{"id":5057,"date":"2014-01-24T16:28:55","date_gmt":"2014-01-24T21:28:55","guid":{"rendered":"http:\/\/commons.trincoll.edu\/edreform\/?page_id=5057"},"modified":"2014-01-24T16:36:58","modified_gmt":"2014-01-24T21:36:58","slug":"syllabus-2012-spring","status":"publish","type":"page","link":"http:\/\/commons.trincoll.edu\/edreform\/teaching\/syllabus-2012-spring\/","title":{"rendered":"Ed 300 syllabus for Spring 2012 (Archived)"},"content":{"rendered":"<p><strong>Course description:\u00a0<\/strong>How do we explain the rise and decline of movements to reform education? How do we evaluate their underlying motivations, levels of success, and lessons for future generations? This survey course compares and contrasts past &amp; present efforts to change elementary, secondary, and higher education in the United States, from the nineteenth-century Common School movement to contemporary debates over markets, governance, and technology. Students will interpret primary and secondary source materials to better understand different perspectives on reform movements over time, and will develop information literacy, expository writing, and web editing skills to better communicate their historical and policy research projects.\u00a0Cross-listed with American Studies, Public Policy and Law. Prerequisite: Ed 200 or permission of instructor.<\/p>\n<p><strong>Time and location:<\/strong>\u00a0Tuesdays, 6:30-9pm in Seabury S205, Trinity College, Hartford CT<\/p>\n<p><strong>About the instructor:<\/strong>\u00a0Jack Dougherty, an associate professor of educational studies at Trinity College (CT), 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\u00a0<a href=\"http:\/\/bit.ly\/jackdougherty\" target=\"_blank\">faculty profile page<\/a>.<\/p>\n<p><strong>Required readings:<br \/>\n<\/strong>Diane Ravitch,\u00a0<em>The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education<\/em>, Revised and Expanded. Basic Books, 2011. ISBN 0465025579<\/p>\n<p>Paul Tough,\u00a0<em>Whatever It Takes: Geoffrey Canada\u2019s Quest to Change Harlem and America<\/em>, Reprint. Mariner Books, 2009. ISBN 0547247966<\/p>\n<p>&nbsp;<\/p>\n<p>James T. Patterson,\u00a0<em>Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy.\u00a0<\/em>Oxford University Press, USA, 2002. ISBN 0195156323<\/p>\n<p>If your last name is A-L:\u00a0David S. Cecelski,\u00a0<em>Along Freedom Road: Hyde County, North Carolina, and the Fate of Black Schools in the South.\u00a0<\/em>The University of North Carolina Press, 1994. ISBN 0807844373<\/p>\n<p>OR if last name is M-Z:\u00a0Constance Curry,\u00a0<em>Silver Rights: The story of the Carter family\u2019s brave decision to send their children to an all-white school and claim their civil rights.<\/em>Harvest Books, 1996. ISBN 0156004798<\/p>\n<p>A small fee will be collected in class to cover the cost of additional photocopies.<\/p>\n<p><strong>Schedule<\/strong>\u00a0(always check for instructor\u2019s updates; assignment changes will appear\u00a0in red)<\/p>\n<p>Tues Jan 24 in class<\/p>\n<ul>\n<li>syllabus overview<\/li>\n<li>assign:\u00a0<a href=\"https:\/\/docs.google.com\/document\/d\/16Z-edh1XsBYJoMg2MwUIEJTqhtElXmHSzLjEv8aqvyw\/edit\" target=\"_blank\">School textbook analysis at Watkinson Library<\/a>\u00a0(due Tues Jan 31)<\/li>\n<li>assign:\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/source-detective\/\">source detective posts<\/a>\u00a0(see specific due dates below)<\/li>\n<li>how to\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/advising-appointments\/\">book an appointment with me on Google Calendar<\/a><\/li>\n<li>how to co-author a Google Document<\/li>\n<li>how to\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/how-to-tips\/create-your-first-post-in-wordpress\/\">create a post on WordPress<\/a><\/li>\n<li>practice: co-author a Google Doc, create a web post, and do\u00a0<a href=\"http:\/\/bowtie.cc.trincoll.edu\/course\/view.php?id=3603\" target=\"_blank\">Moodle sample quiz<\/a><\/li>\n<\/ul>\n<p>Sun Jan 29 by 9pm<\/p>\n<ul>\n<li>use the \u201creading questions\u201d below\u00a0to help organize your notes and to prepare for the online quiz and mid-term exam<\/li>\n<li>read Ravitch,\u00a0<em>Death and Life of the Great American School System<\/em>, chapters\u00a01-5\u00a0(pp. 1-91).\u00a0Reading question:\u00a0How does Diane Ravitch explain how recent school reform movements went in the \u201cwrong\u201d direction, and what led her to change her thinking about these issues?<\/li>\n<li>read Carl\u00a0Kaestle,\u00a0<em>Pillars of the Republic\u202f: Common Schools and American Society, 1780-1860<\/em>. 1st ed. New York: Hill and Wang, 1983, preface and chapters 6-7 (pp. ix-xiv, 104-181).\u00a0Reading question:\u00a0According to Carl Kaestle, what were the major accomplishments of common school advocates, which groups opposed their agenda, and why?<\/li>\n<li>read Horace Mann, \u201cIntellectual Education as a Means of Removing Property and Securing Abundance,\u201d\u00a0<em>Fifth Annual Report to the Board of Education of Massachusetts, 1842,<\/em>\u00a0excerpt pp. 1-4.\u00a0Reading question:\u00a0How would you reconstruct the logic behind Horace Mann\u2019s argument that citizens should financially support government-sponsored schooling? In his view, what social good does public education deliver?<\/li>\n<li>read Catherine Beecher, \u201cRemedy for Wrongs to Women,\u201d\u00a0<em>Address on t<\/em><em>he Evils Suffered by American Women and Children<\/em>\u00a0(1846), and \u201c\u2018Civilizing\u2019 the West: Letters from the Frontier,\u201d by Ellen Lee (1852) and Mary Adams (1853), from the Connecticut Historical Society, in Nancy Hoffman,\u00a0<em>Woman\u2019s \u201cTrue\u201d Profession: Voices from the History of Teaching, revised &amp; expanded edition<\/em>, 2003.\u00a0Reading question:\u00a0During the nineteenth century, prevailing norms for white Protestant women dictated that they should remain in the domestic sphere as mothers and homemakers. But Catherine Beecher bent this rule to persuade women to move into the public sphere as teachers for common schools. How did she make this leap? Reconstruct her argument, and look for elements of it in letters written by teachers Ellen Lee and Mary Adams.<\/li>\n<li><a href=\"http:\/\/bowtie.cc.trincoll.edu\/course\/view.php?id=3603\" target=\"_blank\">Moodle reading quiz on Ravitch\/Kaestle<\/a>\u00a0\u2014\u00a0Guidelines:\u00a0this online quiz poses three randomly-selected questions about key ideas in the readings, worth one point each. This is an open-book, no-time-limit quiz that each student may attempt only once. If you answer a question incorrectly, the computer will penalize you 0.5 points, then prompt you to re-read a section and answer again. Students are encouraged to discuss the readings with one another before taking the quiz,\u00a0<strong>but once they have started the quiz, they may not communicate with anyone about its content\u00a0<\/strong>until the instructor reviews the questions in the next class.<\/li>\n<\/ul>\n<p>Mon Jan 30 by 9pm<\/p>\n<ul>\n<li><a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/source-detective\/\">source detective assignments<\/a>\u00a0(follow link to questions \u2013 topics changed, but teams remain the same; work solo or together): 1) McGuffey readers by AA, RoB; 2) Nast cartoon by LB, RiB; 3) Teachers\u2019 letters by SC, FDH; 4) Ravitch\u2019s reversal by DD, AD.<\/li>\n<\/ul>\n<p>Tues Jan 31 in class<\/p>\n<ul>\n<li>bring to class to discuss: School textbook analysis sheet from Watkinson Library<\/li>\n<li><a href=\"https:\/\/docs.google.com\/presentation\/d\/1lT38S1gHK3DVrgSrzMf3cE_FvYTP6smXGHV8ZhaPHgE\/edit?hl=en_US#slide=id.p\" target=\"_blank\">presentation: Interpreting the Common School Movement<\/a><\/li>\n<li>how to annotate a PDF with Preview (Mac) or Adobe Reader (Win\/Mac)<\/li>\n<li>view in class: video interviews with Diane Ravitch,\u00a0<em>In Schools We Trust<\/em>\u00a0(1997) and<a href=\"http:\/\/www.youtube.com\/watch?v=fcaG9d9GISU\" target=\"_blank\">Economic Policy Institute (2010)<\/a><\/li>\n<li>discuss: Ravitch\u2019s reversal and present-day school reform<\/li>\n<li>assign:\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/ed-policy-journalism\/\">Education policy journalism post<\/a>\u00a0(due by Tuesday Feb 28th)<\/li>\n<\/ul>\n<p>Mon Feb 6th by 9pm<\/p>\n<ul>\n<li>read Diane Ravitch,\u00a0<em>Death and Life of the Great American School System<\/em>, chapters 6-9 (pp. 93-194).\u00a0<a href=\"http:\/\/www.dianeravitch.com\/\" target=\"_blank\">Learn more about Ravitch here.<\/a><\/li>\n<li>read\u00a0Frederick M. Hess,\u00a0The Same Thing Over and Over: How School Reformers Get Stuck in Yesterday\u2019s Ideas.\u00a0Harvard University Press, 2010, excerpts from preface and chapter 1 (pp. ix-xiv, 1-38).\u00a0<a href=\"http:\/\/www.aei.org\/scholar\/frederick-m-hess\/\" target=\"_blank\">Learn more about Hess here.<\/a><\/li>\n<li>reading questions for above:\u00a0Do Ravitch and Hess agree \u2014 or disagree \u2014 on the current wave of school reform for greater choice and accountability? And how do both authors rely on historical evidence to support their arguments?<\/li>\n<li>reading questions for below:\u00a0A century ago, Dewey, Cubberley, Bobbitt, and Haley all identified with the \u201cProgressive\u201d reform movement, but moved in very different directions. How are their views similar or different from one another?<\/li>\n<li>read John Dewey,\u00a0<em>The School and Society<\/em>\u00a0(1900), pp. 3-29.<\/li>\n<li>read Elwood Cubberley, \u201cThe Organization of School Boards\u201d from\u00a0<em>Public School Administration<\/em>\u00a0(Boston, 1916).<\/li>\n<li>read John Franklin Bobbitt, \u201cThe Elimination of Waste in Education,\u201d\u00a0<em>Elementary School Teacher\u00a0<\/em>(February 1912).<\/li>\n<li>read Margaret Haley, \u201cThe Factory System,\u201d\u00a0<em>The New Republic<\/em>\u00a0(November 1924).<\/li>\n<li><a href=\"http:\/\/bowtie.cc.trincoll.edu\/course\/view.php?id=3603\" target=\"_blank\">Moodle reading quiz on Ravitch, chapters 6-9<\/a><\/li>\n<li>source detective assignments:\u00a05) NCLB legislation and history by BE &amp; TG; 6) Hess on Ravitch, and vice versa by SC &amp; CH ; 7) Bobbitt full-version by EH and DM.<\/li>\n<\/ul>\n<p>Tues Feb 7th in class<\/p>\n<ul>\n<li>presentation:\u00a0<a href=\"https:\/\/docs.google.com\/presentation\/d\/1FP8ttZ8MQEZ4MTRmu02u6u7LHaGNA0Bi-402J0CoImg\/edit#slide=id.p\" target=\"_blank\">System-Building vs. Decentralization, Progressive Era to today<\/a><\/li>\n<li>in class: the logic of value-added assessment, with\u00a0<a href=\"https:\/\/docs.google.com\/spreadsheet\/ccc?key=0AtmGKybdRLlZdEVzM1VtWm05VEZjY0FkRFY3My16amc\" target=\"_blank\">spreadsheet sample exercise<\/a><\/li>\n<li>assign:\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/video-documentary-analysis\">video documentary analysis<\/a>\u00a0(essay due Monday Feb 13th)<\/li>\n<li>how to\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/how-to-tips\/screenshot\/\" target=\"_self\">capture a screenshot<\/a><\/li>\n<li>how to\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/how-to-tips\/visuals-and-wrap\/\">upload visuals<\/a>, web links, and\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/how-to-tips\/add-endnotes-in-wordpress\/\">add endnotes<\/a>\u00a0into WordPress<\/li>\n<li>how to\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/how-to-tips\/zotero\/\">use Zotero to manage and cite sources<\/a>, add notes and PDFs<\/li>\n<li>how to:\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/how-to-tips\/writing-guides\/\" target=\"_blank\">online expository writing guides<\/a><\/li>\n<\/ul>\n<p>Mon Feb 13th<\/p>\n<ul>\n<li>read: Ravitch,\u00a0<em>Death and Life of the Great American School System<\/em>,\u00a0chapters 10, 11 and epilogue (pp. 195-288). Reading questions:\u00a0Why does Diane Ravitch criticize the Gates Foundation and other private philanthropies that donate money to improving public schools? What does Ravitch mean by the \u201ccorporate school reform movement,\u201d and what is their agenda? \u00a0If there is no \u201csilver bullet\u201d to magically reform schools, as Ravitch states, then what type of reform policy does she recommend?<\/li>\n<li>view your\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/video-documentary-analysis\/\">assigned video documentary<\/a>: Last name A-D:\u00a0<em>American Teacher<\/em>\u00a0(2011); Last name E-Moody:\u00a0<em>The Lottery<\/em>\u00a0(2010); Last name Moore-Z:\u00a0<em>Waiting for \u2018Superman\u2019<\/em>\u00a0(2010).<\/li>\n<li>post your video documentary analysis essay by 9pm<\/li>\n<\/ul>\n<p>Tues Feb 14th in class<\/p>\n<ul>\n<li>before class: comment on two essays by students on other films\u00a0by 6pm<\/li>\n<li>presentation:\u00a0<a href=\"https:\/\/docs.google.com\/presentation\/d\/1wlOkDqlJnIHeMilNbo3oV-gUUglZE1wv7HdNruUsGWM\/edit\" target=\"_blank\">Interpreting Present-Day School Reform in Connecticut<\/a><\/li>\n<li>in class: comparative analysis of documentary videos and readings<\/li>\n<li>share your insights: What have you learned with WordPress?<\/li>\n<li>introduce\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/resources\/\">new guidelines<\/a>\u00a0on public posts and student privacy<\/li>\n<li>preparing for the first\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/exam-prep\/\">open-book interpretive essay exam<\/a><\/li>\n<li>assign:\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/avoiding-plagiarism-exercise\/\">Avoiding plagiarism exercise<\/a>\u00a0(due by Fri Feb 17 at noon)<\/li>\n<li>announce upcoming events to attend<\/li>\n<\/ul>\n<p>Tues Feb 21st in class<\/p>\n<ul>\n<li>before class, read all of Paul Tough,\u00a0<em>Whatever It Takes: Geoffrey Canada\u2019s Quest to Change Harlem and America<\/em>. Boston: Mariner Books, 2009.\u00a0Reading questions:What is the theory of reform behind the Harlem Children\u2019s Zone? According to Geoffrey Canada, what is the underlying cause of poverty? Does his strategy for reducing poverty lean more toward system-building or decentralization? And why do political leaders, from sharply divided parties, both see something to praise in Canada\u2019s reform efforts?<\/li>\n<li>presentation:\u00a0<a href=\"https:\/\/docs.google.com\/presentation\/d\/1l7CJY8kXDAP6UyfOou1J4JtpfN8-IUys87dm8J9jrlM\/edit#slide=id.p\" target=\"_blank\">Theories of Poverty &amp; Reform around the Harlem Children\u2019s Zone<\/a><\/li>\n<li>in class:\u00a0advice from\u00a0<a href=\"http:\/\/courantblogs.com\/rick-green\/\" target=\"_blank\">Hartford Courant journalist Rick Green<\/a>\u00a0(7:15-7:30pm)<\/li>\n<li>exam #1, open-book with interpretive questions (7:45-9pm); print out or\u00a0<a href=\"https:\/\/filestork.net\/akl5gqds\" target=\"_blank\">submit online to instructor<\/a><\/li>\n<\/ul>\n<p>participate in\u00a0at least ONE\u00a0of the following lectures\/discussions:<\/p>\n<ul>\n<li>Thurs Feb 23rd from 12:15-1:15pm, Faculty Research Committee common hour lecture by Jack Dougherty, \u201c<a href=\"http:\/\/commons.trincoll.edu\/jdoughe2\/2012\/02\/09\/lecture\/\" target=\"_blank\">Scholarly Publishing with Open Access Web-Books<\/a>,\u201d Rittenberg Lounge, Mather Student Center<\/li>\n<li>Wed Feb 29th from 12 noon \u2013 1pm,\u00a0<a href=\"http:\/\/commons.trincoll.edu\/jdoughe2\/2012\/02\/13\/bianca-baldridge\/\" target=\"_blank\">research presentation by Bianca J. Baldridge<\/a>, \u201c(Re)Imagining Black Youth,\u201d in Terrace C, Mather Student Center<\/li>\n<li>Wed Feb 29th from 4-5pm,\u00a0<a href=\"http:\/\/commons.trincoll.edu\/jdoughe2\/2012\/02\/13\/bianca-baldridge\/\" target=\"_blank\">teaching discussion led by Bianca J. Baldridge<\/a>, candidate for Ann Plato Diversity Fellowship 2012-13, in McCook 305<\/li>\n<\/ul>\n<p>Tues Feb 28th \u2013 Trinity Day (no class), but Ed policy journalism post\u00a0due by March 1st<\/p>\n<p>Sunday March 4th by 9pm<\/p>\n<ul>\n<li><a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/source-detective\/\">source detective assignments<\/a>: 8) Locate US Supreme Court rulings by PM &amp; AM; 9) Compare NYT vs. Hartford Courant coverage by BM &amp; GP; 10) Find racial composition of magnet schools by PP &amp; BR.<\/li>\n<\/ul>\n<p>Monday March 5th by 9pm<\/p>\n<ul>\n<li>read James T. Patterson,\u00a0<em>Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy<\/em>. Oxford University Press, USA, 2002.<\/li>\n<li>read\u00a0W.E.B. Du Bois, \u201cDoes the Negro Need Separate Schools?\u201d\u00a0<em>The Journal of Negro Education<\/em>\u00a04, no. 3 (July 1, 1935): 328\u2013335, available on Trinity network at\u00a0<a href=\"http:\/\/www.jstor.org\/stable\/2291871\" target=\"_blank\">http:\/\/www.jstor.org\/stable\/2291871<\/a>\u00a0or printout on McCook hallway table<\/li>\n<li>read\u00a0<em><a href=\"http:\/\/commons.trincoll.edu\/edreform\/files\/2012\/01\/Brown1954.pdf\" target=\"_blank\">Brown et al. v. Board of Education of Topeka et al.<\/a><\/em>, 347 U.S. 483 (US Supreme Court 1954).<\/li>\n<li>download:\u00a0<a href=\"https:\/\/docs.google.com\/document\/d\/1aotHc2xxXCzVnEazV2wsQn97EDl4SGtIquFaN7ZnxjE\/edit\" target=\"_blank\">DuBois &amp; Patterson reading guide<\/a>\u00a0for note taking<\/li>\n<li>view \u201cFighting Back\u201d (1957-62 segment),\u00a0<em>Eyes on the Prize<\/em>\u00a0video documentary (Blackside Inc., PBS, 1986\/2006)\u00a0on\u00a0<a href=\"http:\/\/internet2.trincoll.edu\/streammanager\/Viewer.aspx\" target=\"_blank\">password-protected Trinflix site<\/a><\/li>\n<li><a href=\"http:\/\/bowtie.cc.trincoll.edu\/course\/view.php?id=3603\" target=\"_blank\">Moodle reading quiz<\/a>\u00a0on Patterson,\u00a0<em>Brown v Board<\/em><\/li>\n<\/ul>\n<p>Tues March 6th in class<\/p>\n<ul>\n<li>presentation:\u00a0<a href=\"https:\/\/docs.google.com\/presentation\/d\/1Mqc75yBSel3cNb0NcEFgusRJglbUx4hPN-ppzAqvfl8\/edit\" target=\"_blank\">The Evolution of School Desegregation Law, 1930s-present<\/a><\/li>\n<li>feedback: Ed policy journalism posts<\/li>\n<li>review:\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/files\/2012\/01\/Exam2012essays.pdf\" target=\"_blank\">exam #1 with selected essays<\/a><\/li>\n<li>reminder: deadline for sophomores to declare major is Friday after spring break<\/li>\n<li>resource:\u00a0<a href=\"http:\/\/www.trincoll.edu\/Academics\/MajorsAndMinors\/educational\/Pages\/default.aspx\" target=\"_blank\">how to declare a major in Ed Studies<\/a><\/li>\n<li>assign: reading guide for Cecelski and Curry (see below)<\/li>\n<\/ul>\n<p>before March 13th class<\/p>\n<ul>\n<li>If your last name is A-L, read: David S. Cecelski,\u00a0<em>Along Freedom Road: Hyde County, North Carolina, and the Fate of Black Schools in the South.<\/em>\u00a0The University of North Carolina Press, 1994, OR<\/li>\n<li>if last name is M-Z, read:\u00a0Constance Curry,\u00a0<em>Silver Rights: The story of the Carter family\u2019s brave decision to send their children to an all-white school and claim their civil rights.<\/em>\u00a0Harvest Books, 1996.<\/li>\n<li>download:\u00a0<a href=\"https:\/\/docs.google.com\/document\/d\/1p75rpd-FRMEMI8rWwEurvrOTEpxgAUoIrBmxmxmczvQ\/edit\" target=\"_blank\">Curry\/Cecelski reading guide<\/a><\/li>\n<li>optional reading:\u00a0Jack Dougherty, \u201c<a href=\"http:\/\/commons.trincoll.edu\/edreform\/files\/2012\/03\/DoughertyMTOSconc.pdf\" target=\"_blank\">Conclusion: Rethinking History and Policy in the Post-Brown Era<\/a>\u201d in\u00a0<em>More Than One Struggle: The Evolution of Black School Reform in Milwaukee<\/em>. Chapel Hill: University of North Carolina Press, 2004.<\/li>\n<\/ul>\n<p>Tues March 13th in class<\/p>\n<ul>\n<li>jigsaw learning exercise on Curry\/Cecelski readings, with\u00a0<a href=\"http:\/\/bowtie.cc.trincoll.edu\/course\/view.php?id=3603\" target=\"_blank\">online quiz in class<\/a><\/li>\n<li>presentation:\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/files\/2012\/03\/RaceEdCT2012.ppt\" target=\"_blank\">Race &amp; Education in Connecticut: History &amp; Policy Questions<\/a><\/li>\n<li>assign:\u00a0<a href=\"https:\/\/docs.google.com\/document\/d\/11hwqkaDtKa0LHgxvMfQw3qPu7RvNdKsmLNxhOsaNfEM\/edit\" target=\"_blank\">analyze Trinity Archives sources on 1960s social change<\/a>\u00a0(due March 27)<\/li>\n<\/ul>\n<p>Tues March 20th \u2013 Spring Break (no class)<\/p>\n<p>Mon March 26th by 9pm<\/p>\n<ul>\n<li>read:\u00a0David Adams,\u00a0<em>Education for Extinction<\/em><em>: American Indians and the Boarding School Experience, 1875-1928<\/em>. Lawrence: University Press of Kansas, 1995, chapter 4.<\/li>\n<li>read:\u00a0Leonard Covello.\u00a0<em>The Heart Is the Teacher<\/em>. New York: McGraw-Hill, 1958, pp. 28-31.<\/li>\n<li>read:\u00a0Esmeralda Santiago,\u00a0<em>When I Was Puerto Rican<\/em>. New York: Vintage Books, 1994, excerpt.<\/li>\n<li>reading question: Compare how students featured in the readings above experienced schooling and social change. How are they similar and different?<\/li>\n<li><a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/source-detective\/\">source detective assignments<\/a>: 11) Web source evaluation by KR &amp; DR; 12) Locating a book review by JS &amp; CW<\/li>\n<\/ul>\n<p>Tues March 27th in class<\/p>\n<ul>\n<li>presentation:\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/files\/2012\/01\/StudentExperienceReform.ppt\" target=\"_blank\">Student Experiences of School Reform and Social Change<\/a><\/li>\n<li>bring to discuss:\u00a0<a href=\"https:\/\/docs.google.com\/document\/d\/11hwqkaDtKa0LHgxvMfQw3qPu7RvNdKsmLNxhOsaNfEM\/edit\" target=\"_blank\">your notes on analyzing Trinity Archive sources<\/a><\/li>\n<li>assign:\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/research-paper-process\/\">research paper process<\/a>\u00a0and proposal (due Wednesday April 4th)<\/li>\n<li>in class:\u00a0<a href=\"https:\/\/docs.google.com\/document\/d\/15kPnDfBdMWREj3JFxFEiKoDvGN2nUr7MCgASk4Ino7M\/edit\" target=\"_blank\">brainstorm topics<\/a>\u00a0and shape them into acceptable research questions<\/li>\n<li><a href=\"http:\/\/commons.trincoll.edu\/edreform\/resources\/\">Resources for researching proposals<\/a>\u00a0and\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/how-to-tips\/zotero-group\/\">how to access Zotero group cites<\/a><\/li>\n<li><a href=\"http:\/\/commons.trincoll.edu\/jdoughe2\/category\/announcements\/\" target=\"_blank\">Ed Studies announcements<\/a><\/li>\n<\/ul>\n<p>Mon April 2nd by 9pm<\/p>\n<ul>\n<li>read (with new link): Charles Haynes and Oliver Thomas,\u00a0<em><a href=\"http:\/\/www.firstamendmentcenter.org\/madison\/wp-content\/uploads\/2011\/03\/FCGcomplete.pdf\" target=\"_blank\">Finding Common Ground: A First Amendment Guide to Religion and Public Schools<\/a><\/em>\u00a0(Nashville, TN: First Amendment Center, 2007), chapters 4 (The Supreme Court, Religious Liberty, and Public Education) and 16 (Frequently Asked Questions about Religious Liberty in Public Schools).\u00a0Reading question:\u00a0How has the US Supreme Court\u2019s interpretation of the Free Exercise and Non-Establishment clauses of the First Amendment regarding public schools changed from the 1960s to the present?<\/li>\n<li>read: four sample research proposals by previous students,\u00a0<a href=\"http:\/\/bowtie.cc.trincoll.edu\/course\/view.php?id=3603\" target=\"_blank\">in Moodle<\/a><\/li>\n<li>online quiz on First Amendment and religion in education (you will be asked to answer 6 questions, worth a total of 3 points)\u00a0<a href=\"http:\/\/bowtie.cc.trincoll.edu\/course\/view.php?id=3603\" target=\"_blank\">in Moodle<\/a><\/li>\n<\/ul>\n<p>Tues April 3rd in class<\/p>\n<ul>\n<li>presentation:\u00a0<a href=\"https:\/\/docs.google.com\/presentation\/d\/1X5REORCwcQ2UNdrG9-i9HHYv1XqHjTfvtR3WtfRfBJ4\/edit?pli=1#slide=id.p\" target=\"_blank\">Religion, Sex Education, and School Reform<\/a><\/li>\n<li>analyze document in class: \u00a0Anaheim Union High School District, \u201c<a href=\"http:\/\/commons.trincoll.edu\/edreform\/files\/2012\/04\/AnaheimSexEd1967.pdf\" target=\"_blank\">Family Life and Sex Education Course Outline: Grades Seven Through Twelve, Fourth Revision<\/a>,\u201d June 1967.<\/li>\n<li>introduce: additional\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/resources\/\" target=\"_blank\">Resources for proposal research<\/a>; Zotero tips<\/li>\n<li>in class: evaluate prior student research proposals; discuss current proposals<\/li>\n<li><a href=\"http:\/\/commons.trincoll.edu\/jdoughe2\/category\/announcements\/\" target=\"_blank\">Ed Studies announcements<\/a><\/li>\n<li>reminder:\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/advising-appointments\/\" target=\"_blank\">schedule an individual conference<\/a>\u00a0between April 4 \u2013 14th<\/li>\n<\/ul>\n<p>by end of Wed April 4th<\/p>\n<ul>\n<li><a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/research-paper-process\/\">post research proposal<\/a><\/li>\n<\/ul>\n<p>Mon April 9th by 9pm<\/p>\n<ul>\n<li>read:\u00a0Taylor Walsh,\u00a0<em>Unlocking the Gates: How and Why Leading Universities Are Opening Up Access to Their Courses<\/em>\u00a0(Princeton University Press, 2010), chapters 1, 4, 5.<\/li>\n<li>read: Dan Berrett, \u201cHow \u2018Flipping\u2019 the Classroom Can Improve the Traditional Lecture,\u201d\u00a0<em>The Chronicle of Higher Education<\/em>, February 19, 2012,<a href=\"http:\/\/chronicle.com\/article\/How-Flipping-the-Classroom\/130857\/\" target=\"_blank\">http:\/\/chronicle.com\/article\/How-Flipping-the-Classroom\/130857\/<\/a>\u00a0(requires password).<\/li>\n<li>read: Sarah D. Sparks, \u201cLectures Are Homework in Schools Following Khan Academy Lead,\u201d\u00a0<em>Education Week<\/em>, September 28, 2011,<a href=\"http:\/\/www.edweek.org\/ew\/articles\/2011\/09\/28\/05khan_ep.h31.html\" target=\"_blank\">http:\/\/www.edweek.org\/ew\/articles\/2011\/09\/28\/05khan_ep.h31.html<\/a>\u00a0(requires password).<\/li>\n<li>view: choose any video at Kahn Academy,\u00a0<a href=\"http:\/\/www.khanacademy.org\/\" target=\"_blank\">http:\/\/www.khanacademy.org\/<\/a><\/li>\n<li>reading questions: What does \u201conline courseware\u201d mean, according to Walsh, and why has higher education increasingly adopted it over the past two decades?How does the implementation of this idea differ between Carnegie Mellon\u2019s Open Learning Initiative versus Open Yale Courses? What does a \u201cflipped classroom\u201d mean, and what are the challenges of implementing it in K-12 (see\u00a0Education Week) and\u00a0higher education (see\u00a0<em>Chronicle<\/em>)?<\/li>\n<li>online quiz\u00a0<a href=\"http:\/\/bowtie.cc.trincoll.edu\/course\/view.php?id=3603\" target=\"_blank\">in Moodle<\/a><\/li>\n<\/ul>\n<p>Tues April 10th in class<\/p>\n<ul>\n<li>presentation on\u00a0<a href=\"https:\/\/docs.google.com\/presentation\/d\/1w2-FSE_djgmqWO3mi2Y5wsvmUVryO7FScmBdKRfL6p0\/edit\" target=\"_blank\">Technology, Implementation, and Education Reform<\/a><\/li>\n<li>assign working thesis and evidence drafts (due Friday April 20th)<\/li>\n<\/ul>\n<p>Tues April 17th \u2013\u00a0no class<\/p>\n<ul>\n<li>we will schedule individual paper conferences in place of this class, which will not meet this day due to my presentation at\u00a0<a href=\"http:\/\/www.nitle.org\/events\/125\/presentations.php#S3C\" target=\"_blank\">NITLE Symposium 2012<\/a><\/li>\n<\/ul>\n<p>by the end of Friday April 20th<\/p>\n<ul>\n<li><a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/research-paper-process\/\" target=\"_blank\">post working thesis &amp; evidence draft<\/a><\/li>\n<\/ul>\n<p>Tues April 24th by 6pm (before class)<\/p>\n<ul>\n<li>(updated)\u00a0write peer reviews on drafts of TWO other students\u00a0<a href=\"https:\/\/docs.google.com\/document\/d\/1qPkjMg2_c5PLEDmxRrpM93BRgwqKjQ0L1xWsxSMuOpk\/edit\" target=\"_blank\">on your assigned panel<\/a>: at minimum, post a one-paragraph constructive comment that explains what works, and what could be improved, according to the\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/research-paper-process\/\" target=\"_blank\">research essay evaluation criteria<\/a><\/li>\n<li>read your ASSIGNED Educ 300 prior paper for your group on\u00a0<a href=\"http:\/\/bowtie.cc.trincoll.edu\/course\/view.php?id=3603\" target=\"_blank\">Moodle<\/a>, then\u00a0CHOOSE any additional paper from this set, and bring notes to class on how you would evaluate BOTH according to the\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/research-paper-process\/\" target=\"_blank\">research essay evaluation criteria<\/a><\/li>\n<\/ul>\n<p>Tues April 24th in class<\/p>\n<ul>\n<li>please sit by group: last names A-C, D-H, M-P, and R-W<\/li>\n<li>understanding\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/research-paper-process\/\" target=\"_blank\">Ed 300 research essay evaluation criteria<\/a>\u00a0(compare to\u00a0<a href=\"http:\/\/www.trincoll.edu\/Academics\/MajorsAndMinors\/educational\/Pages\/Learning.aspx\" target=\"_blank\">Ed 400<\/a>)<\/li>\n<li>group exercise: apply Educ 300 criteria to evaluate prior paper in\u00a0<a href=\"http:\/\/bowtie.cc.trincoll.edu\/course\/view.php?id=3603\" target=\"_blank\">Moodle<\/a><\/li>\n<li>presentation:\u00a0<a href=\"https:\/\/docs.google.com\/presentation\/d\/1UVpOLLhH_25NbD8cpa1ylk3skwnLZu1wbpl4sK3doBU\/edit\" target=\"_blank\">Structural and Stylistic Advice on Writing Ed 300 Web Essays<\/a><\/li>\n<li>individual exercise: How would you rewrite the introduction of\u00a0<a href=\"https:\/\/docs.google.com\/document\/d\/1DPD0iO_QoqmY8J6cTp1TlLaajycWm9VaHDDIXLkmIuI\/edit\" target=\"_blank\">draft X<\/a>?<\/li>\n<li>designing a meaningful two-minute Ed 300\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/research-paper-process\/\" target=\"_blank\">research presentation<\/a>\u00a0(for May 1st)<\/li>\n<li>presentation bonus point categories: most insightful thesis, richest source interpretation, and most improved panel<\/li>\n<li>assign:\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/research-paper-process\/\" target=\"_blank\">final research essay<\/a>\u00a0on WordPress (due by end of Thurs May 3rd)<\/li>\n<li>discuss peer reviews of draft essays (<a href=\"https:\/\/docs.google.com\/document\/d\/1qPkjMg2_c5PLEDmxRrpM93BRgwqKjQ0L1xWsxSMuOpk\/edit\" target=\"_blank\">by panel<\/a>)<\/li>\n<\/ul>\n<p>Tues May 1st in class<\/p>\n<ul>\n<li>student presentations: deliver a meaningful presentation that highlights your research question, thesis, and interpretation of at least one key source (under 2 minutes, with web essay or linked visual), as part of a\u00a0<a href=\"https:\/\/docs.google.com\/document\/d\/1qPkjMg2_c5PLEDmxRrpM93BRgwqKjQ0L1xWsxSMuOpk\/edit\" target=\"_blank\">thematic panel<\/a><\/li>\n<li>NEW: please create a post under the new \u201cpresentation\u201d category, and copy &amp; paste or link to content for your presentation, to help us organize our presentations and also provide a way for classmates &amp; the instructor to share feedback online<\/li>\n<li>student assessments of outstanding presentations; instructor assessment of most improved panel<\/li>\n<li>read before class:\u00a0Stan Karp and Linda Christensen, \u201cWhy Is School Reform So Hard?,\u201d\u00a0<em>Education Week<\/em>, October 8, 2003,<a href=\"http:\/\/www.edweek.org\/ew\/articles\/2003\/10\/08\/06karp.h23.html\" target=\"_blank\">http:\/\/www.edweek.org\/ew\/articles\/2003\/10\/08\/06karp.h23.html<\/a>.<\/li>\n<li>presentation:\u00a0<a href=\"https:\/\/docs.google.com\/presentation\/d\/1KvQ2ekgMjfr7dWgDsXG6wl3Mvuy4HmJzIU54LADgv_M\/edit\" target=\"_blank\">Making Sense of Education Reform<\/a><\/li>\n<li>preparing for open-book interpretive exam #2, which will be\u00a0<a href=\"http:\/\/commons.trincoll.edu\/edreform\/assignments\/exam-prep\/\" target=\"_blank\">same number of questions and format as exam #1<\/a>, but with a longer time period allowed (up to 3 hours), and students may do the exam anywhere with Internet access. The exam may address any topic on the syllabus, but is more likely to focus on those covered after the first exam.<\/li>\n<\/ul>\n<p>by end of Thurs May 3rd<\/p>\n<ul>\n<li>post final web essay<\/li>\n<\/ul>\n<p>Friday May 4th, 12:30-1:15pm<\/p>\n<ul>\n<li>optional\u00a0drop-in exam prep session in instructor\u2019s office<\/li>\n<\/ul>\n<p>Tues May 8th (exam week) beginning at regular class time (6:30pm)<\/p>\n<ul>\n<li>exam #2, open-book, interpretive questions available\u00a0<a href=\"http:\/\/bowtie.cc.trincoll.edu\/course\/view.php?id=3603\" target=\"_blank\">on Moodle (at time above)<\/a><\/li>\n<li>students may submit word-processed responses OR scan handwritten pages<\/li>\n<li>follow exam guidelines and\u00a0<a href=\"https:\/\/filestork.net\/akl5gqds\" target=\"_blank\">submit online for blind review by 9:30pm<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Course description:\u00a0How do we explain the rise and decline of movements to reform education? How do we evaluate their underlying motivations, levels of success, and lessons for future generations? This survey course compares and contrasts past &amp; present efforts to change elementary, secondary, and higher education in the United States, from the nineteenth-century Common School &hellip; <a href=\"http:\/\/commons.trincoll.edu\/edreform\/teaching\/syllabus-2012-spring\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Ed 300 syllabus for Spring 2012 (Archived)<\/span><\/a><\/p>\n","protected":false},"author":6,"featured_media":0,"parent":2645,"menu_order":33,"comment_status":"open","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/pages\/5057"}],"collection":[{"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/comments?post=5057"}],"version-history":[{"count":4,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/pages\/5057\/revisions"}],"predecessor-version":[{"id":5063,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/pages\/5057\/revisions\/5063"}],"up":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/pages\/2645"}],"wp:attachment":[{"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/media?parent=5057"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}