Spring 2002 Eva Travers
Wednesday 1:15- 4:00 PM Office Hours:
Kohlberg 115 Mon. 2-4, Fri. 3-5
McCabe Reserve:
*Books or journal issues, shelved by author or journal title in McCabe on General Reserve.
**Readings on e-reserve. (Occasionally if these are chapters from a book
they will also be on General Reserve in McCabe and/or on Ed 68 Shelf in EMC)
***Reading at journal web-site (address on syllabus)
Educational Materials Center (Pearson 220)
There is also one copy of most of the books assigned in the Educational Materials Center. Materials are located on bottom two shelves in white bookcase on the right of the room, labeled Ed. 68. These materials may not be removed from the Education Office area. The Materials Center is open from 8:00AM-5:30PM and 7:30PM-9:30PM Monday-Thursday and Sunday 1-5 and 7:30-9:30.
The following books are also available in the College Bookstore.
Mitchie, Holler If You Hear Me
Orfield and Eaton, Dismantling Desegregation
Nieto, Affirming Diversity
Fine, Framing Dropouts
Ovando and McLaren, The Politics of Multiculturalism and Bilingual Education
WEEK I: Introduction: What Are the Challenges for Urban Education
*Kozol, Savage Inequalities, Crown Publishers, 1991. Introduction, Chaps. 1, 3 & 6.
**Anyon, Ghetto Schooling: A Political Economy of Urban Education, Teacher's College
Press, 1997, Chapter 1.
**Rose, Possible Lives, Houghton Mifflin, 1995, Chapter 3 Baltimore Md.
WEEK II: (January 30) Children "At Risk" for School Failure: Some Theoretical Perspectives
**Deutsch, "The Disadvantaged Child and the Learning Process," in Passow, Education in Depressed Areas, Teachers College, 1963.
**Ogbu, "Literacy and Schooling in Subordinate Cultures," In Lomotey, Going to School: The African American Experience, State University of New York Press, 1990.
*Nieto, Affirming Diversity, Longman, 1996. Chapter 7,
**Swadener and Lubeck, Children and Families at Promise, State University of New York Press, 1995, Intro (pp l-6), Chapter 1.
WEEK III: (February 6) Measures of Performance, Learning Styles and Implications for
Curriculum and High Stakes Assessments
*Nieto, Affirming Diversity, Longman, 1996, Chapter 5.
**Hale-Benson, Black Children: Their Roots, Culture and Learning Styles, Johns
Hopkins University Press, 1986. Chapter 2.
**Garcia, E. E., et. al. "Authentic Literacy Assessment (ALA) Development: An Instruction Based Assessment that is Responsive to Linguistic and Cultural Diversity," Educators for Urban Minorities, Long Island University Press, Vol I, l. Fall 1999.
**Valencia and Arbuto, "The Uses and Abuses of Educational Testing: Chicanos as a Case in Point," in Valencia, Chicano School Failure and Success, Falmer Press, 1991, 203-221, 230-233, 236-241.
***McNeil, ÒThe Educational Costs of Standardization,ÓRethinking Schools, Summer 2000, pp..8-9, l3. www.rethinking schoools.org
**Heubert and Hauser, High Stakes, National Academy Press, l999, Executive Summary and
Chapter 1 (pp. 17-24 only)
WEEK IV: (February 13) Language and Communication in the Classroom: Implications for Teaching Methods and Curriculum
**Delpit, Other People's Children, The New Press, 1995, Part I, pp. 48-69 (Language Diversity and Learning), Part III. pp. 152-166 (Politics of Teaching Literate Discourse)
**Articles from Rethinking Schools, Fall, l997 and reprinted in The Real Ebonics Debate: Power, Language and the Education of African-American Children, Beacon Press, l998.
Perry, ÒIÕon Know Why They Be TrippinÓ
Smitherman, ÒBlack English/Ebonics: What It Be Like?Ó
Smith, ÒWhat is Black English: What is Ebonics?Ó
Secret, ÒEmbracing Ebonics and Teaching Standard EnglishÓ
ÒThe Oakland Ebonics Resolution"
"Recommendations of the Task Force on Educating African-American StudentsÓ
**Gumperz and Hernandez-Chavez, "Bilingualism, Bidialectalism and Classroom Interaction," in Cazden, Functions of Language in the Classroom, McGraw Hill Publishers, 1972.
**Foster, Ribbin', Jivin', and Playin' the Dozens, Ballinger Publishers, 1990 Chapter 6, pp. 177-195, 213-219, and 227-234.
**Tran, ÒBehind the Smiles: The True Heart of Southeast Asian American Children,Ó In
Pang and Cheng, Struggling to be Heard: The Unmet Needs of Asian Pacific American
Children, SUNY Press, l998, Chapter 3.
WEEK V: (February 20) Multicultural Education: Theory and Strategies
*Nieto, Affirming Diversity, Longman, 1996, Chapter 9 + pp. 352-359.
**Banks, Multiethnic Education, Allyn and Bacon, l994, Chapter ll.
**Wong, ÒPromises, Pitfalls, and Principles of Text Selection in Curricular Diversification, " in Freedom's Plough, Routledge, 1993. pp. 109-120.
**Gonzalez, "Spanish as a Second Language," in Reinventing Urban Education, IUME Press, 1994 . Chapter 10,
**Tatum, ÒTalking about Race, Learning about Racism,Ó Harvard Educational Review,
Vol. 62, No. 1, Spring 1992
**Freedman et.al., Inside City Schools: Investigating Literacy in Multicultural
Classroms, Teachers College Press, l999, Chapter 8.
**Lee, Lomotey, and Shujaa, "How Shall We Sing Our Sacred Song in a Strange Land? The
Dilemma of Double Consciousness and the Complexities of an African-Centered
Pedagogy," in Shapiro and Purpel, Critical Issues in American Education, Longman, l993
WEEK VI: (February 27) The Urban Teacher: Issues of Expectations, Preparation, Recruitment
and Retention and Personal Reflections on Teaching in Urban Schools
*Michie, Holler If You Hear Me, Teachers College Press, 1997, Introduction (XIX-XXII), and
Chapters 1-5 (Second half of book in Week VII).
**Chunn, "Sorting Black Students for Success and Failure," in Smith and Chunn, Black Education: A Quest for Equity and Excellence, Transaction Publishers, 1991, Chap. 10,
( pp 93-98 only)
**Haberman, "The Pedagogy of Poverty Versus Good Teaching," In Kretovics, Transforming Urban Education, Allyn and Bacon, 1994. pp. 305-314.
**Ladson-Billings, ÒPreparing Teachers for Diversity,Ó In Darling Hammond and
Sykes, Teaching as the Learning Profession, Jossey-Bass, l999, Chapter 4.
**Brumberg, ÒThe Teacher Crisis and Educational Standards,Ó in Ravitch and Viteritti, Lessons
from New York City Schools, Johns Hopkins Press, 2000.
WEEK VII: (March 6) Responding to Issues of Conflict and Control in Urban Schools
*Michie, Holler If You Hear Me, Teachers College Press, 1997, Chaps. 6-10.
**Futrell, "Violence in the Classroom, in Hoffman, Schools, Violence and Society, Praeger, 1996, Chapter 1.
**Anderson, ÒCode of the Streets,Ó Atlantic Monthly, May, l994.
**Foster, Ribbin', Jivin', and Playin' the Dozens, Ballinger, 1986. Chapter 7, pp. 245-276.
**Ima and Nidorf, ÒCharactersitics of Southeast Asian Delinquents: Toward an
Understanding,Ó In Pang and Cheng, Struggling To Be Heard, SUNY Press, l998.
**Lantieri, DeLong and Dutrey, "Waging Peace in Our Schools,Ó in Hoffman, Schools,
Violence and Society, Praeger, 1996, Chap. 15.
WEEK VIII: (March 20) Student Responses: Resistance, Adaptation and Dropping Out
**MacLeod, Ain't No Makin' It, Westview Press, 1987.pp.82-87, 91-97, 101-111, and 112-125.
*Fine, Framing Dropouts, State University of New York Press, 1991. Chapters 2, 3, and 5.
**Lee, "Behind the Model-Minority Stereotype: Voices of High and Low Achieving Asian American Students, in Anthropology and Education Quarterly, 1994, 25 (4).
**Fordham, "Those Loud Black Girls," in Seller and Weis, Beyond Black and White, State University of New York Press, l997.
**Zanger, "Academic Costs of Marginalization: An Analysis of the Perceptions of
Latino Students at a Boston High School," in Rivera and Nieto, The Education of Latino
Students in Massachusetts, U Mass Press, 1993.
Review cases in Michie
WEEK IX: (March 27) School Desegregation to Resegregation: History and Case Examples
**Wilkinson, From Brown to Bakke, Oxford University Press, 1979. Chapter l (pp.23-25); Chapter 2, Chapter 3 (pp. 40-49); Chapter 4 (pp. 61-68); Chapter 5 (pp. 78-118) Chapter 6 (pp. 131-150 and 154-160); Chapter 8 (pp. 193-203), Chapter 9 (pp. 216- 229).
*Orfield and Eaton, Dismantling Desegregation, The New Press, l996, Intro. pp. xxi-xxiii. Chapter 1, Chapter 2 (pp. 49-51), Chapter 3 (pp. 53-64), Chapter 6 (pp. 143-148, 173-178).
**Bell, "The Case for a Separate Black School System," in Smith and Chunn, Black Education, Transaction Publishers, l99l.
**Orfield, ÒSchools More Separate: Consequences of a Decade of Resegregation,Ó The Civil
Rights Project, Harvard Uiversity, July 2001, pp 1-6 only.
WEEK X: (April 3) From Desegregation to Integration: Possibilities and Challenges
**Cohen, "Design and Redesign of Desegregated Schools," in Stephan and Feagin, School Desegregation, Plenum, 1980. Chapter 11.
*Orfield and Eaton, Dismantling Desegregation, The New Press, l996, Chapter 4 and 12.
**Wells, " African-American Students' Views of School Choice," in Fuller and Elmore, Who Chooses, Who Loses, Teachers' College Press, l996. Chapter 2.
**Noguera, "Ties that Bind, Forces that Divide: Berkeley High School and the Challenge of Integration," University of San Francisco Law Review, Vol. 29, Spring, l995.
**Wells, Stepping Over the Color Line, Yale University Press l997, Introduction (to p.l7)
WEEK XI: (April 10) Bilingual and Immigrant Education : History, Issues and Practice
**Crawford, Bilingual Education, Bilingual Education Services, Inc. 1991, Chapters 6 (pp.123-137) Chapter 8.
*Nieto, Affirming Diversity, Longman, 1996, Chapter 6.
**Ovando and McLaren, The Politics of Multiculturalism and Bilingual Education, McGraw Hill, 2000, Chapter 6 (Crawford, Language Politics in the U.S.)
**Orozco, Roos and Suarez-Orozco, ÒCultural, Educational and Legal Perspectives on Immigration: Implications for School Reform,Ó In Heubert, Law and School Reform, Yale U. Press, l999, Chapter 4 (pp. 160-191).
**Valdes, Learning and Not Learning English, Teachers College Press, 2001, Chapter l (pp. 10- 18)
***Crawford, ÒBilingual Education Strike Two,Ó Rethinking Schools, Winter 2000-01 pp. 3, 8.
www.rethinkingschools.org
WEEK XII: (April 17) Reform Strategies for Urban Systems: Centralization, Decentralization and Building Capacity
**Bryk, et. al. Charting Chicago School Reform, Westview Press, l998, Chapter I
(pp. 9-34), Chapter 2 (pp. 43-66) Chapter 3 (pp. 93-126)
**Shipps, Kahne and Smylie, ÒThe Politics of Urban School Reform: Legitimacy
City Growth and School Improvement in Chicago,Ó Educational Policy, (forthcoming).
Chapter 7 (pp.260-272)
**Stone, Changing Urban Education, University of Kansas Press, l998, Chapter 12.
WEEK XIII: (April 24) Making Urban Schools Work: Some Alternative Strategies (I)
**Eptsein, "School, Family, Community Partnerships," Phi Delta Kappan, Vol. 76, No. 9, 1995, pp. 701-712..
**Dryfoos, Safe Passage: Making it Through Adolescence in a Risky Society,
Oxford University Press, l998. Chapters 1 and 5.
**Fashola and Slavin, ÒSchoolwide Reform Models that Work,Ó in Phi Delta Kappan, January, l998, pp22-29.
**Comer, et. al. Rallying the Whole Village, Teachers College Press, 1996, Chapters 1 and 3
Levin, Accelerated Schools Model
**Finnan et. al. Accelerated Schools in Action, Corwin Press, l996, Chapter 1 (pp. 13-23), Resources (pp. 297-303)
**Hopfenbereg and Levin, The Accelerated School Resource Guide, Jossey-Bass, l993, Chapters 3
and 4. (ON EMC Shelf)
Slavin, Success for All Model
**Slavin et. al. Every Child, Every School: Success for All, Corwin Press, l996, Chapters 1, 2 (pp.
11-47) and 6.
WEEK XIV: (May 1) Making Urban Schools Work: Some Alternative Strategies (II)
**Darling-Hammond, "Restructuring Schools for High Performance," in Fuhrman and O'Day, Rewards and Reform, Jossey-Bass, 1996, Chapter 5.
**Mintrop, ÒToward an Understanding of School Reconstitutuion as a Strategy to Educate Students Placed at Risk, in Sanders, Schooling Students Placed at Risk, Lawrence Erlbaum, 2000, pp. 231-236 and 245-249.
**Hill, et. al. It Takes a City, Brookings Institution Press, 2000, Chapter l.
**Henig, and Sugarman, ÒThe Nature and Extent of School Choice,Ó in Sugarman and Kemerer,
School Choice and Social Controversy, Brookings, l999, Chapter l.
Articles on Philadelphia takeover and reorganization (TBA, as plans unfold)
Course Requirements
1. Class Participation: Readings should be completed for each week's class session, as weekly discussion and activities will depend on knowledgeable participation by class members. Prior to each class session you will receive a list of questions to help you focus on some of the central issues that will be dealt with in class. Everyone is expected to participate!
2. Field Placement, Journal and Paper: Each student will be placed in an urban pre-school, elementary, middle or senior high school classroom for seven-eight weeks during the semester for purposes of observation (and participation, where possible). A paper, based on your observations and relating some aspect(s) of your field placement to issues and readings discussed in Weeks 2-7 will be due Friday, May 3. Journal entries will be handed in mid-way on Wednesday, March 20 and with the final paper.
3. Reaction Paper: For class on one of the following (Weeks III, IV, V, VI, VII) you will write a 4-5 page reaction/reflection paper which discusses two or more of the readings in terms of the Questions for the Week and/or a topic or question of your own choosing.) Papers will be
placed on the server the night before that weekÕs class by 9 p.m., along with 3-5 questions for class discussion. Paper writers will then lead small group discussion that week. Details will be discussed in class.
4. Policy Paper: For one of the following weeks, (Weeks IX, X, XI, XII) you will write a 5-6 page policy analysis/proposal. The paper will be due the Monday after the topic is discussed in class. For class, you will write 3-5 questions related to the weekÕs readings and place them on the server the night before the class.
5. Final Exam: Based on demographic, economic, political and educational data available from a tri-ethnic city under court order to desegregate, you will work with five other class members to develop a comprehensive educational plan. The plan will be presented orally for about an hour, followed by questions and comments from the instructor. Time of presentation will be scheduled by group members some time during the exam period.
Final grades will be based on: observation journal and paper 30%; reaction paper 1, 20%, reaction paper 2, 25%, final exam 25%
I strongly encourage students to participate in study groups. (There is a considerable amount of reading in the course and study groups can help make it more manageable and enjoyable.) I will help to arrange these groups, if you are interested.