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Foundations

This version was saved 12 years, 2 months ago View current version     Page history
Saved by David Shutkin
on May 22, 2012 at 4:18:45 pm
 

 

Students with Disabilities

Students with documented disabilities are entitled to reasonable accommodations if needed.  If you believe you need accommodations, please see Professor Shutkin or JCU’s Coordinator of Students with Disabilities (Ext. 4967) as soon as possible.  Accommodations will not be granted retrospectively.

Catalog Description

 


 

 

Personal and professional development of educational practitioners through critical, reflective inquiry into philosophical, historical and sociological scholarship that focuses on educational institutions in their socio-cultural settings.

 

 

 

Course Rationale

 


 

 

What is the place of educational foundations in teacher education?  While study and practice of teaching methods and the design of learning environments are central to the teaching profession, methods and design make sense only in historically specific contexts with specific goals. 

 

In the wider society, these goals are frequently contested and made the objects of partisan debates. Yet education is perhaps the least understood institution in the United States; while most Americans spend 12 or more years attending school, the issues that define “effective” schools shift and change through time. From democracy and citizenship to equity and accountability, what are the issues and goals determining “effective” schools today?  

 

As citizens of this great democracy, as agents of the institution of education and as members of local school communities, teachers must make informed decisions about teaching methods and learning environments that affect the lives and futures of school children in the United States.

 

 

Course Themes and Topics 

  • A History of the Present: Schooling in These United States;
  • Questioning the Philosophy of Mind: I.Q., Intelligence, and Merit;
  • Learning Theories for the 21st Century;
  • Curriculum Studies: Justice, Power, Knowledge;
  • Inside Classroom Communities; and
  • Multiculturalism and Hybridity in School. 

Learned Society Standards

The Council of Social Foundations in Education 

(CSFE) is a national federation of professional associations and societies in the educational foundations, educational studies, and educational policy studies fields.

 

Standard IV: Interpretive, Normative, and Critical Studies Component of Non-Foundations Graduate Degrees and Programs in Education shall include foundational studies which promote the development of interpretive, normative, and critical perspectives on education.

 

Candidates seeking master’s degrees in education require informed interpretive, normative, and critical perspectives on educational arrangements, practices, and discourse. At levels appropriate to masters programs, foundational instruction exposes students to research and field experiences that promote knowledge and understanding of the content and context of fundamental issues and themes in education. Instruction in the behavioral sciences alone cannot satisfy this Standard.

 

 

 

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