Ray Gen, Ed. D.
Chapman University College
EDUU 608 Seminar in the Social Foundations of Education
Winter  2008 (Jan 23 - March 19)
Wednesdays  5 pm -9:30 pm (face-to-face & online)

Contact Information:
docraygen.chapman608@gmail.com  (turn in assignments)
rgen@esusd.k12.ca.us (quickest daytime  response)
raygen@earthlink.net (quickest evening response)
AOL Instant Message ID  docraygen (I’m online most late evenings)
310.908.1718 (cell) 310.414.9263 (home)

I encourage you to contact me beyond the class meetings if you have any questions about the assignments. I have provided my contact information in the hope that you will use it if you so desire or need.

Course Syllabus

Catalogue Description:

This course provides a critical study of schooling, society and culture. Students explore the major ideological schools of thought regarding how the interactions between school and society can best be understood.  Social science methodologies including quantitative, qualitative, and participation and application of both social science and humanities insights are important components of the course.

Course Objectives:

1. Explain, using specific examples, the changing role of public education in American society.
2. Describe at least two major social/cultural problems of 20th century America and how these affected the schools.
3. Demonstrate an understanding that the school environment itself constitutes a subculture within the larger society.
4. Describe the subcultures with the school culture.
5. Correctly use simple quantitative and qualitative data-gathering techniques for the exploration of sociological/cultural research questions within an ethnographic methodological approach.
6. Correctly use primary sources for historical research.
7. Correctly apply two or more analytical frameworks to the study of schools.
8. Articulate personal viewpoints on social issues and relate them to individual teaching/learning contexts.

Required Reading:

Pai, Y.& Adler, S. (2005). Cultural foundations of education (4th ed.).  Upper Saddle River, NJ.: Merrill/Prentice-Hall.

Strouse, J. (2001).  Exploring sociocultural themes in education  (2^nd ed.).  Upper Saddle River, NJ: Merrill/Prentice-Hall.

Equipment:
Camera – disposable, digital, or regular
USB memory device like Pen Drive

Recommended Reading:

Gollnick, D & Chinn, P. (2004) Multicultural education in a pluralistic society. (2004 Multimedia Edition) Upper Saddle River, NJ: 
            Merrill/Prentice-Hall.

Freire, P. (1993).  Pedagogy of the oppressed.  New York: Continuum.

Wink, J. (2000).  Critical pedagogy: notes from the real world (2^nd ed.).  New York: Longman. 

 Schedule

This schedule is not “set in stone” but will serve as a guideline for our work together. We may need to make adjustments from time to time. Assignments may be added, changed or deleted based class needs. Please visit my web site often for updates and resources.

Grading:

100%-90%         A
                89-80                     B
                79-70                     C
                69-below                F

Rubric Scoring

Each assignment, you will self score your performance. Please email Ray you self-scored rubric assessment and letter grade along with a brief explanation of your assessment when you email your homework

Rubric Scoring - General Guide

 6 (Truly Exceptional; Superior; Transcendental) The student demonstrates truly exceptional outcomes.  The student transcends most other users. The student demonstrates superlative abilities, superior skills and exceptional attitude. Student products offer unique perspectives. The student demonstrates exceptional intuition when using the application. The student has mastered the application and could teach others how to use it.

 5 (Good; Exceptional; Above-Average) The student demonstrates exceptional outcomes.  The student has better skills than most users. The student demonstrates good abilities, exceptional skills and above average usage. Student products offer exceptional perspectives. The student demonstrates good intuition when using the application.  The student knows what the application is capable of doing and in time can use it with alacrity.

 4 (Accurate; Appropriate; Apt; Suitable; Competent; Common) The student demonstrates accurate and suitable outcomes.  The student is average in comparison. The student demonstrates suitable abilities, competent skills and appropriate attitude. Student products offer common perspectives. The student demonstrates occasional intuitive abilities when using the application.  The student understands the application and has basic skills in that application but still has many questions as to its advanced functions.

 3 (Minimal; Rudimentary; Simple; Elementary; Limited) The student demonstrates rudimentary outcomes.  The student is an average or just below average user. The student demonstrates elementary abilities, rudimentary skills and indifferent attitudes. Student products are limited in perspective. The student demonstrates limited intuitive abilities when using the application.  The student outcomes demonstrate simple usage. 

2 (Sub-standard; Minimal; Inappropriate; Inaccurate) The student demonstrates sub-standard outcomes.  The student is a below average user. The student demonstrates minimal abilities, sub-standard skills and poor attitudes. Student products do not work well and are inappropriate. The student demonstrates a lack of intuitive abilities when using the application.  The student outcomes demonstrate minimal ability and usage..

1 (Negligible; Off-task; Inappropriate; Faulty) The student demonstrates sub-standard outcomes.  The student is well below the average user.  The student demonstrates negligible abilities, sub-standard skills and inappropriate attitudes. Student products do not work or are off-task. The student demonstrates a lack of intuitive abilities.  The student outcomes demonstrate a faulty understanding of the application.

Journals:
Educational Theory
Sociology of Education
Journal of Curriculum and Supervision
Journal of Research in Harvard Educational Review
Education
Democracy and Education
Teachers College Record
Educational Leadership
Curriculum Review
Educational Policy
Rethinking Schools
Radical Teacher
Urban Education
NASSP Bulletin
Interchange
Journal of Educational Thought