Policy Development in Education

TENTATIVE SYLLABUS & CALENDAR:
Policy Development in Education.

RETURN
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:

dealing with practical school problems and developing policy to address them;
understanding the contexts that generate policy and developing approaches to deal with them.

B. The texts for the course will likely be:

Deborah Stone Policy Paradox: the art of political decision-making
W.W.Norton 1997 ISBN 039396857X

Gerd Gigerenzer Calculated Risk
Simon & Schuster 2002 ISBN 0-7432-5423-6
(Do not order until after first class. We will discuss possible changes at that time.)

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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