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EDUC 2230 - Foundations of Education
Fall 2006
"Aspire to inspire before you expire."
Professor:
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Dr. Richard A. NeSmith, Dean of Education
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Office:
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2 Foster Building
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Office Phone:
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(864)977-2088 |
Fax: |
(864) 977-7021 |
| E-mail: |
This e-mail address is being protected from spam bots, you need JavaScript enabled to view it
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Web page: |
http://richard.nesmith.net |
| Office Hours: |
See schedule, other times by appointment |
| Credit Hours: |
2 hours |
Location: |
Foster Room 12 |
| Class Hours: |
T/Th 12:15-1:05 (Section 2); M/W 1:00-1:50 (Section 1) |
Teacher Education at North Greenville University
AIM-The teacher education program at North Greenville University, a Christ-centered institution, prepares teacher candidates to become effective practitioners, caring leaders, and lifelong learners in a diverse, changing society.
Every course within the division is designed to meet objectives aligned with the aim of the teacher education program. The vision, mission, aim, and philosophy, along with unit outcomes and candidate proficiencies are articulated in the division's Conceptual Framework. As presented in the framework, teacher candidates who are successful teachers are Effective Practitioners, Caring Leaders, and Lifelong Learners. The objectives in this course are designed to develop your competencies as you work toward these goals.
Course Description: The course is “an overview of the history of American Education serving as a reference to significant persons, dates, events, and movements that shaped the national system of education. The basic concepts and theories that underlie educational practice will be examined” (NGU College handbook).
Course Rationale: This course introduces candidates to the philosophies, theories and history that have shaped American education. Students will reflect on the significant and historical issues in order to shape their own working philosophies and theories of education. This course and Introduction to Education provide the foundational courses for education majors. The primary purpose is to introduce students to the historical elements that have shaped American education. A special emphasis will be made to include the educational development in other nations in order to ensure that students are exposed to a global view of education which they can then contrast to the development of education in America.
II. Purpose of the Course
A foundation is the structure on which a building rests. It is the first part of a building that is built and the final strength and durability of the building is primarily a factor of the strength and durability of the foundation. The shape and style of the foundation will determine to some extent how the final building will appear. The career you are building is like that building. For your career to be strong and your tenure as a teacher to be successful it must also have a good foundation. That is the purpose of this course to help you build this foundation. The foundation of a building is concrete, mortar and bricks. The foundations of teaching is professionalism, philosophy, educational theory, governance, finance, ethics, curriculum, and instruction. These are the topics that will be introduced to you this term for your study.
III. Instructional Objectives
- This course has been planned with the following objectives in mind. Students successfully completing this course should be able to:
- clarify their definition of themselves as prospective teachers.
- identify kinds of knowledge necessary to become an effective teacher and identify skills needed to become a successful teacher.
- explain how culture and educational opportunities relate to one another.
- discuss how educators can prepare themselves for the future in a changing world.
- identify the ways in which structures and functions of schools in the United States vary.
- identify social problems affecting children and youths and explain how these problems challenge schools and teachers.
- provide an overview of the historical development of American education.
- describe various general philosophies and philosophers of education; give your philosophy of education and relate it to a formal philosophy.
- identify the various groups that exert influence on public schools.
- explain how schools are financed.
- identify the legal principles that affect public education.
- the development of a school curriculum.
- identify the characteristics of effective instruction.
- trace the steps in becoming licensed teachers.
- discuss national and state teacher organizations.
IV. Performance Objectives
Upon completion of this course, the students will be able to:
A. Identify and describe resources on which early childhood/elementary education is currently based.
B. Identify, describe, and develop experiences that are based on prescribed state and national standards.
C. Understand and apply the concepts necessary to plan a learning environment appropriate for discovery and creative use of pre-operational/formal operational children.
D. Understand the nature of inquiry learning, its central role in education, and how to use the skills and processes of inquiry..
E. Be able to make conceptual connections within and across disciplines.
F. Identify, describe, and analyze the scope and sequence of commercially available programs and texts.
G. Demonstrate knowledge of and ability to utilize appropriate equipment, materials, and resources for conducting learning activities for early childhood/elementary level children.
H. Demonstrate knowledge of a wide range of appropriate instructional techniques and questioning strategies to be used in conducting learning experiences for early childhood/elementary level children.
I. Demonstrate the ability to select appropriate instructional techniques and questioning strategies to be used in conducting learning experiences for early childhood/elementary level children.
J. Identify, describe, and demonstrate the ability to use appropriate classroom management techniques in developing and implementing safe experiences for elementary/level children.
K. Demonstrate knowledge and use of a variety of appropriate assessment strategies before, during and after instruction.
L. Identify and describe basic knowledge and process components of the discipline.
M. Demonstrate the ability to design and develop experiences/units that help children achieve desired outcomes prescribed by state and national standards.
N. Demonstrate an awareness and appreciation of individual differences among early childhood/elementary level students.
O. Demonstrate the desire and ability to adapt activities to accommodate individual differences.
P. Demonstrate an awareness of the need for a scientifically literate citizenry.
Q. Demonstrate an interest in teaching hands-on/minds-on science.
R. To utilize authentic assessment in the evaluation of academic achievement.
S. To have a working knowledge of the South Carolina Educational Standards and other specialty professional organizations.
V. Dispositions:
Upon completion of this course, the students will be able to:
A. Display confidence in preparing and delivering appropriate lessons for group and whole class presentations.
B. Demonstrate proficiency in the use of curriculum documents for the use and preparation of effective lessons.
D. Recognize, address, and adapt for variation in students' skills, learning styles, multiple intelligence, culture, etc.
Textbook: McNergney, R. F. & McNergney, J. M. (2007). Education: The practice and profession of teaching. (5th Ed.). Boston: Allyn and Bacon.
APA Pocket Guide
Course Objectives: See the matrix in appendices
Methods of Presentation: Class discussion, lecture, assigned readings, presentations, class web site, learning activities, and an educational research project.
Class Attendance: Students are expected to attend every session of class except scheduled times designated in the syllabus course outline for individual work in the lab. Students are expected to be on time and attend all class sessions. Points are deducted after 3 absences regardless of reason. T hose missing 6 classes will be asked to withdraw from the course. There is a great deal of information shared in the one hour session each week. Absences should be for emergencies only.
Professional Dispositions: Students will meet the standard of professionalism outline in the Assessment of Dispositions (See attached form).
Disability Policy: Any student who needs special accommodations due to a diagnosed disability must notify the professor and provide documentation concerning the disability within the first two weeks of the semester.
School-to-Work Act: Preparation of candidates in this course is addressed through discussion of how government policy affects education and an understanding of how the School-to-work act comes out of Goals 2000. Candidates will know and understand the STW act. (3B, 3F)
Diversity: Diversity issues are addressed in this course through assigned readings with reflections and class discussions.
Written Work: Written work is expected to be at the same level as you would expect from a teaching professional. All work should be in APA style and free of errors. If you submit work with significant errors you will be referred to the Writing Laboratory for consultation and you will be required to document your attendance with the writing lab staff.
Oral Communications: Oral communications is expected to be at the same level as you would expect from a teaching professional. All presentations should be clear, concise, upbeat, and free of grammatical errors. Content and teaching methodology should be addressed in a enthusiastic, demonstrative manner. If significant errors are noted you will be referred to your advisor for consultation and prepare a plan for improving your oral skills.
Late Policy: Extensions: There are times when unexpected events may appear in your life that cause such undue stress as to completely interfere with your studies. If such an event occurs then feel free to see me personally. I do not like to give extensions but I do believe in being fair. Each and every case will be considered individually. Do not ask me for an extension on the day an assignment is due! The answer is automatically, "no."
Plagiarism: Each student is expected to do his/her own work. Any plagiarism will result in receiving a zero (0 points) for the assignment in question, which will result in a lower grade for the course, as well as a written recommendation to the Dean for expulsion. Plagiarism includes, but is not limited to, copying another student's answers, homework, papers, or projects, including material in a report without giving due credit to the source of origin, “cutting and pasting” from the Internet, or securing assignments from Internet “paper mills.” Keep in mind that if it appears that you are taking credit for work that is not yours, you are plagiarizing, and that is the crime of stealing.
Cell Phones: Cell phones should be turned off before class. Using a cell phone in class is not acceptable.
Assignments and Assessments:
Reading of the textbook. In the past I have required students to read and outline the textbook. I am attempting to change this habit for I understand the amount of time such an assignment can take, and which could be spent on more educational experiences. I will, however, EXPECT you to read the chapter in advance of the lecture/class time. Most of my test questions will be drawn from the textbook, so it is to your advantage to read it. Just take the Nike™ approach: Just do it! Much of the notes will come from the textbook, but students are strongly encouraged to use the PowerPoint class notes provided online to follow along with class lectures (see appropriate links). These "outlines" are provided for your use. Students are responsible for printing out their own copies of the lecture notes. These will save you a great deal of writing and stress during lecture and will help you prepare for tests.
a. Chapter 3 – The Richness of Classroom Cultures*
b. Chapter 4 – Education in America: The Early Years*
c. Chapter 5 – Education in American: Then and Now*
d. Chapter 6 – Why Teachers Behave As They Do
e. Chapter 8 -- Leading, Governing, and Funding Schools
f. Chapter 10 – Curriculum and Instruction
g. Chapter 11 – Recognizing Educational Success: Standards and Assessment
h. Chapter 12 – A Global Education Context (student will be responsible for Chs. 12 on their own)
i. Chapter 13 – What Lies Ahead*
2. Blogs. The chapters above with blog entry requirements are noted with an asterisk (*). One of these entries will culminate into a proper research paper.
3. BONUS POINTS1: Chapter Quizzes . As stated on the tentative calendar, those desiring “extra credit” will need to complete the chapter quizzes and submit them as noted. These must be your OWN work and should be submitted via E-mail as BOTH, an attachment and in the body of your E-mail (5 points/chapter). You will receive these back immediately via E-mail with the points noted, which can only help your score. The purpose of this assignment is to assist you on future tests.
4. Articles Assignment: Read, summarize and reflect on two journal articles:
a. Article 1: Current issues related to diversity, global education, or multiculturalism.
b. Article 2: Current issues in education such as home-schooling, school choice, NCLB, Educational philosophies, school vouchers, testing, school report cards, standards, highly qualified teachers, etc.
Staple your articles and submit them separately from your summary/reflection paper.
5. Philosophy Paper. Writes a researched, referenced, reflective essay entitled: My Philosophy of Education. Must be in APA format and include a minimum of 4 references. You will be required to submit three drafts during the semester. Drafts should be corrected and improved upon each return. [This paper will be used to evaluate your credentials for entering the Teacher Education Program at NGU.] See Rubric.
6. Presentation Project. Make a presentation utilizing visuals and write a 3-4 page informational/reflective paper with references or work alone on a History of Education in the South project, design a web page, and turn in the informational/reflective paper. The paper must be in APA style and include a minimum of 4 sources. See Rubric.
7. Dispositions. Demonstrate professionalism as defined by the dispositions’ checklist. [The dispositions’ checklist will be used to evaluate your credentials for entering the Teacher Education Program at NGU.] See Dispositions sheet.
8. Electronic Portfolio. Organize a professional electronic portfolio, which includes:
Title page with photo and contact information, a brief biography, a resume. Organize all documents needed to enter the Teacher Education Program at NGU or Practice teaching in a document’s section. Organize an artifact’s section that demonstrates your interaction with children and understanding of education. Submit your Philosophy of Education (3 drafts).
1. Section 1: Introduction section.
2. Section 2: Artifacts.
3. Section 3: Documents.
a. Proof of GPA
b. Intent to Declare
c. Triplicate Letter
d. Praxis 1 scores or intent to take Praxis 1
e. Forms from handbook, applications, list of professors who have written recommendations or those you plan to ask for recommendations, list of completed work (could be on the form 5a, 5b, 5c)
9. Tests: Accumulative (it's to your advantage to learn the material the first time around!)
Test 1 – Chapter 3-4, class notes, discussion, videos, & selected readings/handouts
Test 2 – Chapters 5-6, Test 1, class notes, discussion, videos, & selected readings/handouts
Test 3 – Chapter 8 and 10, Tests 1 & 2, class notes, discussion, videos, & selected readings/handouts
FINAL – Chapters 11-12, Test 1, 2, & 3, class notes, discussion, videos, & selected readings/handouts
10. Grading Criteria: Total = 1000 pts.
| ITEMS |
total point value |
total point earned
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| Attendance/punctuality/participation/attitude |
100 |
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| Reading the required chapters in the textbook |
90 |
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| Blog entries for Chapters 3 |
20 |
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| Blogs entries for Chapters 4 |
20 |
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| Blogs entries for Chapters 5 |
20 |
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| Blogs entries for Chapters 13 |
20 |
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| Article Assignments #1 |
25 |
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| Article Assignments #2 |
25 |
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| APA Paper: My Philosophy of Education draft 1 |
25 |
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| APA Paper: My Philosophy of Education draft 2 |
25 |
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| APA Paper: My Philosophy of Education draft 3 |
25 |
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| Presentation Project: history of education in the south |
125 |
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| Electronic Portfolio |
150 |
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| Tests 1 (Chs. 3-4) |
60 |
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| Tests 2 (Test 1 & Chs. 5-6) |
60 |
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| Tests 3 (Tests 1 & 2 and Chs. 8 & 10) |
60 |
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| FINAL EXAMINATION (Tests 1, 2, 3 & Chs. 11-13 |
150 |
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| POSSIBLE POINTS |
1000 |
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| 1BONUS Pts. Online Chapter Quizzes (5 pts. each) |
45 |
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11. Grading Scale: 930 - 1000 = A; 929 - 850 = B; 849 - 770 =C; 769 - 690 = D; 689 and below = F
12. Tentative Schedule - Last updated: 10/10/2006 (It is quite likely that we will alter the pace and/or the sequence of these topics as the semester progresses.) This is to WARN you of the likelihood of this taking place!
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Sec. 002
Week
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Sec. 001
Week
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Textbook Readings
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Quizzes due by Friday midnight of the assigned date
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Assignments
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Aug. 16 W
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Aug. 17 Th
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Syllabus/Requirements/Data Sheets
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*E-mail chapter quizzes to instructor, save reply for your records.
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Aug. 21 M
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Aug. 22 T
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Begin Ch. 4
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Aug. 23 W
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Aug. 24
Th
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Chapter 4 – Education in America: The Early Years*
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Chapter 4
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Begin work on Article 1
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Aug. 28 M
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Aug. 29 T
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Vid: Story of American Public Education I
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Aug. 30
W
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Aug. 31
Th
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W- Vid: Story of American Public Education I
Th - NO CLASS meeting/work time
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OOT 8/31ThF
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Complete Blog 2
Th: Complete Ch. 4; Read Ch. 3, & write My philosophy of education rough draft 1
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Sept. 4 M
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Sept. 5 T
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Complete Ch. 4
Vid: Story of American Public Education I
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Article 1 due at beginning of class time (turn in article and summary/reflection)
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Sept. 6 W
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Sept. 7 Th
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W - NO CLASS meeting /work time
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OOT 9/6W
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Read Ch. 3, & write My philosophy of education rough draft 1
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Sept. 11 M
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Sept. 12 T
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Chapter 3 – The Richness of Classroom Cultures*
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Chapter 3
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Complete Blog 1
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Sept. 13 W
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Sept. 14 Th
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Complete Ch. 3 / Test Review
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E-mail Ch. 3 & 4 extra-credit Q&A’s by midnight 9/19
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Sept. 18 M
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Sept. 19 T
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Vid: Story of American Public Education II |
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Sept. 20 M
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Sept. 21 T
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Explanation of APA and research project |
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Sept. 22 W
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Sept. 23 Th
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Test Review
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Begin work on Article 2.
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Sept. 27 W
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Sept. 28 Th
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TEST
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Test #1 (Ch. 3 & 4)
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Oct. 2 M
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Oct. 3
T
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Chapter 5 – Education in American: Then and Now*
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Chapter 5
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Answer questions to Guiding Questions Regarding Beliefs in Education
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Oct. 4 W
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Oct. 5 Th
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Complete Ch. 5 / Video
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Bring Guiding Questions Regarding Beliefs in Education to class today
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Oct. 6-8
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Oct. 6-8
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FALL BREAK
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Study Test 1 and read Chs. 5-6
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Oct. 9
M
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Oct. 10
T
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Chapter 5: Then and Now
Teams established for research project
Recap Review Test 1
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Complete Blog 3
Article 2 due on or before midnight, Oct. 15 (submit article and summary/reflection)
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Oct. 11 W
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Oct. 12 Th
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Group Meetings for Research Project
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Guiding Questions to direct research project My philosophy of education Draft 2 is due on or before Oct. 19th. Submit draft 1 and 2. Place on my office door.
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Oct. 16 M
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Oct. 17 T
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Complete Chapter 5
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Chapter 6
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Oct. 18 W
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Oct. 19 Th
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Video/Research Projects Explained
Begin Chapter 6 – Why Teachers Behave As They Do
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E-mail Ch. 5 and 6 extra-credit Q&A’s by midnight 10/21
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Oct. 23 M
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Oct. 24 T
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Complete Ch. 6 |
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Begin researching for your Education in the South project
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Oct. 25 W
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Oct. 26 Th
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TEST 2: Ch. 5-6; test 1
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Test #2 (Ch. 5-6; & Test 1)
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Oct. 30 M
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Oct. 31 T
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NO CLASS – Work on Research Project (Individual parts)
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OOT 29-31 MT
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Begin website introduction/pre-building pointers
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Nov. 1 W
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Nov. 2 Th
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Chapter 8 -- Leading, Governing, and Funding Schools
Introduction to Website Building/Portfolio
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Chapter 8
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Work on E-Portfolio! See criteria and characteristics.
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Nov. 6
M
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Nov. 7
T
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Chapter 10 – Curriculum and Instruction
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Chapter 10
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Nov. 8 W
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Nov. 9 Th
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Review / E-Portfolio
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Work on E-Portfolio!
E-mail Ch. 8 and 10 extra-credit Q&A’s by midnight 11/11 Tuesday
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Nov. 13 M
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Nov. 14 T
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TEST
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Test #3 (Ch. 8 & 10; & Tests 1 & 2)
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E-mail My philosophy of education rewrite #3 by midnight 11/14!
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Nov. 15 W
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Nov. 16 Th
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Chapter 11 – Recognizing Educational Success: Standards and Assessment
Explain Portfolio Project Criteria
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Chapter 11
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Work on E-Portfolio!
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Nov. 8
M
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Nov. 8
T
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Work on E-Portfolio!– Work on Group Research Projects/Presentations
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Work on you E-Portfolio!
E-mail Ch. 11 extra-credit Q&A’s by midnight Friday
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Nov. 13 W
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Nov. 13 Th
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E-Portfolios
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Chapter 12
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Work on E-Portfolio!
Study Chapter 12 – A Global Education Context
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Nov. 14 M
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Nov. 15 T
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Begin Group Research Presentations
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Chapter 13*
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Group Presentations
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Nov. 20 W
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Nov. 21 Th
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NO CLASS/use as work time
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OOT – 11/21Tpm
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Complete Blog 4
Portfolios due by midnight of Nov. 22nd! Read Chapter 13 – What Lies Ahead*
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Nov. 27
M
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Nov. 28
T
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Presentations (everyone must be ready; random drawing)
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Group Presentations
E-mail Ch. 11-13 extra-credit Q&A’s by midnight Friday
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Nov. 29-Dec. 1
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THANKSGIVING HOLIDAYS
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OOT – 12/1F
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Group Presentations
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| Dec. 4 M/T |
Dec. 5 M/T |
FINAL EXAM WEEK (Ch. 11-12, Tests 1, 2 & 3)
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Comprehensive Final Exam
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Group Presentations
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*Chapter 13 - Students should read Chapter 13, and they may take the extra credit quiz for this chapter, however, this chapter will not be on the test.
APPENDICES: State and/or National Standards addressed
EDUC 2230: Foundations of Education Course objectives and alignment to Teacher
Education Program’s Conceptual Framework:
Portfolio Outline
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Outcome
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Proficiency
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Objective
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Criteria
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Assessment
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1.Efffective
Practitioner
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1.A. The candidate understands the content of his/her field of practice within the context of a broad understanding of the liberal arts.
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1.A.1. The candidate demonstrates an understanding of content within the field of practice.
(PD 5, PD 6)
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The candidate makes a passing grade on a written Philosophy of Education and autobiography.
Makes passing scores on the Praxis 1 exam.
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Tests over concepts
Class projects
Paper: My Philosophy of Education
Global Education/Local History projects
Article reflections
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1.E: The candidate uses information technology competently.
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1.E.3 The candidate utilized information technology to enhance personal productivity.
(PD 1, PD 5, PD 6)
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The candidate applies online and other technology resources to support problem solving and related decision making maximizing learning, participates in online professional collaboration with peers and experts, and uses technology productivity tools to complete required professional tasks.
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Research scholarly journal articles/Local History projects
Research: My philosophy of education
Class presentations using power point/Local History projects
El web site
Email with instructor and classmates
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2. Caring leader
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2.A. The candidate exhibits personal responsibility, trustworthiness, fairness and good citizenship.
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2.A.1. The candidate demonstrates initiative in fulfilling professional responsibilities.
(PD8, PD 10)
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The candidate demonstrates active engagement in learning, asks questions, participates verbally in class discussions, consistently meets deadlines, attends classes and meetings in a punctual manner, completes assignments when absent, participates in opportunities for professional development, addresses concerns and problems in a timely manner, consistently performs assigned duties.
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Portfolio
Assessments of Dispositions
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3. Lifelong
Learner
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3. A. The candidate participates in activities that contribute to the improvement of self, the profession, and society.
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3. A.1. The candidate participates in professional organizations, service learning activities, or other activities that contribute to professional growth. (PD 10)
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Candidate engages in activity related to education or professional development.
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Paper: My Philosophy
Tests
Class projects
Global Education/Local History project
Article reflections
Dispositions checklist
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3. B. The candidate uses technology as a tool for professional growth.
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3.B.1.The candidate uses information technology to document professional growth. (PD 1, PD 10)
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Develops a portfolio of technology-based products from coursework, including the related assessment tools.
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Portfolio
Test
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3.B.2. The candidate uses technology to facilitate engagement in scholarly activity.
(PD 1, PD 10)
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Identifies technology-based opportunities for professional education and lifelong learning, including the use of distance education.
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Portfolio
Research for my philosophy of education paper
Class presentations
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3. C. The candidate models inquiry and reflection.
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3. C. 1. The candidate understands various approaches to inquiry.
(PD 5, PD 7)
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Demonstrates understanding of various approaches to inquiry.
Incorporates a variety of inquiry strategies into his or her practice, both for personal growth and for enhancing the learning of students.
Uses research from a variety of sources to improve practice.
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Paper: My philosophy
Tests
Class Projects
Global Education/Local History projects
Article reflections
Dispositions checklist
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Possible Topics for Article Review/Reflections
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Education of African Americans
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Religious Education in Early America
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Education and the One-room Schoolhouse
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Multiculturalism and Its Effects on Education
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Education of Immigrants
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Education in the Appalachians
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Education and No Child Left Behind
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Great Leaders Who Were Home Schooled
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Bilingual Education
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Educating the Inner-City
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Effective Teaching Strategies
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History and Growth of Christian Schools
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Education of American Indians
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Rural Education Past and Present
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Student-centered vs. Teacher-centered Practices
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Innovative Practices in Education
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Education in the South
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Vocational Education
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Use and Influence of Standardized Testing
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Professional Associations and Their Effects on Education
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Education in the North
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Education and the Puritans
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Causes and Cures of Dropping Out of School
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Effects of Education on Crime Rates and Earning Power
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Education antebellum
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Education and the Jamestown Colony
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Educating the Poor and Underprivileged
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Comparison of Japanese and US Schools
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Education post-bellum
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Education and Racism
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The Law and, Law Suits: Their Effects on Education
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Influence of John Dewey and Horace Mann on American Education
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Education in Non-democratic Nations
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Early European Influence on American Education
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Back to Basics vs. Progressive Education
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The Influence of Humanism on American Education
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The Influence of the Romans and Greeks on American Education
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What Brain-based Research is Teaching Us About Learning
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What Americans Believe is the Purpose of Education
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The Influence of Politics on American Education
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Library Identification of helpful Education References
37 Education
3 Social sciences
371 Organization of educational and training system. School organization
373 Kinds of school providing general education
374 Education and training out of school. Further education
376 Education, teaching, training of special groups of persons. Special schools
"When you enjoy teaching students enjoy learning"
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