EDU 308: Secondary School Foundations

Fall Semester                                                                                  Lyn C. Howell, Ph. D.

Milligan College                                                                                FOB 101, 461-3056

                                                                                                            lchowell@milligan.edu

 

COURSE DESCRIPTION:

            History, philosophy, and social foundations of secondary education. Characteristics of adolescents, legal aspects of teaching, organization of schools, and the curriculum of secondary schools are discussed.

 

MILLIGAN COLLEGE TEACHER EDUCATION MODEL

Milligan College teacher education faculty has adopted a dynamic, organic model represented by a drawing of a living tree. The theme, “A teacher as a reflecting and caring person” describes how a teacher implements the Christian values, knowledge, and interpersonal skills developed through study and experience. The teacher guides constructivist students who can think and plan. Aware of the worth of children and the importance of their development, the teacher models a caring support for their growth. This model is a strategy to synthesize teacher education beliefs and to activate current knowledge base in the Milligan College curriculum. Basic Assumptions relate to the ”roots” of the Milligan tree, and include the heritage of the unit and instruction, the professional education knowledge base, content knowledge in various programs of study, and the context of our ongoing work with partner schools in the community and region. Basic Intentions relate to the “trunk and limbs” of the Milligan tree, and focus on our commitment to produce high quality, reflective and caring teachers whose effects promote learning in all P-12 students. Basic Expectations relate to the “fruit” of the Milligan tree, and focus on the performance outcomes of our programs of study and their impact on P-12 student learning

 

TEXTS/READINGS:

Ornstein, A.C. & Levine, D. U. (2000). Foundations of Education, 8th ed. Boston, NY: Houghton Mifflin Co.

 

Newspapers, magazines, journals, appropriate media sources.

 

OBJECTIVES:

Objectives for this course are as follows:

Students will be able to

  1. Compare and contrast basic philosophies of education,
  2. Understand how specific laws affect classroom teachers,
  3. Use various databases to access information to support stands on educational topics,
  4. Recognize current educational issues discussed in the media,
  5. Develop an awareness of present trends and their origins,
  6. Connect basic philosophies of education to their implications for classroom practice,
  7. Understand basic sociological forces that affect schooling in a pluralistic democracy, and
  8. Begin to deal with the ethical and moral dilemmas encountered in education.

 

COURSE REQUIREMENTS:

The expectation is for active participation. Part of your job is to participate in both oral and written form. Please read the assignments before class and be ready to participate in the discussion. Ask about those points you don’t understand and consider how to paraphrase sections you found difficult. A portion of your grade will be based on your presence and participation.

 

Additional requirements include

1)      Media response journal,

2)      1-2 page issue summary with documented support (5),

3)      4-6 page philosophy of education,

4)      Class presentation of an issue with written, documented support,

5)      Group presentations of selected sections,

6)      Participation in on-line discussion, and

7)      Class quizzes, Mid-term and Final.

 

ASSIGNMENTS:

The following is a proposed schedule. The class will be advised in advance of any changes.

"At Issue" - lead class discussion You will have signed up for a particular date.

"At Issue" - major paper - Due in class the day of your class discussion

Issue papers -

Mid-term exam

Media journal

Philosophy paper

Final  (Finals exams will not be given early)

In class assignments will be unannounced and will cover both reading assignments and class discussions.

 

EVALUATION/GRADING POLICY:

Assignments:
35% Tests, in-class assignments, attendance and participation

45% Media response journal, "Issue" discussions and papers

20% Chapter presentation and personal philosophy of education

A substantial penality will occur for work that is not received on time.

A = 94+                                   A- = 92+                     B+ = 90+
B = 84+                                   B- = 82+                      C+ = 80+
C = 74+                                   C- = 72+                     D+ = 70          

D = 64+                                   D- = 62+

 

ATTENDANCE POLICY

I expect your "timely" presence at all classes. A portion of the college experience is the give and take of ideas between classmates. That interaction can not be replicated if you aren't present. Your classmates will also be denied the insight that you bring to the discussion. A portion of your grade will come from that interaction and your presence.

I will check roll, but I would appreciate an email letting me know if you have to miss a class. Assignments are still due even if you are absent. You may send them by a classmate or by email.

If you are allowed to make up a missed quiz or test yours will be different from the original one..