EDUC 2020: FOUNDATIONS OF MULTICULTURAL EDUCATION Spring 2011

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1 EDUC 2020: FOUNDATIONS OF MULTICULTURAL EDUCATION Spring Identification of Course 1.1 EDUC 2020: Foundations of Multicultural Education (3-3-0) Prerequisites: None Meets 3 hours per week Grade Type: A, B, C, D, and F Offered: Fall, Spring, Summer 1.2 Textbooks / Supplementary Materials Kauchak, D., & Eggen, P. (2011). Introduction to Teaching (4 th ed.). Boston: Pearson. ISBN # 13: Students will be expected to read selections from several outside sources. Supplementary Materials: Additional resources, readings, and/or references for this course provided throughout the semester as appropriate. These supplementary materials are generally posted in Moodle (or Blackboard) for this course. 1.3 General Information Instructor: Ms. Eileen Kendrick Office: TEC 214-C kendricke@nsula.edu Phone: Fax: Availability: Office hours: M/W 10-12, T 10:00-2:00, TH 12:00-2:00 Through and by appointment; Office hours posted on office door and online. PASS-Port Policy: Each student must upload assigned artifacts to Pass-Port as a required component of this class. Since all students are required to maintain a current Pass-Port subscription, if all required field experiences and artifacts are not completed and entered into Pass-Port by the due date, the candidate will receive a grade of F in the course regardless of the other grades. 2. Course Description/Justification 2.1 Catalog Description Foundations of Multicultural Education (3-3-0). Historical and philosophical foundations of education; a study of multicultural education with special emphasis on such dimensions of diversity as socioeconomic status, language,

2 ethnicity and race, gender, religion, and exceptionality; field experience component. 2.2 Justification / Rationale for Course 3. Goals and Objectives 3.1 Goals This course is designed to provide potential educators who are seeking admission to teacher education programs with entry level knowledge about becoming culturally responsive teachers in culturally diverse classrooms. Prospective education majors, early in the degree program, need knowledge of the pros and cons of teaching, professional responsibilities, and the challenges facing teachers. All candidates pursuing degrees in the College of Education and Human Development are expected to apply the principles of the conceptual framework, Models for Learning. Thus, objectives and learning activities in this course call upon candidates to take responsibility for their learning, to identify problems within specific areas, to arrive at solutions using creative/critical thinking, to reflect upon and evaluate decisions made in the course of their learning. For a copy of the Conceptual Framework document and link to the YouTube video, go to the following sites: (CF Document); (CF Video, Part 1); and (CF Video, Part 2). The specific goals for this course include: an understanding of the aspects of teaching an understanding of the philosophies of education an understanding of the history of American education an understanding of the role diversity plays in education developing culturally responsive teaching recognizing the teaching strategies that enhance critical thinking understanding the role of parents in education researching course topics using technology 3.2 Objectives After completing this course students will be able to: make informed decisions about choosing the teaching profession as a career develop a personal philosophy of education identify significant individuals and laws that have shaped American

3 education identify effective practices in multicultural schools and classrooms discuss how diversity found in our culture impacts our classrooms recognize and analyze factors that influence learning such as socioeconomic status, language, ethnicity and race, gender, religion, and exceptionality recognize and relate the importance of parental and community involvement in the schools describe how technology can assist culturally diverse learners research information found in professional journals in the field of education. 4. Student Activities and Experiences Disability Policy: It is the policy of NSU to accommodate students with disabilities, pursuant to federal law, state law, and the University's commitment to equal educational opportunities. Any student with a disability who needs accommodation, for example, in seating placement or in arrangements for examinations, should inform the instructor at the beginning of the course. Students with disabilities are encouraged to contact the Office of Disability Support, which is located in Student Union, Room 240-A, telephone NSU Classroom Civility Statement: Each Northwestern State University student is encouraged to help create an environment that promotes learning, dignity, and mutual respect for everyone in the learning environment. Students who speak at inappropriate times, take frequent breaks, interrupt the class by coming to class late or leaving early, engage in loud or distracting behaviors, use cell phones or pagers (other noise-making devices like watches with alarms), listen to headphones/cds, play with computers or hand held games, use inappropriate language, are verbally abusive, display defiance or disrespect to others, or behave aggressively toward others during the class period may be asked to leave the class and subjected to disciplinary action under the Northwestern State University Student Code of Conduct and Sanctions (Article VII Sanctions). The instructor of a course may deem additional behaviors or actions inappropriate; these actions or behaviors will be outlined in the course syllabus. Copies of the infractions and sanctions are available on the NSU web site at Definition of Diversity: Today members of our university community are more likely to experience differences among people. Northwestern State University defines diversity as differences in age, gender, religion, language, sexual orientation, socioeconomic status, ethnicity, race, exceptionalities, and geographic background. In our mission to acknowledge our differences, we also hope to realize our commonalities.

4 4.1 Assignments and/or Tasks Students will interview a currently employed K-12 teacher using prescribed questions concerning teaching philosophy, reasons to teach, accountability measures, and importance of professional development. (RT, DM, CCT) * Technology: Students will utilize the Internet and Web-based resources to locate information on effective, culturally sensitive teaching practices and to prepare for the PRAXIS I exam as required for teacher candidacy. Students will be oriented to the computer programs during class. Students are expected to check assignments on Blackboard weekly and respond accordingly. Activities will include, but are not limited to, a. Searching web for relevant research to support topics discussed in class (RT) b. Discussing in small group format thru message board (RT, CCT) c. Utilizing Word processing, graphic, and other software applications to prepare course assignments Students will participate in weekly assignments that include lecture, discussion, simulations and role play. Assignments focus on current trends and issues in education that impacts student learning and teaching. (PS, DM, CCT, RT) Students will complete a series of three exams and a final during the semester. (RT) Students will complete two position papers during the course of the semester. (RT, DM, CCT) 4.2 Clinical and/or Field-Based Experiences 5. Content Outline Each EDUC 2020 student is required to attend a classroom orientation regarding observing in schools. An additional orientation session will be required for students observing at Natchitoches Central High School. Students will not be allowed to observe in the schools until this requirement has been met. Requirements for completing observation assignments will be given in class. (RT, DM) Observations: Each student must observe a minimum of ten (10) clock hours in a public school multicultural classroom. If all hours of observation are not submitted by the final due date, the candidate will receive a grade of F in the course regardless of other grades (CCT, RT, DM).

5 I. Community of Learners A. Teachers Choosing a career in teaching Preparation routes of teachers/certification Changes in the teacher workforce Rewards in teaching Challenges for teachers Professional organizations for teachers B. Students Demographic shifts Race and ethnicity Language minority students Student accountability C. Parents, Families and the Community Changes in families Changes in the experiences of childhood Parental involvement Teacher outreach Partnering with the community II. Society, culture and ethics affect schools A. Foundations of Education Colonial Era Post-revolution American/Nationalism Nineteenth Century education B. Philosophical Roots of Education C. Legal Influences on teaching D. Social context of Schools Characteristics of good schools School Culture/Climate Federal, State and Local control of Education E. Professional and Ethical Context of schools Models of Teaching Ethical Issues teachers face Legal rights of teachers F. Cultural Context of teaching III. Key Elements of Professional Practice A. Curriculum B. Planning and Assessing Instruction C. Classroom Management D. Technology and Teaching 5.1 Course Calendar Assignment/Activity Date Teacher Interview/Shadowing 2/23 Observation Reports 4/4

6 6. Evaluation Policies Examinations 3/2, 4/13, & Final Why I Want to Be A Teacher Essay 1/31 Diversity Assignment 3/14 Position Paper Philosophy of Education 4/11 Forums (online) 2/2, 2/16, 4/11 General University attendance and grading policies are located in the current General Catalog under the heading of Academic Regulations. Policies of this course are in compliance with University regulations. In addition to demonstrating responsibility by planning and completing written assignments, students show their ability to accept responsibility by reading assignments, attending class, participating in class discussions and activities, and conducting themselves as professionals when completing observation assignments. Undergraduate students must receive a final grade of "C" or above in all education coursework. 6.1 Attendance Students are expected to attend class and participate in all class activities. Failure to do so will have an adverse effect on the course grade. Students missing more than 10% (5) of class meetings may be dropped from the course for excessive absences as per the University catalog Grading Assignments/Activity Points Teacher Interview/Shadowing 75 Observations Examinations 50 pts., midterm & final 100 pts. Diversity Assignment 25 Weekly Class activities pts. each Why I Want to be a Teacher essay 50 Position Paper Philosophy of Education 100 Class group participation assignments 10 pts. each Posted Passport assignments 3@ 10 pts. Each 707 total points Grading Scale Grade Point Range A 90% - 100% B 80% - 89% C 70% - 79% D 60% - 69% F less than 60% Below 423

7 Grading Policy 7. Trends and Issues in Education Final grades for this course will be determined on a point system. The course requirements will be listed in the form of performance objectives. Assignments may be submitted late, but there is a penalty of five points per day including holidays and/or weekends). A series of class activities are designed to apprise you of current trends and issues in education. In each chapter, there are activities asking you to reflect on culturally sensitive situations, discussion questions, and journal entries that you may be asked to complete and you will also be asked to visit web sites. These activities are classroom/group based and cannot be made up without a documented excused absence. 8. Why I Want to be a Teacher Essay After class discussion and chapter readings, the student will develop a brief essay explaining the influences that lead to his/her decision to enter the teaching field. 9. Technology Assignments 1. You will complete article critiques that you may access through external links in Blackboard. You may complete various web searches for current research and happenings in today s K-12 schools. 2. You will participate in a variety of Blackboard activities, as directed by your instructor. Examples of these activities might include discussion board activities, directed assignments, or group collaboration activities. 3. You will use a variety of software programs (e.g. Microsoft Word, PowerPoint) to complete assignments and presentations. 10. Position Paper Students will submit a position paper My Personal Teaching Philosophy at the end of the semester. This paper will be kept in their portfolio so that the candidate may reflect on growth throughout the education program at NSU. 11. Examinations Three tests will be given throughout the course of the semester. One 50-point tests will be administered, in addition to a 100-point midterm and a 100- point final exam. *Education students must score a grade of C or higher for successful completion of any course required in their program. If all hours of observation are not completed by the indicated final due date, the candidate will receive a grade of F in the course regardless of other grades.

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