TENTATIVE SYLLABUS & CALENDAR:
Policy Development in Education.


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edited 1/17/10

I. Default Course Description
Through the use of presentations of research, critiques and discussion and where pertinent, simulations, workshops and lecture, policy theory will be examined in the special context of its application to educational institutions. Various models of policy are analyzed with an eye to their being effective, efficient and moral. To be investigated are methods for judging the persuasiveness and utility of policy proposals. Cross-cultural and historical issues will be considered

II. Major Course Objectives
A. Class members will understand and be able to function as critical practitioners in dealing with the development of educational policy. A particular emphasis is placed on two kinds of skills:


B. The texts for the course will likely be:

plus
Rozycki, Materials for Policy Workshops, CD, NewFoundations Press, 2009 (available after first class).
This CD contains the Workbook for Policy Development in Education.(Available also via this link.)

ALSO **Class Pre-Readings: see online papers at http://www.newfoundations.com/PolHeader.html

Also, articles researched from various sources.

III. Learning Activities
Teaching methodologies will include the use of research readings, lectures, dialogue, diagnostic sessions, visual displays, question and answer periods, case studies, and where pertinent, simulations.

IV. Evaluation
The following grades are used


A (4.0)
A- (3.7)
B+ (3.3)
B (3.0)

B- (2.7)
C+ (2.3)
C (2.0)
F (0.0)

The grade of I (incomplete) is given when the course requirements have not been met for excuseable reasons. The maximum limit for completing an incomplete grade is one calendar year. A student may withdraw from the course for any reason at any time prior to the completion of the course and shall receive the grade of W.

V. Requirements
A. Each person will select a theme on which to do a major research paper. A preliminary draft of that paper (10 page max) will be given to class members for critiquing. After receiving back the critiques, a revised version of the initial draft incorporating the critiques will be partially read -- i. e. READ -- to the class on the second (or third) session following the initial distribution.
B. Each person is responsible for two critiques 3- 5 pages. These critiques will follow the guidelines to be elaborated on in class.

VI. Appeal Procedure for Student Academic grievances. (See Student Handbook.)

VII. Academic Fraud
The Center for Education strictly enforces the University’s policy on cheating, plagiarism and other forms of academic fraud. Commission of such makes the student liable to sanctions ranging from failure in the course to expulsion from the University. (See appropriate parts of the Student Handbook.)

Default Calendar (to be adjusted with student participation to address student research interests)

Policy Development in Education


date

preclass

Tentative Theme

Major Paper (M)
Distributed

Critiques Due
For Distribution

Papers
Read

1/12

Models of Policy

(Select themes)
   

x
Symbolism and Causation
     


x

 


Policy and Consensus
     

x

Values: costs, benefits, priorities
     

x

Culture and Pluralism

(M1)*
(M2)
   

x

Ethical Policy

M3:
M4:

(C1)
(C2)

x
REVIEW

M5
M6

C3:
C4:

(P1)
(P2)

x
 
M7
M8

C5
C6

P3:
P4:

x
 
M9
(M10)
M11

C7
C8

P5
P6

x
 
M12
M13

C9
(C10)
C11

P7
P8

x
 
M14
(M15)
M16

C12
C13

P9
(P10)
P11

x


M17
M18

C14
(C15)
C16

P12
P13

x


M19
M20

C17
C18

P14
(P15)
P16

4/30
Administrative
Make-ups

C19
C20

P17
P18

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