Readings:
Experience and Education (John Dewey)
The Child and the Curriculum (John Dewey)
Draft Copy: Teaching Methods for Empowerment: The Pedagogical Imperative (Randy L. Hoover)
The Neglected Majority (Dale Parnell)
Other Class Materials and Hyperlink Resources are available from the Internet pages within Hoover’s on-line site: http://cc.ysu.edu/~rlhoover/ClassConnections

Brief Description: A 3 credit hour graduate class and field experience that connects the notions of applied teaching and learning to the world of work.

Course Purpose: The purpose of this course is to provide regional Tech Prep teachers and guidance personnel with an overview of the fundamentals of applied teaching and learning while engaging in first-hand exposure to how academic knowledge is used in real-world work settings. Specifically, the course will provide teachers with field placements in business and industry in which they will examine how, where, and when the knowledge within their particular subject areas is used. The overall purpose is to enable the teacher to engage principles of applied teaching and learning for the empowerment of learners such that the learners are better able to use academic knowledge in the workplace.

Primary Topics to be Covered:
Purposes of schooling School to work pedagogy Classroom epistemologies Instructional composites Learners and the curriculum
Experience and Education
Critical Constructivism
Applied Teaching and Learning
Empowering Methods
Writing empowering instructional objectives
Distinctions among curriculum, instruction, teaching, and schooling
Deskilling, oppression, and marginalization
Economic, social, and political effects of schooling
Critical reflectivity, motivation, interest, and incoherence
Relations among educative, uneducative, and miseducative experience
Authentic Assessment
Proficiency testing

Grading and Evaluation:
Attendance at all class sessions is requisite to passing the course
30% Summary analysis and applications of all required readings
50% A final exam/paper/project integrating theory and practice of applied instruction
20% Workplace log and conceptual application analysis.

Instructional Objectives:
The student will:
Apply the distinctions between training and education to curriculum effects.
Analyze the intended outcomes of schooling in light of the actual.
Detail the purposes of schooling across ideology, philosophy, and myth.
Evaluate, historically, the changes in the role and function of schools.
Apply the economic, social, and political purposes of schooling to curriculum development.
Identify the curriculum principles associated with both the process of deskilling and empowerment
Recognize and be able to use principles of critical reflectivity in the development and outcome of curriculum development.
Understand and recognize the forces and factors affecting the maginalization of the classroom teaching in the curriculum development process.
Apply the matrix of race, class, gender, ethnicity, disability, and life-style preference to curriculum effects across ideology and democratic philosophy.
Apply elemental principles of reflectivity and empowerment in critique of curriculum.
Recognize artifacts of deskilling curricula especially the effects of behaviorism and behavioral objectives.
Use fundamental principles of deconstruction to personally engage curriculum analysis.
Apply principles of cultural capital in analysis of schools and curriculum as sorting mechanisms for social and economic roles.
Understand and value the instrumental nature of knowledge.
Understand and apply basic epistemological, ontological, axiological, and pedagogical principles in curriculum analysis and development.
Understand and apply notions of performative, dispositional, and conditional uses of knowledge in contrast to traditional schooling practices.
Recognize and use distinctions among associative, interpretive, applicative, and replicative forms of knowledge.
Understand the role of experience in education.
Apply basic tenets of neuropsychology in curriculum development.
Know and use the principle of teacher as psychic surgeon in curriculum development.
Utilize the principles of continuity and interaction in the development of curriculum.
Understand and apply notions of content and construct validity in the role of curriculum and student evaluation.
Examine and analyze differences in construct validity associated with traditional and empowering curricula.
Understand and use principles of judgment in evaluation.
Critique the fallacy of objective testing as valid outcome measures of student learning.
Use principles of motive state, motivation, incoherence, focal situations, and interest to develop instructional activities in a curriculum package.

Alexander, T. M. (1987). John Dewey's theory of art, experience, and nature: The horizons of feeling. Albany, NY: State University of New York Press.

Aronowitz, S., and Giroux, H. (1993). Education still under siege (2nd ed.). Westport, CT: Bergin & Garvey.

Aronowitz, S., and Giroux, H. (1991). Postmodern education: Politics, culture, and social criticism. Minneapolis, MN: University of Minnesota Press.

Beyer, L. E., and Apple, M. W. (eds.). (1988). The curriculum: Problems, politics, and possibilities. Albany, NY: State University of New York Press.

Britzman, D. P. (1991). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.

Cherryholmes, C. H. (1988). Power and criticism: Poststructural investigations in education. Advances in Contemporary Educational Thought, 2. New York, NY: Teachers College Press.

Cohn, M. M., and Kottkamp, R. B. (1993). Teachers: The missing voice in education. Albany, NY: State University of New York Press.

Dewey, J. (1938). Experience and education. New York, NY: Macmillan.

Doll, W. E. Jr. (1993). A post-modern perspective on curriculum. Advances in Contemporary Educational Thought, 9. New York, NY: Teachers College Press.

Donmoyer, R., and Kos, R. (1993). At-risk students: Portraits, policies, programs, and practices. Albany, NY: State University of New York Press.

Giroux, H. A. (ed.). (1991). Postmodernism, feminism, and cultural politics. Albany, NY: State University of New York Press.

Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. New York: Bergin & Garvey.

Giroux, H. A., and McLaren, P. (eds.). (1989). Critical pedagogy, the state, and cultural struggle. Albany, NY: State University of New York Press.

Hoover, R. & Kindsvatter, R. (1997) Democratic Discipline: Foundation and Practice. NJ: Prentice Hall.

Hutcheon, L. (1988). A poetics of postmodernism: History, theory, fiction. London: Routledge.

Kincheloe, J. L. (1993). Toward a critical politics of teacher thinking. Westport, CT: Bergin & Garvey.

Kinchelor, J. L., and Pinar, W. F. (eds.). (1991). Curriculum as social psychoanalysis: The significance of place. Albany, NY: State University of New York Press.

Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York, NY: Routledge.

McCutcheon, G. (1995). Developing the curriculum. White Plains, NY: Longman.

Noddings, N. (1993). Educating for intelligent belief or unbelief. New York, NY: Teachers College Press.

Ornstein, A. C., and Behar, L. S. (1995). Contemporary issues in curriculum. Boston, MA: Allyn and Bacon.

Pinar, W. F., and Reynolds, W. M. (eds.). (1992). Understanding curriculum as phenomenological and deconstructed text. New York, NY: Teachers College Press.

Pratte, R. (1977). Ideology and education. New York, NY: David McKay Co.

Pratte, R. (1988). The civic imperative: Examining the need for civic education. Advances in Contemporary Educational Thought, 3. New York, NY: Teachers College Press.

Rorty, R. (1979). Philosophy and the mirror of nature. Princeton, NJ: Princeton University Press.

Spring, J. (1986). The American school 1642-1985. New York, NY: Longman.

Tanner, D., and Tanner, L. N. (1980). Curriculum development: Theory into practice (2nd ed.). New York, NY: Macmillan.

Taylor, P. (1993). The texts of Paulo Freire. Buckingham: Open University Press.

Weis, L. (1990). Working class without work: High school students in a de-industrializing economy. New York, NY: Routledge.

Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press.