2014-15 Prof. Dr. Douglas Gosse
Office hours
TEL: 519-752-1524
Email:
Office hours, 208A: 11h450-12h45, Thursdays,
or by appointment
Schulich School of Education
Course Outline:
EDUC 4102/4202– Education & Schooling
COURSE DESCRIPTION[1]
Education and Schooling (Primary/Junior/Intermediate) is designed to enhance the knowledge, understanding, and skill of teacher-candidates in the area of the philosophical, historical, legal, and social context of schooling and education. Through readings, dialogue, observation, seminars, and reflection, you will be encouraged to discover the multifaceted nature of modern classroom teaching and to discover and understand who you are as “teacher”. The intent of this course is thus to offer materials and experiences through which a strong foundation for professional teaching can be developed.
1.COURSE LEARNING OUTCOMES AND STUDENT OUTPUTS
By the end of this course, students will:
- Understand a range of learning theories and how they support learning;
- Demonstrate critical thinking and analytical skills with regard to educational theory, historical context, research, policy, legislation, educational governance, assessment, and evaluation to inform professional practice;
- Develop, personalize, and revise when necessary, a philosophy of teaching;
- Develop interdisciplinary knowledge related to environmental awareness, social justice and equity, Indigenous education, technology, character education, local/national/global communities and citizenship, historical context, etc.;
- Respond to factors that influence learner development and learning (e.g., culture, language, religion, socio-economic status, exceptionality) with adaptations to pedagogy where necessary.
By the end of this course, you, the teacher candidate, will successfully:
- Complete a life-map that shows the stages that led to becoming a teacher-candidate
- Submit a personal philosophy of education
- Present a student led seminar on educational issues
- Complete 2 in-class quizzes, November & April
2.Required texts in Bookstore
- Gosse, d. (Ed.). (2014). Out Proud: Stories of Pride, Courage, and Social Justice. St. John’s, NL: Breakwater Books & Egale Canada Human Rights Trust.
- Parkay, W., Hardcastle Stanford, B., Vaillancourt, J., Stephens, H., & Harris, J. (2012). Becoming a Teacher (4th Canadian Ed.). Toronto, ON: Pearson Canada.
- Selected Readings, available in-class, on-line, Blackboard, or linked in syllabus
- Foundations of Professional Practice, Ontario College of Teachers
BLACKBOARD
This course is on Blackboard but on-site. Go to: links to course readings, course resources, assignments, reminders, and to contact group members, etc. If this is your first time using Blackboard, please go to to determine your login information.
ACADEMIC POLICIES AND PROCEDURESNipissing University Academic Calendar, 2014-15
- Essentially, plagiarism involves submitting or presenting work in a course as if it were the student’s own work done expressly for that particular course when, in fact, it is not. (p. 47, NU Calendar, 2014-15. Remember you must cite all documents, peer-reviewed articles, books, websites, web-based media, government documents, and primary source documents that you used in your writing. Use APA 6th edition, and always include page numbers:
- Academic Regulations including Academic dishonesty, appeals, and attendance requirements for this course, can be found on the Nipissing University website at:
- For appeals unrelated to academic dishonesty, please refer to the Grade Appeal guidelines from
- Information on the Laurier Brantford Student Affairs Accessibility Services may be found at
Remember you must cite all documents, peer-reviewed articles, books, websites, web-based media, government documents, and primary source documents that you used in your writing. If you have any doubts on this do not hesitate to ask.
The Nipissing University Code of Student Conduct
The Nipissing University Code of Student Conduct applies both in on-campus classrooms and in the online environment. The Code of Conduct can be found here (and pp.66-68 in the hard-copy calendar):
If you have questions on this let me know.
Decanal Advisories
The following advisories come from the Dean of Education (Interim), Dr. Carole Richardson
Important Course Policies
- This course outline contains all pertinent information with regard to expectations for and requirements of this course.
- Students are expected to arrive for class on time, be prepared(i.e., required readings completedbeforeclass),and to conduct themselves professionally.This means that activities such as talking out of turn, completing work for other courses, listening to iPods, checking cell phone messages/texts, web-surfing, and using computer applications such as email and Facebook are inappropriate in-class activities and are a distraction to you, your classmates, and the instructor.
- Students must use their Nipissing e-mail address when emailing the course instructor.All email communication should be professional in tone and content, and in keeping with the Foundations of Professional Practice as found on the website for the Ontario College of Teachers.
- If a student is absent for a scheduled test or in-class assignment, it is the student’s responsibility to contact the instructor as soon as possible.The student must provide appropriate documentation for the absence before a request to make up missed work will be considered.
- Students are responsible for keeping back-up copies of all written work and assignments for this class.
- All of the components for evaluation must be completed in order to gain the credit associated with this course. Assignments have identified due dates. Work must be submitted on time. Extensions must be negotiated prior to the due date and will only be considered in cases of extenuating circumstance and at the discretion of the professor. A late penalty of 5 percent per instructional day will be assessed on all late assignments.
Primary and Junior Divisions
To qualify for theBachelor of Educationdegree in thePrimary/Junior and Junior/Intermediate Divisionand to qualify for aCertificate of Qualification, a candidate must:
- Obtain a pass in EDUC 4133 (PJ) & 4023 (JI) (Observation and Practice Teaching IV)
- Obtain a minimum overall average of 70% in all courses with at least 60% in each.
ASSIGNMENTS & EVALUATION
ASSIGNMENT / MARK – PERCENTAGE / DUE DATE: to hand in in class only- Life Map
- Philosophy of Education
- Student Led Seminar
- In-class evaluations
Letter Grades And Grading Standards: NU Academic Calendar, 2014-15, p. 43
- “A” (80-100%): indicates Exceptional Performance: comprehensive in-depth knowledge of the principles and materials treated in the course, fluency in communicating that knowledge and independence in applying material and principles.
- “B” (70-79%): indicates Good Performance: thorough understanding of the breadth of materials and principles treated in the course and ability to apply and communicate that understanding effectively.
- “C” (60-69%): indicates Satisfactory Performance: basic understanding of the breadth of principles and materials treated in the course and an ability to apply and communicate that understanding competently.
- “D” (50-59%): indicates Minimally Competent Performance: adequate understanding of most principles and materials treated in the course, but significant weakness in some areas and in the ability to apply and communicate that understanding.
- “F” (0-49%): indicates Failure: inadequate or fragmentary knowledge of the principles and materials treated in the course or failure to complete the work required in the course.
OVERVIEW OF THEMES
Theme 1: On Becoming a Teacher / Theme 2: Traditions & Legalities / Theme 3: Social & Cultural Realities / Theme 4: Creating a Community of Learnersa)Motivations & Challenges / a) History, Funding, & Trends / a) Multiculturalism: Equity & Inclusion / a) Positive Environment
b)Essential Skills & Knowledge / b) Governance & Budgeting / b) Gender / b) Teachers as Educational Leaders
c)Your Educational Philosophy & Theorists / c) Ethical Dilemmas / c) Aboriginal Education / c) Student Presentations
d)Orientations to a Philosophy of Education / d) Race, Sexual Orientation, Social Class, & Gender
e) Students at Risk
(f) Student Presentations
SCHEDULE OF WEEKLY LESSONS & TOPICS[2]
LEC ROOM W202
FA term - September 4, 2014 - December 6, 2014
WI term - January 5, 2015 - April 6, 2015
FW term - September 4, 2014 to April 6, 2015
FA reading week - October 14 - 17, 2014
WI reading week - February 16 - 20, 2015
DATE/WK / TOPICS & CONTENT / WEEKLY CLASSES, READINGS & ASSIGNMENTS
- Sept. 4
- Sept. 11
Readings: Parkay, et al, pp. 26-56.
- Sept. 18
- Sept. 25
- Oct. 2
- Readings: Parkay, et al, pp. 65-72.
- Assignment Due: Life Map (15%)
- Oct. 9
FA reading week - October 14 - 17, 2014
- Oct. 23
- Oct. 30
- Nov. 6
- Nov. 13
- Readings: Parkay, et al, pp. 146-148.
- TDSB & provincial documents
- Nov. 20
- Nov. 27
- Social & Cultural Realities: (c) Aboriginal Education (jigsaw)
- Review
- Ontario Ministry of Education:
- Assignment Due: Philosophy of Education (20)
- Nov. 28
Break, Dec. 4, 2014—Jan 4, 2015
13)Jan 8 / Social & Cultural Realities: (d) race, sexual orientation, & gender /
- Readings: Parkay, et al, pp.147-148
- Gosse, D. (2011). Race, Sexual Orientation, Culture and Male Teacher Role Models: Will Any Teacher Do As Long As They Are “Good”? The Journal of Men’s Studies, Special Issue on Men and Teaching, 19(2), 116-137:
14)Jan. 15 /
- Social & Cultural Realities (Sexual Orientation)
- Student Presentations
- Readings: Parkay, et al, pp.149
- Janmohamed, Z. (2009). Building Bridges: Quer Families in Early Childhood Education,Ontario Coalition for Better Child Care, pp. 1-22:
- Out Proud
15)Jan. 22 /
- Gender
- Student Presentations
16) Jan. 29 /
- Social & Cultural Realities: (e) Students at risk
- Student Presentations
- Readings: Parkay, et al, pp.150-163
- Out Proud
17)Feb 5 /
- Social & Cultural Realities: debate
- Student Presentations
18)Feb 12 /
- Social & Cultural Realities –Individual Needs & Inclusion
- Student Presentations
WI reading week - February 17 - 20, 2015
19)Feb. 26 /
- Review-Jeopardy
- Student Presentations
20)Mar. 5 /
- Creating a Community of Learners: (a) Positive Environment
- Student Presentations
21)Mar. 12 /
- Creating a Community of Learners
- Student Presentations
22)Mar. 19 /
- Creating a Community of Learners: Teachers as Educational Leaders
- Student Presentations
23) Mar 26 /
- Review
24) Apr. 2 /
- In-class final evaluation
- End of class
1
[1]John Allison, Ron Chase, Christine Cho, Julie Corkett, & Nancy Maynes: Thanks to these distinguished colleagues for sharing their syllabi!
[2]Please note that guest speakers may supersede order of planned lessons but scheduled readings are still required