General Course Information
Description
Education Policy and Change is the study of how policy efforts evolved in the American school system and ultimately how current reform efforts can support school improvement. Every year this course chanegs themes and this year the thematic lense of the course is to explore the historical roots of popular modern education policy and explore the ways in which policy priorites and approaches have shifted over the last 50 years.
Purpose of the Course
This course is designed around understanding the purpose of schools and efforts to improve them. Those ideas are explored in the context of the society that formed and sustained organized educational systems throughout different key moments in policy development. The goal of this course is more than simply a liberal arts introduction to the education policy. It will, hopefully, help future leaders become more aware of the role of schooling within their community and better understand the genesis of a variety of school features that may often be taken for granted and simply accepted as inherited artifacts of the system in which they were raised.
Academic Honesty
There have been major changes to the University’s academic honesty policies. As a core part of its mission, the University of Arkansas provides students with the opportunity to further their educational goals through programs of study and research in an environment that promotes freedom of inquiry and academic responsibility. Accomplishing this mission is only possible when intellectual honesty and individual integrity prevail.
Each University of Arkansas student is required to be familiar with and abide by the University's Academic Integrity Policy which may be found at https://honesty.uark.edu/policy/index.php.
Inclement Weather Policy
The general policy regarding inclement weather is that the University typically stays open regardless of bad weather. In the event of weather disrupting an online class I will do my best to post a notification on the course website.
Accommodations
The Center for Educational Access serves as the central campus resource for helping students with disabilities obtain the accommodations they need for equal access to classroom activity. Please do not hesitate to contact the center or me with questions or concerns about the services available to you.
Conceptual Framework
All candidates pursuing degrees in the College of Education and Health Professions are expected to apply the principles of the conceptual framework as Scholar-Practitioners. The scholar-practitioner reflects a professional who is knowledgeable about subject matter and pedagogy; skillful in teaching and managing classrooms and schools; caring about students, families, school staff and the community; and constantly inquiring to better the profession and increase the success of students, schools and the community. The Scholar-Practitioner is knowledgeable, skillful, caring and inquiring and is defined by the following tenets:
1. One who accesses, uses, or generates knowledge
2. One who plans, implements, and models best practices
3. One who understands, respects, and values diversity
4. One who is a developing professional and a lifelong learner
5. One who communicates, cooperates, and collaborates with others
6. One who makes decisions based upon ethical standards and professional criteria
7. One who is knowledgeable about teachers and teaching, learners and learning, and schools and schooling
Course Assignments and Grading
Attendance and participation
Each student is responsible for joining class discussions ontime and prepared to participate.
Missed assignments, make-up policy
Late work will be accepted with a credit deduction of 10%for each day (not class meeting) late. If you are unavailable the day an assignment is due, please make arrangementsto email it to me by the due date to ensurefull credit. Please see me individuallyif you have special concerns or circumstances.
Major Assignments: In order to receive a passing grade forthe course, you need to complete all the assignments in a satisfactory manner.
Journal Activities 90
Collaborate Session participation 10
Total Points 100 points
Class Participation and Attendance
All class members are expected to actively participate bothindividually and in group-based activities. Class time includes a mix of lectures and discussion board work which is designedto be led largely by students participation. Regular and punctual online participation is expected forall classes. Students must be well prepared for each day, having read the text chapter(s)and readings assigned and complete all assignments.
Constructive participation in the class discussions, writtenwork and other activities is expected. Students are expected to
contribute interesting, insightful comments
present examples of concepts relevant to discussion topics
paraphrase and build on comments of others
raise good questions
listen and respond appropriately to others
Positive participation
The student regularly contributes to class discussion andfully participates in activities, with sensitivity to classmates and value ofthe equal participation of all. Comments add to the learning experience, areconnected to both the readings and the student’s relevant outside experiences.Student reads the text, and is prepared with notations to contribute.
Negative participation
The student contributes to class discussion infrequently orrarely, and/or does not value and respect the contributions of classmates.Comments do not add to the learning being undertaken by the class as a whole.Does not fully participate or contribute to group activities. Comments are notconnected to the readings and isolated to outside experiences only. Studentdoes not read the text, and is not prepared to contribute.
Grades will be determined on the following basis using a 100point scale:
A 90-100 C 70-79 F below 65
B 80-89 D 65-69