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by: Noah Nikolaus


Noah Nikolaus
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Class Notes
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This 10 page Class Notes was uploaded by Noah Nikolaus on Saturday September 12, 2015. The Class Notes belongs to EFND 2030 at University of Georgia taught by Staff in Fall. Since its upload, it has received 63 views. For similar materials see /class/201969/efnd-2030-university-of-georgia in Foundations of Education at University of Georgia.

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Date Created: 09/12/15
V W W520 Frwvis 121530 573 r Fm ci Prof Alridge g 00 Directions This review sheet is a guide Items on this sheet may or may not be on the exam or variations of the following items may be on the exam You should study all of your notes and the readings On the exam you should write in clear and coherent sentences Bulleted answers to the identi cations are not acceptable 0 meme Fltwmmeucams LeafsLCM MWM TFQJ 3 l The Contributions Approach 2 The Transformation Approach V 3 The Additivequot Approach g 4 The Social Action Approach 0467 1 quot 5 The Mainstreamcentric curriculum C 5 c0 6 Contextual Teaching Learning quot 7 Invisibility 39 8 Fragmentation 9 Unreality 1 0 Homophobia 1 1 Tinker v Des Moines Independent Community School District 1969 AF 12 Creationism 13 Linguistic Bias W i 15 Bilingual Education in re ad in c6 16 Fourteenth Amendment 17 Academic Tracking 18 Lemon v Kurtzman 1971 3 19 Engel v Vitale1962 Zj 39 39 86 U quot3 U Viki 165 er I f5 WWW ENVlcl b us eel r ESSAYS at U ell c a V I Hisquot 6 as Jif n h g 1 Based on lecture discussmns and the readings discuss three 3 problems gay and lesbian youth o en encounter in schools and discuss four 4 recommendations that might help improve their schooling experience The best answer will cite statistic and discuss in some detail all seven items of this essay 39 2 AI Iu 1 139 39LI 139 39 39 1 1 n O vv1uJ LUJLEIUII 111 r a A A g l I 1 iaz 39 g I HOMEWORK 2 ANSWERS ECON 210x 1 SPRING 2004 PROF HELMS z Since UA is on the vertical axis of the UP c graphs below the equation for a generic social welfare curve in slope rntercept form should express uA in terms of us I ve revrsed the following passage accordingly originally it suggested solving for us in terms of wt since ihabitually label the axes the opposite way with Us on the vertical axis Mathematically in our twoperson model if an allocation yields a total of z utils of social welfare then it must satisfy the equation UA un z or including the implicit weights of one IUA 11113 z Algebraically rearrange this to express the equation of a generic social welfare curve in slopeintercept form uA z 113 where z is the level of welfare that it depicts So every curve on an honestfair utilitarian s social 39 welfare map is simply a straight line with a slope of 1 Instead now suppose that the utilitarian tips her Social Welfare scales by considering one of the two individuals happiness to be more important than the other s 1 How would this arrangement change the social welfare curves Now the social welfare function is the unevenly weighted sum 2uA us so the equation of a social welfare curve the one that shows all allocations that yield 2 utils of welfare is 2uA uB 2 By writing this in slope intercept form uA 122 12u3 you see that the curves now have a slope of 12 2 How would it change the htilitiarian s recommended allocation for each of the three cases The socially optimal points U are now tangent to each UPC where its slope is 2 As you d expect person A is better off or in the middle graph equally well off as a result of his new favored status 3 Finally suppose that person B is an untouchable whose utility is not taken into account at all How would you draw the social welfare curves to illustrate this outcome The socially optimalquot allocations U would maximize person A s utility without regard to person Ej MIDDLE uA BOTTOM y I 430 U A I C 07 U3 continued 39i i National Council for Social Foundations of Education NCSFE Standards for Academic and professional instruction in foundations of education educational studies and educational policy studies 2nd Ed 1996 with suggested content in EFND 2030type courses Compiled by Dr Diane Napier College of Education University of Georgia April 2 2005 Note Columns 1 2 3 are from the matrix of NCSFE column 4 provides suggestions for content and activities in EFND 2030 courses Since many of the components of the NCSFE chart address preservice and graduate students and the EFND 2030 course is a sophomore level PRE Education course the content activities are in many cases noted as only quotbeginning levelquot since students in EFND 2030 have not had any eld experiences will not have yet been admitted to teacher education programs and will only have had lowerlevel coursework In some cases if students have undertaken to volunteer in schools or to tutor some of the higher level performances might be applicable Content and activities in EFND 2030 and other similar preeducation courses are important as it is in these courses that students often decide whether to go into a teacher education program The course serves as an important gate for teacher education programs in the College of Education and the course can also turn students away from a teaching career if it fails to give students the up to date practical and honest information they crave while making an initial decision to ente a teacher training program Principle 1 The educator understands and can apply disciplinary knowledge from the humanities and social sciences to interpreting the meanings of education and schooling in diverse contexts Knowledge The educator has acquired a knowledge base of resources theories distinctions and analytic techniques developed within the humanities the social sciences and foundations of education The educator understands the central concepts and tools of inquiry of foundational disciplines that bear on the educational process and can apply these to the formulation and review of instructional administrative and school leadership and governance procedures Performances The educator can examine and explain the practice leadership and governance of education in different societies in light of its origins major in uences and consequences utilizing critical understanding of education thought and practice and of the decisions and events which have shaped them EFND 2030 C0 ntentActivities Freshmansophomore level courses in artssciences content areas Related lectures and activities in 2030 addressing social political historical philosophical and other aspects of the evolution of the American school system local control tradition funding ratios and authority domains at system state and national levels Overview of leadership and administration issues in schools 39 quot quot for Dispositions The educator has developed habits of using this knowledge base in evaluating and formulating educational practice teachers and the job Case studies of issuesevents and consideration of sociopolitical conteth ex westward expansion of schools integration and busing Examination of changes in focus of American schooling in different historical periods re expansion of access to schooling vocational versus academic focus in schools Overview of different fomis of schooling in USA including indigenous community public private Introduction to teachers roles duties responsibilities rights expectations at school system state national levels Principle 2 The educator understands and can apply normative perspectives on education and schooling Knowledge The educator understands and employs value orientations and ethical perspectives in analyzing and interpreting educational ideas Dispositions The educator has developed the habits of examining the normative and ethical assumptions of schooling practice and educational ideas Performances The educator can recognize the inevitable presence of normative in uences in educational thought and practice The educator can appraise conceptions of truth justice caring and the rights as they are applied in educational practice The educator can assist the examination and development of democratic values that are based on critical study and re ection EFND 2030 ContentActivities Introduction to philosophical bases of schooling purposes of schooling whose interests served in different time periods focus on subject matter society student Examination of key features of American schools re Jeffersonian democracy meritocracy equal opportunity etc and how these were emphasised in different eriods Examination of key features of American ed that make it a model for democratic schooling in other countries ex universal r 39 y mass schooling mainstreaming lifelong learning democratic and exible standardized Critical examination of shortcomings and challenges in Am Education in different historical periods regarding justice equality democratic values as applied to various groups of the population Native Americans African Americans Hispanics immigrants refugees rural populations Examination of key court cases and legislation and outcomes for democratic schooling BrvsBOE Civil Rights legislation Title programs etc Consideration of ke developments in the evolution of American schooling advancing equality equity racial and other inclusion and vocationalpractical relevance Introduction to activism and teacher roles in affecting Principle 3 The educator understands and can apply critical perspectives on education and schooling Knowledge The educator understands how the foundations of education knowledge base of resources theories distinctions and analytic techniques provide instruments for the critical analysis of education in its various forms Performances The educator can utilize theories and critiques of the overarching purposes of schooling as well as considerations of the intent meanin and effects of educational institutions The educator can identify and appraise educational assumptions c ange EFND 2030 ContentActivities Selected case studies on critical issues in past and present ed context Student position papers clarifying sides of critical issues ex mainstreaming separation of church and state corporal punishment and taking personal positions on Dispositions The educator has developed habits of critically examining educational practice in light ofthis knowledge base and arrangements in a way that can lead to changes in conceptions and values The educator uses critical judgment to question educational assumptions and arrangements and to identify contradictions and inconsistencies among social and educational values polices and practices issues 39 Class debates on selected critical contemporary or historical issues 39 Consideration of ways in which purposes of schooling have evolved historically in response to societal events special ed technology sex ed HIVAIDS ed driver ed inclusion programs Consideration of assumptions and value orientations impacting school practices and how they have altered historically ex content of curriculum and representation of minorities in texts language questions GED and second chance schools 39 Paper on practices and realities in students39 own sc ool experiences or selected other cases 39 Overview of school characteristics and realities and how they vary within and across systems regionally within GA nationally and in comparison with schools in other countries Principle 4 The educator understands how moral principles related to democratic institutions can inform and direct schooling practice leadership and Knowledge The educator understands how the foundations of education knowledge base illuminates the conditions which support democracy democratic citizenship and education in a democratic society Performances The educator participates effectively in individual and organizational efforts that maintain and enhance American schools as institutions in a democratic society EFND 2030 ContentActivities 39 Beginning level exposure to ways in which teachers might take action shared decision making site based management supporting student government consideration of text and governance The educator understands how various conceptions of the school foster or impede free inquiry democratic collaboration and supportive interaction in all aspects of school life Dispositions The educator values democratic forms of association and supports the conditions essential to them The educator recognizes that political participation constitutes the social basis of democracy The educator can evaluate the moral social and political dimensions of classrooms teaching and schools as they relate to life in a democratic society selected case readings Scrutiny of appropriate cases in documentaries video etc that highlight these issues Overview of key elements and debatediscussion of different perspectives related to moral dilemmas and controversial issues that arise in classrooms and that teachers tackle violence drugs discipline stealingcheating burnout dropouts etc Examination of features of what constitutes a quotdemocratic classroomquot roles of teacher and students implications traditional versus progressive teaching styles student government Group work class projects implementing key ideas Possibly tutoring and volunteering in local schools for exposure to real life instances of local issues Overview of teacher rights student rights union amp non union teaching situatian Principle 5 The educator understands the full significance of diversity in a democratic society and how that bears on instruction school leadership and governance Knowledge The educator understands how social and cultural differences originating outside the classroom and school affect student learning The educator has acquired an understanding of education that includes sensitivity with democratic values and responsibilities Dispositions The educator is accepting of individual differences that are consistent with democratic values and responsibilities The educator is disposed to the acceptance of human commonality within diversity Performances The educator can adapt instruction to incorporate recognition of social and cultural differences to the extent that it does not interfere with basic democratic principles The educator can specify how issues such as justice social inequality concentrations of power class differences race and ethnic relations or family an community organization affect teaching and schools EFND 2030 C0 ntentActivities Detailed consideration of different dimensions of diversity in schools gender race ethnicity national origin language immigrantrefugee status disability religion SES and impoverishment how currently defined compared to previous and historical conceptions Meritocracy elitism mainstreaming inclusion and other key notions Text readings video cases case studies and personal portraits of diversity in all forms Consideration of inschool realities and implications for quotdifferentquot students re content expectations by teachers evaluation and performance language and cultural issues etc in class Consideration of students39 perspectives and personal experiences regarding diversity issues strategies for preparing for teacher trainin incorporating diversity in all orms Volunteering in community settings and local schools Principle 6 Knowledge Performance EFND 2030 The educator understands the tacit ContentActivities The educator interests and moral commitments on The educator can articulate moral 39 Beginning level introduction to understands how philosophical and moral commitments affect the process of evaluation at all levels of schooling practice leadership and governance which the technical processes of evaluation rest The educator understands that in choosing a measuring device one necessarily makes a moral and philosophical assumption Dispositions The educator is prepared to consider the ontological epistemological and ethical components of an evaluation method and philosophical assumptions underlying an evaluation process The educator can identify what counts as evidence that a student has or has not learned can or cannot learn different forms of evaluation and their usesmisuses historical background on SATs US Army tests etc Re ective writing on different forms of techermade evaluation and purposes in light of students39 own experiences Consideration of evaluation in many forms within the context of current reform and accountability mandates NCLB GPS content standards Praxis exam etc Suggestions for Area F Courses EFND 2030 US Schools and Society Input From Dr Diane Napier and Dr Margaret Wilder Social Foundations Faculty Department of Workforce Education Leadership and Social Foundations University of Georgia Athens January 18 2005 General Correspondence to NCSFE Principles is indicated in RED Diane Napier April 2 2005 The following suggestions for updating the EFND 2030 Area F courses are based on multiple criteria which includes our individualized syllabi of the 2030 foundations courses what we consider to be needed for addressing contemporary issues the memo from Ron Colarusso regarding preeducation in Area F courses 1405 and the Regent s Phase Three Initiative Double the Number Double the Diversity of Teachers 11205 memo We acknowledge that all 2030 type courses will include content surrounding the historical social and philosophical foundations of education Our input therefore is on how the content of 2030 might also include current issues that are related to and that broaden the depth and scope of 2030 A Historical development of American schools Evolution of the democratic tradition local control and the social and political forces that in uence institutional structures and practices Relates to NCSFE Principles 1 2 3 4 For EFND 2030 courses at any institution to address currentcontemporary issues in the state and nation we recommend the courses include the following considerations B Diversity The course should include consideration of the impact of increasing diversity in schools and communities In addition to the African American population which is the largest minority group in Georgia there are increasing numbers of other minority populations ie Latinos Asian Africans East Europeans who attend schools in Georgia There is also a growing population of migrant family workers who are impacting some school systems in the state Also there is diversity among school systems in Georgia where some remain segregated and where others are experiences rapid diversification The implications of the complexities of addressing diversity in the schools include recognition of cultural identity religious and cultural differences and the challenges of meeting the needs of students with limited English proficiency The course content needs to include a prominent


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