Instructor:	Dr. Kathleen Burriss
Meets:	TBA
Place:	TBA
E Mail:	kburriss@mtsu.edu
Fax:	898-5309
Phone:	898-2323
Office Hours:	TBA

B. COURSE OUTLINE

The purpose of this course is to facilitate students' developing an understanding of the effect of public policy on educational practice. The emphasis is on exploring policy variations within the educational practices in the United States. In accomplishing this purpose, students will expand their knowledge base by exploration of primary source documents from states and territories studied and through personal contact with individuals at various sites via the Internet and other means of technological access.

C. COURSE GOALS

* increase understanding of educational practice as illustrative of educational policy in the United States.

* increase understanding of how policy is formed, implemented, changed in the U.S., and selected foreign countries.

* increase student ability to interpret practice in light of underlying policy

* increase students ability to apply practice in light of underlying policy

NOTE: Library holdings are not adequate to meet the needs of the course. Additional resources will be needed to upgrade journals/books.

D. COURSE COMPETENCIES

1. Students will evidence knowledge of how educational practice is illustrative of educational policy in the United States and selected foreign countries through oral and written presentations.

2. Students will demonstrate understanding of how policy is formed, implemented, and changed in the U.S. and selected foreign countries through oral and written presentations.

3. Students will demonstrate the ability to interpret and apply practice in local schools in light of underlying policy through oral and written presentations.

E. TOPICS TO BE COVERED

• 1. Societal values as reflected in educational practice
  • a. Impact of societal values on how education is perceived
  • b. Forms of education
    • (1) Who does it?
    • (2) Who receives education? Is education a right or a privilege?
    • (3) Where does education originate?
    • (4) Government role, community/village role
  • c. What outcomes are envisioned, what are the goals?
• 2. Societal values as reflected in practice outside the U.S.
  • a. Selected cultures from around the world
  • b. Translation of values into policy
    • (1) How is policy formed in various countries?
    • (2) How is policy implemented?
    • (3) How is change effected?
• 3. Educational policy in elementary education in the U.S.
  • a. Federal, State and local government
  • b. Culture regional differences in implementation of policy
  • c. Impact of activist groups on policy (e.g. women, bilingual, homeless)
• 4. Emerging issues in educational policy in elementary education in the U.S.
  • a. New technologies
  • b. National standards in curriculum and assessment
  • c. Declining resources
  • d. Changing demographics
  • e. Adult education
• 5. Teacher education as a reflection of policy
  • a. As impacted by social perspectives/policy
  • b. Teacher as social interpreter or change agent
• 6. Educational response to disenfranchised groups (e.g. Native American, African-American, immigrant groups, individuals with disabilities)

The following are possible topics for discussion throughout the course:

1. What is policy and who sets it?
Societal values and how they impact policy and thus practice
Societal values in other countries and how they impact policy and thus practice
Activist groups and their impact on policy and practice - women, gay/lesbian, African Americans, Asian
Americans, Hispanic/Spanish Americans, Native Americans, immigrant groups, individuals with disabilities. Issues effecting policy -gender equity, social class, religion, child abuse, aids, ADD/ADHD
Legal issues - 1st amendment, 14th amendment, court cases
Emerging issues - technology, national standards, teacher accountability, changing demographics, testing
Teacher education as a reflection of national policy

F. COURSE REQUIREMENTS

1. All students are expected to read assignments before class in order to insure full class discussion. In addition to assigned readings, students are encouraged to share local and current articles.

2. Issue Paper
You are to choose an issue that has strong political implications and policy-making standards. You are to extensively research the topic including the history, legislation, and the ultimate policies that have resulted. In addition, you are asked to examine current practices which are the result of policy formed around this issue. Approximately ten pages.

3. Issues presentation
In addition to the paper, students are expected to make a 30-40 minute presentation to the class. This may be a power point or overhead presentation. Students are asked to provide the class with one or two articles to facilitate our understanding. During this class, the student will lead the discussion. You may wish to provide study questions regarding the article.

4. Poster Presentation
You are asked to choose a country and research the policies and legislation that has resulted in practice and implementation in schools. You will then prepare a poster presentation that demonstrates your knowledge of the country's policies and practice.

5. Participation
Students are expected to participate in class discussions. It is through this group participation that new understandings are constructed. No one student will be left out or dominate a discussion.

G. GRADES

Grades will be determined by satisfactory completion of assignments. An average of the letter grades will determine the final grade. Class participation is considered an important component in knowledge formulation and will be assessed.

Paper = 40
Presentation = 20
Poster = 25
Participation = 40

A = 93%
B = 85%

In accordance with Graduate School policy, a +/- grade may be assigned.

H. ADA

If you have a disability that may require assistance or accommodation or you have questions related to any accommodation for testing, note taking, readers, etc., please speak with me as soon as possible. Students may also contact the Office of Disabled Students Services (898-2783).

I. TENTATIVE SCHEDULE

J. READINGS

U.S. Constitution (annotated version). Pay particular attention to the Bill of Rights.

Apple, M.W. (1996). Cultural politics and education. U. New York, NY: Teachers College Press.

Barnes, R.D. Black America and School Choice: Charting a New Course

Wells, Amy Stuart. House Committee on Education and the Workforce, United States House of Representatives, Hearings on Charter Schools

Bracy, Gerald W. The Sixth Bracey Report on the Condition of Public Education

Holton, Gerald. Where is American education going?

Organisation for Economic Co-Operation and Development. Education and Training in the United Kingdom

Carnoy, Martin. Structural Adjustment and the Changing Face of Education

Bracy, Gerald W. The Fourth Bracey Report on the Condition of Public Education

Wooldridge, Adrian. A Comparative View of Education: Effective School Reforms

Please read the following assignments for our discussion of First Amendment issues in the classroom.

Constitutional Protections

• The First Amendment

• The Fourteenth Amendment (Section 1)

• Leviton, Stuart L., "Is Anyone Listening to Our Students? A Plea for Respect and Inclusion," Florida State University Law Review, 1993

• Religion in the Public Schools: A Joint Statement of Current Law

• TCA 46-6-1001 (Flag) and TCA 49-6-1004 (Period of Silence or Prayer)

• How the Bizarre Child-Abuse Investigation of a School Counselor Became a Crusade Against Troublesome Parents

• Child Abuse Reporting

• Court Criticized Child-Abuse Policy; City School Board Received Warning in 1991

• Ignoring the Danger Signs of Child Abuse. "In the 16 months before Elisa's death there were at least 10 instances when a teacher, a doctor or a social worker saw injuries."

• Proposed HIV Rules Get First Reading; In Addition to Hearing the Proposed AIDS Policy, the Outgoing School Committee Discusses Parts of the General Student Policy Statement.

• Testimony Submitted to the Committee on Finance, U.S. Senate, Concerning S-1195, Promotion of Adoption, Safety and Support of Abused and Neglected Children Act (PASS) October 8, 1997

Here are some sites that may prove useful, fun, etc., as we go through the course.

• Constitution of the United States (annotated version)
  
• The UCLA Online Institute for Cyberspace Law and Policy
  
• The Law Guru
  
• The Freedom Forum First Amendment Center
  
• Blue Ribbon Campaign
  
• Yahoo Search Site
  
• Legal Resources in Yahoo
  
• FedWorld, Gateway to government information,agencies, etc.
  
• FindLaw, InterNet Legal Resources
  
• Cornell University Law School Legal Information Institute
  
• Lawyer Jokes