KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDAD 8300
Department Secondary and Middle Grades Education
Degree Title (if applicable) EdS/EdD
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
x
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
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Approved
Approved
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Department Chair
Date
School Curriculum Committee
Date
School Dean
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Dean, Graduate Studies
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Vice President for Academic Affairs Date
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President
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KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ________EDAD 8300________________________
Course Title
Critical Issues & Educational Policy for Teacher Leaders
Credit Hours 3-0-3
Prerequisites Admission to specialist or doctoral program
Description (or Proposed Degree Requirements)
This course provides an analysis of K-12 education policy at the national, state, and local levels. It include the
history of American education, the institutions and processes of public policymaking, the values and
assumptions that underlie different types of policies, the political factors that shape their formulation and
implementation, and the links between policy and educational practice. The goal of the course is to help
teacher leaders think critically about education policy and its effects on diverse schools and classrooms.
III.
Justification
In order to be advocates for education, leaders for learning who serve in distributed leadership roles must possess
the knowledge, skills, and dispositions necessary to understand, respond to and influence the larger political, social,
economic, legal, and cultural context of schooling.
IV.
Additional Information (for New Courses only)
Instructor:Various
Text: Cochran-Smith, Marilyn. (2005). Education Policy, Practice, and Politics. Newbury Park, CA: Sage.
Additional readings from current journal articles.
Prerequisites: Admission to specialist or doctoral program
Objectives:
As a result of this course each student will be able to:
Course Objectives
Doctoral KSDs
Distributed
Leadership Roles
NCATE/PSC
standards
identify and explain
the role of contextual
factors within which
educational policy is
made;
1b, 1c, 2a, 5d
identify and explain
specific political
processes which
influence the context
of educational policy
1b, 1c, 2a, 2d
Learning &
Development Leader
1.4, 1.5,
Change Leader
Relationship
Development Leader
Learning &
Development Leader
1.4, 1.5,
Change Leader
Relationship
Development Leader
explain the complexities of
inherent paradoxes in
policy making;
1b, 1c, 2a, 5d
Learning &
Development Leader
1.4, 1.5,
Change Leader
Relationship
Development Leader
use a framework to analyze
a specific educational
policy; and
1b, 1c, 2a
anticipate potential impacts
of specific educational
policies.
1b, 1c, 2a, 4a, 5d, 5e,
6d
Learning &
Development Leader
1.4, 1.5,
Change Leader
Change Leader
1.4, 1.5,
Relationship
Development Leader
Instructional Method
Case-based problem-solving, small group and whole class discussion, lecture, Socratic dialog
and seminar
Method of Evaluation
- Panel Discussion of Current Educational Policy Issue. (20%) In groups of three or four, you will
prepare a panel discussion on a relevant current educational policy issue. Make sure that multiple
perspectives on the issue are discussed. You may invite guest speakers with the approval of the instructor.
Each panel will prepare a four page position paper representing those multiple perspectives with a reference
list of at least fifteen sources for distribution to the class.
Analysis of a Current Educational Policy: (40%): Each student will analyze a current U.S. education
policy. In this analysis, the student will explore the roots of the policy—the ideology that led to its creation,
the sociopolitical context during the development period, and the outcome or impact of the policy. In this
paper, each student should thoroughly examine the foundations of the policy and identify the stakeholders’
explicit and implicit values. Further, each student should develop your paper as a historical view of the
policy and its context. The paper should draw upon assigned readings, class discussions, and independent
research. Each student must present her/his analysis in both written and verbal form. A one page
proposal/focus statement is due in the fifth week of the semester. The written analysis of 15-25 pages,
excluding references, must be typed, 12 pt. Times New Roman or similar font, 1.0” margins, doublespaced, in APA (5th ed.) style. Your paper will be presented to class members along with a one-page
Executive Summary for class members to keep. These papers will be no more than ten pages.
Journal and Presentation of Summary and Critique of the Readings (20%):Each student will keep a
journal that focuses on the student’s critical engagement with the readings. Each weekly journal should
contain a critique and reaction to the readings that does not exceed four pages (double-spaced, one inch
margins, times new roman or similar font). These pieces can reflect on the connection or pertinence of the
readings to current educational contexts. They may also simply critique the authors’ writings and propose a
different point of view. The journal will be due at 4pm each Monday and can be transmitted by e-mail or
turned in during class. Every student will present his or her critique of the week’s assigned readings twice
during the course. Examples of critiques will be provided. Sign up sheets will be available on the first day
of class. Students will be given feedback and the opportunity to resubmit their first summary and critique if
they so desire. Grades will be based on engagement with the readings, clarity and organization of writing,
and depth of analysis.
Book Review and Oral Presentation (20%): Students will choose and review a book from the
supplementary reading list or a book of their own choosing that is approved by the instructor. The review
should between 8 and 15 pages, double spaced, 12 point, Times New Roman or similar font. Copies of the
review should be made and distributed to all members of the class (or distributed through e-mail). Students
are expected to examine issues of analytical frameworks, contemporary applications, and the impact of
policies in the historical moment. Students are encouraged to bring in other relevant sources and materials
to the review and presentation, although this is not required. The student is expected to present for 15
minutes and to lead a 15-minute discussion of the book, relating it to material assigned in the course.
V.
Resources and Funding Required (New Courses only)
Course funding addressed in budget of umbrella EdD degree proposal as drafted
by the Dean and Associate Dean of Graduate Studies for the Bagwell College of
Education
Resource
Faculty
Other Personnel
Equipment
Supplies
Travel
Amount
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Adolescent Education
EDAD 8300
Issues & Policy
3-0-3
Fall 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
I.
Course Number:
Course Title:
College:
Semester:
Room:
II.
Instructors:
EDAD 8300
Critical Issues & Educational Policy for Teacher Leaders
Bagwell College of Education
Fall 2005
KH 2001
Lynn Stallings, Ph.D.
Office: KH 1017
Phone: 770-420-4477
Fax: 770-420-4334
Email: lstalling@kennesaw.edu
Office Hours: Tues: 3:00-5:00 PM
III.
Class Meetings:
Tuesday, 5:00PM-7:45PM
IV.
Required Text:
Cochran-Smith, Marilyn. (2005). Education Policy, Practice, and Politics. Newbury
Park, CA: Sage.
Additional readings from current journal articles.
V.
Catalog Course Description: EDUC 8XXX: Critical Issues & Educational Policy for
Teacher Leaders. 3-0-3
This course provides an analysis of K-12 education policy at the national, state, and local levels. It include the
history of American education, the institutions and processes of public policymaking, the values and
assumptions that underlie different types of policies, the political factors that shape their formulation and
implementation, and the links between policy and educational practice. The goal of the course is to help
teacher leaders think critically about education policy and its effects on diverse schools and classrooms.
VI.
Purpose and Rationale:
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and university and
extends collaboration to the community-at-large. Through this collaboration with professionals
in the university, the public and private schools, parents and other professional partners, the
PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels
of learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, & Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process,
the teacher education faculty at KSU believe that the concept of expertise is central to preparing
effective classroom teachers and teacher leaders. Researchers describe how during the continuum
phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that
expertise is not an end-state but a process of continued development.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve
student learning and meet Georgia Technology Standards for Educators. During the courses,
candidates will be provided with opportunities to explore and use instructional media. They will
master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, and create WWW resources.
Field Based Activities
While completing your graduate program at Kennesaw State University, you are required to be
involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees,
attending PTA/school board meetings, leading or presenting professional development activities
at the school or district level, and participating in education-related community events. As you
continue your educational experiences, you are encouraged to explore every opportunity to learn
by doing.
Rationale:
In order to be advocates for education, leaders for learning who serve in distributed leadership roles must possess
the knowledge, skills, and dispositions necessary to understand, respond to and influence the larger political, social,
economic, legal, and cultural context of schooling.
VII:
Goals and Objectives:
As a result of this course each student will be able to:
Course Objectives
Doctoral KSDs
Distributed
Leadership Roles
NCATE/PSC
standards
identify and explain
the role of contextual
factors within which
educational policy is
made;
1b, 1c, 2a, 5d
Learning &
Development Leader
1.4, 1.5,
Change Leader
Relationship
Development Leader
identify and explain
specific political
processes which
influence the context
of educational policy
1b, 1c, 2a, 2d
Learning &
Development Leader
1.4, 1.5,
Change Leader
Relationship
Development Leader
explain the complexities of
inherent paradoxes in
policy making;
1b, 1c, 2a, 5d
Learning &
Development Leader
1.4, 1.5,
Change Leader
Relationship
Development Leader
use a framework to analyze
a specific educational
policy; and
1b, 1c, 2a
Learning &
Development Leader
1.4, 1.5,
Change Leader
anticipate potential impacts
of specific educational
policies.
1b, 1c, 2a, 4a, 5d, 5e,
6d
Change Leader
Relationship
Development Leader
1.4, 1.5,
IX.
Requirements/Assignments:
Panel Discussion of Current Educational Policy Issue. (20%) In groups of three or four, you will prepare
a panel discussion on a relevant current educational policy issue. Make sure that multiple perspectives on
the issue are discussed. You may invite guest speakers with the approval of the instructor. Each panel will
prepare a four page position paper representing those multiple perspectives with a reference list of at least
fifteen sources for distribution to the class.
Analysis of a Current Educational Policy: (40%): Each student will analyze a current U.S. education
policy. In this analysis, the student will explore the roots of the policy—the ideology that led to its creation,
the sociopolitical context during the development period, and the outcome or impact of the policy. In this
paper, each student should thoroughly examine the foundations of the policy and identify the stakeholders’
explicit and implicit values. Further, each student should develop your paper as a historical view of the
policy and its context. The paper should draw upon assigned readings, class discussions, and independent
research. Each student must present her/his analysis in both written and verbal form. A one page
proposal/focus statement is due in the fifth week of the semester. The written analysis of 15-25 pages,
excluding references, must be typed, 12 pt. Times New Roman or similar font, 1.0” margins, doublespaced, in APA (5th ed.) style. Your paper will be presented to class members along with a one-page
Executive Summary for class members to keep. These papers will be no more than ten pages.
Journal and Presentation of Summary and Critique of the Readings (20%):Each student will keep a
journal that focuses on the student’s critical engagement with the readings. Each weekly journal should
contain a critique and reaction to the readings that does not exceed four pages (double-spaced, one inch
margins, times new roman or similar font). These pieces can reflect on the connection or pertinence of the
readings to current educational contexts. They may also simply critique the authors’ writings and propose a
different point of view. The journal will be due at 4pm each Monday and can be transmitted by e-mail or
turned in during class. Every student will present his or her critique of the week’s assigned readings twice
during the course. Examples of critiques will be provided. Sign up sheets will be available on the first day
of class. Students will be given feedback and the opportunity to resubmit their first summary and critique if
they so desire. Grades will be based on engagement with the readings, clarity and organization of writing,
and depth of analysis.
Book Review and Oral Presentation (20%): Students will choose and review a book from the
supplementary reading list or a book of their own choosing that is approved by the instructor. The review
should between 8 and 15 pages, double spaced, 12 point, Times New Roman or similar font. Copies of the
review should be made and distributed to all members of the class (or distributed through e-mail). Students
are expected to examine issues of analytical frameworks, contemporary applications, and the impact of
policies in the historical moment. Students are encouraged to bring in other relevant sources and materials
to the review and presentation, although this is not required. The student is expected to present for 15
minutes and to lead a 15-minute discussion of the book, relating it to material assigned in the course.
X:
Evaluation and Grading:
Grading scale:
XI.
A (92-100)
B (83-91) C (74-82) D (70-73) F (0-69)
Policies
Diversity: A variety of materials and instructional strategies will be employed to meet the needs
of the different learning styles of diverse learners in class. Candidates will gain knowledge as
well as an understanding of differentiated strategies and curricula for providing effective
instruction and assessment within multicultural classrooms. One element of course work is
raising candidate awareness of critical multicultural issues. A second element is to cause
candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students must
visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
Academic Honesty: KSU expects that graduate students will pursue their academic programs in
an ethical, professional manner. Any work that students present in fulfillment of program or
course requirements should represent their own efforts, achieved without giving or receiving any
unauthorized assistance. Any student who is found to have violated these expectations will be
subject to disciplinary action.
XII:
Course Outline (Tentative Schedule)
TOPICS:
Reform Efforts of the 1980’s and 1990’s
Teacher Quality
Governance
Testing and Evaluation: Historical and Contemporary Constructions
Resources for Implementing NCLB
Educational Accountability
Education in Rural Communities
Education in Urban Settings
Solution Focused Accountability
Current U.S., Georgia, and local initiatives
Funding of Education
Local School System Structures and Policy Influences
State-Level Structures and Policy Influences
Federal-Level Structures and Policy Influences
School in Colonial American (1620-1770)
American Revolution and Schools for the New Republic (1770-1820)
The Common School Movement (1820-1860)
Schooling Moves West (1835-1860)
Slavery, Reconstruction, and the Schools of the South (1820-1903)
Growth and Diversity in Schools and Students (1880-1960)
The Progressive Era (1890-1950)
The Progressive Era into Schools in the Cold War Era (1950-1970)
Civil Rights, Integration, and School Reform (1954-1980)
Rights and Opportunities in American Education (1965-1980)
XIII.
References/Bibliography/Choices for Book Review
Adams, D. (1995). Education for extinction: American Indians and the boarding school experience. Lawrence:
University of Kansas.
Anderson, J. (1988). The education of Blacks in the South, 1860-1935. Chapel Hill: UNC Press.
Baugh, J. (2000). Beyond Ebonics: Linguistic pride and racial prejudice. New York: Oxford University Press.
Beadie, N. (2002). Chartered Schools: Two Hundred years of independent academies, 1727-1925. New York:
Routledge.
Bond, H.M. (1934). The education of the Negro in the American social order. Octogon Books (1969 reprint edition).
Bowles, Samuel & Gintis, Herbert. (1976). Schooling in capitalist America. New York: Basic Book Publishers.
Butchart, R. (1980). Northern schools, southern Blacks, and Reconstruction: Freedmen’s Education, 1862-1875.
Westport, CN: Greenwood Press.
Callahan, R. (1962). Education and the cult of efficiency: A study of the social forces that have shaped the
administration of the public schools. Chicago: University of Chicago Press.
Castellanos, D. (1985). The best of two worlds: Bilingual-Bicultural education in the U.S. Trenton, N.J.: New Jersey
State Department of Education.
Cremin, L. (1961). The transformation of the school: Progressivism in American education, 1876-1957: New York:
Vintage Books.
Carnoy, Martin & Levin, Henry (1976). The limits of educational reform. New York Longman.
Curti, Merle (1959). Social ideas of American educators. Paterson, NJ: Pageant Books.
Dewey, J. (1899). The School and society. Chicago: University of Chicago Press.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York:
Macmillan.
Donato, R., Menchaca, M., Valencia, R. Segregation, desegregation, and integration of Chicano students: Problems
and prospects. In Valencia, R. (Ed.). Chicano school failure and success: Research and policy analysis for the
1990’s. New York: Falmer. pp. 27-63.
Dow, P. (1991). Schoolhouse politics: Lessons from the Sputnik Era. Cambridge: Harvard University Press.
DuBois, W.E. B (1903), The Souls of Black Folk. New York: New American Library (1969 edition).
DuBois, W. E. B. (1959). Mansart builds a school. New York: Mainstream publishers.
Fraser, J.W. (2001). The school in the United States: A documentary history. Boston: McGraw-Hill.
Lewis, D. (Ed.) (1995). W.E. B. DuBoise: A reader. New York: Henry Holt. Read Introduction, 1-12; The Negro
College, 68-75; On Booker T. Washington and others, 319-328; and Negro Education, 261-269.
McCarty, T. (2002). A place to be Navajo: Rough Rock and the struggle for Self-Determination in Indigenous
schooling. Mahwah, NJ: Lawrence Erlbaum and Associates.
Nieto, S. Ed. (2000) Puerto Rican Students in U.S. Schools. Mahwah, N.J. Lawrence Earlbaum.
Pak, Y. (2001). Wherever I go, I will always be a loyal American: Seattle’s Japanese American Schoolchildren
during World War II. New York: Routledge.
Palmer, J., Ed. (2001) Fifty major thinkers on Education: From Confucious to Dewey. New York: Routledge.
Parkerson, D. (2002). Transitions in American education: A social history of teaching. New York: Routledge. Read
Chapter 3, “The struggle for diversity”, pp. 37-61 and Chapter 4, “Women enter teaching”, pp. 63-78.
Perlstein, D. (2002). Minds stayed on freedom: Politics and pedagogy in the African American freedom struggle.
American Educational Research Journal. V. 39, n. 2. pp. 249-277.
Ravitch, D. (2000). Left Back: A century of failed reforms. New York: Simon & Schuster.
Rippa, A. (1967). Education in a free society: An American history. New York: David McKay.
Rury, J. (2002). Education and social change: Themes in the history of American schooling. Mahwah, N.J:
Lawrence Earlbaum and Associates.
San Miguel, G. (1987). “Let them all take heed;” Mexican-Americans and the campaign for educational equality in
Texas, 1910-1981. Austin: University of Texas Press.
Spring, J. (2001). The American school: 1642-2000 (6th ed.) Boston: McGraw-Hill.
Thornbrough, E. (1969). Booker T. Washington. Englewood Cliffs, N.J. Prentice-Hall.
Tyack, D. & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA:
Harvard University Press.
Tyack, D. & Hansot, E. (1992). Learning together: A history of co-education in American public schools. New
York: Russell Sage Foundations.
Tyack, David B. and Hansot, Elizabeth. (1982). Managers of Virtue: Public School Leadership in America, 18201980. Read Chapter 12, “Local superintendents: social engineers and curators of the museum of virtue.” Pp.
167-179.
Tyack, D. (1974). The one best system: A history of American urban education. Cambridge, MA: Harvard
University Press.
Tyack, David. (1967). Turning points in American educational history. Read Chapter 11, “The education of teachers
and the teaching of education.” pp. 412-465
U.S. Commission on Civil Rights (1971). Mexican American education study, Report 1: Ethnic Isolation of Mexican
Americans in the public schools of the southwest and Report 2: The unfinished education: Outcomes for
minorities in five southwestern states. Washington, D.C.: Government Printing Office.
Washington, B.T. (1969). My larger education: Being chapters from my own experience. Miami: Mnemosyne
publishing.
West, E. (1972). The Black American and education. Columbus: Charles Merrell.
Wollenberg, C. (1976). All deliberate speed: Segregation and education in California Schools, 1855-1975. Berkeley:
University of California Press.