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Educational Foundations:

Educational Foundations:. Contributions to the College of Education. Educational Foundations Program: Overview 05 Courses 06 Courses 07 Courses Electives Cultural Pluralism Technology Middle School Endorsement Educational Studies Minor Q & A.

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Educational Foundations:

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  1. Educational Foundations: Contributions to the College of Education

  2. Educational Foundations Program: Overview • 05 Courses • 06 Courses • 07 Courses • Electives • Cultural Pluralism • Technology • Middle School Endorsement • Educational Studies Minor • Q & A EDFN Contributions to the College of Education: AGENDA

  3. Department of Educational Inquiry and Curriculum Studies Dr. Brian D. Schultz, Chairperson Inner City Studies Educational Foundations Secondary Education

  4. Educational Foundations Program:Quick Facts • Has eight full-time, tenure/tenure track faculty • Has six instructors • Offers, on average, 76 courses annually • Serves, on average, 1484 students annually • Dr. Eleni Makris is the program’s coordinator

  5. Educational Foundations Program The Educational Foundations (EDFN) Program challenges pre-service and in-service teachers, school administrators and other professionals to develop an understanding of the theoretical, conceptual and policy related underpinnings of the educational enterprise and its various curriculum and instructional approaches. Those interested in the field of education address the above mentioned issues through EDFN undergraduate and graduate course sequences in philosophy and history, development and individual differences, educational psychology, and the Educational Studies minor.

  6. The Educational Foundations Program meets the following College of Education goals for teacher candidates and other professionals: • To acquire an extensive knowledge base by seeking opportunities to develop, demonstrate and apply that knowledge to various academic and professional settings. • To link theory and practice in order to promote effective decision-making, critical analysis and synthesis. • To engage in critical reflective thinking. • To value human diversity and respect varied talents and perspectives. • To develop a professional philosophy that exemplifies integrity. • To value and promote lifelong learning. • To develop and employ meta-cognitive strategies to various academic and professional settings.

  7. Educational Foundations:05 Courses • EDFN Faculty Who Teach These Courses: • Ann Aviles de Bradley • Bill Kondellas • Jason Lukasik • Erica Meiners • Linda Nidelkoff • Isaura Pulido • Brian Schultz • Judith Starks • Angelia Roberts Watkins • Durene Wheeler EDFN-305 Philosophical and Historical Foundations of Public Education, 3 cr.The exploration of differing views of the aims of public education in America. The study of the historic settings in which the system developed. Identification of major social and cultural problems in relation to their historic antecedents. The study of various philosophic schools of thought and their impact on educational theory and practice, past and present. Prereq.: junior standing. EDFN-405 Development of Educational Thought, 3 cr.An examination of the historical development of American education and some of its antecedents. A study of the educational theories of selected philosophies; an examination of the purposes of education in pluralistic America; an evaluation of educational institutions and practices in terms of present circumstances. Prereq.: graduate standing.

  8. Educational Foundations Program:Major Assignments/Activities in 05 Courses • Required • Media Project/Educational Advocacy/Activism Website • Contemporary Educational Issues Research Paper • Optional Assignments • Pro and Con Position Papers • Controversial Educational Debate and Position Paper • Philosophy of Education

  9. Educational Foundations Program:Sample Assignment/Activity: 05 Media Project • Media Project Components • Develop media projects (i.e. website or video documentary) based on the review and interpretation of a chosen book • Incorporate community/educational organization to book/course themes • Select educational advocacy/community organization/institution via visits, interviews, research into review conceptualization to highlight/bridge text themes • Connect ideas on media project to diversity • Integrate individual reflections on both technological learning process and book themes into media project • Present media project to entire class

  10. Sample 05 Assignments/Activities • Video Documentaries Progressive Education as Social Efficiencyhttp://www.youtube.com/watch?v=9OMb2BO2KJg&feature=relatedProgressive Education as Deweyan Developmental Democracyhttp://www.youtube.com/watch?v=UFBgV_e9wv4 • Websites/Books/Educational Advocacy OrganizationMeyers’ Gender, Bullying, and Harassment: Strategies to End Sexism and Homophobia in Schools/Center on Halstedhttp://www.neiu.edu/~fbegum/website/index.htmlRobinson’s From the Classroom to the Corner: Female Dropouts Reflections on Their School Years/Children of the Nighthttp://somebodysdaughter.weebly.com/index.htmlWestheimer’s Pledging Allegiance: The Politics of Patriotism in Schools/Rethinking Schoolshttp://www.neiu.edu/~mdkirsch/Ayers’ A Kind and Just Parent: The Children of Juvenile Court/The Chicago Freedom Schoolhttp://akindandjustparent.weebly.com/the-sources.html

  11. Educational Foundations: 06 Courses EDFN-306 Education and Individual Differences, 3 cr.Consideration of individual differences and principles of human development as factors in creating effective learning environments. Emphasis on: (1)understanding children and adolescents as individuals with differing abilities, aptitudes, interests, emotional responses, and accomplishments as the result of genetic, maturational, and environmental factors. Special attention given to children and adolescents covered by Public Law 94-142; (2) observational skills for assessing differences in order to aid student development. Focused study by each student of children or adolescents at a particular age level. (3) application of knowledge of developmental and individual differences to classroom practice. Twenty hours of classroom observation required. Prereq.: junior standing.EDFN-406 Human Development and Learning, 3 cr.The study of theories and principles of development of school age children and youth. Focus on current theories and research and their implications for learning and identification of teaching practices that facilitate the acquisition of intellectual and social skills of children and youth. Attention to characteristics covered by PL.94-142 as well as differences due to social, cultural and ethnic factors. Twenty hours of classroom observation required. Prereq.: graduate standing. • EDFN Faculty Who Teach These Courses: • Ann Aviles de Bradley • Nanch Brinkerhoff • Nicole Holland • Elaine Koffman • Bill Kondellas • Jason Lukasik • Eleni Makris • Melinda Orzoff • Judith Starks • Angelia Roberts Watkins • Tom Wolff

  12. Educational Foundations Program:O6 Major Assignments Address: • Self-Reflection, Description, Aspiration • Understanding the Context in Which Individuals are Educated *Federal Legislation: Individuals With Disabilities Education Act * Important Issues In Education • Case Analyses • Empirical Experiences * Interviews with Students * Observations * Ethnographies

  13. Sample Assignment/Activity:O6 Observation Experience • Students self-place themselves in a school * Elementary, Middle and/or High School * Public, Private, Religious Affiliation • Conduct ten hours of observation and ten hours of service • Complete the major assignment/activities related to this course

  14. Educational Foundations:07 Courses • EDFN Faculty Who Teach These Courses: • Nancy Brinkerhoff • Nicole Holland • Elaine Koffman • Eleni Makris • Linda Nidelkoff • Melinda Orzoff • Judith Starks • Angelia Roberts Watkins • Durene Wheeler • Tom Wolff EDFN-307 Psychology of Instruction and Learning, 3 cr.Study and application to the teaching situation of theories and principles of learning (cognitive, affective, behavioral), motivation, and classroom management including addressing issues associated with mainstreaming. Also attention to establishing objectives, instructional design concepts, evaluation of learning and introduction to statistical analysis of scores. Focused study by each student of classroom in terms of application of theories and applications associated with learning and instruction. Twenty hours of classroom observation required. Prereq.: Admission to COE.EDFN-407 Learning Theories and Educational Practice, 3 cr. Analysis of classroom learning and management in terms of principles and theories of learning and motivation and recent research on effective teaching. Twenty hours of classroom observations required. Prereq.: Admission to COE.

  15. Educational Foundations Program:Major Topics Addressed in 07s • Cognitive development applied • Piaget, Vygotsky, Bronfenbrenner, Bloom, Gardner • Multicultural education • Celebrating diversity & similarities, understanding culture and incorporating it into daily activities • Motivation and Affect • Extrinsic/Instrinsic, self efficacy, attributes and interpretation • Classroom Assessment Strategies • Informal, performance based, standardized, portfolios

  16. Educational Foundations Program:Major Assignments in 07 Courses • Observation • Research based (qualitative & quantitative) • 10 hours of observation/10 hours of service • Teacher Interview • Semi-structured questionnaire and consent form developed • Teacher asked about teaching demands (personal, educational, current schooling/occupational demands and advice)

  17. Educational Foundations:416: Cultural Pluralism EDFN-416 Cultural Pluralism and the Schools, 3 cr. The study of multicultural groups: differences and commonalities. Special emphasis is on the investigation and evaluation of various concepts and models of cultural and subcultural relationships as manifested in the schools. Study and application of various methods that can be and have been employed to investigate and understand sub-cultures related to and within the educational context. Prereq.: Graduate standing, or consent of instructor. • EDFN Faculty Who Teach This Course: • Nicole Holland Durene Wheeler

  18. Educational Foundations Program:416 Major Assignments/Activities • Student Interviews • Administrator Interviews • Debates of Major Educational Issues • Creation of a School that Celebrates Diversity • Bringing Diversity to the School/Classroom

  19. Educational Foundations:Technology INMD-310 Teaching with Technology, 3 cr. This course focuses on instructional use of computer technology and helps students develop technology integration skills. Students will understand how to enhance learning experiences through meaningful integration of technology. They will learn to use different programs and tools to facilitate teaching and learning in classrooms. INMD-410 Media Technology for Educators, 3 cr. This class will familiarize participants with media and technology for instructional use in K-12 classroom settings. Participants will learn how to implement media technology use to enhance teaching and learning and gain hands-on experience in learning activities. EDFN Faculty Who Teach These Courses: Hua Bai

  20. Educational Foundations Program:Technology • Projects • Multimedia presentation • Interactive spreadsheet • Educational blog • WebQuest • Web-based assessment • Instructional video • Technology-integrated lesson design

  21. Educational Foundations:Middle School EDFN-313 Problems, Issues, and Practices in Education, 3 cr. An in-depth examination of salient issues confronting contemporary American education. Topics selected are varied in accordance with student interest. Prereq.: junior standing or consent of instructor EDFN-420 (formerly EDFN 418a) Seminar In Development & Learning: Contemporary Issues In Middle Level Education, 3 cr. The purpose of this course is to provide an in-depth study of theory and research in middle level education settings as this relates to contemporary issues these schools are facing. In addition to focusing on developmental characteristics of young adolescents, and how these impact middle level education, the course will also include social and cultural issues and how these impact the middle level student, and his/her school. Topics will include an overview of curriculum and instructional strategies, emphasizing active learning and adventure education for middle school students, meeting the needs of culturally diverse and special needs students, and dealing with special aspects of middle school design and development. Prereq.: graduate standing or consent of instructor. • EDFN Faculty Who Teach These Courses: • Elaine Koffman • Jason Lukasik • Melinda Orzoff • Elba Pesce • Gino Pesce • Brian Schultz • Angelia Roberts Watkins EDFN-421(formerly COUN 417), 3 cr. This course emphasizes the ways middle school teachers can help meet the developmental needs of early adolescents through consultation, collaboration, and counseling. Content includes key elements of an effective middles school guidance program and how to implement these elements in schools; the developmental characteristics and needs of early adolescents as related to the development of school guidance, advisory, special education, and regular education programs; and the teacher advisor as a communicator, student advocate, supporter-confidant, and home-school liaison who can assess, coordinate, and refer students for various health, social, and special needs services.

  22. Educational Foundations: • Designed to allow students to investigate the educational process in specific areas. • Consults with EDFN Coordinator • 18 – 20 total credit hours required • Required courses (203 Lab in EDFN + 12 credit hours of EDFN courses) • Electives (4 – 6 credit hours in education) Educational Studies Minor

  23. Educational Foundations: Questions? Comments? http://www.neiu.edu/~eics/index/edfn-contributions-to-the-coe.html Contributions to the College of Education

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