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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: Sophomore standing.


 

 
Prerequisite(s) / Corequisite(s): Sophomore standing.
 
Course Rotation for Day Program: Offered Fall.
 
Text(s): Most current editions of the following:

Textbooks listed are not necessarily the textbook(s) used in the course.



Foundations of Education
By Ornstein, A.C. & Levine, D.U. (Houghton Mifflin)
Recommended
Teachers, Schools and Society
By Sadker, D.M., Sadker, M.P., & Zittleman, K.R. (McGraw-Hill)
Recommended
School and Society: Historical and Contemporary Perspectives
By Tozer, S.E., Violas, P.G. & Senese, G. (McGraw-Hill)
Recommended
A Guide to Observation, Participation and Reflection in the Classroom
By Reed, Arthea & Bergmann, Verna Brown (Benchmark)
Recommended
 
Course Objectives
  • To trace the history of U.S. education from the early stages through modern times, listing shifts in ethical and social mores.
  • To identify 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.
  • To identify key historical leaders who represented or influenced educational practice during their times.
  • To analyze the major ethical issues, theories, and philosophies of education, identifying the philosophers associated with each.
  • To discuss ethical issues and theories from the philosophical views of reality, truth, knowledge and values.
  • To understand and discuss current educational practice and identify historical precedents which support them.
  • To identify 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.).
  • To identify the federal and state's roles in education and the administrative structure that supports them.
  • To identify how schools are financed at the national, state and local level.
  • To discuss the social foundations of education, including social class, race, ethnicity, and gender issues.
  • To discuss the recent role of school reforms on educational thought and practice.
  • To understand opportunities for professional development including teacher organizations and continuing education.
  • To understand the organization of and operation of a school.
  • To observe characteristics of teachers and students in schools.
  • To interact with students on an individual and/or small group basis. 
  • To make decisions concerning teaching as a career choice.
  • To collect portfolio materials based on the matrix of the MOSTEP requirements.

 

 
Measurable Learning Outcomes:
  • 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 organization of and operation of a school.
  • Evaluate and analyze the characteristics of teachers and students in schools.
  • Develop proficiencies in related classroom activities such as maintaining classroom records, producing teaching materials, designing bulletin boards, and other miscellaneous skills necessary in the classroom.
  • Develop a rapport and interaction with students on an individual and/or small group basis.
  • Evaluate and analyze decisions concerning teaching as a career choice.
  • Evaluate and analyze proficiencies in participant observation.
  • Evaluate and collect portfolio materials based on the matrix of the MOSTEP requirements.
 
Topical Outline:
  • History foundations of education: periods, figures, contributions
  • Philosophical foundations of education: major educational philosophies, representative philosophers, views of truth, beauty, value, ways of knowing
  • Historical foundation of American public education: events, constitutional law, critical legislations and court cases
  • Political organization, administration and structure of American public education - local, state, and federal
  • Financial support of education--sources, equity, alternatives
  • Sociological foundations of education: the school as a social system; the issues of race, ethnicity, social class, gender; diversity issues including handicapping conditions
  • Reform movements and impact on the schools
  • Introduction to field experiences
  • Orientation to participative observation
  • Observing classroom interaction
  • Observing classroom management
  • Observing teachers
  • Observing curriculum
  • Observing students
  • Portfolio construction
  • The Ethics Case Study will be a benchmark for the certification portfolio
 

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: Paul Hanna Date: November 16, 2012
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 objectives and cover the subjects listed in the topical outline. 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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12/04