Education 200: Critical Issues in Education Course Syllabus

T/TH 9:55-11:15 ` Classroom: Bettwys Coed 127

HC Office: Founders 028 / Wed 4 to 6 pm Email: hcurl@brynmawr.edu

BMC Office: Betwys Coed 114 / Tuesday 11:30 to 1:00 503-320-5883

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  The theory, process, and reform of education in the U.S
  
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  Social justice, activism, and working within and against systems of social reproduction
  
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  Future work as educators in schools, public or mental health, community, or other settings
  
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  Examining and re-claiming their own learning and educational goals
  
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  Integrating field-based and academic learning
  

While ED 200 is designed specifically for students with some interest in pursuing education as a career, and while priority for enrollment goes to students enrolled in the certification program and the minor, Critical Issues in Education is also open to students who are not yet certain about their career aspirations but have a general interest in educational issues. In this course we explore and analyze some of the major issues in education in the United States within the conceptual framework of educational reform.

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  An experience-based framework which centers on the natural curiosity / learning inherent in all children
  
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  A standardizing experience which ensures production of “successful” citizens
  
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  A deficit oriented purpose which positions children in need of help / saving from the education system
  
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  A reproducing structure meant to keep social actors in the status to which they were born
  
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  A liberating force which inspires and prepares those who are dominated to challenge the structures within which they are constrained
  
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  A way through which an individual might achieve success over their peers and colleagues
  
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  A way through which a community might collectively achieve success
  
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  A force for national economic competition and/or patriotism/assimilation
  
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  A catalyst for new, and new combinations of, knowledge
  
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  Others we articulate and discover together, as well as the tensions and interplay among these
  

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  Reliable and consistent attendance at and participation in your field placement
  
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  Active, engaged participation in a collaborative, group-graded project requiring students to work together interdependently.
  
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  A high degree of independence, responsibility, and intellectual resourcefulness (ability to search out and make connections across theory, practice, sites, ideas, people) in all of your work, both collaborative and individual
  
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  Willingness to evaluate your own participation in the course's activities in a number of ways
  
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  Willingness to take an active role as teacher as well as learner.
  

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  This course will involve students as critical readers and writers of texts, active contributors in class discussions, and contributors in other education-related settings. Your presence and active engagement are essential. If the need arises for you to miss a class, be late or leave early, please email me ahead of time if possible. Missing more than three classes may lower your grade; excellent attendance and participation will enhance your grade.
  
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  This course is Writing Intensive. Assignments include four reflective/analytical papers; a lesson plan with rationale; and a portfolio. Please try and make every deadline for the course. If there is a reason why you cannot complete a paper by the due date, speak to me about an extension before the date that the paper is due. Please limit your use of this option to one paper.
  
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  Course papers may be revised and re-submitted for a new grade based on the revision. Please consult with me on the revision process. Revisions are due the last day of classes.
  
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  In all written assignments, please take care to edit and proofread your work so that needless errors do not distract readers from the strength of your thinking.
  
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  Bring each day’s readings to class with you so that you can use them in our discussions (this includes articles printed from Moodle and/or notes taken from the readings if you choose not to print out articles.
  
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  Feel free to bring personal devices to class (particularly to refer to readings, for example), but please limit your use of devices to course-specific activity and do not use social media during class.
  

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  Special Needs/Access Services: Students who think they may need accommodations in this course because of the impact of a learning, physical, or psychological disability are encouraged to meet with me privately early in the semester to discuss their concerns. Bryn Mawr students should also contact Deb Alder, Coordinator of Access Services (610-526-7351 or dalder@brynmawr.edu), as soon as possible, to verify their eligibility for academic accommodations. Haverford students should contact Access Coordinator, Sherrie Borowsky Deegan (610-896-1324 or sborowsky@haverford.edu). If you have already been approved to receive academic accommodations and would like to request accommodations in this course because of a disability, please meet with me privately at the beginning of the semester.
  
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  Academic Support and Learning Resources at BMC: Students are encouraged to reach out to the Academic Support and Learning Resources Specialist to explore effective learning, studying, test-taking, note-taking and time and stress management strategies that are essential to success in this course and college life. Students can schedule a meeting with Rachel Heiser, the Academic Support and Learning Resources Specialist by calling the Dean's Office at (610)526-5375. Visit: http://www.brynmawr.edu/deans/acad_support/learning_resources.shtml for more details.
  
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  Office of Academic Resources (OAR): Located at Haverford in Stokes Suite 118, the OAR offers students many resources, including communal study spaces, peer tutoring, workshop series, and individual coaching with the center’s trained staff. See their website for more information http://www.haverford.edu/oar/ or contact Kelly Wilcox (kwilcox@haverford.edu) for more details.
  
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  BMC Writing Center: The BMC Writing Center offers free appointments and experienced peer tutors who are there to help you at any stage of the writing process. The Writing Center is located in Canaday Library. You can get more information at www.brynmawr.edu/writingcenter.
  
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  HC Writing Center: At Haverford, the Writing Center is located in Magill Library, Stokes, and Zubrow Commons. You can get more information about hours and how to make an appointment at http://www.haverford.edu/writing-center/.
  
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  Canaday Library and Magill Library: For help with research, multimedia and technology the folks here stand ready to help! Email Olivia Castello (ocastello@brynmawr.edu) or Brie Gettleson (bgettleson@haverford.edu) to ask questions or make a research appointment.
  

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  Dewey, J. [1997 (1938)]. Experience and Education. New York: Simon &Schuster.
  
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  Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lanham, Md.: Rowman & Littlefield Publishers.
  
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  Fabricant & Fine (2013). The Changing Politics of Education: Privatization and the Dispossessed Lives Left Behind. Boulder, CO: Paradigm Publishers.
  

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  Describe an interaction (teacher-student or student-student) you observed today. Think about what conditions helped support this interaction.
  
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  What was a key topic or issue addressed in class today?
  
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  What was something that students learned from today? (You may choose to focus on one or several students here.)
  
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  What one student stood out to you today? Why?
  

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  Paper 1 – Educational Autobiography: In the first paper you will draw on your own educational experiences as data for beginning to investigate educational issues and assumptions. Write a Table of Contents that outlines the chapters of your (imagined) educational autobiography. Then select the chapter that most interests you to draft; this should include your narration of an experience in your educational history (from a single interaction to a day or an overview of a longer time period) as well as some interpretive framing of the piece. The intention of this paper is to develop the skill of analysis based on personal experience.
  
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  Paper 2 – Theory Paper: The second paper will be more analytical in nature, and asks you to interpret one of the three major theoretical perspectives we read during the first six weeks of class, reflecting on the significance of the text or theory and/ or the ways in which you see the theory enacted in the lived experiences of students (yourself included). The intention of this paper is to develop the skill of analysis based on theory.
  
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  Paper 3 – Assumption Analysis: During the first section of the course we identify and interrogate a range of assumptions about education — both others’ and our own. In the second and third sections of the course, we will witness the ways in which some of these assumptions play out in reform efforts and perspectives of education’s role within society. For this third paper you will select an assumption that you see as significant to the way schooling has been constructed. You might focus on a reigning assumption in education writ large, and/or on an assumption of your own about education. For this paper, you will:
  

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   Identify and describe the assumption you are examining, including how it may have affected such matters as schooling structures, curriculum and pedagogy, and views of students and/or teachers.
   
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   Make the assumption problematic, that is, explore questions, refutations, contradictions, and so forth that would help us to interrogate or complicate this assumption and its staying power.
   
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   Suggest other perspectives or possible ways of seeing the situation.
   

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  Paper 4 – Placement Paper: The fourth paper should explore what you are learning / have learned in your field placement and how what you are witnessing in your placement is informing your emerging conception of the “purpose of education.” Attempt to articulate what you see as the purpose of education dominant in your setting. How close or far it that from your own values/beliefs? The intention of this paper is to develop the skill of analysis based on observations / qualitative research and to document the learning you are accomplishing via your placement.
  

Please send a copy of your reflection paper to each member in your group (and cc Heather) on the due dates as indicated in the syllabus (always a Tuesday) and read your group’s papers in preparation for the following class (Thurs). Take notes to help tailor your comments. Be sure to identify at least one area for improvement and one area of strength for each paper you receive from your group members. You will meet in groups during the Thursday class session and offer this feedback for each other in class. A final version of the paper will then be due to the instructor at midnight on Sunday of that week – providing a chance to learn, practice and make use of revision in writing. Please take your role as reader seriously. The instructor will assign an overall grade for this portion of the class based on your own reflection of your growth and effort through these papers, documented in a self-grading activity in class, as well as the instructor’s grades / comments. This represents 40% of your final grade.

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  Topic: Each individual in the class will join a group of students with similar interests in an area of interest in education reform. Possible areas include: family-school community partnership; restructuring schools; professional development of teachers; finance/funding; inclusion; youth, education, and sexuality; religion and secularism in education; charter schools and bilingual education. With your group, you will narrow your topic for the teaching project into something that can reasonably be taught in one 65-70 minute class period.
  
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  Research: Research your topic using the library (meeting with Brie Gettleson as a group is required), academic or popular texts found online, and/or interviews and observations in the field as sources. Since a reference list citing the range of texts you consulted for this project is due with your lesson plan and rationale (see below), please keep track of the sources you consult. Try to be as comprehensive as possible in learning about the topic. The majority of these texts (particularly those you chose to assign as reading) should be well researched and from trusted sources. Information gathered just from websites, for example, does not meet this requirement.
  
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  Bibliography: Prepare a group-generated bibliography (using an appropriate citation format) of resources you have consulted to learn about your topic in enough detail that you can teach a class about it. Make this bibliography as comprehensive as possible (around 15-20 sources) and, as mentioned, from a variety of academic sources so that it truly reflects your knowledge of your group’s educational reform topic.
  
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  Selected Readings: From your bibliography, select relevant, varied readings for the class (approx. 30 pages) to help teach our class some of the key facts, concepts, and conflicts engaged by your topic. Please make these available on our Moodle site one week before the class you’ll be teaching. Write the class an email about the readings, telling us why you selected these, and how we might approach them (and any specific assignments) to prepare for the class you’ll teach. Your thoughtful choice of readings will contribute to the final grade for this project.
  
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  Meeting with Instructor: Each group is required to meet with the instructor both before and after your teaching date. There will be a signup sheet outside of Heather’s office in Bettwys Coed and each group will have a chance during the initial meeting on Oct 25^th to sign up for a time. Each group should prepare the following (if possible) for that meeting:
  
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    A unified objective for the lesson you are teaching
    
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    A list of articles and books that were read in preparation and a list of readings you plan to assign.
    
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    General plans/ideas for what activities your group may want to do for the 65-70 mins you have the class – with a breakdown of what people want to lead and/or are becoming experts on.
    
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  Lesson Plan: Collaborate with your group to develop a focus/objective within your group’s theme and design a lesson plan. You will have 65-70 minutes of class time. You should consider diverse pedagogical approaches to teaching us your material. Conclude your lesson with a few questions the class can use to give you feedback. The lesson plan you turn in explains what you will teach and how, and it should be written in a detailed and clear manner, including information about who will take what roles during class and time estimates. Be creative in your planning and feel free to think outside the box (especially when you have theory to support your decisions). Each lesson plan should have the following components (we will go over these in class) but can be in any format that works for your group:
  
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    Objective / Materials / Activities with timing and leadership / Transitions / Assessment / Closure / Feedback Form.
    
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    A sample lesson plan template can be found here:
    
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      http://www.diffcentral.com/examples/InteractiveDILESSON.htm
      
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    And some practical guidelines:
    
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      https://www.teachingchannel.org/blog/2014/01/28/power-of-planning/
      
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      http://writing.colostate.edu/guides/teaching/lesson_plans/
      
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      http://writing.colostate.edu/guides/teaching/lesson_plans/pop2f.cf
      
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  Rationale: Attached to your lesson plan, as a separate document, please include a group-written (1,500 word) explanation for your group’s rationale for why you will teach this material in the ways you have chosen. You must link the pedagogical choices your group has made in a clear, direct way to one or more of the pedagogical approaches we have studied in class (for example, you will try to teach the lesson using multiple intelligences, or you will attempt to enact the pedagogy described by Dewey, Freire, Duckworth, etc. in your lesson). The rationale should include specific explanations of your ideas and choices about what to teach and how, in pedagogical terms, and should cite course texts and texts your research has uncovered. Explain which pedagogical approaches you are ‘trying out’ through your lesson plan and how your lesson plan accomplishes this goal.
  
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  Teach: As a group, teach the class. Turn in your lesson plan, rationale, and bibliography at the beginning of class. Be sure to work together, plan which aspect of the lesson each of you is in charge of, and practice the parts you are teaching prior to the lesson.
  
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  Group Reflection: As a group, you will sign up for a 30 minute time to debrief your lesson and how it went with Heather. Please come having read the evaluations from the lesson you taught, and send them to Heather ahead of time so she can prepare for the meeting as well. To prepare for this group meeting, you should consider:
  
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    How do you each feel the lesson went? What might you do differently?
    
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    What did you learn from the student evaluations about the lesson? What seems consistent?
    
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    What have you learned through this experience in general?
    
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    Which group member completed what aspect of the project and when? What kind of effort did each of you put into the preparation of the lesson (through research, imaginative thinking and listening, participation in meetings, and writing)?
    
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    Did you communicate consistently with group members and/or in what ways did your group members contribute to (or detract) from your learning through this project?
    
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  Optional Individual Reflection / Assessment: Each group member is invited to have an individual debriefing meeting with Heather to discuss how they felt in the teaching position, what they might have individually done differently to improve the lesson and any other details about the group working project that might be important to share. This is optional and occurs only if the student requests it. To request it, just email Heather (hcurl@brynmawr.edu).
  

NOTE: It is essential that you work hard to collaborate with your classmates on this project. Please make consistent, strong efforts to include everyone in your group as much as possible. Nearly all students do collaborate with their classmates in an equitable (and often an exemplary) manner on this project. If this is not the case in your group, please don’t hesitate to reach out to Heather during the project and to request an individual reflection meeting after. This represents a moment where communication during difficult times can be practiced and insight on group work learned.

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  The American Federation of Teachers - “issues” http://www.aft.org/issues/
  
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  The Coalition of Essential Schools website:http://www.essentialschools.org/
  
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  Topical Teaching:http://topicalteaching.com/
  
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  The Philadelphia Notebook Blog:http://thenotebook.org/blog
  
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  Diane Ravitch’s Blog:http://dianeravitch.net/
  
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  The Innovative Educator:http://theinnovativeeducator.blogspot.com/
  
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  Mindshift:http://blogs.kqed.org/mindshift/
  
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  Christopher Lehman Blog:http://christopherlehman.wordpress.com/
  
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  Mindful Schools:http://www.mindfulschools.org/resources/blog/
  
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  Meenoo Rami’s blog:http://meenoorami.org/
  
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  Annie Murphy Paul’s blog:http://anniemurphypaul.com/
  
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  danah boyd’s blog: http://www.zephoria.org/thoughts/
  
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  Jesse Hagopian’s blog: http://iamaneducator.com/about/
  
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  Ilena Jiminez’s blog: http://feministteacher.com (you'll see that Ilieana Jiminez also recommends a number of other blogs in the blogroll section of her site)
  
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  Sarah Ahmed’s blog: http://feministkilljoys.com/about/
  
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  Teach for America’s blog: http://teachforus.org
  
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  Kathy Cassidy’s blog: http://mscassidysclass.edublogs.org
  

In this first section of the course we read, write, and discuss key texts that will help us develop frameworks for identifying and questioning a range of assumptions that undergird schooling. Among these questions are: Who are our students, and how do historical and social contexts affect their learning experiences both in and out of classrooms? What are the purposes of education? How can we explore these questions by observing teaching and learning as they take place? We begin with the challenge of knowing ourselves in the context of developing capacities for reading education critically.

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  Carini, P. (2000) “A Letter to Parents and Teachers on Some Ways of Looking at and Reflecting on Children.” In From Another Angle: Children’s Strengths and School Standards: The Prospect Center’s Descriptive Review of the Child (pp. 56-64). M. Himley and P. Carini, eds. New York: Teachers College Press.
  
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  Frank, Caroline. (1999). An Ethnographic Perspective. In Ethnographic Eyes: A Teacher’s Guide to Classroom Observation (pp. 1-14 and 82-93). Portsmouth, NH: Heinemann Press.
  
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  Discussion of Field Placement Notes
  

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  Allison, D. (1995). Two or Three Things I Know For Sure (pp/ 60-66). New York: A Plume Book.
  
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  Chambers, V. (1996). Mama’s Girl (pp. 123-131). New York: Riverhead Books.
  
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  hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. (pp.2-6). New York: Routledge.
  
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  Jennings, K. (1998). Half Breed. In Telling Tales Out of School: Gays, Lesbians and Bisexuals Revisit Their School Days (pp. 56-59). K. Jennings, Ed. Los Angeles: Alyson Books.
  
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  Mooney, J. and Cole, D. (2000). Jonathan. In Learning Outside the Lines: Two Ivy League Students with Learning Disabilities and ADHD Give You the Tools for Academic Success and Educational Revolution (pp. 29-50). New York: Simon & Schuster.
  
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  Coates, T. (2015), Between the World and Me. New York: Spiegel & Grau. (excerpt)
  

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  Oakes and Lipton. Teaching to Change the World. Chapter 2, first section; pages 35-50.
  

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  Dewey, J. 1997 (1938). Experience and Education. New York: Simon and Schuster. Chapters 1-4
  
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  Writing Due – Response Paper #1: Educational Autobiographies (email to response group and cc instructor by midnight). Read papers for Thursday.
  

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  Dewey, J. 1997 (1938). Experience and Education. New York: Simon and Schuster. Chapters 5-8
  

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  Read response group papers. Meet in Response Groups: Discuss each group member’s paper.
  

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  Writing Due: Final Response Paper #1 to Professor by midnight
  

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  Bourdieu, P. (1986). “The Forms of Capital.” In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education. New York: Greenwood.
  
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  Lareau, Unequal Childhoods: Class, Race, and Family Life. Berkeley: University of California Press. https://tripod.brynmawr.edu/find/Record/.b3836365. (Chapter 1 and Appendix B).
  

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  Chapters 8, 9, 10, 11, 12 in Lareau, Unequal Childhoods: Class, Race, and Family Life. Berkeley: University of California Press. https://tripod.brynmawr.edu/find/Record/.b3836365. (Pick two of the four data chapters, 8, 9, 10 or 11).
  

In this section of the course we focus on the inter-related challenges of knowing our students and deepening our understandings of pedagogy. What do our students need to know and be able to do? What constitutes teaching and learning? Where and in what contexts might teaching and learning occur? We aim to develop and refine language, including the use of the concept of culture, with which to extend and build from your experiences in your field placements. Together we will seek understanding of useful approaches as well as barriers found within multiple practices of teaching and learning.

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  Freire, P. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, Chapters 1-3.
  

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  Freire, Paulo. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, Chapter 4.
  

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  Freire, Paulo. (1987). “Letter to North-American Teachers” In I. Shor (Ed.) Freire for the classroom: A sourcebook for liberatory teaching. Portsmouth, NH: Heinemann.
  

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  McDermott, R. & Varenne, H. (1995). “Culture as Disability,” Anthropology & Education Quarterly 26 (3): 324-348.
  

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  Cook-Sather, A. “Movements of Mind: ‘The Matrix,’ Metaphors, and Re-Imagining Education.” Teachers College Record, August 2003.
  
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  Books, D. April 11, 2011. “Poetry for Every Day Life” New York Times. Can be found on moodle, or here: http://www.nytimes.com/2011/04/12/opinion/12brooks.html?_r=2&src=me&ref=general
  
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  Browse the philosophy of unschooling: http://www.everything-voluntary.com/p/unschooling.html
  

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  Writing Due: Response Paper # 2: Theoretical Analysis Reflection (email to response group and cc instructor by midnight).
  

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  Duckworth, E. (1988). “The Having of Wonderful Ideas” and “The Virtues of Not Knowing”
  
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  Tim Walker, (2015), The Joyful, Illiterate Kindergartners of Finland, The Atlantic. http://www.theatlantic.com/education/archive/2015/10/the-joyful-illiterate-kindergartners-of-finland/408325/
  
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  Peter Gray, from Free to Learn: https://drive.google.com/a/haverford.edu/file/d/0B0X2-G1CsjB4c2ZmUFd2WC1Eczg/view?usp=sharing
  
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  Read response group papers. Meet in Response Groups: Discuss each group member’s paper.
  

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  Writing Due: Final Response Paper #2 to instructor via email by midnight.
  

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  Defining Social Justice Pedagogy: http://jolle.coe.uga.edu/scholars-speak-out/
  
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  hooks, “engaged pedagogy” from Teaching to Transgress
  
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  Baker, J. (2001). Trinlingualism. In Delpit, L. & Dowdy, J.K. (Eds.) The Skin That We Speak: Thoughts on Language and Culture in the Classroom. NY: The New Press.
  
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  Flores, N (2015). https://educationallinguist.wordpress.com/2015/07/06/what-if-we-talked-about-monolingual-white-children-the-way-we-talk-about-low-income-children-of-color/
  

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  McIntosh, P. White Privilege and updated interview in the New Yorker: “The Origins of Privilege”
  
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  Baldwin, James. (1988). A Talk to Teachers. In Rick Simonson and Scott Walker (eds.), The Gray Wolf Annual Five: Multi-cultural Literacy. St. Paul, Minnesota: Gray Wolf Press.
  
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  Rethinking Schools, http://www.rethinkingschools.org/archive/29_03/edit293.shtml
  
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  Philadelphia Teacher perspectives: http://www.workingeducators.org/two_perspectives_on_fighting_structural_racism
  
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  Role of schools: http://www.progressive.org/news/2015/12/188468/teaching-rebellion-schools-must-cultivate-struggle-justice
  

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  Come to class prepared to share information from your blogs / website independent learning and research. Come to class prepared to describe in general terms 3 different examples of educational reform to other students and contexts in which these reforms are taking place.
  
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  In class, we will get started on the Teaching Projects: explain the assignment, decide on topics, get into groups, select teaching dates and each group will determine areas of focus for initial research.
  

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  Writing Due: Response Paper #3: Assumption Analysis (email to response group and cc instructor by midnight).
  

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  KIPP: Read a pro -- KIPP’s Charter Schools Outperform Peers: http://www.huffingtonpost.com/2013/02/27/mathematica-2013-study-kipp_n_2768476.html and a con --“Why I stopped Teaching Like a Champion:” http://edushyster.com/?p=4240
  
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  Summerhill: Summerhill School and the der-as-yer-like kids
  

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  Green dot: Read about the Green Dot public schools on their website: http://www.greendot.org/. Visit also the “press” page and browse through the articles: http://www.greendot.org/page.cfm?p=1653
  
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  Mission Hill: Read about the Mission School in Boston here: http://www.missionhillschool.org/ and watch a video about their teacher focused approach here: http://learningmatters.tv/blog/on-pbs-newshour/watch-teacher-power/12568/
  

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  Read response group papers. Meet in Response Groups: Discuss each group member’s paper.
  

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  Writing Due: Final Assumption Analysis (reflection #3) to instructor via email by midnight.
  

In the final phase of the course, we consider responses to the issues and perspectives emerging from our work together. Through student-led classes as well as shared readings and lecture-presentations we explore pre-existing models of reform as well as seek to imagine and enact new ones. We also look ahead to the final course portfolio.

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  The White House & The Department of Education. (2014). Setting the Pace: Expanding Opportunity for American’s Students Under Race to the Top
  
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  Kopp, W. (2011). A Chance to Make History. Chapter 1
  
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  Watch Waiting for Superman trailer: https://www.youtube.com/watch?v=ZKTfaro96dg and the first six minutes of a response video The Inconvenient Truth Behind Waiting for Superman: https://www.youtube.com/watch?v=yLmXV4-CBOQ
  
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  Jellig,G. “In Defense of NCLB” Education Week. November 12, 2013: http://www.edweek.org/ew/articles/2013/11/13/12jellig_ep.h33.html
  

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  Christodoulou, D. (2014). “Minding the Knowledge Gap: The Importance of Content in Student Learning.” American Educator
  
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  Listen to the following npr article: http://www.npr.org/2014/08/03/337602099/debunking-common-myths-about-the-common-core/. Also - browse through the Common Core website: http://www.corestandards.org/.
  
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  Watch Angela Duckworth’s TED talk on “Grit:” http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit?language=en
  

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  Fabricant & Fine: Read chapters 1 and 4
  
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  Described in Forbes: http://www.forbes.com/sites/greatspeculations/2013/09/10/charter-school-gravy-train-runs-express-to-fat-city/#4ff47f4070e5
  

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  Pick two of the following chapters to read from Fabricant & Fine: Chapter 2: Restructuring the Teaching Workforce, Chapter 3: Charter Schooling and Chapter 5: High Stakes Testing
  
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  Read response group’s Response Paper #4. Meet in Response Groups: Discuss each group member’s paper. Meet in Teaching Project Groups to prepare for projects!
  

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  Writing Due: Final Field Placement Paper (reflection #4) to instructor via email by midnight.
  

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  Fabricant & Fine: Chapters 6 and 7
  

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  Group 1 assigned readings (see moodle)
  
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  Response Paper Self-Evaluation
  

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  Group 2 assigned readings (see moodle)
  
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  Portfolio Workshop
  

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  Group 3 assigned readings (see moodle)
  
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  Portfolio Workshop
  

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  Group 4 assigned readings (see moodle)
  

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  Careers in Education
  

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  Group 5 assigned readings (see moodle)
  

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  Teaching Project Reflection / Learning
  

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  French, Jennifer (2002). Idealism Meets Reality. In Darling-Hammond, L., French, J., & Garcia-Lopez, S.P. (eds.), Learning to Teach for Social Justice. New York: Teachers College Press. (BP)
  
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