EDCI 231: Historical, Social, and Philosophical Foundations of Education
| Course Home Page | Instructor's E-mail | Introduction |
|---|---|---|
| Objectives | Required Materials | Course Structure |
| Grading | Academic Honesty | Course Mechanics |
| How to Get Started | Modules |
Introduction
EDCI 231 surveys the philosophical, historical, sociological, and anthropological foundations of education. It also considers the interdisciplinary application of comparative and international education, educational studies, and educational policy studies as they relate to the professional preparation of teachers and other school personnel. More specifically, the course focuses on the roles and responsibilities of K–12 educators, who encounter a wide range of teaching and learning issues related to schools and society. Knowledge of the foundations of education is an important component in teacher education:
“Many educators have come to recognize that the goal of teacher and other school personnel preparation cannot simply be the production of good technicians who know a subject. Instead, there is an understanding that the goal of preparation should be to enhance what W.O. Stanley called ‘an educational statesperson who is able to take his/her place as a professional with his/her colleagues in the conduct of the educational system of the nation.’ The social foundations of education curriculum and faculty are vital components and players in the contribution to this development.”—Erskine S. Dottin, Council for Social Foundations of Education (CFSE) Representative to the National Council for Accreditation of Teacher Education (NCATE) Unit Accreditation Board
The following principles, based on the findings from the Council of Learned Societies in Education's Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies will guide our study and the outcomes we wish to achieve in this course:
- The educator understands and can apply disciplinary knowledge from the humanities and social sciences to interpreting the meanings of education and schooling in diverse cultural contexts.
- The educator understands and can apply normative perspectives on education and schooling.
- The educator understands and can apply critical perspectives on education and schooling.
- The educator understands how moral principles related to democratic institutions can inform and direct schooling practice, leadership, and governance.
- The educator understands the full significance of diversity in a democratic society and how that bears on instruction, school leadership, and governance.
- The educator understands how philosophical and moral commitments affect the process of evaluation of all levels of schooling practice, leadership, and governance.
Through the use of readings, activities, and exercises, you will develop the skills necessary to become a reflective decision-maker and effective teacher.
Objectives
Upon successful completion of the course, you can expect to understand:
- the impact of political and organizational dynamics on the professionalization of teaching
- the relationship between major historical, political, and sociological forces and philosophical shifts in the way we think about schooling and education
- the relationship between democracy and the pursuit of equality of educational opportunity
- factors influencing academic and nonacademic learning
- the special needs of specific groups of students.
Required Materials
The required package for the course is:
Sadker, D., & Zittleman, K. (2007). Teachers, Schools, and Society: A Brief Introduction to Education. Boston: McGraw-Hill Publishers. ISBN: 978-0-07-352583-9. The Teachers, Schools, and Society package includes a textbook, a Reader, and a CD-ROM containing articles and case studies.
The required text package is available from Friday Center Books & Gifts. You can order the books online, or you can print out the book order form to fax or mail with your payment. Friday Center Books & Gifts sells the edition required for the course; if you purchase elsewhere you must buy the correct package, which is indicated by the ISBN.
Online Resource
You will view PowerPoint presentations available via the Teachers, Schools, and Society Online Learning Center, which is provided free by the publisher of the book. This Web site offers general resources as well as resources specific to each chapter. Of particular interest are the Web links to multiple educational sites relevant to pre-service and in-service educators.
Film
As part of an assignment in Module 2, you will select and view a film about teaching, so you must rent or purchase a video and have access to a DVD player (or some other method of viewing a film, including something as old-fashioned as going to a theater). Videos can be rented from local or online vendors.
Course Structure
Reading Assignments
The course is divided into three modules that correspond to Parts 1, 2, and 3 of Teachers, Schools, and Society. Each module covers several chapters, and in addition to the chapters in the text, you will read supplemental articles, case studies, and view PowerPoint presentations. The supplemental materials are designed to reinforce, integrate, and enrich your understanding of the textbook chapters.
Writing Assignments
For each chapter, you will respond to several questions (two to three double-spaced pages). For each case study assigned, you will write a brief analysis (one double-spaced page). At the end of each module you will complete a concluding assignment that summarizes the main points. Your written assignments will be submitted for grading at the end of each module.
All work for this course should utilize APA Format (described in the Publication Manual of the American Psychological Association) for format and reference citations. In general,
- margins must be one inch on all sides
- the font must be 12-point (Times New Roman)
- the document must be double-spaced throughout
- paragraphs must be indented five to seven spaces on the first line.
See UNC Library's Citing Information: APA Format.
There are complete instructions for submitting written assignments at the end of each module.
Exams
Module Exams
After completion and submission of all module activities, you will take an online objective exam. Most questions are multiple-choice (a few are matching). Instructions for taking the online exams are provided in the first module.
In preparation for the exams, you should study the lists of major terms, concepts, and issues that accompany the readings in the book. The Teachers, Schools, and Society Online Learning Center provides focus question and key terms for each section of the book and is very helpful as preparation for the module exams.
Final Exam
The comprehensive final exam consists of ten essay questions, and you will be expected to write a one-page (double-spaced) response to each question. The final exam is open-book—you may use your textbook and other reference materials, but be sure to cite and reference all sources, using APA format. When you have completed and submitted all course work, send me an e-mail and I will send you the final exam. You will have one week to complete and return it.
Grading
You will be assessed on the following components, which are worth a total of 600 points:
| Module 1 | |
|---|---|
| Written assignments | 100 |
| Module exam | 50 |
| Module 2 | |
| Written assignments | 100 |
| Module exam | 50 |
| Module 3 | |
| Written assignments | 100 |
| Module exam | 50 |
| Final exam | 150 |
Your grade will be based on a percentage of the 600 total points:
| A | 90–100 percent |
| B | 80–89 percent |
| C | 70–79 percent |
| D | 60–69 percent |
| F | less than 60 percent |
Academic Honesty
In higher education, we seek to create a community of scholarship and honor. Faculty, staff, administrators, and students should be working together to achieve the highest standards of honesty and integrity. Academic dishonesty is a serious offense because it threatens the quality of scholarship and defrauds those who depend on knowledge and integrity. Students in this course are expected to adhere to the highest standards of academic honesty. Any questions regarding the use of citations and references should be brought to my attention. Academic dishonesty includes cheating, fabrication, and plagiarism. Any student found guilty of academic dishonesty will receive a failing grade in the course.
Course Mechanics
You are expected to take responsibility for becoming familiar with the technical skills and requirements for a successful online learning experience.
Blackboard
Your online module exams are accessed through a software package called Blackboard, and you will need to log in to Blackboard using a unique identifier known as your UNC Onyen (Only Name You'll Ever Need) and Onyen password.
At the end of each module are instructions for taking the module exam. You will click on a link to Blackboard, and then use your Onyen to log in. Click on the “EDCI 231” link, and you will see navigation buttons on the left side of the screen labeled Announcements, Module Exams, and so on.
If you experience problems accessing Blackboard, this is what you should do:
- If you do not already have a UNC Onyen, go to the Onyen Web site and follow the instructions for creating an Onyen.
- If you have an Onyen but have forgotten it (or the password), go to the Onyen Web site.
- If you have your Onyen but can't log in to Blackboard, contact Janice Durham at the Friday Center.
- If you can log in to Blackboard but can't find this course listed, contact Janice Durham at the Friday Center.
If you have technical problems while using Blackboard, contact Blackboard Help (use the Help button in Blackboard, or call 919-962-HELP). The Blackboard response team is available around the clock.
Using E-mail
Notices about your Onyen password expiration will go to your UNC Onyen e-mail address. For this reason, use your UNC Onyen e-mail account for this course or follow the instructions for forwarding to a different e-mail address at the Onyen Web site. Off-campus users can access their UNC e-mail using Webmail. We recommend that you use your UNC e-mail account for this course.
If you use a filter on your e-mail account, you are responsible for ensuring that it does not prevent you from receiving messages from me or Friday Center staff. Please be aware that some e-mail services (like Yahoo!) will occasionally block e-mail messages originating from unc.edu addresses. We recommend that you use your UNC e-mail account for this course.
Saving Your Work
It is extremely important for you to save copies of any work you send via e-mail. If I don't receive your work, you must have a copy of the e-mail with the attached file, indicating the date sent, to prove that you submitted the assignment. It is your responsibility to maintain copies of your sent e-mails, as there is no way to guarantee that any e-mail message will be delivered. Please check your e-mail software to see how it manages sent and saved messages. Some software automatically deletes messages one month after they have been sent; others only save messages if they are filed in folders; others save messages received but not those sent. You may need to send yourself a copy of your e-mailed assignment at the same time you send it to me, or you may need to print a copy of the e-mail message and any attachments to keep in your paper files. No matter how your system works, make sure you know how to save a copy of all work that you submit and that you save the copy for several months beyond the end of the course.
Library Services and E-reserves
Students enrolled in Carolina Courses Online can access online library resources from the UNC Library System by linking to Library Services for Distance Education Students. This site includes information on using general online reference works. The UNC library staff is available online to assist any students who have difficulties accessing electronic library resources.
Other Questions
If you have questions regarding the content of the course and your progress, contact me. There is a link to my e-mail address at the top of every lesson page. Please include “EDCI 231” in the subject line of your e-mail—this will insure that it gets proper attention.
Contact the instructional designer at the Friday Center about problems with this Web site, including bad links.
If you have any logistical questions as you work through the course (enrollment, Onyen, credits, withdrawal, and so on), contact the Student Services staff at the Friday Center (phone 919-962-1134 or 800-862-5669).
How to Get Started
- Send me an e-mail introducing yourself. Please give me a brief overview of your professional goals and objectives as well.
- Review this home page and become familiar with your textbook, the accompanying CD-ROM, and the Teachers, Schools, and Society Online Learning Center.
- Click on the link to Module 1 below and begin working. The course schedule is up to you. You can complete the course in as few as twelve weeks or take as long as nine months. The important thing is to get a good start, then maintain your momentum.
- Feel free to contact me at any time via e-mail with questions, concerns, and issues that arise as you work through the modules. I am here to help.
Modules
Module 1: Teachers and Students
Module 2: Foundations
Module 3: Schools and Classrooms
When you have completed all course work, send me an e-mail and I will send you the final exam. You will have one week to complete and return it.
Please fill out the online course evaluation form. We want to know if this course met your needs and expectations.