You will find all reading materials and videos online in folders for each week under Course Materials on the Brooklyn College Blackboard. They are also available on this Course Webpage. The readings and class discussions are drawn from these primary class texts and articles. Some are openly available on the web, some require login with a document password that Prof. Florence will supply, and some you need to login with Brooklyn College Library credentials to view.
VIDEO LIST
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The course offers an introduction to the philosophy, sociology, culture, and history of educating all children and adolescents. Development of children and adolescents in different cultures within American society in relation to existing value systems, with emphasis on the way biological and psychological factors are interpreted in accordance with prevailing values. Focus on relationship between theory and practice. Opportunities through class discussions, portfolio preparation, and field experience for reflection on oneself as teacher, interactions between school and community, teachers’ roles, and issues of diversity and social justice.
New York State Learning Standards requires a 25-hour supervised field experience that provides further opportunities for reviewing and developing teaching strategies that focus on effective relationships among schools, home, and community.
Schooling is the common cultural experience among citizens. Yet, academic access and success differs across individuals, schools, and communities. How to explain the disparities? SEED 7500X MQ5 (6867): Perspectives on Education: Teaching Children and Adolescents in Cultural Context allows us to explore the uniqueness in schooling experience. Linking theory practice, teams will select a neighborhood for context of study.
The primary assessment in the course is a neighborhood research project to explore the impact of in- and out-of-school factors on students’ academic access and success. In-school factors are for the most part drawn from personal experience and expert insights. Out-of-school factors are explored under three categories. Work on the project is divided up in three key lenses to understand any community’s cultural environment-- demographics, commercial factors, and the school/community’s crisis management. The neighborhood project will be reported in class both as a work in progress focusing on the three areas independently and as a final integrated product at the end of the semester.
How do we achieve this end? First, teamwork allows for splitting of required tasks and development of research, writing, critical analysis, communication, and leadership skills, etc. Second, class readings offer context for scholarly discussions on disparities of both the process (academic access) and the outcome of academic success. Third, discussion forums are key to testing prior knowledge against views from classmates and experts on historical and contemporary education issues. Finally, class discussions help us deliberate and take position on issues of in- and out-of-school factors.
Class sessions alternate between synchronous and asynchronous as indicated in the schedule of classes.
The class discussion grade includes submission of reflections on Blackboard readings and prompts as well as your attendance at Zoom/In-person sessions. Submit your initial response by Saturday @ 12:00midnight to allow time for your classmates’ responses. The complete reflection on assigned readings should be submitted before the site closes 3:00PM to each synchronous sessions, to earn points towards attendance. If you submit after this date, you will lose a point for lateness. You can complete your initial response before this date.
Submit your initial response by Saturday @ 12:00midnight to allow time for your classmates’ responses. Respond to a classmates’ posting by opening an existing thread and hitting reply for the online posting. In your response to a classmate: a) pinpoint area(s) of disagreement to posting and b) ask a question or make a comment to the author to elaborate on something they wrote. Specify why this is the case. If you submit after this date, you will lose a point for lateness. The complete response is due by Mondays @ 5:00pm. You can complete your response to a classmate before this date.
Please plan to log in to the course site no fewer than two or three times a week. Each week of the course will have a corresponding instructional unit which will include the assigned reading, instructor commentary, and weekly discussion questions. You should complete your readings and review of the course commentary before posting answers and reflections to the discussion questions. In addition to posting your original response addressing the discussion question by Saturday at midnight, you must comment or reflect upon the postings of your peers by 3PM (synchronous) and 5:00PM (asynchronous sessions) each Monday. Earlier posts are encouraged, because they support more discussion and comments among your peers and often better help me support your learning.
Course content, activities and assignments are structured using a weekly format on Blackboard. You can access these by 6:30PM of the previous week.
WEEK ONE: 9/9 Synchronous
Overview of the course. Education vs. schooling
WEEK TWO: 9/16 Synchronous
Primary and secondary research: Action research (primary sources) and Historical/analytical research (Secondary sources--School annual reports, ARIS, Media, and books/journals). Group assignments and plan of action
WEEK THREE: 9/23 Asynchronous
Socialization Readings:
https://www.youtube.com/watch?v=a56gbzcWHw8
WEEK FOUR: 9/30 Synchronous
Emergence and Evolution of Schools in the Republic
WEEK FIVE: 10/7 Asynchronous
The Comprehensive High School, Colleges, And Race In USA Education
WEEK SIX: 10/15 Synchronous CONVERSION TUESDAY
The Challenge of Teaching
WEEK SEVEN: 10/21 Asynchronous
The Challenges of Diversity, Equity and Inclusion Are Often Underestimated By Teachers.
Watch Video on Youtube. 13.02 minutes
The philosophical discussion explores the impact of the classical, progressive, and feminist theories on curriculum and pedagogy in the Republic.
WEEK EIGHT: 10/28 Synchronous
Classical theories of schooling—Socrates and Plato
****Avoid submitting papers as Google links.
WEEK NINE: 11/4 Asynchronous
Progressive education—Jane Roland Martin AND John Dewey
Artificial Intelligence and Learning
WEEK ELEVEN: 11/18 Asynchronous
Society and schools— The Panaceas for African Americans: The Education Ideals of Washington, Du Bois and King
Respond to one of the scholars and both video clips.
WEEK TWELVE: 11/25 Synchronous
Presentations and team meetings: 10-minute presentations with a 5-page paper on the effectiveness of neighborhood public schools regarding academics and in countering the growing partisanship. Provide two strategies for creating bipartisan community of learners (in schools) and social cohesion (out-of-school).
Include a reference list using standard reference styles (MLA, Chicago, APA, etc.) and at least one annotated bibliography.
Bring in outlines. ****Avoid submitting papers as Google links.
Unit 5: The Nature Vs. Nurture Debate Continues
WEEK THIRTEEN: 12/2 Asynchronous
Cognitive And Non-Cognitive Factors in Teaching Adolescents
Respond to one article and the video clip.
WEEK FOURTEEN: 12/9 Synchronous
Storytelling ****25 minutes each)
WEEK FIFTEEN: 12/16 (A)Synchronous
****Avoid submitting papers as Google links.
COURSE SCHEDULE CHANGES
I may make changes as necessary-usually because one of you finds an omission or error! - to the course schedule. If changes become necessary during this course, I will notify you by email, course announcements and/or a discussion board announcement. It is your responsibility to look for such communications about the course on a regular basis.
Integration of Knowledge and Ideas
Research to Build and Present Knowledge
The above objectives reflect INTASC Standards/Progressions #1(c) on collaboration with family, communities, and colleagues; face-to-face (f2f) assessment of students’ context of learning; 3 (knowledge of learning environments) as well as creating professional learning and ethnical practice. Overall, students adjust and shape pedagogies that are otherwise deemed generic or universal to the specifics of New York City schools.
SEED 7500X ASSESSMENT BLUEPRINT
*** APPLY is subsumed in all my class activities in so far as students link theory to practice and lived reality (personal experiences).
CLASSROOM ETIQUETTE: Our class will meet through the Zoom online conference system. We will adopt the same rules and norms as in a physical classroom. https://ualr.edu/disability/online-education/discussion-board-guidelines/
UNIVERSITY’S POLICY ON ACADEMIC INTEGRITY: The faculty and administration of Brooklyn College support an environment free from cheating and plagiarism. Each student is responsible for being aware of what constitutes cheating and plagiarism and for avoiding both. The complete text of the CUNY Academic Integrity Policy and the Brooklyn College procedure for policy implementation can be found at www.brooklyn.cuny.edu/bc/policies. If a faculty member suspects a violation of academic integrity and, upon investigation, confirms that violation, or if the student admits the violation, the faculty member must report the violation.
CENTER FOR STUDENT DISABILITY SERVICES: To receive disability-related academic accommodations students must first be registered with the Center for Student Disability Services. Students who have a documented disability or suspect they may have a disability are invited to set up an appointment with the Director of the Center for Student Disability Services, Ms. Valerie Stewart-Lovell at (718) 951-5538. If you have already registered with the Center for Student Disability Services, please provide your professor with the course accommodation form, and discuss your specific accommodation with him/her.
IMMIGRATION RESOURCES: For resources and support, please visit Brooklyn College’s Immigrant Student Support Office, 117 Roosevelt Hall, website: Immigrant Student Success Office.
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Grade Point Breakdown |
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A+ 97-100 |
B+ 87-89.9 |
C+ 77-79.9 |
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B 83-86.9 |
C 70-76.9 |
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B- 80-82.9 |
F below 70 |
