Department of Education and Allied Studies

ED253 School & Society 

Tuesday & Thursday:  3:30PM-4:45PM

Dolan Building Room E134

Instructor: 

Professor David Shutkin, Ph.D.

Office:  304 Administration Bldg.     

Office Phone: 216.397.4754

E-mail Address:

dshutkin@jcu.edu

Course Web site:

http://ed253jcu.pbworks.com

Office Hours: 

Tuesday: 1PM-2PM, 5PM-7PM; Wednesday: 5:30PM-7:30PM, Thursday: 5PM-6PM

and by Appointment 

Required Text:

Oakes, J. and Lipton, M. (2007) Teaching to Change the World. 3rd edition.  NY: McGraw-Hill.

DESCRIPTION:

Pre-requisite for formal admission to teacher education.

Foundations of education examined through historical, sociological, and philosophical perspectives to provide a comprehensive understanding of American education and realted educational issues in a diverse society.

Course Rationale

What is the place of educational foundations in teacher education?  While study and practice of teaching methods and the design of learning environments are central to the teaching profession, methods and design make sense only in historically specific contexts with specific goals. 

In the wider society, these goals are frequently contested and made the objects of partisan debates. Yet education is perhaps the least understood institution in the United States; while most Americans spend 12 or more years attending school, the issues that define “effective” schools shift and change through time. From democracy and citizenship to equity and accountability, what are the issues and goals determining “effective” schools today? 

As citizens of this great democracy, as agents of the institution of education and as members of local school communities, teachers must make informed decisions about teaching methods and learning environments that affect the lives and futures of school children in the United States.

Writing Intensive Course (W)

In addition to teaching about the foundations of education, this course is designated as a writing intensive course. Time will be devoted during 
the semester to learning about the writing process and improving your writing skills. You will be exposed to a variety of writing experiences: 
different types of written assignments, peer editing, and multiple drafts of the same paper. The purpose of a writing intensive course is to 
enable you to carry into your upper division courses the discipline and habits of excellent written expression. Another purpose is to set high 
standards of written expression for education.

Course Themes and Topics:

• A History of the Present: Schooling in these United States;
• Learning Theories for the 21^st Century;
• Curriculum Studies: Justice, Power, Knowledge;
• Inside Classroom Communities; and
• Multiculturalism and Hybridity in School.

Assignments

Course Evaluation:

In each assignment, I am looking for evidence of thoughtful engagement and reflection on course readings, lectures,

workshops and discussions. I cannot stress enough the significance of giving credit where credit is due -- ALWAYS.

Grading Scale

A  : Outstanding scholarship. 4 quality points.

A- : 3.7 quality points.

B+ : 3.3 quality points.

B  : Superior work. 3 quality points.

B- : 2.7 quality points.

C+ : 2.3 quality points.

C  : Average. 2 quality points.

C- : 1.7 quality points.

D+ : 1.3 quality points.

D  : Lowest passing quality. 1 quality point.

F  : Failure. No quality points.

PRIOR to that class to arrange an excused absence. A pattern of unexcused absences will result in a pattern of reduced FINAL grades.

(One grade for each unexcused absence, i.e. from A to B)

Policies on Grading

Late Assignments