Fall Semester, 1999

Instructor: Dr. Edith Carter

Office: 217 Russell Hall

Phone: (O) 831-5510 (H) 639-1263

Office Hours: 2 - 4 MW, 2 - 4 T and by appointment

Class Time: 6:30 - 9:20 p.m., Tuesday. Room 326 Russell

Index #: 1689

A study of the historical, philosophical and sociological bases undergirding educational practices in all its aspects, particularly those of curriculum, methodology, evaluation, administration, guidance and research.

(3) semester hours

Textbook and Materials

McNergney, R. F. & Herbert, J. M. (1998) Foundations of Education 2^nd Edition Needham Heights:Allyn and Bacon

Schultz, F. (Ed.) Education 98/99 (25th Ed.).Connecticut: Duskin

Noll, J. W. Taking Sides (1999) 10^th Edition

Sspplementary Material

Extensive use of outside resources to include library materials, newspapers, magazines, school and community resources as needed.

1. To analyze schooling and school concerns within the framework of the right versus the duty to educate.

2. To examine the disciplines and historical traditions that bear upon and illuminate educational concerns and topics

3. To gain an understanding of the school as an institution serving specified clients and sectors of the society for a variety of purposes that are not always mutually acceptable or satisfying to all involved in the process

4. To understand and analyze the sociocultural forces that impact on and define American Schooling.

Course Conpetencies

In studying the social or general foundations of education the student, as a teacher or prospective teacher will demonstrate the following competencies:

1. an ability to identify and to think critically about current social issues and their relationship to the process of education;

2. exposure to and an understanding of education as a continually developing, increasingly sophisticated and highly complex social process;

3. an awareness of the educational patterns, sociological, legal, historical, philosophical, political, or curricular in nature, that schools have embraced including those that have been, are being, or perhaps should be discarded and those that continue to persist today or that may emerge in the future, noting the factors prompting such change and continuity;

4. insight into the nature of the relationship, (oftentimes the disparity) between educational policy (talking/writing) and practice (doing);

5. an understanding of the major developments and issues in education so as to enable one to better formulate their own philosophy of education;

6. a positive professional attitude and pride and commitment to education:

7. an ability to use community and university resources to develop a practical knowledge of education generally and of the school/teaching specifically;

8. an awareness of the dynamics of change, changing attitudes and values, science, technology, mass society and vertical mobility, industrialism, and the changing global society;

9. exposure to the social problems of poverty, delinquency, crime, and the expanding population and their effects on education;

10. a concern for the need for a well rounded education, balancing the equation - math science, language, the arts and physical education.

1. Participate actively in class discussions and exhibit a positive professional attitude.

2. Attend all class sessions in order to achieve an understanding of the topics to be investigated.

3. Explore various types of resources available both on the college campus and in the community to develop discussion topics and prepare for small group discussions.

4. Develop a journal/portfolio which reflects investigation of each topic presented for class discussion. Certain items will be required for inclusion. Supplementary material selected for discussion for weekly topics should also be included. Journal/portfolio material should be reflective of graduate level work. Student should be able to discuss and defend all entries.

5. Demonstrate an understanding of material through written and/or objective tests, oral presentations and comprehensive portfolio preparation.

Week 1 Teachers and Teaching

Week 2 Historical Foundations of Education

Week 3 Modern U.S. Education

Week 4 Philosophical Foundations in Action

Week 5 Impact of Educational Theories on Educational Practice

Week 6 School Governance & Education Finance

Week 7 Influence of American Cultural Diversity

Week 8 Students and Learning

Week 9 Spring Break

Week 10 Curriculum and Instruction

Week ll Education and the Law

Week 12 Teaching Futures in a Changing World

Week 13 Students at Risk

Week 14 Social Issues and the Schools

Week 15 Special Assignment

Week 16 Instructional Practices in Effective Schools

Week 17 Exam Week