EDU 505 – Contemporary Issues in Education Essay

EDU 505 – Contemporary Issues in Education Essay

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Type	Essay
Writer Level	Masters
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Description/Paper Instructions

EDU 505 – Contemporary Issues in Education Essay

EDU 505 – Contemporary Issues in Education

COURSE DESCRIPTION

Examines theory, research, and practices relating to critical issues faced by educators today. Discusses contemporary concerns in American and global education: National and local initiatives in education, the evolving relationship between schools and communities, impacts of public policy on the educational enterprise, and current social, political, economic, and legal issues influencing schools are explored from American and global perspectives. Evaluates the future of education in both industrial and developing countries, including growth of learning needs and inequities both within and between countries. Emphasizes problem identification, analysis, and remediation, with the latter focusing on “best of breed” innovative practices.

INSTRUCTIONAL MATERIALS

Required Resources – Textbook

Tozer, S. E., Senese, G., & Violas, P. C. (2013). School and society: Historical and contemporary perspectives (7th ed.). New York, NY: McGraw-Hill.

Required Resources – Articles

Baker, B., Sciarra, D., & Farrie, D. (2014). Is School Funding Fair? A National Report Card. Retrieved from http://www.schoolfundingfairness.org/National_Report_Card_2014.pdf

Baker, B., & Corcoran, S. (2012). The Stealth Inequities of School Funding: How State and Local School Finance Systems Perpetuate Inequitable Student Spending. Center for American Progress. Retrieved from https://www.americanprogress.org/issues/education/report/2012/09/19/38189/the-stealth-inequities-of-school-funding/

Brackemyre, T. (2012). Education to the Masses: The Rise of Public Education in Early America. History Scene. Retrieved from http://www.ushistoryscene.com/uncategorized/riseofpubliceducation/

Cobb, N. (2014). Climate, Culture and Collaboration: The Key to Creating Safe and Supportive Schools. Techniques: Connecting Education and Careers. Retrieved from: http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&vid=16&hid=112

Gardner, H. (2011). To improve U.S. education, it’s time to treat teachers as professionals. The Washington Post. Retrieved from http://www.washingtonpost.com/national/on-leadership/to-improve-us-education-its-time-to-treat-teachers-as-professionals/2011/07/18/gIQA8oh2LI_story.html

Garrity, C., & Jens, K. (1997). Bully Proofing Your School: Creating a Positive Climate. Intervention in School & Clinic. Retrieved from http://eds.b.ebscohost.com/eds/detail/detail?vid=2&sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&hid=112&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=a9h&AN=9703123351

Hiler, T., & Hatalsky, L.(2014). TEACH Grant Trap: Program to Encourage Young People to Teach Falls Short. Third Way. Retrieved from http://www.thirdway.org/memo/teach-grant-trap-program-to-encourage-young-people-to-teach-falls-short

Hinduja, S., & Patchin, J. (2015). Cyberbullying Legislation and Case Law: Implications for School Policy and Practice. Retrieved from http://www.cyberbullying.us/cyberbullying-legal-issues.pdf

Indiana University School of Education (2011). Recent School Reform Efforts and Examples of Success in IPS: A Research Brief. Retrieved from http://education.iupui.edu/CUME/pdf/IPS-Reforms-and-Success-Final-Brief.pdf

Klein, A., & Camera, L. (2015). NCLB Rewrite Could Target Mandate on Annual Tests. Education Week. Retrieved from http://www.edweek.org/ew/articles/2015/01/09/nclb-rewrite-could-target-mandate-on-annual.html

Leachman, M., & Mai, C. (2014). Most States Funding Schools Less Than Before the Recession. Center on Budget and Policy Priorities. Retrieved from http://www.cbpp.org/cms/?fa=view&id=4011

Madison, B. L. (2015). Quantitative Literacy and the Common Core State Standards in Mathematics. Scholar Commons. Retrieved from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=2&sid=0f8862b1-989a-4c06-873b-f0a5d252b9d9%40sessionmgr4002&hid=4113

NEA Common Core State Standards Toolkit. National Education Association. Retrieved from http://www.nea.org/assets/docs/Common-Core-State-Standards-Toolkit.pdf

Noguera, P. (2014). Responding to the Challenges Confronting Black and Latino Males: The Role of Public Policy in Countering the “Crisis” and Promoting Success. InMotion Magazine. Retrieved from http://www.inmotionmagazine.com/er13/pn_call_roleofpublic.html

Noguera, P. (2012). The Achievement Gap and the Schools We Need: Creating the Conditions Where Race and Class No Longer Predict Student Achievement. InMotion Magazine. Retrieved from http://www.inmotionmagazine.com/er12/pn_achvgap.html

Noguera, P. (2012). “Saving” Black and Latino Boys. InMotion Magazine. Retrieved from http://www.inmotionmagazine.com/er12/pn_saving.html

Strauss, V. (2013). Will charter schools survive the confusing charter movement? The Washington Post. Retrieved from http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/04/03/will-charter-schools-survive-the-confusing-charter-movement/

What is Cyberbullying? (2015). Stopbullying.gov. Retrieved from http://www.stopbullying.gov/cyberbullying/what-is-it/index.html

Wolfe, A. (2015). A Critique of ‘The Common Core is a Change for the Better’. ASA Journal of Scholarship and Practice. Retrieved from http://eds.a.ebscohost.com/eds/detail/detail?vid=3&sid=0f8862b1-989a-4c06-873b-f0a5d252b9d9%40sessionmgr4002&hid=4113&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=eue&AN=100670256

Supplemental Resources and Strayer University Library Online Databases

A comprehensive list of supplemental resources and Strayer University Library Online databases that are recommended and / or useful for this course can be found at the end of this course guide, in the Faculty Notes section.

COURSE LEARNING OUTCOMES

1. Examine the historical context of contemporary issues in education.
2. Analyze how educational theories and practices impact contemporary issues in education.
3. Identify components of educational perspectives that will serve as the foundation for students’ philosophy of education.
4. Survey and analyze issues facing the changing demographics of education.
5. Evaluate the impact of technological change on contemporary issues in education.
6. Critique issues related to teaching, learning, and assessment within schools.
7. Analyze methods of the procurement, management, and accountability of funding sources for schools.
8. Use technology and information resources to research contemporary issues in education.
9. Write clearly and concisely about contemporary issues in education using proper writing mechanics.

COURSE TOOLS AND TUTORIALS

The following tools and tutorials are resources for this course and will help you succeed at exploring research articles. They should be completed within the first week.

• Complete the tutorial in the Course Tools tab in your course shell and the required quiz in Week 1 entitled “Genius Navigator” to earn your Genius Navigator Badge.

WEEKLY COURSE SCHEDULE

The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.

Week	Preparation, Activities, and Evaluation
1	Preparation · Reading(s) · Chapter 1: Introduction: Understanding School and Society · Chapter 2: Liberty and Literacy: The Jeffersonian Ideal · Brackemyre, T. (2012) Education to the Masses: The Rise of Public Education in Early America. History Scene. Retrieved from http://ushistoryscene.com/article/rise-of-public-education/ · Complete the Course Tools and Tutorials in your course shell Activities · Course Expectations and Introductions · Discussion (20 points) Evaluation · Genius Navigator Quiz (10 points)
2	Preparation · Reading(s) · Chapter 3: School as a Public Institution: The Common-School Era · Chapter 10: Teaching in a Public Institution: The Professionalization Movement · Gardner, H. (2011). To improve U.S. education, it’s time to treat teachers as professionals. The Washington Post. Retrieved from http://www.washingtonpost.com/national/on-leadership/to-improve-us-education-its-time-to-treat-teachers-as-professionals/2011/07/18/gIQA8oh2LI_story.html · Case Study · Terms of Endearment, located in the online course shell Activities · Discussion (20 points) Evaluation · None
3	Preparation · Reading(s) · Chapter 4: Social Diversity and Differentiated Schooling: The Progressive Era · Chapter 6: Diversity and Equity: Schooling and African Americans · Chapter 7: Diversity and Equity: Schooling and American Indians · Noguera, P. (2014) Responding to the Challenges Confronting Black and Latino Males: The Role of Public Policy in Countering the “Crisis” and Promoting Success. InMotion Magazine. Retrieved from http://www.inmotionmagazine.com/er13/pn_call_roleofpublic.html · Noguera, P. (2012) The Achievement Gap and the Schools We Need: Creating the Conditions Where Race and Class No Longer Predict Student Achievement. InMotion Magazine. Retrieved from http://www.inmotionmagazine.com/er12/pn_achvgap.html · Noguera, P. (2012) “Saving” Black and Latino Boys. InMotion Magazine. Retrieved from http://www.inmotionmagazine.com/er12/pn_saving.html Activities · Discussion (20 points) Evaluation · Assignment 1: Case Study – Terms of Endearment (260 points)
4	Preparation · Reading(s) · Chapter 5: Diversity and Equity Today: Schooling Girls and Women · Chapter 12: Diversity and Equity Today: Defining the Challenge · Chapter 13: Diversity and Equity Today: Meeting the Challenge Activities · Discussion (20 points) Evaluation · None
5	Preparation · Reading(s) · Chapter 8: National School Reform: The Early Cold War Era · Hiler, T., & Hatalsky, L. Erickson (2014). TEACH Grant Trap: Program to Encourage Young People to Teach Falls Short. Third Way. Retrieved from http://www.thirdway.org/memo/teach-grant-trap-program-to-encourage-young-people-to-teach-falls-short · Indiana University School of Education (2011). Recent School Reform Efforts and Examples of Success in IPS: A Research Brief. Retrieved from http://education.iupui.edu/CUME/pdf/IPS-Reforms-and-Success-Final-Brief.pdf · Strauss, V. (2013). Will charter schools survive the confusing charter movement? The Washington Post. Retrieved from http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/04/03/will-charter-schools-survive-the-confusing-charter-movement/ · Case Study · Turn It Around!, located in the online course shell Activities · Discussion (20 points) Evaluation · None
6	Preparation · Reading(s) · Chapter 11: Differentiated Schooling, Labor Market Preparation, and Contemporary School Reform: The Post-Cold War Era · Klein, A., & Camera, L. (2015). NCLB Rewrite Could Target Mandate on Annual Tests. Education Week. Retrieved from http://www.edweek.org/ew/articles/2015/01/09/nclb-rewrite-could-target-mandate-on-annual.html · Video · Review the video titled “No Child Left Behind: A Decade of Failure” (3 min 42 s), located in the online course shell. You may also view the video at https://www.youtube.com/watch?v=Q0WUqNO0qo4. Activities · Discussion (20 points) Evaluation · Assignment 2: Case Study – Turn It Around! (260 points)
7	Preparation · Reading(s) · NEA Common Core State Standards Toolkit. National Education Association. Retrieved from http://www.nea.org/assets/docs/Common-Core-State-Standards-Toolkit.pdf . · Madison, B. L. (2015) Quantitative Literacy and the Common Core State Standards in Mathematics. Scholar Commons. Retrieved from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=2&sid=0f8862b1-989a-4c06-873b-f0a5d252b9d9%40sessionmgr4002&hid=4113 · Wolfe, A. (2015) A Critique of ‘The Common Core is a Change for the Better’. ASA Journal of Scholarship and Practice. Retrieved from http://eds.a.ebscohost.com/eds/detail/detail?vid=3&sid=0f8862b1-989a-4c06-873b-f0a5d252b9d9%40sessionmgr4002&hid=4113&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=eue&AN=100670256 Activities · Discussion (20 points) Evaluation · None
8	Preparation · Reading(s) · Baker, B., Sciarra, D., & Farrie, D. (2014). Is School Funding Fair? A National Report Card. Retrieved from http://www.schoolfundingfairness.org/National_Report_Card_2014.pdf · Baker, B., & Corcoran, S. (2012). The Stealth Inequities of School Funding: How State and Local School Finance Systems Perpetuate Inequitable Student Spending. Center for American Progress. Retrieved from https://www.americanprogress.org/issues/education/report/2012/09/19/38189/the-stealth-inequities-of-school-funding/ · Leachman, M. & Mai, C. (2014). Most States Funding Schools Less Than Before the Recession. Center on Budget and Policy Priorities. Retrieved from http://www.cbpp.org/cms/?fa=view&id=4011 Activities · Discussion (20 points) Evaluation · None
9	Preparation · Reading(s) · Garrity, C., & Jens, K. (1997). Bully Proofing Your School: Creating a Positive Climate. Intervention in School & Clinic. Retrieved from http://eds.b.ebscohost.com/eds/detail/detail?vid=2&sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&hid=112&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=a9h&AN=9703123351 · Cobb, N. (2014). Climate, Culture and Collaboration: The Key to Creating Safe and Supportive Schools. Techniques: Connecting Education and Careers. Retrieved from: http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&vid=16&hid=112 Activities · Discussion (20 points) Evaluation · None
10	Preparation · Reading(s) · What is Cyberbullying? (2015) Stopbullying.gov. Retrieved from http://www.stopbullying.gov/cyberbullying/what-is-it/index.html · Hinduja, S, and Patchin, J. (2015). Cyberbullying Legislation and Case Law: Implications for School Policy and Practice. Retrieved from http://www.cyberbullying.us/cyberbullying-legal-issues.pdf Activities · Discussion (20 points) Evaluation · Assignment 3: How Can We Stop Bullying / Cyberbullying Now? (260 points)
11	Preparation · Reading(s): None Activities · Discussion (10 points) Evaluation · None

GRADING SCALE – GRADUATE

Assignment	Total Points	% of Grade
Genius Navigator Quiz (untimed and unlimited attempts)	10	1%
Assignment 1: Case Study – Terms of Endearment	260	26%
Assignment 2: Case Study – Turn It Around	260	26%
Assignment 3: How Can We Stop Bullying / Cyberbullying Now?	260	26%
Participation (10 discussions worth 20 points apiece and Week 11 discussion worth 10 points)	210	21%
Totals	1,000	100%

 

Points	Percentage	Grade
900–1,000	90% – 100%	A
800–899	80% – 89%	B
700–799	70% – 79%	C
Below 700	Below 70%	F

© 2016 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

EDU 505 STUDENT GUIDE 1156 (1325 4-4-2016) Page 4 of 8

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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