ED24403Syllabus:Spring,2016

M5:308:00pm
JH183
I.CourseDescriptionandObjectives:
CourseInstructor:Dr. Meredith McAllister CampusOffice:Jordan Hall, 184B Office
Hours:Mondays 5:00- 5:30pm and/or 8:00-8:30pm, via email/phone, or by appointment
Email:mlmcalli@butler.eduPhone:940-8416
Description:A course designed to help students develop social, historical, and philosophical
perspectives of schooling including legal, economic, ethical and multicultural foundations for the
professional educator in a democratic society and their implications for classroom
communication, organization, and management.
Objectives:The following course objectives indicate the educational concepts, knowledge,
skills, performances, etc. that the learner will master in this course. Based on course readings,
class lectures, class discussions, small group learning, student presentations, writing assignments
and various learning activities, the learner will be able to demonstrate an understanding of:

The importance of teachers, the conditions of the teaching profession, one's own reason for
becoming a teacher, and the current state of the education profession

The relationship between schools and society, inclusive of the diversity that shapes schools and
classrooms (see National ENL standard 2b: Culture groups and identity. Candidates know,
understand, and use knowledge of how cultural groups and students cultural identities affect
language and school achievement)

The structural, financial, technological, legal, and ethical aspects of education

The social, historical and multicultural foundations of education (e.g., bullying, curriculum
mandates, vouchers, privatization, testing and evaluation, federal and state policy, reform
initiatives, standards, and changes in curriculum)

The influence of educational philosophy and theory on one's own developing educational
philosophy

Schools in the 21st century and the reforms that shape them

Analyze curricular issues related to American education.

Effective classroom teaching, communication, organization and management with a knowledge

and appreciation of the need for continuing professional development

The personal, social, cultural, democratic, professional and human dimensions of being a teacher
II.CourseDesign
RequiredTexts:Sadker, David M. & Karen R. Zittleman (2010) Teachers,Schools,And
Society,TenthEdition
Other readings as assigned and/or distributed via Moodle
ClassPolicies:
All assigned materials must be read prior to class.

Attendance/Participation- Since this is a professional education course and the

assumption is that the student is preparing to enter the Profession of Teaching, attendance
is expected and required. If an absence is necessary, the student should discuss the
absence with the course instructor before the event (if possible) and if that is not
possible, definitely after the event. An assignment will be created in order to address
the deficiencies. You should engage in class with all relevant assignments completed
and ready to participate in class presentations and activities, such as small group
discussions and various other in-class cooperative learning activities.

Proof read all assignments, paying close attention to spelling, grammar, and punctuation.
Use the writing center tutors to help you proof your papers.

Assignments are due on the dates specified by the instructor. Lateassignmentswill

bededucted10%ofthetotalgradeforeachdaytheparticularassignmentislate.

Learners will respect the democratic rights and responsibilities of peers and faculty
to voice perspectives from a variety of standpoints during class discussions.

Students must respect each other and act professionally at all times.

Disabilities: It is the policy and practice of Butler University to make reasonable

accommodations for students with properly documented disabilities. Written notification from
Student Disability Services is required. If you are eligible to receive an accommodation and
would like to request it for this course, please discuss it with me and allow one week advance
notice. Otherwise, it is not guaranteed that the accommodation can be received on a timely
basis. Students who have questions about Student Disability Services or who have, or think they
may have, a disability (psychiatric, attentional, learning, vision, hearing, physical, medical, etc.)
are invited to contact Student Disability Services for a confidential discussion in Jordan Hall
136 or by phone at 317.940.9308, or by email at sds@butler.edu.

AcademicIntegrity:Inaddition,studentsareexpectedtofollowtheprinciplesofacademic
integrityasoutlinedwithintheButlerUniversityStudentHandbook.
http://www.butler.edu/studentconduct/studenthandbook
CourseRequirements:
Quizzes:To provide accountability for your timely completion of required reading prior to
class, between 6-8 quizzes will be assigned throughout the course. These quizzes will be based
on the assigned Sadker and Zittleman readings and will be posted on Moodle. All quizzes will
be made available before a particular reading chapter is due (for a given week) and you are more
than welcome to complete quizzes before they are due. Each quiz includes 5-12 questions and
you will have two attempts and limited time to complete each quiz once you have started the
quiz online. Quizzes can be open-book.
GroupPresentations:(LearningobjectiveEffective classroom teaching, communication,
organization and management with a knowledge and appreciation of the need for continuing
professional development) The class will be divided, for this assignment, into groups of 2, if
needed or as an individual. As preparation for the experience of teaching, you will present on a
topic from the Sadker and Zittleman book, using the book as a starting point but seeking
additional resources from professional magazines. This presentation should be viewed as a
lesson, between 35-45 minutes in length and should include a short lecture, class group
activity, and discussion question (s). There should be clear evidence that everyone in the group
participated in the preparation and delivery of the presentation and discussion. The presentations
will be spaced throughout the semester and according to the class calendar. The professor will
give a grade to each member of the group. Guidelines, topic ideas, and resources will be
discussed in class and/or provided to each group.
Journal Article Critique: (Learning objective- Schools in the 21st century and the reforms that
shape them) To provide an opportunity to enhance your professional development and critical
reflection as a future teacher educator, you will prepare an article critique of a peer-reviewed
journal article related to educational reform at the K-12 level in the U.S. educational system. An
article related to your content area or grade level is preferred. This critique must be at least 3
pages in length, double-spaced 12pt. font; one and one-half pages of a summary and one and
one-half pages of your opinion. A hard copy of the article or html link should also to be
submitted.
NewspaperStories:(LearningobjectiveThe personal, social, cultural, democratic, professional
and human dimensions of being a teacher) selecttwonewspaperstoriesthatarerelateddirectly
toanassignedreadingtopic.Readthestoryandbringacopytoclassreadytoshareaccordingto
theassigneddateswithintheclasscalendar.
SchoolAnalysisPaper(LearningObjectiveThe structural, financial, technological, legal, and
ethical aspects of education):Althoughyouareveryfamiliarwiththeschoolinwhichyou
graduated,thediversityoftheAmericaneducationsystemissignificant.Thus,thisassignment
willofferyoutheopportunitytoexploreindepthanotherschoolsystem.Selectanelementary,

middle,orhighschoolwebsitefromastateotherthanIndiana(andotherthanthestateinwhich
yougraduated).Thewebsitemustbeaschooldevelopedsiteandnotatemplatesite.See
rubrichandedoutinclass.Preparea7pagereportinwhichyouanalyzethefollowingitems:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.

Missionstatementoftheschool
Motto/nickname
District/ororganizingunit
Gradelevel(s)
NoChildLeftBehindReportorcomparableschooldata,especiallystudent
diversity.
Curriculumincludingcourses,cocurricularactivities,andextracurricular
activities/clubs.Notalistofcourses!Butinsteadanalyzethecurriculumin
relationshiptotheMissionStatementoftheschoolandAssessmentData(NCLB)
Numberofteachersandaveragesalary,ifapplicable.
Financestheschoolbudget,perpupilexpenditure,andmajorbuildingprojects,
etc.
Technologyavailabletostudentsandfaculty.
Anyothersignificantaspectsoftheschool,suchastheESL/IEPpolicies

ComprehensiveExams:You will take two (2) multiple choice and essay comprehensive exams
(a midterm and a final exam) that will assess your comprehension of the texts, discussions, films,
and activities. The multiple-choice questions on the midterm will be different from the multiplechoice questions on the quizzes and will come from the Sadker and Zittleman book.
FinalGrade:
Below is the evaluation scale used to determine your final grade. Extra credit typically is not
awarded in this class.
10% Quizzes
15% Group Presentations
15% Attendance/Participation (including newspaper story submissions, etc.)
10% Journal Article Critique
20% School Analysis Paper
Comprehensive Exams
15% Midterm
15% Final
Grading Scale:

A
B+
C+
D+
F

96 100
91 92
83 84
75 76
below 69

AB
C
D

93 95
88 90
80 82
73 74

BCD-

85 87
77 79
70 72

Dispositional Assessment: All students will be assessed under the College of Educations
Dispositional Form at the end of the semester. Please see your advisor if you have questions
concerning this assessment.
StandardsBasedFocus:
National Council for Accreditation in Teacher Education (NCATE)
(http://ncate.org/public/unitStandardsRubrics.asp?ch=4#top)
Standard One: Candidate Knowledge, Skills, and Professional Dispositions
Standard Four: Diversity
INTASC principles applicable to this course include: #2, #5, and #9
COE Core Values applicable to this course include:
Integrity and Responsibility- an objective of this course is to analyze and synthesize
current issues within American education. This process entails the development of a
definition of a professional as well as the revision of the students philosophy of education
Both assignments involve the discussions of integrity and responsibility.
Diversity/similarity- Any discussion of current issues within American education must
discuss the changing nature of the student population. This discussion involves multiple
topics (e.g. teaching styles, funding, equal educational opportunity) and is intertwined
throughout the course.
GuidetoTeachers,SchoolsAndSociety:ABriefIntroduction:
Before beginning the Sadker text, read A Guided Tour of Your Interactive Text online to
familiarize yourself with the text's features & Companion Website. As you approach each
chapter, get an overview of that chapter by referring to the Contents. Next, consider the Focus
Questions at the beginning of each chapter plus the Summary and Key Terms And People
sections at the end of each chapter.

First skim the whole chapter to familiarize yourself with the territory to get a more global view
of the topic and related concepts; note those headings, subheadings and key concepts.

Next, read, record notations and questions in the margin or your notes. Make your reading an
active reading. Selective highlighting or underlining of key parts of the text is recommended.

Loop back to review after each sub-section. Talking to yourself can help a lot! Give yourself a
mini-break after those long sections.

At a chapters end, check yourself against the Summary questions/concepts and be sure you
are well-versed with the Key Terms and People. Now, by revisiting the Focus Questions at
the head of the chapter, you should know if you are ready to take the chapters online quiz for
our class assessment.
ClassSchedule
Considerthissyllabusafluiddocument.Theprofessorreservestherighttomakechanges
tothecourseactivitiesandscheduleasnecessary.Anychangeswillbecommunicatedin
class.
1/11 Week 1 Introduction to the course and discussion of teacher education and the teaching
profession. (Learning Objective: The importance of teachers, the conditions of the teaching
profession, one's own reason for becoming a teacher, and the current state of the education
profession and The personal, social, cultural, democratic, professional and human dimensions of
being a teacher) Class will also be structured around the discussion of these questions: What is
teaching and learning? What does it mean to be a good teacher? How do you see yourself as a
teacher? Assign Group Presentations
1/18 Week 2

No class: MLK Day

1/25 Week 3

Reading due today: Chapter 1 Becoming a Teacher and Chapter 12 Your First
Classroom. What are the pros and cons of teaching as a profession?
(Learning Objective: The importance of teachers, the conditions of the teaching
profession, one's own reason for becoming a teacher, and the current state of the
education profession and The personal, social, cultural, democratic, professional and
human dimensions of being a teacher)
See quiz on Moodle for CH 1 and 12; you can take the quiz at any time today
on Moodle- open book.
Find a school for your school analysis paper and come prepared with the
website to view in class.

1/25- last day to drop a class

2/1 Week 4

Reading due today: Chapter 2 Different Ways of Learning and Chapter 3

Teaching your Diverse Students. Purpose of education. (Learning objective: The

relationship between schools and society, inclusive of the diversity that shapes
schools and classrooms) - Class will be structured around these questions: To
what/whom are we responding? What is the difference between education and
schooling? How do you identify yourself? Others? Does ethnic identity matter
to you? Do we view the world through our own experiences? What is
americanization versus multiculturalism? Education as a system for progress.
Video. In addition, we will discuss the work of John Dewey and progressivism.
What is the purpose or aim of a pragmatic education? Describe the role of a
teacher and his/her teaching methods that adopt pragmatism. See Quiz on
Moodle for CH 2 & 3. Group #1 Presentation. Kaylyn and Liz
k.
l.
m.
n.

Begin your school analysis paper by submitting the following in class today:
Missionstatementoftheschool
Motto/nickname
District/ororganizingunit
Gradelevel

2/8 Week 5 Reading due today: Chapter 11 Teacher Effectiveness. (Learning Objective:
Effective classroom teaching, communication, organization and management with a
knowledge and appreciation of the need for continuing professional development) Class will
be structured around these questions: What makes a good/bad teacher? Are teachers born
or made? What is classroom management? Group Presentation #2: Classroom
management. Marissa, Anthony, and Patrick
Bring the next section of your school analysis paper today:
a.) NoChildLeftBehindReportorcomparableschooldata,especiallystudent
diversity.
2/15 Week 6 Reading due today: Chapter 4 Student Life in School and at Home. Class will be
structured around these guiding questions: What rituals and routines shape classroom life? How
is class time related to student achievement? How does the teachers gatekeeping function
influence classroom roles? What is tracking, and what are its advantages and disadvantages?
Why has detracking become a popular movement? How do peer groups impact elementary
school life? In what ways does the adolescent culture shape teenage perceptions and behaviors?
What impact do changing family patterns and economic issues have on children and schools?
How can educators respond to social issues that place children at risk?
See quiz #3 on CH 4 & 11 on Moodle. Bring your first newspaper story to class and be ready
to share. Group Presentation #3. Jack and Cordell
2/22 Week 7
Reading due today: Chapter 5 Reforming Americas Schools. See Quiz #4 on
CH 5 on Moodle. (Learning objective: Schools in the 21st century and the reforms that shape
them) Waiting for Superman Video with assigned questions. Midterm specifics to be discussed
in class. A study guide will be provided that supports this class.

Group Presentations #4. Amanda and Cailin

Bring the next section of your school analysis paper to class:
Curriculumincludingcourses,cocurricularactivities,andextracurricular
activities/clubs.Notalistofcourses!Butinsteadanalyzethecurriculumin
relationshiptotheMissionStatement
2/29Week8 Midterm Exam
3/7-3/11 Spring Break
3/14 Week 10
Ch 5 continued. (Learning objective: The social, historical and multicultural
foundations of education and school reform) Class will be structured around these
questions: What are the characteristics of public schools? Charter Schools? Home
schooling? Alternative schools? What is a voucher system? Group presentation
#5. Dr. M
3/21 Week 11
Reading due today: Chapter 6 Curriculum, Standards, and Testing. (Learning
objective: The social, historical and multicultural foundations of education and analyze curricular
issues related to American education.) The "Hidden Curriculum School as a transmitter of
ideologies. Class will be structured around these questions: What do we learn in school? How
has and will technology affect that? What is the hidden curriculum in our school? What do
schools teach about the society we live in? What's worth knowing?
What knowledge is most worth teaching/learning? What is the philosophical basis
for the existing school curriculum? What about the curriculum of the future? What
will be the role of technology? Is Indiana ahead or behind in technology?
Technology and education in Indiana and the U.S. How has and will technology
change the ways we teach and learn?
Journal Article Critique due. Group Presentation #6. Dr. M
3/28 last day to withdraw a class
3/28 Week 12
Reading due today: Chapter 7 The History of American Education. (Learning
objective- The social, historical and multicultural foundations of education in a democratic
society and their implications for classroom communication, organization, and management; and,
the personal, social, cultural, democratic, professional and human dimensions of being a teacher)
See Quiz #5 part 1 and 2 on CH 6 & 7 on Moodle and view the short video on the Fishbowl
teaching strategy before coming to class https://www.youtube.com/watch?v=RwxnBvdNBI. Class will be structured around these questions: How do we teach history? What do you
know about great men and women from the past and how have we responded to the great voices
of the past? How have key people, e.g., Horace Mann, Thomas Jefferson, shaped the education
system of today? Changing purpose of education in America. What are the roots of our
American education system? What were schools for in the various stages of development in our
history? How has the purpose of schooling changed? Group Presentation #7. Gehrig and Julie
Sharing a Newspaper Story- bring a story related to school finance or governance.

Come prepared with these sections for your school analysis paper:
a.) Financestheschoolbudget,perpupilexpenditure,andmajorbuildingprojects,
etc.
b.) Technology
c.) Anyothersignificantaspectsoftheschool,suchastheESL/IEPpolicies.
d.) Add assessment data for NCLB
4/4Week 13
Reading due today: Chapter 8 Philosophy of Education. See quiz #6 on CH 8
on Moodle. (Learning Objective: The influence of educational philosophy and theory on one's
own developing educational philosophy and confirm/determine one's own reason for becoming a
teacher)
What is philosophy? Class will be structured around these additional questions:
How is philosophy useful for teachers? To which philosophy do I (student) most
closely identify? Why? The nature and aims of education and philosophy. Includes
discussion of your ED 112 educational philosophy statement. The philosophies of
great thinkers will be discussed. In addition, we will discuss the various schools of
philosophical thought, i.e., idealism, realism, pragmatism, existentialism, etc. Bring
your ED 112 educational philosophy statement to class. Group Presentation #8
Madison and Katey
4/11 Week 14 Reading due today: Chapter 9 Financing and Governing Americas Schools.
(Learning objective: The structural, financial, technological, legal, and ethical aspects of
education)
Who is involved in the struggle to control schools? What is the role of the local school
board, the state board of education, and the federal DOE? Who has power over schools?
How are schools funded? What is a failed mandate? What are trend towards privatization
of schools? Group presentation #9. Angela and Toni

School Analysis Paper Due today completed with areas organized into one paper.
4/18 Week 15 Reading: Chapter 10 School Law and Ethics and Chapter 13 Q & A Guide to
Entering the Teaching Profession. (Learning objective: The structural,
financial, technological, legal, and ethical aspects of education) See quiz #7 on Moodle
for CH 9 & 10.
Education, the law and ethics. Group Presentations. Class will be structured around
these questions: What is the NEA Code of Ethics for teachers? What laws and court
cases directly affect schools and teachers?
4/25 Week 16
Final Exam specifics to be discussed in class. A study guide will be provided
that supports this class.

4/27-5/4

Final exam: Monday, May 2 6-8pm in JH 183.