Individualized Instruction (INI) |
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Educ 5128 - Urban Education - Section 200 |
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Instructor: Mary Kay Rummel Instructor E-mail: mrummel@d.umn.edu Term: Fall 2007 Date Range: 16 weeks beginning September 4, 2007 or date of registration if after September 4, 2007; Refer to the Course Completion Table for your start and end dates. |
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| Course Level: Undergraduate or Collegiate Graduate Credits: 3 Course Delivery: Correspondence Registration Deadline: December 14, 2007 |
Cost per credit: To Be Announced Additional fees may apply Prerequisites: None Additional Info: Not eligible for Grad School credit |
Description: Combines on-site experience in an urban educational setting with reading and reflection. Develops knowledge, skills, attitudes, motivation, and commitment to work individually and collectively with poor children in urban schools. |
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Required Textbooks: Textbooks can be purchased from the UMD Bookstore Haberman, Martin, Star Teachers of Children in Poverty, West Lafayette, IN: Kappa Delta Pi, 1995 Kozol, Jonathan. The Shame of the Nation: The Restoration of Apartheid Schooling in America Make sure the text you purchase is for the Section 200 course. Bookstore hours are 8 am-6pm, M-Th; 8am-4:30, F; and 11 am-3 pm, Sat. (summer hours may be different.) |
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Course Welcome from Instructor: Thank you for registering for Fall Term 2007, University of Minnesota Duluth course, Educ 5128, Section 200, 3 credits, URBAN EDUCATION. This course is offered through Continuing Education (CE) as an Individualized Instruction Course (INI), and combines on-site experience in an urban educational setting with reading and reflection. It develops the knowledge, skills, attitudes, motivation and commitment to work individually and collectively with poor children in urban schools. Your instructor is: Mary Kay Rummel COURSE REQUIREMENTS 1. Readings and responses to readings; and 2. A personal research project that involves work in an urban school or community setting. Students are expected to complete the class within 16 weeks. Students whose Individualized Instruction Course (INI) completion dates fall after the end of the academic semester will have a temporary grade of I (incomplete) posted by the instructor. At the end of the 16-week period, the I is changed to a grade when the instructor submits a change of grade form. |
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Syllabus: Course Designator and number: Educ 5128-200 Description: Combines on-site experience in an urban educational setting with reading and reflection. Develops the knowledge, skills, attitudes, motivation, and commitment to work individually and collectively with poor children in urban schools. Instructor: Mary Kay Rummel The instructor is not available on the UMD campus. The course consists of two parts:
Part 1: Readings There are four reading assignments required for an 'A' grade. 1. Required texts: Haberman, Martin, Star Teachers of Children in Poverty, West Lafayette, IN: Kappa Delta Pi, 1995. There are assigned questions to answer about this book. Kozol, Jonathan. The Shame of a Nation: The Restoration of Apartheid Schooling in America. For this book, write a short response for every chapter. 2. Choose two of the following books to read: Michie, Gregory. Holler if you hear me: the education of a teacher and his students. New York: Teachers College Press, 1999. Kozol, Ordinary Resurrections, New York, NY: Crown Publishers, 2000. Ladson-Billings, Gloria. Crossing Over to Canaan. New York: Jossey-Bass, 2001. Nieto, Sonia, What Keeps Teachers Going? New York, NY: Teachers College Press, 2003. Esquith, Rafe. There Are No Shortcuts. New York: Anchor Books/Random House, 2003. Delpit, Lisa. Other People's Children: Cultural conflict in the classroom. New York: The New Press, 1995. Fadiman, Anne. The Spirit Catches You and You Fall Down. Quintero, E. & Rummel, M.K. Becoming a Teacher in the New Society: Connecting classrooms and communities. New York: Peter Lang Publishers, 2001. Quintero, E. & Rummel, M.K. (1997). American Voices: Webs of diversity. Merrill/McMillan Publishing, 1998. Cushman, Ellen. The Struggle and the tools: Oral and literate strategies in an Inner city community. Albany, NY: SUNY Press, 2000. Hutchinson, Jaylynne. Students On the Margins. Albany, NY: SUNY Press, 2000. McClafferty, Torres, and Mitchell (Eds.) Challenges of Urban Education. Albany, NY: SUNY Press. 2000. Ladson-Billings, Gloria, The Dreamkeepers, San Francisco, CA: Jossey- Bass Publishers, 1994. Landsman, Julie, Basic Needs, Minneapolis, MN: Milkweed Editions, 1993. Landsman, Julie, A White Teacher Talks About Race. MN: Milkweed Editions, 2001. Sleeter, Christine E., Keepers of the American Dream, Bristol, PA: The Falmer Press, 1992. Gussin, Paley, Vivian, Kwanzaa and Me, Cambridge, Massachusetts, and London, England: Harvard University Press, 1995. Kotlowitz, Alex, There Are No Children Here, New York, NY: Bantam Doubleday Dell Publishing Group, 1991. or One of these readings could be a book chosen by the student and approved by the instructor. It could be a book of short stories or a novel in which urban education is an important theme. This should be approved by the instructor. 3. Responses to Reading: Keep a folder or portfolio of your responses to the readings. 1. The following questions are to be used with the required book by Haberman:
1. What is Martin Haberman's definition of "star teachers?" 2. What is the star teacher's view on discipline? What are some of the reasons for this view? 3. How did Haberman's experience observing teachers in a prison high school confirm for him the power of behavior modification (reward and punishment) to control but not to educate? 4. According to Haberman, why are children who attribute their success or failure to ability rather than effort left in an at-risk position? How does this influence the way star teachers approach grading? 5. List 3 of the 20 strategies given which star teachers use to convince children that learning is intrinsically useful. 6. How did teacher #2 (a star teacher) show persistence in the way she handled the problem of the child not doing his/her homework? 7. Why does Haberman say it is critical, especially in schools serving low income children, to build in these children trust for their school? 8. How does the star teacher's ability to put ideas into practice benefit his/her teaching? 9. How would a star teacher respond when asked about the causes of at-risk children and youth? 10. Is the response, "I want to be a teacher because I love all children," a strategy for either teaching or controlling children in a classroom? Why/Why Not? 11. Briefly explain some of the characteristics of the school bureaucracies Haberman discusses. 12. How do star teachers deal with the mistakes they make compared to quitters? 13. How do star teachers' great organizational abilities benefit their teaching? 14. What does Haberman say real teaching, in contrast to giving directions or assignment making, involve? 15. What is the ideology of star teachers regarding violence and what they can do about it? (two goals) 4. For the other readings/responses Record your own questions that arise as you read chapter by chapter or if you don't have any questions about the reading write your own response, personal connections, reflection, thoughts. These short reflections should accompany each chapter. 5. Part 11: Action Think of a series of questions about the topic that you would like to investigate in the field. Plan an approach to answering these questions through some field based action. This may include volunteering in an urban school or community agency or center, interviewing people who work in such settings or parents or others who live in urban settings or investigating public policy and its effects on urban education or the ways in which urban education and community is affected by political considerations. You should share your questions and your plan of action with the instructor through email. A final project should be submitted to the instructor. This project should indicate in some form your questions for research, the plan that you followed and your discoveries. It can be in the form of a report, an essay, a personal experience story, a poem or in some visual form or a computer-based form. Your responses to readings should be turned in separately or included with your final project. |
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DISABILITY ACCESS STATEMENT To request disability accommodations, please contact: Catherine Rackliffe For more information on disability services and resources at UMD, please check out http://www.d.umn.edu/access/. |
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