FOUNDATIONS OF EDUCATION
Department of Education
Westminster College, New Wilmington, PA 16172
 
 
INTRODUCTION, EXPECTATIONS AND OUTCOMES SCHEDULE OF CLASSES ASSESSMENT EXPLANATION OF ASSIGNMENTS
 
 
 

INSTRUCTOR:    Joyce E. Hoellein
      301A Old Main Box 94
      (724) 946-7185  (Office)
      (412) 366-2199 (Home)
                Hoellej@westminster.edu

OFFICE HOURS:   MWF-Weekly/Daily updates posted

CLASS HOURS:    T&Th: 12:30pm - 2:00pm

REQUIRED MATERIALS:   Johnson,J., Dupuis, V., Musial,D.,          Hall,G.Introduction to the Foundations of American Education.            (11th Edition). 1998

READINGS FROM:      Editorial Projects in Education,Thoughtful Teachers, Thoughtful Schools.(3rd ed.).1998.
 
 

WELCOME!  I'M GLAD YOU'RE HERE!!

OUTCOMES

As a result of taking ED 201, students will be able to:

 *Define, research, and analyze current issues in education.
 
 *Examine the impact of social and cultural forces on school  processes.
 
 *Explore philosophical traditions, theories and questions   which influence curriculum, pedagogy and school structures.
 
 *Research and analyze historical events, trends and figures  and their effects on educational institutions.
 
 *Scrutinize governmental, financial, and legal factors which  impact schools.
 
 

Students can expect:

 
 The Instructor expects:  

I am very interested in your development as a teacher and will make every effort to be available to you. My office hours are on this document and posted on my door. Please do not hesitate to call at school, home, make an appointment, or drop by the office.
 

 I hope you enjoy exploring the varied aspects of our educational foundations and what it means to you and your future.
 

Preamble:

Foundations of Education 201 meets Standard VII and Standard IX, sections 2, 3, 5, 7, and 9 of the Pennsylvania Department of Education Specific Standards for Elementary Education.
 

EDUCATION 201:
 FOUNDATIONS OF EDUCATION
 TENTATIVE SCHEDULE OF FALL SEMESTER, 1999

BECOMING A TEACHER

8/28  Introductions/Expectations/Teachers?!
   Begin search for practicum
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9/2  Teachers - Supply and Demand/Getting Certified
    Text: Ch. 1 &2

9/4  Becoming a Teacher/Portfolios/Student Organizations
   Text: Ch. 3
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9/9  Guest speakers/Share autobiographies
   TTTS: # 2, 5, 53, 54
   Turn in “Connections” paper
 
 
PHILOSOPHICAL FOUNDATIONS OF EDUCATION

9/11  Authoritarian vs Nonauthoritarian Philosophies
   Text: Ch. 14 & 15
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9/16  How do we Learn?/Practicum goals
   TTTS: # 8,9,12,14
   Turn in “connections” paper
   **Practicum Must Be Finalized
 
9/18  Building a Philosophy of Behavior Management
   Library/ Internet Sources
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9/23  Case Studies/Practicum Check (Goals)
   Rough draft of your philosophy of education
   Choose an educational pioneer & Prepare interviews
 
 
 
 

HISTORICAL FOUNDATIONS OF EDUCATION
9/25  Educational Beginnings
   Text: Ch. 11/Ch. 12 (Elementary & Secondary Groups)
-----------------------------------------------------------------------9/30  Educational History of African Americans/Other Minorities
   Text: Ch
   Handout
 
10/2  Historical “Guests”
 
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10/7  Historical “Guests” and Catch up
   Educational Issues Suggestions
 
SCHOOL AND SOCIETY

10/9  The subculture of Schools/”Minorities”
   Text: Ch. 4 & 5
 
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10/14  Multicultural Classrooms & Learning styles/Practicum
   TTTS: 31, 32, 33
   Turn in “connections” paper

10/16  Mid term test/Practicum Check
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10/21  ***Fall Break***

10/23  “Inclusion” in the classroom
   Interviews of teachers in the field
   Handouts
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10/28  Social Issues Affecting Learning
   Text: Ch.7 and TTTS: #6
   Outline/Draft/Sources of EIL Due
 
10/30  Practicum “Show and Tell”
 
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SCHOOL PROGRAMS AND PRACTICES

11/4   Cooperative/Collaborative Education
   Handouts
   (Selected and optional second draft review)

11/6  Ability grouping/Planning for Instruction
   Text: Ch.7 and TTTS #6
   Turn in “Connections” paper

SCHOOL GOVERNANCE, ORGANIZATION, AND SUPPORT

11/11  Who is in Charge of the School?
   Text Ch. 8

11/13  Legal Aspects/Night court
   Text: Ch. 9 and 10
 
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11/18  Who Pays? and Guest School Board Member
   Text: Portions of Ch. 8 & TTTS #48
 

CLASS LESSONS: CURRENT TOPICS OF EDUCATIONAL CONCERN

11/20  Educational Issues Lessons
   **ALL EIL PAPERS DUE**
   Reading Assignments from “teachers”
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11/25  Educational Issues Lessons
   Reading Assingments from “teachers”

11/27     ***Thanksgiving Break***
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12/2  Educational Issues Lessons
   **All School Board Reflections Due*        Reading Assignments from “teachers”

12/4  Educational Issues Lessons
   Reading Assingments from “teachers”
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12/9  Catch-up
   Reading to be announced

12/11   Reflections/Assessments/Your Educational Future
   Turn in practicum log and final paper
 

FINAL - TBA
 
 
 
 
 
 

YOUR ASSESSMENT PORTFOLIO WILL INCLUDE:
 
Connections (3 @ 10 pts ea.)    30
Practicum         50
One Test        50
Philosophy of Education     25
Interview of Historical Figure    25
School board Meeting Reflections   25
Class involvement      20
 attendance, promptness, attitude,
 participation, activities
Educational Issue Lesson      100
Portfolio (a requirement of the course)
 Final        50
         ___
 Total        375
 

Explanation of Assignments

Connections Papers

 Relate your experiences to educational insights you gain from assigned readings. There are four opportunities. Choose three and write a one page reflective paper for each.
 

Practicum

 You will have the opportunity to work with school students while having the support of your classmates. A full page explanation of this field component is attached.

Test and Final
 
 Tests will serve as a learning tools as well as for assessment.

Your Philosophy of Education

 It is important to begin to formalize your own personal philosophy of  education/learning. It is also a requirement of your portfolio to enter junior block and a requirement of the secondary “senior block.” You will have the opportunity to turn in a rough first draft. The instructor will make comments and suggestions and return. You may turn in as many drafts as you like for feedback before the final draft is due. When approaching this assignment, think of yourself in an interview with a principal and she asks “What is your philosophy of education?” It should be personal, include topics such as the environment for learning, how you feel children learn and how this is facilitated. It may include “I believe “ statements. It should not be longer than 2 pages double spaced. The purpose is to help you create a document you can be proud to include in your portfolio.
 

Interviews

 You and a partner will conduct an interview of a famous person in educational history which will reveal to the class this person’s philosophy of education and important contributions. You should feel prepared to answer questions about how he/she might react to current educational trends or issues. A one page study guide that will assist your classmates in taking notes during your interview should be given to the class. (Must be legible, but not necessarily typed)
 

Educational Issues Lesson
 
 This project will deal with a current topic in education that especially interests or intrigues you. You will note on the syllabus due dates for your topic, first draft, and final dates for presentations. More details to come on a separate paper. Your reading reflections, text reading, outside reading, and class discussions will help you in your decision of a topic. You may or may not work with a partner.
 

Portfolio

 You will be expected to begin a pre-professional portfolio that that you will present to the department of education before you are granted admission to either ED 451 (secondary) or Junior Block (elementary). This will include documenting experiences with students, examples of work from other courses you feel exemplifies your best work, your philosophy of education, and any other documentation you feel adds to your qualities as a future teacher.
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Grade Scale

90 - 100 = A (plus and minuses may be attached to grades)
80 - 89  = B
70 - 79  = C
60 - 69  = D
59 -  0  = F