COURSE: FOED 1110
Instructor: Dr. Tammie Brown Office Hours: M-W-F (8:00 am to 9:30 am) |
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E-mail: tsbrown@mtsu.edu T-Th Laboratory |
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Phone: 898-2325, 898-2128 Experiences (and by appointment) 896 – 4550,585 3062 |
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Office: LRC 173 |
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Website:
www.mtsu.edu/~tsbrown
Text: Text:
Foundations
of American Education (L. Dan Webb, Arlene Metha, and K. Forbis Jordan) Fourth Edition –
Meet Class First
Educating
Esme: Diary of a First Year Teacher (Esme Raji Codell) –
Required
The course introduces students to the “Teacher as a Reflective Decision-Maker” model outlined and described by Ernest Boyer. This experience will assist the prospective teacher in evaluating personal qualifications in relation to professional demands.
The
student will be able to:
1. Describe general programs in the student’s area of
emphasis and express educated opinions regarding educational issues through
written and oral communication, which is supported by technology.
2.
Demonstrate an
awareness of the characteristics generally associated with successful teaching
and make a personal assessment of their own qualifications as a prospective
teacher.
3. Demonstrate an awareness of the scope of the
teacher’s responsibilities in the public school setting and/or the relationship
of the teachers’ work to the community at large.
4.
Demonstrate
knowledge concerning operation of the American public school system,
particularly in regard to its involvement in American society, the goals it seeks
to attain, and the methods by which it is organized, governed, and financed.
5.
Demonstrate an
awareness of the organization and operations of schools in Tennessee, teacher
preparation programs, certification requirements, and career opportunities in
the teaching profession.
6.
Demonstrate
awareness of the multicultural and diverse nature of American society and
implications for teaching, to include concern for differences in students owing
to socioeconomic, ethnic, and cultural background.
7.
Construct an
initial and basic philosophy toward the various aspects of teaching, including
discipline, classroom management, and methods of instruction.
8.
Demonstrate an
awareness of federal/state/local involvements in governance of education and of
financial support at these levels.
9.
Demonstrate an
awareness of professional organizations for school personnel.
10.
Understand the
educational heritage, which America gained from other national and cultural
settings.
11.
Understand
broader cultural and societal influences on education.
12.
Understand
current educational issues by placing them in proper historical perspective.
13.
Understand the
problems of education and educational issues at the regional, state, and
national level.
14.
Understand the
role, which schools of social, religious, philosophical, and scientific thought
have had on education.
15.
Understand the
contributions made to education by individuals of significant historical
importance.
The course is designed to provide an “overview” of the education profession, which means that many issues and topics are presented and covered by skimming the surface. Depth to each topic is provided in subsequent courses throughout the certification and degree process.
1.
Teaching as a
Profession
2.
Structure of
Schools, Public School System, and Issues/Trends
3.
Overview of
School Law, Governance, and Finance
4. Foundations of Education-Historical and
Philosophical
1. Education is basically a state responsibility.
2.
The quality of
education varies greatly from state to state and community to community.
3.
The federal
courts greatly influence the operation of public schools.
4.
Schools reflect
the problems of society.
If you have a disability that may require assistance
or accommodation, or you have questions 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 (898-2783) with questions about such
services.
1.
Teacher
Interview Paper (Field Journal) (15 points) ______
2.
Mini-lesson/Oral
Presentation (15 Points)_________
3.
Attendance and
Active Participation in Class Discussions, ten articles, and special
assignments. (15 points) ____________
4. Participation, completion of Web-enhanced course assignments, and the Meta Analysis Paper based on Educating Esme (25 points)_______
5. Exams (30 points) ________, __________, ____________
(One Exam will be the outline and review of “At The Essence of Learning: Multicultural Education”)
Attendance is taken at the beginning of each class. If you arrive late, it is your responsibility to make sure the instructor has counted you present. Students showing up late or leaving early without permission of the instructor will not be counted as present for that day.
1. Exams
2. Class Projects/Interview
3.
Active
Participation (class discussions and presentations)
4.
Mini-lesson
(with lesson plans)
5. Web-enhanced assignments/ articles
6. Special Assignments
1. Each person must give an oral report before the
class on a topic assigned by the instructor.
The length of the report will be about eight (8) minutes. The report will be graded according to
content, organization, poise, clarity of expression, appropriate use of notes,
and time management. You must use the
overhead or Power Point and have one visual aid. Reading of the presentation will result in immediate termination
of the report. This should be regarded
as an experience in teaching the class about your topic. Try to explain it in your own words. This is not a speech! When teaching the class you should speak
clearly, establish eye contact, have an interesting opening, put vital
information on the board, speak at a moderate rate, show enthusiasm, stress key
points, have a good conclusion and a avoid slang expressions or the
usual---“you know,” “you see,” “uh,” and “say like.” Check the Internet and
textbook, the Education Index, Education Week, Kappan
Fastbacks as possible sources. The
reports and dates will be assigned the second-class meeting and you are responsible
for giving your presentation on the date assigned you.
2. (Field Journal) Each student will interview
a public school teacher and turn in a written analysis of the results. The interview questions will be developed in
class and the submitted report should be three typed pages, stapled and without
a coversheet or plastic cover. You may
not interview a relative, first year teacher, and retired teacher or college
instructor. The report will be graded
on the quality of writing and the ability to analyze the interview
results. The source of the interview
must be kept anonymous. In writing the
report avoid a long summary of the teacher’s views and omit listing or
repeating the questions. You should
concentrate on what influenced the teacher’s thinking and what issues were of
importance to that person. You should
determine if the teacher appeared informed, clear thinking and consistent. Attach a list of your questions to the end
of your paper. Conditions that
might influence a teacher’s attitude would be working conditions, the students,
faculty, parents, and other responsibilities.
3.
Important
information regarding a WEB-ENHANCED course
The
course requires students to develop an awareness and understanding of what it
takes to be a professional educator and to form opinions regarding educational
topics and issues. This is a
web-enhanced course- web assignment classes will be days not met in
class but sent on the web which must be completed by the designated time
and date and submitted via e-mail to the instructor and/or in class as
designated on the syllabus. (tsbrown@mtsu.edu)
The web assignments will be counted as both attendance and as assignments. The assignments must be posted on the
designated date and cannot be made up at a later date-no
assignments--web-based or class-based-- will be accepted late. In addition, students must actively
participate in in-class discussions and seminars- a good portion of the final
grade will be based on in-class participation and attendance. Due to the fact that the course is
web-enhanced- this makes attendance on scheduled days Essential to successfully completing
the course.
(All
students must pass a 25 question multiple-choice test on the teacher education
program. Failure to do so will result
in an incomplete in the course. You may
take the test as often as necessary to pass.)
GRADING
SCALE: Due to the nature of the
web-based course, points will be accumulated throughout the semester.
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Total
number of possible points= 100 |
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A
= 100 – 92 |
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B
= 91 – 84 |
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C
= 83 – 76 |
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D
= 75 – 60 |
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F
= Below 60 |
SUGGESTIONS:
1.
In order to give students an
opportunity to better control their own schedules and to utilize web-based
learning environments classes will not meet within the structure of a classroom
for web assignment classes. However, if
the web-assignments are not completed as scheduled, a student will be unable to
earn an “A” for the course (Calendar
of Due Dates). REMEMBER: Keep up with web assignments and adhere to
the submission dates of assignments. (Web Assignments) Adhering
to the ATTENDANCE POLICY is necessary for successfully completing the
course. Because of the abbreviated
meetings it is also easy to “Forget” to come to class on the days we do meet. I strictly adhere to the attendance policy
because the course is a professional education core course required for state
licensure.
2.
Keep up with
your total points throughout the semester.
3.
If you have a
question regarding a grade, speak with or email the instructor as soon as possible
(tsbrown@mtsu.edu)
4.
Adhere to
assignment deadline.
5.
If you have a
question regarding an assignment or need clarification, please speak with the
instructor as soon as possible – not the day the assignment is due.
1. Absenteeism
2. ACT-SAT – are they fair?
3.
Affirmative
Action Programs for Women and Minorities
4.
Aids (disease)
and school attendance
5.
Alcoholism
Among Youths
6.
Alternative
Schools
7.
American
Federation of Teachers - a Teachers’ Union
8. America’s Drug Problem
9.
Attendance
Problems – dropouts
10. Attention and behavioral
disorders – use of Ritalin
11. Autistic Child
12. Bilingual Education – ESL
Programs
13. Brown v. Board of Education of Topeka – The
desegregation case of 1954
14. Buckley Amendment – Student
records – Privacy Act
15. Title One – Disadvantaged
students – federal law
16. Child Abuse – Physical
17. Child Abuse – Emotional
18. Code of ethics for teachers
19. Colonial education in America
20. Corporal punishment
21. Gangs, Drugs, and Other stuff in a Diverse
Environment
22. Culture Groups in the United States
Other
topics may be considered