A. COURSE

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

Text:(required)

Fowler, F.C. (2009). Policy studies for educational leaders: An introduction (3rd ed.). Boston, MA: Pearson Education, Inc.

Text: (optional)

Yudof, M.G., Kirp, D. L., Levin, B., Moran, R. F. (2002). Educational policy and the law. Wadsworth Group: CA.

II. ADA

If you have a disability that may require assistance or accommodation or if you have a question related to any accommodations for testing, note-takers, readers, etc., please speak with me as soon as possible. Students may also contact the Office of Disabled Students Services with questions about services.

III. ACADEMIC MISCONDUCT

Plagiarism, cheating and any other forms of academic dishonesty are prohibited. Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions which may be imposed through the regular instructional procedures as a result of academic misconduct, the instructor has the authority to assign an F or a zero for the exercise or examination; or to assign as F in the course. If the student believes he or she has been erroneously accused of academic misconduct, and if his or her final grade has been lowered as a result, the student may appeal the case through the appropriate institutional procedures.

IV. DIVERSITY

As identified and described in the College of Education's conceptual framework Educator as Reflective Decision-maker, ELED 7250 is constructed within an understanding of diversity. ELED 7250 ensures candidates a variety of appropriate assessment alternatives and uses technology as both instruction and as a median of instruction. Content and pedagogical knowledge are aligned with programmatic objectives, professional goals, and accreditation standards. Faculty draw upon multiple data sources on which to analyze, interpret, and improve their teaching practice on behalf of demonstrated candidates' knowledge, skills, and dispositions.

V. KNOWLEDGE BASE

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.

VI. COURSE GOALS

1. Increase understanding of educational practice as illustrative of educational policy in the United States.

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

3. Increase ability to interpret practice in light of underlying policy.

4. Facilitate ability to apply practice in light of underlying policy.

5. Extend understanding of the relationship between national reading/literacy policy and local school district practice.

VII. COURSE COMPENTENCIES

1. Students 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 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 demonstrate the ability to interpret and apply practice in local schools in light of underlying policy (federal, state, local) through oral and written presentations.

VIII. TOPICS TO BE COVERED

• 1. Societal values as reflected in educational practice

o a. Impact of societal values on how education is perceived

o b. Forms of education

 (1) Who does it?

 (2) Who receives education? Is education a right or a privilege?

 (3) Where does education policy originate?

 (4) Government role, community/village role

o c. What educational outcomes are envisioned, what are the goals?

• 2. Societal values as reflected in practice outside the U.S.

o a. Selected cultures from around the world

o b. Translation of values into policy

 (1) How is policy formed in various countries?

 (2) How is policy implemented?

 (3) How is policy/practice assessed?

 (4) How is change effected?

• 3. Educational policy in elementary education in the U.S.

o a. Federal, State and local government

o b. Culture regional differences in implementation of policy

o c. Impact of activist groups on policy (e.g. women, race, bilingual, SES, homeless)

• 4. Emerging issues in educational policy in elementary education in the U.S.

o a. Technologies

o b. National standards in curriculum and assessment

o c. Declining resources

o d. Changing demographics (minority, language)

o e. Adult education

o f. Students with disability

o g. Childhood obesity

o h. NCLB

• 5. Teacher education as a reflection of policy

o a. Social perspectives/policy

o b. Teacher as social interpreter or change agent

o c. Community involvement

• 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 educational policy and who sets it?

2. Societal values; how impact policy and practice.

3. Societal values in other countries and how impact policy and practice.

4. Activist groups and impact on policy and practice - women, gay/lesbian, African Americans, Asian Americans, Hispanic/Spanish Americans, Native Americans, immigrant groups, individuals with disabilities.

5. Issues effecting policy -gender equity, social class, religion, child abuse, AIDS, ADD/ADHD.

6. Legal issues - First amendment, Fourteenth amendment, court cases.

7. Emerging issues - technology, national standards, teacher accountability, changing demographics, testing.

8. Teacher education.

IX. COURSE REQUIREMENTS

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

2. Issue Paper

Students choose an issue that provides an examination of the relationship between policy and practice. Extensively research the topic and include the history, legislation, and policies. In addition, examine current practices which are the result of the policy. Approximately fifteen pages. APA format is expected.

3. PowerPoint presentation

In addition to the paper, students are expected to provide a 30 minute power point related to the paper. During this time, the student will lead the class discussion. You are expected to share hand-outs and a bibliography. This sharing can be provided online. Note: PowerPoint rubric identified.

4. Presentation

Students choose a country and research the policies leading to practice. Prepare a presentation providing knowledge of the country's policies and practices. This is to be a poster format; poster rubric established.

5. Problem-Based Learning

You may complete the following problems as an individual or as a group.

Problem One

Establishing and supporting literacy development in the United States is not as straightforward as might be expected. Layered in politics, funding, and accountability, implementing effective literacy education remains complex.

There is no lack of number and variety of literacy programs, but educators remain challenged as to implementing appropriate and effective approaches. Why does literacy education continue to be problematic for classroom teachers? As future teacher educators/curriculum coordinators/state representatives, what is your plan of action? How will you make a difference toward a literate citizenry?

Problem Two

The relationship between educational policy and public school practice is not as transparent as might be expected. This is a problem because it causes confusion, tension, and mixed messages at local levels. Identify one problematic issue and describe your plan of action toward effective and appropriate instruction. Frame your argument within an understanding of history and the law.

6. Participation

Students are expected to participate in class discussions. It is through this group participation that new understandings are constructed.

X. GRADES

Grades will be determined by satisfactory completion of assignments. A plus or minus grade may be assigned.

Paper = 40

Power Point = 20

Presentation = 20

Problem 1=15

Problem 2=15

Participation = 20

Total = 130

A = 93% B = 85% C= 78%

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

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)

Student Newspapers, Student Protests, Book Censorship

• 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

• 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)

Abuse and AIDS

• 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

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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