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MASTER SYLLABUS

Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 200
Course Title: Law, Ethics, and Education
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of the legal and ethical issues in education from the contexts of historical, philosophical, social and administrative foundations of the discipline. Prerequisite/Corequisite: EDUC 100. Offered Fall.

 
Prerequisite(s) / Corequisite(s):

EDUC 100

 
Course Rotation for Day Program:

Offered Fall.

 
Text(s): Most current editions of the following:

Teachers, Schools and Society
By Sadker, D.M., Sadker, M.P., & Zittleman, K.R. (McGraw-Hill)
Recommended
 
Course Learning Outcomes
  1. Demonstrates an understanding of cultural diversity and the potential for bias in teaching.
  2. Demonstrates a basic knowledge of theories of learning.
  3. Demonstrates an understanding that students differ in their approaches to learning.
  4. Identifies how students' prior experiences, multiple intelligences, strengths, and needs impact learning.
  5. Explains how students' language, culture, family, and community impact learning.
  6. Demonstrates an understanding of the importance of differentiated instruction and short- and long-term instructional goal planning to meet student needs.
  7. Identifies influences of classroom, school, and community culture on student relationships and the classroom learning environment.
  8. Recognizes and identifies basic classroom management techniques that reduce the likelihood of student misbehavior and ways to address any misbehavior that does occur with the least amount of disruption of instruction.
  9. Demonstrates an understanding of the importance of maintaining confidentiality of student records and communicating student progress to students, families, colleagues, and administrators.
  10. Articulates understanding of the importance of reflective practice and continual professional growth.
  11. Articulates the importance of regular participation in professional learning opportunities.
  12. Recognizes ethical practices and the influence of district policies and school procedures on professional practice.
  13. Reflects on the importance of fostering appropriate relationships with peers and schools personnel.
  14. Recognizes the importance of accessing basic services available in the school and community to support students and their learning.
  15. Reflects on the importance of developing relationships with students, families, and communities in support of student learning.
 
Major Topics/Skills to be Covered:
  • Evaluate and analyze the history of U.S. education from the early stages through to modern times, examining the shifts in ethical and social mores and applying them to today’s curriculum.
  • Evaluate and analyze critical educational periods and the fundamental features of each, including the role of the teacher, the curriculum taught, the methods used, the purpose of education and the students who were educated.
  • Evaluate and critique key historical leaders who represented or influenced educational practice.
  • Evaluate and analyze major ethical issues, theories, and philosophies of education, identifying the philosophers associated with each.
  • Evaluate and analyze ethical issues and theories from the philosophical views of reality, truth, knowledge and values.
  • Evaluate and critically analyze current educational practices and identify historical precedents which support them.
  • Evaluate and critically analyze significant legislation and court decisions affecting American education today including federal rights (i.e., due process, search and seizure, suspension, practice of religion, freedom of press and expression, etc.) and apply them to various case studies.
  • Evaluate the federal and states roles in education and the administrative structure that supports them.
  • Analyze how schools are financed at the national, state and local level while applying the knowledge to a classroom budget.
  • Evaluate the social foundations of education, including social class, race, ethnicity, and gender issues and applying them to today’s classroom.
  • Analyze the recent role of school reforms on educational thought and practice and apply them to today’s classroom.
  • Create an individual philosophy of education, supporting the philosophy with an ethical code and an instructional theory derived from the views of specific theorists.
  • Evaluate and analyze the characteristics of teachers and students in schools.
  • Evaluate and analyze decisions concerning teaching as a career choice.
  • Evaluate and collect portfolio materials based on the Missouri Teaching Standards.
 

Recommended maximum class size for this course: 30

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them from off-campus using your CougarTrack login and password when prompted.

 
Prepared by: Terrence Mason Date: April 14, 2015
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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15/03