EDUC 2113 Foundations in Education



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|EDUC 2113 Foundations in Education |

|3 Credit Hours |T / Th 9:15 – 10:30 AM |

|Spring 2015 |PICKI-G-101 |

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|Instructor Information |

|Professor: Dr. James Bowen |

|Office & Phone: Adult Studies Bldg. 405-470-2636 |

|Office Hours:1:00 - 4:30 P.M. Monday - Thursday |

|Email Address:james.bowen@swcu.edu |

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|Course Description |

|An introduction to the historical, philosophical, and social foundations of education and their relationship to teaching as a profession. |

|Current issues in education are also introduced and discussed. Laboratory experiences as an observer/aid in the public schools and procedures|

|for admission to teacher education are included. |

|Required Texts, Materials, and Resources |

|Sadker, David, and Karen R. Zittleman. Teachers, Schools, and Society: A Brief Introduction to Education. McGraw Hill, 8th Edition, 2008 |

|ISBN: 0073525901 |

|Web Resource: |

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|SCU Teacher Education Handbook |

|Teacher Education Conceptual Framework |

|The goal of the SCU teacher education program is for graduates to be: |

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|CARING for all students and the belief that all can learn |

|REFLECTIVE On professional and personal practice |

|SERVICE-guided as a model of Christian character through leadership and involvement |

|SCHOLARSHIP-minded in the pursuit of life-long learning |

|Instructional Strategies and Teaching Philosophies |

|Instructional strategies include directed readings, critical analysis of issues, real-life scenarios, classroom observations/clinical |

|practice, interactive activities, reflective discussions, problem-solving activities, and assessment activities. |

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|My teaching philosophy centers on an authentic, active, and engaged learning style. I appreciate student/teacher interactions and consider |

|myself to be a life-long learner. Knowledge must be contextual for it to be meaningful and I strive to create an atmosphere conducive to a |

|shared learning experience. |

|Student Learning Outcomes |

|EDUC 2113 Course Objectives and Alignment to Standards |

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|Upon completion of EDUC 2113, Foundations in Education, the student will develop awareness, understanding, and utilization of contextual |

|frameworks within the historical, philosophical, religious, political and sociological perspectives of education in the decision making and |

|problem solving processes, characteristic of a novice pre-service reflective practitioner. |

|The student shall demonstrate contextual knowledge, understanding and utilization of: |

|I. The manner in which the historical and philosophical underpinnings of American education impact schooling. |

|(SCU Conceptual Framework – Scholarship), (InTASC Standards), and (SCU Motto - Scholarship) |

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|II. The political and legal/ethical framework of American education from an historical/philosophical/Christian perspective and as the arena in|

|which current educational policy is debated and resolved. |

|(SCU Conceptual Framework - Scholarship ), (OK Competencies 9, 13, 14), (CLSE - Interpretative, Normative, Critical Perspectives), and (SCU |

|Motto—Scholarship) |

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|III. The political, legal and social organization of public schools. |

|(SCU Conceptual Framework – Scholarship), (OK Competencies 13, 14), and (SCU Motto—Scholarship) |

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|IV. The current issues from applied and theoretical perspectives using historical, philosophical, religious, political and diverse cultural |

|understandings of education and their relationship to classroom practice. |

|(SCU Conceptual Framework – Caring), (OK Competencies 9, 12, 13), and (SCU Motto - Scholarship, Service) |

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|V. The professional roles and practices of teachers in contemporary society including service learning and field experience. |

|(SCU Conceptual Framework – Service), (OK Competencies 4, 6, 9, 10, 12, 13, 14), and (SCU Motto - Scholarship, Spirit, Service) |

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|COURSE KNOWLEDGE and STANDARDS BASED SOURCES: |

|1. Southwestern Christian University - Scholarship, Spirit, Service = SCU Motto |

|2. Department of Education Conceptual Framework – Caring, Reflection, Service, Scholarship |

|3. Oklahoma State Department of Education General Competencies for Teacher Licensure & Certification = OK Competencies |

|4. Standards for Educational Foundations from the Council of Learned Societies in Education: |

|Standard I = CLSE –Interpretive, Normative, and Critical Perspectives |

|5. Oklahoma State Curriculum Standards: Common Core State Standards and PASS |

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|EDUC 2113 Student Learning Outcomes / Assessments |

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|KNOW: History - The history of American education and how it impacts schooling today. |

|DO: Research the history of one aspect of American education and identify the key factors contributing to its impact on the classroom today. |

|ASSESSMENT: Philosophy of Education |

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|KNOW: Framework - The framework of American education and the arena in which current educational policy is debated and resolved. |

|DO: Identify a current educational policy and reflect on the implications for students, parents, teachers, administrators, and the community. |

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|ASSESSMENT: Policy Impact Chart |

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|KNOW: Organization - The political, legal and social organization of public schools. |

|DO: Plan a school event and identify the proper procedures involved. Develop plans for communicating with all stakeholders, follow all |

|requirements/guidelines, and rules. |

|ASSESSMENT: Event Procedures |

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|KNOW: Issues - The current issues of education and their relationship to classroom practice. |

|DO: Identify a current issue in public and examine at least three different perspectives classifying how they are alike and different. |

|ASSESSMENT: Issues Interview |

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|KNOW: Role - The professional roles and practices of teachers in contemporary society including service learning and field experience. |

|DO: Arrange the roles and responsibilities of the teacher today in priority of their importance, recognize the characteristics and traits |

|associated with an effective teacher. |

|ASSESSMENT: Final Role Reflection |

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|Learning Activities |

|Teacher-Directed Activities: Group discussions, lecture, field experience visits, review, provide online, digital, and hard copy resources |

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|Student-Directed Activities: Read assigned chapters, complete on-line support activities, complete field experience activities, assessment |

|projects |

|Student Responsibilities |

|Successful students will actively participate in all assignments, acquiring knowledge to be applied while completing activities designed to |

|connect theory and practice. Ultimately, the quality of the experience will be determined by the student: the road has been paved; a map with |

|clear directions has been given; there are many Points of Interest along the way, but the student is still in the driver's seat and will |

|determine the quality of the experience. |

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|Attendance: It is to the student’s personal advantage to be involved in every class session associated with the course. |

|Participation: The interaction of the instructor and student is of vital importance in the learning process. This is a collaborative |

|educational adventure and input from the student and teacher are required for learning to occur. |

|Homework: All assignments and activities should be completed as directed. Many assignments are web-based activities and are the basis of class|

|discussions. It is important to complete all involvements, even if they are not a graded assignment. |

|Attendance Policy |

|Each student is expected to attend all classes regularly and to be punctual. Since there are no official “cuts” from classes, any absence may|

|adversely impact the student’s grade. If a student has more than five (5) unexcused absences from a class/activity/practicum, that student |

|will automatically receive a failing grade in that course. Two tardies in a class are equal to one absence. Each tardy beyond four will be |

|counted as an absence. Directed studies courses will still have set dates/times to meet with the professor and the above attendance policy |

|applies. In the event of circumstances beyond your control, notify the professor as soon as possible. |

|The clinical practice associated with this course involves spending time in a PK-12 classroom. Fridays will be scheduled for on-site |

|classroom activities. In the event you need to miss due to an emergency or sickness, contact Dr. Bowen and the classroom teacher immediately.|

|Specific contact information and protocol will be given on an individual basis. |

| Assignment and Grading Policies and Evaluation Criteria |

|ASSIGNMENTS: |

|All work assigned will be assessed and assigned points in accordance with the quality and adequacy of the content. Each assignment has its |

|own set of directions and evaluation rubric. Mastery in professional teacher education courses is a must as all students will soon be in |

|professional positions. Attendance and personal dispositions may be factored into the final grade. An earned grade of C or better is required|

|in this course in order to advance in teacher education. See individual assignments for directions/criteria and evaluation/grading rubrics. |

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|DUE DATES: |

|All assignments are due by 12:00 pm midnight on the due date listed in the Course Calendar section. |

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|PARTICIPATION REQUIREMENTS: |

|Regular participation will directly effective the quality of the learning experience and is expected to be maintained unless unavoidable |

|circumstances occur. All assignments must be completed in the prescribed time frame, unless arrangements are made with the instructor prior to|

|due date. |

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|EDUCATIONAL COMMITMENT: |

|Outside class readings, assignments, and activities will involve a time commitment in order to excel. A minimum of four to six hours each |

|class period should be expected to complete course requirements. |

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|PROFESSIONAL WRITING: |

|All assignments are expected to be completed in a professional writing style. This includes correct spelling, grammar, punctuation, and |

|sentence structure. Points will be deducted from all individual assignments not complying with these standards. Visit the following web site |

|for a guide to grammar and writing - |

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|PORTFOLIO REQUIREMENTS: |

|All candidates are required to maintain an accurate and up-to-date Teacher Education Portfolio. |

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|According to Oklahoma accreditation standards, “institutions shall require all initial and advanced certification program(s)’ candidates to |

|develop a portfolio which documents a candidate’s accomplishments, learning, and strengths related to the competencies, standards, and |

|outcomes established by the Commission, State Regents, SDE and institution (OCTP, Standard 1, 1997).” |

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|In addition to serving as a certification requirement, the portfolio is an important component of the educational administration assessment |

|system which monitors candidate performance, program quality and unit operations. Information about how to set up the portfolio and its |

|contents can be found in the SCU Teacher Education Handbook. All portfolios will be maintained in digital format in LiveText. Instructions |

|on the use of LiveText will be given later in the semester. |

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|LATE ASSIGNMENTS: |

|All outside assignments are due at the specified time on the date listed. Late assignments will be accepted at 50% of the original point |

|value if received within 7 days of original due date; however, after 7 days a ZERO will be given for the late assignment. Assignments should |

|be submitted directly to Dr. Bowen (acceptable methods include email attachments, fax, or hand delivered to office). Direct contact with Dr. |

|Bowen is required for any variances due to emergency situations. PLEASE, remember to submit assignments on time. |

|Extra Credit Policy |There may be optional assignments available throughout the semester for extra credit; however, all |

| |regular assignments must be completed before any extra credit assignments will be considered. |

|Grading |Points Possible |

|THEORY | |

|Class Participation – 1 pt. /30 classes |30 |

|Chapter Assignments – MC & TF Exams – 1 pt. /13 chap. |13 |

|Chapter Assignments – You Be The Judge – 1 pt./13 chap. |13 |

|PRACTICE/APPLICATION | |

|Clinical Research Papers – 4 papers, 3.5 pts. each |14 |

|Clinical Practice Log & Reflection – 10 visits, 2 pts. each |20 |

|ASSESSMENT | |

|Mid Term – optional extra credit | |

|Final Role Reflection |3.5 |

|Final Exam |6.5 |

|Total |100 |

|A |

|The student is expected to commit herself/himself to the highest level of academic integrity when involved in and fulfilling requirements for |

|this course. Academic dishonesty on any level and of any form will not be tolerated. This applies not only to active involvement but also to |

|passive knowledge. |

|Any student involved in academic dishonesty will be dropped from the course and assigned a grade of “F” for the course. Furthermore, academic|

|dishonesty may result in the dismissal or expulsion of the student from the program and/or the university |

|Integration of Faith and Learning |

|"The logic and knowledge from every discipline is built upon a set of presuppositions. All such presuppositions must be examined and informed|

|by the truth derived from the revealed Word of God and Christian thinking founded on a Christocentric epistemology, so as to create a coherent|

|body of knowledge, i.e., faith informs all of learning's presuppositional thinking." (RW, 2009) Key Biblical Texts: Romans 12:1-2 and |

|Colossians 1:17 |

|ADA Compliance |

|Students who claim learning or physical disability must self-identify and provide documentation of their disability. Notify the instructor of|

|your special needs so that appropriate accommodations may be arranged. |

|Documentation provided to the University of any disability must be less than three years old and must contain specific recommendations for |

|accommodation appropriate to the diagnosed disability. Documentation must be provided by a licensed professional in the area of the claimed |

|disability. Based on such documentation the student will be advised of any program modifications and accommodations. |

|Inclement Weather Policy |

|The Provost and Vice-President for Academic Affairs [PVPAA] and the President make the decision to cancel classes in the event of inclement |

|weather. The PVPAA will contact the three (3) major local news stations and will also post the information on the university’s website. |

|In case of a tornado warning (the Bethany siren is audible on campus) all classrooms are to be evacuated and students moved to the Library. |

|Classes may resume following the ‘all clear’ siren. |

|Protocol for Student Complaint |

|Southwestern Christian University’s policy is that if a student has an issue or complaint concerning any instructor or course, the student |

|should first speak with the instructor. If after speaking with the professor, the issue is unresolved; the student may then carry the |

|complaint further or formalize the complaint by writing to their department chair, dean or the Provost. Formal complaints must be done in |

|writing. |

|Right of Revision |

|Southwestern Christian University and the instructor reserve the right to change the syllabus. In the event of any necessary revision of this |

|syllabus, the student will be informed both verbally in class, and in writing well in advance and in class in writing. |

|End of Instruction Course Evaluations |

|At the end every course, all students are expected to participate in the course evaluation survey. This gives each student an opportunity to |

|provide feedback regarding both positive and negative aspects of the course. Specific, authentic, and constructive feedback is encouraged in |

|order to enhance our ability to provide classes and programs that are academically strong and relevant. |

|Course Calendar |

|Week |Class Topic |Homework/Assignments |

| |Ch |Topic |Homework |Due Date |Pts. |

|Week 1 |1 |Becoming a Teacher | | | |

|Jan. 15 | |MC & TF Quiz |Video & YBTJ |Jan. 12 |2 |

|Week 2 |2 |Different of Ways of Learning | | | |

|Jan. 22 | |MC & TF Quiz |Video & YBTJ |Jan. 19 |2 |

|Week 3 |3 |Culturally Responsive Teaching | | | |

|Jan. 29 | |MC & TF Quiz, Policy Impact Chart |Video & YBTJ |Jan. 26 |2 |

| | | |CP Log & Reflection #1 |Jan. 30 |2 |

| | | |Policy Impact Chart |Feb. 2 |3.5 |

|Week 4 |4 |Schools: Choices & Challenges | | | |

|Feb. 5 | |MC & TF Quiz |Video & YBTJ |Feb. 2 |2 |

| | | |CP Log & Reflection #2 |Feb. 6 |2 |

|Week 5 |5 |Student Life in School & Home | | | |

|Feb. 12 | |MC & TF Quiz, Issues Interview |Video & YBTJ |Feb. 9 |2 |

| | | |CP Log & Reflection #3 |Feb. 13 |2 |

| | | |Issues Interview |Feb. 16 |3.5 |

|Week 6 |6 |Curriculum, Standards, & Testing | | | |

|Feb. 19 | |MC & TF Quiz |Video & YBTJ |Feb. 16 |2 |

| | | |CP Log & Reflection #4 |Feb. 20 |2 |

|Week 7 |7 |History of American Education | | | |

|Feb. 26 | |MC & TF Quiz, History Essay |Video & YBTJ |Feb. 23 |2 |

| | | |CP Log & Reflection #5 |Feb. 27 |2 |

|Week 8 |8 |Philosophy of Education | | | |

|Mar. 5 | |MC & TF Quiz, Philosophy of Education |Video & YBTJ |Mar. 2 |2 |

| | | |CP Log & Reflection #6 |Mar. 6 |2 |

|Week 9 |9 |Financing & Governing Schools | | | |

|Mar. 12 | |MC & TF Quiz |Video & YBTJ |Mar. 9 |2 |

| | | |CP Log & Reflection #7 |Mar. 13 |2 |

| | | |Philosophy of Education |Mar. 16 |3.5 |

|Mar. 17 | |SPRING BREAK | | | |

|Mar. 26 | |MC & TF Quiz |Video & YBTJ |Mar. 23 |2 |

| | | |CP Log & Reflection #8 |Mar. 27 |2 |

|Week 11 |11 |Teacher Effectiveness | | | |

|April 2 | |MC & TF Quiz, Event Procedures |Video & YBTJ |Mar. 30 |2 |

| | | |CP Log & Reflection #9 |April 3 |2 |

| | | |Event Procedures |April 6 |3.5 |

|Week 12 |12 |Your First Classroom | | | |

|April 9 | |MC & TF Quiz |Video & YBTJ |April 6 |2 |

| | | |CP Log & Reflection #10 |April 10 |2 |

|Week 13 |13 |Guide to Entering The Teaching Profession | | | |

|April 16 | |MC & TF Quiz |Video & YBTJ |April 13 |2 |

|Week 14 | |SCU Teacher Education Program | | | |

|April 23 | |Types of Certification | | | |

|Week 15 | |Review | | | |

|April 28 | | | | | |

|April 30 | | |Final Role Reflection |April 27 |3.5 |

|Week 16 | |FINAL EXAM | | | |

|May 7 | |8:00 am – 9:50 am | | |6.5 |

|For specific due dates and assignment point details see EDUC 2113 Assignment spreadsheet in the F Student Portal. |

This section must be filled in, acknowledged, signed by the student, and returned to the professor on the first day of class for this course.

EDUC 2113 Foundations in Education / Section 1 Spring 2015

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|SYLLABUS AGREEMENT FORM |

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|I have read and understand the format of this course, the policies, and expectations described in the syllabus. I acknowledge that failure to |

|comply with the terms of the syllabus may affect my success in this course. By signing this form I agree to comply with the policies listed |

|and accept the outline for this course. |

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|PRINT NAME: __________________________________ |

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|SIGNATURE: ___________________________________ |

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|DATE: ___________________________________ |

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|PLAGIARISM POLICY |

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|It is against university policy to plagiarize. |

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|According to Random House Webster’s Unabridged Dictionary, plagiarism is the unauthorized use or close imitation of the language and thought |

|of another author and the representation of him or her as one’s own original work (1479). |

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|Therefore by signing this form, I, ______________________________________ (print name), understand that plagiarism is wrong and may result in |

|grade reduction, automatic failure or even further disciplinary action outline in Southwestern Christian university’s student handbook. |

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|SIGNED: ___________________________________ |

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|DATE: ___________________________________ |

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