. ?
S
S.F.U.'s S.I.T.E. for SUMMER 178
the
SU+IER INSTITUTE FOR TEACHER EDUCATION
invites you to a series of public lectures by
distinguished scholars
from July 3 - August 15
on
THE PRACTICAL DIMENSIONS OF MORAL EDUCATION
1.
July10- A rational alternative to phantasies about the nature of moral
education - John Wilson.
2.
July12 - The components of moral education revisited - Jerry Coombs.
3.
Julyl 7
- An introduction to the psychology of moral development -
Peter Scharf.
4.
July
l9
- The development of sexual values: a report on recent research -
Jean-Marc Samson.
S. July24- Several cooks brew a better broth: teacher strategies for co-operative
learning in moral education - Tom Lickona.
6.
July26- Relating practical activities to the components of moral agency -
John Wilson
7.
July31- Developing curriculum materials for moral reasoning - Jerry Coombs
8.
Aug.2 - The school and prison as social curricula - Peter Scharf.
9.
Aug. 7°-The public schools and sex values or how to go beyond mere information
about sex without indoctrinating - Jean-Marc Samson
10.
August - Confessions of a Psychologist Father or Trying to Apply Moral
Development in the Home - Tom Lickona
All lectures begin at 12:30 p.m. in AQ 9201
Inquiries should be directed to:
Professor Don Cochrane
Faculty of Education
Sin Fraser University
Burnaby, B.C. V5A1S6
(291-3661, 291-3395)
.
?
.
CREDIT COURSES RELATED TO THE S .1 .T.E. SERIES AND LECTURERS AND AVAILABLE TO STUDENTS
I. a) EDUCATION 461, Trends and Developments in Educational Practice (Undergraduates)
Mondays and Wednesdays (14:30 - 16:20)
AQ 5025
Four Credit Hours
b) EDUCATION 845, Selected Topics (Postgraduates)
Mondays and Wednesdays (10:00 - 12:00)
AQ 5025
Four Credit Hours
For these credit courses students will attend the S.I.T.E. lecture and participate
in two hour seminars on the day of the lecture.
Seminar Leader: Don Cochrane
2. Courses offered at Simon Fraser University by our distinguished guest lecturers:
a)
PSYCHOLOGY 491 - The Social and Moral Development of Children - Tom Lickona.
Tuesdays (9:30 - 11:20; 12:30 - 14:20) and
Thursdays (9:30 - 11:20; 13:30 - 15:20)
)1Q 3102
Three Credit Hours
Inquiry into recent research on the development of social and moral under-
standing in 4-10 year old children. Explores a child's thinking about fair-
ness, rules, friendship, and authority and the relation between reasoning
and behaviour. Includes practical field experiences in observing and
interviewing children and applications to teaching and parenting.
b)
CRIMINOLOGY 416 - Current Issues in Criminology and Criminal Justice - The
Future of Imprisonment Peter Scharf.
Tuesdays and Thursdays (13:30 - 16:20)
LB 7302
Three Credit Hours
The course will explore ethical, judicial, psychological and sociological
foundations of the prison and future alternatives for. the practice of
imprisonment will be closely scrutinized.
C)
EDUCATION 421 - L
e
arning and Evaluation - Jean-Marc Saxnon.
Tuesdays and Fridays (12:30 - 16:20)
AQ 5020
Four Credit Hours
An introduction to basic learning theories and approaches to evaluation in
education. One special focus of the course will be the application of
these theories and approaches to the acquisition and development of values
with respect to sexual matters.
. ?
S
d) EDUCATION 437 - Ethics in Education - John Wilson
Tuesdays and
Fridays (
8:30 - 12:20)
AQ 5035
Four Credit Hours
An inquiry into general value questions confronting the public such as:
What sort of value is there in being educated? What justifiable grounds
could there be for compulsory schooling? And how can we educate people
without indoctrinating them? Other topics to be considered will
reflect more directly the practical aspects of schooling: What sort of
discipline and/or authority do teachers need? Who ought to control schools
and why? How can we educate pupils morally? And so on.
I
.
?
I
About our Guests
JERROLD COMBS received his doctorate in philosophy of education in 1964 from
the University of Illinois. He began teaching at the University of British
Columbia in 1965 where he developed major interests in the logic of teaching
and values education. He was a founding member of the Association for Values
Education and Research and has been for some time a consultant in the Utah
Value Education Project. He has published widely and has several articles
concerned with the description and justification of outcomes in moral education.
TOM LICKONA, since receiving his doctorate at the State University New York
at Albany in 1971, has been a developmental psychologist at S.U.N.Y. in Cortland.
H
ere he directed a national award-winning program in teacher education. He has
done research on the growth of children's moral reasoning and has conducted many
workshops for teachers and parents in the United States and Canada on how to
foster the moral development of children. His edited book Moral Development and
Behavior was acclaimed a 'landmark contribution to the field'. He is now at work
on a new book, Confessions of a Psycho1gist Father, in which he draws on his
experience as a family counsellor and disclosing the fun and frustrations of
trying to practice what he preaches with his own two sons.
JEAN-MARC SAMSON is a graduate from the universities of Montreal and Ottawa and
the Sorbonne of Paris. Since 1969, Dr. Samson has been a professor in the
Department of Sexology at the Université du Québec a Montr(al. There he has
assumed responsibility for the sex education aspects of sexology. His teaching,
and research activities focus mainly on the objectives and methodologies of sex
education and the developmental processes of sexual valuing. He has published
extensively in both the French and English languages.
PETER SCHARF received his Ph.D. from Harvard University in 1973 in the field of
developmental psychology. From 1970 onward he was instrumental in initiating
and maintaining the innovative 'just community prison' project at Connecticutt's
Niantic Prison. At present he is an Assistant Professor inthe Department of
Social Ecology at the University of California Irvine where he has become
interested in facilitating moral reasoning among police officers. In addition
to publishing numerous articles, he has edited A Reader in Moral Education,
authored Moral Education: Theory and Praxis and has been commissioned to write
Democracy and Prisons.
JOHN WILSON is a graduate of New College, Oxford and former Master at King's
School, Canterbury. From 1965-72 he was the Director of the Farrington Trust
Research Unit in Oxford. During that period he collaborated with Norman Williams
and Barry Sugarman to produce the influential Introduction to Moral Education
(1968). Since 1972 he has been a lecturer and tutor in the Department of
Educational Studies, Oxford University. He continues to further work in moral
education as the Director of the Warborough Trust Research Unit. He is the Editor
for the recently founded Oxford Review of Education. His many articles have
appeared in journals of philosophy, psychology, education and classical studies.
His books include A Teacher's Guide to Moral Education, The Assessment of Moral iy,
Practical Methods of Moral Education, and Moral Thinking.
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STRATEGIES FOR SCHOOL IMPROVEMENT:
IN-SERVICE IN A NEW CONTEXT
a series of publ
o
ic iectures and courses
for academic creffift
SITE 1980
will focus on the school as the essential unit of change in the educational system. This central theme
is explored through topics and issues such as the professional development of teachers, implementation, school
focused curriculum development, organization development and the teacher as researcher. One course deals
directly with this theme and others deal in depth with other aspects of the topic. Internationally known scholars will
contribute to the SITE theme through public lectures which can be taken for credit. In addition, they will be offering
courses which deal in more detail with various aspects of school improvement.
SITE lectures will be held in AQ 9200 at 12:30 p.m.
July 8th ?
What is school improvement? David Hopkins,--Simon Fraser University
July 10th
?
Characteristics of the autonomous school. Richard Schmuck, Centre for Educational Policy and
Management, University of Oregon
July 15th ?
School improvement in the '80's. Ray Bolam, University of Bristol
July 17th ?
Humans are social animals, schools should pay more attention to that fact. Phillip Runkel,
Centre for Educational Policy and Management, University of Oregon
July 22nd ?
School focused curriculum development. Bruce Joyce, Booksend Laboratories,
Palo Alto, California
July 24th
?
Interests, knowledge and evaluation: alternative approaches to curriculum evaluation.
Ted Aoki, University of Alberta
July 29th ?
Towards a reconceptualization of curriculum implementation. Ted Aoki, University of Alberta
July 31st
?
International perspectives on professional development. Ray Bolam, University of Bristol
August 5th
?
School focused in-service. Bruce Joyce, Booksend Laboraties, Palo Alto, California
August 7th ?
The teacher as the focus of research and development. Lawrence Stenhouse, Centre for Applied
Research in Education, University of East Anglia
August 12th ?
Introducing innovation to pupils. Jean Ruddock, Centre for Applied Research in Education,
University of East Anglia
August 14th
?
Virtues of diversity: An eclectic approach to school improvement. Phillip Runkel,
Centre for Educational Policy and Management, University of Oregon
Interested persons are invited to attend any or all of SITE '80. All lectures may be attended free of charge.
Academic Credit:
Persons wishing to attend SITE for academic credit should inquire about registering in one
of the following courses which run from July 7th to August 1 5th. Students wishing undergraduate credit should
register in 400 level courses; those wishing graduate credit should register in 807 or 808.
Education 461
?
?
- Strategies for school improvement: in-service in a new context. This course includes
?
the SITE lectures and seminar discussions. David Hopkins
Education 423/807, 808 - Analysis of teaching. Bruce Joyce
Education 487/807, 808 - Planning in-service for school improvement. Ray Bolam
Education 429/807, 808 - Teacher as researcher. Jean Ruddock and Lawrence Stenhouse
Education 487/807, 808 - Organization Development in schools. Phillip Runkel
Education 471
?
- Curriculum Development, theory and practice. Ted Aoki
Further Information: ?
Undergraduate Credit: 291-3643
?
General Information: David Hopkins 291-3614
Graduate Credit: 291-4787
?
?
Marvin Wideen 291-3643 ?
(Co-Directors of SITE)
NOTE: New students should contact the registrar's office, 291-3224
Faculty of Education
Burnaby - British Columbia - V5A 1 S6
Summerstitute for Teacher Education
-
closing
in
on open
education
A SERIES OF LECTURES FOR PUBLIC
ATTENDANCE OR ACADEMIC CREDIT
SITE 1976 is an opportunity for educators and concerned citizens to re-examine their points of view on the
controversy surrounding the Humanist Movement in education and its emergence in alternate school designs. Six
distinguished educators, representing a wide range of views on education, have been invited to present a series of
public lectures on the critical issues that confront us now, after a decade of attempts at educational reform.
SITE lectures will be held in Lecture Theatre AQ 9201 (Academic Quadrangle) at the following times: TUESDAYS and
THURSDAYS, 11:30a.m. - 1:30 p.m.: WEDNESDAYS, 1:30 p.m. - 3:30 p.m.
SCHEDULE OF LECTURES
Tuesday, July 6 ?
INTRODUCTION. "Predictable Academic Achievement and Natural Learning: If the
teacher doesn't teach, who does?" Roger Gehibach, SITE coordinator, Simon Fraser
University.
Wednesday, July 7 ?
"New Words for Old Deceptions and Softened Methods of Indoctrination: Can we
forge a more authentic humanism in our public schools?"
Jonathan KozoL
Thursday, July 8
?
"Humanistic Psychology: The new reign of error."
John McLeish.
Tuesday, July 13
?
"Education as a Means to Human Development: Antecedents, Assumptions, and
Axioms.
Elizabeth Lëonie Simpson.
Wednesday, July 14 ?
"Social Learning in the School: Liberal and radical perspectives.
Edmund Sullivan.
Thursday, July 15 ?
"The Self as a Social Structure: The individual and the group"
Elizabeth Lionie
Simpson.
Tuesday, July 20
?
"The School as a Social Sorting Device: True, false, or essential?"
Edmund Sullivan.
Wednesday, July 21 ?
"Learning from Reading: Can reading comprehension be taught?"
Jean Osborn.
Thursday, July 22 ?
"The School as an Institution: Can values be taught there?"
Edmund Sullivan.
Tuesday, July 27 ?
"Basic Skills: The teacher has them. The kids don't. Some rules for effective teaching."
Jean Osborn & Douglas Carnine.
Wednesday, July 28
?
"Adult Imposition and the Child's Power to Say No: The role of the teacher as a
?
catalyst for provocation and dissent."
Jonathan KozoL
Thursday, July 29
?
"Guiding Children's Learning: The little monsters! Can we teach them? And how!"
John McLeish.
Tuesday, August 3
?
"Guiding vs. Teaching: A dangerous dichotomy."
Jonathan KozoL
Wednesday, August 4
"The Teacher as Teacher: Observations and Data on direct instruction for young
children."
Douglas Carnine.
Thursday, August 5
?
"In Search of Closure: A Preliminary list of things that don't work in school." A
Symposium, with
Jonathan Kozol, Jean Osborn,
and
Edmund Sullivan.
Tuesday, August 10 ?
"Education Beyond the Intellect: The learner as an organic whole."
Elizabeth Lébnie
Simpson.
Wednesday, August 11
"The Child and Society: The inevitability of total education."
John McLeish.
Thursday, August 12
?
"IN Search of Closure: A preliminary list of things that work in school." A symposium,
with Douglas Carnine, John McLeish,
and
Elizabeth Ldonie Simpson.
Interested persons are invited to attend any or all of SITE 1976. Admission is free of charge.
ACADEMIC CREDIT: Those persons wishing to attend SITE for academic credit should inquire about
registration in one of the following courses: (a) Undergraduate credit: Education 461, a 4 credit-hour course
consisting of attendance at the SITE lectures plus a weekly 3-hour seminar, or (2) Gradute credit: Education
807, a 5 credit-hour course consisting of attendance at the SITE lectures plus a weekly 4-hour seminar.
FURTHER INFORMATION: Undergraduate credit: 291-3643; Graduate credit: 291-4787.
NOTE: NEW students should contact the Registrar's Office - 291-3224.
PARTICIPATING SCHOLARS
DOUGLAS CARNINE
Assistant Professor of Special Education, University of Oregon. Major published
work: DISTAR
Arithmetic Program,
Grades K-3 (with Siegfried Engelmann).
JONATHAN KOZOL
Author and Educational Critic. Major published works: Death
at an Early Age,
Free Schools,
and
The Night is Dark, and I Am Far From Home.
JOHN McLEISH
Professor of Educational Psychology, University of Alberta. Major published
works: Student Attitudes and College Environments, The Psychology of the
Learning Group
(with Matheson and Park), and
Soviet Psychology: History,
Method and Theory.
JEAN OSBORN
Writer and Project Manager, Follow Through Program, School of Education,
University of Oregon. Major published work:
DISTAR Language Program,
Grades
K-3 (with Siegfried Engelmann).
I
ELIZABETH LEONIE SIMPSON
Writer and Researcher in Psychology and Education. Major published works:
Democrary's Stepchildren, Humanistic Education,
a Ford Foundation Report, and
The Social Sciences: Concepts and Values,
A curriculum for Grades 1-8.
EDMUND V. SULLIVAN
Professor of Applied Psychology, Ontario Institute for Studies in Education,
University of Toronto. Major published works:
Piaget and the School Curriculum:
A Critical Appraisal, Theories and Problems in Child Development
(with David P.
Ausubel),
Between Psychology and Education
(with David E. Hunt),
Moral
Learning: Some Findings, Issues, and Questions.
SIMON FRASER UNIVERSITY
•
FACULTY OF EDATION
&ON FRASER UNIVE1TY
MEMORANDUM
To
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.Qi.r.c.tQr
Undergraduate Programs
Fa.cui.ty. .of. .Educa.tio.n ...................
Date.......
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.
J h ,. t9 R3
For your information at the last Undergraduate Programs Committee
meeting the following change (title, description and prerequisites)
was approved for EDUC. 461-4 "Trends and Developments in In-Service
Education". I feel this course, offered in the future under your
guidance, will prove to be a valuable addition to the undergraduate
curriculum.
The next steps are to prepare the necessary additional documentation
for the new course description to be approved at Faculty and at
S.C.U.S. Enclosed please find the S.C.U.S. forms along with
DRAFTS of a sample course outline and sample references. The latter
two draft documents have been generated from a previously offered
Special Topics course in the area.
Can I please ask you to make any suggestions for revisions/additions
to the two draft documents? I need your input no later than Tuesday,
November 22nd.
Thanks again for your cooperation and committment.
In-
SS:
Ends.
IUITTI;E ON UNDERGRADUATE STU
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l'H()i)Al, [')1l
CHANGE IN TITLE, DESCRIPTION
AND PREREQUISITES
I. Calcodar Inforitait.ion
?
ijrtn:unt: ?
Education
,.hbreviation Code:EDUC. ?
Course Number:
1
461 ?
Credit Pours:
?
4 ?
Vector:
0- 4-0
Title of Course: ?
Trends and Developments in In-Service Education
Calendar Description of Course:
Examines trends and developments in in-service education.
/ ?
f
Nature of Course ?
seminar
Prerequisites (or &
p ecial mat ructl.onn):
Education 405 or equivalent.
What course
(coursea),
if any, is being dropped from the calendar if this course t
approved:
2. Schedu]in
How frequently will the course be offered?
?
once or twice per year.
Semester in which the course will first be
offered?
19814-2
Which
of
your present faculty would be available to make the proposed offering
potuilbin? S. Dawson, M. Gibbons, M. McClaren, M. Wideen
4
?
J_ccttvcu of the Course
To examine and critically analyze emerging trends and developments in in-service
education.
To provide theoretical knowledge and practical strategies to assist educators in
the further development, implementation and evaluation of in-service programs
in the field.
4. Hudgetary and Space Rtlrements (for information only)
What additional resources will be required in the following areas:
Faculty
Staff
I Ibrary
no change
Audio Visual
space
Equipment
S. Approval
Date:
Department Chairman
?
Dean
?
Chairman, SCUS
SCUS 73-341):- (When compli;.t in; t hi
?
form, for J w;t: ruction ?
;ce Memorandum SCUS 73-34a.
ALLtch
courue outline).
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DRAFT ONLY ?
CHANGE IN TITLE, DESCRIPTION
AND PREREQUISITES
SAMPLE COURSE OUTLINE
EDUC. 461-4 Trends and Developments in In-Service Education
General Objectives:
This course is intended primarily for people with responsibility for, or
particular interest in, professional development and the introduction
of in-service programs in schools and school districts.
It will aim to provide participants with the theoretical and practical
knowledge:
a)
to analyze the effectiveness of contemporary strategies in
in-service education;
b)
to analyze the actual and potential contribution of in-service
programs for school improvement;
c)
to plan the development, implementation and evaluation of an
in-service program for the school and/or district level.
Course Content:
In-service will be analyzed as a complex, innovation process involving
key agencies, tasks, methods and users, at school and district levels,
each with their own distinctive features and values. Also, the school
will be analyzed as a problem-solving, self-renewing or "creative"
social system and the characteristics of the internal and external roles,
procedures and support structures needed to achieve this end will be
considered. Theoretical perspectives will be illustrated and criticized
through the use of a variety of practical examples.
Specific topics to be considered within these theoretical perspectives will
include: school-initiated, school-focused and school-based programs;
the roles of teachers' centres, universities, supervisors and professional
associations; training the trainers (e.g. mentors, advising teachers,
community members); retraining program for teachers; induction programs
for beginning teachers; evaluation techniques and problems; costing
techniques and problems; and innovative methods (e.g. consultancy,
clinical supervision and organization development).
. ?
c
?
•
SAMPLE REFERENCES
EDUC. 461-4 Trends and Developments in In-Service Education
Acheson, K., Gall, M. Clinical Supervision of Teachers. Longman,
1980.
Adams, E. (Ed.)
?
In-Service Education and Teachers' Centers. Pergarnon,
1975.
Cropley, A., Dave, R. Lifelong Education and the Training of Teachers.
Pergamon,
1978.
Dillon-Peterson, B. (Ed.) Staff Development/Organization Development.
ASCD,
1981.
Edelfelt, R., Smith, B. (Eds.) Breakaway to Multidimensional Approaches -
Integrating Curriculum Development and In-Service Education. A.T.E.,
1978.
Eiben, R., Milliren, A. (Eds.) Educational Change, A Humanistic Approach.
Univ. Assoc.,
1976.
Fullan, M. The Meaning of Educational Change. OISE,
1982.
Gross, N., Giacquinta, J., Bernstein, M.
?
Implementing Organizational
Innovations.
?
1971.
Henderson, E. The Evaluation of In-Service Training. Croom Helm,
1978.
Hoyle, E. (Ed.) Professional Development of Teachers, World Yearbook
of Education
1980.
Koran Page,
1980.
Leithwood, K., Holmes, M., Montgomery, D. Helping Schools Change.
OISE,
1979.
Rubin, L. The In-Service Education of Teachers. Allyn & Bacon,
1978.
Rudduck, J. Making the Most of the Short In-Service Course. Methuen,
1981.
Sarason, S. The Culture
Allyn & Bacon,
1971.
Schmuck, R., Runkel, P.,
Organization Development
Wideen, M., Hopkins, D.
1983.
Wideen, M., Hopkins, D.,
Tough Times. S.F.U.,
19
of the School and the Problem of Change.
Arends, J., Arends, R. The Second Handbook of
in Schools. Mayfield,
1977.
New Perspectives in School Improvement. Falmer,
Pye, I . In-Service: A Means of Progress in
79.
SOON FRASER UNIVERFY
?
MEMORANDUM
To ?
Robinson
?
.......Stan Shapson
..........................
Subject ........
çor
. . .......
?
?
.
Date
.........
.
.
Nov
emb...198 .
Sorry to have delayed in getting back to you re the Educ 461 outline
for 84-1.
We are in the midst of planning a low-key symposia on in-service
during 84-1 and hope that in an unobtrusive way some courses, such
as yours, will be able to link into a special session or two. So
with regard to the course would you consider including in the outline
the following topic:
"The Administrator Role in Developing In-Service
Education for School Improvement"
Thank you for your consideration of this topic.
Your earliest completion of the outline is appreciated.
Please contact me if you wish any further information.
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10N FRASER
UN! VEISTY
MEMORANDUM
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