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Spring 1999

Spring 1998

Spring 1997

Spring 1996

[ January | February | March | April ]


11: Introduction

This class will meet in Peabody 217.

  • Orientation to the course
  • Video presentation: Anticipating the future
  • Driving forces affecting the social context of educational leadership
  • Introduction to anticipatory management tools: environmental scanning and issues analysis

Assignment for January 25

  1. Review the papers, Anticipatory Management Tools for the 21st Century and Anticipatory Management: Tools for Better Decision Making.
  2. Get familiar with the resources in OTH On-Line and on the Horizon Web site.
  3. Review the resources that we have linked to within the syllabus
  4. Begin preparing your environmental scanning abstract
  5. Review the paper, Internet Technology Overview.
  6. Review the paper, Finding Information on the Web.

18:  No Class (Martin Luther King Day)

25: Introduction to Information Technology Tools

This class will meet in Mercer-Reynolds Lab.

  • Subscribe to the EDSP 287 mailing list
  • Subscribe to other mailing lists (e.g., Horizon List, and one other list)
  • Learn how to access your file folder on the Horizon server
  • Learn how to use WS_FTP program to upload and download files to your folder on the Horizon server
  • Develop your Web site and resume using FrontPage Editor
  • Learn how to use Internet search engines
  • Learn how to use email more efficiently

Assignment for February 1

  • Identify 3-5 emerging trends, potential events, or issues that can affect the future of public education. Post your statements to the mailing list before noon, January 29.
  • Upload your environmental scanning abstract as a RTF file to your folder on the Horizon server by January 29. Title your abstract file, <your last name> abstract (e.g., Jones-Abstract).


1: Identifying issues challenging education

This class will meet in Peabody 217.

We will begin our class discussion of the critical issues facing education by reviewing the list of statements posted to the mailing list; I may also ask you to describe the issue, trend, or event covered in your scanning abstract. Our objective is to identify issue analysis paper topics. By the end of the class, we will form issue analysis teams that will each focus on a particular issue.

Assignment for February 8:

  • Prepare a 1-2 page resume that you would present to a prospective employer.
  • Begin reviewing background literature for your issue analysis paper.

8: Scanning Abstracts/Issue Analysis Team Web Page

This class and all classes through March 29 will meet in Mercer-Reynolds Lab

  1. Review my critique of your scanning abstract
  2. Post your abstract to your Web page.
  3. Post your resume to your Web page. Note: if you wish, we will scan an existing photograph or we will take your photo if you wish to include a photo in your resume.
  4. Establish a Web page for your issue analysis team. Identify team members (with links to team member bios).

15: Issue Analysis Research

  • Use Internet search engines to find information pertaining to the elements of your issue analysis.
  • Continue to work with your team on developing the issue analysis paper.

22: Developing draft issue analysis papers

  • Team work time.

29: Developing draft issue analysis papers (cont.)

  • Team work time to work on issue analysis papers
  • Begin to prepare your presentation (Note: preparing the paper for presentation will sharpen your paper)
  • Complete the CBT courseware program (on the Lab computers) on Microsoft PowerPoint if you are not familiar with this program.


1: Completion of first draft issue analysis papers

8: Spring Break

15: Completion of first draft issue analysis papers

  • Post your completed first draft to the team Web page by high noon, March 14. Save your paper as a html file and label the file "index.html" (without the quotes).
  • Read the paper assigned to your team prior to class (see below). [Note: the URL will be /edsp287/1999/team/(teamname)]
  • Critiques are due by end of class in the 287 folder within the folder titled "Critiques of Papers."  Append your team title at the end of the file of the paper your team reviews (e.g., vouchers-tracking). Use the "track changes" feature in Word to make your critique. See the evaluation section for criteria by which your critique will be evaluated.
  • For an example of how professionals critique papers, see the first draft that Bill Spady submitted for publication consideration in On the Horizon, critics' comments on this draft, and his revised paper.

   Critique assignments:

  1. Chachacha critiques Shortage
  2. Shortage critiques Social Promotion
  3. Social Promotion critiques Tracking
  4. Tracking critiques Vouchers
  5. Vouchers critiques chachacha


Shortage: Jim Veitch, Renee Franklin, Pi-Kuei Tu and John Pendergrass
Vouchers: Tom Haitema and Reginald Davis
Tracking: Todd Roberts, Beth Risley, and Candace Watson
Chachacha: Carlotta B. Armstrong, Robert Kepner, Lawrence Price
Promotion: Jeremy Stevens, Lorraine Tuck, Fara Zimmerman

22: Prepare for Issue Analysis Presentation  

  • Prepare your issue analysis presentation
  • Review the paper on presenting presentations as you continue to prepare your presentation.

29: Prepare Issue Analysis Presentations (cont.)

  • Post your presentation to the team folder and to your resume by end of class


All remaining classes will meet in Peabody 217.

Each team will have 30 minutes for a formal presentation of their issue paper. We will then have 45 minutes for class discussion of the issue and for a critique of the presentation. Presentations will be made from my laptop from your team folder. Final issue analysis papers are to be posted to the team Web page by April 26. I will make my comments on the copy posted to the team Web page.

Note: Please review the draft manusripts for each topic prior to the presentation. Remember, these classes are dress rehearsals before the authors present their analysis to the U.S. Department of Education. It is our responsibility to review their papers carefully so that we can ask questions and make comments that will help them make their written and oral presentations more effective.

05: Issue Analysis Presentations

Help Wanted: One Million+ Good Men and Women
by Jim Veitch, Renee Franklin, Pi-Kuei Tu and John Pendergrass

One More Time: The Social Promotion Debate
by Jeremy Stevens, Lorraine Tuck, and Fara Zimmerman

12: Issue Analysis Presentations

The Inequality of Tracking: Implications for Minority and Lower Socioeconomic Status Students
by Todd Roberts, Beth Risley, and Candace Watson

Vouchers: An End to Public Education or Just A Matter of Choice?
by Tom Haitema and Reginald Davis

19: Lab Work on Web Pages

26: Issue Analysis Presentations

How is the Continuing Spread Across America of Hispanic Limited-English-Proficient Students Impacting Public School Education?
Carlotta B. Armstrong, Robert Kepner, Lawrence Price

NOTE: If you would like for your issue analysis paper to be posted to the "Issues Challenging Education" section of the Horizon Web site, please send me a note requesting this action. Include in your note two or three sentences that sum up your paper and include key words that will enable search engines to find the paper. We will include this information in the HTML header of your paper.


Last updated: 08 January 1999