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MercerCountyCommunity College

Social Sciences/Education

Division of Liberal Arts

Trenton, New Jersey08690

COURSE:EDU 109- 59547

Introduction to Education

Three Credits

DATE: Fall 2006- 08/28/06-12/13/06

COURSE MEETING DAY & TIME: TR 1:25P – 2:40P

LOCATION: LA213

INSTRUCTOR:Elizabeth DeGiorgio

OFFICE:

Location:LiberalArtsBuilding/ Room 122

Phone: (609) 586-4800 extension 3862

Email:

FAX: (609) 586-2318

OFFICE HOURS: Monday: 2:45pm - 4:45pm (LA122)

Wednesday: 2:45pm - 4:45pm (LA122)

Thursday: 4:15pm – 5:15pm (LA122)

* All other office hours by appointment

REQUIRED TEXTS: Sadker, D.M. and Zittleman, K.R. (2006). Teachers, Schools, and Society: A Brief Introduction to Education, First Edition.New York: McGraw Hill.

* Additional readings as assigned by instructor.

*Online LearningCenter:

COURSE DESCRIPTION: This course is an introduction to the field of education and it is a survey of the American public school system with an emphasis on current trends and issues, the development of teaching as a profession, the organization and control of schools and the history of education.Multicultural and gender issues are a major theme and student diversity is a powerful focus

RELATIONSHIP TO THE EDUCATION PROFESSIONAL PREPARATION PROGRAM: This course is an option for all students seeking to enter a baccalaureate degree program in education or to find paraprofessional employment that does not require teacher licensure in public or private schools with children in P-12 or birth – adulthood.

Students are presented with the solid foundational skills to become a professional in the field of education.

COURSE OBJECTIVES: In addition to INTASC, the following Standards for Professional Practice are addressed as course objectives.

Course Objectives / Core Competencies Components / Assessments of Candidate Performance*
Knowledge:
Trace major developments in the creation of modern public education in the United States and relate them to underlying ideals and forces that shaped them.
STANDARD 1: CONTENT PEDAGOGY
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Oral Presentations
Quiz
Define and use appropriately a variety of concepts central to contemporary education.
STANDARD 1: CONTENT PEDAGOGY
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Education and its institutions. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Group Reports
Identify elements in his or her philosophy of education and relate them to four current schools of educational thought. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Question and Answer
Class Discussion
Describe the modern public school in terms of its organization and staffing, governance and control, operations, and assessment. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Write Essay
Quiz
Describe the legal/constitutional requirements that impact upon the structure of public education in the United States. / Knowledge Construction
Societal Influences / Class activities
Quiz
Identify curriculum organization with regard to philosophy, structure and conceptual design as related to teaching. / Knowledge Construction
Cultural Diversity
Individual Variations
Societal Influences / Draw Chart
Identify and describe social variables that shape student responses to schooling and education.
3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. / Knowledge Construction
Societal Influences / Individual Recitation
Analyze a number of policy issues confronting contemporary educators and articulate his or her position with reference to them. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Group Discussions
Group Reports
Describe characteristics of effective teachers and relate them to role demands and working conditions. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Class activities
Course Objectives / Core Competencies Components / Assessments of Candidate Performance*
Skills:
Use the library as a tool for educational research and scholarship. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading.
D: Information Literacy: Students will recognize when information is needed and have the knowledge and skills to locate, evaluate, and effectively use information for college level work.
E: Computer Literacy: Students will use computers to access, analyze or present information, solve problems, and communicate with others. / Paper Assigned using various Resource Tools
Write extensively about a classroom that they observed.
STANDARD 2: STUDENT DEVELOPMENT
The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Field Report
Focused Observations
Respond to reaction questions in both large and small groups. / Collaboration and Cooperation: Students will develop the interpersonal skills required for effective performance in group situations.
B.5.Students will solve problems by applying discipline-appropriate methods and standards.
B.3. Students will thoughtfully evaluate diverse perspectives and alternative points of view.
B.4.Students will ask informed questions and make informed judgments. / Evaluate Student Reports
Participate effectively in cooperative learning situations.
3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. / F.Collaboration and Cooperation: Students will develop the interpersonal skills required for effective performance in group situations. / Observe Groups in Action
Present various educational topics to the class as a preparatory introduction to teaching.
STANDARD 1: CONTENT PEDAGOGY
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. / D: Information Literacy: Students will recognize when information is needed and have the knowledge and skills to locate, evaluate, and effectively use information for college level work.
E: Computer Literacy: Students will use computers to access, analyze or present information, solve problems, and communicate with others.
Knowledge Construction / Use Rubric to Determine Quality of Presentation
Analyze his or her career choice in terms of personal goals and values.
9. Reflective Practice: Professional Growth
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading. / Write Essay
Analyze critical issues confronting educators today.
3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
9. Reflective Practice: Professional Growth
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. / B.5.Students will solve problems by applying discipline-appropriate methods and standards.
B.3. Students will thoughtfully evaluate diverse perspectives and alternative points of view.
B.4.Students will ask informed questions and make informed judgments. / Quiz
Group Reports
Course Objectives / Core competencies
Components / Assessments of Candidate Performance*
Dispositions:
Be more responsive and attending to information and articles about education. / Professionalism
Life Long Learning / Review Journals
Support a commitment to equal educational opportunity.
3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. / G. Intra-Cultural and Inter-Cultural Responsibility: Students will demonstrate an awareness of the responsibilities of intelligent citizenship in a diverse and pluralistic society, and will demonstrate cultural, global, and environmental awareness / Individual Reports
Use reason and evidence to support policy positions. / B.5.Students will solve problems by applying discipline-appropriate methods and standards. / Analyze Student Reasoning
Interact with others through group discussion in formulating common goals.
6. Communication and Technology
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. / F.Collaboration and Cooperation: Students will develop the interpersonal skills required for effective performance in group situations.
B.3. Students will thoughtfully evaluate diverse perspectives and alternative points of view.
B.4.Students will ask informed questions and make informed judgments. / Observe Groups in Action
Be tolerant of and responsive to diverse opinions about education.
3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. / A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading.
G. Intra-Cultural and Inter-Cultural Responsibility: Students will demonstrate an awareness of the responsibilities of intelligent citizenship in a diverse and pluralistic society, and will demonstrate cultural, global, and environmental awareness
B.3. Students will thoughtfully evaluate diverse perspectives and alternative points of view.
B.4.Students will ask informed questions and make informed judgments. / Write Essay

INSTRUCTIONAL PROCEDURES:

Course participation includes discussion, reflective activities, role-play, lecture, class presentations, case studies, fieldwork, and individual projects.

COURSE REQUIREMENTS: Guidelines and rubrics will be provided

1. Class Participation/Preparation

Students are expected to read text and supplementary readings as assigned. Students are also expected to attend class prepared to actively participate in class discussions, assignments, and activities. Communication skills are strengthened and a great deal is learned through interactions with peers in class.

CORE COMPETENCIES:

A. Written and Oral Communication in English: Students will communicate effectively in speech and writing, and demonstrate proficiency in reading.

B.3. Students will thoughtfully evaluate diverse perspectives and alternative points of view.

B.4.Students will ask informed questions and make informed judgments.

F: Collaboration and Cooperation: Students will develop the interpersonal skills required for effective performance in group situations.

2. Lesson plan/Activity presentation (co teaching)(100)

Lesson plans/ Activities will address the key features of a positive learning environment and attend to providing instruction for students

A demonstration lesson (15 minutes) will be taught in class with peers as learners. Students will complete self-evaluations and peer evaluations

Additional information and a lesson plan format will be provided in class.

CORE COMPETENCIES:

F: Collaboration and Cooperation: Students will develop the interpersonal skills required for effective performance in group situations.

D: Information Literacy: Students will recognize when information is needed and have the knowledge and skills to locate, evaluate, and effectively use information for college level work.

E: Computer Literacy: Students will use computers to access, analyze or present information, solve problems, and communicate with others.

3. 12 quizzes

Students will complete 12 quizzes and a midterm will be taken in the TestCenter in LA216 and the final exam will be taken in the classroom.

Students will complete quizzes based on the readings in the assigned textbook according to the attached schedule. quizzes can always be taken early. If they are taken late, 10 points will be deducted for each week after the due date. Late Test grades must be shown to the instructor for credit. If a student does not make up a missed exam, the score of zero (0) will be recorded for that exam and will count in the final average.

4. Students will read two articles in two different education journals on the same topic (100) by different authorsOR one article and one book listed in the course bibliography. (Newspaper and magazine articles are unacceptable). By week 5, submit a four-page typed report summarizing the content of the articles and offering an original conclusion. Attach a Xeroxed copy of the articles. The article citation should be in correct APA style. Articles in Education Digest are only summaries of the originals. Do not use them. Cite only articles you have read that are listed in your bibliography.

Students may choose to complete requirements 7-9 OR 10-14, the service learning option.

7. Submit a "teacher's resource file" by week 9 that includes at least 5 articles from different educational journals about contemporary education in your particular area of educational interest. The file will include the original article or a Xeroxed copy of it, an annotation, including the source, author, date, pages, etc., and a brief review. (100)

8. Students will observe 2 instructional activities of their choice. Options include pre-school, elementary, secondary, vocational, special education, public or private schools. Reports (using the supplied format) will be submitted by week 6 and week 9. (100)

9. Students will submit a brief (8-page) research paper on a topic approved by the instructor. It should include 5 references to educational journals or reports. The topic should be approved by week 7, and the paper is due week 14. (100)

OR

Service Learning Option (300) 60 points each

Students who volunteer in their chosen fields provide beneficial services and enrich their own learning experiences. The activities listed below may be completed instead of requirements 7-9 listed above. Students are required to make their own arrangements with educational institutions of their choice. Your instructor will serve as a resource if needed. As a service learner, your obligation is to offer your services in whatever capacity will best serve the needs of the students or teachers with whom you will be working. Your pre-conceived notion of your activity may not be appropriate, so be prepared to be flexible. As part of the course outline, you will find a letter of introduction. A commitment and description of your plan is due week 5.

** Complete the following activities and write up your experience on the form provided. Reports are due weeks 6, 9, 11, 13, and 15. A time commitment of 8-10 hours spread over the semester is required. A minimum of four reports must be submitted. A 5th report is optional.

10. Visit a pre-school and offer your services to read or tell the children a story, bring in an animal to introduce to the children and plan a related activity, or plan an exercise that helps children develop counting skills.

11. Visit an elementary school classroom and assist students working on a small-group project, or deliver a book talk in which you introduce three age-appropriate books.

12. Volunteer to help in a middle school or high school. You may offer your services to help out in an art, music, or shop class, lunchroom, or study hall. You may also volunteer to tutor in an area of your competence.

13. Offer your services in an after-school, recreational, sports, or special project activity. Examples include programs offered by the Y, athletic practices, student performances, etc.

(Note that only one visit can be of a non-instructional or non/academic nature.)

14. Volunteer to help a group that works with adult learners such as the Literacy Volunteers of America, English as a Second Language courses, or as a tutor in a learning center at a community college.

* Students who are interested in pursuing the Urban Education/ Sociology transfer program to TCNJ should exercise the service learning option in an urban public school. Students who are interested in the Technology Education program at TCNJ should exercise the service learning option in a technology classroom. See your instructor for details.

*As an alternative to activities 10-14, you may choose to complete your service learning at the same site for a 10-hour commitment during the course of the semester. The instructor must approve this option by week 5 and reports submitted according to the schedule above. (300)

Determining Your Grade:

A student may earn a total of 100 points during the semester according to the following schedule:

Determining Your Grade:

A student may earn a total of 100 points during the semester according to the following schedule:

20 pts. 1. Quiz average (highest 10 grades)
10 pts. 2. Journal article review (a + = 10, a = 8, a -= 6)
25 pts. 3. Mid-term exam
25 pts. 4. Final exam
5 pts. 5. Lesson Plan /Demonstration Lesson (A, A-, B+= 5; B,B-,C+=4; C or lower= 3)
5 pts. 6. Resource File
5 pts. 7. Observations OR
10 pts. 8. Research Paper (A +=20; A =18; A -=16) 20 pts. Service Learning Option
100 pts.

Points will be converted to a letter grade in the following way:

Total points earned divided by the total points possible will equal a percentage.

TOTAL Percentage FINAL GRADE

93-100 A

90-92 A-

87-89 B+

83-86 B

80-82 B-

77-79C+

70-76 C
60-69D
59 or less F
Service Learning or Observation Report Course/Section

Student's Name: Service or Observation (circle one)

Supervising Teacher's Name:

Date Submitted: Number of Report:

On ______, ______spent ______

(Date) (Student’s name) (Time period-each report should cover app. 2 hours)

working with my students.

______.

(Signature of supervising teacher)

Name of School: District:

Type of Class/Lesson: # of students: # of teachers:

There are 3 sections to this report. Be sure to complete all of them.