JOHN A. LOGAN COLLEGE S. Sullivan SM 14. EDC 203-V1 SCHOOLING IN A DIVERSE SOCIETY 3 cr. (3-0) (online) COURSE DESCRIPTION:

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1 JOHN A. LOGAN COLLEGE S. Sullivan SM 14 EDC 203-V1 SCHOOLING IN A DIVERSE SOCIETY 3 cr. (3-0) (online) COURSE DESCRIPTION: This course is an overview of American education as both a professional and a public enterprise. Social, historical, and philosophical foundations are considered to give perspective to current issues, policies, and trends in the field of education. The course will examine how schooling is shaped by the social contexts in which it occurs, particularly in multicultural and global contexts. PREREQUISITES: None COURSE OBJECTIVES: 1. To distinguish important characteristics of critical thinking 2. To relate the importance of critical thinking to teaching and learning. 3. To identify and evaluate some generally accepted goals for American schools past and present. 4. To explore teaching as a profession and to analyze the impact of various social forces upon the practicing teacher. 5. To recognize that cultural diversity, linguistic diversity and other special needs of students have significance for teacher knowledge and practice 6. To comprehend basic sociological concepts, such as race, gender, and social class, and their impact on equality and educational opportunity in American schools. 7. To explore legal aspects of education, including court decisions that have helped shape American education. 8. To analyze, and evaluate curricula, instruction and high-stakes assessments as expressions of the political nature of knowledge. 9. To consider innovative possibilities for the future of education in America. KNOWLEDGE OBJECTIVES A. Illinois Professional Teaching Standards (IPTS) Knowledge Objectives Understands how students learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values. (IPTS: 3C) Understands personal cultural perspectives and biases and their effects on one s teaching. (IPTS: 3F) Understands how cultural and gender differences can affect communication in the classroom. (IPTS: 7B)

2 2 Performance Objectives Demonstrates positive regard for the culture, religion, gender, sexual orientation, varying abilities of individual students and their families. (IPTS: 3N) Demonstrates positive regard for the culture, religion, gender, and sexual orientation of individual students and their families. (IPTS: 11P) B. Illinois Common Core (CC) Standards for All Special Educators Knowledge: The competent special education teacher understands: variations in beliefs, traditions, and values across cultures within society and the effects of the relationship among child, family and schooling. (CC1C) effects of the cultural and environmental milieu of the child and the family on behavior and learning. (CC2L) strategies for preparing individuals to live harmoniously and productively in a multiclass, multiethnic, multicultural, and multinational world. (CC5A) how cultural and gender differences affect communication. (CC6B) factors that promote effective communication and collaboration with individuals, parents, families, and school and community personnel in a culturally responsive program. (CC7A) personal and cultural biases and differences that affect one's teaching and interactions with others. (CC8A) demonstrates positive regard for the culture, religion, gender, and sexual orientation of individual students and their families. (CC8G) C. Council for Exceptional Children (CEC) Common Core Knowledge and Skills Knowledge: Historical points of view and contribution of culturally diverse groups. (CEC1K8) Impact of the dominant culture on shaping schools and the individuals who study and work in them. (CEC1K9) Potential impact of differences in values, languages, and customs that can exist between the home and school. (CEC1K10) Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling. (CEC3K3) Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction. (CEC3K4) Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. (CEC5K7) Ways to create learning environments that allow individuals to retain and appreciate their own and each other s respective language and cultural heritage. (CEC5K8) Ways specific cultures are negatively stereotyped. (CEC5K9)

3 3 Strategies used by diverse populations to cope with a legacy of former and continuing racism. (CEC5K10) Characteristics of one s own culture and use of language and the ways in which these can differ from other cultures and uses of languages. (CEC6K2) Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding. (CEC6K3) Personal cultural biases and differences that affect one s teaching. (CEC9K1) Skill: Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. (CEC7S14) Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individuals. (CEC9S6) COURSE OUTLINE: I. Introduction: Understanding School and Society II. Liberty and Literacy: The Jeffersonian Ideal III. School as a Public Institution: The Common School Era IV. Diversity and Equality: School and African Americans V. Social Diversity and Differentiated Schooling: The Progressive Era VI. Diversity and Equity: Schooling and American Indians VII. National School Reform: The Early Cold War Era VIII. Diversity and Equity: Schooling Girls and Women IX. Liberty and Literacy Today: Contemporary Perspectives X. Teaching in a Public Institution: The Professionalization Movement XI. Differentiated Schooling: Labor Market Preparation, and Contemporary School Reform: The Post Cold War Era XII. Diversity and Equity Today: Defining the Challenge XIII. Diversity and Equity Today: Meeting the Challenge XIV. School and Society: Teaching and Teacher Leadership in the 21st Century

4 4 COURSE SCHEDULE: Week Reading Assignments Writing Assignments Tests 1 Chapter 1 Chapter 2 2 Chapter 3 Chapter 4 Discussion Board (Introductions) Reflection Paper #1 TEST 1 (CH. 1-2) 3 Chapter 5 TEST 2 (Chap. 3-5) 4 Chapter 6 Chapter 7 5 Chapter 8 Chapter 9 6 Chapter 10 Chapter 11 Discussion Board Postings Reflection Paper #2 Discussion Board Postings TEST 3 (Chapters 6-9) 7 Chapter 12 Reflection Paper #3 8 Chapter 13 TEST 4 (Chapters COURSE REQUIREMENTS: A. Attendance/Participation Online classes are unique in nature compared to face-to-face classes as far as attendance and participation are concerned. The way one attends an online class is through one s communication with the instructor and others in the class via discussion boards and other communication tools. It is essential that students in this class actively participate with the instructor and other class members. Part of your course grade will be based on the quantity and quality of participation you demonstrate consistently throughout the semester. B. Academic Integrity Plagiarism and other forms of academic dishonesty will not be tolerated and may result in failing the course. The Student Rights and Responsibilities manual deals with academic dishonesty in Article IV -- Academic Honor Code. Plagiarism detection software and/or methods may be used on files submitted for this course.

5 5 You are plagiarizing if you are: Using words, ideas, or arguments of another author without using quotation marks to cite them, and/or failing to include a reference for the material. Rearranging another author s sentences, or only changing some of the words in the sentence, e.g. paraphrasing, without giving any credit to the original author. Submitting work that someone else wrote and claiming it as your own. PLEASE NOTE: If you plagiarize any aspect of a written assignment required for this class, you will receive a failing grade for both the assignment and for the course. C. Completion of Assignments and Assessments: All assignments and assessments are expected to be completed on the date they are due. Late assignments will not be accepted. ABSOLUTELY NO WRITTEN ASSIGNMENTS WILL BE ACCEPTED DURING THE WEEK OF FINAL EXAMS NO EXCEPTIONS! Student Success Center (Room C219). Services available for students include tutoring (both scheduled one-on-one tutoring and walk-in tutoring) and Disability Support Services. Students can drop in during the hours of operation for tutoring in the Math Help Room (C219 and C223) or the Biology Help Room (C243A). To receive one-onone tutoring, students should make a request early in the semester in the Student Success Center. The Student Success Center is also the place to arrange accommodations. John A. Logan College will make reasonable accommodations for students with documented disabilities. Contact the coordinator of Disability Support Services, Room C219B, ext. 8516, for more information. The coordinator must determine eligibility and arrange appropriate academic accommodations. However, it is the student s responsibility to register in advance of a school term with Disability Support Services and to turn in a class schedule each term to ensure accommodations are arranged. Free educational workshops are also provided by the Student Success Center throughout the semester. For more information, visit the Student Success Center website at English Writing Center/Tutoring. For assistance with writing assignments in any college courses, students are encouraged to visit the Writing Center in C214. English instructors are available for one-on-one tutoring each semester during hours posted at the center. Financial Aid. Students who receive financial assistance and completely withdraw from classes prior to 60% of the semester being completed (approximately 2-3 weeks after midterm) could be responsible to return a portion of their Federal Pell Grant award. Prior to withdrawing from courses, students should contact the Financial Aid Office.

6 6 Course Withdrawal Information. It is expected that you will attend this class regularly. If you stop attending for any reason, you should contact your advisor and withdraw officially to avoid the posting of a failing grade (an E) to your transcript. It is also advisable to discuss the situation with your instructor before dropping. Administrative Withdrawal. A student may be withdrawn from a class for lack of attendance/participation as defined below. Logging into an online course is not sufficient to be considered participation. Participation for online courses is defined as an active process and may include posting/sending assignments to the drop box or instructor s , participating in online discussion boards, taking quizzes or exams, or otherwise communicating and/or participating in some manner that is approved by the instructor. A student who has been administratively withdrawn from class will receive an notification from the Admissions Office. This notification will outline the student s appeal options if the student wishes to re-enroll in the course. Face-to-Face Class (8 or 16 weeks) Online Class (8 week) Online Class (16 week) Student may be withdrawn from class if the student has missed four (4) consecutive class periods without prior notification to the instructor of the absences. Student may be withdrawn from class if the student has not participated (as indicated by activity reports) in the online class for the equivalent of one week. Student may be withdrawn from class if the student has not participated (as indicated by activity reports) in the online class for the equivalent of two weeks. Safety Review Request. Our safety at JALC is everyone s responsibility! Faculty, staff, and students are encouraged to use the Safety Review Request, link on the JALC home page or contact Campus Safety directly (Ext or Room E105) to report safety concerns or questions. This statement comes from the John A. Logan College Campus Violence Prevention Committee. METHOD OF EVALUATION: A. (4)Tests There will be four tests given during the semester covering the assigned reading material. All tests are expected to be completed on or before the date they are due. B. (3) Discussion Boards C. (3) Reflection Papers Student grades will be determined by achievement in the following areas: 4 Tests 30% of course grade 3 Discussion Boards 30% of course grade 3 Reflection Papers 40% of course grade

7 7 Grades in the course are weighted, i.e., the course grade is divided into component parts, for example, exams, assignments and class participation. Each part is worth a designated percentage of the total grade. The weighted grading components are then combined to obtain a final grade. Please note that some course components are weighted more heavily than others due to their relative importance to course goals. Grade Scale A B C D 64-0 E Incomplete Grades A grade of incomplete may be considered by the instructor only when ¾ or more of the course has been completed. Students must be passing the course at the time an incomplete is considered. METHOD OF PRESENTATION: Online course. Each week has a completion date by which all work must be finished. Students participate in online discussion groups and submit learning activities as assigned. REQUIRED TEXTS: Tozer, S.E., Senese, G., & Violas, P.C. (2009) School and Society: Historical and Contemporary Perspectives (6th Ed). Boston: McGraw-Hill. ISBN # SUPPLEMENTAL READINGS: Apple, M. (1986). Teachers and texts. New York: Routledge & Kegan Paul, Inc. (Text Excerpt) Carper, J. (Spring 2001) The changing landscape of U.S. education, Kappa Delta Pi Record. Colby, S. & Lyon, A. (Spring 2004). Heightening awareness about the importance of using multicultural Literature, Multicultural Education, Cuban, L. (January 28, 1998) A tale of two schools, Education Week, 17 (20). Eisner, Elliot (2003). Questionable assumptions about schooling, Phi Delta Kappan, 84 (9),

8 8 Elder, L. & Paul, R. (June 1996). Critical thinking. Retrived from the Internet July 27, Foundation for Critical Thinking (2007). The role of questions in teaching, thinking and learning. Giroux, H. (1998). Are Disney movies good for your kids? In Steinberg, S. & Kincheloe, J. (eds.) Kinderculture: The corporate construction of childhood.boulder, CO: Westview Press. Holland, R. (April & May 2001). How to build a better teacher, Policy Review, a journal of the Hoover Institution at Stanford University. Jones, A. (February 2001) Welcome to standardsville, Phi Delta Kappan, 82 (6), Kozol, Jonathan. (1995 Amazing grace. New York: Random House. (Text Excerpt) Lau, J. & Chan, J. Module: About critical thinking. Retrived from the Internet July 27, Noddings, N. (,May, 1995). Teaching themes of care, Phi Delta Kappan, 76 (3), Parker, W.C. (January 2005), Teaching against idiocy, Phi Delta Kappan, Paul, R. & Elder, J. (May 1996) The critical mind is a questioning mind: Learning how to ask powerful probing questions, Foundation for Critical Thinking. Romanowski, M. (November/December 2001). Common arguments about the strengths and limitations of home Schooling, The Clearing House, Tyner, Kathleen (1991). The media education elephant. Center for Media Literacy. Retrived from the Internet July 27, West, C. (2001) Race matters Boston: Beacon Press. (Text Excerpt) Wink, J. (2005). Critical Pedagogy. Boston: Pearson/ Allyn and Bacon. (Text Excerpt) Zirkel, P. (December 2001/January 2002). Decisions that have shaped U.S. education, Educational Leadership, INSTRUCTOR: Dr. Sherry Sullivan Office: E111C Office Hours: By appointment Phone: Ext sherrysullivan@jalc.edu

9 9 DATE: Summer, 2014 John A. Logan College Telephone Numbers Carterville Campus Carterville and Williamson County... (618) , (618) Carbondale and Jackson County... (618) , (618) Du Quoin area... (618) West Frankfort area... (618) Crab Orchard, Gorham, and Trico Areas Alongi DQ Extension Center... (618) West Frankfort Extension Center... (618) John A. Logan College does not discriminate on the basis of race, religion, color, national origin, disability, age, sexual orientation, or gender orientation a SM 14