SYLLABUS Amplification of Course Assignments Dr. Makedon Office: ED223 Tel. (773) 995-2003 Office Hours: M, W, F 10-10:50 a.m. T 4-4:50 p.m. Credit Hours: 2
Course Description:
This course is a general introduction to the teaching profession. Topics covered include motivation, status, and preparation of teachers; educational careers; requirements for teacher certification; supply and demand; social expectations; professional organizations; policies governing education at the local, state, and federal levels; educational finance; elementary, middle school, and secondary school curricula; computers in education; multicultural and international education; and effective teaching practices and educational research. Students are engaged in discussions of their view of teaching vis a vis textbook readings and field observations; and asked to think critically, and make classroom presentations about specific educational issues. Each student is expected to complete ten observation hours in elementary and secondary schools, and cultural centers, and complete a field observation report.
Course Objectives:
1. Understand some of the basic tenets of the teaching profession, including entry, retention, and advancement requirements; status and motivation of teachers; professional organizations; and policies governing educational practice at the local, state, and federal levels. 2. Become aware of existing teaching practices in the United States and abroad, including the organization of elementary, middle school, and high school curricula; learning "outcomes;" and the implementation of computer education. 3. Gain first-hand familiarity through field observations of teaching roles, goals, methods, and curricula in public elementary and secondary schools, and related educational facilities, including writing of field observation reports. 4. Understand the multicultural dimensions and mandates of American public schools, including addressing the learning needs of a diverse student body 5. Develop the ability to think critically about current educational issues by analyzing advantages and disadvantages of certain educational approaches during class discussions and presentations, .
*In this course, we will not cover in any significant detail either the historical or philosophical foundations of education. Historical and Philosophical Foundations of Education, which are substantial, are examined in a separate course, CI 200, "History and Philosophy of American Public Education."
Course Requirements:
I. Attendance .............................................. 10% II. Field Observation Requirements: School or Cultural Observation Report................. 10 TB test Result & Field Hours sign-in form ............ 10 III. Quizzes: 10 multiple choice @ 2 points each .......... 20 IV. Mid Term Examination: Essay Type....................... 20 V. Classroom Presentations: Choose between: A. Position Project, or B. Simulation Project........ 10 VI. Final Examination: Multiple Choice Questions........... 20
A detailed amplification of all of the above requirements may be found in Makedon (please see "Required Texts," below).
Criteria for Grading:
90-100 A 80-89 B 70-79 C 60-69 D below 60 F
Required Texts:
1. Alan C. Ornstein and Daniel U. Levine, Foundations of Education, 6th ed. Boston: Houghton Mifflin, 1999.
Incompletes Policy
Only students who are receiving a grade of C or better (=70 points minimum) are eligible for an incomplete at the time they request it. This means they should have accumulated at least 70 points even to be considered for an Incomplete, except in extenuating circumstances, such as, hospitalization, or the like, where the student had no control over the situation. Students should have had an excellent attendance record, and a valid reason of why they should be offered an incomplete, before one can be assigned. The instructor does not consider the need to read over the required reading assignments, or more time to complete any of the other class requirements, as valid reasons.
Recommendation Letters
As a general rule, recommendation letters will not be completed by the instructor before the student has completed all requirements for the course, and has been assigned a final grade.
Attendance Policy:
For each hour a student has been absent, he/she loses 1 point. To have an absence excused, a student must have a legitimate excuse, including a written statement from a health professional, qualified employer, and the like. Students who walk in class after attendance has been taken, will be marked "tardy." Three tardy marks are equivalent to 1 absence point. Students who are tardy should notify the instructor at the end of the class period of their presence, so that they will not be marked absent. Students should attend class for at least 30 minutes per 50 minutes of class time to be marked as either tardy or present. Otherwise, they will be marked "absent." For example, students who leave right after attendance is taken will be marked absent. According to the Official Academic Regulations regarding Class Attendance in the Undergraduate Catalogue, students with more than 4 hourly absences from class may be dropped from the course by the instructor.
Rules Regarding Classroom Decorum:
1. No eating in the classroom. 2. No children are allowed to attend. Please find alternative child care facilities for your child(ren). 3. Noone who is not officially registered is allowed to attend. 4. No form of disruptive behavior will be tolerated.
Students who break the above rules may be asked to leave the classroom.
Schedule of Readings and Requirements:
Key regarding "program strands:" SN=Special Needs; MC=Multiculturalism; MS=Middle Schools; T=Technology
1. REVIEW OF THE SYLLABUS 2. PERSONAL INTRODUCTIONS 3. SIGNING UP FOR SCHOOLS 4-5. ORNSTEIN, CH 1 "MOTIVATION, STATUS, AND PREPARATION OF THE TEACHER" MAKEDON, "IS TEACHING A SCIENCE OR AN ART?" QUIZ #1 5-6. CH 2 "THE TEACHING PROFESSION" MAKEDON, "TEACHING AS AN AUTONOMOUS PROFESSION: TEACHER TRAINING IN A NEW KEY" QUIZ #2 7-8. CH 14 "CURRICULUM AND INSTRUCTION"............................... MS, T MAKEDON, "COMPUTERS AND PAIDEIA" ..................................... T _______, "PLAYFUL GAMING" QUIZ #3 _______, MIDDLE SCHOOLS BIBLIOGRAPHY: EXTRA CREDIT ARTICLE REVIEW.... MS 9-10. CH 15 "INTERNATIONAL EDUCATION" QUIZ #4 .............................. MC 10. LIBRARY VISIT: RESOURCES AND RESEARCH ON EDUCATION 11-12. CH 6 "GOVERNING AND ADMINISTERING PUBLIC EDUCATION" QUIZZES #5, 6 DEADLINE FOR CULTURAL CENTER HRS & OBSERVATION REPORT 13-14. CH 7 "FINANCING PUBLIC EDUCATION" QUIZZES #7,8 15. MID TERM EXAMINATION REVIEW QUIZ #9 16. MID TERM EXAMINATION 17. EXPLANATION OF MID TERM EXAM RESULTS QUIZ #10 18. CH 8 "LEGAL ASPECTS OF EDUCATION" QUIZ #11 19-20. CH 10 "SOCIAL CLASS, RACE, AND SCHOOL ACHIEVEMENT" QUIZ #12......... SN MAKEDON, "IS ALICE'S WORLD TOO MIDDLE CLASS? RECOMMENDATIONS FOR EFFECTIVE SCHOOLS RESEARCH." QUIZ #13 20-21. CH 16 "SCHOOL EFFECTIVENESS AND REFORM IN THE UNITED STATES" MAKEDON, "REFORM AND THE TRADITIONAL PUBLIC SCHOOL" _______, "RECOMMENDATIONS FOR EDUCATIONAL REFORM" _______, "THE TOWERING TENACITY OF STUDENT SOCIAL CLASS: HOW EFFECTIVE CAN EFFECTIVE SCHOOLS BE?" QUIZ #14 DEADLINE FOR: (A) SCHOOL OBSERVATION REPORTS (B) ALL OBSERVATION SIGN IN SHEETS 22-24. PROJECT PRESENTATIONS (POSITION, SIMULATION) QUIZZES #15, 16 25. CH 9 "CULTURE, SOCIALIZATION, AND EDUCATION"............................ MC MAKEDON, "POLITICS OF TEACHING AS A SCIENCE" QUIZZES #17, 18 26-27. CH 11 "PROVIDING EQUAL EDUCATIONAL OPPORTUNITY" QUIZZES #19, 20 ..... MC 28. REVIEW FOR THE FINAL EXAMINATION 29. FINAL EXAMINATION
S E L E C T E D B I B L I O G R A P H Y
Brandt, Godfrey L. The Realization of Anti-Racist Teaching. New York: Falmer Press, 1986. Broudy, Harry S. The Uses of Schooling. New York: Routledge & K. Paul, 1988. Counts, George S. Dare the School Build a New Social Order? New York: Arno Press, 1969. Dreeben, Robert. On What is Learned in School. Reading, Mass.: Addison-Wesley, 1968. Emmerij, Louis. Can the School Build a New Social Order? New York: Elsevier Scientific Pub. Co., 1974. Fass, Paula S. Outside In: Minorities and the Transformation of American Education. New York: Oxford University Press, 1989. Grant, Gerald. The World We Created at Hamilton High. Cambridge, Mass.: Harvard University Press, 1988. Greene, Maxine. Landscapes of Learning. New York: Teachers College Press, 1978. Hannan, Joseph F. Never Tease a Dinosaur: Tales of a Man in a Woman's World Told by a Male Elementary Schoolteacher. New York: Holt, Rinehart & Winston, 1962. Haskins, James. Diary of a Harlem Schoolteacher. New York: Grove Press, 1969. Herndon, James. Notes from a Schoolteacher. New York: Simon & Schuster, 1985. Itzkoff, Seymour W. Cultural Pluralism and American Education. Scranton, Pa.: International Textbook Co., 1969. La Forge, Paul G. Counseling and Culture in Second Language Acquisition. New York: Pergamon, 1983. Lortie, Dan C. Schoolteacher: A Sociological Study. Chicago: University of Chicago Press, 1975. Makedon, Alexander. "Reform and the Traditional Public School: Toward a Typology of Conservative to Radical School Reforms." Illinois Schools Journal, vol. 72. no. 1, December 1992, pp. 15-22. ------- "The Politics of Teaching as a Science." ERIC Clearinghouse on Teacher Education, July 1992. ERIC Document No. ED 342 724. ------- "Is Alice's World Too Middle Class? Recommendations for Effective Schools Research." ERIC Clearinghouse on Educational Management, May 1992. ERIC Document No. ED 346 612. ------- "Recommendations for Educational Reform." ERIC Clearinghouse on Educational Management, February 1992. ERIC Document No. ED 340 143. ------- "Teaching as an Autonomous Profession: Teacher Training in a New Key" ERIC Clearinghouse on Teacher Education, February 1992. ERIC Document No. ED 337 415. ------- "The Towering Tenacity of Student Social Class: How Effective Can Effective Schools Be?" ERIC Clearinghouse on Educational Management, January 1992. ERIC Document No. ED 343 843. -------- "Computers and Paideia: The Cultural Context or 'Compupaideia' of Computer Assisted Learning." ERIC Clearinghouse on Information Resources, September 1991. ERIC Document No. ED 331 481. -------- "Is Teaching a Science or an Art?" Proceedings of the Midwest Philosophy of Education Society. Ed. David B. Annis. Muncie, Indiana: Ball State University, 1991, pp. 231-246. Also published in ERIC Clearinghouse on Teacher Education, August 1991. ERIC Document No. ED 330 683. -------- "Playful Gaming." Simulation and Games, vol. 15, no. 1, March 1984, pp. 25-64. This was a special issue on the philosophy of play, which, as the editor noted in the introduction, was stimulated in part by this article. Read, Herbert E. Education Through Art. London: Faber & Faber, 1943. Tobin, Joseph J, D.Y.H. Wu, and D.H. Davidson. Preschool in Three Cultures: Japan, China, and the United States. New Haven: Yale University Press, 1989. Waller, Willard Walter. The Sociology of Teaching. New York: Russell & Russell, 1961. Wolf, Howard R. The Education of a Teacher: Essays on American Culture. Buffalo, N.Y.: Prometheus Books, 1987. |
Alexander Makedon
Chicago State University
Copyright © 1999 A. Makedon
visits since 08/31/99