Mercer County Community College

                                                      Social Sciences/Education

                                                        Division of Liberal Arts

                                                    Trenton, New Jersey 08690

COURSE:                                    EDU 109- 67260                                                     

            Introduction to Education

                                                      Three Credits

DATE:                                       Fall 2007 8/27/07-12/12/07

COURSE MEETING DAY & TIME:    T 7:05pm to 9:45 pm,  TR 1:25 -2:40 p

LOCATION:                                                 LB225

INSTRUCTOR:                        Elizabeth DeGiorgio

OFFICE:         

              Location:                         Liberal Arts Building/ Room 122

              Phone:                             (609) 586-4800 extension 3862

              Email:                              degiorge@mccc.edu

              FAX:                               (609) 586-2318

OFFICE HOURS:                  Monday:       4:05p to 6:05p (LA122)

                                                Tuesday:       2:45p to 3:45p :( LA122)                

                                                Wednesday:  4:05p to 6:05p (LA122)

                                                                                                                                                                                                                                                                                                                      * All other office hours by appointment                                                                                                       

REQUIRED TEXTS:                Sadker M.P and Zittleman, K. (2006). Teachers, Schools, and Society. A Brief Introduction to Education, New York: McGraw Hill.            

                                                        * Additional readings as assigned by instructor.

COURSE DESCRIPTION: This course is an introduction to the field of education and it is a survey of the American public school system with an emphasis on current trends and issues, the development of teaching as a profession, the organization and control of schools and the history of education. Multicultural and gender issues are a major theme and student diversity is a powerful focus

RELATIONSHIP TO THE EDUCATION PROFESSIONAL PREPARATION PROGRAM: This course is an option for all students seeking to enter a baccalaureate degree program in education or to find paraprofessional employment that does not require teacher licensure in public or private schools with children in P-12 or birth – adulthood.

Students are presented with the solid foundational skills to become a professional in the field of education.

INSTRUCTIONAL PROCEDURES:

Course participation includes discussion, reflective activities, role-play, lecture, class presentations, case studies, fieldwork, and individual projects.

COURSE CONTENT/SCHEDULE:

              All lecture dates/topics are tentative. Any modifications to this schedule will be announced in class.

Session              Date                    Topics                                                                         Due

MODULE 1 TEACHER and STUDENTS            

Week 1                                   Course Overview                                                                                                                                        Requirements guidelines/forms/handouts

                                                Student inventory/writing personal goals

                                                INTASC standards

                                                NJDOE Teacher standards

                                                The teaching Profession and You

                                                Chapter 1(Quiz #10) Quiz deadline: Sept.18

Week 2                                        Student Diversity                      

                                                      Multiple intelligences

                                                Diverse Learners

                                                Chapter 2(Quiz #8) Quiz deadline: Sept.25

Week 3                                      Teacher Effectiveness

                                                Classroom Management

                                                Becoming an Effective Teacher

                                                Chapter 11 (Quiz # 6) Quiz deadline: Oct. 2

MODULE 2 SCHOOLS and CURRICULUM

Week 4                                      Schools: Choices and Challenges

                                                 Purposes of schools

                                                 Education Reform

                                                 Chapter 9 (Quiz #1) deadline: Oct.16

Week 5                                     Student Life in Schools and at Home

                                                 Classroom routines

                                                 Tracking                                                                  

                                                 Chapter 3 (Quiz # 4) deadline: Oct. 23

Week 6                                  What students are taught in Schools?

                                               Curriculum

                                               Subjects that are taught

                                               Curriculum, Standards and Testing

                                               Chapter 10 (Quiz # 5) deadline: Oct. 30

Week 7                                    Standards, Testing and the Controversy

                                               Forces that shape curriculum

                                               Testing and test problems

                                               Chapter 10 continued (Quiz #5) deadline: Oct. 30

Week 8                                     the History of American Education

                                                Individuals who have made significant contributions

                                                Chapter 4 (Quiz #2) deadline: Nov. 6

Week 9                                    Philosophy of education

                                                Progressivism

                                                Social Reconstruction

                                                Chapter 6 (Quiz #3) deadline: Nov.13

Week 10                                  Financing and governing America’s Schools

                                                The many levels of governance

                                                “Hidden government”

                                                Chapter 7 (Quiz #11) deadline: Nov.20

Week 11                                  School law and Ethics

                                                Legal rights and responsibilities

                                                Moral education

                                                Chapter 8 (Quiz# 7) deadline: Nov. 27

Week 12                                   The struggle for Educational Opportunity

                                                Theories

                                                Barriers and breakthroughs

                                                Classroom strategies

                                                Chapter 5 (Quiz #9) deadline: Dec 4

Week 13                                      Review                                                                    

                                                Lesson presentations

Week 14                                  Review

                                                 Lesson presentations

Week 15                                   Final Exam                                   

 CLASS POLICIES:

Special Accommodations

Any student in this class who has special needs because of a disability is entitled to receive accommodations. Eligible students at Mercer County Community College are assured services under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. 

If you believe you are eligible for services, please contact Arlene Stinson, the Director of Academic Support Services.  Ms. Stinson’s office is LB221 and she can be reached at (609) 570-3525.

In order to receive accommodations students must be registered with the appropriate disability service provider on campus as set forth in the student handbook and must follow the college procedure for self-disclosure. Students will not be afforded any special accommodations for academic work completed prior to the completion of the documentation process with the appropriate disability service office.

The College provides various kinds of student services and academic services, including learning resources, tutorial services, writing assistance, and counseling.  To maximize your academic success, please check the college homepage for pertinent information so that you may benefit from the free services and workshops provide

Academic Honesty (Please read the handout)

Plagiarism is the use of another’s words or ideas without acknowledgment. It is the equivalent of theft. Some plagiarism is extreme and willful (i.e., buying term papers). Other forms of plagiarism may arise from carelessness or ignorance (i.e., misusing quotation marks or citations). Plagiarism of any kind is not acceptable nor will it be tolerated.

              Attendance Policy

Attendance is mandatory. Your enrollment in this course constitutes a commitment to attend and participate in this class.  It is your responsibility to attend class regularly and to check announcements frequently in order to stay informed. If you miss a class, get the material from a classmate who takes adequate notes, find out if a test is forthcoming, etc., and also get in touch with the instructor as soon as possible. Those students who attend class regularly tend to perform better on tests. Students also need to participate in the discussions and complete assignments

*Excessive absences (more than 3) will result in student withdrawal (WI) by instructor.  In addition, if you come to class late or leave early, your grade will also be affected. Three late arrivals or early departures or a combination of these will equal one class absence. Attendance will be taken at the beginning of every class. In the event of an unavoidable absence, it is the student’s responsibility to keep abreast of all assignments and material covered.

              Professionalism

Professional behavior is expected of all students. Students should refrain from talking while peers or the instructor is talking and should participate to the best of their abilities in all class activities. Cell phones must be turned off during class. Anyone who does not adhere to this policy will have points deducted from the class participation grade.   

 Work Quality

It is assumed that all work will be of professional quality. All assignments must by typed and in APA format. Any student’s work containing numerous spelling, typographical, or grammatical errors will result in the loss of points. Work that is illegible will be returned ungraded and zero (0) points will be earned.

Late Assignments

Late assignments will not be accepted. Absence from class is not a legitimate excuse for turning in a late assignment. Make every attempt to meet deadlines.

COURSE OBJECTIVES:  In addition to INTASC, the following Standards for Professional Practice are addressed as course objectives.

INTASC STANDARDS

1. Content Pedagogy

The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. Student Development

The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.

3. Diverse Learners

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4. Multiple Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

5. Motivation and Management

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.

6. Communication and Technology

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. Planning

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

8. Assessment

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

9. Reflective Practice: Professional Growth

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

10. School and Community Involvement

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

 STANDARD 1: CONTENT PEDAGOGY

The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 

KEY INDICATORS

The Candidate:

• demonstrates an understanding of the central concepts of his or her discipline.
• uses explanations and representations that link curriculum to prior learning.
• evaluates resources and curriculum materials for appropriateness to the curriculum and instructional delivery.
• engages students in interpreting ideas from a variety of perspectives.
• uses interdisciplinary approaches to teaching and learning.
• uses methods of inquiry that are central to the discipline.

 STANDARD 2: STUDENT DEVELOPMENT

The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.

KEY Indicators

The Candidate:

• evaluates student performance to design instruction appropriate for social, cognitive, and emotional development.
• creates relevance for students by linking with their prior experiences.
• provides opportunities for students to assume responsibility for and be actively engaged in their learning.
• encourages student reflection on prior knowledge and its connection to new information.
• accesses student thinking as a basis for instructional activities through group/individual interaction and written work (listening, encouraging discussion, eliciting samples of student thinking orally and in writing).

 STANDARD 3: DIVERSE LEARNERS

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 

KEY INDICATORS

The Candidate:

• designs instruction appropriate to students? stages of development, learning styles, strengths and needs.
• selects approaches that provide opportunities for different performance modes.
• accesses appropriate services or resources to meet exceptional learning needs when needed.
• adjusts instruction to accommodate the learning differences or needs of students (time and circumstance of work, tasks assigned, communication and response modes).
• uses knowledge of different cultural contexts within the community (socio-economic, ethnic, and cultural) and connects with the learner through types of interaction and assignments.
• creates a learning community that respects individual differences.

STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES

The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving,

KEY INDICATORS

The Candidate:

• selects and uses multiple teaching and learning strategies (a variety of presentations/explanations) to encourage students in critical thinking and problem solving.
• encourages students to assume responsibility for identifying and using learning resources.
• assures different roles in the instructional process (instructor, facilitator, coach, audience) to accommodate content, purpose, and learner needs.

STANDARD 5: MOTIVATION AND MANAGEMENT

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

KEY INDICATORS

The Candidate:

• encourages clear procedures and expectations that ensure students assume responsibility for themselves and others, work collaboratively and independently, and engages in purposeful learning activities.
• engages students by relating lessons to students? personal interests, allowing students to have choices in their learning, and leading students to ask questions and solve problems that are meaningful to them.
• organizes, allocates, and manages time, space and activities in a way that is conducive to learning.
• organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals.
• analyzes classroom environment and interactions and makes adjustments to enhance social relationships, student motivation/engagement and productive work.

STANDARD 6: COMMUNICATION & TECHNOLOGY

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

KEY INDICATORS

The Candidate:

• models effective communication strategies in conveying ideas and information and when asking questions (e.g., monitoring the effects of messages, restating ideas and drawing connection, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues both given and received).
• provides support for learner expression in speaking, writing, and other media.
• demonstrates that communication is sensitive to gender and cultural differences (e.g., appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgment of and responsiveness to different modes of communication and participation.
• uses a variety of media communication tools to enrich learning opportunities.

STANDARD 7: PLANNING

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

KEY INDICATORS

The Candidate:

• plans lessons and activities to address variation in learning styles and performance modes, multiple development levels of diverse learners, and problem solving and exploration.
• develops plans that are appropriate for curriculum goals and are based on effective instruction.
• adjusts plans to respond to unanticipated sources of input and/or student needs.
• develops short and long-range plans.

STANDARD 8: ASSESSMENT

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

KEY INDICATORS

The Candidate:

• selects, constructs, and uses assessment strategies appropriate to the learning outcomes.
• uses a variety of informal and formal strategies to inform choices about student progress and to adjust instruction (e.g., standardized test data, peer and student self-assessment, informal assessments such as observation, surveys, interviews, student work, performance tasks, portfolio, and teacher made tests).
• uses assessment strategies to involve learners in self-assessment activities to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.
• evaluates the effects of class activities on individuals and on groups through observation of classroom interaction, questioning and analysis of student work.
• maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly.
• solicits information about students? experiences, learning behavior, needs, and progress from parents, other colleagues, and students.

STANDARD 9: REFLECTIVE PRACTICE: PROFESSIONAL DEVELOPMENT

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally.

KEY INDICATORS

The Candidate:

• uses classroom observation, information about students and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on and revising practice.
• uses professional literature, colleagues and other resources to support self-development as a learner and as a teacher.
• consults with professional colleagues within the school and other professional arenas as support for reflection, problem-solving and new ideas, actively sharing experiences and seeking and giving feedback.

STANDARD 10: SCHOOL AND COMMUNITY INVOLVEMENT

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students? learning and well-being.

KEY INDICATORS

The Candidate:

• participates in collegial activities designed to make the entire school a productive learning environment.
• links with counselors, teachers of other classes and activities within the school, professionals in community agencies, and others in the community to support students? learning and well-being.
• seeks to establish cooperative partnerships with parents/guardians to support student learning.
• advocates for students.