue 1 **
 * What does this question mean to you? **
 * Search on internet, library, journals, magazines, television, etc… (all media sources). **
 * Present your interpretation of the issues’ most salient points. **
 * Prepare (at least 3 questions) to help facilitate discussion. ** **_____** ** 9/5 __**


 * 1) **__ Chapter 1 - WInk __**
 * Hand in reflection on ch.1 **


 * 1) ** Discussion of this Evening’s Issue – “Who’s Interests Should Schools Serve” **
 * ü ** ** class discussion/presentations **


 * __3. For Next Week__**
 * pg. 27- 55 CHAPTER 2
 * THIS IS WHAT YOU WILL WRITE THE ONE PAGE REFLECTION **
 * **Prepare Issue: School Choice: Family or Public Funding; Vouchers; charter schools** ||
 * ^  ||   || ** 9/12 __** ||
 * ||  || * __pg. 27- 55 CHAPTER 2 - Wink__
 * Hand in reflection on these pages. **
 * Hand in reflection on these pages. **


 * 1) ** Discussion of this Evening’s Issue – “School Choice: Family or Public Funding” **
 * ü ** ** class discussion/presentations/questions **


 * __3. For Next Week__**
 * PREPARE SECOND HALF OF CHAPTER 2
 * THIS IS WHAT YOU WILL WRITE THE ONE PAGE REFLECTION ON **
 * **Prepare Issue: School Choice: Family or Public Funding; Vouchers; charter schools (pros/cons; Valid/invalid choices; the destruction of the public school system?**


 * 9/19/13 __**


 * 1) **__ Chapter 2 –second half __**
 * Hand in reflection on the first half of ch.2. **


 * 1) ** Discussion of this Evening’s Issue – “ ****School Choice: Family or Public Funding; Vouchers; charter schools (pros/cons; Valid/invalid choices; the destruction of the public school system?**** ” **
 * ü ** ** class discussion/presentations/questions **


 * __3. For Next Week__**
 * PREPARE PG. 75-101 (HALF OF CHAPTER 3)
 * THIS IS WHAT YOU WILL WRITE THE ONE PAGE REFLECTION ON **
 * **Prepare Issue:** ** Gender Equity; Eliminating Discrimination; Accommodating Difference ****; Tolerance; social skills; empathy**


 * __ 9/26 __**


 * **__ Chapter 3 – second half __**
 * Hand in reflection **


 * ** Discussion of this Evening’s Issue – “Gender Equity; Eliminating Discrimination; Accommodating Difference ****; Tolerance; social skills; empathy?**** ” **
 * ü ** ** class discussion/presentations/questions **


 * __3. For Next Week__**
 * PREPARE SECOND HALF OF CHAPTER 3
 * THIS IS WHAT YOU WILL WRITE THE ONE PAGE REFLECTION ON **
 * **Prepare Issue:** ** Standards Based Reform: Real Change or Political Smoke Screen; The value of standardized testing; testing teachers; Reform; advantages/disadvantages; Common Core **

//**10/3**//


 * 1** **__ Chapter 3 – SECOND half __**
 * Hand in reflection. **


 * 2** ** Discussion of this Evening’s Issue – “Standards Based Reform: Real Change or Political Smoke Screen; The value of standardized testing; testing teachers; Reform; advantages/disadvantages; Common Core” **
 * ü ** ** class discussion/presentations/questions **


 * __3. For Next Week__**
 * PREPARE FIRST HALF OF CHAPTER 4 PG 119-149
 * THIS IS WHAT YOU WILL WRITE THE ONE PAGE REFLECTION ON **
 * **Prepare Issue: Religion and Public Schools: Unification or** **Separation; prayer in schools; faith; creationism/intelligent design** ||
 * ||  || **10/10__**


 * 1) **__ Chapter 4 – PART 1 __**
 * Hand in reflection **


 * 1) ** Discussion of this Evening’s Issue – “ ****Religion and Public Schools: Unification or Separation; prayer in schools; faith; creationism/intelligent design**** ” **
 * ü ** ** class discussion/presentations/questions **

PREPARE SECOND HALF OF CHAPTER 4.
 * 1) **__For Next Class (10/24/13)__**
 * THIS IS WHAT YOU WILL WRITE THE ONE PAGE REFLECTION ON **
 * **Prepare Issue: Bullying; related issues; influences**
 * USE OWN RESOURCES**

__**10/17/13 - MIDTERM**__ SECOND HALF OF CHAPTER 4. Reflection
 * 10/24/13**
 * Hand in:__**

Class discussion:
 * **Bullying; related issues; influences**


 * PREPARE: CHAPTER 5 OF WINK TO HAND IN ON 11/7/13 (1 PG REFLECTION)**

10/31/13 INDEPENDENT PROJECT


 * **Prepare Issue: New Immigrants and the Schools: Unfair Burden or Business as Usual; challenges facing schools; underfunding; CUTTING OF SUPPORT FUNDING (INCLUDING SUPPORTIVE AGENCIES).**


 * 11/7/13__**
 * **Hand in reflection on independent study**
 * **Discussion: New Immigrants and the Schools: Unfair Burden or Business as Usual; challenges facing schools; underfunding; CUTTING OF SUPPORT FUNDING (INCLUDING SUPPORTIVE AGENCIES).**


 * __ 11/14/13 __**
 * 1) **__ Chapter 5 __**
 * Hand in reflection on ch.5 **


 * ** Discussion of this Evening’s Issue – TBA **
 * _____ ** ||
 * ||  || ** 11/21/13 – guest speaker **


 * 11/28/13 - TBA **


 * 12/5/13- TBA **

EDUC 610Dr. Patricia WilliamsBook Report Format/Issue presentationThe written report should be 8 pages in length. It should have approximately 3-4 pages of review of material presented by the authors. This may be a factual review of the text, indicating the topics covered and the supporting evidence provided by the authors. You should then prepare approximately two pages indicating how you could use or apply the information in the book you have read (or your reflections). This should indicate how this material is relevant to education today. Finally, you should conclude this review with approximately two pages of your opinion and philosophy regards g this topic. You may agree or disagree with the some or all of the material you have read. Please provide a foundation for your point of view by stating your beliefs and ideas. In essence tell me why you think as you do.I hope this is helpful to you as you prepare to lead the class and as you write out your review. Please feel free to ask me to clarify any of this information.
 * 12/12 - final __** ||


 * **//Content and Development//**
 * //70 Points//**

__FOCUS__ establishing the writer’s intent to inform, persuade, argue or describe maintaining this intent throughout the text establishing a thesis that provides a a) specific, focused response to the topic b) brief but clear preview of all main points in the text (The thesis is typically found in the first paragraph or first paragraphs, depending upon the length of the writing task.) __Development:__ Crafting paragraphs that contain: main idea, evidence, and analysis (The main idea is the topic sentence of the paragraph. The evidence supports the main idea. The analysis explains the writer’s connections between the topic sentence and the evidence.) Establishing a balance between the writer’s analysis and the evidence presented (Evidence typically includes summaries, paraphrases, quotations, definitions, and examples from primary and secondary sources.)Organization: developing a clear line of reasoning for the text at large that a) supports the thesis b) emphasizes the writer’s intent c) anticipates and answers reader questions in a persuasive manner developing a clear line of reasoning within paragraphs that supports the main idea of the paragraph making clear transitions and connections between sentences within each paragraph The content is comprehensive, accurate, and persuasive.

The paper develops a central theme or idea, directed toward the appropriate audience.

The paper links theory to relevant examples and uses the vocabulary of the theory correctly

Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.

The conclusion is logical, flows from the body of the paper, and reviews the major points. || **Points Earned: 0/70**
 * ADDITIONAL COMMENTS:**

Assignment: || The tone is appropriate to the content and assignment. Sentences are complete, clear, and concise. Sentences are well constructed, with consistently strong, varied sentences. Style Writing in academic register (ex: avoiding slang, gender-specific pronouns, clichés, etc.) ||  ||
 * **//Readability and Style//**
 * //15 Points//** || **//Points Earned//**
 * ///15//** ||
 * || Additional Comments: ||
 * Paragraph transitions are present, logical, and maintain the flow throughout the paper.
 * Paragraph transitions are present, logical, and maintain the flow throughout the paper.
 * using concrete, specific, and precise language appropriate for the discipline and for the writer’s intent**
 * using attribution phrases (ex: According to…) to separate the writer’s voice from the sources cited**
 * **//Mechanics//**
 * //15 Points//** || **//Points Earned//**
 * ///15//** ||
 * || Additional Comments: ||
 * The paper, including tables and graphs, headings, title page, and reference page, is consistent with APA guidelines and meets course-level requirements. ||  ||
 * Intellectual property is recognized with in-text citations and a reference page. ||^  ||
 * The paper is laid out with effective use of headings, font styles, and white space. ||^  ||
 * Rules of grammar, usage, and punctuation are followed. ||^  ||
 * Sentences are complete, clear, concise, and varied. ||^  ||
 * Spelling is correct. ||^  ||
 * **//Total//**
 * //100 Points//** || **//Points Earned//**
 * ///100//** ||
 * ///100//** ||


 * |||| **70% of grade - Content** || **30% of grade - Presentation** ||
 * || **Discussion Activities**
 * || **Discussion Activities**

Includes evaluation of Focus, Development, and Organization || **Coursework Activities**

Includes evaluation of Focus, Development, and Organization || **Style and Conventions**

Includes evaluation of Style and Conventions ||
 * **//Excellent//**
 * 100%-94%** || Learner demonstrates a well-developed focus, thorough points of development, and a logical pattern of organization of ideas and concepts. The original posting covers the topic thoroughly, demonstrates substantial reflection and/or self-assessment, exhibits a broad integration of readings, and reveals conceptual knowledge and skills. || Learner demonstrates a well-developed focus, thorough points of development, and a logical pattern or organization of discussion ideas and concepts required in assigned activity.


 * Substantially achieved stated learning outcome(s)
 * Substantially integrated key concepts and terms from course materials
 * Substantially evaluated, concluded, and applied concepts learned-demonstrated learning through use of examples and/or illustrations
 * Supported insights and assertions through research and use of additional outside academic resources || Learner demonstrates exemplary accomplishment of task.


 * Consistently appropriate and precise language for the assignment
 * Consistently clear divisions between the writer’s voice and the sources used to support claims
 * Consistent and clear use of standard American English in grammar and punctuation
 * Consistent use of APA formatting ||
 * **//Above Average//**
 * 93%-87%** || Learner demonstrates a clear focus, substantive points of development, and a logical pattern of organization of discussion ideas and concepts. The original posting covers the topic in some detail, demonstrates reflection and/or self-assessment, exhibits integration of readings, and reveals adequate conceptual knowledge. || Learner demonstrates a clear focus, substantive points of development, and a logical pattern of organization of ideas and concepts required in assigned activity.


 * Above-average achievement of stated learning outcome(s)
 * Above-average integration of key concepts and terms from course materials
 * Above-average evaluation, conclusion, and application of concepts learned-demonstrated learning through use of examples and/or illustrations
 * Above-average support of insights and assertions through research and use of outside academic resources || Learner demonstrates above average accomplishment of the task.


 * Appropriate and precise language with occasional lapses
 * Mostly clear divisions between the writer’s voice and the sources used to support claims
 * Somewhat consistent use of standard American English in grammar and punctuation
 * Somewhat consistent use of APA formatting ||
 * **//Adequate//**
 * //86%-80%//** || Learner demonstrates noticeable focus, adequate points of development, and a noticeable pattern of organization of discussion ideas and concepts. The original posting partially covers the topic, demonstrates some reflection and/or self-assessment, exhibits a sporadic integration of readings, and reveals incomplete conceptual knowledge and skills. || Learner demonstrates a noticeable focus, adequate points of development, and a noticeable pattern of organization of ideas and concepts required in assigned activity.


 * Adequately achieved learning outcomes
 * Partially integrated key concepts and terms from course materials
 * Analyzed and applied concepts learned-limited use of examples and illustrations
 * Limited use of outside references or use of non-academic resources || Learner demonstrates adequate accomplishment of task.


 * Somewhat precise language
 * Irregular divisions between the writer’s voice and the sources used to support claims
 * Lapses in use of standard American English in grammar and punctuation
 * Lapses in use of APA formatting ||
 * **//Needs Improvement//**
 * 79%-70%** || Learner demonstrates some focus, irregular points of development, and lapses in the pattern of organization of discussion ideas and concepts. The original posting is unrelated to the assigned topic, demonstrates little to no reflection or self-assessment, exhibits little to no integration of readings, and reveals deficient conceptual knowledge and skills. || Learner demonstrates some focus, irregular points of development, and lapses in the pattern of organization of ideas and concepts required in assigned activity.


 * Minimal to no learning outcomes achieved
 * Key concepts and terms from course materials lacking or omitted
 * Does not describe and/or summarize course materials
 * No references or inclusion of additional outside academic sources || Learner demonstrates incomplete attempt to address the task.


 * Frequent lapses in concrete language,
 * Consistent irregularity in divisions between the writer’s voice and the sources used to support claims
 * Consistent lapses in use of standard American English in grammar and punctuation
 * Consistent lapses in use of APA formatting ||
 * **//Not acceptable//**
 * 69% or below** || Learner demonstrates no clear focus, no clear development, and no clear organizational pattern of discussion ideas and concepts. Learner fails to post or original posting demonstrates no reflection or self-assessment did not exhibit integration of reading, is deficient in conceptual knowledge and/or skills. || Learner demonstrates no clear focus, no clear development, and no clear organizational pattern of ideas and concepts required in assigned activity. Learner fails to submit or submission fails to demonstrate learning outcome(s). || Learner demonstrates incomplete attempt to address the task.


 * Consistent lapses in concrete language; regular use of slang, etc.
 * Little to no division between the writer’s voice and the sources used to support claims
 * Failure to use standard American English in grammar and punctuation
 * Failure to use APA formatting ||