Spring 2017 - EDUC 817 G031
Policy Processes (5)
Class Number: 7878
Delivery Method: In Person
Overview
Description
CALENDAR DESCRIPTION:
This course examines three interrelated aspects of policy studies as a critical function of the educational leadership role: conceptual and theoretical foundations concerning policy, policy actors, and policy processes; current research in the field; and topical issues and problems. It also considers social, economic and political contexts (e.g. technologization, corporatization, pluralism) and how they affect education.
COURSE DETAILS:
Meeting Dates:
January 13, 14
January 27, 28
February 10, 11
February 24, 25
March 10, 11
March 24, 25
Times:
Fridays 4:30 to 9:00
Saturdays 8:30 to 4:30
Location: Yukon College, Whitehorse, Yukon
All classes are in Room A2402
The course will involve theoretical and practical aspects of educational “policy processes” as practiced in a variety of educational contexts, including the relevant concepts, stakeholders, methods, processes, applications, and tools of policy development and implementation. Students will be encouraged to apply their developing knowledge and understanding of various theories, practices, and processes to their current professional settings and the educational programs in which they are involved. Students will share their perceptions, reflections, and findings with other members of the cohort, both informally in small group discussions and more formally during presentations to the class.
COURSE-LEVEL EDUCATIONAL GOALS:
The broad goals for students enrolled in this course can be expressed as follows:
- To conceptualize and interpret relevant educational knowledge and theory regarding policy processes in social, economic and political contexts
- To encounter, experience, experiment with, and critique relevant methods and findings of educational research
- To encounter, conceptualize, reflect upon, design, and apply diverse educational and ethical practices pertaining to policy processes
- To communicate, in various modalities, in accord with the expectations of the disciplines involved in educational policy
- To act ethically, responsibly, and with growing initiative as scholar-practitioners in both scholarly and professional capacities
- To examine and cultivate values of ethical educational engagement, including community engagement, international (and transdisciplinary) engagement, and engagement among diverse identities and within marginalized constituencies.
Grading
- Proof of Course Participation (eg. Notebook, Glossary of terms) 10%
- Participation in Small Group and Plenary Dialogue 10%
- Participation in Small Group Presentations 10%
- Midterm (3 Minor assignments) 30%
- Presentation of Major Project Outline and Intentions 10%
- Final (Major Project: Case Study) 30%
NOTES:
BREAKDOWN:
(Apply to the written assignments and the oral presentations)
A+ Outstanding grasp of concepts and issues; evidence of careful and precise reading of required texts and of other related texts; ability to relate theoretical discussions to practice accurately; critical evaluation of readings and discussions and lectures giving evidence of independent and consistent judgment; fluent and appropriate use of relevant concepts; careful attention to the ideas of others, and respect in addressing them; imaginative organization and presentation of written and oral work.
A As above, but at a somewhat lower level of quality.
A- Clear use of relevant literature and background reading; appropriate use of relevant concepts; sound structure and good organization; sound critical evaluation; linkages with wider issues made clearly; courtesy in dealing with others’ ideas and opinions. Competent organization and presentation of written and oral work.
B+ Reasonably accurate grasp of key concepts and issues; analyses and discussions relevant and appropriate; adequately clear structure to written work; readings sensibly incorporated into arguments; evaluative discussions made accurately and sensibly; courtesy in dealing with others’ ideas and opinions. The organization and presentation of written and oral work is adequate.
B As above, but at a somewhat lower level of quality.
C+ Little evidence of required reading or little evidence that it has been adequately understood; limited grasp of the concepts being discussed; divergence from the main point to only peripherally or superficially related items; largely dealing with anecdotal or concrete instances rather than with the level of principles and theories; largely descriptive writing with little analysis, though showing some grasp of the main issues. The organization and presentation of written and oral work is lacking.
C As above, but at a somewhat lower level of quality.
C- Solely descriptive and only peripheral points engaged; lack of evidence of reading
or limited understanding of what read; conceptual confusion, irrelevant and muddled material poorly organized.
Normally, it is expected that students will complete all elements of the coursework.
Details of assignments are provided to students in the extended course outline.
Materials
REQUIRED READING:
Bell, L. & Stevenson, H. (2006). Education policy: Process, themes and impact. New York, NY: Routledge.
ISBN: ISBN 0-415-37772-2
Additional articles from peer-reviewed journals will be assigned in the extended course outline.
RECOMMENDED READING:
Bardach, E. and Patashnik, E.M. (2015). A practical guide for policy analysis: The eightfold path to more effective problem solving (5th ed.). Los Angeles: Sage.
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
Registrar Notes:
SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS