Instructor Name

SSE 5391

Instructor Email

Syllabus

Instructor Contact

Instructor / Name / Insert Picture
Office / TBA
Office
Hours / TBA
Phone / TBA
E-mail / TBA

Course Information

Course Name / SSE 5391: Global Education: Theory and Practice
Credit Hours / 3 Hours
Semester/Year / Summer 2011
Location / TBA

Course Description

Global Education: Theory and Practice provides graduate students with an opportunity to examine the theoretical underpinning of teaching about the world along with insights into the practical decisions and dilemmas inherent in teaching a variety of world courses. Global Education: Theory and Practice will provide practitioners and those in preparation with a variety of pedagogical strategies that are theoretically grounded in the scholarship of this curriculum field.

Course Objectives

Global Education: Theory and Practice will:

1.  Provide students with a rich theoretical framework for understanding global education in its varied forms;

2.  Encourage discourse about the relative merits and contextual considerations of the various frameworks for global education;

3.  Examine issues of implementation regarding content and material;

4.  Experience activities to promote global understanding designed for secondary and middle school implementation;

5.  Identify problems and dilemmas inherent in global education and develop strategies for ameliorating these problems;

6.  Examine the interplay of state and national standards regarding global education and subsequent effects on curriculum development and classroom instruction.

Required Text

Bigelow, W. & Peterson, R. (2002). Rethinking globalization. Milwaukee, WI: Rethinking Schools Press.

Gaudelli, W. (2003). World Class: Teaching and learning in global times. Mahwah, NJ: Erlbaum Associates.

Wilinsky, J. (2000). Learning to Divide the World: Education at empire’s end. Minneapolis, MN: University of Minn. Press.

Ritzer, G. (2004). The globalization of nothing. Pine Forge Press: Thousand Oaks, CA.

Assigned Readings

Case, R. (1993). Key elements of a global perspective. Social Education, 57 (6), 318-325.

Hicks, D. (2003). Thirty years of global education: A reminder of key principles and precedents. Educational Review, 55 (3), 265-275.

Kirkwood, T. (2001). Our global age requires global education: Clarifying definitional ambiguities. The Social Studies, 92(1), 10-15.

Merryfield, M.M. (1991). Preparing American secondary social studies teachers to teach with a global perspective: A status report. Journal of Teacher Education, 42(1), 11-20.

Merryfield, M.M. (1998). Pedagogy for global perspectives in education: Studies of teachers' thinking and practice. Theory and Research in Social Education, 26(3), 342-379.

Merryfield, M. (2007, January 1). The Web and Teachers' Decision-Making in Global Education. Theory and Research in Social Education, 35(2), 256-276.

Pike, G. (2000). Global education and national identity: In pursuit of meaning. Theory into Practice, 39(2), 64-73.

Rapoport, A. (2008). A Forgotten Concept: Global Citizenship Education and State Social Studies Standards. The Journal of Social Studies Research, 33(1), 91-112.

Recommended Readings

Benitez, H. (2001). Does it really matter how we teach? The socializing effects of a globalized U.S. history curriculum. Theory and Research in Social Education, 29 (2), 290-307.

Brown, L.R. (2001). Eco-Economy: Building an economy for the Earth. New York: Norton.

Friedman, T. (2000). The Lexus and the Olive Tree: Understanding globalization. Anchor Books.

Merryfield, M.M., Jarchow, E., Pickert, S. (1997). Preparing teachers to teach global perspectives: A handbook for teacher educators. Thousand Oaks, CA: Corwin Press.

Course Requirements

Class Attendance and Participation

Candidates are expected to attend all classes and be prepared to actively participate in discussions, activities, and group work. Individuals and groups will be required to do various presentations and class activities.

Reading Assignments

Candidates are responsible for completing all reading assignments prior to the class meeting for which the readings are assigned.

Discussion Boards

Candidates will complete various discussion board activities throughout the semester. Directions for each discussion board will be given when assigned. The majority of the discussion boards will require candidates to work as a cooperative learning group via the Internet.

Global Issues Website

Candidates will create an educational video. Topics will be assigned by the instructor. The educational video will be posted in the discussion board. Each educational video will be analyzed and evaluated by peers in a written reply. Candidates will develop a global issue website that demonstrates the development of ideas related to global pedagogy in this course. The issue that you choose must have a global dimension to it (though this is true for many/most issues). The website will be designed for use by students and teachers about an issue that you find interesting and important.

Critical Reading Journal

Candidates will write three (3) critical reading reviews. The critical reading journal will be a series of responses on ideas raised in course readings and class discussions.Your journal should comprehensively address the book/article, but your aim is not to cover the entirety of the work but identify critical areas that are meaningful to developing your understanding

Teaching Article

Candidates will select a global issue to track throughout the term. Candidates will identify 2 mainstream sources of news/information (major networks, major newspaper, national journal/weekly, radio/TV program of national variety that keeps updated online transcriptions) and 2 alternative media sources (weblogs or blogs, website, alternative press). In both categories (mainstream/alternative) candidates will choose 1 that is US/domestic and the other that is international (MUST be broadcast/published outside of the US and for audiences other than the US). Once a global issue has been selected, candidates will begin tracking the issue via a weekly log. The weekly log should provide:

o  A brief summary of the article(s) found that week in each sources

o  Comparison of the four renderings

o  Provide initial speculation about why these differences exist between sources

Exams

Candidates will complete a final examination. Candidates will need a blue book for the exam.

Missed Assignments/Make-Ups/Extra Credit

Candidates are responsible for completing assignments on time. Assignments must be turned in at the beginning of the class period. NO LATE WORK WILL BE ACCEPTED! No extra credit will be given.

Evaluation and Grading

NO LATE WORK WILL BE ACCEPTED! Out of class assignments must be typed or word-processed using 12-pt. font and double-spacing. Furthermore all assignments require a title page (include name, assignment, and date). Points will be deducted for spelling, punctuation, grammatical, and format errors for all typewritten work.

Letter Grade / Points
A / 93-100
B / 84-92
C / 75-83
D / 66-74
F / 65 or below
Assignment / Percentage of Grade
Global Issues Website / 40%
Critical Reading Journal / 20%
Issue Tracking / 20%
Attendance, Discussion Board, & Participation / 10%
Exam / 10%
Total / 100%

Attendance Policy

Any candidate who misses 2 or more classes is subject to receive a failing grade in the course. Arriving 5 minutes late or leaving 5 minutes early constitutes as an absences. This class is part of your professional preparation. Appropriate attitude, demeanor, and diligence are required. Attendance and participation in class is expected and very important. Candidates are responsible for all material covered when absent.

Academic Honesty

Plagiarism and Cheating of any kind on an examination, quiz, or assignment will result at least in an "F" for that assignment (and may, depending on the severity of the case, lead to an "F" for the entire course) and may be subject to appropriate referral to the Office of Student Conduct for further action. See the UCF Golden Rule for further information. I will assume for this course that you will adhere to the academic creed of this University and will maintain the highest standards of academic integrity. In other words, don't cheat by giving answers to others or taking them from anyone else. I will also adhere to the highest standards of academic integrity, so please do not ask me to change (or expect me to change) your grade illegitimately or to bend or break rules for one person that will not apply to everyone.

Disability Statement

The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the professor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting accommodations from the professor. Students who are having difficulty accessing content or instructional media or should contact the faculty member.