EDC 150 Issues of Elementary Education


Campus Location:
Georgetown, Dover, Wilmington
Effective Date:
2018-51
Prerequisite:
ENG 101 or concurrent, SSC 100 or concurrent
Co-Requisites:

none

Course Credits and Hours:
3.00 credits
3.00 lecture hours/week
0.00 lab hours/week
Course Description:

This course provides students with an overview of teaching as a profession. The philosophical, historical, and social foundations of teaching and learning are explored. National and state curriculum frameworks are examined. Field experience is a course requirement.

Required Text(s):

Obtain current textbook information by viewing the campus bookstore online or visit a campus bookstore. Check your course schedule for the course number and section.

Additional Materials:

None

Schedule Type:
Classroom Course
Hybrid Course
Online Course
Disclaimer:

This course requires 10 hours of observation at a school designated by the department.  Students must provide their own transportation to and from placement site.

Core Course Performance Objectives (CCPOs):
  1. Summarize the roles and responsibilities of the elementary teacher. (CCC 4; PGC 6)
  2. Explain the values, ethics, and characteristics of the elementary teacher. (CCC 4; PGC 4)
  3. Describe and summarize current issues in elementary education. (CCC 2, 4, 5; PGC 1, 2, 3, 4, 5, 6)
  4. Summarize the history and philosophy of elementary education. (CCC 1, 4; PGC 1, 2, 3, 4, 6)
  5. Analyze the major theories of elementary education. (CCC 5; PGC 1, 2, 3, 4)
  6. Compare and contrast models of elementary education curriculum. (CCC 1; PGC 1, 3)
  7. Identify the common characteristics of elementary children. (CCC 2; PGC 1, 2, 4)
  8. Describe assessment criteria and observation techniques for students in elementary programs. (CCC 2; PGC 1, 2, 3, 4, 5, 6)
  9. Analyze the impact of social, economic, and cultural diversity on elementary education. (CCC 3, 4; PGC 4, 6)
  10. Explain how the requirements of special needs children are met in elementary educational settings. (CCC 3, 4; PGC 1, 2, 3, 4, 6)
  11. Explain the organizational and funding aspects of schools. (CCC 2, 6 ; PGC 2, 6)
  12. Use effective oral and written communication in working with students, parents, and school personnel. (CCC 1, 2, 3; PGC 4, 6)

See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.

Measurable Performance Objectives (MPOs):

Upon completion of this course, the student will:

  1. Summarize the roles and responsibilities of the elementary teacher.
    1. Identify and explain the qualities of an effective elementary teacher.
    2. Explain the intrinsic and extrinsic motivating factors to become an elementary educator.
    3. Summarize the interaction of teacher and students based on observation of a K-6 classroom.
    4. Explain the Delaware Department of Education (DOE) teacher certification requirements.
    5. Locate teacher standards on DOE website.
  2. Explain the values, ethics, and characteristics of the elementary teacher.
    1. Describe the characteristics exhibited by successful elementary teachers.
    2. Explain the values and ethics of effective elementary teachers, such as professionalism and positive regard for children and self.
    3. Demonstrate the problem-solving skills necessary to resolve ethical situations such as those related to confidentiality and child abuse.
    4. Identify and describe professional educational organizations.
  3. Describe and summarize current issues in elementary education.
    1. Explain how federal and state agencies support education, children and families.
    2. Compare and contrast current educational legislation.
    3. Describe the significant issues in the care of children in elementary education.
    4. Explain the impact of state standards on elementary education.
    5. Explain the impact of technology on the elementary student, the parent, and the teacher.
    6. Explain how Delaware accountability legislation impacts instructional practices.
  4. Summarize the history and philosophy of elementary education.
    1. Summarize the history of early childhood and elementary education.
    2. Compare and contrast the major American educational theorists and the historical significance of their contributions to elementary education.
    3. Identify the commonalities across the different curriculum perspectives.
    4. Identify how the different curriculum approaches are reflected in current instructional practices.
  5. Analyze the major theories of elementary education.
    1. Compare and contrast the constructivist, the developmental, the psychosocial, and the behaviorist approaches to education.
    2. Compare and contrast multiple intelligence and emotional intelligence theories.
    3. Summarize how the major theories are reflected in current instructional practices.
  6. Compare and contrast models of elementary education curriculum.
    1. Describe the types of play as it relates to the social, emotional, and physical development of the child.
    2. Compare and contrast Froebel’s vision of kindergarten with the current models.
    3. Analyze major issues affecting today’s kindergarten.
    4. Explain and defend the holistic approach to literacy in the elementary grades.
    5. Critique the use of cooperative learning in elementary grades.
    6. Explain character education in the elementary grades.
  7. Identify the common characteristics of elementary children.
    1. List the physical, cognitive, motor and adaptive characteristic of K-6 children.
    2. Describe the psychosocial and moral development characteristics of elementary children.
    3. Identify how these characteristics are reflected in current instructional practices.
  8. Describe assessment criteria and observation techniques for students in elementary programs.
    1. Explain how to assess a child’s developmental readiness for school.
    2. Locate on the DOE website the state standards for K-6 grade level in reading, writing, mathematics, social studies, and science.
    3. Identify strategies to screen children possibly needing further diagnostic assessment.
  9. Analyze the impact of social, economic, and cultural diversity on elementary education.
    1. Summarize how social, cultural, economic factors may affect student learning.
    2. Explain the role of family diversity.
    3. Explain how these issues impact instructional practices.
  10. Explain how the requirements of special needs children are met in elementary educational settings.
    1. Explain how children are identified learning disabled or gifted and talented.
    2. Define terms associated with special needs children such as Individuals with Disabilities Education Act (IDEA); Individualized Education Program (IEP); inclusion, least restrictive environment (LRE); admission, review, and dismissal (ARD) process; Free and Appropriate Public Education (FAPE); and procedural process.
    3. Define and apply to classroom settings the needs of English language learners.
    4. Describe multicultural education and its application to student learning.
  11. Explain the organizational and funding aspects of schools.
    1. Compare and contrast organizational patterns of selected school districts.
    2. Identify the professional careers within a school district.
    3. Explain the school funding role of federal, state, and local governments.
    4. Describe the distribution of funds within a selected school/school district.
  12. Use effective oral and written communication in working with students, parents, and school personnel.
    1. Speak with grammatically correct English.
    2. Write with grammatically correct English.
Evaluation Criteria/Policies:

Students must demonstrate proficiency on all CCPOs at a minimal 75 percent level to successfully complete the course. The grade will be determined using the Delaware Tech grading system:

92 100 = A
83 91 = B
75 82 = C
0 74 = F

Students should refer to the Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.

Final Course Grade:

Calculated using the following weighted average

Evaluation Measure

Percentage of final grade

Exams-  Summative

20%

Summative Assessments

-Historical Timeline Project (20%)

-Elementary Education Research Assignment (20%)

-Article Review (5%)

45%

Summative Observation Assignment

10%

  Formative Assessments

25%

TOTAL

100%

Core Curriculum Competencies (CCCs are the competencies every graduate will develop):
  1. Apply clear and effective communication skills.
  2. Use critical thinking to solve problems.
  3. Collaborate to achieve a common goal.
  4. Demonstrate professional and ethical conduct.
  5. Use information literacy for effective vocational and/or academic research.
  6. Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major):
  1. Apply knowledge of the physical, social, emotional, cognitive, and language development of K-6 children in a classroom setting.
  2. Demonstrate supportive classroom practices that utilize positive behavioral supports, foster character development, and promote a healthy and safe environment.
  3. Demonstrate content area knowledge in literacy, mathematics, science, and social sciences.
  4. Apply understanding of multicultural education and sensitivity to and a respect for diversity.
  5. Access and employ educational technology.
  6. Communicate information about student learning and behaviors in a collaborative manner with school, family and community members.
Disabilities Support Statement:

The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. A listing of campus Disabilities Support Counselors and contact information can be found at the disabilities services web page or visit the campus Advising Center.

Minimum Technology Requirements:
Minimum technology requirements for online, hybrid, video conferencing and web conferencing courses.