The Citadel
School of Education
EDUC 522: Critical Issues in EducationFall 2016
Instructor: Richard K. Murray, Ed.D. / Class Meetings: Thursday
Office: Capers 325-C / Class Hours: 5:30 -8:00
Telephone: 843-953-7824 / Meeting Room: MenRiv Educational Center
Email: / Office Hours:
Monday 4:30-5:30
Wednesday 4:30-5:30
Additional hours by appointment only.
Credit Hours: 3
PREREQUISITES:None.
REQUIRED TEXTBOOK:
Nelson, J.L., Palonsky, S. & McCarthy, M.R. (2013). Critical Issues in Education: Dialogues and Dialectics, 8e. McGraw-Hill. (ISBN 978-0-07-802437-5)
STUDENT INFORMATION
This course is required as part of the Master of Education in Educational Leadership program and is intended for the preparation of school leaders.
COURSE DESCRIPTION:
A study of contemporary issues/trends, internal and external to elementary and secondary school systems, which impact on the learner. The course is designed to encourage students to examine issues/trends within the context of their present and future career interests.
CONCEPTUAL BASE: Developing Principled Educational Leaders for P-12 Schools
The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.
The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who:
- have mastered their subject matter and are skilled in using it to foster student learning;
- know the self who educates (Parker J. Palmer) and integrate this self knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that allstudents succeed in a learner-centered environment; and
- exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment.
The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and our advanced programs for professional educators in P-12 schools, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.
The Citadel’s Professional Education Unit has identified 17 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals:
Knowledgeable Principled Educational Leaders…
1. know in-depth subject matter of their field of professional study and practice;
2. demonstrate and apply an understanding of developmental and learning theories;
3. model instructional and/or leadership theories of best practice;
4. utilize the knowledge gained from professional study to develop and implement
an educational program that is varied, creative, and nurturing;
5. integrate the use of technology;
6. demonstrate a commitment to lifelong learning.
Reflective Principled Educational Leaders…
7. develop and describe their philosophy of education and reflect upon its impact in
the teaching and learning environment;
8. develop and manage meaningful educational experiences that address the needs
of all learners with respect for their individual and cultural characteristics;
9. construct, foster, and maintain a learner-centered environment in which all
learners contribute and are actively engaged;
- apply their understanding of both context and research to plan, structure,
facilitate, and monitor effective teaching and learning in the context of continual
assessment;
11. research their practice by reflectively and critically asking questions and seeking
answers.
Ethical Principled Educational Leaders…
12. apply reflective practices;
13. demonstrate commitment to a safe, supportive learning environment;
14. demonstrate high values and a caring, fair, honest, responsible, and respectful
attitude;
15. establish rapport with students, families, colleagues, and community;
16. value diversity and exhibit sensitivity to and respect for cultures;
17. exhibit prompt regular attendance, wear professional attire, and communicate in
standard English.
Relationship of this course to the conceptual base:
- Students will explore past and present policies and programs that influence learning environments and learners. (CF 3, 8-10)
- Students will experience a variety of teaching/learning strategies that will help them in their future endeavors as an educator.
(CF 2, 10, 14-17)
COURSE REQUIREMENTS/ASSIGNMENTS
- Textbooks and outside reading assignments--Incorporate individual readings with positive classroom discussions and keep abreast of current developments in educational leadership. Use readings to respond/inform to case studies.
- Reading Quizzes (3).
- Three (3) Position Papers. Topics assigned below.
- Critical Issues Presentation (Pro and Con).
REQUIRED PROJECTS
Position Papers
Each student will complete 2 position papers assigned by the professor of record. Each position paper is worth 20 points and represents a total 40% of the course grade. All papers should be 4 to 6 typewritten pages utilizing APA format.
How to Write a Position Paper
The purpose of a position paper is to generate support on an issue. It describes a position on an issue and the rationale for that position. The position paper is based on facts that provide a solid foundation for your argument. With the position paper, the degree candidate should:
• Use evidence to support your position, such as statistical evidence or dates and events.
• Validate your position with authoritative references or primary source quotations.
• Examine the strengths and weaknesses of your position.
• Evaluate possible solutions and suggest courses of action.
You will be assigned an issue where there is a clear division of opinion and which is arguable with facts and inductive reasoning. You may choose an issue on which you have already formed an opinion. However, in writing about this issue you must examine your opinion of the issue critically. Prior to writing your position paper, define and limit your issue carefully. Social issues are complex with multiple solutions. Narrow the topic of your position paper to something that is manageable. Research your issue thoroughly, consulting experts and obtaining primary documents. Consider feasibility, cost-effectiveness and political/social climate when evaluating possible solutions and courses of action. The following structure is typical of a position paper:
• An introduction
• Identification of the issue
• Statement of the position
• The body
• Background information
• Supporting evidence or facts
• A discussion of both sides of the issue
• A conclusion
• Suggested courses of action
• Possible solutions
The introduction should clearly identify the issue and state the author’s position. It should be written in a way that catches the reader’s attention. The body of the position paper may contain several paragraphs. Each paragraph should present an idea or main concept that clarifies a portion of the position statement and is supported by evidence or facts. Evidence can be primary source quotations, statistical data, interviews with experts, and indisputable dates or events. Evidence should lead, through inductive reasoning, to the main concept or idea presented in the paragraph. The body may begin with some background information and should incorporate a discussion of both sides of the issue. The conclusion should summarize the main concepts and ideas and reinforce, without repeating, the introduction or body of the paper. It could include suggested courses of action and possible solutions.
References:
Tucker, Kerry, & Derelian, Doris, Rouner, Donna. (1997). Building the case: Position papers, backgrounders, fact sheets, and biographical sketches. In Public relations writing: An issue-driven behavioral approach (pp.79-85). Upper Saddle River, NJ: Prentice Hall.
Axelrod, Rise B., & Cooper, Charles R. (1993). R. Position paper (pp.446-451). In Reading critically, writing well: A reader and guide. New York: St. Martin’s Press.
Hansen, Kristine. (1998). Public position papers and opinion pieces. In A rhetoric for the social sciences: A guide to academic and professional communication (pp. 301-306). Upper Saddle River, NJ: Prentice Hall.
Kashatus, William C. (2002). Present history: Position and local history research papers. In Past, present and personal (pp. 46-48). Portsmouth, NH: Heinemann
Critical Issues Presentation
Each group of students will be randomly assigned the Pro or Con position on an assigned Critical Issues in Education. The four students should meet during assigned Planning Sessions to develop a presentation presenting the assigned Prosor Cons of the issue being presented. Students are expected to present a PowerPoint to support their Pro/Con position, provide handouts for consideration to each member of the class, include pertinent media clips,provide a group activity, and lead a discussion on the merits of the issue. The presentation should last approximately 60 minutes. The Critical Issues Presentation is worth 30% of the course grade.
Reading Quiz
To ensure students understand their reading assignments, six reading quizzes will be held throughout the semester to measure student understanding of critical issues represented in the required reading. Each quiz will contain three questions from the previous week's reading and will account for five points each for a total of 30 points toward the final average.
Participation
Students are expected to complete appropriate readings and participate daily in class. Daily attendance is expected. Lively discussion and debate can only enhance this school law course.
Attendance at every class is expected.
ASSESSMENT PROCESS
Grades for EDUC 522 are based on a variety of assignments. The relative weights used for calculating the course grade are as follows:
AssignmentPossible Point Value% of Final Grade
Position Papers (2 X 20)4040%
Reading Quizzes (6 X 5)3030%
Presentation (Pro/Con)(1 X 30)3030%
TOTAL 100 100%
Grades will be awarded based upon the following total point values:
A = 90 - 100 points
B+ = 87 - 89 points
B = 80 - 86 points
C+ = 77 - 79 points
C = 70 - 76 points
F = 0 - 69 points
INSTRUCTIONAL UNITS AND ASSESSMENTS
Date Topic
8/25/16Course Introduction/Syllabus and Course Requirements/Introduction to Textbook/Chapter 1/Introduction of Who Am I field experience?
9/01/16Field Experience(Who am I?/Political Philosophy/Educational Philosophy)/Group Planning Session/Position Paper #1 Writing Preparation
9/08/16(Murray) Chapter 1 Introduction: Critical Issues and Critical Thinking (1-20)/School Board Simulation/School Board Policies and Procedures
9/15/16Position Paper #1 Due/Group 1 Presentation: Chapter 2 Family Choice in Education: Public Interest or Private Good-Is family choice of schools in the public interest
9/22/16Group 2 Presentation: Chapter 3 Financing Schools: Equity or Privilege-Should government make educational spending equitable within and among school districts?
9/29/16Online Experience/Potential School Board Meeting(Group Presentation Meeting)
10/06/16Group 3 Presentation: Religion and Public Schools: Free Expression or Separation-How do schools balance freedom of religious expression and the separation of church and state?
10/13/16School Board Meeting (Will switch with Dr. Brown Tuesday class)
10/20/16Position Paper #2 Due/Group 4 Presentation: Gender Equity: Eliminating Discrimination or Accommodating Difference-Should schools or classrooms separate students by gender or sexual identities?
10/27/16Group 5 Presentation: Inclusion and Disability: Common or Special Education-When and why should selected children be provided inclusive or special treatment in schools?
11/03/16Class (The Citadel)/Tour of The Citadel/Guest Presentation “Community Services for Students/Programs for At-Risk Students”
11/10/16Group 6 Presentation: The Academic Achievement Gap: Old Remedies or New-Do current policies sufficiently address the academic achievement gap or are new measures needed?
11/17/16 Guest Presentation
11/24/16Thanksgiving Holiday (No Class)
CLASS EXPECTATIONS
Class Attendance
One of the most important aspects of the education profession is that of professionalism. Punctual attendance in class is expected. The college policy will be followed. Attendance will be taken and reported daily via The Citadel’s Class Absence System.
Disability Disclosure
If you need accommodations because of a disability, please inform me immediately. Please see me privately, either after class or in my office. To initiate accommodation, students must register with the Office of Access Services, Instruction and Support (OASIS) located in room 105 Thompson Hall or call 953-1820 to set up an appointment. This office is responsible for reviewing documentation provided by students requesting academic accommodation and for accommodation in cooperation with students and instructors as needed and consistent with course requirements.
Honor Statement
As a professional educator, integrity is an expectation. Students of The School of Education at The Citadel are expected to meet the standards set forth in the Citadel Code. Available at: . Cheating and plagiarism violations will be reported and a failing grade will be assigned for the work in question. This class will follow The Citadel Honor Manual regarding plagiarism: "Plagiarism is the act of using someone else's words or ideas as your own without giving proper credit to the sources:
- When you quote another's words exactly you must use quotation marks and a footnote (or an indication in your paragraph) to tell exactly where the words came from, down to the page number(s). When you mix another's words and ideas with your own in one or more sentences, partially quoting the source exactly and partially substituting your own words, you must put quotation marks around the words you quote and not around your own. Then you cite the source, down to the page number(s).
- When you paraphrase another's words or ideas, that is, when you substitute your words for another's words, but keep their idea(s), you do not use quotation marks, but you must cite the source, down to the page number(s).
- When you use only another's idea(s), knowing that they are the other's ideas, you must cite the source of that idea or those ideas, down to the page number(s).
- Citing the source means giving, as a minimum, the author, the title of the book, and the page number. (The Citadel Honor Manual)
Field Experience
15 hours of field experience are a part of this course. These experiences will be in local public schools that represent the diversity of the general population of the school district. More details of this experience will be presented in class. Reflective assignments will be completed about each of the observation experiences.
ADDITIONAL INFORMATION
Late Assignments
Due dates for various assignments are indicated in the course outline. Assignments which are turned in late will lose credit at the rate of 1/5 the point value for each day past the due date.
Participation/Attendance Requirement
Students are expected to participate positively in class activities including lectures, site visits, discussions, simulations, and role-playing. Refer to "The College of Graduate and Professional Studies Handbook" on "Class Attendance":
"Regular attendance is required of all graduate students. In case of absences due to sickness or other circumstances beyond their control, students should notify the professor. A student who has missed four (4) scheduled meetings may be dropped from the course unless extenuating circumstances exist. Decisions in this matter will be by the head of the department in which the student is majoring, after consultation with professors. Students dropped from courses because of excessive absences will receive a grade of "W" or "F" as may be appropriate."
Group Presentations
Group 1: Chapter 2 Family Choice in Education: Public Interest or Private Good –Is family choice of schools in the public interest?
Position 1______
Position 2______
Group 2: Chapter 3 Financing Schools: Equity or Privilege-Should government make educational spending equitable within and among school districts?
Position 1______
Position 2______
Group 3: Religion and Public Schools: Free Expression or Separation-How do schools balance freedom of religious expression and the separation of church and state?
Position 1______
Position 2______
Group 4: Gender Equity: Eliminating Discrimination or Accommodating Difference-Should schools or classrooms separate students by gender or sexual identities?
Position 1______
Position 2______
Group 5: Inclusion and Disability: Common or Special Education-When and why should selected children be provided inclusive or special treatment in schools?
Position 1______
Position 2______
Group 6: The Academic Achievement Gap: Old Remedies or New-Do current policies sufficiently address the academic achievement gap or are new measures needed?
Position 1______
Position 2______
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