Educ 200
Educational Foundations for Prospective Elementary, Middle and Secondary Teachers
Spring, 2018
Instructor: Steve Herr
Phone: or 731-431-1659
Email: or
Office Hours: M/W 1 - 3 pm T 8:45 – 9:30, 10:45 - 12:00 pm
Office: 280 June Buchanan Alumni Center (JBAC)
Website: ydpsteveherr.us
Kentucky Teacher Standards / Standards Addressed / ALC Student Outcomes / Student Outcomes AddressedDemonstrates Applied Content Knowledge / X / Liberal Arts Knowledge / X
Designs and Plans Instruction / X / Communication / X
Creates and Maintains Learning Environment / X / Critical Thinking / X
Implements and Manages Instruction / X / Integration of Knowledge / X
Assesses and Communicates Learning Results / X / Personal Attributes / X
Technology / X / Moral / Ethical Standards / X
Evaluates Teaching and Learning / X / Leaders / Mission / X
Collaboration / X / Work Ethic / X
Professional Development / X / Function in Workplace / X
Leadership / X / Diversity / Global Perspective / X
Dispositions / Objectives Addressing Dispositions
Character / 1, 3,4,5,6,7,8 and 10
Capability / 1, 5 and 10
Service / 6, 7, 8 and 10
Diversity / 1, 3, 4, 5, 6, 7, 8, 9 and 10
Prerequisite:None
Co-requisite: Education 220: Education Practicum 1
Course Description: This course provides an overview of education including the historical perspective of American Education. Topics studied include the philosophy of education, the structure of education, the financing of education, socio-economics issues of education, the roles of contemporary teachers and current status of education reform including the implications of KERA upon public education in Kentucky. Field Experience and hours required.
Text: Edited by Pearl Rock Kane, My First Year As A Teacher
Course Objectives
1. Complete all reading assignments prior to the class in which the material will be discussed.
2. Write a brief summary of each reading.
3. Complete the mid-term exam.
4.Complete the final exam.
5. Attend all classes.
6. Be punctual.
7.Participate in class frequently.
Course Requirements
1. Complete all reading assignments prior to the class in which the material will be discussed and write a brief summary of the reading.
2. Complete the requirements for a 10-hour field experience.
3. Complete the mid-term exam.
4.Begin work on a portfolio which is to be based on a model patterned after the “Teacher Standards for Preparation and Certification” which will include:
A. A Philosophy of Education
B. A Resume and
C. An Autobiography
D. A written statement addressing the question, “Why I want to be a teacher.”
5. Complete the final exam.
6. Attend class regularly.
7.Be punctual.
8.Participate in class frequently.
Teaching Methods/Technology
The class will be discussion based and research intensive. We will use the best technology available to us. The class will also include lectures, focused discussions, specific readings, research assignments, in class reviews, written summaries and cumulative evaluations.
Class Attendance Policy
Students and faculty should realize that one of the most vital aspects of a college experience is attendance and punctuality in the classroom and that the value of this experience cannot be exclusively measured by testing procedures alone. Should the occasion arise in which a faculty member is unavoidably detained for a class, students must wait a minimum of 15 minutes before leaving. If students find it necessary to miss a class, it is their responsibility to arrange with the instructor to make up all work missed. Instructors must devise their own attendance policies, have them approved by the Dean of the College, include them in the course syllabi, and explain them to students. Continuation in class for a student who misses more than 20% of class time during any one semester, whether excused or unexcused, may be possible only after consultation with the faculty member involved and Dean of the College.
Writing Across the Curriculum
This course provides a means of addressing student writing proficiency. Students will keep a journal reviewing the major class readings, class reflections and the final exam.
Cultural Diversity and Global Perspectives
The wonder of a liberal arts education is a search for the truth. In this class we will follow that wonder in all its richness and possibility, regardless of where those paths may lead us.
Schedule
Wednesday, January 10
Greetings
Friday, January 12
Plato, "The Apology,"
Monday, January 15
“This Is What a Good Resume Should Look Like”
Wednesday
Parker J. Palmer, "The Heart of a Teacher"
Friday, January 19
Marcus Buckingham, “The Strengths Revolution”
Geoffrey Colvin, "What it takes to be great"
Monday, January 22
Jurgen Combs, “Writing your own Educational Philosophy”
Wednesday, January 24
Ms. Sherry Watts, Secretary to the Education Department
Friday, January 26
John Dewey, “My Pedagogic Creed,” School Journal, January, 1897.
Monday, January 28
“Horace Mann”
Wednesday, January 30
“Booker T. Washington”
Friday, February 2
“Frederick Taylor and Scientific Management”
Monday, February 5
“How to Write an Autobiographical Essay”
Wednesday, February 7
Scott London, book review, “The Culture of Professionalism”
Friday, February 9
Daniel Goleman, "What Makes a Leader"? Harvard Business Review, Nov/Dec98, Vol. 76, Issue 6
Monday, February 12
“Maslow’s Hierarchy of Needs”
David Callaway, “Ever Been to Disneyland?,” My First Year as a Teacher.
Wednesday, February 14
Leo Tolstoy, “Three Questions”
Marcia Neheniah, “The Road,” My First Year as a Teacher.
Friday, February 16
Richard Selzer, excerpt from, Mortal Lessons,
Janice Anderson Connolly, “Don’t Waste Your Time with Those Kids,” My First Year as a Teacher.
Monday, February 19
“The Medicalization of Childhood”
Victoria Brignell, “When America believed in eugenics”
Emma Lewinson Frey, “The University School,” My First Year as a Teacher.
Wednesday, February 21
“Selected Excerpts from the Works of Carlos Castaneda”
Nancy Gstafson, “David,” My First Year as a Teacher.
Friday, February 23
Mid-term
Monday, February 26
Bain and Company, “The Loyalty Effect”
Kayla McClurg, “The Best You Can Be,” My First Year as a Teacher.
Wednesday, February 28
Bryan Appleyard, “What Can’t Be Found on the Internet”
Rosemary Genova DiBattissta, “Adrianna,” My First Year as a Teacher.
Friday, March 2
Scott McLemee, “Chaos Theory”
Z. Vance Wilson, “Answers and Questions,” My First Year as a Teacher.
Monday, March 5
Grete DeAngelo, “This Is Why I Teach”
Patrick McWilliams, “Learning to Read,” My First Year as a Teacher.
Wednesday, March 7
Henry Adams, The Education of Henry Adams, Chapter 20 "Failure"
Andrew Dean Mullen, “Order in the Classroom,” My First Year as a Teacher.
Friday, March 9
Select Zen and Taoist Stories
Select Stories from the Bible: "Matthew," "Mark," "Luke" and "John"
(Please; do not read all of the Zen stories or all of the Bible stories. Select whichever ones that are most interesting to you, and be prepared to talk about those stories in class.)
Monday, March 12
Spring Break – No Class
Wednesday, March 14
Spring Break – No Class
Friday, March 16
Spring Break – No Class
Monday, March 19
"Cardinal Principles of Secondary Education”
Wednesday, March 21
Kathy Slobogin, "Survey: Many students say cheating's OK"
"Cheating Trends"
Judy A. Luster, “Death in the Classroom,” My First Year as a Teacher.
Friday, March 23
"The Hawthorne Effect":
"The Milgram Experiment":
Anita S. Charles, “It Say, I’m Very Mad at You,” My First Year as a Teacher.
Monday, March 26
Malcolm Gladwell, "Do Parents Matter"
Julie Olin Schuls, “Sonny,” My First Year as a Teacher.
Wednesday, March 28
William Gary Cole, “Stop Complaining About “Kids Today,”
Ronald D. Thorpe, Jr., “Johnny Carson Was My Mentor,” My First Year as a Teacher.
Friday, March 30
Good Friday – No Class
Monday, April 2
Alfie Kohn, "Rethinking Homework"
Ted Fitts, “Plagiarism,” My First Year as a Teacher.
Wednesday, April 4
“Alleviating Teachers' Fear of Parents”
Elizabeth L. Esris, “The Forest and the Trees,” My First Year as a Teacher.
Friday, April 6
Nicholas Carr, “Is Google Making Us Stupid”?
Polly Rimer Duke, “The Ultimate Challenge,” My First Year as a Teacher.
Monday, April 9
Jonathan Kozol, "Still Separate, Still Unequal: America's Educational Apartheid"
Brad Wilcox, “Welcome to the Sixth Grade,” My First Year as a Teacher.
Wednesday, April 11
Thomas Sowell, “The Education of Minority Children.”
David Gould, “You Can’t,” My First Year as a Teacher.
Friday, April 13
Lona Manning, “Nightmare at the Day Care: The Wee Care Case”
Albert S. Thompson, “On Teaching: A Letter to Duke,” My First Year as a Teacher.
Monday, April 16
Ian Quillen, “Can Technology Replace Teachers”?
Katherine Schulten, “The Accidental Teacher,” My First Year as a Teacher.
Wednesday, April 18
Jane L. David, “Research Says . . . / High – Stakes Testing Narrows the Curriculum”
John Taylor Gatto, “The Green Monongahela,” My First Year as a Teacher.
Friday, April 20
Mike Wynn, “Teacher pension time bomb awaits Ky. Lawmakers”
“Kentucky Teacher Salary”
Yetta Haber Farber, “My Ambition: To Teach,” My First Year as a Teacher.
Monday, April 23
“14 Species of Teachers You’re Sure to Find at Any School”
Ron Wolfson, “Graduation,” My First Year as a Teacher.
Wednesday, April 25
The State PIRGs' "RIPOFF 101: 2nd Edition"
Roberta Vicki Sherman, “Memories Are Made of This,” My First Year as a Teacher.
Friday, April 27
Last Day of Class
April 30 – May 3
Final Exams
Critical Thinking
Alice Lloyd College has a goal to improve the critical thinking abilities of its students. The College has adopted Paul and Elder’s (2007) definition of critical thinking, which defines critical thinking as, “the art of analyzing and evaluating thinking with a view to improving it” (p. 4).
Source: Paul, R., & Elder, L. (2007). The Miniature Guide to Critical Thinking Concepts and Tools (4thed.). Tomales, CA: Foundation for Critical Thinking Press.
Dress Code
Alice Lloyd College has a long-standing tradition of emphasizing development of the total person and a commitment to personal and community enhancement. As members of the campus community, students are expected to dress modestly and appropriately for various occasions.
The College recognizes that “modest” or “appropriate” is often loosely defined in society at large. Therefore, the following guidelines are offered to assist students in choosing suitable dress:
Professional Day (Tuesday) Dress: Professional dress will be required of all students on central campus until 2:00 p.m. and for all convocation programs. Central campus includes all of the campus buildings with the exception of the gym, maintenance building, fitness center, and the residence halls.
Plagiarism Statement: Plagiarism is the act of using another person’s ideas or expression in your writing without acknowledging the source… In short, to plagiarize is to give the impression that you have written or thought something you have in fact borrowed from someone else. Plagiarism often carries severe penalties, ranging from failure in a course to expulsion from school.
The most blatant form of plagiarism is to repeat as your own someone else’s sentences, more or less verbatim… Other form of plagiarism include repeating someone else’s particularly apt phrase without appropriate acknowledgement, paraphrasing another person’s argument as your own, and presenting another’s line of thing as though it were your own…
The Parameters
MLA Handbook for Writers of Research Papers, New York Modern Language Association of America, 1988, the Alice Lloyd College Handbook, the Alice Lloyd College website, letters from Dean Laffie Crum and the syllabi of previous professors.