VI. GUIDELINES FOR WRITTEN WORK - towson.edu · Web viewDetermine or clarify the meaning of...

EDUC 202 Fall 2013, G. Homana

Towson University

College of Education

Mission Statement

The mission of the College of Education at Towson University is to inspire,

educate, and prepare facilitators of active learning for diverse and inclusive

communities of learners in environments that are technologically advanced.

EDUC 202: Historical and Contemporary Perspectives on America’s Urban Schools

Tuesday/Thursday, 11:00 – 12:15 pm

Psychology Building, Room 202

Course Professor Office

Gary Homana, Ph.D. Room 110

Elementary Education Department Psychology Building

[email protected] Tues. 8:30-9:30am; Thurs. 3:30-5:30 pm1

Rationale

The rationale for this course is based on the premise that schools are a central part of American society and that

students need to critically engage in richer and deeper understandings of the complex relationships between

schools and society as a whole. Specifically, urban schools have an effect on nationwide trends in public policy,

the business sector and economy, and political decisions. We all have a stake in the future of urban schooling.

Therefore all students, in and outside of the field of education, need to participate in these discussions as they

will influence students’ perceptions of social issues including but not limited to race, social class, culture, and

gender; and how American beliefs, policies, and assumptions about urban schools also shape our outlook on

ourselves as a democratic nation.

Catalogue description

Philosophical, historical, and contemporary issues of education as they relate to American urban and/or

metropolitan schools and schooling. Critical analyses of the functions of urban schools through field-based

observation and inquiry. Topics include the historical and contemporary issues around urban education as it

intersects with society, culture, politics, and economics within an urban framework.

1 Phone and email will be checked daily Monday-Fridays, and when available on weekends.1

mailto:[email protected]


Course description

This course incorporates both an historical and contemporary outlook on urban schools. The central question is:

What are the function and effects of urban schooling in American society? As such, this course critically

explores the history of the philosophical, educational, cultural, political and economic decisions that shaped the

historical trajectory of urban schools.

The contemporary focus explores multiple perspectives in order to develop informed positions about

contemporary issues in urban education. Contemporary issues include: high-stakes testing, teacher evaluation,

curriculum standards, educational opportunities for diverse learners, multicultural education, school finance and

equity, and rights and responsibilities of teachers and students. This course also offers critical analyses of the

functions of schools through field-based observation and inquiry.

Towson University Core Curriculum Course Learning Outcomes (Aligned with University Approved Assessment)

Learning outcomes: Assessed through Common Research

Paper(see assignment on

page 14)

ACEIStandards

InTASCStandards

Common CoreState

Standards

Maryland Teacher

TechnologyStandards

1. Explain characteristic features of a metropolis and explore how persistent problems, institutional transformations, and creative expression may emerge from this environment.

Part 1: Q 2, 3, 6Part 2: Q 2, 3, 4

2.4, 3.4, 3.5, 5.1, 5.2

1, 2, 3, 5, 7, 8, 9, 10

Writing: 1, 2, 4, 5, 6, 7, 8, 9 Language: 1, 2

1, 2, 5, 7

2. Demonstrate their ability to interpret, evaluate, compare, and critique the views and experiences of particular social, economic, and cultural groups in the metropolis.

Part 1: Q 4Part 3: Final Analysis – Q 1; Conclusion – Q 1

2.4, 3.4, 3.5, 5.1

1, 2, 3, 5, 7, 8, 9, 10


1, 2, 5, 7

3. Articulate how an individual or a group may have access to influencing public decisions in the metropolis, how they may pursue collective ends, or how they may contribute to community well-being.

Part 1: Q 5Part 2: Q 5, 6

2.4, 3.4, 3.5, 5.1, 5.2

1, 2, 3, 5, 7, 8, 10; COE technologystandard


1

2


4. Apply critical analysis to a specific topic or question in order to delineate constituent elements of the situation, to define challenges that are faced, and to examine the potential for constructive resolution or development.

Part 1: Q 8Part 3: Final Analysis – Q 2, 3, 4; Conclusion – Q 2

2.4, 3.4, 3.5, 5.1

1, 2, 3, 5, 7, 8, 9, 10; COE technologystandard


1, 2, 5

5. Recognize the different methods and standards of inquiry that lie behind the evidence they use to develop an argument and be able to relate that understanding to differences of opinion among informed commentators or across different fields of study.

Part 1: Q 7Part 2: Q 7

2.4, 3.4, 3.5, 5.1, 5.2

1, 2, 3, 5, 7, 8, 9, 10


1, 2, 5, 7

Required Texts:

Ayers, R. & Ayers, W. (2011). Teaching the taboo: Courage and imagination in the classroom. New York, NY: Teachers College Press.

Ginsberg, A. E. (2012). Embracing Risk in Urban Education: Curiosity, Creativity, and Courage in the Era of “No Excuses” and Relay Race Reform. New York, NY: Rowman and Littlefield Education.

CLASS SCHEDULE

THIS COURSE WILL REQUIRE YOU TO UTILIZE ORGANIZATIONAL SKILLS TO MANAGE THE MULTIPLE AND ONGOING ASSIGNMENTS

*Readings are DUE THE DAY THEY ARE LISTED.

*Readings not in the required texts are located on Blackboard.

*Students are responsible to provide a TYPED READER REFLECTION (HARD COPY ONLY – NO EMAILS ARE ACCEPTED) FOR SELECT READINGS (see class schedule for readings and dates) based on guidelines provided by the instructor. A template is provided on Blackboard. The reflections are due the day that the reading is assigned. EACH READING REFLECTION IS WORTH 5 POINTS, UNLESS OTHERWISE INDICATED

Week Tuesday Thursday

Week 18/29

Goals of Public Schools- Introductions, syllabus, and overview of

course- Introduce Reader Reflections

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Week 2 9/3Goals of Public Schools, Public Opinion Spring, American Education (2012)

- Chapter 1: pp. 3-28- Chapter 2: pp. 29-54

Due: Reader Reflection #1 (Spring, Chapters 1 and 2)

9/5Goals of Public Schools, Public Opinion

Bushaw & Lopez (2013)

DUE: Reader Reflection #2 (Bushaw & Lopez)

Week 39/10

Pre-Industrialization and the Emergence of the Common School

Spring, The American School (2008)- Chapter 3: pp. 46-66- Chapter 4: pp. 78-89


9/12Immigration/Assimilation: Late 19 th and Early 20 th Century

Spring, The American School (2008)- Chapter 5: pp 106-122- Chapter 8: pp. 213-241


Week 49/17

Immigration/Assimilation/Civic EngagementStepick & Stepick (2002), Becoming American, Constructing Ethnicity: Immigrant Youth and Civic Engagement, pp. 246-257

(NOTE: EVERYONE READS)Fishbowl Discussion:Grp #1 (Stepick and Stepick)

9/19Immigration/Assimilation/Citizenship

Westheimer and Kahne (2003) TeachingDemocracy: What Schools Need to Do, pp. 34-66

(NOTE: EVERYONE READS)Fishbowl Discussion:Grp #2 (Westheimer and Kahne)

Week 59/24

Jim Crow, Segregation and DesegregationPBS The Rise and Fall of Jim CrowAvailable: http://www.pbs.org/wnet/jimcrow/

9/26Jim Crow, Segregation and Desegregation

Baum (2010) Brown in Baltimore (pp. 208-215)

NOTE: Prepare to answer questions related to Baum under the readings for next week posted on Blackboard

Week 610/1

Jim Crow, Segregation and DesegregationBaum (2010) Brown in Baltimore (pp. 215- 223; and Appendix)

Due: Answer questions related to Baum reading under the reading for today posted on Blackboard – (HAND-IN AT THE END OF CLASS)

10/3Urban Reformers

Biography Presentations – Round 1

(Bring at least 7 copies of blank interview notes forms)

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http://www.pbs.org/wnet/jimcrow/


Week 710/8

Jim Crow, Segregation and DesegregationWells et al (2005), How Desegregation Changed Us, pp. 1-26

Due: Answer questions related to Wells reading under the reading for today posted on Blackboard – (HAND-IN AT THE END OF CLASS)

10/10Urban Reformers

Biography Presentations – Round 2

(Bring at least 7 copies of blank interview notes forms)

Week 8 10/15Media and Urban Schools

Grant (2002) Using Popular Films to Challenge Preservice Teachers’ Beliefs about Teaching in Urban Schools, pp.77-95

Bulman (2002) Teachers in the ‘Hood: Hollywood’s Middle Class Fantasy, pp. 251-276

10/17Urban School Reform

Barkan (2010) Got Dough? How Billionaires Rule Our Schools, pp. 1-12

Due at the Beginning of Class: Biography Work - Venn Diagram, Annotated Bibliography, and all Interview Note Forms (Hard Copies Only)

Due: Email Hollywood/Urban Ed Presentation OUTLINE to Instructor

Week 910/22

Curriculum and High-Stakes TestingRavitch, The Death and Life of the Great American School System (2010)- Chapter 6: pp. 93-111

(NOTE: EVERYONE READS)

Fishbowl Discussion:

Grp #3 (Ravitch, Chapter 6)

10/24Curriculum and High-Stakes Testing

Ravitch, The Death and Life of the Great American School System (2010)- Chapter 7: pp. 113-147

(NOTE: EVERYONE READS)

Fishbowl Discussion:

Grp #4 (Ravitch, Chapter 7)

Due: Email COMPLETE Hollywood/Urban Ed Presentation to Instructor

Week 10

10/29Case Studies

Hollywood Film/Urban Education Documentary Presentations (Parts 1 and 2)

Group Presentations: #1 and #2

Due Groups #1 and #2:- UPLOAD group research paper to

folder on Blackboard and- Hand-in hard copy of presentation

10/31Case Studies

Hollywood Film/Urban Education Documentary Presentations (Parts 1 and 2)

Group Presentations: #3 and #4

Due Groups #3 and #4- UPLOAD group research paper to


5


Week 11

11/5Multicultural Education and Pedagogy

Au, Rethinking Multicultural Education (2009) Chapter 4: pp. 37-44; and Chapter 6: pp. 53-61

Group Presentation: #5Due Group #5- UPLOAD group research paper to


11/7Multicultural Education and Pedagogy

Au, Rethinking Multicultural Education (2009) Chapter 14: pp. 131-137; and Chapter 28: pp. 255-261

Due: Individual research analysis and conclusion paper (UPLOAD to Blackboard folder)

Week 12

11/12Models of Urban Schools

Ginsberg, Embracing Risk in Urban Education: Curiosity, Creativity, and Courage in the Era of “No Excuses” and Relay Race Reform (2012)- Forward: pp. vii-viii- Preface and Introduction: pp. 1-22- Chapter 1: pp. 23-37- Selected chapter assigned for your

group work and respond to questions at the end of the chapter (hand-in typed copy of questions)

- Develop YOUR notion of risk


Ginsberg, Embracing Risk in Urban Education: Curiosity, Creativity, and Courage in the Era of “No Excuses” and Relay Race Reform (2012)- Read chapter 6 (Conclusion)- Read Appendix- Discuss implications of the above

readings with your group

Due: Email Ginsberg Presentation OUTLINE to Instructor

Week 13


Ginsberg, Embracing Risk in Urban Education: Curiosity, Creativity, and Courage in the Era of “No Excuses” and Relay Race Reform (2012)- Group Work


Ginsberg, Embracing Risk in Urban Education: Curiosity, Creativity, and Courage in the Era of “No Excuses” and Relay Race Reform (2012)- Group Work

Week 14

11/26Baltimore City Models of School Change

Smerdon & Cohen (2007) Baltimore City’s High School Reform Initiative: Schools, Students, and Outcomes

Due: Final Reflection

11/28

NO CLASS - THANKSGIVING

Due: Email final Ginsberg presentation to instructor

Week 15


Ginsberg Group Presentations: Groups #1 and #2

- Hand-in hard copy of presentation


Ginsberg Group Presentations: Groups #3 and #4

- Hand-in hard copy of presentation

6


Week 16

12/10Wrap up (and complete group presentations if needed)

FINAL Wednesday, December 18 – 10:15 am-12:15 pmFinal, attendance, and completion of University online course evaluations: 50 points

Ayers & Ayers, Teaching the Taboo: Courage and Imagination in the Classroom (2011)- Forward and Prelude, vii-xi; Introduction, pp. 1-16; Chapter 1, pp. 17- 37;

Chapter 2, pp. 38-49; Chapter 3, pp. 50-57(write “They said” – “I say” statements for each section/chapter – hand-in hardcopies. Template is on Blackboard)

I. GOALS OF THE COURSE

As a result of participating in this course, students will be able to

Demonstrate their awareness of the social influences on urban education by:

a. identifying social changes that affect urban education

b. describing social problems that influence urban school children

c. critically examining and reflecting on race, class, language, gender, and disability as complex

constructs that influence teaching and learning.

Demonstrate their understanding of educational philosophies and the ways in which these philosophies

influence patterns of school organization by:

a. deconstructing their metaphors for teaching and learning in urban settings

b. identifying and comparing the educational philosophies of Rousseau, Douglas, DuBois, Spencer,

Dewey, Montessori, Washington, and others, for example

c. describing and evaluating critical perspectives of urban education.

d. analyzing feminist perspectives on urban education and the need for social activism from an historical

perspective, e.g., Jane Addams, Ida B. Wells, and Helen Heffernan.

Demonstrate knowledge of the historical context of urban education in the United States by:

a. identifying significant events in history that shaped urban schooling in the United States

b. analyzing current urban educational trends in light of past reform movements.

Demonstrate knowledge of school finance and governance by:

a. describing the national, state, and local responsibilities for urban schools

b. examining the school funding inequities at the national, state, and local levels.

Demonstrate their understanding of the ways in which law and public policy influence urban education by:

a. identifying legal rights of students7


b. identifying legal rights, responsibilities, and roles of teachers.

Demonstrate an awareness of the culturally diverse populations within the urban educational community

by explaining individual differences and similarities which exist among learners

II. PRIMARY METHODS OF INSTRUCTION

Throughout the semester, lecture, direct instruction, small group discussion, large group discussion, online

postings, individual and collaborative assignments, and cooperative learning will all be employed. During the

semester, students will participate in seminar discussions.

LearnOnline (Common Core, InTASC, Maryland Teacher Technology Standards, and COE Additional

Standard: Technology)2

Students are required to visit the BlackBoard site before the second week of class. Discussion groups,

attendance, important announcements, assignment details, and resources, including external links, will be

provided on through emails and the website. Students will participate in online discussions.

III. COURSE REQUIREMENTS (NOTE: SEE GUIDELINES FOR WRITTEN WORK, PP. 16-17)

A. Attendance, Professional Conduct, Class Participation, and Homework

It is expected that students will develop the attributes of reflective practitioners; therefore, attendance and

participation reflect your professional conduct. I view professional conduct as including, but not limited to:

being on time for class;

staying for the duration;

coming prepared to fully participate;

handing in assignments on time; and

communicating with your peers and with me in a respectful manner.

In this course, curriculum is partially determined by you, and its content cannot be pre-packaged or given to you

to read at your leisure. There will be a significant amount of discussion, reading, viewing, writing, presenting

and responding to your colleagues. Absence diminishes the quality of this class for you and for others.

YOU ARE ALLOWED TWO ABSENCES

IF YOU MISS MORE THAN TWO CLASSES (excused and/or unexcused absences) your final grade

will be reduced by 5 grade points of what you have earned. This is CUMMULATIVE FOR EACH

UNEXCUSED ABSENCE – for example, if you have 90 points (A-) for the course and you have an

absence beyond the two allowed absences your points will be reduced to 85 points (B).

IF MORE THAN THREE CLASSES ARE MISSED you should consider withdrawing.

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A list of ACEI, Common Core, InTASC, and Maryland Teacher Technology Standards can be found at end of this syllabus.8


- See Academic Calendar for Withdraw Deadline

If you attend a class but are not completely prepared, leave early or arrive tardy, a MINIMUM OF TWO

POINTS WILL BE DEDUCTED from your final grade points for each episode.

Use of cell phone (e.g., checking messages or text messaging) during class results in a MINIMUM OF

FIVE POINT DEDUCTION from your final grade for each episode.

Exceptions to this policy may be made at the discretion of the professor.

So remember:

Absence will affect your grade.

Cell phone use will affect your grade – turn it off.

Be prepared for class.

Bring assigned readings to the class and finish reading and writing assignments before the class.

Maintain a professional attitude toward others and work towards true collaboration.

Demonstrate active participation in class discussions, consciously helping maintain an equal balance of

all voices present.

Complete homework assignments and writing projects by due dates.

Disengage in other activities unrelated to the class (e.g., using laptops, Palm Pilots/Blackberries, reading

or writing in planners, sharing personal photos).

(ACEI 2.4, 3.4, 5.1; Common Core 6; InTASC 1, 2, 3, 4, 5, 6, 7, 9, 10; MD Teacher Technology 1, 2, 7)

B. Assignments

For ALL assignments, no rewrites or re-do’s will be accepted. ALL GRADES ARE FINAL. Be accurate and

thorough the first time! However - DRAFTS will be reviewed up to one week PRIOR to the due date - if you need

assistance or feedback.

1. Reader Reflections to All Assigned Weekly Readings (5 points each)

At least five periods will have a required Reader Reflection to hand-in. The reflection is to be prepared before

you come to class (other reflections may be done in-class so daily preparation is important). Reflections due

before class are to be used for your discussion of the readings. These are to be hard copy only, no emails are

accepted and will be collected at the end of EACH class period. No late responses will be accepted (use the

reader reflection template provided on Blackboard). Reflections must follow the instructions on the template

provided on Blackboard.

Points for each reflection:

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5 points – Completing the reflection UTILIZING CRITICAL THINKING AND ANALYSIS (use

critical thinking sheet on Blackboard)

2 points – Providing summary and limited analysis or critical thinking

0 points – Not completing the reflection

DO NOT SUMMARIZE – this is your analysis of the reading, USE THE CRITICAL THINKING SHEET ON

BLACKBOARD. Include quotes or specific examples to support your analysis. (SEE GRADING RUBRIC

BELOW FOR MORE DETAILS)

NOTE – FISHBOWL DISCUSSIONS: Once during the semester select groups of students (based on sign-in

sheet) will participate in a fishbowl discussion. Each student is responsible for developing talking points in

preparation for the discussion. The talking points will be handed into the instructor after the discussion and must

be typed. The discussions will occur in front of the entire class and last 20-30 minutes. Open discussion and

questions/comments for the group from the class will follow. (30 points total – includes discussion and

talking points)

(ACEI 2.4, 3.4, 3.5, 5.1, 5.2; Common Core 1, 2, 4, 5, 7, 8, 9; InTASC 1, 2, 3, 5, 7, 8, 9, 10, 11; MD Teacher

Technology1; COE technology). Metropolitan perspectives goal: Recognize the different methods and

standards of inquiry that lie behind the evidence they use to develop an argument and be able to relate that

understanding to differences of opinion among informed commentators or across different fields of study.

4. Two-Part Biography Project (50 points)

Biography Presentation

1. You will be assigned a person to research and present to the class

2. You will prepare a presentation to present to a group in the class. You need to use at least five sources and

the sources must be turned in as an annotated bibliography reference sheet at the time of your presentation.

The presentation must include the following…

• Name of the person• Time frame in history (include the political, social, educational, and economic conditions of the country)• Biographer’s influences on teaching and learning. List biographer’s major contributions to education• Describe those contributions, listed above, in detail• Discuss how this has or currently is impacting the education system in general• Discuss how this can or does impact urban education

The presentation should last between 4-5 minutes

The questioning from the students should last about 3-4 minutes

3. Interviewers (all students)

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Prior to class, you will need to develop a list of 10 questions you might ask the people during the interview.

Some of these questions may be answered during their overview. You want to be able to walk away

understanding the person’s contributions to the education system and how this impacts the system today.

You will submit your possible questions to the instructor when you complete the final project. You will

need to take notes during this time to make sure you have filled out the interview sheet so you will have

information for the final project.

Biography Comparison Venn Diagram

1. Pick two people that you learned about in the presentations by your classmates. You may not choose the

person you presented.

2. Use a Venn diagram to compare and contrast the two people.

3. Make sure you selected people about whom you are able to find at least 8 similarities and 8 differences

between the two.

4. Preference is for this to be typed. However, if you don’t type please be sure that your handwriting is

clear so I can read it – otherwise points are deducted.

5. Include your questions and biography forms with your diagram.

6. Include the name of the person you presented to class.

7. As noted above, you must use at least five outside sources for your presented biography person. Make

sure to submit an annotated bibliography as a reference the day you present.

(ACEI 2.4, 3.4, 3.5, 5.1; Common Core 1, 2, 4, 5, 6, 7, 8, 9; InTASC 3, 5, 7, 8, 10, MD Teacher

Technology1, 7; COE technology). Metropolitan perspectives goal: Articulate how an individual or a group

may have access to influencing public decisions in the metropolis, how they may pursue collective ends, or how

they may contribute to community well-being.

5. Urban School Group Presentation (50 points)

Students will organize into four groups to develop a 30 minute presentation based on the selected chapter from

Embracing Risk in Urban Education (Ginsberg, 2011). All members of the group will read the chapter. Half of

the group will present the material directly from the chapter. The other half of the group will present

information from the school’s website. The presentation must include the following:

1. Name and general mission of the school

2. Background of the students

3. Three examples to teaching and learning and how it fits into the mission (do not just list – provide details)

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4. Key components of the curriculum and specific examples from the school’s website

5. Your view of the risks that the school assumed to be successful.

6. At least three additional items of interest that you found in your research that is important

7. Critical analysis of whether the school accomplishes its work - what you believe is successful, what could

be improved, and why.

8. Each group must incorporate at least five references (includes the Ginsberg text, the school website and

three course readings) into their presentation. Make sure to include an annotated bibliography for these

sources on a separate reference page.

This is an opportunity for you to demonstrate your competence in understanding, exploring, and problem-

solving and demonstrating how the urban school collectively influences, in a positive way, teaching and

learning contributing to the well-being of its members and the community in which it is based. Be sure to

present the material in a CREATIVE manner. A reference section must be included. You MUST provide the

following to the instructor:

1. Email an DETAILED outline of your presentation to the professor at least TWO WEEKS in advance of your

presentation and your plans for presentation to the class. In this outline also include the work that each

member will undertake as part of the project. 10 POINTS WILL BE DEDUCTED IF THE OUTLINE IS

NOT EMAILED TO THE INSTRUCTOR ON TIME.

2. At least ONE WEEK BEFORE the presentation each group is responsible for emailing a copy of your final

presentation to the professor including the annotated bibliography. This is the complete presentation and

must include identification of each individual member’s contribution to the project. 10 POINTS WILL BE

DEDUCTED IF THE FULL PRESENTATION IS NOT EMAILED TO THE INSTRUCTOR ON TIME.

YOU MUST ALSO PROVIDE THE PROFESSOR A HARD COPY OF THIS PRESENTATION ON

THE DAY THAT YOU PRESENT .

IMPORTANT: This is an independent/co-dependence project. You will be graded as a group on the work

and each project requires equal work by each member. Please be sure to include all members of the group in

planning, research, developing and presentation of the school. Provide me a breakdown of the work assigned

and completed by each member. All members should attend group meetings regarding the work. The final

presentation requires equal evidence of each member’s contribution.

If problems arise regarding member participation contact me immediately so I am aware of the situation – do

not wait until after the work has been done.

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(ACEI 2.4, 3.4, 3.5, 5.1, 5.2; Common Core 1, 2, 4, 5, 6, 7, 8, 9; InTASC 1, 2, 3, 5, 7, 8, 10; MD Teacher

Technology 1, 2, 5, 7; COE technology). Metropolitan perspectives goal: Articulate how an individual or a

group may have access to influencing public decisions in the metropolis, how they may pursue collective ends,

or how they may contribute to community well-being.

6. Popular Culture “Hollywood”/Urban Education Documentary Paper (Two parts: Total 105 points)

THIS IS THE CORE ASSIGNMENT. THIS ASSIGNMENT IS COMPLETED OVER THE COURSE OF

THE SEMESTER IN TWO SEGMENTS AS DESIGNATED BELOW.

IMPORTANT: All students are must meet basic writing criteria appropriate for college-level work

related to the research paper. If these criteria are not met the student will be required to participate and

complete the Towson Writing Support Program. Information and full requirements of the program is

available at http://wwwnew.towson.edu/writingsupportprogram/index.htm

Professor will provide a template for the popular culture/urban education documentary analysis paper

and the final analysis/conclusion paper.

PART I – SEE SCHEDULE FOR DUE DATE: Group Paper/Group Presentation Examining Two

Videos (one popular culture video and one urban education documentary video – 60 pts)

You will select one set of two paired videos from the list provided. Each group will select a different set.

The first video is a popular culture television show or Hollywood film that depicts a narrative involving

urban schools, teachers, and students. The second video is a true account demonstrating the interactions

between teachers and students in an urban school. For the paper, a minimum of three annotated references

are required (two must be a reading from class), You must also include both films in your annotated

bibliography. All references must be in APA and on a separate reference page.

IMPORTANT: As a group you will make a presentation to the class and complete one paper. (See details below)

Group Paper – As a group you will submit one paper that provides thoughtful and critical responses to ALL

of the questions listed below. The paper should be 4-6 pages long and in APA format. This paper is worth

45 points. Make sure to include ALL of the following questions are answered in your paper formatting each

with headings per the provided template (See template on Blackboard). A minimum of three annotated

references are required (two must be a reading from class). You must also include both films in your

annotated bibliography. All references must be in APA and on a separate reference page.

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http://wwwnew.towson.edu/writingsupportprogram/index.htm


See rubrics on Blackboard and the information below for specifics on the expectations and grades related to

the paper.

• Introduction of each video

• What problems or issues are evident in both videos?

• How are schools, students and communities depicted in each video?

• How are urban schools represented by race/social class, gender? How and what effect does this have on

the viewer?

• What messages about urban schools are being presented and what are the implications for urban

education?

• How is power defined? Who has the power in each film? How and why? Who does not have the power

in the film?

• Summary/ Personal Reaction- What are your personal reactions to the films? What did you learn the

surprised you? How have your perspectives changed as a result?

Group Presentation – Your group presentation will introduce the two videos and critically examine each

one and the manner in which they depict particular components in urban schools. You MUST include

scenes from the films to support your analysis. You should use the questions from the paper (listed above)

to help as you develop your presentation. However, all the questions do not need to be addressed in your

presentation. You may find some other areas to focus on as you create you work. The presentation should be

30 minutes and is worth 15 points. See rubric on Blackboard for specifics on the expectations of the

presentation.

IMPORTANT: NOTE RELATED TO INDEPENDENT/CO-DEPENDENCE WORK IN THE URBAN

SCHOOL GROUP PRESENTATION ABOVE ALSO APPLIES FOR THIS PRESENTATION.

Part 2 – DUE NOVEMBER 7: Final Analysis and Conclusion Paper (Examines the same videos used

for Part 1 of the assignment – this is an individual paper, not a group paper)

IF THIS SECTION OF THE PAPER IS NOT COMPLETED 50 POINTS WILL BE DEDUCTED FROM

THE ENTIRE RESEARCH PAPER GRADE.

Final Analysis

In four pages, compare and contrast your findings for the pop-culture film with the “real world” video clips,

and address the following questions: Make sure your work is no longer than four pages.

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Note: A minimum of three annotated references are required (you must use different references from the

ones used in the first group paper and two references must be a reading from class). You must also include

both films in you r annotated bibliography. All references must be in APA and on a separate reference page.

• What are the similarities and differences between the two?

• Why are fictional films represented the way that they are and how do such depictions gesture toward a

cultural mythology about teachers, schools, and urban students?

• What are the implications of these different forms of representations for public opinion and public policy

on American urban schools?

• Drawing from your group presentation research, digital journals or other research sources, analyze how

your research findings support or refute what is seen in BOTH the film and the documentary. Use quotes

to support your answer.

Conclusion

In one to two pages address the following, making sure to make connections to learned material from class

and readings.

• Provide the reason(s) why your findings are important for urban education.

• How might your conclusions benefit or serve as a model for urban education?

• Summary

RESEARCH PAPER

Hollywood Film/Urban Education Documentary Combination Choices* Students are responsible for finding films

Hollywood Film Urban Education Documentary

1. Won’t Back Down 1. Children in America’s Schools

2. Freedom Writers 2. Precious Knowledge

3. The Wire (season four only) 3. Hard Times at Douglas High

4. Dangerous Minds 4. Boys of Baraka

5. Music of the Heart 5. Mad Hot Ballroom

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VI. GUIDELINES FOR WRITTEN WORK

A. APA Style (see http://owl.english.purdue.edu/owl/resource/560/01/)

1. Research Paper

Must be done in APA style (e.g., double-spaced; Times New Roman 12 pt font; cover page with running head;

abstract; table of contents; headings for each section – centered , no italics or bold, subheadings left aligned and

no italics or bold; annotated reference section). Professor will provide templates.

2. The Reader Reflections

APA is not necessary. However, the five reflections prepared for class must be typed (Times New Roman, 12 pt

font, single spaced). Templates are on Blackboard which include additional instructions.

3. Fishbowl Talking Points, Biography Venn Diagram, and Research Paper (Parts 1 and 2)

Number your pages and include a cover page. For all papers handed-in with multiple pages PLEASE STAPLE;

do not use binders or portfolio covers. Work will be evaluated on content as well as the presentation. Spelling,

grammar, neatness, and professional preparation will all be considered when work is assessed. Submissions that

contain three or more grammatical or typographical errors will automatically lose credit. Failure to complete

ANY of the assigned work or exams will result in an automatic grade decrease of at least one full GPA

grade. Assignments are not considered submitted until they are emailed to the professor (excluding

Reader Reflections which are handed-in the day due).

B. Due Date Information for Written Assignments

1. All work must be turned in on the day it is due. No late hand-ins will be accepted.

2. Research Paper: Any assignments submitted for this paper after the due date, but by the next meeting of the

class, will result in an automatic 50% grade reduction for the assignment. Any assignment submitted after the

second week of being late will result in a 75% grade reduction. No papers will be accepted after the third week

of being late. No re-writes are provided.

It is your responsibility to make up any missed work. Please make sure you have emails/phone numbers of at

least two other class members whom you may contact with questions regarding missed material. DO NOT

SEND EMAILS TO THE PROFESSOR REQUESTING INFORMATION THAT YOU MISSED AS A

RESULT OF YOUR ABSENCE. If you have questions that your peers cannot answer or if you need

information they cannot provide, please request a meeting with me rather than sending questions via email.

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http://owl.english.purdue.edu/owl/resource/560/01/


IV. GRADING POLICY

The course grade will be based upon student performance on and off campus as evidenced by class participation

and assignment completion. Each course component has been assigned a maximum number of points, which

contribute to the cumulative total of 350 points (note criteria of attending the final exam). Course grades will be

reported using the scale provided below.

Assignments and Grading Scale

Assignments Total Points

Grading Distribution Scale

A 331-350 C+ 268-278A- 314-330 C 244-267B+ 307-313 D+ 240-243B 296-306 D 226-239B- 279-295 F 225 and below

Note: Accumulation of total points below 226 will result in failure of course.

Reader Reflections (10@5 points each unless otherwise indicated in class schedule or announced in class)

Baum and Wells Questions (15 points each)

Due: See assigned dates in class schedule

50 points

30 points

Fishbowl Discussion


30 points

Biography Project

Presentation: (See schedule for presentation dates)

Venn DiagramDue: October 17 50 points

Urban School (Ginsberg) Group Presentation

Due: See assigned date in class schedule 50 points

Core Research Presentation and Paper

Hollywood Film/Urban Education Documentary Presentation and Paper (Group Project)


Final Research Paper (Individual):Due: November 7

60 points

45 points

Final Exam 35 points

Potential Total Points 350 points

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General grading rubric for all assignments

Skill/Goal Excellent Above Average Average Below Average

Effective written communication skills.(Assignments include: current events journal, written component, and final research project)

“A” work

Has no spelling or grammatical errors. Answers all questions thoroughly AND CRITICALLY. Follows (or exceeds) typing and page length guidelines.

“B” work

Has few spelling or grammatical errors. Answers all questions thoroughly and/or critically. Follows all specified guidelines.

“C” work

Has several (5 or more) spelling or grammatical errors. Answers all questions sufficiently. Follows most specified guidelines.

“D or below” – has many (7 or more) spelling or grammatical errors. Does not answer all questions sufficiently. Does not follow specified guidelines.

Effective oral forms of communications(Assignments include: In-class presentations, class participation, and presentation various parts of research paper)

“A” WorkSpeaks often but listens and responds to others thoughtfully. Makes points clear and informed. Shows respects for the ideas of others. Shares unique and new insights.

“B” WorkSpeaks and listens most of the time. Shares understanding of ideas but not a deep reflection or analysis.Is sometimes unclear in his/her expression. Shows limited understanding of the concepts.

“C” WorkInconsistently engages in discussions or listens to others. Shows uneven comprehension of the topics being discussed. Has not read assigned all readings or is unprepared some of the time.

“D or Below”Does not engage in discussions or listens to others. Shows little or no comprehension of the topics being discussed. Has not read assigned readings or is otherwise

Engagement in experiential and collaborative forms of learning(Assignments include:Research paper work/discussions, group policy work, and other in-class work/discussions)

“A” WorkMakes a large contribution to group work. Demonstrates leadership and commitment to collaboration. Does not dominate but participates actively all of the time.

“B” WorkShares in most of the collaborative efforts. Contributes average amount of time and effort on individual level. Lets others pick up the slack. Active engagement most of but not all of the time.

“C” WorkParticipates in an uneven manner for most of the work. Stands back and acts more as observer than collaborator. Shares few ideas. Is not consistently unprepared.

“D” WorkAllows others to do most of the work. Stands back and acts more as observer than collaborator. Shares few or no ideas. Is unprepared.

Improved ability to use and conduct research(Assignments include: current events journal, biography paper, and final research

“A” WorkResearch is appropriate to assignment, and meaningful (on-line and paper journals and GOOD newspaper articles).

“B” WorkResearch is adequate for the assignment. Documentation is usually accurate. Shows UNDERSTANDING of the research.

“C” WorkResearch is minimally appropriate to the topic. Research is limited and weak (e.g., use of websites and blogs

“D” WorkResearch is not appropriate to the topic. Research is limited and quite weak (e.g., use of websites and blogs only).

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paper) Is well documented. Graduate-level reading. Shows ANALYSIS and APPLICATION of the research.

only). Shows uneven understanding of the research.

Shows incomplete understanding of the research.

CRITICAL THINKING AS IN:- Improved

interpretative skills and approaches

- Increased ability to analyze and synthesize a broad range of material

- Improved higher order reasoning skills

(Assignments include: current events journal, research paper, and presentations

“A” WorkThinks critically. The work is without major weaknesses and flawlessly executed. The student performs consistently at a level of intellectual excellence compared against the criteria outlined above.

“B” WorkIs less consistent in thinking critically than is a student who performs at an A level. Work reflects more strengths than it does weaknesses. It demonstrates a good grasp of thinking critically, is on the whole precise, measured against the criteria outlined above, but lapses occasionally into common sense and unreflective thinking.

“C” WorkThe student inconsistently thinks critically. The work reflects as many weaknesses as it does strengths.

“D” WorkThe student thinks critically at a minimal level. This kind of work is often poorly executed, shows only occasional critical thinking, and generally lacks discipline and clarity. The student "goes through the motions" of the assignment but does not engage it in earnest.

Opportunities to reflect on increased knowledge and their own learning

“A” WorkTakes initiative all of the time.Shows ownership of learning experience.

“B” WorkTakes initiative some of the timeShows some ownership, some prompting.

“C” WorkSeldom takes initiativeNeeds regular prompting to engage.

“D” WorkAlmost never takes initiative.Needs frequent prompting to engage.

Opportunities to apply what they’ve learned to other situations(Assignments include: presentations, in-class discussions.)

“A” WorkSuperbly demonstrated in assignments

“B” Work Consistently demonstrated in assignments

“C” WorkInconsistently demonstrated in assignments

“D” WorkMinimally demonstrated in assignments

IMPORTANT: This syllabus provides a guide and detailed instructions for each assignment in this class.

Assignments will be returned with both a grade and comments as appropriate. Separately graded, points earned

for each assignment will be combined to reach a final grade for the course. At that point, any attendance or

participation deductions will be computed to determine the final grade for the course.

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V. STUDENTS WITH DISABILITIES

Students requesting accommodations must first register with the Office of Disability Support Services (x42638).

DSS will provide documentation to the student who must provide this documentation when requesting

accommodation. If you have a need for accommodations due to disabilities, please request an immediate

meeting.

VI. ACADEMIC DISHONESTY AND THE STUDENT CODE OF CONDUCT

This course is conducted in accordance with University Policy concerning cheating and plagiarism, as stated in

the Student Code of Conduct. Cheating and plagiarism in any form are unacceptable and will result in the

student receiving a failing grade in this course. Declaring a misunderstanding of what constitutes

plagiarism does not exempt any student from the responsibility to maintain high standards of ethical

behavior. Any writing that you do in this course must be entirely your own work and it must be original work.

You must document the Core Research Paper in APA style, all sources of information that you use for every

assignment, including those retrieved from the Internet. You are strongly advised to purchase a current APA

stylebook if you have not already done so, as APA style is required in most College of Education courses.

Develop a note-taking system that works for you when reading information to be used later in a paper.

Paraphrase and summarize from original sources as you take notes. If your notes are not copied word-for-word

from the original source, but are put into your own words instead, you are less likely to plagiarize. Furthermore,

there is a set policy for multiple submissions, which is “Intentionally or knowingly submitting substantial

portions of the same academic work (including oral reports) for credit more than once without authorization of

the instructor(s)” (see link below). This is particularly important to understand as you will be writing throughout

the semester and it is feasible that you could use assignments in this course for other courses, but you MUST

have prior approval. Please read the information provided by the Office of Judicial Affairs of Towson

University (http://www.towson.edu/provost/resources/index.asp). Violations of the Code of Conduct will result

in serious consequences.

VIII. WEATHER/EMERGENCY CANCELLATION POLICY

If the University cancels classes you are still responsible for all assigned work. Should there be a cancellation

that affects our class, I will send an email to inform you of your assignments for the next class period and you

will be responsible for retrieving the communication and completing the assignments.

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http://www.towson.edu/provost/resources/index.asp


IX. FINAL EXAM POLICY

Attendance during our last class session is mandatory. On that date you will complete your final presentations

and you will complete a Self and an electronic Course Evaluation. Failure to attend this final exam class and

complete the University online course evaluations will result in a significantly lowered final grade (50 point

minimum deduction).

X. EMAIL COMMUNICATION

All emails will be sent to your Towson email account. It is essential that you use this account because

important information from the university about your student account and registrations information will be sent

to you electronically and not by US mail. To activate your account go to “online services” on

www.towson.edu. You are welcome to forward your Towson e-mails to another e-mail account that you use

more frequently.

XI. WRITING SUPPORT ON CAMPUS

In addition, the Writing Lab (also located on campus) helps students work on paragraph-level skills and essay-

level skills. The website is: http://wwwnew.towson.edu/writinglab/. The Writing Support Program is available

only to students enrolled in writing courses and concentrates on sentence-level skills and grammar skills. The

website is: http://wwwnew.towson.edu/writingsupportprogram/

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http://wwwnew.towson.edu/writingsupportprogram/

http://wwwnew.towson.edu/writinglab/

http://www.towson.edu/


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InTASC STANDARDS: April 2011 Interstate Teachers Assessment and Support Consortium Model Core Teaching Standards are as follows. The InTASC Standards addressed in this course are indicated with a *.

*Standard 1: Learner Development – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

*Standard 2: Learning Differences – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

*Standard 3: Learning Environments – The teacher works with others to create environments that support individual and collaborative learning and that encourage positive social interactions, active engagement in learning, and self motivation.

Standard 4: Content Knowledge – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

*Standard 5: Application of Content – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard 6: Assessment – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

*Standard 7: Planning for Instruction – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

*Standard 8: Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

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*Standard 9: Professional Learning and Ethical Practice – The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community) and adapts practice to meet the needs of each learner.

*Standard 10: Leadership and Collaboration – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

*COE Additional Standard: Technology – The teacher uses available technology not as an end in itself, but as a tool for learning and communication, integrating its use in all facets of professional practice and for adapting instruction to meet the needs of each learner.

ACEI STANDARDS: The Association of Childhood Education International 2007 Standards are as follows. The Standards addressed in this course are indicated with a *.

1.0 Development, Learning, and Motivation – Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

2.1 Reading, Writing, and Oral Language – Candidates demonstrate a high level of competence in the use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.

2.2 Science – Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science.

2.3 Mathematics – Candidates know, understand and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representations.

*2.4 Social studies – Candidates know, understand, and use the major concepts and modes of inquiry from the social studies – the integrated study of history, geography, the social sciences, and other related areas – to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

2.5 The arts – Candidates know, understand, and use – as appropriate to their own understanding and skills – the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students.

2.6 Health education – Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.

2.7 Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of lifefor elementary students.

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3.1 Integrating and applying knowledge for instruction – Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.

3.2 Adaptation to diverse students – Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.

3.3 Development of critical thinking and problem solving – Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.

*3.4 Active engagement in learning – Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments.

*3.5 Communication to foster collaboration – Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

4.0 Assessment for instruction – Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

*5.1 Professional growth, reflection, and evaluation – Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.

*5.2 Collaboration with families, colleagues, and community agencies – Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.

MSDE INSTITUTIONAL PERFORMANCE CRITERIA PROFICIENCIES: Programs prepare professional educators to teach a diverse student population (ethnicity, socio-economic status, English Language Learners [ELL], giftedness and inclusion of students with special needs in regular classrooms).

a. The program provides instruction to - and assesses proficiency of - teacher candidates in developing and implementing integrated learning experiences for diverse student needs

b. The program provides instruction to - and to assesses proficiency of - teacher candidates in planning instruction, adapting materials, implementing differentiated instruction, and to provide positive behavior support for students with disabilities in an inclusive classroom

c. The program provides instruction to - and assesses proficiency of - teacher candidates in how to differentiate instruction for English Language Learners (ELL)

d. The program provides instruction to - and assesses proficiency of - teacher candidates’ in how to differentiate instruction for gifted and talented students

e. The program provides instruction to - and assesses proficiency of - teacher candidates in how to collaboratively plan and teach with specialized resource personnel

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COMMON CORE ANCHOR STANDARDS FOR WRITING: The Standards addressed in this course are indicated with a *.

Text Types and Purposes

*1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

*2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structure event sequences.

Production and Distribution of Writing

*4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

*5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

*6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

*7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject matter under investigation.

*8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

*9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflections, and revision) and shorter time frames) a single setting or a day or two) for a range of tasks, purposes, and audiences.

COMMON CORE ANCHOR STANDARDS FOR LANGUAGE: The Standards addressed in this course are indicated with a *.

Conventions of Standard English

*1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

*2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effect choices for meaning or style, and to comprehend more fully when reading or listening.

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Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understand of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

MARYLAND TEACHER TECHNOLOGY STANDARDS: The Standards addressed in this course are indicated with a *.

*1. Information Access, Evaluation, Processing and Application – Access, evaluate, and process information efficiently and effectively.

*2. Communication – A. Use technology effectively and appropriately to interact electronically. B. Use technology to communicate information in a variety of formats.

3. Legal, Social and Ethical Issues – Demonstrate an understanding of the legal, social, and ethical issues related to technology use.

4. Assessment for Administration and Instruction – Use technology to analyze problems and develop data-driven solutions for instructional and school improvement.

*5. Integrating Technology in the Curriculum and Instruction – Design, implement and assess learning experiences that incorporate use of technology in the curriculum-related instructional activity to support understanding, inquiry, problem-solving, communication or collaboration.

6. Assistive Technology – Understand human, equity, and developmental issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice.

*7. Professional Growth – Develop professional practices that support continual learning and professional growth in technology.

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