ST. PETERSBURG COLLEGE COLLEGE OF EDUCATION "Preparing students to serve as effective, reflective and caring teachers."

COURSE SYLLABUS EDF 4810 Comparative and International Education

This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.

Course Prefix: EDF 4810 3881 Section #: 100 Credit Hours: Three Credits Co-requisites: None Pre-requisites: Admission to Educational Studies BS

Day, Time and Campus: Online Online Online Modality: Online - Weekly participation is required for attendance. Participation in this course is defined as posting to the discussion board or submitting an assignment. Professor: Gay Hazlewood Office Hours: As posted on office door or Click here to enter text. by apt. Office Location: Tarpon Springs BB 105 Office Phone: (727) 712-5424 Email Address: [email protected]

ACADEMIC DEPARTMENT: College of Education Dean: Kimberly Hartman, Ph.D. Office Location & Number: Tarpon Springs BB 159

I. COURSE DESCRIPTION

The Right to Education is a fundamental human right according to the Universal Declaration of Human Rights (Article 26) of the United Nations Educational, Scientific and Cultural Organization (UNESCO). Yet, education is denied to many across the world, particularly women. This course will examine and compare educational systems in their national contexts around the world in the United States of America, United Kingdom, France, the Russian Federation, Mexico, Japan, People’s Republic of China, India, and Nigeria. Emphasis will be placed on a blend of historical, philosophical, political, cultural, and sociological perspectives on a variety of foundational topics in international education, including the vital interests of developing and developed states; the implications for ethnonationalism, political, economic, environmental and educational relationships. 47 contact hours.

II. MAJOR LEARNING OUTCOMES

1. The student will explain the field of comparative and international education through demographic, economic, political, and ecological concepts by:

a. examining the need for international and comparative education. b. describing the concepts that governed U.S. foreign policy during the cold war.

Spring 2014 1 of 6 c. critiquing the impact of colonialism on education in nations that once were part of colonial empires. d. describing unresolved issues in the Middle East that threaten international peace and security. e. describing the major transnational issues that face a global society. f. examining contemporary theories of international and comparative education.

2. The student will assess the American role in the development of international education by:

a. describing how the founding fathers of the early American republic encouraged a policy of isolationism. b. explaining the impact of the frontier and Manifest Destiny in shaping American attitudes towards other nations. c. describing the idealistic and realistic approaches to international education.

3. The student will summarize the concept of globalization and its impact on the economy and the educational systems of nation-states by:

a. explaining globalization. b. comparing and contrasting globalization and modernization. c. assessing the impact of globalization on the growth of world economy through regional trade organizations like the European Union (EU), the North American Free Trade Agreements (NAFTA), and the Asia Pacific Economic Cooperation (APEC) and their roles in improving the quality of education.

4. The student will compare the similarities and differences in the educational systems in various nations in terms of socio-political, economic, cultural, ideological, historical and other contexts by:

a. describing the structure, governance and administration of the educational systems in the United State of America, United Kingdom, France, the Russian Federation, Mexico, Japan, People’s Republic of China, India, and Nigeria. b. explaining the models of teacher preparation for preschool, primary and secondary education and certification/licensure in the different nation-states. c. identifying current accountability measures used to assure quality in preschool, primary and secondary education in nation-states.

III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS

A. Required Textbooks

Textbook(s) Required :  Gutek, G. (2005) Education in a Global Society (2nd ed.). ISBN: 9781577664048 Recommended: None

Students using eBooks must have access to the eBooks during class sessions.

B. Supplemental Material

Resources: See Angel. Materials: See Angel. Library: http://www.spcollege.edu/central/libonline/

C. Technology

Technology is an essential tool for receiving and developing instruction. Students are expected to reference ANGEL continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods. 2 The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students. All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)

D. Supplies None.

IV. COURSE REQUIREMENTS & EXPECTATIONS

A. School Based Hours Course Requirements This course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.

B. ALL Course Assignments

1. Chapter Discussion Forums

Students are required to participate in FOUR discussion forums. Each discussion forum is worth 15 points. The discussion postings should be at least 200 words for each question and students will be required to respond to other posts. (4 posts @ 15 pts. each = 60 pts.)

2. Topical Activities

Students are required to complete NINE activities related to the assigned reading material. Activities will be worth 20 points each. (9 activities @ 20 pts. = 180 pts.)

3. Notetakers

To help with the course readings, students will be provided notetakers to complete as they read the assigned chapters. Notetakers will be due on the weeks designated in the syllabus. The notetakers will help students identify major concepts of the readings in preparation for the final. (10 notetakers @ 10 pts. each = 100 pts.)

4. Newspaper Reports

Students are required to identify TWO newspaper and/or journal articles with complete citation on a specified educational issue using the Response to Reading Template. A web resource page is provided for the student to access several newspapers and journals via the internet. This assignment allows students to be current on contemporary issues on education. Each Newspaper Report must be chosen from the different sources that will be provided. Each report is worth 30 points (2 @ 30 points = 60)

6. Country Project

Students will choose a country to research and prepare a video presentation summarizing major concepts of the assigned country as discussed in the text and through additional study. In addition, students will analyze this country in comparison to the United States and prepare an overview of the country’s system. Students will provide feedback on peer presentations. (100 points)

7. Final Exam

Spring 2014 3 of 6 Students are required to take a comprehensive final exam. (100 points)

TOTAL POINTS: 600

UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course. FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in order to successfully pass the course. UCC Performance Assessment Rubric (UPAR): In addition to a ‘C or above’, a teacher candidate must receive a ‘Met’ score on the UCC Performance Assessment Rubric (UPAR) for assignments aligned to ESOL, RC, FSAC, and Additional Elements in order to successfully pass the course. If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences. Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table below.

* Assignments labeled with an (*) denote required assignments that must be passed at 75%.

V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI

A. COE SYLLABUS STATEMENTS https://angel.spcollege.edu/AngelUploads/Files/larrea_miriam/SPC_Syllabus_Common_Statements_Master.htm

B. SPC SYLLABUS STATEMENTS https://angel.spcollege.edu/AngelUploads/Files/larrea_miriam/Syllabus_Addendum.htm

C. STUDENT ANGEL TUTORIALS http://www.spcollege.edu/TSC/coe/links/Student_Angel_Tutorials.html

Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.

If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.

4 VI. CALENDAR AND TOPICAL OUTLINE -- *SUBJECT TO CHANGE AT PROFESSOR’S DISCRETION

WEEK TOPICS ASSIGNMENTS (check off when completed) Due Sunday at the END of the week by 11:55 p.m. ***NO LATE ASSIGNMENTS ACCEPTED*** 1 -Read Ch. 1: Education in a Changing ____ Complete notetaker for Chapter 1 and

1/13-1/17 World submit in drop box ____ Discussion Forum #1 DUE: 1/19 2 -Read Ch. 2: Defining International ____ Complete notetaker for Chapter 2 and Education submit in drop box 1/20-1/24 ____ Activity #1 DUE: 1/26 3 -Read Ch. 3: The American Role in ____ Complete notetaker for Chapter 3 and 1/27-1/31 International Education: A Historical submit in drop box Perspective ____ Newspaper Report #1 DUE: 2/2 4 -Read Ch. 4: National and International ____ Complete notetaker for Chapter 4 and 2/3-2/7 Security and Education submit in drop box ____ Activity #2 DUE: 2/9 5 -Watch Video “A” online _____Respond to Video A - Discussion Forum 2/10-2/14 #2 DUE: 2/16 6 -Read Ch. 5: Changing Perspectives on ____ Complete notetaker for Chapter 5 and 2/17-2/21 International Development and submit in drop box Development Education ____ Activity #3 DUE: 2/23 7 -Read Ch. 6: Globalization and ____ Complete notetaker for Chapter 6 and 2/24-2/28 Education submit in drop box ____ Activity #4 DUE: 3/2 8 -Read Ch. 7: Nationalism, American ____ Complete notetaker for Chapter 7 and 3/3-3/7 Exceptionalism, and Ethnonationalism: submit in drop box Implications for Education ____ Discussion Forum #3 ____ Activity #5 DUE: 3/9 9 Spring Break 3/10-3/14

Spring 2014 5 of 6 10 -Read Ch. 8: Educational Systems in ____ Complete notetaker for Chapter 8 and 3/17-3/21 National Contexts submit in drop box -Read information regarding country ____ Newspaper Report #2 report assignment & watch example ____ Activity #6 video ____ Sign up for Country Reports (e.g. United Kingdom, France, Russia, Mexico, Japan…) DUE: 3/23

11 -Read Ch. 9: Education in the United ____ Complete notetaker for Chapter 9 and 03/24-3/28 States: Context and History submit in drop box ____ Activity #7 DUE: 03/30 12 Start researching Country _____Respond to Video B – Discussion Forum 03/31-04/04 -Watch Video “B” #4 DUE: 04/06 13 -Read Ch. 10: Education in the United _____ Complete notetaker for Chapter 10 and 04/07-04/11 States: Administration, Organization, and submit in drop box Structure _____ Activity #8 -Continue to work on Country Report DUE: 04/13 -Work on Country Report 14 - International Education Week ___ Activity #9 04/14-04/18 -Work on Country Report DUE: 04/20 15 Responding to Country Reports _____ Country Reports DUE 04/27 04/21-04/25 ( SUNDAY) _____ Read & respond to peers’ Country Reports DUE: 05/02 FINAL EXAM DUE: 05/07 16

VII. UNIFORM CORE CURRICULUM ASSIGNMENTS

There are no UCC assessment points/assignments in this course.

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