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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. Offered Fall.
 

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

Most current editions of the following: 



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
 
Course Objectives

• To understand the central concepts, structures, and tools of inquiry of the discipline and creates learning experiences that make aspects of subject matter meaningful and engaging for students. (MoSPE 1)
• To understand how students learn, develop, and differ in their approaches to learning. (MoSPE 2)
• To provide learning opportunities that are adapted to diverse learners and that support the intellectual, social, and personal development of all students. (MoSPE 2)
• To develop long-range planning, based upon student, district and state standards data. (MoSPE 3)
• To develop, implement, and evaluate curriculum based upon student, district and state standards data. (MoSPE3)
• To understand individual/group motivation and behavior and create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation. (MoSPE 5)
• To model effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom. (MoSPE 6)
• To understand and use formative and summative assessment strategies to assess the Ieamer's progress and use both classroom and standardized assessment data to plan ongoing instruction. (MoSPE 7) 
• To monitor the performance of each student and devise instruction to enable students to grow and develop, making adequate academic progress. (MoSPE 7)
• To continually assess the effects of choices and actions on others to become a reflective practitioner. (MoSPE 8)
• To grow professionally in order to improve learning for all students. (MoSPE 8) 
• To develop effective working relationships with students, families, school colleagues and community members. (MoSPE 9) 
• To trace the history of U.S. education from the early stages through modem times, listing shifts in ethical and social mores. (MoSPE 1)
• 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. (MoSPE 1)
• To identify key historical leaders who represented or influenced educational practice during their times. (MoSPE 1)
• To analyze the major ethical issues, theories, and philosophies of education, identifying the philosophers associated with each. (MoSPE 8)
• To discuss ethical issues and theories from the philosophical views of reality, truth, knowledge and values. (MoSPE 8)
• To understand and discuss current educational practice and identify historical precedents which support them. (MoSPE 8)
• 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.). (MoSPE 8)
• To identify the federal and state's roles in education and the administrative structure that supports them. (MoSPE 8)
• To identify how schools are financed at the national, state and local level. (MoSPE 8)
• To discuss the social foundations of education, including social class, race, ethnicity, and gender issues. (MoSPE 1)

• To discuss the recent role of school reforms on educational thought and practice. (MoSPE 8)

 
Measurable Learning
Outcomes:

• Demonstrates an understanding of cultural diversity and the potential for bias in teaching.
• Demonstrates a basic knowledge of theories of learning.
• Demonstrates an understanding that students differ in their approaches to learning.
• Identifies how students' prior experiences, multiple intelligences, strengths, and needs impact learning.
• Explains how students' language, culture, family, and 
community impact learning.
• Demonstrates an understanding of the importance of
differentiated instruction and short- and long-term
instructional goal planning to meet student needs.
• Identifies influences of classroom, school, and
community culture on student relationships and the
classroom learning environment. 
• 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.
• Demonstrates an understanding of the importance of
maintaining confidentiality of student records and
communicating student progress to students,
families, colleagues, and administrators.
• Articulates understanding of the importance of
reflective practice and continual professional growth.
• Articulates the importance of regular participation in
professional learning opportunities.
• Recognizes ethical practices and the influence of
district policies and school procedures on
professional practice.
• Reflects on the importance of fostering appropriate
relationships with peers and schools personnel.
• Recognizes the importance of accessing basic
services available in the school and community to
support students and their learning.
• Reflects on the importance of developing
relationships with students, families, and
communities in support of student learning.

 
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
• 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: Terrence Mason Date: October 10, 2013
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