Syllabus for Principles of Education:
EDUC 300
Instructor: Dr. Peggy Bennett
Times & Credit: M 7:00-9:30pm, Bibbins 237, 3 Credit Hours
Office: Robertson 122
Office Hours: Call or check office door for appointment
Office Phone: 775-8947
Email: peggy.bennett@oberlin.edu
Catalog Description:
Foundations of education with emphasis on examination of current educational issues in a historical context and identification of underlying philosophical assumptions. Counts as liberal arts for Conservatory and Double Degree students. Open to juniors and seniors only.
Objectives:
Principles of Education challenges pre-service teachers to think critically as they acquire and apply foundational knowledge in education. All of the foundational areas are covered (historical, philosophical, social, cultural, political, economic, and legal) with an emphasis upon historical philosophical, and contemporary issues, as well as introduction to the areas of curriculum, theory, and method, and to teaching as a career. Principles of Education is a writing-intensive course.
This course will enable the student
• To identify and describe historical contexts for contemporary trends in American education
• To analyze educational policies/practices on the basis of underlying philosophical assumptions
• To discuss controversial educational issues in a manner which reflects comprehension of the historical and philosophical bases for divergent points of view.
In compliance with the Music Education Division mission within the Conservatory, this course prepares music education students for teaching music by developing artistry in musicianship, pedagogy, and scholarship. Of these, pedagogy and scholarship are common course objectives for College students as well.
Requirements
1. Punctual attendance and active participation are required. Attendance refers to regular classes, the Children’s Concert, and special presentations by Guests.
2. Participation means a willingness to answer/ask questions both in and out of class, a demonstration of preparedness, and an active role in discussions.
You are expected to notify the instructor prior to a class meeting, if you are unable to attend. Documentation for an absence may be requested by the instructor. Absence does not excuse you from meeting the due date for assignments and presentations or from collecting class notes from the lessons you miss.
Each unexcused absence will lower the attendance/participation portion of your final grade by one letter. Absences thereafter will continue to lower your final participation grade by one letter. Habitual lateness will constitute an absence.
3. Completion of prepared weekly assignments, including reading, writing, investigating web sites, and short presentations. All written assignments must be typewritten, double-spaced and well-written (correct grammar, spelling, syntax).
Written assignments are due at the time of the class meeting on the date they are due. Late assignments will receive a grade no higher than a 4, the grade will continue to lower with increasing lateness, and all assignments must be submitted to pass the course. The Honor Code is in effect for all assignments. All assignments must be submitted no later than December 11.
4. Attendance at an Oberlin School Board meeting (TBA, a fourth Tuesday of a month, evening 7.00). A brief report will document your attendance and reaction.
5. An Education Web Sites annotated listing assignment.
6. A Historical Figure in Education presentation and handout.
7. An Educational Philosophy in Action presentation and paper.
8
. Written midterm and final exams.
9. A Contemporary Issues term paper and final presentation.
10. A Course Notebook (three ring binder) of course content. Specific organization of your notebook into sections is explained under Assignments. Class Notes in the Notebook are not graded for spelling.
Grading
Attendance and completion of reading assignments as evidenced by active participation in each class session, all in-class work
|
25% |
| Written assignments and presentations |
25% |
| Midterm exam (Chap 1- 6) and Final exam (Chap 7-13) |
25% |
| Final paper and presentation (contemporary issue) |
25% |
| Grade Equivalent |
Criteria |
| 5 = A/A+ |
Excellent work. Illustrates clear, complete, consistent, and thorough treatment of every aspect of the assignment. Also, reflects extra effort in making connections, considering implications, and digesting content of the assignment. |
| 4 = A-/B+ |
Very good work. Illustrates overall clarity, completeness, and thoroughness, but may lack consistency. Also, reflects inconsistent effort in making connections, considering implications, and digesting content of the assignment. |
| 3 = B |
Good work. Illustrates uneven clarity, completeness, consistency, and thoroughness. Indicates moderate evidence of making connections, considering implications, and digesting content of the assignment. |
| 3 = C |
Adequate work. May include some of the criteria for good or very good work, but generally lacks consistent quality. |
| 4 = D |
Very weak work. Generally includes none of the criteria for excellent work. |
Required Text
McNergney, R. & Herbert, J. (1998). Foundations of education: The challenge of professional practice, 3rd ed. Boston, MA: Allyn & Bacon.
Resources (on reserve in the Conservatory Library)
Knight, F. R. (1989). Issues and alternatives in educational philosophy. 2nd ed. Berrian Springs, MI: Andrews University Press.
Noll, J. ed. (2001). Taking sides: Clashing views on controversial educational issues, 11th ed. Guildford, CT: Dushkin Publishing Group, Inc.
Spring, J. (2001). The American school 1 42-2000. 5th ed. New York: McGraw-Hill |
