Course Syllabus

Spring 2026 | EDU-2370-VO01 - Critical Perspectives in Education

Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Faculty

Matt Messier
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Philip Crossman

Note

Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.

Courses may only be used to meet one General Education Requirement.

Course Description

This course examines the conditions and characteristics of contemporary schooling in the US. Through analysis of historical, political, and economic perspectives, students study the processes by which schools and societies are co-constructive. Of specific interest are how cultural norms and beliefs, social conditions, and historical trends affect school climate, curriculum, instructional practices, assessment, and inclusion.

Essential Objectives

1. Explore the historical, political, and economic foundations of the American educational system and the evolution of contemporary schooling over time.
2. Analyze ways that sociocultural diversity in families, communities and cultures can interact with the delivery of special education services.
3. Identify strategies for creating culturally responsive, inclusive, and equitable learning environments and teaching practices.
4. Apply strategies for assessing school climate, curricula, instructional practices, and assessment using frameworks of equity and excellence.
5. Examine strategies for addressing challenges in contemporary school systems and explore the ways in which they envision themselves as advocates or agents of change.
6. Demonstrate that they have reflected on their learning in this course and articulate the ways they will apply that learning in their teaching practice.
Successfully completing this course enables students to meet the following Knowledge and Performance Standards for Vermont Educators:
Vermont Core Teaching Standards
PC 2.1 Candidates use an understanding of individual differences to design inclusive learning experiences.
PC 2.2 Candidates use an understanding of diverse cultures and communities to design inclusive learning experiences.
Special Education Licensure Standards
SPED 6.3. Understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. ?

Required Technology

More information on general computer and internet recommendations is available on the CCV computer recommendations Support page.

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

This course uses one or more textbooks/books/simulations, along with free Open Educational Resources (OER) and/or library materials.

Spring 2026 textbook/book details will be available on 2025-12-01. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

EDU-2370-VO01 Link to Textbooks for this course in eCampus.

For Open Educational Resources (OER) and/or library materials details, see the Canvas Site for this class.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Methods

• Group discussions
• Interactive projects and/or activities
• Multimedia presentations and resources
• Readings, writing, and inquiry-based research

Evaluation Criteria

Assessment

1. Online Discussions (60% of course grade)
2. Construct a culturally responsive classroom (20% of course grade)
3. School Board Presentation (20% of course grade)

Course Schedule: (NOTE: Other readings, which I will provide, may be added to the discussions)

1. Due February 2^nd

Reading discussion (Spring, Chapter 1, Zaretta Introduction)

2. Due February 9^th

Reading discussion (Spring, Chapter 2, Zaretta Chapter 1)

3. Due February 16^th

Reading discussion (Spring, Chapter 2, Zaretta Chapter 2)

4. Due February 23^rd

Reading discussion (Spring, Chapter 3, Zaretta Chapter 3)

Topic for the School Board Presentation due February 23rd

5. Due by March 2^nd

Reading discussion (Spring, Chapter 4, Zaretta Chapter 4)

6. Due by March 9^th

Reading discussion (Spring, Chapter 5, Zaretta Chapter 5)

Three credible sources the School Board Presentation due March 9th

7. Due by March 16^th

Reading discussion (Spring Chapter 6, Zaretta Chapter 6)

8. Due by March 23^rd

School board presentation discussion

School Board Presentation rough draft March 23^rd

9. Due by March 30^th

Reading discussion (Spring, Chapter 7, Zaretta Chapter 7)

School Board Presentation due March 30th

10. Due by April 6^th

Reading discussion (Spring, Chapter 7, Zaretta Chapter 8)

11. Due by April 13^th

Reading discussion (Spring, Chapter 8, Zaretta Chapter 8)

12. Due by April 20^th

Reading discussion (Spring, Chapter 8, Zaretta Chapter 9)

13. Due by April 27^th

Reading discussion (Spring, Chapter 9, Zaretta Epilogue)

14. Due by May 4^th

Reading discussion (Spring, Chapter 10)

Culturally responsive classroom assignment rough draft due May 4^th

15. Due by May 11^th

Culturally responsive classroom discussion

Culturally responsive classroom assignment due May 11^th

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Weekly Schedule

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

• In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
• Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
• Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Accessibility Services for Students with Disabilities:

1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity

Apply Now for this semester.