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|[pic] |Syllabus |
| |Axia College/College of Education |
| |AED/200 Version 5 |
| |Contemporary Issues in American Education |

Copyright © 2010, 2009, 2006 by University of Phoenix. All rights reserved.

Course Description

This course provides an overview of the teaching profession. It introduces the student to the various issues affecting teachers. Its primary focus will be on contemporary issues teachers and educators face in today’s schools. Throughout the course, all aspects of the teaching profession will be incorporated from the diversity of students in the classroom, to school organization and governance, to teaching philosophies and instruction. This course provides a foundation for understanding the education profession.

Policies

Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:

• University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

Course Materials

Johnson, J. A., Musial, D., Halle, G. E., Gollnick, D. M., & Dupuis, V. L. (2005). Introduction to the foundations of American education (13th ed.). Boston, MA: Pearson.

All electronic materials are available on the student website.

|Week One: Challenges and Opportunities in Teaching |
| |Details |Due |Points |
|Objectives |Identify challenges and opportunities in teaching and how to overcome them. | | |
| |Describe the value of diversity in the classroom. | | |
| |Outline state requirements for teacher certification/licensure. | | |
|Course Preparation |Read the course description and objectives. | | |
| |Read the instructor’s biography and post your own. | | |
|Readings |Read Appendix A regarding the final project requirements. | | |
| |Read Ch. 1–4 of Introduction to the Foundations of American Education. | | |
|Participation |Participate in class discussion. |4 out of 7 days (2|10 |
| | |substantive posts | |
| | |on 4 out of 7 | |
| | |days) | |
|Discussion Questions |Respond to weekly discussion questions. |DQ 1: Due on |10 |
| | |10/18/11 | |
| | | | |
| | |DQ 2: Due on | |
| | |10/20/11 | |
|CheckPoint Teacher |Resource: Appendix A of the text |Friday, Oct. 21, |30 |
|Certification Licensure | |2011 | |
| |Use Appendix A, or an Internet search engine if needed, to determine the teacher | | |
| |certification/licensure requirements for the state wherein you would like to teach. | | |
| | | | |
| |Note. Due to the dynamic nature of the Internet, some of the links listed in "Appendix A in | | |
| |Foundations of American Education (13th ed.)" may no longer be accurate. If so, please locate| | |
| |your state's teaching certification and licensure authority for current information. A | | |
| |helpful search engine string to find this information is: Teaching State Certification and | | |
| |Licensure for < name of state >. | | |
| | | | |
| |Post an outline of the requirements in a bulleted list. | | |

|Week Two: Societal Issues in Education |
| |Details |Due |Points |
|Objectives | | | |
| |Recognize social challenges students may face outside of the classroom. | | |
| |Identify the role of schools in society. | | |
| |Describe elements that promote a multicultural learning environment. | | |
| |Describe strategies for ensuring social justice in the classroom. | | |
|CheckPoint |Answer the following in 200 to 300 words: List three societal issues students face outside of|Tues, |25 |
|Students’ Social Challenges |the classroom. Describe the role that you think schools should play in teaching students |Oct. 25, 2011 | |
| |values and strategies to help them overcome these challenges. | | |
| | | | |
| |Post your answer. | | |
|CheckPoint |Answer the following in 200 to 300 words: In any given multicultural classroom, what are the |Oct. 27, 2011 |25 |
|Social Justice |concerns in terms of social justice for all students? How would you address these concerns? | | |
| |Describe a strategy you might use to ensure that all students are treated equally and fairly?| | |
| | | | |
| | | | |
| |Post your answer. | | |
|Individual |Read the following scenario: You are a second-grade teacher at Happy Valley Elementary |Oct. 30, 2011 |90 |
|Multicultural Education |School. You are teaching language arts and social studies. Your classroom of 21 students | | |
|Scenario |consists of 7 white students, 5 Latino students, 4 African American students, 3 Native | | |
| |American students, and 2 Asian students. Four of your students are identified as special | | |
| |needs, with one in a wheelchair. A few of your students come from the poorest neighborhood in| | |
| |Happy Valley. | | |
| | | | |
| |Write a 700- to 1,050-word paper in which you outline the steps required for a multicultural | | |
| |education to be effective. Describe types of activities you would incorporate into your | | |
| |classroom that would support a multicultural education for all groups in this class. How | | |
| |could each group contribute to the learning of others? | | |
| | | | |
| |Format your paper consistent with APA guidelines. | | |
| | | | |
| |Post your assignment as an attachment. | | |

|Week Three: Organization of Education |
| |Details |Due |Points |
|Objectives | | | |
| |Discuss the school choice options available to parents. | | |
| |Identify the influence of district, state, and federal government decisions at the local | | |
| |school level. | | |
| |Describe the various funding issues for school districts. | | |
|Readings |Read Ch. 5–6 of Introduction to the Foundations of American Education. | | |
|Participation |Participate in class discussion. |4 out of 7 days|10 |
| | |(2 substantive | |
| | |posts on 4 out | |
| | |of 7 days) | |
|Discussion Questions |Respond to weekly discussion questions. |DQ 1: Due on |10 |
| | |11/1/11 | |
| | | | |
| | |DQ 2: Due | |
| | |11/3/11 | |
|CheckPoint |Resource: The National Access Network website |Nov. 4, 2011 |30 |
|School Funding Issues | | | |
| |Go to the National Access Network website at http://www.schoolfunding.info/ and review the | | |
| |educational funding issues for your state. Try to find information about the affect of school| | |
| |choice options on educational funding. From DQ 1, describe how having school choice options | | |
| |affects school funding. Do you feel that there is a positive effect or a negative effect? | | |
| |What were some opposing viewpoints of your classmates? What was their rationale behind their | | |
| |views? Your response should be 200 to 300 words in length. | | |
| | | | |
| |Post your answer. | | |

|Week Four: Legal Issues in Education |
| |Details |Due |Points |
|Objectives | | | |
| |Discuss issues with regards to separation of church and state in education. | | |
| |Compare students’ rights to teachers’ responsibilities to maintain a learning environment. | | |
|CheckPoint |Resource: Ch. 6 Journal Entry #1 |Nov. 8, 2011 |25 |
|Religion in Schools |Write a 200- to 300-word response to Ch. 6 Journal Entry # 1 on p. 229 of Introduction to the| | |
| |Foundations of American Education. | | |
| |Post your answer. | | |
|CheckPoint |Create an outline of your Educational Debate Persuasive Paper. The outline should be based on|Nov. 10, 2011 |25 |
|Debate Project Outline |one of the educational debates found in Appendix A and should highlight the main points of | | |
| |your paper. Include an annotated bibliography of at least three sources you will use in the | | |
| |paper. | | |
| | | | |
| |Post your answer. | | |
|Individual |Review the three assignment options provided in Appendix B. |Nov. 13, 2011 |90 |
|Students’ Rights and Teachers’|Select and complete one of the options listed. | | |
|Responsibilities Scenario |Post your completed assignment as an attachment. | | |

|Week Five: Philosophical Foundations of Education |
| |Details |Due |Points |
|Objectives | | | |
| |Contrast Eastern, Western, and Native North American ways of knowing. | | |
| |Compare teacher- and student-centered instruction. | | |
| |Compare behaviorist versus constructivist learning theories. | | |
|Readings |Read Ch. 9–11 of Introduction to the Foundations of American Education. | | |
|Participation |Participate in class discussion. |4 out of 7 days|10 |
| | |(2 substantive | |
| | |posts on 4 out | |
| | |of 7 days) | |
|Discussion Questions |Respond to weekly discussion questions. |DQ 1: Due on |10 |
| | |11/15/11 | |
| | | | |
| | |DQ 2: Due | |
| | |11/17/11 | |
|CheckPoint |Resource: Appendix C |Nov. 18, 2011 |30 |
|Educational Philosophies | | | |
| |Use the Educational Philosophies Table in Appendix C. Classify each philosophy as either | | |
| |student-centered or teacher-centered and describe the characteristics of each philosophy. | | |
| |Compare the behaviorist and constructivist learning theories. In what situations do you think| | |
| |either theory will be more effective in the classroom? Why? | | |
| | | | |
| |Post your completed Appendix C as an attachment. | | |

|Week Six: Personal Philosophy of Education |
| |Details |Due |Points |
|Objectives | | | |
| |Relate a personal philosophy of education to classroom management. | | |
| |Develop a plan for an effective classroom environment. | | |
|CheckPoint |Write a 200- to 300-word response to the following: You've been presented with a variety of |Nov. 24, 2011 |30 |
|Personal Philosophy of |educational philosophies. You should be beginning to formulate your philosophy of education. | | |
|Education |What instructional philosophies will you incorporate into your classroom environment? Will | | |
| |you have a behaviorist approach to instruction or a constructivist one? Identify which view | | |
| |you feel embodies your personal philosophy of education. How will these views relate to your | | |
| |instructional and classroom management style? | | |
| | | | |
| |Post your answer. | | |
|Individual |Review the three assignment options provided in Appendix D. |Nov. 27, 2011 |90 |
|Classroom Management |Select and complete one of the options listed. | | |
| |Post your completed assignment as an attachment. | | |

|Week Seven: Standards-Based Education |
| |Details |Due |Points |
|Objectives | | | |
| |Summarize the educational implications of No Child Left Behind. | | |
| |Discuss both positive and negative effects of teacher accountability on the classroom. | | |
| |Identify decision makers in curriculum development. | | |
|Readings |Read Ch. 12–13 of Introduction to the Foundations of American Education. | | |
|Participation |Participate in class discussion. |4 out of 7 days|10 |
| | |(2 substantive | |
| | |posts on 4 out | |
| | |of 7 days) | |
|Discussion Questions |Respond to weekly discussion questions. |DQ 1: Due on |10 |
| | |11/29/11 | |
| | | | |
| | |DQ 2: Due | |
| | |12/1/11 | |
|CheckPoint |Resource: Appendix E |Dec. 2, 2011 |30 |
|Key Players in Curriculum | | | |
|Development |Use Appendix E to identify key players in curriculum development and management. Describe the| | |
| |role each member plays and the influence they have on the curriculum. | | |
| | | | |
| |Post your completed Appendix E as an attachment. | | |

|Week Eight: Curriculum Issues and Education |
| |Details |Due |Points |
|Objectives | | | |
| |Assess strategies that accommodate the needs of English Language Learners (ELL). | | |
| |Discuss the integration of technology in curriculum and instruction. | | |
|CheckPoint |Resource: Journal Entry #2 |Dec. 8, 2011 |30 |
|Accommodating English Language| | | |
|Learners |Write a response to Journal Entry #2 on p. 461 in Ch. 13 of Introduction to the Foundations | | |
| |of American Education. In 200 to 300 words, outline your list and assess the 10 steps by | | |
| |explaining how they benefit the ELL students. | | |
| | | | |
| |Post your answer. | | |
|Individual |Review the three assignment options provided in Appendix F. |Dec. 11, 2011 |90 |
|Technology in Education |Select and complete one of the options listed. | | |
| |Post your completed assignment as an attachment. | | |

|Week Nine: Current Debates in Education |
| |Details |Due |Points |
|Objectives | | | |
| |Debate a current issue in American education, | | |
|Participation |Participate in class discussion. |4 out of 7 days|10 |
| | |(2 substantive | |
| | |posts on 4 out | |
| | |of 7 days) | |
|Capstone Discussion Question |Respond to the capstone discussion question. |Wed., Dec. 14, |20 |
| | |2011 | |
| |Post your response to the following: Of all the current issues in education, which do you | | |
| |think will be the biggest issue for your local or state schools? Why? What will you do to | | |
| |address this issue? | | |
|Final Project |Resource: Appendix A |Dec. 18, 2011 |250 |
|Educational Debate Persuasive | | | |
|Paper |Choose one of the current debates from Introduction to the Foundations of American Education | | |
| |listed in Appendix A. | | |
| | | | |
| |Read the Yes and No opinions presented in the corresponding chapter in Introduction to the | | |
| |Foundations of American Education. | | |
| | | | |
| |Research the issue and find at least three reliable sources that support your opinion. | | |
| | | | |
| |Write a 1,750- to 2,100-word persuasive paper supporting your opinion. Acknowledge the | | |
| |arguments of the opposing side and refute them with your own research. | | |
| | | | |
| |Format your paper consistent with APA guidelines. | | |
| | | | |
| |Post your assignment as an attachment. | | |

Copyright

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Edited in accordance with University of Phoenix® editorial standards and practices.

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...Using Student Self-Reflections to Improve Student Study Habits in the Mathematics Classroom A Capstone Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching: Mathematics Nancy Daly Department of Mathematics and Computer Science College of Arts and Sciences Graduate School Minot State University Minot, North Dakota Summer 2011 ii This capstone project was submitted by Nancy Daly Graduate Committee: Dr. Laurie Geller, Chairperson Dr. Cheryl Nilsen Dr. Rebecca Anhorn Dean of Graduate School Dr. Linda Cresap Date of defense: Month day, year iii Abstract Type the abstract here. Do not indent. It should be one block paragraph. The abstract is a summary of your paper. iv Acknowledgements Type your acknowledgements here. Indent each paragraph 0.5 inch. You can thank whomever you choose. v Table of Contents Page Abstract .................................................................................................................. iii Acknowledgements ................................................................................................ iv List of Tables ....................................................................................................... viii List of Figures ........................................................................................................ ix Chapter One: Introduction ................................................................

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...|Day1 |Study for class. |Played with my daughter and |Went to work and on my breaks I did a|Finish doing homework; got ready | | |I research on discussion |watch a movie with her, also |little studying and wrote done my |for work tomorrow, cleaned up the | | |questions and or topics to|did more research on class |schedule. I also managed my bills and|house, cook dinner , and take care| | |share with the class. |topic of the week |homework. |my daughter. | | | | |{8 ½ hours} | | | |{2 ½ hours} |{4 hours} | |{2 hours} | |Day 2 |Had the day off so I spent|Relaxed did cleaning, cooked |Read more about mine future goals as |Wrapped up my homework assignment,| | |time with my daughter and |a meal, put my daughter to |a pediatric doctor, research more |study a bit,pick boyfriend up from| | |did home work. |bed for a little bit, and |about the topic, writing done future |work, cooked dinner put baby to | | | |manage my bills. |goals, and read about it online |bed, clean the house...

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...deal with, and this causes stress. The most frequently cited reason for this stress is school related and often out of the teenager’s control. Teachers assign them “absurd quantities of mostly pointless homework that force students to work a second shift after having spent all day in school” (Kohn “Reconsider Attitudes”). A study done by Mediamark Research Inc. found that 60.2% of teens surveyed are stressed all the time or sometimes, and that 72.4% of the teens surveyed are stressed because they had a lot of school work ("Teens Want to Enjoy" 2-3). American teenagers are not the only ones with school related stress. In a survey done in Hong Kong, students were asked about what stressed them out, and school and standardized testing were the top two answers, with 25 of 40 and 27 of 40 students agreeing that those things stressed them out (“Are Teenagers Too Stressed?” 8). However, fretting about standardized testing isn’t just limited to teenagers in Hong Kong. It stresses American students out so much that it is not uncommon for a student to vomit during testing (Kalish). While these experts and studies have suggested that schoolwork and standardized tests are the specific problems that teens face, some teens might not agree, and it is necessary to find out; for this reason, my survey asks what is stressing teens out. While vomiting during a test is certainly a side effect of stress, there are many others as well. Teens experience both long term and short term problems from...

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