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Course Outline: EDEF 320

Introduction to Professional Education

Spring 2011

Instructor:Dr. Boyce D. Durr

Office:702 Fairfax - B202

Phone:TBA

Email:

Office hrs:Tuesday 11-12, Wednesday 10:30-12:30, Thursday 11-12, or by appointment

Course Time /Location:EDEF 320-03, Wednesday 1-4 / Peters Hall C142

EDED 320-04, Thursday 2-5 / Peters Hall C 146

Course Description:

This course introduces students to teaching as a profession. Topics include teaching as a profession, the organization and culture of schools, legal rights and responsibilities of teachers and students, philosophical and psychological perspectives, historical developments underlying education in the United States, social issues in education, the application of learning theory to instruction and learning environments, basic concepts and principles regarding teaching strategies, assessment and evaluation of student learning, and teaching from a multicultural perspective.

Texts:

You are expected to bring copies of articles or texts read for class to the class periods in which we will be discussing those readings. Failure to do so will detrimentally impact your participation grade.

  • Rethinking Our Classrooms, Volume 1 (ISBN 978-0-942961-33-1). Available from campus bookstore or online at
  • Custom Published Text (ISBN 9780390135902)(available through campus bookstore)
  • Selected readings placed on WebCT – a large number of your readings will be accessed this way. I strongly encourage you to get a binder in which to hold them all.

Course objectives/competencies/topics:

In this writing intensive course, students will be able to examine and explain personal and general educational goals, issues, and practices in light of historical, sociological, philosophical, and political contents. Students will examine the following topics and questions:

  1. Becoming a Professional Educator
  2. Teaching as a Profession
  3. Teacher Rights and Responsibilities
  4. Teacher accountability (academic standards – national, state, local)
  5. Professional ethics
  6. Teacher rights
  7. Being a Reflective Practitioner
  8. The role of inquiry and research in teaching and learning to teach (particularly in social and philosophical studies, which provide contexts in which educational problems can be understood and interpreted)
  9. Professional organizations
  10. Professional Development
  11. Teacher Preparation
  12. The RU model and conceptual framework
  13. Characteristics and dispositions of professional educators
  14. Issues in teacher preparation
  15. Alternative routes to licensure
  16. Teacher shortages
  17. Licensure and Certification
  18. Philosophical, Historical/Legal, Sociological, and Political Issues in American Education
  19. Philosophical Issues
  20. Differing perspectives on the purposes of schools (nature and aims of education, schools as transmitter and recipient of ideologies)
  21. How philosophical perspectives influence what we teach (curriculum and knowledge)
  22. Historical/Legal Issues
  23. Changes in American culture and economy that lead to changes in school purposes, organization, and curriculum
  24. The Basis for School Law
  25. Role of the U.S. Constitution and state constitutions
  26. Role of federal and state legislation
  27. Role of local policies
  28. Legislation and judicial review
  29. Legal responsibilities and rights of students and families
  30. Sociological Issues
  31. Diversity
  32. Social class
  33. Race/Ethnicity/Language
  34. Gender/Sexual identity
  35. Disabilities
  36. Political Issues
  37. The Organization and Administration of School
  38. District, building, and grade level organization
  39. Scheduling and curriculum organization
  40. School size and organization
  41. Rural, urban, and suburban settings
  42. School finance and governance
  43. School management
  44. Parent and community relations
  45. School Finance
  46. School reform (e.g. magnet schools, charter schools, privatization, federal vs. state control, vouchers, etc.)
  47. Learning Theories and Assessment in the Classroom
  48. Learning Theory, Motivation and Instruction
  49. Theories of learning and their implications for classroom teaching
  50. Concepts and principles of motivation and implications for teaching
  51. Assessment and Evaluation in Education
  52. Purposes and modes of assessment
  53. Standardized and non-standardized assessments
  54. Criterion-referenced and norm-referenced assessment
  55. Traditional, performance-based, and authentic assessment
  56. Diagnostic assessment and the assessment of aptitude, achievement, and other student characteristics
  57. Types of scores and their interpretation
  58. Issues in assessment: validity, reliability, bias and setting standards

Praxis I and VCLA Requirement

In order to get a license to teach in the state of VA, you are required to pass various proficiency exams – specifically the VCLA and the Praxis I (you will probably also need Praxis II and VRA, depending upon what area of licensure you seek). In this class, you must show proof of having attempted the VCLA and Praxis I Math tests (passing scores not needed – just proof of having attempted each) before the end of the semester; otherwise, you will get an incomplete (I) for the course.

Links to websites with information and registration directions for the Praxis I and the VCLA are provided at the College’s website: .

You may be exempt from taking Praxis I if your SAT scores are 1100 total with a minimum of 530 in verbal and in math. Since 530 x 2 does not equal 1100, either the verbal or math score will need to be more than the minimum of 530. You may also qualify if your ACT scores are high enough. You need a composite score of 24 or higher, math scores no less than 22, and English and Reading combined no less than 46. If you believe your SAT or ACT scores qualify, please bring a copy to me and to the field placement office in Peters Hall A113.

Just FYI: Below is a table with the Praxis scores needed. Note that you are considered passing if your individual test scores (reading, writing and math) are reached OR if your Composite score is reached. For the second situation, you would need to have a passing score in at least one of the other areas. Also below is a table with the VCLA scores needed. A total score of 470 is considered passing, either through achieving 235 or above on each individual test (reading and writing) or a total of 470 even if one individual test score is below 235.

Praxis I scores

Math / Composite (if you take all 3 portions of the test)
Passing / 178 / 532

VCLA scores

Reading / Writing / Total
Passing / 235 / 235 / 470

In order to get a final grade for this course, rather than an “I” (incomplete), prior to the last class of the semester, you must

  • Present proof of having attempted or passed the VCLA
  • Present proof of having attempted or passed the Praxis I, or of being exempt due to SAT or ACT scores

If you are not seeking licensure to teach (e.g. if you are a speech pathology major), you can be excused from this requirement.

Grading and evaluation:

A = excellent work, student clearly demonstrates learning in all course objective areas (92.5-100% of points) 277.5- 300 points

B = work that is distinctly above average, showing learning in nearly all course objective areas (84.5-92.4% of points) 253.5- 277.4 points

C = work of average quality,showing learning in most course objective areas (76.5%-84.4% of points) 229.5 – 253.4 points

D =work of below average quality, showing learning in a few course objective areas (64.5-76.4% of points) 193.5 – 229.4 points

F = failure(64.4% of points or lower) 193.4 and below points

Assignments and their weights (all assignments are explained below)

1. Reading Responses / 40%
2. Professional development / 23.33%
3. Discussion Leadership / Group Presentation / 16.66%
4. Finalexam / 20%

1. Reading responses – weight 40% (120 points possible)

Each week, you will have somewhere in the neighborhood of 20-50 pages of reading to do for class. Reading responses are your evidence of having read and reflected on the assignment. See Appendix A (page 10) of syllabus for further details.

2. Professional Development –weight 23.33% (70 points possible)

Professionals in any field must keep learning throughout their careers, and professional organizations help provide a lot of resources for this. See Appendix B(page 14) of syllabus for further details

3.Discussion Leadership / Group Presentation - weight 16.66% (50 points possible)

Every week, you are expected to participate in whole and small group discussions/activities. And about 5 students per week will take a leadership role in class discussions. See explanation of expectations in Appendix C of syllabus (page 16).

4. Final “exam” – weight20%(60 points possible)Thisis a cumulative exam that will be done during the final exam week. See Appendix D (page 18) for more details.

Classroom Policies

University Honor Code

All students are expected to act in accordance with the University Honor Code: By accepting admission to Radford University, each student makes a commitment to understand, support, and abide by the University Honor Code without compromise or exception. This class will be conducted in strict observance of the Honor Code. For details, familiarize yourself with the links on Academic Integrity on the following page maintained by the Office of the Dean of Students:

Support for Student Learning

The university provides free tutorial assistance to students who need assistance in strengthening their academic skills. The Learning Assistance and Resource Center (LARC), located in 126 Walker Hall, is open to all students Monday through Friday from 9 a.m. until 5 p.m. Certified, trained tutors provide help with basic study skills, writing, and content-specific material. An appointment is necessary and can be made by calling 831-7704, emailing , or IMing “rularcappt”.

Services to Students with Disabilities

Students with disabilities who desire adjustments to the class setting may work with the Disability Resource Office (DRO) in order to document their needs and establish appropriate accommodations. No adjustments may be made until you have provided your instructor with completed forms from the DRO. Please be advised that accommodations cannot be applied retroactively.

Plagiarism: Guard against plagiarism in all its forms

  • You must write your own papers; you can not turn in a paper written by someone else.
  • Secondly, using someone else's exact words without giving him or her credit is also plagiarism. (Giving credit for quotations requires both the use of citations and the use of quotation marks or the block quotation format).
  • Taking someone else's ideas or arguments or information without giving him or her credit is also plagiarism because giving credit for ideas, arguments, and information requires the use of citations.
  • Finally, regardless of whether you are quoting or paraphrasing or putting ideas and information into your own words, any source that you consult in the course of preparing a paper must be listed in a bibliography.

Penalties for plagiarism range from failure on the assignment to expulsion from the university, but the usual penalty is an F in the course. Turning in a paper that you wrote for another course can also be an academic integrity violation if you have not obtained permission from both instructors to do so.

Documentation of Papers

Papers that draw on sources will not be accepted for a grade unless they are handed in with accurate, complete, and correct documentation consisting of both parenthetical citations and bibliography pages that list the works that you have consulted and cited. In addition, any direct quotations must be signaled by the use of quotation marks or the block quotation format, as appropriate. I consider our textbooks to be sources, so papers that respond to readings fall under this guideline.

Participation/Attendance

As participation and attendance are so interrelated we will deal with them together as one item.

1)Come to class. I expect to see you every day we meet, and I do record absences. If you aren’t in class, I’ll assume you have a good reason for being elsewhere (so please, do not offer me excuses, patient slips or doctor’s notes, etc.). The exception to this would be due to prolonged illness or hospitalization that requires you to be out of class for extended periods, in which case you will need to contact me, or have someone else contact me on your behalf, and we will discuss this on a case-by-case basis. You will need documentation detailing reasons for absences and we will work together to see if you are able to complete the course.

2)You get one “freebie” absence in this class. More than one class absence will result in a lowering of your points earned for the semester by 20points for each absence after the one “freebie.” (Lateness to class and/or early departures will be recorded, tallied together, and used in these calculations.)

3)100% attendance will result in a raising of your points earned for the semester by 10 points. No exceptions to the 100% rule (in other words, even if you have an absence, tardy, or early departure that was out of your control, you still were not present 100% of the time, and thus you are ineligible for the bonus points).

4)Note: There is no separate grade for participation. Lack of visible participation (combo of talking and listening) in small and large group settings will result in a reduction of your final overall course grade by as much as an entire letter grade. To prevent such loss, be engaged, talk, share, listen, look attentive, etc. I DO watch closely in small and whole group discussion and want to see you engaged.Other things that factor into my impressions of your participation include your use of cell phones and whether or not you bring needed materials to class. Show that you are involved and engaged by keeping your cell phones off and out of sight. Further show that you want to have quality input by bringing with you any and all materials of what was to have been read for class that day.

Late Assignments

Assignments are due at the beginning of the class period on the due date. They must either be submitted electronically prior to class time and/or brought to class. Unless you have a documented emergency as described above, late assignments will not be accepted. This late policy applies to everyone.

Classroom Courtesy: We all have an obligation to be courteous and considerate in the classroom. I will not condone rudeness such as the following:

  1. Side conversations during lecture, general discussion or the viewing of film clips -- Pay attention to what's going on in class.
  2. Text messaging or other cellphone use -- All phones must be turned off during class unless you clear it with me first because you're expecting a specific call. In that event, keep it on vibrate.
  3. Negative remarks about the course readings or the opinions of your classmates -- If you can't be analytical, at least be polite.
  4. Interrupting the person who is speaking with off-topic questions or comments -- Interruptions make it difficult for everyone, including me, to stay focused on the subject at hand. Save your questions for the end of class.
  5. Sleeping in class -- If you can't stay awake, stay in bed.
  6. Laptops -- Make sure you're only taking notes, and not checking email, IMing, twittering or surfing the web. You may find me standing over your shoulder, reading your screen.
  7. Insulting language that refers to another’s race/ethnicity, religion, gender, disability or sexual orientation. There’s no excuse for being rude to another person.

Engaging in these activities may result in public embarrassment as I call you on them.

Inclement Weather

Class will be cancelled in accord with university policy for school closure. Decisions about closings and delayed openings should be made by 6:00 a.m. and are posted on the university website. You may also call the university switchboard at 831-5000 for announcements. Should the university be closed for extended periods I will send out instructions to the class via email.

Schedule of readings and assignment due dates:

Week # / Date / topic / To be read and done for this class
1 / 1/19 or 20 / Introductions/
Purposes of education/
Inspiring Teachers /
  • Nothing

2 / 1/26 or 27
Discussion Group 1 / Hidden Curriculum / Assumptions about learning, students, and school
25 /
  • Peter Senge “ The Industrial Age System of Education” (25 p)
Reading response due
3 / 2/2 or 3
Discussion Group 2 / Hidden Curriculum – what sort of people are we creating with the assumptions /HC?
40 /
  • Sarah McCarthy (5 pages)
  • John Gatto (7 lessons) (11 pages)
  • bell hooks (greed) (21 pages)
  • Svi Shapiro (Littleton) (3 pages)
Reading response due
Proof of having joined SVEA due
4 / 2/9 or 10
Discussion Group 3 / Curriculum Philosophies / Theories of Education and Learning
35 /
  • Custom textpages 1-23 (22 pages) For the custom text, go by the pages numbers in the upper right corner of the page (in a black circle)
  • Rethinking Our Classrooms text pages 168-171 (Rosa Parks article) (4 pages)
  • RC text p. 28-34 “Teaching for Social Justice” (7 pages)
  • RC text page x-xi “Creating Classrooms for Equity and Social Justice” (2 pages)
Reading response due
5 / 2/16 or 17
Discussion Group 4 / History of Education
34 /
  • Custom text pages 35-69 (34 pages)
Reading response due
6 / 2/23 or 24
Note: We will not meet in class this week, all activities will be conducted through WebCT / Standardized Testing and Alternatives/ Learning Theories / Motivation
38 /
  • Custom text pages 80-98 and 103-117 (32 pages)
  • “Alternatives to Standardized Tests” (6 pages)
WebCT Discussion Board Posts
7 / 3/2 or 3
Discussion Group 5 / School organization / Motivation
25.5 /
  • Sadker and Zittelman – school governance(14 pages)
  • Ulrich Reitzug – democratic vs. bureaucratic schools (10 pages)
  • RC text page 41-42 “The Challenge of Classroom Discipline” (1.5. pages)
Reading response due
8 / 3/16 or 17
Discussion Group 6 / School Choice/ Privatization Reforms
44 /
  • Custom text pages 122-140 (18 pages)
  • “Keeping the Promise-abridged” (8 p)
  • Group 1- Boston charters article
  • Group 2- DC charters article
  • Group 3- New Orleans charters article
  • Group 4- Ohio charters article
Reading response due
Week # / date / topic / To be done/read for class
9 / 3/23 or 24
Discussion Group 1 / School Funding
38 /
  • Jonathan Kozol (savage inequalities) (18 pages) – VERY accessible
  • Newman on school financing (7 pages)
  • School – business connections (9 p)
  • Custom text pages 156-160 (4 pages – start at “postion 2: commercializing the school” and end at “corporate language and human capital”)
Reading response due
10 / 3/30 or 31
Discussion Group 2 / Social Class
34.5 /
  • Jean Anyon "Social class and the Hidden curriculum of work" (just read pages 71-86, the sections titled “The Sample of Schools,” and “Social Class and School Work”) (8 pages)
  • Joseph Newman "On social class + Education" (6 pages)
  • Jeannie Oakes, "Tracking, Why Schools Need to take another route" (4 pages)
  • RC text page 68-75 “Getting Off the Track”(8 pages)
  • “The Pigs: When Tracking Takes Its Toll” (.5 page)
Reading response due
11 / 4/6 or 7
Discussion Group 3 / Gender
41 pages /
  • Joseph Newman "Gender" (10 p) (WebCT)
  • Sadker “Gender Inequity in the Classroom” (webCT) (6 pages)
  • Kimmel “What About the Boys?” (5 pages) (WebCT)
  • RETHINKING TEXT 1 p 3-9 Unlearning the Myths that Bind Us (7 p)
  • RETHINKING TEXT 1 p 118-123 ("what can teachers do” and “flirting vs. sexual harassment”) (6 pages)
Reading response due
12 / 4/13 or 14
Discussion Group 4 / Sexual Identity
34 pages /
  • "Mother Speaks Out" (1 page) (WebCT)
  • "Teaching the Whole Story" (8 pages) (WebCT)
  • "Out Front" (5 pages) (WebCT)
  • "Separation of Church and School" (3 pages) (WebCT)
  • RETHINKING OUR CLASSROOMS TEXT p. 95-96 "What do we say when we hear 'faggot'" (2 pages)
  • RC text page 173-174 “Heather’s Moms Got Married” (2 pages)
  • Making Safe Places Unsafe – excerpts (14 p)
Reading response due
Professional development report due
13 / 4/20 or 21
Discussion Group 5 / Race/ Ethnicity
27.5 + Race IAT /
  • Robert Lake "An Indian Fathers plea" (3 pages)
  • Rethinking Our Classrooms text p. 165-166 "I Won't Learn From you!" (2 pages)
  • Peggy McIntosh "White privilege: unpacking the invisible knapsack" (5 pages)
  • Race Implicit Assumptions Test
  • Diller and Moule "Understanding Racism and...”(17.5 pages)
Reading response due
Week # / date / topic / To be done/read for class
14 / 4/27 or 28
Discussion Group 6 / Race/ Ethnicity
34 /
  • Rethinking Our Classrooms text page 15-17 "Taking Multicultural, Anti-Racist Education Seriously" (3 pages)
  • Diller and Moule "Bias in the Curriculum" (8 pages)
  • Steven Chamberlain “Recognizing and Responding to Cultural Differences…” Just read pages 200-207 of article. (8 pages)
  • Then 15 pages of choice of readings (see list of reading choices on Appendix E of the syllabus)
  • Reading response due

Finals week / Final exam - Wednesday class meets
Thursday class meets

Appendix A