An educational foundations and policy studies approach to the field of education. Course topics will include but will not be limited to the history of U.S. education from the 1500’s until today, history of the philosophies of education from Plato to the current testing philosophy, multi-culturalism/diversity, historical record of educational reform movements from the 1500’s until today. Other material covered within the course includes social issues such as socioeconomic status (SES), race, gender, and culture affecting educational achievement, teacher certification process, professional organizations (such as unions) and their purpose, differentiated teaching methods from a diversity perspective, classroom management, and historical changes of school financing from the 1500’s to today. Students will be introduced to lesson planning, instructional techniques, and classroom instruction through their co-requisite EDU-202 section. They will incorporate integrated essays into their e-portfolio, a program requirement.
EDU-201 is to be taken concurrently with the corresponding section of EDU-202, which involves placement in a classroom setting at the grade level/special education area of interest at which the student wishes to teach. Course assignments are coordinated with EDU-202.
Goals, Topics, and Objectives
To increase student knowledge of the learning environment from a systemic perspective through an experiential approach to learning. Students will apply their knowledge of educational concepts, laws, and practices to the field of education.
Upon successful completion of this course, students should be able to:
- The development of teaching skills and their relationship to research
- Becoming a teacher and professional organizations
- Different learning styles and approaches
- Addressing student diversity through effective teaching methods
- Family dynamics and social issues facing schools
- The history of the educational system
- Philosophy of education
- School financing and the governing bodies influencing budgetary concerns
- School laws and the ethics of teaching
- The impact of school reform
- The relationship between curriculum, standards and assessment
- Classroom management
- Direct lesson and constructivist approaches to teaching
- State standardized testing and measurement
- Integrating technology into the classroom
- Explain the history of the American education system as well as its origins from other cultures from 2500 years ago to today.
- Compare and contrast the different historical philosophies of education as well as create their own.
- Compare and contrast the different historical educational reform movements within the U.S. school system.
- Explain different school laws and the ethics of teaching related to those laws from a historical perspective.
- Compare and contrast different curricula, content, and standards driving education from a historical perspective.
- Explain the historical importance as well as the different roles of educational professional organizations.
- Compare and contrast the different theoretical models driving multicultural education from a historical perspective.
- Analyze different learning styles and methodological approaches from a diversity perspective.
- Explain how family dynamics and social issues, such as SES, race, and culture, affect student learning.
- Explain the ways schools are financed and the governing bodies influencing budgetary decisions from a historical perspective.
- Explain the importance of an effective classroom management program.
- Compare and contrast direct lesson approach to a constructivist teaching approach.
- Analyze past and current political and social controversial issues pertaining to education.
- Locate State standardized testing information on the Michigan Department of Education website.
- Use technology for classroom presentations.
Assessment and Requirements
Course assessment may include but not be limited to:
- Small group activities
- Individual projects
- Multiple choice exams
- Critical thinking writing assignments
It is recommended students take this course following EDU 256 and EDU 295/EDU 296.
Instructors will select a textbook from the approved departmental textbook list.