Course description: To what aims have education reformers aspired over time? When and how did schools become tools for divergent goals, such as reducing inequality, advancing capitalism, creating cultural uniformity, and liberating oppressed peoples? Why have educational policies succeeded or failed to achieve these ends, and what were some of the unintended consequences? In this mid-level undergraduate course, we compare and contrast selected movements, both past and present, to reform elementary, secondary, and higher education in the United States from the nineteenth-century Common School era to contemporary debates over school choice, cultural differences, governance structures, and digital technology. Students will develop skills in reading and researching primary and secondary sources, interpreting divergent perspectives, and expository writing on the web.
Cross-listed with American Studies and Public Policy & Law. Pre-requisite: Ed 200, or AMST or PBPL major, or permission of instructor.
Time & location: Mondays 6:30-9:10pm in Seabury S205 at Trinity
Students are encouraged to bring laptops for in-class notes and writing exercises.
Jump to: Week 1: Jan 23 — Week 2: Jan 30 — Week 3: Feb 6 — Week 4: Feb 13 — Week 5: Feb 27 — Week 6: March 6 — Week 7: March 20 — Week 8: March 27 — Week 9: April 3 — Week 10: April 10 — Week 11: April 17 — Week 12: April 24 — Week 13: May 1
About the instructor: Jack Dougherty, Professor of Educational Studies at Trinity College, specializes in the history and policy of education in the metropolitan United States. He received his Ph.D. in educational policy studies, with a minor in U.S. history, from the University of Wisconsin-Madison. See faculty profile with contact info, and appointments & advising page to book an appointment.
Dana Goldstein, The Teacher Wars: A History of America’s Most Embattled Profession (New York: Anchor, 2015). ISBN 978-0-345-80362-7
Paul Tough, Whatever It Takes: Geoffrey Canada’s Quest to Change Harlem and America (Boston: Mariner Books, 2009). ISBN 978-0-547-24796-0
Richard D. Kahlenberg and Halley Potter, A Smarter Charter: Finding What Works for Charter Schools and Public Education (Teachers College Press, 2014), https://books.google.com/books?isbn=0807755796.
If your last name is A-Ei: David S. Cecelski, Along Freedom Road: Hyde County, North Carolina, and the Fate of Black Schools in the South (The University of North Carolina Press, 1994). ISBN 978-0-8078-4437-3
OR if last name is Er-Z: Constance Curry, Silver Rights: The story of the Carter family’s brave decision to send their children to an all-white school and claim their civil rights. (Harvest Books, 1996; or reissued edition by Algonquin Books, 2014). ISBN 978-1-61620-559-1
Additional digital readings are linked below, and I will discuss options for print copies.
(always check for instructor’s updates; important changes will appear in red)
Week 1: Mon Jan 23 in class – Overview & Introduction to Common School Reform
- Before our first class, please fill out this quick survey
- Introduction to the syllabus, assignments, and how to book an appointment
- Focus on broad US education reform, and what this course does NOT do
- In class: Interpretive reading quiz 1 about syllabus on Moodle
- Presentation: What textbooks reveal about the Common School Movement
- Study hint: All students can view my presentations live on web or File > Download. Avoid becoming a robotic note-taker of what I say. Instead, write notes on your deeper insights and/or unanswered questions about the presentations.
- Preview next week’s readings, and assign students to annotate GDoc versions (3 points)
- History lab at 7:45pm: Common school textbooks at Watkinson Library with worksheet
due Sun Jan 29 by 9pm
- Use “Guiding questions” below to help organize your notes and to prepare for the Interpretive reading quiz 2 on Moodle (due Sunday 9pm) and mid-term exam
- Guiding question on Goldstein: How did the goals of early common school activists change from Catharine Beecher to Horace Mann to Susan Anthony?
- Read: Dana Goldstein, Teacher Wars, introduction and chapters 1-2.
- All read primary sources below, and also read Assignment: Annotating Sources if your name is listed below
- Guiding question: How did common-school advocate Horace Mann justify why citizens should financially support government-sponsored schooling?
- Read: Horace Mann, “Intellectual Education as a Means of Removing Poverty, and Securing Abundance,” excerpt from “Annual Report to the Board of Education of Massachusetts for 1848,” in Life and Works of Horace Mann, ed. Mary Tyler Peabody Mann, vol. 3 (Boston: Walker, Fuller and co., 1865), 663–670, http://catalog.hathitrust.org/Record/001067112. Read our annotated Google Doc version, with questions/comments by me and Rachel and Sarah.
- Guiding question: Although prevailing norms dictated that white Protestant women should remain in the “private sphere” as mothers and homemakers during the nineteenth century, common-school advocate Catherine Beecher bent this rule to persuade women to enter the “public sphere” as school teachers. How did she craft this argument?
- Read: Catherine Beecher, The Evils Suffered by American Women and American Children: The Causes and the Remedy (New York: Harper & Brothers, 1846), excerpt. http://catalog.hathitrust.org/Record/003456542. Read our annotated Google Doc version, with questions/comments by me and Max and Courtney and John.
- Guiding question: On what grounds did John Hughes, the Catholic archbishop of New York, criticize the common school movement, and what was his rhetorical strategy for communicating these views to the Protestant majority?
- Read: John Hughes and New York. Committee of Catholics, Address of the Roman Catholics to their fellow citizens, of the City and State of New York (New-York : H. Cassidy. 1840), http://archive.org/details/addressofromanca00newy. Read our annotated GDoc version, with questions/comments by me and Lilly G and Zoe and Lily J.
- Guiding question: How did Thomas Nast and other members of the Protestant majority portray Catholic opponents of common schools?
- See cartoon and explanation: Robert C. Kennedy, “On This Day: May 8, 1875 [about Thomas Nast’s Political Cartoon, ‘The American River Ganges’],” The New York Times Learning Network, May 7, 2001, http://www.nytimes.com/learning/general/onthisday/harp/0508.html.
- Guiding question: In some cases, how did Common School reformers accommodate non-English-speaking communities?
- See excerpt from Sanders’ Pictorial Primer = Sanders’ Bilder Fibel (1846), https//catalog.hathitrust.org/Record/008376748.
- Read: Rosio Baez and Ashley Ardinger, “Are McGuffey Readers still used to educate children today?,” Educ 300: Education Reform, Past and Present, January 31, 2012.
Week 2: Mon Jan 30th in class – Interpreting Common-School Reform
- Presentation: Thinking like a Historian about the Common School Movement
- Annotators point out and interpret key passages
- Role-play debate over common schools
- Discuss: What can we learn from America’s past anti-immigration history to plan action on present-day events? What steps — big or small — will you take?
- Prep for next week’s readings, decide digital or paper, and assign annotators
due Sunday February 5th by 9pm
- Interpretive reading quiz 3 on Moodle on Goldstein, Teacher Wars, ch 3-4.
- How to Annotate Sources
- Guiding question: On what points did Washington and DuBois agree and disagree on education for African Americans, and how were their views shaped by their contexts?
- Booker T. Washington, “Industrial Education for the Negro,” in The Negro Problem (New York, J. Pott & Company, 1903), 7–30, http://archive.org/details/negroproblemseri00washrich. Read our Google Doc version, annotated by Briana and Paige
- W.E.B. DuBois, “The Talented Tenth,” in The Negro Problem, ed. Booker T. Washington (New York, J. Pott & Company, 1903), 31–76, http://archive.org/details/negroproblemseri00washrich. Read our GoogleDoc version, annotated by Taylor and Jenn
- Guiding question: A century ago, John Dewey, Margaret Haley, Elwood Cubberley, and Robert Yerkes all were identified with the broader Progressive education movement, but had very different goals. How did their views overlap and differ from one another?
- John Dewey, “The School and Social Progress,” in The School and Society (University of Chicago Press, 1900), 19–44, http://catalog.hathitrust.org/Record/001055834. Read our GoogleDoc version, which we will annotate together in class.
- Margaret Haley, “Why Teachers Should Organize.” In National Association of Education. Journal of Addresses and Proceedings of the 43rd Annual Meeting (St. Louis), 145–152. Chicago: University of Chicago Press, 1904. http://hdl.handle.net/2027/uiug.30112039515827?urlappend=%3Bseq=161. Read our GoogleDoc version, annotated by Adam and Charlotte
- Ellwood Patterson Cubberley, “The Organization of School Boards,” in Public School Administration (Boston, New York etc.: Houghton Mifflin, 1916), 85–97, http://catalog.hathitrust.org/Record/001283482. Read our GoogleDoc version, annotated by Jill and Doris
- Robert M. Yerkes, “The Mental Rating of School Children,” National School Service 1, no. 12 (February 15, 1919): 6–7, http://archive.org/details/nationalschoolse01unituoft. Read our GoogleDoc version, annotated by Hannah and Syd
- Read more about Army Alpha and Beta intelligence tests in Facing History and Ourselves, “Revising the Test,” in Race and Membership in American History: The Eugenics Movement (Brookline MA: Facing History, 2002), 156–59, https://www.facinghistory.org/for-educators/educator-resources/readings/revising-test.
Week 3: Mon Feb 6th in class – Contrasting Black and White “Progressive” Reform
- Assign: Education policy journalism event to attend, report on a newsworthy story, at least 500 words and photo of you at or outside event; due 24 hours after event, no later than Wed March 1st
- Guest speaker: Nicole George ’18 on how she completed her Ed Policy Journalism assignment last year, “Community College Student Tuition Increase to Provide for Campus Safety?”
- Helpful overview of current events on school funding at State Capitol: Jacqueline Rabe Thomas, “School Funding Reform: Ideas and Changes Aplenty,” Connecticut Mirror, February 6, 2017, http://ctmirror.org/2017/02/06/school-funding-reform-ideas-and-challenges-aplenty/
- Presentation: What Direction for African-American Education: Washington and DuBois?
- Annotators: What are key lines/connections/questions in primary sources?
- History Lab: For residents of any town/street in 1940 US census manuscript, what are typical highest levels of education completed?
- See column 14 codes: 0, grades 1-8, High School (H1-4), College (C1-5)
- Presentation: Contrasting Theories of “Progressive” Education Reform
- Annotators: What are key lines/connections/questions in primary sources?
- In class: Tutorial: How to publish a WordPress post on our course site
- Write a practice post (it will be public!)
- Insert a link to another site
- Insert any image, with a caption about its source
- Select Category = 2017 practice post
- Publish your post, which should appear here on our public site
- WordPress reminder: If you co-author an ed policy journalism post, use “custom byline” below the editor window to list both of your names
due Sun Feb 12th by 9pm
- Guiding questions for Goldstein, Teacher Wars, ch 5-6: How did anti-communism, school desegregation, and the Great Society programs influence teachers from the 1930s to 1960s?
- Interpretive reading quiz 4 on Moodle on Teacher Wars, ch 5-6
- Guiding question: Historiography is the study of how interpretations of the past have changed over time. How have four historians (Cremin, Tyack, Bowles & Gintis, and Ravitch) described the goals and outcomes of Progressive-era reform in different ways? What parts do they emphasize or de-emphasize? Why do their accounts differ?
- 1) Read: Lawrence Cremin, The Transformation of the School: Progressivism in American Education, 1876-1957 (New York: Vintage, 1961), excerpt pp. vii-ix, 135-142.
- 2) Read: David Tyack, The One Best System: A History of American Urban Education (Cambridge, MA: Harvard University Press, 1974), excerpt pp. 126-129, 182-191.
- 3) Read: Samuel Bowles and Herbert Gintis, Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life (New York: Basic Books, 1976), excerpt pp. 180-181, 191-195.
- 4) Read: Diane Ravitch, The Troubled Crusade: American Education, 1945-1980 (New York: Basic Books, 1983), excerpt pp. 43-48.
- Guiding question: We all know (or should know) that the US Supreme Court ruled against legally segregated schooling in Southern and border states in 1954. But on what grounds did the court base its ruling? What do the words reveal about this decision?
- Read: Brown v. Board of Education of Topeka, 347 U.S. 483 (Supreme Court 1954), http://scholar.google.com/scholar_case?case=12120372216939101759, read our GoogleDoc version for 2017, with annotations to be added in class
Week 4: Mon Feb 13th in class – Historiography of Progressive Era; Civil Rights Strategizing
- Quick recap from last week: What are the most important passages from different “Progressive” reformers? John Dewey and Margaret Haley and Ellwood Cubberley and Robert Yerkes
- Jigsaw exercise on Historiography: Progressive-era reform through different historians’ eyes
- Assign: Historiography reading quiz (after jigsaw exercise) on Moodle due Sunday Feb 19th at 9pm
- Presentation: Evolution of School Desegregation Law Part 1, from Plessy to Brown to Massive Resistance
- Collaborative Notes: Evolution of School Desegregation Law, Part 1
- Search strategies: Find and summarize court cases in http://scholar.google.com
- Compare historical dramatization, historical text, and historical documentary:
- View excerpt from historical dramatization: Separate But Equal [about early 1950s legal strategy] (1991), on Moodle.
- Brown v. Board of Education of Topeka, 347 U.S. 483 (Supreme Court 1954), http://scholar.google.com/scholar_case?case=12120372216939101759, with instructor and class commenting on GoogleDoc annotated version for 2017
- View excerpt from historical documentary: “Fighting Back” (1957-62 segment begins at 6:00), Eyes on the Prize video documentary (Blackside Inc., PBS, 1986/2006), https://youtu.be/Bi_WX0rOwzM?t=55m20s
- Assign: Avoid Plagiarism Exercise. Write your answers in any word processor, save in MS Word format (.docx), and upload to my personal Dropbox due Sunday Feb 19th at 9pm
- Recommended: Use a citation tool, such as How to capture and cite sources with Zotero
- Plan time (with a partner, if desired) for Ed Policy Journalism assignment
- Prep for next assigned readings
Mon Feb 20 – No class (Trinity Days)
- Remember your assignments from above are due on Sun Feb 19th at 9pm
- Do your Ed Policy Journalism assignment and read for next week
due Sun Feb 26 by 9pm
- This week’s reading quiz will be held during class on Monday
- Guiding question: According to Goldstein, why did the early 1960s alliance between city teachers and civil rights activists break apart in the late 1960s?Read: Goldstein, Teacher Wars, ch 7
- See Curry/Cecelski comparative reading guide
- If your last name is A-Ei, read: David S. Cecelski, Along Freedom Road: Hyde County, North Carolina, and the Fate of Black Schools in the South (The University of North Carolina Press, 1994).
- OR if last name is Er-Z: Constance Curry, Silver Rights: The story of the Carter family’s brave decision to send their children to an all-white school and claim their civil rights. (Harvest Books, 1996; or reissued edition by Algonquin Books, 2014).
- Read: Jack Dougherty, “Conclusion: Rethinking History and Policy in the Post-Brown Era” in More Than One Struggle: The Evolution of Black School Reform in Milwaukee. Chapel Hill: University of North Carolina Press, 2004. Read and comment on Google Doc version annotated for 2017.
Week 5: Mon Feb 27th in class – Integration: From Idea to Implementation
- Jigsaw-pair learning exercise on Curry/Cecelski readings – see reading guide
- In class: Interpretive reading quiz 5 on Moodle on Curry/Cecelski
- Presentation: Evolution of School Desegregation Law, part 2
- Update on Ed Policy Journalism assignment, with real examples by classmates
- How to prepare for upcoming interpretive open-book exam 1
- Collaborative writing exercise: How to Write About Historians and the Past
- Recommended: Work solo to organize your notes AND create a study group to anticipate possible exam questions
- Email back Avoiding Plagiarism assignments
- Get a tool to properly cite sources. Try my favorite: How to capture and cite sources with Zotero
- Mid-semester student course feedback
- How to declare a major in Ed Studies (beat the week-after-Spring-Break deadline)
- Ed Studies Junior Plan: Mandatory meeting and deadline in late March *
- Prep for next assigned readings
due Sun March 5 by 9pm
- Guiding questions on Goldstein, Teacher Wars, chapter 8: How does Goldstein explain the rise of the school accountability movement in the 1980s, and how is it similar or different to prior reform movements?
- No Moodle quiz this weekend
Week 6: Mon March 6th in class – Accountability in Recent Ed Reform
- Ed Policy Journalism assignment and posts by classmates
- Presentation: Crises in Education: 1958 – 1983 – today
- Prep for next assigned readings and annotations
- Exam 1
- After you complete the exam, insert your TrinityID number into the filename (example: 1234567exam.docx) and upload your responses for blind review.
Do NOT include your name anywhere in the file, so that I may evaluate your work anonymously.
Mon March 13th – No Class (Spring break)
due Sun March 19th by 9pm
- Read all of Paul Tough, Whatever It Takes: Geoffrey Canada’s Quest to Change Harlem and America. Boston: Mariner Books, 2009.
- Guiding questions on Whatever It Takes: What is the theory of change behind the Harlem Children’s Zone? According to Geoffrey Canada, what is the underlying cause of poverty, and how does it compare with other theories of poverty? Does the Harlem Children’s Zone strategy for reducing poverty lean more toward system-building or decentralization? Why do political leaders from sharply divided parties both praise his reform efforts?
- Interpretive reading quiz 6 on Moodle on Paul Tough, Whatever It Takes
Week 7: Mon March 20th in class – Theories of Poverty & Theories of Change
- Ed Policy Journalism assignment with posts by classmates;
- Presentation: Theories of Poverty & Change around the Harlem Children’s Zone
- Presentation/activity: Theories of Change and Policy Chains
- Review exam #1 with select student essay responses
- Review mid-semester student course evaluations
- Intro to Research Essay Process
- Brainstorm Topics and Transform into Research Questions exercise
- Coming up: Research proposal due by Saturday April 1st at 6pm
- Prep for next week’s assignments
due by Sun March 26th at 9pm
- Assign: Compare Trinity archival sources on 1960s-70s social change, and complete your assigned paragraph on the Google Doc. Plan ahead: the Watkinson Library is open from Monday-Friday from 10am-4:30pm.
- No reading quiz this week, but be prepared to discuss & analyze in class:
- Guiding Question: How did students featured in the readings below experience schooling and social change, in similar or different ways?
- Read: David Adams, Education for Extinction: American Indians and the Boarding School Experience, 1875-1928. Lawrence: University Press of Kansas, 1995, chapter 4, on Moodle
- Read: Leonard Covello. The Heart Is the Teacher. New York: McGraw-Hill, 1958, pp. 28-31, on Moodle.
- Read: Esmeralda Santiago, When I Was Puerto Rican. New York: Vintage Books, 1994, excerpt on Moodle
Week 8: Mon March 27th in class: Student Experiences of Education Reform
- Ed Policy Journalism assignment with posts by classmates
- Presentation: Student Experiences of School Reform and Social Change
- In class: What did Trinity 1960-70s archival sources tell you about past?
- Assign: Research essay proposal due by Saturday April 1st at 6pm on GDoc Organizer. Reminder: Set your Share settings so that anyone with the link can comment.
- In class: Read sample research proposals by past students, with comments
- In Class: Finding Sources and Search Strategies for Educ 300
- Recommended: Schedule a meeting with a librarian to discuss finding sources about your research question
- Required: Schedule a 20-minute meeting with me for face-to-face feedback on your proposal, either before the deadline OR during week of April 3-7th.
due by Monday April 3rd at 6pm
- Interpretive reading quiz 7 on Moodle on Goldstein, Teacher Wars, ch 9-10 and Harris, Value-Added Measures
- Guiding questions: How does researcher Doug Harris explain the benefits and limits of measuring student growth and value-added assessment? How does Goldstein explain criticisms of this approach?
- Read: Harris, Douglas N. Value-Added Measures in Education: What Every Educator Needs to Know. Cambridge, MA: Harvard Education Press, 2011, introduction & chapters 1 & 3, on Moodle.
- Read: Goldstein, Teacher Wars, chapters 9-10
Week 9: Mon April 3rd in class – Value-Added Assessment and Teacher Preparation
- Ed Policy Journalism assignment with posts by classmates
- Presentation: Testing Data and Value-Added Assessment, with spreadsheet exercise
- Discussion: Conflicting Trends in State-approved Teacher Preparation*
- Data exercise: Compare Teacher and Administrator Contracts from ConnCAN
- Google Ngram and other full-text databases — concept used by Kate McEachern, “Teaching to the Test,” Educ 300 essay, Trinity College, CT, Spring 2005.
- Internet Archive and the Way Back Machine — used by Taylor Godfrey, “Change in Evaluation of Teach for America,” Educ 300 web essay, Trinity College, CT, May 3, 2012.
- Explore more specialized data tools
- Assign Working Thesis and Evidence drafts on GDoc Organizer due Friday April 21st by 6pm
- Advice for Advising Week: Ed Studies Program and my advising page
- Prep for next week’s reading, with last group of annotators — see link below
due Sun April 9th by 9pm
- Annotators due by Sun April 9th at 9pm: Respond to reading questions by inserting quotes or paraphrasing passages from the book, with page numbers, on this GDoc.
- Update: In place of this week’s reading quiz, insert a thoughtful and original question (with your name) for Kahlenberg and Potter at the bottom of this GDoc by Monday 6pm.
- Guiding Questions: How did charter schools originate, how did their mission shift over time, and what do the authors recommend to bring them back?
- Read: Kahlenberg and Potter, A Smarter Charter
- Read: Kevin Welner, “The Dirty Dozen: How Charter Schools Influence Student Enrollment,” Teachers College Record, April 22, 2013, http://www.tcrecord.org/Content.asp?ContentID=17104, and publicly available at http://nepc.colorado.edu/files/welner-charter-enrollment-teachers-college-record.pdf
Week 10: Mon April 10th in class – School Innovation and Integration
- Ed Policy Journalism assignment with posts by classmates
- Update on research essay proposals, comments, and next deadline
- Presentation/exercise: School Choice Conceptual Map
- What is “self-selection bias” and why does it matter in educational research?
- Find definition in A Smarter Charter, and re-explain in your own words/diagram
- Where is the self-selection bias in this CT study and commentary about it? Jacqueline Rabe Thomas, “State Report: Students in Desegregated Schools Test Higher,” CT Mirror, September 12, 2013, http://ctmirror.org/state-report-students-in-desegregated-schools-test-higher/.
- Annotators lead discussion of A Smarter Charter, and identify richest questions to email to the authors
- Discuss Welner’s Dirty Dozen
- Prep for next week’s video assignment
- How to capture screenshots and insert as media in WordPress
due Sun April 16th by 9pm
- View Davis Guggenheim, Waiting For “Superman,” Video documentary (2010), with Trinity link or Vimeo link
- Assign: Video documentary analysis of the film above, submitted as a WordPress post (category = ***)
- **Optional Moodle reading quiz 9 can replace your lowest prior quiz score, and will not count against you
- Reading guide: How has the US Supreme Court’s interpretation of the Free Exercise and Non-Establishment clauses of the First Amendment regarding public schools changed from the 1960s to the present?
- Charles Haynes and Oliver Thomas, Finding Common Ground: A First Amendment Guide to Religion and Public Schools (Nashville, TN: First Amendment Center, 2007), read chapter 4 (The Supreme Court, Religious Liberty, and Public Education) and chapter 16 (Frequently Asked Questions about Religious Liberty in Public Schools). See PDF excerpt on Moodle
- Read: Ashley Ardinger, “Sex Education: Defining Gender Roles During the Sexual Revolution and Today,” Educ 300 web-essay, Trinity College, May 2012.
Week 11: Mon April 17th in class – Sex and Religion in School Reform
- Update on A Smarter Charter and your video documentary analysis posts on Waiting for “Superman” video (Vimeo link)
- Three quick tips: How to Publish with WordPress
- Dashboard > Profile to display your name and short bio
- Add links when appropriate
- Insert Vimeo link at selected timestamp
- Presentation: Religion, Sex Education, and School Reform
- In-class video excerpt: Calvin Skaggs and David Van Taylor, With God on Our Side: The Rise of the Religious Right in America, Documentary, 1996, in Moodle.
- In-class exercise: What does this curricular source reveal or hide about sex education debates during the late 1960s?
- Anaheim Union High School District, “Family Life and Sex Education Course Outline: Grades Seven Through Twelve, Fourth Revision,” June 1967.
- In class: Apply Educ 300 criteria to evaluate a prior student essay
- 1) Ashley Ardinger, “Sex Education: Defining Gender Roles During the Sexual Revolution and Today,” Educ 300 web essay, Trinity College, May 2012.
- 2) Brigit, “Kindergarten: The Changes from Play to Work,” Educ 300 web essay, Trinity College, May 2012.
- 3) Lydia Kay, “Charter School Growth and its Effect on Catholic Schools,” Educ 300 web essay, Trinity College, May 2013.
- Presentation: Structural and Stylistic Advice on Writing Ed 300 Web Essays
- Assign: Post your Working thesis & evidence draft on Google Doc Organizer by Friday April 21st at 6pm.
- Assign: Each student will be assigned to comment on two peer drafts on GDoc Organizer by Sunday 9pm.
- Trinity Writing Center: schedule an appointment, and see online resources (such as developing a thesis statement)
- Preparing for next week’s online readings (broken copier)
due Fri April 21st at 6pm
due Sunday April 23rd by 9pm
- Comment on two assigned peer drafts on the GDoc Organizer
- Guiding questions: What is a “flipped classroom,” and what are the challenges of implementing it in the K-12 and higher education sectors?
- Read online: Dan Berrett, “How ‘Flipping’ the Classroom Can Improve the Traditional Lecture,” The Chronicle of Higher Education, February 19, 2012, http://chronicle.com/article/How-Flipping-the-Classroom/130857/ (requires password) or LexisNexis version (requires Trinity network access)
- Read online: Sarah D. Sparks, “Lectures Are Homework in Schools Following Khan Academy Lead,” Education Week, September 28, 2011, http://www.edweek.org/ew/articles/2011/09/28/05khan_ep.h31.html (requires password) or LexisNexis version (requires Trinity network access)
Week 12: Mon April 24th in class – Competing Reforms for Higher Education
- Presentation: Competing Reforms for Higher Education
- Vote with your feet and defend your reform analysis
- In your assigned groups on the GDoc Organizer, discuss peer comments on working thesis & evidence drafts. Draw on the research essay evaluation criteria to review what works and what needs to improve.
- Discuss common issues and next steps to improve your essays
- Assign: Final essay on WordPress (category = ***) due Fri May 5 by 6pm, which will publicly display your work on the Student Writing 2017 page**. Plan ahead and avoid the late penalty.
- Friendly advice:
- Look again at my Structural and Stylistic Advice to organize your writing
- Focus your energy on insightful arguments, persuasive evidence, and meaningful interpretation. Use a tool (such as my Zotero tutorial) to cite sources.
- Ask for feedback by scheduling an appointment with me, or The Writing Center, or a friend.
- Do all of your writing and revising in your preferred word processor, then copy and paste into WordPress, and add links and images if desired. See my WordPress tutorial.
- Prep for next week: Design a meaningful two-minute research presentation with Google Slides, and share the public link on our GDoc Organizer. Be sure to include:
- engaging essay title
- research question
- working thesis (bullet points acceptable for presentations)
- interpretation of at least one key source (which you can describe, quote, scan, or include as an image)
- Be prepared to vote on 1-point bonus categories: a) most insightful thesis; b) richest source interpretation; c) most improved since the proposal (selected by instructor).
Week 13: Mon May 1st in class – Panel Presentations & Making Sense of Reform
- Read before class: Stan Karp and Linda Christensen, “Why Is School Reform So Hard?,” Education Week, October 8, 2003, http://www.edweek.org/ew/articles/2003/10/08/06karp.h23.html.
- Two-minute student presentations of research-in-progress
- Student assessment of most insightful thesis and richest source interpretation.
- Reminder: post your final essay on WordPress on Friday May 5th by 6pm.
- Focus your writing on the key research criteria: RQ — Thesis — Evidence
- Use tools to help you cite sources and improve your grammar
- Write and revise in your preferred word processor, then copy and paste into WordPress, and add links and images if desired. See WordPress tutorial.
- Check the category (2017 research essay), which will publicly display your work on the Student Writing 2017 page*.
- Prepare for open-book interpretive exam #2 on Monday May 8th at 6:30pm in our classroom. Will be same number of questions and format as exam #1, but a longer time period (up to 3 hours if needed; most will finish sooner). The exam may address any topic on the syllabus, but items from the second half of the course are more likely to appear.
- Presentation: What I Believe: Making Sense of Education Reform
- Available for essay discussions after class tonight and by appointment
due Fri May 5th by 6pm
- Final web essay due by 6pm. Plan ahead and avoid the late penalty.
Mon May 8th from 6:30pm to 9:30pm in our regular classroom
- Exam #2, open-book, interpretive questions.
- Insert your TrinityID number into the filename (example: 1234567exam.docx) and upload your responses for blind review. Do NOT include your name anywhere in the file, so that I may evaluate your work anonymously.