OFFICE HOURS AND CONTACT INFORMATION

• Instructor: Dr. Rick Gay
• In office for drop-ins, Jackson Court #1 (Since I’m frequently in the field, it’s best to call first.)
  • Monday  10:30-11:30
  • Tuesday  9:00-10:00
  • Wednesday  10:30-11:30
  • Thursday  9:00-10:00
• Also available 24/7 by e-mail and phone mail
• E-mail: rigay@davidson.edu
• Phone: 704-894-2685

TEXTS (Assigned readings)

• Noll, James Wm.  Taking Sides: Clashing Views on Educational Issues.  15th edition.  McGraw-Hill, 2009.
• Urban, Wayne J. and Jennings L. Wagoner, Jr.  American Education: A History.  4^th edition.  Routledge, 2009.

COURSE DESCRIPTION

History of Educational Theory and Practice traces historical development and underlying philosophies of educational institutions and practices in the United States and considers current roles and functions of the school in relation to other social institutions such as state and church.

While this course is required of all students seeking a Concentration in Education, whether licensure track or interdisciplinary track, Education 121 is not a course in how to teach; rather, it is a course about the history, philosophy, and practice of education in the United States. In other words, this course is equally valuable for those simply interested in learning more about education--one of the most discussed and controversial topics today.

COURSE GOALS

• To analyze current issues and practices in education with respect to their historical and philosophical foundations.
• To examine various views of educational philosophy.

·         To consider trends in educational policy and the relationship of the school to other social institutions.

COURSE OBJECTIVES

By December 17, students completing this course should be able to do the following:

·         Articulate positions on contemporary educational issues.

·         Apply educational theory to perennial issues in education.

·         Identify and discuss key moments in the history of American education.

GRADING POLICY

Your grade will be determined by the following factors:

50%: Four Written Reviews
10%: Field Experience Report
25%: Issue Papers
15%: Note Cards & Class Participation

Four Written Reviews: Each Review will be a written response to a prompt distributed five days before it is due.  It should be typed and sent to me via email attachment by 10:30 am on the day indicated.  You are allowed to use your text, notes, or other information; however, you must work individually.  There is no minimum length requirement, but please do not go over 1200 words.  (I’ll be firm on the maximum.)  Late papers will not be accepted.

Issue Papers:  On the day assigned, an issue paper must be turned in before class on the educational issue under discussion for the day.  Each paper is to be one page only (10 point font, Times New Roman, one-inch margins, line spacing either 1.5 or 2.0).  The top line should contain your name, the date, and the topic under discussion.  The body of the paper should contain a synopsis of each author’s stance on the issue (concise summary of both pro and con), an assessment of each author’s presentation of the issue (assessment of strengths and weaknesses in arguments, supported by quotations and evidence from the readings), and your stance on the issue (your opinion supported by evidence, examples and experience).  You are welcome to do outside research to support your stance. Send your paper to me via e-mail attachment before 9:30 am on the day assigned.  Also, bring a hard copy with you to class.  There are seven issue papers assigned; however, you are only responsible for five.  Late papers will not be accepted.

Note Cards & Class Participation:  On the day assigned, you will bring one 3x5 index card containing two items: (1) on one side, a question that you would like to address to the class concerning the assigned readings; and (2) on the other side, a quotation or brief passage from the assigned readings that struck you in some way, accompanied by one sentence explaining why you chose this passage. You will turn in your note card at the beginning of the class period and will be graded on the quality of your question and your quotation.  You must use standard 3x5 cards.  There are nineteen assigned; however, you are only responsible for fifteen.  Late note cards will not be accepted.

FIELDWORK

In order to gain a better understanding of education today, fieldwork is required in all education classes.   For this course you will be required to complete ten hours outside of class in an educational setting.  You will also write a report on your experience.  We’ll get involved in this right away, and I’ll give you a format that you must use for your report.  There are a couple of ways to fulfill this requirement.  Please note that there will be some class release time to accommodate your schedules .

One way: Spend a total of ten hours visiting a public or private school classroom or classrooms. I will arrange this for you or you may arrange it yourself. In the past, some students have completed some of work this at their former school over break. Those who are planning to obtain a teaching license should visit a public school.

Another way : Spend ten hours tutoring students or ten hours volunteering in a school (or some combination of the two). Tutoring can be arranged by Davidson's service coordinator. Volunteering could be coaching, staffing a health room, serving as a teacher assistant, helping with school extra-curriculars, etc. This also can be coordinated by Davidson's service coordinator. Those who are planning to obtain a teaching license should complete this component in a public school setting.

A NOTE ON ATTENDANCE AND PUNCTUALITY

Class works much better when all attend. It will be difficult to perform well on the review and exam if you are habitually absent. Tardiness is a major pet peeve for me; it is distracting and shows a lack of respect for your colleagues. If you are tardy, you will not be allowed to turn in note cards.  Habitual tardiness and absenteeism will affect your class participation grade.  Miss five classes, excused or unexcused, you will receive an “F” for the course.

HONOR CODE

All work must be pledged.  Do not discuss the reviews until all papers have been returned; do not discuss the Final until Thursday, December 18.

COURSE CALENDAR

The following list includes reading assignments from our two core texts and supplementary materials.  Each day is also designed as Note Card or Issue Paper.  See above for specific requirements on each.

August 24: Course Introduction

August 26: Course Introduction continued

August 28: Note Card

• Should “Public Schooling” Be Redefined?
• Read in Taking Sides (154-179):
  • Yes – Frederick M. Hess
  • No – Linda Nathan, et. al.

August 31: Note Card

• Colonization and Cultural Transplantation: 1607-1776
• Read in American Education (15-64)

September 2: Issue Paper

• Is “Intelligent Design” a Threat to the Curriculum?
• Read in Taking Sides (265-285):
  • Yes – Mark Terry
  • No – Don Peterson

September 4: Class Discussion Continued

September 7: Note Card

• Education and the Building of a New Nation: 1776-1830
• Read in American Education (71-101)

September 9: Issue Paper

• Can Public Schools Produce Good Citizens?
• Read in Taking Sides (84-98):
  • Yes – Stephen Macedo
  • No – Chester E. Finn, Jr.

September 11: Class Discussion Continued

September 14: Note Card

• The Common Man and the Common School: 1820-1860
• Read in American Education (107-136)

September 16: Note Card

• Can Federal Initiatives Rescue Failing Schools?
• Read in Taking Sides (115-131):
  • Yes – Andrew Rotherham
  • No – Paul D. Houston

September 18: Review #1 Due

September 21: Note Card

• Class, Caste, and Education in the South: 1800-1900
• Read in American Education (141-180)

September 23:  Issue Paper

• Can Merit Pay Accelerate School Improvement?
• Read in Taking Sides (364-378):
  • Yes – Steven Malanga
  • No – Al Ramirez

September 25:  No Class – I will be at a conference

September 28: Note Card

• Beginning a Modern School System: 1865-1890
• Read in American Education (185-218)

September 30: Note Card

• Do High-Stakes Assessments Improve Learning?
• Read in Taking Sides (132-153):
  • Yes – Nina Hurwitz and Sol Hurwitz
  • No – Ken Jones

October 2: Class Discussion Continued

October 5: Note Card

• Organizing the Modern School System: The Progressive Era, 1890-1915
• Read in American Education (223-259)

October 7: Issue Paper

• Should the Curriculum Be Standardized for All?
• Read in Taking Sides (16-30):
  • Yes – Mortimer J. Adler
  • No – John Holt

October 9: Class Discussion Continued

October 14: Note Card

• Is There a Crisis in the Education of Boys?
• Read in Taking Sides (286-307):
  • Yes – Michael Gurian and Kathy Stevens
  • No – Sara Mead

October 16: Review #2 Due

October 19: Note Card

• Completing the Modern School System: 1915-1929
• Read in American Education (265-290):

October 21: Note Card

• Should Alternative Teacher Training Be Encouraged?
• Read in Taking Sides (341-363):
  • Yes – Robert Holland
  • No – Linda Darling-Hammond

October 23: Class Discussion Continued

October 26: Note Card

• The Effects of Depression and War on American Education: 1930-1946
• Read in American Education (293-322)

October 28: Note Card

• Dare the Schools Build a New Social Order?
• Read George Counts (Handout)

October 30: Class Discussion Continued

November 2: Note Card

• Education during and after the Crucial Decade: 1945-1960
• Read in American Education (325-351)

November 4:  Issue Paper

• Has Resegregation Diminished the Impact of Brown?
• Read in Taking Sides (100-114):
  • Yes – Gary Orfield, Erica D. Frankenberg, and Chungmei Lee
  • No – William G. Wraga

November 6: Class Discussion Continued

November 9:  Note Card

• The Pursuit of Equality: 1960-1980
• Read in American Education (355-384) 

November 11:  Note Card

• Should Global Competition Steer School Reform?
• Read in Taking Sides (64-81):
  • Yes – Marc Tucker
  • No – Herb Childress

November 13: Review #3 Due

November 16:  Issue Paper

• Is Full Inclusion of Disabled Students Desirable?
• Read in Taking Sides (231-246):
  • Yes – Richard A. Villa and Jacqueline S. Thousand
  • No – Karen Agne

November 18:  Note Card

• From Equity to Excellence: 1980-2008
• Read in American Education (389-439):

November 20: Class Discussion Continued

November 23: Issue Paper

• Do Charter Schools Merit Public Support?
• Read in Taking Sides (200-216):
  • Yes – Joe Williams
  • No – Marc F. Bernstein

November 30: Note Card

• Do Computers Negatively Affect Student Growth?
• Read in Taking Sides (324-340):
  • Yes – Lowell Monke
  • No – Frederick M. Hess

December 2: Review #4 Due

December 4: Field Reports Due and Presentations