Course Information

Instructor Contact Information

Course Description

This course offers a study of the globalization of education and an analytic study of educational patterns in contemporary societies. Educational policies and institutions are studied in their cultural context. Educational patterns of developed and developing nations are described, analyzed and compared; examples from each pattern are examined.

Required Textbook(s) and Discussion Guide (Daniel Pink)

Pink, Daniel.  A Whole New Mind... Why Right-Brainers Will Rule the Future.  The Berkeley Publishing Group, Penguin Group. 2006.  Available at most book stores.  Barnes and Noble and Amazon are cited here as sources.

Discussion questions:  http://www.danpink.com/PDF/AWNMforeducators.pdf

http://search.barnesandnoble.com/booksearch/results.asp?WRD=a+whole+new+mind+why+right+brainers+will+rule&box=A%20Whole%20New%20M&pos=1

http://www.amazon.com/Whole-New-Mind-Right-Brainers-Future/dp/1594481717

Spring, J. (2009). The globalization of education: An introduction.  New York, NY: Routledge, 2009. 

http://www.routledge.com/books/Globalization-of-Education-isbn9780415989473

Recommended Reading List or Resources

Mazurek, K. & Winzer, M. A. (2006). Schooling around the world: Debates, challenges, and practices.  Boston, MA: Pearson Education, Inc.

Dewey, J. (1966).  Democracy and education. New York, NY: Free Press/Macmillan Publishing Co.

Freire, P. (1970, 2003).  Pedagogy of the oppressed.  New York, NY: Continuum International.

Friedman, T. L. (2007). The world is flat: A brief history of the 21^st century.  New York, NY: Picador.

Hilliard, III, A. G. (1991/1992).  Why we must pluralize the curriculum.  Educational Leadership, 12-15.

Kubow, P. K. & Fossum, P. R. (2007). Comparative education: Exploring issues in international context (2^nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

McIntosh, P. (1995). White privilege and male privilege: A personal account of coming to see correspondences through work in women’s studies.  In Anderson, M. L., & Collins, P. H. (Eds). Race, Class, and Gender: An anthology (2^nd ed.). Belmont, CA: Wadsworth.

Student Learning Objectives & Evidence of Student Learning

The students will attain the listed learning objectives by completing the key instructional assignments, activities, or assessments as evidence of learning in this course.

Course Requirements & Assessments

• Assignment 1:  (25% of final grade) Students will select, study, and present information regarding a theme from the text -- The globalization of education: An introduction

Chapter 1 and 2 - Globalization of education, world models, the World Bank & the knowledge economy

Chapter 3 - Competing global discourses: OECD, UNESCO, Sesame Street, and the UN’s Cyberschoolbus

Chapter 4 and 5 - Global marketing of knowledge in higher education, and Progressive education models & INGOs

Chapter 6 - Religious & indigenous education models

Chapters 7 and 8 - Language, global migration, & multicultural education: a world in motion

• Assignment 2: (35% of final grade) Students will investigate the various educational systems throughout the world.  Each student will select a country to study and will report his/her findings to the class during the second half of the course.  Schooling Around the World might be used as a reference regarding education in the following countries.  You are not limited to the countries described in this book. 

1. Japan

2. South Korea

3. China

4. Australia

5. Palestine

6. Israel

7. Pakistan

8. India

9. France

10. England

11. Russia

12. Poland

13. Mexico

14. South Africa

15. Brazil

• Professionalism & Participation (20% of final grade).  The students are the center of this learning experience and their participation in it will shape the experience for all.  Therefore, each student is expected to come to class fully prepared to engage in the class activities by having read and reflected upon the required readings. Students are expected to attend all classes and to arrive on time. Respectful professionalism is expected in all interactions, such as class dialogue, group goal setting, adhering to acceptable standards, and meeting responsibilities.  All voices will be heard as we investigate the different approaches to education throughout the world.

• A Whole New Mind Discussion Guide (not graded)   The students will reflect on the six attributes of the conceptual age and discuss in small groups questions on Daniel Pink’s WNM Discussion Guide

• Culminating Performance Based Assessment:  Analysis, Evaluation and Synthesis (20% of final grade).  Each student will select a theme of interest that was learned during the individual and group projects and relate it to the major concepts of comparative education and their own educational practices.   Students will name the theme and offer a brief description.                              

• ·         Indicate why you think the theme is important.

• ·         Offer examples of how you use or might use this knowledge to teach, coach, parent more effectively.

• ·         Combine all themes into a creative collaborative product

Grading

Each student has the possibility of earning a total of 100 points in this course.  Points can be earned in the following ways:

            The globalization of education Thematic Group Study and Presentations               25 points

      Education Around the Globe - Individual Research and Presentation                       35 points                    

      Participation & Professionalism                                                                                        20 points

      Final Assessment                                                                                                                20 points

          A Whole New Mind Discussion Guide (not graded)  

Total:                                        100 points

Final grades will be determined according to the Wilkes Graduate Program Grading Scale:

A grade of "X" indicates assigned work yet to be completed in a given course. Except in thesis work, grades of "X" will be given only in exceptional circumstances. Grades of "X" must be removed through satisfactory completion of all course work no later than four weeks after the end of the final examination period of the semester in which the "X" grade was recorded. Failure to complete required work within this time period will result in the conversion of the grade to 0. An extension of the time allowed for the completion of work should be endorsed by the instructor in the form of a written statement and submitted to the Registrar.

Instructor’s Course Policies

1.     Attendance Policy: Because of the participatory nature of this course, you are expected to attend all classes. If you need to miss a class for a valid reason, please contact the instructor prior to the time that the class is scheduled.  A collegial environment will nurture interaction, professionalism, creativity, and risk taking.

2.     Course Expectations:  The technology-based activities, readings, group discussions, research, presentations, and collaborative learning activities will be incorporated. Each student’s active participation is necessary for the creation of a positive class atmosphere in which learning can thrive.

Wilkes Graduate Education Program Policies

Academic Honesty

Academic Honesty requires students to refrain from cheating and to provide clear citations for assertions of fact, as well as for the language, ideas, and interpretations found within the works of others. Failure to formally acknowledge the work of others, including Internet resources, written material, and any assistance with class assignments, constitutes plagiarism. Cheating and plagiarism are serious academic offenses that cannot be tolerated in a community of scholars. Violations of academic honesty will be addressed at the programmatic and university levels and may result in a decision of course failure or program dismissal.

Program Evaluation

Wilkes University Graduate Education Programs are fully accredited by both Middle States and the PA Department of Education. As such, it is sometimes necessary to collect student work for examination by program reviewers. By virtue of this statement, notification is given to all students that their work may be collected and used as artifacts to support program goals and as such may be reviewed by external evaluators. The review process is for program evaluation only and in no way will materials be utilized for any other purpose or gain. Students may decline to participate in this process by giving a written and signed note to their respective instructor at the beginning of each course.

Act 48

Wilkes University will submit (90) Act 48 credits to PDE approximately 4-6 weeks after you receive your grade sheet. You can check your Act 48 credits recorded at the PDE Act 48 site:

https://www.perms.ed.state.pa.us/Screens/wfPublicAccess.aspx .

Academic Supports

Library Access:

Wilkes offers an online library service that you can access from home.  The library is available online at http://www.wilkes.edu/library.  You can search the online catalog, browse periodical databases, view full-text articles, submit an interlibrary loan, ask a reference question, and much more. 

The online article search is available to anyone currently enrolled in or affiliated with Wilkes University.  All article searches are free.  They are available at http://www.wilkes.edu/library/articles.asp and click on the database from which you would like to search.

Please note that if you are not on Wilkes campus, you will be asked to log in to some of the databases. Use your Wilkes e-mail username (without “@wilkes.edu”) and password to gain access. Those databases followed by an asterisk (*) require a special password, whether you are on campus or off campus. Please contact the library reference desk at 570-408-4250, for information.

If you do not know your username and password for your e-mail account, contact the Wilkes Help Desk directly at 1-866-264-1462.  The Help Desk is available twenty-four hours a day, seven days a week.

Writing:

The Writing Center, located in the lower level of Breiseth Hall (room 018), is available to all Wilkes students and provides free assistance in all aspects of writing and communication, including the required APA format. Contact the Writing Center: Extension 2753 or on-line at http://www.wilkes.edu/resources/writing. Below are some additional online writing services:

·         APA Referencing Macros v2.0 -- http://southernoceansoftware.com/apamacros/index.html APA formatting software. Uses Word as the template. Free.

·         APA Research Style -- http://docstyles.com/apacrib.htm APA Research Style Crib Sheet. Contains links to other helpful support sites. Free.

·         Guides to APA Styles Research Papers -- http://docstyles.com/apaguide.htm APA quick reference, crib sheet, writer’s guide, APA101, reference manager. Free.

·         Citation Machine -- http://citationmachine.net/ Formats References into APA format. Also provides MLA, Chicago, & Turbian Styles. Free.

·         APA Styling Tips -- http://apastyle.apa.org/ Contains APA tips, especially useful information on removing biases in language. Free.

·         APA Style Resources -- http://www.psychwww.com/resource/apacrib.htm Free.

·         APA Format & Style guide -- http://owl.english.purdue.edu/owl/resource/560/01/ Free.

·         Knowledge Base -- http://www.noodletools.com/ Free.

·         APA Wizard -- http://apawizard.com/ APA formatting software. Can upgrade to Wizards for Students, which includes the APA formatting software, plus MLA.  $34.99

·         Eazy Paper -- http://eazypaper.com/ APA formatting. 2-day free trial download available. $39.95

·         APA Format Made Easy -- http://thewritedirection.net/drpaper/ Dr. Paper. $19.99

·         Writing Support -- http://www.smarthinking.com/ 1-1 tutoring available; writing submissions; other great services geared at improving your writing skills. Fee varies by service.

Technical Support: Technical support is available for registered students who are participating in on-line courses or who are utilizing computer equipment on Wilkes campus. Contact the Help Desk directly at 1-866-264-1462. The Help Desk is available twenty-four hours a day, seven days a week. 

Special Needs: Wilkes University provides disability support services (DSS) through the University College. If you have special academic or physical needs, as addressed by the American with Disabilities Act (ADA), and request special accommodations or considerations, please contact the University College and your instructors. Documentation of your disability will be requested by Wilkes in order to be considered for accommodations. Contact: Sandra Rendina at 408-4153 for more information. 

Course Technology Integration

The level of technology integration required for this course is up to the individual student.  It is assumed, however, that each student has the ability to access the internet to conduct online research. (A few international education websites are provided at the end of this syllabus to get you started with your research.) Computers are available at various sites on campus for you to use in order to support your work in this course. For technical assistance, whether at home or on campus, students should not hesitate to contact the Wilkes University Help Desk at 1-866-264-1462.  The Help Desk accepts calls twenty-four hours a day, seven days a week.

Class Schedule for the Semester

International Education Websites

International Agencies and Non-Governmental Organizations: http://www.lib.uchicago.edu/e/su/edu/intntl.html

Comparative Education Review Journal Homepage: http://www.journals.uchicago.edu/toc/cer/current

Comparative and International Education Society: http://www.cies.us/

JSTOR on Comparative Educational Review: http://www.jstor.org/journals/

Encyclopedia of Comparative Education – Stanford University: https://www.stanford.edu/group/cubberley/node/70

CBS News: Poor Marks for US Educational System: http://www.cbsnews.com/stories/2002/11/26/world/main530872.shtml

BBC: Finland Tops Global School Table: http://news.bbc.co.uk/1/hi/education/4073753.stm

International Association of Universities: Higher Education Systems: http://www.unesco.org/iau/onlinedatabases/index.html

US Dept of Ed: Education Around the World: http://www.ed.gov/about/offices/list/ous/international/usnei/international/edlite-index.html