EDTE 260:

Critical Perspectives on Schooling

for a Pluralist Democracy San Jose State University

fig. 1: Ayers

Instructor: Dr. Colette Rabin

Office: SH343

Phone:924-3650 (office)

Email:colette.rabin@sjsu.edu

Office Hrs: Wed 3-5, via

email & by appt.

Course place & time & #:

Tuesday, 4-6:45, SH 120,

25224 Website:http://www.sjsu.edu/facu

lty/crabin/home.html

Catalogue Course Description: Critical

study of theory, practice and research

related to effective communication in

cross-cultural, multilingual settings.

Critical Research Academy

Description: This course will examine,

discuss, & reflect upon current perspectives on problems in education. It will extend

CRA students’ introduction to initial

foundational theory in 244: Curriculum and 208: Sociology of Education – by applying

it to the creation of democratic & caring

classroom organization & supporting

students in developing their MA projects. Students will: articulate a blueprint for

creating a classroom environment that

addresses social and emotional dimensions of education; conceptualize a question to

guide their projects; and continue their

annotated bibliography & and/or draft a literature review.

Purposes/Ends-in-View Students will learn, practice, and internalize the traits of a reflective practitioner:

implement inquiry cycles (through the inquiry journals), participate in regular collegial conversations, frame and ask insightful questions, and consult professional texts as

mentor teachers.

critique and conceptualize theoretically grounded practices for creating classroom

environments (classroom management through the blueprint project).

critique and conceptualize theoretically grounded practices for attending to the socio-

dimension of education (through the blueprint as well as the mindfulness activities).

Learn and appreciate action research as an effective problem solving strategy (through

the inquiry journals as well as the initiation of the MA project).

develop an understanding of the literature in an area of interest (the initiation of the MA

project through the CABs &/or a literature review draft).

Alignment with Lurie College of Education Vision and Mission Vision. The Lurie College of Education is an inclusive, engaged, diverse, intellectual community where teacher-scholars inspire life-long learning and advocacy for excellence and equity in

education.

Mission. The mission of the Lurie College of Education is to empower graduates with the skills,

knowledge and dispositions that ensure access to excellence and equity in education for every student in our diverse, technologically complex, global community.

Alignment with Department of Elementary Education MA Program (Curriculum

and Instruction) Mission This course prepares teachers who have high expectations for all students and have the skills, knowledge, and dispositions to support high student achievement in diverse school contexts.

Teachers who have taken this course will prepare children to develop their potential as learners

and participants in a complex, democratic society.

Transitions in the CRA

In the program option Critical Research Academy, by the time students enter this course,

they have already experienced 2 transitions in the CRA:

1. They had an initial interview, and possibly started at the Academic Writing

Center at SJSU.

2. In their first fall semester, they passed one Graduate Writing Requirement

(GWAR) course, EDTE 208.

At the end of successful completion of this course, and the end of the 1st year of the CRA

program option, students will advance to candidacy. See SJSU’s requirements for candidacy here:

http://www.sjsu.edu/gape/current_students/completing_masters/index.htm. Students will already have been informed of any needs for improvement in their academic writing skills or professional

conduct by the CRA coordinator in their first semester. Students will have been made aware of

any challenges passing their GWAR requirement in EDTE208. Students will have this semester

to revisit their performance and continue to demonstrate necessary improvements, for example, in academic performance, attendance, participation, etc. If concerns continue, for example, if

satisfactory improvements were not yet observed, he or she will be contacted for a one-on-

meeting at the beginning of the spring semester to inform him or her of the necessary improvements to advance to candidacy.

Required Reading for 260 at the bookstore & on library reserves: Watson, M. (2003). Learning to trust. Jossie-Bass: California. 0787966509

Recommended Reading for 260: Kriete, R. (2002). The morning meeting book. Northeast Foundation for Children:

Turners Fall, MA. 9781892989093

Charney, R. S. (2002). Teaching children to care: Classroom management for ethical and academic growth, k-8. Northeast Foundation for Children: Turners Fall, MA.

1892989085

Shor, I. (1992). Empowering education: Critical teaching for social change. The University of Chicago Press: Chicago, Ill. 0226753573

Denton, P. (2007). The power of our words: Teacher language that helps children learn.

Northeast Foundation for Children: Turners Fall, MA. 0226753573

Required Reading for both 260 & 250: Qualitative Research in Education Hubbard, R. S., & Power, B. M. (2003). The art of classroom inquiry: A handbook for teacher-

researchers (Rev. Ed.). Portsmouth, NH: Heinemann. 0325005435

Glesne, C. (2006). Becoming qualitative researchers: An introduction (3rd edition). Boston:

Allyn and Bacon.

American Psychological Association. (2005). Concise rules of APA style. Washington, DC:

American Psychological Association.

Course Objectives in Relationship to the Knowledge Base Continuum

Fig. 2: Knowledge Base Continuum

The knowledge base continuum (fig. 2) represents the cyclical process of theory’s adaptation.

This foundations course focuses on developing beginning teachers’ knowledge base particularly concerning the theory/research, principle, and practice aspects of the continuum. For example, in

this course we explore how the theories in 208 and 244 could translate into what is typically

called classroom ‘management,’ which we refer to as classroom ‘community,’ since the term

community suggests a broader and deeper application. See the paper “An Ecology of Care: Interdependent Moral Education and a Pedagogy called Rocks-in-a-Basket” linked to the course’s

d2l site as an example of a practice that we’ll learn about in this class. The paper analyzes

theory’s adaptation through the KBC. This pedagogy will also be introduced in class.

Classroom Protocol Full participation in classroom activities. Please come prepared with notes or comments in

response to readings. Also be prepared to respond in writing to readings at the beginning or end

of class discussion (in an in-class quick-write format). Alerts in case of absences. Email the instructor before the class if you will be absent and contact a

classmate to take notes and discuss what you missed.

Completion of all written assignments. (See descriptions below).

A note about laptops in class. You won’t need yours. This course is highly participatory. I will always provide my slides as a pdf with key concepts, explanations and definitions. You will also

have your before/end of class reflections through quick-writes as reference for key concepts you

want to remember or your glossary to refer to. If you need to use your laptop for notes or classwork, do maintain that focus. Your challenge and opportunity as part of a cohort group is

that you are constructing a professional reputation for your peers and instructors. The schools are

a small world and in our experience, how engaged you are here is remembered. Ask me to tell a story about this!

Adhere to SJSU expectations about classroom behavior. See Academic Senate Policy S90-5

(http://www.sjsu.edu/senate/s90-5.htm) on Student Rights and Responsibilities.

Dropping and Adding You are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. found at http://sa.sjsu.edu/student_conduct. You should be aware of the new

deadlines and penalties for adding and dropping classes.

Scoring and Keeping Track Students will have a cumulative scoring record sheet to keep track of their points earned. This sheet should be attached with a paper clip to each written assignment turned in except quickwrites

or assignments turned in only electronically.

Participation The class will be organized for critique and discussion of topics as presented on the schedule. The

nature of the class requires full participation; therefore, all students are expected to be fully prepared for each class session. One must be present in class in order to participate and all

students are encouraged and, at times, will be called upon to share in the larger group. All class

members are expected to contribute actively in small groups. Students may be asked to provide

written feedback to the instructor to help her gauge the effectiveness of class experiences. Students may also be required to participate in individual conversations with each other and with

the instructor outside of class.

Assignments and Grading

1 – Cycles of Inquiry Journal (10 points each = 30 points = 30%; 10 per entry and

10 for online response) Students will write 2 one to two page (< or = 500 word) titled inquiries on experiences in school

(that arise from the weekly readings). For example, the first entry could focus on questions and

issues around student-teacher or student-student relationship development, in connection with the reading. In contrast, the second entry will be used to develop one’s topic of inquiry for the

masters project. All entries will be uploaded on d2l and shared in class to initiate dialogue[CS1].

In the first entry, (1) compose a question and (2) prepare a response drawing on the reading and experience in your classroom placement. The 2nd entry eventually serves as scaffolding for your

writing of an introduction to your MA project question. This will serve as the introduction to the

literature review or section of your annotated bibliography due at the end of the course (sometimes called the problem statement). In this 2nd entry, since section 2 is an introduction to

your topic of your project, instead of response to a question, it will be a brief explanation or

narrative of why the question/topic matters to the inquirer. (You wouldn’t have a real question for

research if you already could respond to your question!) For more information on how to shape the third journal entry see the description for the project question and introduction or problem

statement below. Distribution of points are as follows: 3 for meaningful connection to the week’s

course reading through a quote or description (in entry 2 this can be your individually chosen literature on your topic for research), 2 for an experience in practice, 3 for addendum - response

based on class dialogue (schedule out-of-class/online or in person conversation with colleague(s)

if you must miss a class), 2 for grammatical accuracy and proper APA citations.

Recommendation, not requirement: in between entries students can keep a log of questions that

arise, with space in between for thoughts, responses, potential project topics and relevant citations

(in APA!). See the description of introduction to research and research question below for more readings and suggestions for support in topic development. This will help students prepare for the

second entry, which initiates the MA project.

Online Extension of In-class Journal dialogue (10 points = 10%): Students will upload

their journal entries on the day of the class they are due (optional to include addenda) on the

course’s D2L site. On the weeks in which you do not have a journal entry due, read a peer’s entry (choose either one your heard in class conversation and wanted to further discuss, or yet another

one to hear others’ voices) and make an additional comment, connection to the course text or

other readings, including reading for one’s project, further suggestions for reading, suggestions for research topics, etc. Do include quotes with clear APA citations, so readers can refer to the

text. Post 2-3 times in the semester on a week when you do not have a journal entry. Try to post

for the journal group before you, to spread out the posts. The titles should help you chose an entry

related to your own interests and/or questions.

2- Glossary

The Russian poet O. Mandelstam touches on a critical relationship between words and the

differentiation of the phenomenological world into thought when he wrote, “I have forgotten the

word I intended to say, and my thought, unembodied, returns to the realm of shadows” (cited in

Vygotsky 1962, p. 119). The chief point here, as Lev Semenovich Vygotsky put it, is that

“thought is not merely expressed in words; it comes into existence through them.”…In establishing “What Is” through the act of naming…. What is not named remains part of the

horizon – that is, undifferentiated background of the phenomenological world characterized by

silence and inattention. What is named becomes the focus of intentionality, and the object of

thought and speech. (Bowers, 1987, p. 9)

We create our perceptions of our world through the medium of language. Students in the CRA have the opportunity to re-conceptualize teaching and teachers through language, to name what is

currently unnamed and thus unattended to. In contrast to the adage: “Those who cannot do,

teach,” we reconceive of teachers as transformative intellectuals - whose actions as agents of change for the better - will shape the future citizens of our world. To foster a changed image of

the teacher, students will be charged with the task of thinking very deeply about their profession

and engaging in readings by “distant colleagues” or theorists who have also thought about

teaching. To engage in this thinking together and to shape this new conception of teachers and teaching, students will develop a theoretical language. To support this end, students keep their

own glossary of concepts and terms throughout their tenure in the program to support their

development of a new conceptualization of teachers and teaching. You are encouraged to include diagrams or illustrations (consider my diagram of Deweyen experience as a model). Students

should bring their glossary to each class, to add concepts and terminology and to support their

reference to concepts during class discussion. The guideline of 4 pages (or the space you need for approx. 15-20 concepts) can serve as a minimum. Also, at least 3 entries will be translated

through the knowledge base continuum; In other words, there will be an articulation of how the

theory leads to principles, best practices, and their application and adaptation. There is no page

limit on this assignment, given its purpose to serve your own learning now and in the future. While the glossary is specifically attached to points in 208, 244, 261, 281, etc., in 260 students

need to do a related assignment for their literature reviews, CABs, so working on the glossary in

this class is suggested but not required.

Practicing Mindfulness (20 points = 20%) One aim of the course is to prepare students to cultivate caring and democratic classroom community; a dimension of this aim is learning about recognizing and meeting students’ social

and emotional needs. Mindfulness practices are central in this aim, since they are designed to

teach recognition and management of emotions so we can react with more intention. Check out this utube video to see kids engaging in mindfulness activities: mindful kids documentary excerpt

For the first 3 class sessions, the instructor will lead the students in mindfulness activities to

model the practice. From the 3rd week forward, students will sign up to investigate various

mindfulness experiences, design one activity, and lead either their student teaching placement class or their 260 colleagues in the experience (see sign up in class). Students engaging their

colleagues in the process will receive feedback from their peers. Students engaging their own

elementary students in the process will report to the class concerning the activity they chose to design and their learning from the process. All students will write a response about the activity

that responds to the following prompt and one or more of the questions: Describe your experience

teaching a mindfulness activity. How did your students respond? How might you extend this

activity to increase your students’ capacities for self-awareness and self-management? Your own capacities for self-awareness and self-management? What challenges (institutional, individual, w/

students, etc.) did you encounter and how might you address them?

3 – Classroom Community Blueprint (25 points = 25%)

fig. 3: the importance of classroom management

Students will develop a plan for creating a classroom environment and community, or

(in other words ‘classroom management’)

described in an individual or group (up to 3 authors) 7-10 page double-spaced paper.

Students can write this plan in three parts.

The first part entails the traditions or

organizing structures that you will create,

for example, appreciation circles, morning

meetings, rocks-in-the-basket, norms, or

other traditions you design or adopt and adapt from the reading. The second part

entails planning related to the specific

challenges in implementing these practices and classroom relationships.

The third part includes an illustration of the classroom, a blueprint. This blueprint should include your classroom layout, how you will best use the space to facilitate the particular traditions to foster

community that you have designed, for example, classroom meetings. How might the space accommodate

diverse physical as well as emotional and social needs? How will your students be able to move in the room? For example, how might you make room for transition games that incorporate movement? A

detailed description with additional questions and rubric is included, will be gone over in class, and can

be downloaded at any time from the course’s d2l site.

4- Question for MA Project and Introduction to Project (why your topic matters)

(10 points = 10%) Write a project question related to your inquiry topic. Plan for this assignment throughout the

semester. Note the research questions shared in the first seminar, the reading in H & P concerning research topic development, and subscribe to ASCD: https://www.smartbrief.com/ascd/index.jsp

You’ll receive daily emails about current issues and topics and education. Reading them gives

you a sense of local and national issues in your field. Supervisor Sam also recommends his high school teacher’s blog here: http://www.huffingtonpost.com/kevin-jennings. You’ll find a plethora

of links to many teachers’ blogs linked off ASCD’s articles as well. Your MA project question

and description of why it matters is your 2nd journal entry and you will revise it based on the

instructor’s feedback and hand it in again as the introduction to your literature review &/or CABs at the end of the course. Assuming you will conduct your inquiry in the classroom, use the core

principles below as you construct your preliminary question.

Core principles for qualitative inquiry questions

1. Ask only real questions.

2. Avoid yes/no questions.

3. Avoid causal implications between and among variables in your study, such as words

and/or phrases (e.g., affect, effect, etc.) that would require a research design (e.g.,

experimental) that you would not be able to carry out in the context of your classroom.

Example: Instead of “How will a play on MLK’s life support my students in learning to care?” which assumes the play WILL support care, I asked, “How might students

describe their learning concerning King’s life and culture? How do they (if they do)

articulate any cultural and racial differences between themselves and those whose stories

they recount? What might this unique theatre program offer as a medium to foster relationships across differences?”

4. Be sure the question accurately represents the context (e.g., avoid the passive voice when

referring to your own research). 5. Eliminate jargon, that is, words and/or phrases that would not be familiar to your

intended audience.

6. Avoid value-laden words or phrases (e.g., appropriate instruction, best practices, etc.).

The introduction is a short (500 words or less) description of why this question matters to you and

to other educators or the field of education as large.

*Samples of project questions, introductions (often called problem statements), and literature

reviews will be assigned course reading to serve as mentor texts, to support students in their own

question development, and most importantly, to learn from other teachers’ inquiries!

5 – Literature Review Draft (25 points = 25%) Purposes: Explore the state of knowledge related to your inquiry topic and prepare a report on the literature that you have reviewed. The literature review will inform the framework, design, and/or

methods of your inquiry.

Description and Guidelines: Review a variety of sources related to your topic. Among these

sources, the following are required:

Research studies (primary sources) Literature reviews (at least one)

Studies and/or texts (at least one) by a “landmark” author (Hubbard & Power, 2003) (A

landmark author will be cited by multiple authors and therefore, show up in many

reference lists.)

While you will not conduct a systematic review (Kennedy, 2007), your literature review should

be an extensive report (8-10 pages in length) of the state of knowledge reflected in the scholarship related to your topic; include at least 5-10 sources (The number will vary based on how soon you

choose your topic of research; 30 are required by the time you complete your MA project.)

As you find sources, compose an annotated bibliography entry for each one, but do not include these entries verbatim in your literature review. Your literature review needs to be more than a

collection of synopsized sources related to your topic. It shouldn’t read like a list. As Glesne

(2006) states, “A literature review is not a summary of various studies, but rather an integration of reviewed sources around particular trends and themes” (p. 26). You might think of your literature

review as a form of qualitative research in which you identify patterns that emerge from the

sources that you find related to your topic.

Your goals are: (1) to make sense of the state of knowledge related to your topic and (2) to craft

your review in an organized, relatively concise format. Use organizational features in your

writing, including an overall introduction, introductions and summaries for sections, an overall summary, and transitions and section headings throughout. A more detailed description and

scoring guide is included, will be gone over in class, and can be downloaded at any time from the

course’s d2l site.

Cumulative Annotated Bibliography (25 points) Write brief (1 paragraph) annotations/notes on each of the 8-10 readings you find relevant for your literature review. Each annotated bibliography entry should include everything that you will

need to include this reference in your literature review: This includes: (1) all of the necessary

reference information using APA format, and (2) highlights/key points. It may also include: (3) connections to self and text, (4) questions, (5) implications for (a) your teaching, (b) your

research, or (c, etc.) anything else (e.g., educational policy, etc.), (6) key quotations, such as

passages that you might quote in your future writing; be sure to copy these word-for-word and

include a citation in correct APA format. Include a section for keywords related to the source, e.g., cooperative learning, reciprocal teaching, and so on. Organizing your CABs by keywords

supports your literature review development. You may choose to work within a collaborative

reading group if several of you are reading in complementary areas; however, each student is responsible for maintaining her/his own annotated bibliography. Be prepared for the instructor to

email you to request you send your CABs in progress at any time throughout the semester.

Requires Revision (≤ 15 pts.) Acceptable (16 < x ≤ 19 pts.) Preferable (20-25 pts.)

Refers to selection by author or

title only, if at all

Summarizes

Provides complete reference

information using correct APA format

Highlights key points

Connects to self and/or text

Considers implications for

teaching, research, policy, and/or other relevant topics OR asks questions related to the selection

and/or connected topic(s)

Provides page number references

for any included quotes

Provides complete reference

information using correct APA format

Highlights key points

Connects to self and/or text

Considers implications for

teaching, research, policy, and/or other relevant topics AND asks questions related to the selection

and/or connected topic(s)

Provides page number references

for any included quotes

All Assignments with Points & Percentages: Students will have a cumulative scoring

record sheet to keep track of their points earned. This sheet should be attached with a paper clip to the back of each written assignment turned in except quickwrites.

Your grade for this course will be recorded as a letter grade of A, B, C, D, or F based upon your

work for the course requirements above. That work will be weighted toward your final grade as follows: Classroom Community Blueprint 25 points = 25% Due: 3/20

Cumulative Annotated Bibliography &/or

Literature Review Draft 25 points = 25% Due:

Mindfulness Activity 20 points = 20% See sign-ups

Cycle of Inquiry Journal Entries, including

3rd entry: project plan 30 points = 30% & 10 points

for each entry and 10 pts for

the online dialogue extension

Due: group 1, 2, 3, 4, 5 or

6 dates

grade A+ A A- B+ B B- C+ C C- D+ D D-

points 100 94-

99

90-

93

88-

89

83-

87

80-

82

78-

79

73-

77

70-

72

68-

69

63-

67

60-

62

Extra Credit

Only if students have missed at least 20 points, the instructor may contact the student to request that the

student demonstrate understanding of course concepts by writing an additional journal entry. The instructor

will inform the student of which course reading or concepts to address in the paper. The format for

structure and grading of this paper mirrors that of the journal entry detailed above.

Late Assignments To help keep both of us on track, I will have to insist all assignments be turned in on time. To hand-in late work, students must communicate with me prior to the due date. If students need to

hand in a journal entry with another group they need to find someone from the other group to

switch with. I’m willing to negotiate late work in the case of hardships. I have high expectations for your performance and level of responsibility. If an assignment is turned in late without prior

explanation or a renegotiated due date is missed, I will deduct a letter grade step (A to A-, B+ to

B, etc) for each week the assignment is delayed.

Department of Elementary Education Writing Workshop The department offers an Academic Writing Workshop for students who need or desire support with their academic writing. Based on your written work in this class, your instructor may

recommend your participation in this workshop. If you wish, you may choose to participate in the

Academic Writing Workshop even if your instructor does not recommend you. For more information, contact Dr. Katharine Davies Samway at kdsamway@comcast.net.

University Policies and Academic integrity Students are expected to be familiar with the University’s Academic Integrity Policy. Please

review this at http://sa.sjsu.edu/student_conduct. “Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University’s integrity policy,

require you to be honest in all your academic course work. Faculty members are required to

report all infractions to the office of Student Conduct and Ethical development.”

Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving

proper credit) will result in a failing grade and sanctions by the University. For this class, all

assignments are to be completed by the individual student unless otherwise specified. “If you would like to include in your assignment any material you have submitted, or plan to submit for

another class, please note that SJSU’s Academic Policy F06-1 requires approval of instructors.”

Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special

arrangements in case the building must be evacuated, please make an appointment with me as soon as

possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities

requesting accommodations must register with the DRC (Disability Resource Center) to establish a record

of their disability. Special accommodations for exams require ample notice to the testing office and must be

submitted to the instructor well in advance of the exam date.

Student Technology Resources Computer labs for student use are available in the new Academic Success Center located on the

1st floor of Clark Hall and on the 2nd floor of the Student Union. Computers are also available in

the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS

camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape

players, sound systems, wireless microphones, screens and monitors.

Learning Assistance Resource Center

The Learning Assistance Resource Center is designed to assist students in the development of

their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject

advising, learning assistance, summer academic preparation and basic skills development. The

Learning Assistance Resource Center is located in Room 600 in the Student Services Center.

SJSU Writing Center The SJSU Writing Center is staffed by professional instructors and upper-division or graduate-level writing

specialists from each of the seven SJSU colleges. Our writing specialists have met a rigorous GPA

requirement, and they are well trained to assist all students at all levels within all disciplines.

EDTE 260 Course Calendar

Date Topic Readings and Assignments

1. 1/31 Why is SEL not an add on[CS2][CS3]?

Project & Syllabus & Noddings: Whole Child

2. 2/7

How can we develop caring relationships?

Watson: introduction & building trust Inquiry Journal group 1

3. 2/14 How can we foster students’ participation?

Watson: managing the classroom Inquiry Journal group 2

4. 2/21 How shall we begin school?

Rocks-in-the-Basket Inquiry Journal Group 3

5. 2/28 What can we do when challenges arise?

The Prosocial Classroom (lit review example) Inquiry Journal group 4

6. 3/6 What traditions can foster community in our

classrooms?

Emotional Labour (qual methods example) Inquiry Journal group 5

7. 3/13 How can we humanize classroom management?

Humanizing Classroom Management (qual methods example)

Group dialogues over traditions-in-common [CS4]

8. 3/20 Grappling with Cases & foreshadowing: What are

your own questions?

Classroom Community Blueprint due

9. 3/27 Spring Break

10. 4/3 Question development & composing

G Intro, Ch 1, Qualitative Inquiry H&P Intro, Ch 1, Questions Themselves

Inquiry Journal Group 1

11. 4/10 What line of inquiry?

Lit review sample & 1 article ind topic, organize into project groups

email CABs w/ 2 individual readings Inquiry Journal group 2

12. 4/17 Why does this line of inquiry matter?

email CABs w/ 2 individual readings 1 article on ind topics per project group &

13. 4/24 What larger conversation frames your research?

H&P ch. 5, The Legacy of Distant Teachers G pp. 24-27 Review of Literature, pp. 29-30

Research Statement & Questions Inquiry Journal group 3

14. 5/1 How will you design your inquiry?

H&P ch. 2, Form & Function: The Research Design, Appendices A Research Designs & F

Research Proposal Form Inquiry Journal group 4

15. 5/8 Research topic presentations

Individual readings Inquiry Journal group 5

16. 5/15 Research topic presentations

Individual readings: project plan with Questions & Literature Review Draft and/or Annotated

Bibliography

17. 5/16 MA Colloquium

Topics of sample lit reviews you can ask Colette to send you: critical literacy (ES), PE

(EH), moral education (CR), and ways of knowing (NH), critical mathematics (RL), school gardens (ML), classroom management (E) dialogue (G), care ethics & storytime (CR) & care ethics & rocks (CR)

See the online syllabus for additional resources & references to initiate your project searches below:

Additional Resources

On Arts

Arnstine, D. (1995). Democracy and the arts of schooling. New York: New York State University Press.

Catterall, J., Chapleau, R., & Iwanaga, J. (1999). Involvement in the arts and human development: General

involvement and intensive involvement in music and theater arts. Champions of Change: The

Impact of the Arts on Learning, 1-18.

Dewey, J. (1934/2005). Art as experience. New York: Perigee. Eisner, E. (2000). Ten lessons the arts teach. Paper presented at learning in the arts: Crossing Boundaries

Conference, January.

Gradle, S. (2007). Random weave: Developing dispositions to teach art. Art Education, 60 (4), 6-11.

Greene, M. (1995). Releasing the imagination: Essays on education, arts, and social change. San

Francisco: Jossey-Bass Publishers.

Heath, S.B. & Roach, A. (1999). Imaginative actuality. In E.B. Riske (Ed.), Champions of change:

The impact of the arts on learning. Washington, DC: Arts Education Partnership.

Hetland, L, Winner, E., Veenema S. & Sheridan, K. (2007). Studio thinking: The real benefits of arts

education. New York: Teachers College Press.

Stern, M.J. (2000). Arts, culture, and quality of life: Social impacts of the arts project (SIAP).

Wali, A., Severson, R. & Longoni, M. (2002). The informal arts: Finding cohesion, capacity and other

cultural benefits in unexpected places. Chicago: The Chicago Center for Arts Policy at Columbia College.

On Classroom Management

Butchart, R. (1998). Introduction. In B. McEwan & R. Butchart (Eds.), Classroom discipline in American

schools: Problems and possibilities for democratic education (pp. 1-18). Albany: State University

of New York Press.

Butchart, R. (1998). Punishment, penalties, prizes, and procedures: A history of discipline in U.S. schools.

In B. McEwan & R. Butchart (Eds.), Classroom discipline in American schools: Problems and

possibilities for democratic education (pp. 19-50). Albany: State University of New York Press.

Horner, R., Sugai, G. (2002). The evolution of discipline practices: School-wide positive behavior

supports. Child and Family Behavior Therapy, 24, 1, 23-50. Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other

bribes. Boston: Houghton Mifflin

Kohn, A. (2004). Challenging students and how to have more of them. Phi Delta Kappan. 86, 3, 184 -193.

On Classroom Management and Social Emotional Dimension of Education:

Jennings, P.A., & Greenberg, M.T. (2009). The prosocial classroom: Teacher social and emotional

competence in relation to student and classroom outcomes. Review of Educational Research, 79,

p. 491-525.

Norris, J.A. (2003). Looking at classroom management through a social and emotional learning

lens. Theory into Practice, 42 (4), p. 313-318.

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York:

Teachers College Press.

AND Early Education and Development v. 21 is all on socio-emotional issues.

On democracy in education and Deweyen perspectives:

Arnstine, D. (1995). Democracy and the arts of schooling. New York: State University of New York Press.

Callan, E. (1997). Creating citizens: Political education and liberal democracy. Oxford: Clarendon Press.

Dewey, J. (1909). Moral principles in education. Indiana: Illinois University Press.

Dewey, J. (1916). Democracy and education. New York: The Free Press.

Dewey, J. (1902). The child and the curriculum: The child and society. Chicago: The University of Chicago

Press.

On dialogue:

Burbules, N. (1992). Dialogue in teaching: Theory and practice. New York: Teachers Press.

Denton, P. (2007). The power of our words: Teacher language that helps children learn. Northeast

Foundation for Children.

Emdin, C. (2009). Rethinking Student Participation: A Model from Hip-Hop and Urban

Science Education, Edge, 5, 1, 3-18.

Holquist, M. (1981). The dialogic imagination: Four essays by M. M. Bakhtin. Austin: University of Texas Press.

On critical theory:

Bowers, C. A. (1984). Promise of theory: Education and the politics of cultural change. New York:

Longman.

Christensen, L. (2000). Reading, writing, and rising up: Teaching about social justice and the power of the

written word. Wisconsin: Rethinking Schools.

Greene, M. (2000). Releasing the imagination: Essays on education, the arts and social change. New

York: Jossey-Bass.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

Friere, P. (1973). Education for critical consciousness. New York: Continuum.

Friere, P. (1985). The politics of education. South Hadley, Mass: Bergin & Garvey. Friere, P. (1996). Pedagogy of hope. New York: Continuum.

Friere, P. (1998). Pedagogy of Freedom: Ethics, democracy, and civic courage. Lanham, Md.: Rowman

and Littlefield.

Wink, J. (2004). Critical Pedagogy: Notes from the Real World. New York: Allyn and Bacon.

More critical issues in the classroom:

Banks, J. (2001). Cultural Diversity and Education: Foundations, Curriculum and Teaching. Boston, MA:

Allyn & Bacon.

Cowhey, M. (2006). Black ants and Buddhism: Thinking critically and teaching differently in the primary

grades. Maine: Stenhouse.

Kohl, H. (1998). The discipline of hope: Learning from a lifetime of teaching. New York: The New Press. Kohn, A. (2000). The schools our children deserve: Moving beyond traditional classrooms and “tougher

standards”. New York: Houghton Mifflin.

Lee, E., Menkart, D., & Okazawa-Rey, M. (2002). Beyond heroes and holidays: A practical guide to K-12

anti-racist, multicultural education and staff development. Washington, DC: Teaching for Change.

Loewen, J. W. (1996). Lies my teacher told me: Everything your American history textbook got wrong (1st

Touchstone ed.). New York: Simon & Schuster.

Sizer, T.R. Horace’s school: Redesigning the American high school. Boston: Houghton Mifflin.

Shor, I. (1996). When students have power: Negotiating authorities in a critical pedagogy. Chicago:

University of Chicago Press.

Zinn, H. (2001). A people’s history of the United States (First Perennial Classics edition). New York:

HarperCollins.

On various critical Issues:

Bowers, C. A. (1987). The Promise of Theory: Education and the Politics of Cultural Change. New York,

NY: Teachers College Press. p. 31.

Bowles, S. & Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.

Dewey, J. (1916). Democracy and education. New York: Free Press.

Greene, M. (1965/2007). The public school and the private vision: A search for America in education and

literature. New York: The New Press.

Kohl, H. (1994). “I won’t learn from you”: And other thoughts on creative maladjustment. New York: The

New Press.

Kozol, J. (1991). Savage inequalities. New York: Harper Perennial.

Loewen, J. W. (1996). Lies my teacher told me. New York: Touchstone Press. Lorde, A. (2001). “Women Redefining Difference” in Race, Class and

Gender. Belmont, CA: Wadsworth. McIntosh, P. (19 ). Unpacking the invisible backpack.

http://www.nymbp.org/reference/WhitePrivilege.pdf

McNeil, L. (2000). Contradictions of school reform: Educational costs of standardized testing. New York:

Routledge.

McNeil, L. M. (1986). Contradictions of control. New York: Routledge & Kegan.

Meirs, D. (1995). The power of their ideas. Boston: Beacon Press.

Noddings, N. (2004). High stakes testing: why? Theory and Research in Education, 2, 63-269.

Noddings, Nel. (2006) “What does it mean to educate the whole child?” The Best of Educational

Leadership 2005-2006: 2-6. Perrone, V. (1991). A letter to teachers: Reflections on schooling and the art of teaching. San Francisco:

Jossey-Bass.

Shor, I. & Pari, C. (2000). Education is politics: Critical teaching across differences. Portsmouth, NH:

Boynton Cook Publishers.

Wood, G. (2004). A view from the field: NCLB’s effects on classrooms and schools. In D. Meier & G.

Wood (Eds.), Many children left behind (pp. 33-53). Boston, Mass: Beacon Press.

On Reflection & Inquiry:

Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic

Books.

Wells, G. (1994). “Introduction” in Changing Schools from Within: Creating Communities of Inquiry.

Toronto: Ontario Institute for Studies in Education (OISE). p. 25.

On Care ethics, Moral Education, Relationship

Buber, M. (1965b). The Way of Response: Martin Buber; Selections from his Writings. N. N. Glatzer (Ed.),

New York: Schocken Books.

Crew, R. (2007). Only connect: The way to save our schools. New York: Farrar, Straus, & Giroux.

Gregory, M. (2000). Care as a goal of democratic education. Journal of Moral Education, 29, 444-461.

Hansen, D.T. (2001). Exploring the moral heart of teaching: Toward a teacher’s creed. New York:

Teachers College Press.

Jensen, L.C. (1977). That’s not fair!: Helping children make moral decisions. Provo: Brigham Young

University Press.

Mayeroff, M. (1971). On caring. New York: Harper and Row. Nieto, S. (2003). What keeps teachers going?. New York: Teachers College Press.

Noddings, N. (2002a). Educating moral people: A caring alternative to character education. New York:

Teachers College Press.

Noddings, N. (2002b). Starting at home. New York: Teachers College Press.

Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. California: University of

California Press.

Paley, V. G. (1992). You can’t say you can’t play. Cambridge: Harvard University Press.

Palmer, P. (1998). The courage to teach. San Francisco: Jossey-Bass.

Siddle Walker, V. & Snarey, J. R. (2004). Race-ing moral formation: African American perspectives on

care and justice. New York: Teachers College Press.

Simon, K. G. (2001). Moral questions in the classroom: How to get kids to think deeply about real life and

their schoolwork. New Haven: Yale University Press. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. New York:

SUNY Press.

Wilder, M. (1999). Culture, race, and schooling: Toward a non-color-blind ethic of care. The Educational

Forum, 63, 356-62.

Watson, M. (2003). Learning to trust. Jossie-Bass: California.

On Freire:

Freire, P. (1997). Pedagogy of the heart. New York: Continuum.

Freire, P. (1993). Pedagogy of the city. New York: Continuum.

Freire, P. & Faundez, A. (1989). Learning to question: A pedagogy of liberation. New York: Continuum.

On multicultural education, race, language & gender:

Delpit, L. (1995). Other Peoples’ Children: Cultural conflict in the classroom. New York: The New Press.

Delpit, L & Dowdy, J.K. (2002). The skin that we speak: Thoughts on language and culture in the

classroom. New York: New Press.

Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.

Giroux, H., ed. (1991). Postmodernism, feminism, and cultural politics. Albany: SUNY Press.

hooks, b. (1990). Yearning: Race, gender and cultural politics. Boston: South End Press.

hooks, b. (1999). Talking back: Thinking feminist, thinking back. Boston: South End Press.

Ladson Billings, G. (1994). Dreamkeepers. San Francisco: Jossey Bass.

Ladson-Billings, G. (1999). “From Soweto to South Bronx” in Sociology of Education. New York: SUNY Press.

Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers

College Press.

Nieto, S. (2008). Affirming diversity: The sociopolitical context of multicultural education. New York:

Pearson Education.

Ogbu, J. (1994). Racial stratification and education in the United States: Why inequality persists. Teachers

College Record, 95, 8-34.

Omatsu, G. (2003). “Freedom Schooling” in Amerasia Journal, 29, 2.

Schultz, K. (2003). Listening: A framework for teaching across differences. New York: Teachers College

Press.

Takaki, R. (1993). A different mirror: A history of multicultural America. Boston: Bay Back Books.

Tatum, B. D. (2003; 1997). “Why are all the black kids sitting together in the cafeteria?” New York: Basic Books.

Torres, R., Miron, L. & Inda, J. X. (1999). Race, identity, and citizenship: A reader. Boston: Blackwell.

Valdés, G. (1996). Con respeto: Bridging the distance between culturally diverse families and schools: An

ethnographic portrait. New York: Teachers College Press.

Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York:

Teachers College Press.

Valdés, G. (1996). Con respeto: Bridging the distance between culturally diverse families and schools: An

ethnographic portrait. New York: Teachers College Press.

Philosophy of Education

Applebaum, B. (2007). “White Complicity and Social Justice Education: Can One Be Culpable Without Being Liable?” Educational Theory 57/4, pp. 453-467.

Applebaum, B. (2000). “On Good Authority: Is Feminist Authority an Oxymoron?” In

R. Curren, ed. Philosophy of Education 1999. Urbana, Illinois: Philosophy of Education Society,

pp. 307-317. http://www.ed.uiuc.edu/EPS/PES-Yearbook/1999/applebaum.asp

Aristotle. (2009). The nicomachean ethics. Oxford: Oxford University Press.

Arnstine, D. 1995. Democracy and the arts of schooling. New York, State

University of New York Press.

Atkinson, C. & Maleska, E. (1961) The story of education. New York: Bantom Books.

Callan, E. (1997). Creating citizens: Political education and liberal democracy. Oxford:

Clarendon Press.

Dewey, J. (1934). Art as experience. Berkeley: Perigee.

Dewey, J. (1938). Experience and education, New York: Collier Books. Dewey, J. (1909). Moral principles in education. Indiana: Illinois University Press.

Dewey, J. (1916). Democracy and education. New York: The Free Press.

Dewey, J. (1902). The child and the curriculum: The child and society. Chicago: The

University of Chicago Press.

Dewey, J. (1902). How we think. New York: Dover Publications.

Buber, M. (1966). The way of response: Martin Buber selections from his writings. In N.

N. Glatzer, (Ed.). New York: Schocken Books.

Gadamer, H. (1975). Truth and method. London: Continuum.

Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social

change. San Francisco: Jossey-Bass.

Greene, M. (2007). The public school and the private vision: A search for America in education and literature. New York: The New Press.

Gutmann, A. (1987). Democratic education. Princeton: Princeton University Press.

Sheryl Hirshon and Judy Butler, And Also Teach Them to Read (Chicago Lawrence Hill & Co.,

Hooks, bell (1994). Teaching to transgress: education as the practice of freedom. New

York: Routledge.

James, W. (1907). Pragmatism: A new name for some old ways of thinking. New York:

Longman Green.

Kant, I. (1960). An Immanuel Kant reader. Translated by Blakney, R. B. New York:

Harper and Brothers.

Katz, M., Noddings, N., & Strike, K. (1999). Justice and caring: The search for common ground in education. New York: Teachers College Press.

Kozol, J. (1991). Savage inequalities. New York: Harper Perennial.

Lara, M. P. (2007). Narrating evil: A postmetaphysical theory of reflective judgment.

Columbia University Press: New York.

MacIntyre, A. (2007). After virtue. Notre Dame: University of Notre Dame Press.

Meirs, D. (1995). The power of their ideas. Boston: Beacon Press.

Mill, J. S. (1949). The English utilitarians. Oxford: Basil Blackwell.

Noddings, N. (1998). Thoughts on John Dewey’s ‘ethical principles underlying

education.’ The Elementary School Journal, 98, 479-88.

Noddings, N. (2002b). Starting at home. New York: Teachers College Press.

Noddings, N. (1998). Philosophy of education. Colorado: Westview Press.

Noddings, N. (2004). High stakes testing: why? Theory and Research in Education, 2, 63-269.

Noddings, N. (2006). Critical lessons: What our schools should teach. Cambridge:

Cambridge University Press.

Nussbaum, M.C. (1990). Love’s knowledge: Essays on philosophy and literature. Oxford,

Oxford University Press.

Nussbaum, M.C. (1997). Cultivating humanity: a classical defense of reform in liberal

education. Cambridge: Harvard University press.

Nussbaum, M. (2001). Upheavals of thought: The intelligence of emotions. Cambridge:

Cambridge University Press.

Palmer, P. (1998). The courage to teach. San Francisco: Jossey-Bass.

Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. New York: State University of New York Press.

Plato. (1955). The republic. London: Penguin.

Trilling, L. (1953). The liberal imagination: Essays on literature and society. New York:

Double Day.

Weil, Simone. (1977). The Simone Weil reader: Selected works. Edited by G. A.

Panichas. New York: McKay.

Westbrook, R. (1991). John Dewey and American democracy. New York: Cornell

University Press.

Ethics and Moral Education

Applebaum, B. (1999). "Is Caring Inherently Good?" In Steve Tozer, ed., Philosophy of

Education 1998. Urbana, Illinois: Philosophy of Education Society, p. 415-422. http://www.ed.uiuc.edu/EPS/PES-Yearbook/1998/applebaum.html

Bennett, W. J. (1993). The book of virtues: A treasury of the world’s great moral stories.

New York: Simon & Schuster.

Charney, R. S. (2002). Teaching children to care: Classroom management for

ethical and academic growth, k-8. Greenfield, MA: Northeast Foundation for Children.

Gilligan, C. (1982). In a different voice. Cambridge: Harvard University Press.

Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A’s,

praise, and other bribes. Boston: Houghton-Mifflin.

Kohlberg, L. (1981). The philosophy of moral development (Vol. 1). San Francisco:

Harper & Row.

Lindemann, H. (2006). An invitation to feminist ethics. Michigan State University: McGraw Hill.

Mayeroff, M. (1971). On caring. New York: Harper and Row.

Noddings, N. (2002a). Educating moral people: A caring alternative to character

education. New York: Teachers College Press.

Noddings, N. (1984). Caring: A feminine approach to ethics and moral education.

California: University of California Press.

Noddings, N. (1988). An ethic of caring and its implications for instructional

arrangements. American Journal of Education, 96, 215-230.

Noddings, N. (1992). The challenge to care in schools. New York: Teachers College

Press. Ricoeur, P. (1984). Time and narrative, vol 1. Chicago: University of Chicago Press.

Selman, R. L. (2003). The promotion of social awareness: Powerful lessons from the partnership of

developmental theory and classroom practice. New York: Russell Sage.

Simon, K. G. (2001). Moral questions in the classroom: How to get kids to think deeply

about real life and their schoolwork. New Haven: Yale University Press.

Slote, M. (2007). The ethics of care and empathy. New York: Routledge.

Tronto, J.C. (1993). Moral boundaries: A political argument for an ethic of care. New

York: Routledge.

Watson, M. (2003). Learning to trust. Jossie-Bass: California.

Wilder, M. (1999). Culture, race, and schooling: Toward a non-color-blind ethic of care.

The Educational Forum, 63, 356-62.

Zhang, J. (2007). Of mothers and teachers: Roles in a pedagogy of caring. Journal of Moral Education, 36(4), 515-526.

History of Education Cuban, L. (2003). Why is it so hard to get good schools? New York: Teachers College

Press.

Graves, K. (1998). Girls’ schooling during the progressive era: From female Scholar to

domesticated citizen. New York: Garland Press.

Gutek, G. L. (2001). Historical and philosophical foundations of education: A

biographical introduction (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Munro, P. (1995). Breaking the chains: Educators as activists – five women from

Chicago. Social Education, 59 (5), 274-278. National Commission on Excellence in Education. (1983). A nation at risk: The

imperative for educational reform. Washington, DC: Government Printing Office.

Marjorie Murphy, Blackboard Unions: The AFT and the NEA, 1900-1980 (Cornell University

Press, 1990).

Ornstein, A. C. (2003). Teaching and schooling in America: Pre- and post-September 11.

Boston: Allyn and Bacon.

Spring, J. (1997a). Deculturalization and the struggle for equality (2nd ed.). Boston:

McGraw-Hill.

Spring J. (1997b). Political agendas for education: From the Christian Coalition to the

Green Party. Mahwah, NJ: Lawrence Erlbaum.

Spring, J. (1998). American education (8th ed.). Boston, MA: McGrow Hill.

Spring, J. (2001). Globalization and educational rights: An intercivilizational analysis. Mahwah, NJ: Lawrence Erlbaum.

Spring, J. (2004a). American education (11th ed.). Boston: McGraw Hill.

Spring, J. (2004b).Deculturalization and the struggle for equality: A brief history of the

education of dominated cultures in the United States (4th ed.). Boston: McGraw Hill.

Spring, J. (2004c). The intersection of cultures: Multicultural education in the United

States and the global economy (3rd ed.). Boston: McGraw Hill.

Rousmaniere, K. (1997). City teachers: Teaching and school reform in historical

perspective. New York: Teachers College Press.

Rury, J. L., (1991). Education and women’s work: Female schooling and the division of

labor in urban America, 1870-1930. New York: State University of New York Press.

Teitelbaum, K. (1993). Schooling for “good rebels”: Socialist education for children in the United States, 1900-1920. Philadelphia: Temple University Press.

Tolley, K., (2003). Science education for girls: A historical perspective. London:

Routledge.

Tyack, D. (1995). Tinkering toward utopia: A century of school reform. Massachusetts:

Harvard University Press.

Urban, W. J., Wagoner, Jr., & Jennings, L. (2004). American education: A history.

Boston: McGraw Hill.

Watras, J. (2002). The foundations of educational curriculum and diversity: 1565 to the

present. Boston: Allyn and Bacon.

Watras, J. (2004). Philosophic conflicts in American education, 1893-2000. Boston: Pearson Education.

Teaching Children about Philosophy

Fisher, R. (2008). Teaching thinking. New York: Continuum.

Kennedy, D. (1996). Forming philosophical communities of inquiry in early childhood

classrooms. Early Childhood Development and Care, 120, 1-15.

Lipman, M. (2003). Thinking in education. New York: Cambridge University Press.

Matthews, G. (1980). Philosophy and the young child. Cambridge: Harvard University Press.

Matthews, G. (1984). Dialogues with children. Cambridge: Harvard University Press.

Matthews, G. (1994). The philosophy of childhood. Cambridge: Harvard University Press.

Websites for Teaching Kids Philosophy www.teachingchildrenphilosophy.org/wiki/Main_Page http://cehs.montclair.edu/academic/iapc/

www.philosophyforkids.com

www.philsophyforchildren.org

Films:

Murderball (2005)

Les Choristes (2004)

Crash (2004)

Born in Brothels (2004)

The Strength to Resist:

http://www.cambridgedocumentaryfilms.org/Resist.html

Etre et Avoir (2002)

With All Deliberate Speed (2004)

God Grew Tired of Us (2006)

Entre les Murs (2008)

400 Blows (1959)

The Wave (2008)

A Touch of Greatness (2004)

I am a Promise (2005)

24 Eyes (1954)

Sugar (2008)

Resolved (2007):

http://www.troublethewaterfilm.com/

Trouble the Water (2008): http://www.troublethewaterfilm.com/

Crips and Bloods: Made in America: (2008)

http://www.cripsandbloodsmovie.com/

A Man Named Pearl (2006)

The Sound and The Fury (1959)

The Singing Revolution (2006)

42-Up (1998)