Tier III Winter 2003 Schools Through Film: Historical and Contemporary Perspectives Dr. A. Ward Randolph

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Tier III Winter 2003 Schools Through Film: Historical and Contemporary Perspectives Dr. A. Ward Randolph Day: W Office: 248 McCracken Hall Time: 4:00-8:00 Office Phone: Place: 225 Alden
Tier III Winter 2003 Schools Through Film: Historical and Contemporary Perspectives Dr. A. Ward Randolph Day: W Office: 248 McCracken Hall Time: 4:00-8:00 Office Phone: Place: 225 Alden Office Hours: 3:10-6:10 M, 12:00-1:00 W & By Appointment Course Description and Objectives This course is designed to provide students with an understanding of the historical and contemporary issues related to educating youth in schools. The literature for this course is interdisciplinary and will be drawn from many disciplines such as political science, history, sociology and education. Students are expected to not only garner knowledge from an interdisciplinary perspective but be able to apply that knowledge in acquiring synthesis. In turn, students will be able to articulate critical thinking through the usage of an interdisciplinary model to analyze education in different schools and at different levels as depicted through historical and contemporary films. Students in the course will address several questions. What is education? What has been the historical purpose of schooling in communities? What makes the political process different for schools in suburban, rural, or urban contexts? What social variables either impede or enhance the education of students in past and present communities? What impact does cultural, racial, gender or class diversity have on education? What role can teachers, administrators, parents, and policy makers play in creating exemplary and effective schools, social policy, and political access in school districts? History, political science, sociology and education form an interdisciplinary helix that is at the very core of understanding education. Consequently, a major goal of this course is for students to learn to assess, analyze, think and apply interdisciplinary knowledge to a historical problem in the field of education. Unequal power is depicted in films about schools. The educational process has not yet successfully taught us how to overcome our differences, but has reinforced dominant systems of differences. Thus, another goal of this course is for students to garner a historical, theoretical and practical knowledge of the educational and schooling experiences of people within the culturally, racially, and economically diverse contexts in which schools exists. Lastly, students will learn to further develop critical thinking and analytical practices and obtain the following objectives: -Be able to explicate the historical development of schools -Be able to discuss the different genres of films addressing schools -Be able to understand how different contexts produce different schools -Be able to explain the many factors that impact schools and learning Upon completion of this course, students will have a sound foundation for analyzing schools. Required Books: Course Requirements Aldridge, J. & Goldman, R. (2002). Current Issues & Trends in Education. Boston: Allyn & Bacon. 1 Anyon, J. (1995). Social Class and the Hidden Curriculum of Work. In Justice, Ideology and Education. Edward Stevens, Jr., & George H. Wood, Eds. New York: McGraw-Hill. pp Butchart, R. & McEwan, B. (1998). Classroom Discipline in American Schools: Problems and Possibilities for Democratic Education. New York: SUNY Press. Haberman, M. (1994). The Pedagogy of Poverty Versus Good Teaching. In Transforming Urban Education. Joseph Kretovics & Edward J. Nussel, Eds. pp Irvine, J. J. & York, D. E. (1993). Teacher Perspectives: Why Do African-American, Hispanic and Vietnamese Students Fail? In Handbook of Schooling in Urban America. Stanley William Rothstein, Ed. pp McIntosh, P. (1992). White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women s Studies. In Race, Class and Gender: An Anthology. Margaret L. Andersen and Patricia Hill Collins, Eds. pp Recommended Reading: Altenbaugh, R. (2003). The American People and Their Education: A Social History. Columbus, OH: Merrill Prentice Hall. Attendance Policy Student Responsibilities Regular attendance is required. Students are responsible for attending and participating in every class unless an appropriate excuse is presented to the professor prior to the missed class. Two or more absences will negatively effect a student s grades by one-half a letter grade. Note: a combination of any two tardies or early departures constitutes one absence. If you leave at the break, then you will be considered absent for the whole day. Assignment Policy You are responsible for all assignments whether you are present or not. All assignments must be typed, free from grammar, spelling errors, and turned in on time. Assignments turned in that have not been proofread for writing errors will be penalized accordingly. Late papers will be penalized 20% of their point value. Cheating on assignments or examinations will result in an automatic F (0 points) on the exam, quiz or assignment. Participation Policy Learning is a social process. Besides attending class regularly, you are expected to contribute to class discussions, debates, etc., and to be prepared for every assignment. It is not possible to participate in class discussions or lessons AND carry on a private conversation at the same time. Finally, quality class participation is worth 10% of your final grade. 2 Changes and Accommodations This syllabus represents a tentative indication of how the course will be organized. The Professor reserves the right to alter the syllabus based upon unexpected circumstances. Also, please inform the Professor as soon as possible if your learning needs are different because of a learning or a different ability. Class Assignments This class will consist of a school biography, a responsive journal, in-class writing, a midterm, and a final. All of the assignments are designed to assist students in examining what they know about schools, their own schooling experiences, and how films have influenced their understanding of schools. Additionally, students will earn participation points for in-class assignments, debates, etc. All students are required to complete the following assignments: 1. Film Journal 80 points School Autobiography 20 points Midterm 100 points 4. Final 100 points 5. Participation 10% of grade Total 330 points Film Journal The film journal consists of your responses to the films viewed in class. For each film, you will be expected to address specific criteria about the film. Additionally, you will be expected to provide your own analysis of the film. Each journal entry should be typed, double-spaced and use a inch font, and follow the grading criteria rubric. A title page should accompany journal entry. They should be numbered consecutively. School Autobiography The purpose of this assignment is for you to gain a deeper understanding of who you are, how you came to be the way you are, and what is significant about your life experiences, particularly your educational experiences which constitute the terministic screen from which you view the world. This process disentangles for you not only why you do what do, but also how your education has fostered the way you think. In other words, what is your own personal theory of thought and action? This theory serves as the basis for all of our actions particularly our thought processes when we encounter difference. Thus, this essay is designed to assist you in understanding and reflecting, upon who you are and understand what premises, biases or assumptions you may take into the world with you based on your educational experience. The key is critical reflection and examination of your elementary, secondary and even college education and the context in which they occurred. This assignment should be between 6-8 pages, double-spaced, inch font, and follow the rubric. Midterm The midterm will be in an essay format and contain short answer identifiers on key concepts in from the course readings, and the films. Students will be required to choose between identifiers. Also, there will be a choice of essays as well as an essay all students will be required to answer unless otherwise indicated by the Professor. 3 Final The final will be an essay exam covering the later part of the course unless otherwise indicated by the professor. It will be in the same format as the midterm. Discussion Each student will be required throughout the quarter to lead the discussion for the class: to foster dialogue and discussion amongst the class. Each student must sign up for one day to be the facilitator of class discussion. Please pick something that you really want to learn about, and engage your classmates in discussing. Course Readings Calendar Week 1: January 8: Introduction of class and concepts; Butchart & McEwan: Introduction & Chapter 1; Aldridge & Goldman Chapter 1 Film: Schools Vol. I & II Week 2: January 15: Butchart & McEwan: Chapter 2; Aldridge & Goldman Chapter 2 Film: Blackboard Jungle Week 3: January 22: Butchart & McEwan ; Chapter 3 Aldridge & Goldman: Chapter 3 Anyon Reading Film: Up the Downstairs Case Week 4: January 29: Butchart & McEwan: Chapter 4 Aldridge & Goldman:Chapter 5 Irvine & York Reading Film: Teachers Week 5: February 5: Butchart & McEwan: Chapter 5 Aldridge & Goldman: Chapter 4, 9 & 11 Film: Ruby Bridges & Eyes on the Prize: Fighting Back Week 6: Midterm: February 12: Midterm Week 7: February 19: Butchart & McEwan: Chapter 6 Aldridge & Goldman: Chapter 7 Haberman Reading Film: Stand & Deliver Week 8: February 26: Butchart & McEwan: Chapter 7 Aldridge & Goldman: Chapter 8 McIntosh Reading Film: Cheaters 4 Week 9: March 5: Butchart & McEwan: Chapter 8 Aldridge & Goldman: Chapter 10 & 12 Film: Finding Forrester Week 10: March 12: Butchart & McEwan: Chapter 9 & Conclusion Aldridge & Goldman: Chapter 6 Film: Music of the Heart Review, Evaluations and Closure Week 11: Finals Week - Exam on Monday March 17 th at 12:20 p.m. Student Facilitation Schedule Week Topic Students Grading Scale A 282 A- 270 B+ 261 B 252 B- 240 C+ 231 C 222 5 C- 210 D+ 201 D 192 D- 180 F 179 Note: Up to 30 points will be added for participation for a total of 330 possible points Grading Criteria Scoring Rubric For All Papers DIMENSION Exemplary = A- (90 ) Satisfactory = B- (80 ) Inadequate = C- (70 ) SUBSTANCE States purpose of paper Includes statement of explicitly and early on. purpose of the paper. ORGANIZATION MECHANICS Addresses all specifics AND creates an engaging and interesting read for the audience. Integrates and applies ideas of numerous authors. Analyzes from multiple perspectives. Uses transitions to ensure flow among sub-sections. Includes many citations and uses APA style correctly. Uses own words to synthesize others ideas. Communicates coherence of subject at hand and structures ideas succinctly throughout the paper. Submits paper on due date without plastic or other covers. Addresses all specifics in syllabus. Applies ideas of several authors. Analyzes and employs low-inference interpretations. Employs sub-headings to identify introduction, sub-topics, and conclusions. Cites intermittently from reader/text. Balances use of direct quotes and own paraphrases. Writes intelligibly, with few to no technical errors. Articulates ideas concisely. Proofreads before submitting, and numbers pages. Assumes reader knows why this paper was written. Addresses some specifics in syllabus. Draws primarily from own perspective. Opines, describes, and employs high-inference interpretations. Digresses from topic. Rambles, with little discernible flow to the paper. Few Citations. Sprinkles some direct quotations of other authors around. Includes hyperbole, typos, colloquialisms, vague or sexist language, grammatical or typing errors. Relies on lengthy sentences with multiple sub-clauses. 6
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