Professional Documents
Culture Documents
Instructor:
Glenys MacLeod
email: gmacleod@mymts.net
Course Objectives:
To discuss the role of education in Canada as seen through the lens of various social theories,
To explore the role of factors such as gender, ethnicity, class and disabilities in social reproduction, in
social capital, in teaching and learning, in the education system and in society.
Suggested Text
Wotherspoon, Terry. (2009). The Sociology of Education in Canada. Third
Edition. Don Mills, ON: Oxford University Press Canada.
Assignments
Reflection Assignments
30%
Reflect or respond to a relevant issue or specific question form our class discussions. Criteria for these assignments will
be developed during our first class. Length: 1 - 1 typed, double spaced pages (approximately 300 words)
Educational Settings
20%
Monday, July 13
Choose two educational settings. Provide a physical description of each setting. Discuss the learning objectives,
curriculum and teaching strategies present. Analyse the setting in relation to the social theories explored in class.
Compare the social factors that contribute to a learners success in each environment making reference to topics
discussed in the first four classes. Length: 3 typed, double spaced pages (750 words).
In this 1520 minute presentation individual students or student groups will discus a dimension of Educational
Inequality. The discussion will focus on the factors surrounding this type of inequality: the effect on individual student
learning, the impact on the classroom and school community, support for the learner and examples from the field.
30%
Wednesday, July 29
Create a series of lessons (minimum 5 lessons) in which you incorporate the major themes of the course. You will be
provided with a fictional class, school and community to guide your planning. Each lesson must include specific
curricular outcomes, teaching strategies, learning activities and an assessment plan. A discussion section must follow
each lesson and will include an analysis of equality of access, opportunity and achievement, evidence of differentiation,
links to the purpose of education, incorporation of employability skills, opportunities for the development of learning
behaviours, as well as an evaluation of the elements of social and cultural capital that may favor some students over
others.
You will share a Project Proposal, a 2 or 3 minute summary of your ideas (What outcomes you have chosen? What
assessments are you considering? Which social factors will be the most difficult accommodate? How will you support
struggling learners? and How can we help?) on Wednesday, July 22.
Grading
A+ 96 - 100
B+ 83 - 87
C+ 69 - 76
D 50 - 59
A
B
C
F
92 - 95
77 - 82
60 - 68
49 or below
A 88 - 91
Final Grades: All final gr ades ar e tentative until appr oved by the Senate Committee on Academic Standar ds
which issues grades on behalf of the University of Winnipeg Senate.
If an assignment is lost or stolen, students are required to provide a copy of the original.
All written tasks must be typed, unless done in class as part of individual or group work, in which case work must be
easily legible. Formal papers must be within APA format, in keeping with the current edition.
As described in the University of Winnipeg Academic Calendar The Bachelor of Education Program leads to
a professional degree. Accordingly, students are expected to attend, be punctual and participate in all classes.
These expectations acknowledge their importance for the teaching and learning process and the professional
responsibilities of teachers.
Success criteria for all assignments will include your ability to make connections to topics and activities from
our class time together. If it is necessary to be away from class please let me know via email
(gmacleod@mymts.net) before class so that we can make alternate arrangements.
Late Assignments: Students ar e expected to submit assignments on or befor e the assigned date. Late
assignments may be penalized up to one grade classification per week. In the event of extenuating
circumstances, a student may request an extension without penalty prior to the due date.
Cell Phones and Laptops: In or der to fully participate in the cour se, students ar e asked to tur n off cell
phones during class. The use of laptops in the classroom should be limited to course work only.
Introduction to Sociology
Introduction to Sociology of Education
Course Outline
Monday, July 6
Wotherspoon Ch 3 pp.55-77
Wotherspoon Ch 4 pp.78-108
Friday, July 17
Wotherspoon Ch 5 pp.107-144
Wotherspoon Ch 7 pp.181-223
A tale of two schools: The correlation between income and education in Toronto
http://www.theglobeandmail.com/news/national/time-to-lead/a-tale-of-two-schools-the-correlationbetween-income-and-education/article15463950/?page=all
Group Presentations
Wednesday, July 29
This timeline for topics should be considered a guide only. Time constraints and other unforeseen factors may require
that some of the above topics be omitted or covered in less detail.
The Voluntary Withdrawal Date for this course is Thursday, July 20 2015. The Educational Settings Assignment,
worth 20% of your final grade as well as Reflection Assignments 1, 2, and 3 worth 15% of your final grade will be
marked and returned to you prior to this date.
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