COLLEGE: MissionSUBJECT (DISCIPLINE) NAME):EducationCOURSE NUMBER:203

Los Angeles Community College District

COURSE OUTLINE

(Replaces PNCR and Course Outline)

Section I: BasicCourse Information

OUTLINE STATUS:

1.COLLEGE:

2.SUBJECT (DISCIPLINE) NAME[1]):Education

(40 characters, no abbreviations

3.COURSE NUMBER: 203

4.COURSE TITLE: Urban Education in American Society

5.UNITS: 3

6.CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the topics covered:(limit of forty words)

Introduces the American educational enterprise, especially problems in urban multicultural schools. Employs concepts and methods from sociology, philosophy and the politics of education to analyze American schools. Includes K-12 content standards, Teaching Performance Expectations. Requires a minimum of 30 hours of observation/participation in a multicultural school.
  1. CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an overview of the topics covered:(limit of forty words, description must match the above)

Introduces the American educational enterprise, especially problems in urban multicultural schools. Employs concepts and methods from sociology, philosophy and the politics of education to analyze American schools. Includes K-12 content standards, Teaching Performance Expectations. Requires a minimum of 30 hours of observation/participation in a multicultural school.
  1. INITIALCOLLEGE APPROVAL DATE: 5/6/03
  1. UPDATES (check all applicable boxes) – Identify the area(s) being updated/changed from the current course
    outline that is on file in Academic Affairs:

Content/Objectives Course Title / Unit Value

Prerequisite / Corequisite / AdvisoryDistrictwide Course Attributes

Other (describe)Course Description

  1. CLASS HOURS:

“Standard Hours” per Week (based on 18 weeks) / Total Hours per Term (hrs per week x 18) / Units
Lecture: / 3.00 / 54 / 3.00
Lab/activity (w/ homework): / 0.00
Lab/activity (w/o homework):
Total: / 3.00 / 54.00 / 3.00

Note: The Carnegie Rule and Title 5, section 55002 sets forth the following minimum standards: 1 unit = 1 hour lecture per week, 2 hours homework per week; OR 2 hours per week of lab with homework; OR 3 hours of lab per week without homework. The hours per week are based on a standard 18-week calendar. Lecture also includes discussion and/or demonstration hours, laboratory includes activity and/or studio hours.

  1. PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENT

Note:The LACCD’s Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course’s prerequisite, corequisite or advisory is an “appropriate and rational measure of a student’s readiness to enter the course or program” and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.

.Prerequisites: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend

.Corequisite: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend

.Advisories: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend
  1. REPETITIONS --Number of times course may be repeated for credit (three maximum): 0(see: Section V, #9)
  1. OTHER LIMITATIONS ON ENROLLMENT(see Title 5, Section 58106 and Board Rule 6803 for policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply):

Section II: Course Content and Objectives

  1. COURSE CONTENT AND OBJECTIVES:

COURSE CONTENT AND SCOPE –Lecture:
If applicable, outline the topics included in the lecture portion of the course (outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES - Lecture (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)
1. Introduction to observation: educational culture
a. elments of observation
b. family
c. community
d. school
e. classroom
f. four hour observation assignment
2. Introduction to the Teaching Profession
a. entry perspectives: reasons to become a teacher
b. status of the teaching profession and teacher work
c. ethical responsibilities of teachers
d. Teaching Performance Expectations
e. California standards for the teaching profession
f. K-12 subject matter content standards
g. four hours of classroom observation: teaching strategies
3. Purpose of education and goals of schooling
a. a critical and systematic evaluation of the major schools of thought
b. role of education and schooling in a multicultural/multiracial society
c. reflections on personal beliefs, attitudes, and values
d. four hours of observation: classroom and teacher/administrator staff meeting
4. Equality of educational opportunity
a. conflicting demands of equity and excellence
b. diversity and inequality in schools and society
c. access to schools and access to knowledge in a multiracial/multicultural society
d. four hours of classroom observation: diversity of student learning styles
5. Issues in urban education
a. political, economic and demographic changes and diversity
b. students at risk: access, retention and attainment
c. teacher and student concerns in urban schools
d. four hours classroom observation: strategies for improving retention and student success
6. Introduction to curriculum and instruction
a. survey of multicultural curriculum
b. survey of instructional strategies for diverse learners
c. four hours classroom observation: relevance of curriculum for urban students
7. Parent and community involvement in education
a. policies and strategies on parent involvement
b. parents as learning partners
c. beyond parents- building an educative community
d. three hour observation: PTA meeting
8. Restructuring schools and the teaching profession: immigration, urbanization, and discrimination
a. local and national models of reform
b. introduction to assessment and accountability implications to teaching and learning
c. proposals for reforming teacher education and the teaching profession
d. three hour classroom observation: teacher interview / 7
9
7
7
7
7
5
5 / Examine the nature and role of education in a democratic, multicultural society.
Practice observation strategies and methods in community, school, classroom, and families to understand the relationship between school and community.
Identify theoretical and practical issues and problems in American education, schooling, and the teaching profession.
Explain how the California Standards for the Teaching Profession Teaching Performance Expectations, and K-12 subject matter content standards apply to instructional decision making and contribute to the development of professional educators.
Categorize the status of the teaching profession, the existing conditions of teacher work, and new challenges to teachers.
Use knowledge of educational philosophy, sociology, and politics of education to understand the role of education in a multicultural society; to perceive the moral dimensions of teaching as essential in the educational process; to explore curriculum and instruction in a multicultural/multiracial classroom; and to examine the process of educational decision making and reform in public schools.
Identify how schools reproduce class, race, and gender inequity and the tensions between equity and excellence.
Describe how political, economic, and demoraphic changes affect schools as public institutions, their curricula, and teacher practice.
Discuss the major theoretical models and approaches in curriculum and instruction.
Propose policies regarding parent involvement in education and schooling.
Assess the relationship between the school and community, and the future of education in American society.
Total Lecture hours* / 54
COURSE CONTENT AND SCOPE -- Laboratory:
If applicable, outline the topics included in the laboratory portion of the course (outline reflects course description, all topics covered in class). / Hours per Topic / COURSE OBJECTIVES - Laboratory (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)[2]
Total Lab hours*

*Total lecture and laboratory hours (which include the final examination) must equal totals on page 1.

Bloom’s Taxonomy

simple skills <------> complex skills
Critical Thinking
Knowledge
define
repeat
record
list
recall
name
relate
underline
/ Comprehension
translate
restate
discuss
describe
recognize
explain
express
identify
locate
report
review
tell
/ Application
interpret
apply
employ
use
demonstrate
dramatize
practice
illustrate
operate
schedule
shop
sketch
/ Analysis
distinguish
analyze
differentiate
appraise
calculate
experiment
test
compare
contrast
criticize
diagram
inspect
debate
inventory
question
relate
solve
examine
categorize / Synthesis
compose
plan
propose
design
formulate
arrange
assemble
collect
construct
create
set up
organize
prepare / Evaluation
judge
appraise
evaluate
rate
compare
value
revise
score
select
choose
assess
estimate
measure
  1. REQUIRED TEXTS:

Provide a representative list of textbooks and other required reading; include author, title and date of publication:

Colege level texts will be used.
Fielstein, L. & Phelps, P.
Introduction to Teaching: Rewards and Realities, 1st ed.
Wadsworth, 2001
Hlebowitsh, Peter
Foundations of American Education, 2nd ed.
Wadsworth, 2001
Noguera, Pedro
City Schools and the American Dream: Reclaiming the Promise of Public Education, 1st ed.
Multicultural Education Series, 2003
  1. SUPPLEMENTARY READINGS:

Reading assignments may include, but are not limited to the following:

Arends, R.I., Winitzky, N.E., & Tannenbaum, M.D.
Exploring Teaching: An Introduction to Education. 2nd Ed.
Allyn and Bacon, 2001
Banks, J
An Introduction to Multicultural Education
Allyn & Bacon, 1999
DeMarrais, K. B. & LeComprte
The Way Schools Work: A Sociological Analysis of Education
Longman Press, 1995
Dewey, John
Democracy and Education: An Introduction to the Philosophy of Education
MacMillan, 1916
Goodlad, J.I., Soder, R., & Sirotnik, K.A.
The Moral Dimension of Teaching.
Jossey-Bass Publishers, 1990
Massey, D & Denton, N.
American Apartheid: Segregation and the Making of the Underclass
Harvard, 1993
Nieto, S.
The Light in Their Eyes: Creating Multicultural Learning Communities.
Teacher College Press, 1999
Oakes, J.
Keeping Track: How Schools Structure Inequality
Yale, 1985
Sarason, S.
You Are Thinking of Teaching
Jossey-Bass, 1993
Webb, L.D., Metha, A., Jordan, K. F.
Foundations of American Education
Prentice Hall, 1996
West, Cornell
Race Matters
Vintage, 1993
Whitehead, A.N.
The Aims of Education and Other Essays
MacMillan, 1929
  1. WRITING ASSIGNMENTS:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Writing assignments in this course may include, but are not limited to the following:

Research paper evaluating a current proposal for education reform.
For example: Integrated Versus Traditional Approaches to Mathematics Instruction.
Observation journal drawing comparisons between the mission of schooling and what schools are actually providing to students.
Project paper. For example: Proposing a strategy for contributing to the creation of an educative community in an urban school.
  1. REPRESENTATIVE OUTSIDE ASSIGNMENTS:

Out of class assignments may include, but are not limited to the following:

Two hours of outside preparation per unit per week is expected of each student.
Observation/Participation Requirement. A minimum of 30-hour field observation and participation in a multicultural school setting is required. Students submit a written journal of observations and three reflective papers of structured observations/interviews from the school, community, classroom, or student family members.
40-100 pages of reading per week
Research paper
  1. REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:

Title 5, section 55002(a) requires that a degree-applicable course have a level of rigor that includes “critical thinking and the understanding and application of concepts determined by the curriculum committee to be at college level”. Critical thinking may include, but is not limited to analysis, synthesis, and evaluation. Provide examples of assignments that demonstrate critical thinking.

Essay exams explaining and evaluating contemporary education theory.
Essay displaying the ability to critically evaluate contemporary education theory.
For example: Integrating Multicultural Topics into the Traditional K-12 Curriculum.
Observation paper analyzing a particular problem at an urban school and evaluating strategies for addressing that problem.
  1. METHODS OF EVALUATION:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Methods of evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed “Course Objectives” at the beginning of Section II):

Standardized Tests / Criterion Reference Tests
Observance Record of Student
Performance / Homework
Essays/Essay Test Midterm / Written Compositions
Laboratory Reports / Oral Presentations
Term Papers, Projects, Reports / Class Participation
Problem –solving Exercises / Skills Demonstrations
Final Exam
Other (specify):
  1. METHODS OF INSTRUCTION:

Methods of instruction may include, but are not limited to the following:

Lecture

Discussion

Laboratory

Activity

Field Experience

Independent Study

Other (explain)

  1. SUPPLIES:

List the supplies the student must provide.

Pens and paper.
  1. COMPUTER COMPETENCY:

If applicable, explain how computer competency is included in the course.

Essay and journal assignment must be composed on a computer and may require internet research.
  1. INFORMATION COMPETENCY:

Information competency is the ability to find, evaluate use, and communicate information in all its various formats. It combines aspects of library literacy, research methods and technological literacy. Information competency includes consideration of the ethical and legal implications and requires the application of both critical thinking and communications skills. If applicable, explain how information competency is included in the course.

Students are required to research topics through the use of the library, including internet research.
  1. DIVERSITY:

If applicable, explain how diversity (e.g., cultural, gender, etc.) is included in the course.

Does not meet cultural diversity requirement.

13.SCANS COMPETENCIES (required for all courses with vocational TOP Codes; recommended for all courses):

SCANS (Secretary’s Commission on Necessary Skills) are skills the Department of Labor identified, in consultation with business and industry leaders, which reflect the skills necessary for success in the workplace. Check the appropriate boxes to indicate the areas where students will develop the following skills (please note that all SCANS competencies do not apply to all courses):

RESOURCES

Managing Time: Selecting relevant goal-related activities, ranking them in order of importance, allocating time to activities, and understanding, preparing and following schedules.

Managing Money: Using or preparing budgets, including making cost and revenue forecasts; keeping detailed records to track budget performance, and making appropriate adjustments.

Managing Material and Facility Resources: Acquiring, storing, allocating, and distributing materials, supplies, parts, equipment, space or final products in order to make the best use of them.

INTERPERSONAL

Participating as Member of a Team: Working cooperatively with others and contributing to group’s efforts with ideas, suggestions and effort.

Teaching Others New Skills: Helping others learn needed knowledge and skills.

Exercising Leadership: Communicating thoughts, feelings, and ideas to justify a position, encouraging, persuading, convincing or otherwise motivating an individual or group, including responsibly challenging existing procedures, policies or authority.

Negotiating: Working toward agreement that may involve exchanging specific resources or resolving divergent interests.

Working with Cultural Diversity: Working well with men and women and with people from a variety of ethnic, social, or educational backgrounds.

INFORMATION

Acquiring and Evaluating Information: Identifying a need for data, obtaining the data from existing sources or creating them, and evaluating their relevance and accuracy.

Organizing and Maintaining Information: Organizing, processing and maintaining written or computerized records and other forms of information in a systematic fashion.

Interpreting and Communicating Information: Selecting and analyzing information and communicating the results of others, using oral, written, graphic, pictorial, or multimedia methods.

Using Computers to Process Information: Employing computers to acquire, organize, analyze and communicate information.

SYSTEMS

Understanding Systems: Knowing how social, organizational and technological systems work and operating effectively with them.

Monitoring and Correcting Performance: Distinguishing trends, predicting impacts of actions on system operations, diagnosing deviations in the functioning of a system/organization, and taking necessary steps to correct performance.

Improving or Designs Systems: Making suggestions to modify existing systems in order to improve the quality of products or services and developing new or alternative systems.

TECHNOLOGY

Selecting Technology: Judging which sets of procedures, tools or machines, including computers and their programs, will produce the desired results.

Applying Technology to Tasks: Understanding overall intent and proper procedures for setting up and operating machines, including computers and their reprogramming systems.

Maintaining and Troubleshooting Equipment: Preventing, identifying, or solving problems with equipment, including computers and other technologies.

14.LIBRARY/LEARNING RESOURCES – Complete 1 – 3 in consultation with College Librarian:

1.LIBRARY BOOK COLLECTION - Review the library book collection by searching the online catalog. Explain how the book collection supports or does not support the course. Consider age and subject content when determining the relevancy of the collection to the course content.
Book collection is adequate to support this course. There are at least seven recent titles on Education Theory; six on Multicultural Education; one on the role of parents in elementary education, and one on ethics for educators.
2.PERIODICAL COLLECTION - Review the periodical collection by searching the periodical database. Explain how the periodical titles held by the college library and the full-text titles in the database are relevant or not relevant to the course content.
The periodical collection contains numerous titles that are relevant for this course.
3.ADDITIONAL MATERIAL - List additional materials for the Library/LRC to purchase that would support the course content.
Arends, R.I., Winitzky, N.E., & Tannenbaum, M.D. (2001). Exploring Teaching: An Introduction to Education. 2nd Ed. Boston: Allyn and Bacon.
Goodlad, J.I., Soder, R., & Sirotnik, K.A. (1990). The Moral Dimension of Teaching. San Francisco: Jossey-Bass Publishers.
Nieto, S. (1999). The Light in Their Eyes: Creating Multicultural Learning Communities. New York: Teacher College Press

Section III: Relationship to College Programs