Education 4320 TENATATIVE OUTLINE FOR Fall, 2009

Education & Society

A Sociological Perspective

Calendar Theories in the sociology of education; relationships between schools and

Description: other social institutions; economic, political and socialization functions of schooling; influences upon learning, achievement, evaluation, the curriculum and educational practice; issues of mobility stratification and differential treatment in the classroom.

Instructor: Robert Runté, Office: TH313; Phone: 329-2454; Fax: 329-2252

Email: Runte@uleth.ca : Web Page: http://www.edu.uleth.ca/runte/

Secretary: Margaret Beintema Office: TH321 Phone: 329-2732

Class Listserve: educ4320a@uleth.ca (email sent to this address should reach all class members)

Schedule Tuesday/Thursdays 12:15 - 1:30 Room L1168

Course Goals

By the end of the course, students will be able to:

1. Demonstrate the characteristics of a reflective teacher by placing critical issues in education within a sociological perspective.

2. Distinguish between structural-functional, conflict, interactionist and critical paradigms by correctly identifying the underlying assumptions in various articles and discussions.

3. Understand the legislated, moral, and ethical framework within which teachers work.

4. Recognize that school policy and the curriculum are shaped by the political economy, and predict the impact of current political, economic, and social trends on schooling locally through the application of one or more sociological paradigms.

5. Identify the major tenets of Human Capital Theory and the influence of this economic model on current trends in education funding and curricular development.

6. Distinguish between contest and sponsored mobility by correctly applying these ideal types to an analysis of educational opportunity in various school and social systems.

7. Define equality of educational opportunity and evaluate the extent to which schooling in Canada and Alberta has achieved, or aspires to, this goal.

8. Recognize that ability and school success are socially constructed.

9. Identify the classroom-level mechanisms through which the reproduction and legitimation of the social division of labour occurs.

10. Analyze the hidden curriculum of both the curricular content and pedagogical process of their own school system by identifying key examples.

11. Appreciate that all schooling takes place within a larger social context, and that this external environment can significantly influence youth culture and student learning

12. Recall the current sociological definition of professionalism and evaluate the professional standing of teachers in Canada and Alberta by analyzing teachers’ input into educational policy and practice.

13. Recognize that sufficient contradictions exist within the schools to allow teachers and students real alternatives, and that teaching can be used to either control students or to liberate them.

14. Identify which of a range of sociological methodologies would be most appropriate to research a particular issue or sociological question.

15. Apply the “sociological imagination” and an appropriate sociological methodology to an original piece of research within a classroom or other educational setting.

16. Use appropriate techniques to efficiently locate and evaluate scholarly resources on a chosen topic.

17. Apply appropriate ethical standards in pursuing original research.

Topic Outline

I. Introduction: Why the Sociology of Education?

1. The Importance of Reflective Practice

Application: The blog as reflective tool

2. The Sociological Analysis of Education: Getting the Big Picture

Reading: pp 1-9 from Chapter 1 of Barakett & Cleghorn text

II. Sociological Perspectives on Education

1. Overview of Sociological Paradigms

Reading: Chapter 2 in Barakett & Cleghorn text, pp. 25-45

A) Consensus Theories (Structural-Functionalism)

B) Conflict Theories (Marx and Weber)

C) Interaction Theories (Symbolic Interactionists, Phenomenology,

Ethnomethodology, Interaction, etc.)

D) Modern Critical Perspectives (feminism, political economy, critical pedagogy,

anti-racist education, post-modernism, etc.)

2. Overview of Social Science Methodologies

Reading: pp. 17-20 from Chapter 1 of text

A) Quantitative Methodologies: Social Science as Science

B) Qualitative Methodologies: Social Science as Art

C) Library Review: Guest Lecturer Mike Perry, Education Librarian

(Sept 27 and 29 in AH148)

Pre-Reading: one or more of tutorials at

http://www.uleth.ca/lib/guides/tutorials/search-web.asp and at http://www.uleth.ca/lib/guides/tutorials/library-research.asp

D) Literature Review: Social Science as Synthesis

III. Schooling and the Political Economy

1. Schooling and Work:

The Human Capital and Manpower Models of Education (Four Models of Education)

The School/Work Transition

The End of Work, Bailouts, and Recession

2. Education Policy in Canada

Historical and Organizational Contexts

Reading: pp. 9-17 from Chapter 1 of Barakett & Cleghorn text

3. The Alberta Context

Education Policy and Actors

IV. Curriculum. Hegemony, and Resistance

1. The Process of Schooling

Reading: Chapter 3, pp. 46-67 in Barakett & Cleghorn text

2. Paulo Freire, Critical Pedagogy, & Resistance

Reading: Chapter 4, pp. 69-91 in Barakett & Cleghorn text

3. The School as an Informal System of Socialization

Reading: Chapter 5, pp. 92-107 in Barakett & Cleghorn text

A.) The Hidden Curriculum (Content)

B.) The Hidden Curriculum (Process)

V. Education, Social Mobility, and Educational Opportunity

1. Social Mobility

Reading: Ralph Turner, "Sponsored and Contest Mobility and the School System",

American Sociological Review, 25 (December 1960) 855-867. (Classic article)

In-class video: 28 Up

2. Educational Opportunity and Social Reproduction

The Vertical Mosaic: Racism, Sexism, and Social Class in Canadian Education

The History of Equality of Educational Opportunity in Canada (p. 6 of text)

Anti-racist Education (pp. 121-125 of Barakett & Cleghorn text)

3. Educational Assessment and the Social Construction of Individual Differences

4. Schooling, Social Reproduction, and Legitimation

The Five Models of Failure

VI. Professionalism and the Teaching Profession

Reading: http://www.edu.uleth.ca/runte/professional/Teaprof.htm

VII Contemporary Educational Challenges and Reforms

Reading: Chapter 6, pp. 108-129 in Text

A.) Reform and Agenda in Canada

B.) The Limits and Possibilities of Innovative Technologies

C.) Cyberculture: Identity and Schooling in the Information Age

Textbook & Readings

Questions To Guide Inquiry

You may find the following questions useful when reading course materials or researching your assignments:

• What are the underlying assumptions in this article or discussion? Is the writer or speaker working within a functionalist, conflict, interactionist, or critical paradigm?

• What makes this topic an important one?

• How does a sociological perspective contribute to our understanding of this topic?

• What questions would a functionalist ask about this issue?

• What questions would a conflict theorist ask about this issue?

• What questions would an interaction theorist ask about this issue?

• How is this issue or debate shaped by the political economy? How are current political, economic, and social trends likely to impact on this issue?

Expectations and Evaluation:

There is only one mandatory assignment in this course, a library/internet search related to your major project, and worth 10% of your grade:

MANDATORY ASSIGNMENT: LIBRARY SEARCH SKILLS (objective 16)

Weighting=10% Due October 15

Part I: Process (5%)

Choose the appropriate data base(s) for your topic, identify the appropriate descriptors using the data base thesaurus, and design a search strategy to access publications on your topic. Be sure to indicate how and why you identified the key terms you used, and the fields you searched. Explain how and why you expanded or limited your search using Boolean logic (i.e., used advanced search techniques). Identify potential limitations, sources of error, or omissions arising from your search strategy (if any) and suggest possible remedies (e.g., using an American database may miss Canadian content, so added a Canadian database to search.) Explain how you knew whether you had identified all the key articles on your topic.

Part II: Content (5%)

Based on the process above, submit a minimum of 5 sample references (books, journals, or web pages) that you have identified as potentially useful to your major project. In a page or less per reference, explain why the material is relevant to your research, and evaluate whether it can be considered authoritative, timely, and significant. Provide evidence for your conclusions.

EVALUATION OPTIONS

In addition to the mandatory library search technique assignment worth 10%, you must choose one assignment from column “A” and one from column “B”. (Some overlap between the two assignments may be permissible; you could, for example, undertake original research and then present your findings to the class.)

Personal Inquiry (45%)

One of:

Contribution to Peer Learning (45%)

One of:

Traditional Term Paper

Original Research

Course related Web site

Original Wikipedia entry (relevant to course)

Hidden curriculum paper

Class Presentation

Curriculum Development Project

Reading Blog

Another option approved in writing by the instructor (proposals due by Oct 1).

Collaborations with other members of the class are acceptable, provided that everyone in the group contributes equally and is prepared to accept the same grade.*

(*Please note that taking credit on a joint submission to which you have not significantly contributed constitutes academic dishonesty under University of Lethbridge regulations and could result in an “F” for this course.)

Peer Learning option 1: Class Presentation

(Objectives 1-2, at least one of 3-13)

The class presentation provides an opportunity to refine one’s skills in quickly learning new material and planning how to teach it to a class; it also provides the class with a welcome break from the regular instructor. Presentations will generally run 30-45 minutes to allow time for class reaction and discussion; you may take longer if you integrate class discussion within your presentation.

Students interested in the class presentation option can either choose to

(a) present some aspect of one of the topics listed in the course outline (the instructor may be able to provide relevant resources) or

(b) choose a current issue that may be analyzed from a sociological perspective

Your choice of topic and presentation date must be submitted in writing (paragraph) for approval by the instructor by September 24 to ensure that your proposed presentation fits within the course objectives and scheduling of topics.

Presenters will be graded on

1. Clarity and interest: As prospective teachers it is expected that your presentations will be engaging as well as informative. Avoid over-reliance on lecture or reading out.

2. Thoroughness : Your classmates should come away from your presentation with a sufficiently thorough grasp of the material to be able to discuss it intelligently in their blogs.

3. Depth of Analysis: an awareness of differing view-points is demonstrated; originality, insight, and creativity are demonstrated; the presentation goes beyond repeating what others have said and contributes something new to our understanding of the topic

4. Argumentation: You should be able to take and defend a position using logical arguments and carefully selected supportive detail

5. Discussion: The degree to which you have achieved the above goals will be reflected in the liveliness of the subsequent class discussion and blog commentaries (see #3 below).

6. Peer review: Your peers will be asked two questions regarding your presentation:

Content: I found the presentation informative. I learned something new; saw this topic in a new light and/or was able to more clearly articulate my own thoughts about this issue.

1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree

Delivery: I found the presentation interesting and stimulating. It kept my attention throughout.

1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree

COMMENTS (to be passed on to presenters):

Peer Learning option 2: Curricumum Development Project

(Objectives: at least one of 2-13)

Choose one or more of course goals 1-13 and develop curricular materials suitable for adoption in this course. For example, one could develop a set of detailed lesson scripts (complete with attached background material, overheads or PowerPoint/Smartboard notes, etc.) on a particular topic of relevance to the course; a case study illustrating some concept, topic, or issue for use in next year’s class; an instructor’s manual for either of the course textbooks; a set of problems suitable for a problem based learning (pbl) module; a realistic implementation plan for Hudspith and Jenkins Inquiry Approach for this course; a self-contained on-line module; a course WebCT module; an annotated database of relevant on-line resources; a hundred item multiple-choice test (pre-requisite: Ed 3604); or some other potentially useful curricular product. Your project may utilize, but must not rely solely upon, current course materials.

Curricular proposals (half page) are due October 1st, but may be submitted earlier.

This assignment provides an opportunity for you to apply your newly developed teaching skills within the on-campus portion of your program. This serves four purposes. First, developing course materials is an excellent way to master the course content, because often the best way to learn something is to try to teach it to someone else. Second, an assignment that measures course learning in a format with which graduates will need to become proficient in their professional lives is likely a more authentic assessment than a traditional term paper. Third, for those students who have difficulty seeing the immediate relevance of the Foundation requirement to classroom teaching, this assignment affords an opportunity to achieve something personally meaningful within that course requirement. Fourth, if your course materials are subsequently adopted (with your permission) for use in this course, you may note that fact on your resume: having successfully developing curricular materials may favorably impress superintendents.

Peer Learning option 3: READING BLOG

(Objectives 1-13)

The purpose of the reading blog is to expand the opportunity for class discussion and peer learning beyond the limits of a 75 minute class period; and to introduce students to the limits and possibilities of blogging as an educational tool. The blog format provides an opportunity for students to demonstrate their ability to reflect critically upon current issues in education and to interact and collaborate with other students (and perhaps members of the general public) in developing a sociological perspective on education.

If you choose this option, keep a blog (on-line, public journal) throughout the term in which you respond to assigned readings, class lectures, student and guest presentations, class discussion, other students’ blogs, education-related news items, other course-relevant blogs (i.e., blogs by non-class members), web pages, and books. Feel free to include discussion of your personal experiences and thoughts where these are relevant to course objectives and appropriate to class discussion. The blog should be written for a general audience, so references to class discussion, course reading materials, etc. should provide sufficient context that anyone reading your blog could follow the discussion.

To receive a grade for this option you must keep your blog current, which for the purposes of this course means you must make a minimum of three entries per week throughout the semester; daily entries are encouraged and are likely to increase your readership, but are not required. Where you are commenting on course-assigned readings, your initial discussion of the readings must be posted prior to the class for which the readings are due, though you may return to previously discussed readings in subsequent entries. Brief summaries of the main points of readings, class discussions, etc. are often useful, but the main emphasis should be on your own analysis, synthesis and evaluation of what you are reading, hearing, viewing, and thinking about in relation to course content.

You are not required to read and comment on classmate’s blogs, but doing so is likely to stimulate your own thinking and to make the process of posting your own entries easier and more entertaining. People whose blogs you read and comment on regularly are more likely to read and comment on your blog. It is also common practice for blogs to link to other interesting sites, including other relevant blogs. Where you choose to comment on other students’ blogs or refer to in-class discussions in your own blog, your comments must remain professional, constructive, and appropriate.

The default software for this assignment is Blogger ( http://www.blogger.com/ ) because it is free and relatively simple to use. [If you are already familiar with and prefer to use another software package, you are free to do so] Your blog must have the comment function enabled to facilitate feedback and interaction with the instructor and other students. All students are advised to compose their log entries in Word (or another word processor) to facilitate spelling and grammar checks, and to have a backup copy in case the Blogger software eats one or more of your entries.

An excellent example of a sociological blog is Sociological Images: Seeing is Believing at http://contexts.org/socimages/

Blog-Specific Grading Criteria

· software has been correctly configured to facilitate posting, commenting, linkages, and photos, audio, video, etc.

a minimum of three entries per week* was maintained throughout the semester; the majority of entries were multi-pargraph and contained substantive comments; the majority of entries address course content or issues relevant to the course
initial entries reviewing instructor-assigned readings were posted prior to the class for which the readings were due*
over the course of the semester, the blog demonstrates both breadth and depth in coverage of course topics; the blog documents the development of the writer’s thinking in response to both the assigned readings and additional outside reading
entries demonstrate the ability to think critically through the analysis, synthesis and evaluation of relevant information; over the course of the semester, the blog demonstrate a growing sociological understanding

• an awareness of differing view-points is demonstrated; other points of view are respected but the blogger develops a thoughtful personal position defended through logical arguments and carefully selected supportive detail

reference to classmates blogs or in-class comments in one’s own blog and comments contributed directly to other students’ blogs were consistently professional, respectful and constructive
blog is free of racist, sexist, or stereotyping comments

· entries show originality, insight, and creativity; the blog goes beyond repeating what others have said and contributes something new to our understanding of the issues

• entries are written in a clear, fluent, and concise style and are free of embarrassing spelling, grammatical and structural errors

*Should you encounter difficulties with the software in posting an entry in time to satisfy this criteria, you may email the entry directly to Runte@uleth.ca to document that you had completed it on time, and then repost it to your blog as you are able.]

For those who wish to do a joint blog assignment, the minimum requirement is for three entries per week per team member (e.g., three team members = 9 posts /week)

Personal Inquiry Option 1: Traditional Term Paper

(Objectives 1-2, and at least one of 3-13)

Term papers will be on a topic of your choice related to this course and approved in writing by the instructor. Topic proposals (one or two paragraphs) are due by October 1, but may be submitted earlier.

Close attention to the criteria used to evaluate term assignments is encouraged. Note especially that research papers are to go beyond description to interpretation, analysis, synthesis and evaluation. It is expected that you will take a position in your paper and defend it with one or more logical argument(s). Note also that you are required to apply a sociological perspective in your assignments (#1 on the list of course goals).

Because there is a close link between thought and expression, term papers will be graded for the quality of written expression as well as for content. Students are advised to adopt a clear, concise style and to avoid “academese” — that is, to avoid inflated diction, unnecessarily complex sentence structure, or an obtuse style. Pomposity will cost you marks. The use of inclusive (e.g., non-sexist, non-stereotyping) language is also encouraged.

Term papers are generally between 10 and 15 pages, but there are no page limits as such.

Personal Inquiry Option 2: Original Research

(Objectives 1-2, 14-17, and at least one of 3-13)

Same as above, only based on your own original research.

You are encouraged to undertake original research, provided that you are careful to follow ethical procedures in any research that includes human subjects. Consult with your instructor for detailed ethical guidelines prior to beginning any research involving human subjects (e.g., survey, interviews, case studies, etc.) NOTE: you may not contact any school board member, principal, teacher, or student without prior approval from the Field Services Office. You need your instructor's approval before approaching Field Services. Failure to follow correct protocol is considered a serious violation of professional conduct and could lead to expulsion from the Faculty.

Students may wish to consider the possibility of using this assignment to prepare a paper or poster presentation for the WestCast Conference or the Southern Alberta Teachers Convention in February. Presented papers may be eligible for a bonus. Note that WestCast is hosted by the UofL this year.

A sample student paper demonstrating original research, Terie-Rae Zaugg’s, “The Effects of Returning to Campus Following the Completion of Professional Semester III”, is available at: http://www.edu.uleth.ca/runte/sample1.htm

Personal Inquiry Option 3: Hidden Curriculum Paper (Obj. 1, 4, 7-10)

An analysis of the "hidden curriculum" in:

(a) your major, through a analysis of curricular resources or recommended teaching methods

OR

(b) your own recent/current experiences as a university student

(c) your own elementary/middle/high school experiences (i.e., memory work – discuss with instructor prior to choosing this more difficult option)

A sample hidden curriculum paper, M. Vanden Elzen, “Hidden Curriculum in Grade Eleven Literature”, is available on the web at: http://www.edu.uleth.ca/runte/sample2.htm

Personal Inquiry Option 4: Web Page Option (Obj.s 1-2, 14-17, & at least one of 3-13)

Web page may be devoted to any of the topics listed in course outline, provided this has been approved in writing by the instructor prior to your undertaking the assignment. The web page assignment may be attempted by individuals or groups of up to three.

There are two benefits to Ed 4320 students of developing a web page rather than writing a traditional term paper. First, most class members will have already had sufficient experience with research papers to have essentially mastered the form. By contrast, developing a web page may allow students to acquire or refine skills of direct relevance to the modern classroom teacher. Second, superintendents are often favourably impressed by graduates who demonstrate familiarity with any of the new communication technologies, such as the ability to produce a web page. Any student whose submission is subsequently published on the course web site will be able to cite that fact on their résumé. (Please note, however, that successful completion of the assignment does not guarantee publication by the instructor.)

Web Page Scoring Criteria: Content

• web page content is relevant and appropriate to the course goals (as stated in the course outline above)

· web page content takes a sociological perspective and

· web page content takes an educator’s perspective(or may take student’s perspective if dealing with teacher training or UofL program issues)

• web page content is primarily original with at most, only brief excerpts from, or links to, other web resources

• topic chosen and content presented is likely to be of interest to a broad cross-section of the public; technical jargon and unexplained specialist assumptions have been avoided. [Or, specify a particular target audience: e.g., practitioners in the field, high school students, interested amateurs, etc.]

• a comprehensive grasp of the subject matter is demonstrated, including an in-depth understanding of the relevant concepts, theories, and issues related to the topic addressed

• content is factually accurate and up to date [timeliness is one of the great advantages of the WWW so it behooves students to ensure their data is the latest available]

• an awareness of differing view-points is demonstrated and a rigorous assessment of these undertaken where relevant

• an ability to think critically is demonstrated in the analysis, synthesis and evaluation of relevant information

• a thoughtful statement of position is presented and defended through logical arguments and carefully selected supportive detail; the arguments presented build to a consistent conclusion

The highest grades are reserved for those whose synthesis demonstrates both thoughtfulness and originality and which demonstrate insight and creativity; the content goes beyond repeating what others have said and contributes something new to our understanding of the topic

• content adheres to highest ethical standards

- in reporting original research involving human subjects, confidentiality of participants has been protected

-in conducting research through interactive web pages (e.g., survey forms), the principles of informed consent, confidentiality, and that the participant will be kept from harm, have been adhered to

-language usage is inclusive: sexist, racist, agist, classist, and ablist language has been avoided; content is free of inappropriate biases

-copyright has been respected. Copyright materials have been used only with the explicit written (or e-mailed) permission of the creator

• the content is referenced in the correct format

• a clear, fluent, and concise style highlights a well-written, tightly argued, and logically structured discussion

• a virtually flawless mastery of all aspects of grammar, structure, and style is demonstrated

Web Page Scoring Criteria: Mechanics

Whereas students are sufficiently familiar with the “mechanics” of writing term papers that these need not be belabored in detail, the following guidelines are provided for the mechanics of web design; that is, expertise in HTML, page design, and appropriate linkages:

• site works as intended in a variety of browsers, including Firefox and Internet Explorer.

• instructional design takes full advantage of hypertext links to enhance learning: linear material is presented linearly, but non-linear material uses lateral and vertical linkages to allow readers to direct their own learning

• instructional design incorporates elements that enhance the site's attractiveness, reader interest, and learning; graphic design or interactive elements engage the learner and demonstrate creativity and sound aesthetic judgment; however, form serves substance: irrelevant or gimmicky elements have been avoided

• layout is consistent, clear, uncluttered, and facilitates quick scanning for specific information

• appropriate images enhance the site’s content and visual appeal, but without slowing document loading unduly; unnecessary images have been avoided; text alternatives have been provided for incompatible browsers

• internal linkages connect individual web pages within the web site in a logical, easily navigated pattern

• individual web pages are not overly dependent on the pages before and after, above and below them in the structure; readers can enter the web site at any page and still understand the content at that point

• in dividing the web site into pages, an appropriate balance is achieved between too many and too few separate documents

• individual topics are not split between pages; layout groups related ideas visually as well as with headings and subheadings

· where pages are longer than a single screen, internal links are provided to allow the browser to click to the appropriate information without scrolling

• external linkages connect the web site to other relevant sites; but trivial and irrelevant linkages have been avoided

· external linkages are thoroughly annotated so reader can decide whether linked site is likely to be of interest without having to jump there to discover the content

• web documents are clear and concise

• web documents are free of spelling, grammatical, and other mechanical errors (Since the assignment is “going public” on this assignment, there will be “zero tolerance” for such errors.)

• a colophon or signature block is included on each page (or by a link to a separate credit/copyright page) The colophon includes the names and e-mail addresses of all who contributed; the date the page was last revised/updated; the name, number and e-mail/WWW address of the course for which the Web site was produced; a link to the course homepage; and, where applicable, a link to each contributor’s homepage.

• each page links to the top of the site

• emphasis is used only sparingly; heading commands are used for headings only and not for emphasis

• copyright has been respected. Cartoons, illustrations, icons, and other visual material has only been used with

the explicit written (i.e., e-mailed) permission of the creator

Personal Inquiry Option 5: Original Contribution To Wikipedia

(Objectives 1, 10, 11, & 16)

Although there are a wide range of possible topics that could be approved for this assignment, submissions must demonstrate a sociological perspective; and must be approved by the instructor prior to your beginning work on this assignment (proposal deadline: Oct 1)

Scoring criteria for Wikipedia assignment

• web page content is relevant and appropriate to the course goals (as stated in the course outline above)

· e.g., entry content takes a sociological perspective

• topic chosen and content presented is likely to be of interest to a broad cross-section of the public; technical jargon and unexplained specialist assumptions have been avoided.

• topic does not duplicate entries elsewhere in Wikipedia (a thorough search was undertaken prior to topic selection to ensure the proposed entry is not redundant)

• a comprehensive grasp of the subject matter is demonstrated, including an in-depth understanding of the relevant concepts, theories, and issues related to the topic addressed

• appropriate cross-references are included in correct Wikkipedia format

• Wikipedia submission guidelines at http://en.wikipedia.org/wiki/Wikipedia:Your_first_article have been faithfully followed; a complete understanding of Wikipedia policy, guidelines, and procedures is evident

• content is factually accurate and up to date [timeliness is one of the great advantages of Wikipedia so it behooves students to ensure their data is the latest available]

• an awareness of differing view-points is demonstrated and a rigorous assessment of these undertaken where relevant

• an ability to think critically is demonstrated in the analysis, synthesis and evaluation of relevant information

• content adheres to highest ethical standards: Wikipedia entry is unbiased / neutral; entry does not promote oneself, one's business, or one's friends; language usage is inclusive: sexist, racist, agist, classist, and ablist language has been avoided; content is free of inappropriate biases; copyright has been respected

• the content is referenced in the correct Wikipedia format

• a clear, fluent, and concise style appropriate to an encyclopedia highlights a well-written and logically structured entry

• a virtually flawless mastery of all aspects of grammar, structure, and style is demonstrated

Note: as Wikipedia entries are subject to editing by others, save and submit to the instructor a copy of your original submission/post and/or your final edited version

Note: Students who vandalize entries by other students in this class are guilty of academic misconduct and will receive an "F" in this course. Appropriate editing of others entries within Wikipedia's guidelines is of course acceptable.

Personal Inquiry Option 6: Another Option Approved By The Instructor

If you have a particular project or idea that you would like to pursue in this course, feel free to approach the instructor for approval. In the past, students have undertaken videos, conference presentations, magazine submissions, short stories, and artwork. Your case will be strengthened if in your 1/2 page proposal you can explicitly identify which course objectives would apply to your project. Proposals must be submitted by October 1 to be considered; projects undertaken without prior approval will not be accepted.

Grading

Excellent

Good

Satisfactory*

Poor**

Failing

96 - 100 A+

90 - 95 A

86 - 89 A-

81 - 85 B+

76 - 80 B

71 - 75 B-

67 - 70 C+

63 - 66 C

60 - 62 C-

57 - 59 D+

53 - 56 D

<53 F

Failure to meet a deadline without the prior consent of the instructor (based on medical or extenuating circumstances) may result in a lower grade for that assignment. Students are encouraged to use inclusive (e.g., non-sexist) language in this course. Materials submitted for grading that fail to demonstrate inclusive language use may be docked marks.

Attendance Policy:

You are expected to attend all student presentations and guest lectures. Unexcused absences for these classes will lead to a 1% reduction in your course grade for each occurrence.

Criteria For Evaluating Term Paper Assignments

A - EXCELLENT (86 - 100) - A Markedly Exceptional Performance

· originality, insight, and creativity are demonstrated; the paper goes beyond repeating what others have said and contributes something new to our understanding of the topic

• a comprehensive grasp of the subject matter is demonstrated, including an in-depth understanding of the relevant concepts, theories, and issues related to the topic addressed

• an awareness of differing view-points is demonstrated and a rigorous assessment of these undertaken where relevant

• an ability to think critically is demonstrated in the analysis, synthesis and evaluation of relevant information

• a thoughtful statement of position is presented and defended through logical arguments and carefully selected supportive detail; the arguments presented build to a consistent conclusion

• a clear, fluent, and concise style highlights a well-written, tightly argued, and logically structured essay

• a virtually flawless mastery of all aspects of grammar, structure, and style is demonstrated

B - SUPERIOR (71-85) - Clearly Above Average Performance

• a thorough grasp of the subject matter is demonstrated

• an awareness of differing view-points is demonstrated and an assessment of these attempted where relevant

• the paper goes beyond description to interpretation, analysis, synthesis and evaluation

• a position is adopted and logically argued; appropriate supporting detail is supplied

• a clear style which communicates well (but may contain occasional or minor flaws in the mechanics of spelling, grammar, sentence structure, etc.) is evident in the logical presentation of a reasonable argument

C - SATISFACTORY (60-70) - A Fully Competent Paper

• a basic grasp of the subject matter is demonstrated

• accurate information incorporating relevant sources and references is conveyed

• a position is adopted and logically argued

• an adequate attempt at analysis, synthesis, interpretation or evaluation is evident

• an acceptable style demonstrates an awareness of, and attention to, the principles of paragraph development, sentence structure, grammar and spelling, etc.

D - POOR (53-59) - A Marginally Acceptable Paper

• a lack of familiarity with the subject matter is demonstrated through the omission of key material, or through the misinterpretation of important concepts, theories or issues

• a lack of critical thinking is evident in a paper which is more descriptive than interpretive; or in which the analysis and synthesis are logically flawed; or in which there is a reliance on assertion; or in which the relevance of supporting detail is questionable

• a position is not taken, is hard to determine, or is inconsistent with arguments or information presented in the paper

• there is a lack of originality and an over-reliance on material presented in class or in the assigned readings

• written expression requires improvement in basic communication skills; or written communication is marred by inflated diction, overly complex sentence structures, or an obtuse style.

F - FAILING (0 - 52) - An Unacceptable Performance

• a basic lack of understanding of the subject matter is demonstrated through gross factual error, misinterpretation or omissions

• there is little attempt to go beyond description; or interpretation and analysis demonstrates gross error in logic or supporting detail; or little or no factual material is presented; or material presented contains gross factual error; or is completely irrelevant

• written expression is disorganized, incoherent, poorly expressed, and contains unacceptably frequent or serious errors in grammar, sentence structure, and spelling

• an attempt is made to use others' work without providing proper acknowledgment

• an attempt is made to hand in a paper from another course

• an attempt is made to write a paper on a topic other than that approved in writing by the instructor

—marking criteria compiled by R. Runté and K. Mazurek

Relationship to Provincially Mandated KSAs:

The Minister of Education has established a list of knowledge, skills, and attributes (KSAs) required for Interim Certification as a classroom teacher in Alberta. Graduates may be asked to document that they possess these KSAs, and to this end, the KSAs applicable to the Education 4320 are listed below:

1. Teacher’s application of pedagogical knowledge and abilities is based on their ongoing analysis of contextual variables

Teachers’ analysis of contextual variables underlies their reasoned judgments and decisions about which specific pedagogical skills and abilities to apply to provide students the best possible opportunity to learn. Selected variables:

student variables (Course objectives 1, 7-9)

• demographic variables, e.g. age, gender • maturation • abilities and talents • prior learning

• subject area of study • relationships among students • socio-economic status • cultural background

• linguistic variables mental and emotional states and conditions

regulatory variables (Course objective 3)

• Government Organization Act • School Act and provincial regulations, policies and Ministerial Orders

• Child Welfare Act • Teaching Profession Act • Canadian Charter of Rights and Freedoms • school board policies

• Guides to Education (ECS-9 and Sr Hi Handbooks) • Programs of Study (Elem. Jr, & Sr Hi)

school variables (Course objectives 1, 4-12)

• resource availability and allocation • teaching assignment • class size and composition

• collegial and administrator support • physical plant

teacher variables (Course objective 11)

• teaching experience • learning experiences

parent and societal variables (Course objectives 1,4-12)

• parental support • parental involvement in children’s learning • socio-economic variables • provincial, influences

• community support for education • multiculturalism • cultural pluralism • inter-agency collaboration

2. Teachers understand the legislated, moral and ethical framework within which they work.

Teachers function within a policy-based and results-oriented education system authorized under the Government Organization Act and the School Act. These Acts are further elaborated in provincial regulations, Ministerial Orders, policies and initiatives. … (Course objective 3, 4 & 5,)

Teachers also function within policy frameworks established by school boards. This includes teacher evaluation policies which require: a commitment to teaching practices that meet their board’s standard(s) of quality teaching; and that teachers engage in ongoing, individualized professional development. (Obj. 3 & 11)

Teachers recognize they are bound by standards of conduct expected of a caring, knowledgeable and reasonable adult. In addition, under the Teaching Profession Act, the Alberta Teachers’ Association enforces a “Code of Professional Conduct” which stipulates minimum but not exhaustive standards of conduct for its members. Teachers also recognize they are bound by standards of conduct established through local policies as provided for under provincial legislation, including those specified through contracts of employment. (Obj. 3 & 11)

Teachers recognize their actions are bound in moral, ethical and legal considerations regarding their obligations to students, parents, administrators, school boards, communities, and society at large. Teachers acknowledge these obligations and act accordingly. (Objectives 3 & 11)

6. Teachers create and maintain environments that are conducive to student learning . (Course objective 12)

Teachers establish learning environments wherein students feel physically, psychologically, socially and culturally secure. They are respectful of students’ human dignity, and seek to establish a positive professional relationship with students that is characterized by mutual respect, trust and harmony. …

7. Teachers translate curriculum content and objectives into meaningful learning activities. (Objective 10)

11. Teachers are career-long learners (Course objectives 1-13).

Teachers engage in ongoing professional development to enhance their: understanding of and ability to analyze the context of teaching; ability to make reasoned judgments and decisions; and pedagogical knowledge and abilities. They recognize their own professional needs and work with others to meet those needs. They share their professional expertise to the benefit of others in their schools, communities and profession. Teachers guide their actions by their overall visions of the purpose of teaching. They actively refine and redefine their visions in light of the ever-changing context, new knowledge and understandings, and their experiences. While these visions are dynamic and grow in depth and breadth over teachers’ careers, the visions maintain at their core a commitment to providing students the best possible opportunity to learn.

Learning Contract (Student Copy)

(Due September 27, 2004)

Student name ______________________ Student ID#________________________

ASSIGNMENT OPTION	PROPOSED TOPIC	DUE ON
Library Search (Mandatory Assignment)		October 15
Class Presentation
Reading Blog		Continuous throughout semester
Curriculum Project
Traditional Paper
Original Research
Hidden Curriculum Paper
Web Page
Original Wikipedia Submission
"Other" option

Student Signature ______________________________________________

Approved by ______________________ Date _____________________

Learning Contract (Instructor Copy)

(Due September 27, 2004)

Student name ______________________ Student ID#________________________

Student email Phone

ASSIGNMENT OPTION	PROPOSED TOPIC	DUE ON
Library Search (10%) (Mandatory Assignment)		October 15
Class Presentation
Reading Blog		Continuous throughout semester
Curriculum Project
Traditional Term Paper
Original Research
Hidden Curriculum Paper
Web Page
Original Wikipedia Submission
"Other" option

Student Signature ______________________________________________

Approved by ______________________ Date _____________________

Topic Outline

VI. Professionalism and the Teaching Profession

VII Contemporary Educational Challenges and Reforms

EVALUATION OPTIONS

OR

Personal Inquiry Option 4: Web Page Option (Obj.s 1-2, 14-17, & at least one of 3-13)

Personal Inquiry Option 5: Original Contribution To Wikipedia

(Objectives 1, 10, 11, & 16)

Learning Contract (Student Copy)

DUE ON

Learning Contract (Instructor Copy)

DUE ON