Family, School and Community
Europe Distance Learning
Semester Hours Credit: 3
Lecture Hours: 48
Lab Hours: 16
Course Dates/Times: 08 Jan – 04 Mar 2018
Weekly CTC Blackboard discussions and assignments
Instructor: Brian K Cambra
Instructor’s Location: Vicenza, Italy
Skype Name: brocam777
Weekly Skype Office Hours: Mondays 9am-12pm or By Appointment
Instructor Email:
Phone: +39 346/7501174
I. INTRODUCTION
A. Study of the child, family, community, and schools. Includes parent education and involvement, family and community lifestyles, child abuse, and current family life issues. Course content is aligned with State Board for Educator Certification Pedagogy and Professional Responsibilities standards. Requires students to participate in a minimum of 16 hours field experience with children from infancy through age 12 in a variety of settings with varied and diverse populations.
B. This course is a required course for the AAS Degree and Certificates in the Child Development Program.
C. This course is occupationally related and serves as preparation for careers in Early Childhood Professions.
D. Prerequisite(s): None
II. LEARNING OUTCOMES
A. Upon successful completion of this course, the student will be able to:
1. Analyze parenting styles and techniques.
a. Describe family structures and interaction patterns and how they influence growth and development of children.
b. Explain developmental stages of parenting and effect on growth and development of children and parents.
c. Describe changes in parenting and family life during the 20th century.
d. Describe the role of families in teaching and supporting learning.
e. Identify characteristics of functional and dysfunctional families.
2. Identify interrelated issues between families, and communities.
a. Analyze current issues as they relate to families and parenting.
b. Explain in the importance of being sensitive to differences in family structures as well as social and cultural background as they relate to child rearing practice.
c. Evaluate effective the community has on a child and his/her family
d. Identify community resources available to support children’s development, learning, and well-being.
e. Explain the importance of maintaining the cold of ethical conduct when working with families and communities professionals.
f. Discuss legislation and public policies affecting children and families.
g. Advocate on behalf of early childhood issues relating to families and communities.
3. Examine characteristics of diverse cultures and lifestyles.
a. Recognize human variability.
b. Review literature relating to using anti-based approaches in the classroom.
c. Explain how a child’s home language other than standard English affects their English language development.
d. Describe ways to enhance all children’s awareness and appreciation of languages and cultures.
e. Develop activities to enhance understanding of diverse cultures and lifestyles.
f. Analyze and development an anti-based, developmentally appropriate curriculum.
4. Practice ways to communicate and interact with parents and families.
a. Describe how to establish and maintain strong, positive, collaborative relationships with families in early childhood programs.
b. Explain how teachers can work effectively with parents or primary caregivers to address young children’s needs and promote their development.
c. Explain the importance of respecting parents’ choices and goals for their children.
d. Describe how to involve parents in planning for their individual children.
e. Describe policies which promote “family-friendly practices.”
f. Communicate with parents (newsletter, bulletin board, message board, daily reports.
g. Demonstrate an ability to work effectively as a member of a professional team.
5. Identify signs of abuse and neglect.
a. Examine statistics on abuse and neglect.
b. List types of abuse and neglect and behaviors which might be indicators of abuse/neglect.
c. Explain state statues regarding responsibilities in reporting suspected abuse and neglect.
6. Choose strategies and resources for supporting children and families in abusive and neglectful situations.
a. List steps in reporting suspected abuse and neglect.
b. Describe caregiver’s role in helping abused and neglected children.
c. Identify strategies that deter abusive behaviors.
d. Identify resources that provide support for abused children and families.
III. INSTRUCTIONAL MATERIALS
The instructional materials identified for this course are viewable through http://www.ctcd.edu/academics/booksinstructional-materials/
Required Student Textbook:
Barbour. (2012). Families, Schools, and Communities: Building Partnerships for Educating
Children, 6th Ed. Pearson.
ISBN: 9780133441277
eBook: 978133551358
IV. COURSE REQUIREMENTS
A. Your first responsibility is scholarship. The grade you receive for this course will not be the grade of the instructor, but rather the grade you and you alone make.
B. You should attend online class regularly on Central Texas College (CTC) Blackboard. Online attendance involves logging into your Blackboard class and participating in discussions, submitting assignments, etc. Be prepared to also take any unannounced quizzes relating to text assignments and lecture material presented from the beginning of the course. Please refer to ‘Class Attendance and Course Progress’ under the Academic Policies section in our current CTC Course Catalog.
C. You are encouraged to give your best effort throughout the course. From the beginning, you should plan for a steady, organized, and continuous effort, which in the long run will prove more effective for your final grade than a last minute crash-cram policy. Your course grade is not determined solely by exam grade. Such factors as class participation, initiative, attendance, and individual research papers or projects will be considered in grade computation.
D. From time to time, special library and/or outside assignments will be made to members of the class individually and/or in groups. You are expected to read all assignments and fulfill your responsibilities to any group assignment.
E. You are expected to read all assigned material and bring your textbook/reading materials to class. Keep informed on all assignments, especially after an absence.
F. Good class notes are indispensable for earning a good grade, since both the material assigned and that discussed in class will be the basis for examination material.
G. Scholastic Honesty: All students are required and expected to maintain the highest standards of scholastic honesty in the preparation of all coursework and during examinations. The following are considered examples of scholastic dishonesty:
Plagiarism: The taking of passages from the writing of others without giving proper credit to the sources.
Collusion: Using another’s work as one’s own, or working together with another person in the preparation of work, unless such joint preparation is specifically approved in advance by the instructor.
Cheating: Giving or receiving information on examinations.
Students guilty of scholastic dishonesty will be administratively dropped from the course with a grade of “F” and be subject to disciplinary action, which may include suspension and expulsion.
H. Special Work: A term paper or other project, per requirements of the instructor, will be required. The subject must be appropriate for the course material. Check with the instructor when you have made a selection. The value is indicated in the semester grade computation and has considerable weight on your final average.
I. All 16 lab hours must be completed. It would be ideal to accomplish this at an accredited Child Development Center. However, if you are able to observe students in an established early childhood environment this will be acceptable, as long as it has been approved by the course instructor.
V. COURSE FORMAT
This course has been developed on Blackboard. It is the student’s responsibility to make sure that they have access to CTC Blackboard and that they are familiar with the contents and assignments. It is also the student’s responsibility to log into CTC Blackboard at least once a week to ‘attend’ the online class portion and to participate in the online Blackboard discussions and assignments. Failure to do so will violate the attendance policy and will have a negative impact on the course grade.
The course will meet for 8 weeks. Instructional strategies will include weekly CTC Blackboard assignments and discussion boards to accomplish the lecture hours per week. Weekly interactions may include various communication tools to include Skype, Blackboard Collaborate, or Voice Podcaster/Voice Email, and conventional use of emails and Blackboard Message Board. Students may be assigned to participate in Groups, Journals, Blogs, or Wikis. Students will also have an access to required Discussion Board threads; course Announcements; critiques and feedback on Assignments and drafts of papers. Specific weekly interaction will be communicated via Announcements on Blackboard and arranged with the course instructors.
VI. EXAMINATIONS
A. There will be a minimum of two major examinations and a written paper or project as follows:
1. Mid-term exam week of 29 January (on Blackboard)
2. Final exam week of 26 February (on Blackboard)
3. Research Paper due by 23:59 (European Time) 04 March (to be submitted via Blackboard)
B.A student must be present for all examinations. Students who know in advance that they will be absent from an examination due to valid reasons must arrange to take an early examination. Unexpected absences due to illness or extenuating circumstances will require the student to see the instructor about individual make-up work.
C.Students without excused absences will be given a zero for the missed examination.
D. Examinations will consist of both objective (true/false, multiple choice, fill in-the-blank, and matching) and subjective (short answer and essay) questions. Students must be able to communicate both orally and in written form, thus some questions requiring the composition and writing of an essay answer will be required.
VII. SEMESTER GRADE COMPUTATIONS
The final grade in this course will be based on the following:
Participation (including Bb and scheduled online meetings) 50 points
Lab hours 50 points
Weekly Discussion Board Activity 100 points
Assignments 1-8 (8 weekly assignments; 25 pts each) 200 points
PowerPoint Presentation on Research 100 points
Mid-term Exam 100 points
Final Exam 200 points
Research Paper 200 points
Total possible points: 1000 points
POINTS GRADES
900-1000 A=4 pts/sem hr
800-899 B=3 pts/sem hr
700-799 C=2 pts/sem hr
600-699 D=1 pt/sem hr
0-599 F=0 pts/sem hr
VIII. NOTES AND ADDITIONAL INSTRUCTIONS
A. Tuition refunds are made only in the case of class cancellation or official and timely withdrawal from CTC or from a course. Please refer to the current course catalog for more details.
B. GoArmyEd students should contact their education counselor before withdrawing and are required to withdraw through the GoArmyEd portal.
Please note: a military withdrawal does not override CTC’s grading policy.
For self-pay students, refunds are computed from the date the Application for
Withdrawal or Refund is filed with the CTC Site Coordinator or designated student Services Officer. Special conditions apply to students who receive federal, state, and/or institutional financial aid.
Tuition and fees paid directly to the Institution by the Veterans Administration, Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the source rather than directly to the students.
C. Course Withdrawals, Student Responsibilities: It is the student’s responsibility to officially withdraw from a course. The instructor cannot initiate a withdrawal based upon a student’s request. Rather, students must initiate the withdrawal with the designated Education Center Representative, through the CTC Site Coordinator or designated counselor.
D. Faculty/Administrative Initiated Withdrawals
Faculty are authorized to withdraw students who are not making satisfactory course progress as outlined in the section of the Catalog entitled "Satisfactory Progress Standards”.
A student may be administratively withdrawn by a designated member of the administrative staff of the College under the following conditions:
· The student has been placed on Academic Suspension or Disciplinary Suspension;
· The student has an outstanding financial obligation owed to the college;
· The student registered for a course without the required prerequisite or departmental permission;
· Students who do not participate or complete graded activities during the first week will be administratively withdrawn.
The college is under no obligation to refund tuition and fees, or other costs associated with a student who is administratively withdrawn.
E. Incomplete / Course in Progress Grade Policy: An “IP” or “Incomplete” grade may be assigned by an instructor if a student has made satisfactory progress in a course with the exception of a major quiz, final exam, or other project. The “IP” grade may also be assigned based on circumstances beyond a student’s control, such as personal illness, death in the immediate family, or military orders. Notice of absences, with supporting documentation, may be required by the instructor. The instructor makes the final decision concerning the granting of the incomplete grade. With an “Incomplete” grade, students are required to complete a set amount of work before the instructor will submit an official letter grade.
F. Cellular phones, beepers, and other electronic devices will be turned off while the student is in the classroom or laboratory unless the student is using the device for class purposes. No texting or social networking is allowed during class.
G. Instructor Discretion: The instructor reserves the right of final decision in course requirements.
H. Civility: Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment. Failure to do so can result in disciplinary action up to and including expulsion.
IX. COURSE OUTLINE
Note:
The instructor has the right to change the course schedule.
This structured course has been developed on Blackboard with any instructor-required live sessions on Skype, Blackboard Collaborate, Google+, FaceTime, etc. It is not a self-paced coursed. Please follow your instructor’s schedule of Discussion Board posts, lessons, assignments, quizzes/exams.
The course will meet for eight weeks. Instructional strategies will include weekly CTC Blackboard assignments and discussion boards to accomplish the learning outcomes.
Schedule of Assignments:
Weekly:
a) CTC Blackboard Discussion Board posts are due by Thursday at midnight (Central European Time)
b) CTC Blackboard peer responses to Discussion Board posts are due by Sunday (Central European Time)
c) CTC weekly assignments are due by Sunday midnight (Central European Time)
Week / Lesson / Chapters / Assignments/Projects/Exams / Due Dates1 / 1 / Chapter 1: Home, School, and Community Influences on Children’s Lives / Assignment 1
Discussion Board Week 1 Post 1
Discussion Board Week 1 Post 2
Blackboard Collaborate Session 1 / 01/14
01/11
08/14
TBA
2 / 2 / Chapter 2: Historical and Philosophical Perspectives
Chapter 3: Viewing Family Diversity / Assignment 2
Discussion Board Week 2 Post 1
Discussion Board Week 2 Post 2 / 01/21
01/18
01/21
3 / 3 / Chapter 4: Understanding Roles and Experiences of Parents
Chapter 5: Meeting Child-Care Needs from Infancy Through School-Age / Assignment 3
Discussion Board Week 3 Post 1
Discussion Board Week 3 Post 2
Blackboard Collaborate Session 2 / 01/28
01/25
01/28
TBA
4 / 4 / Chapter 6: Working with Families of Children with Disabilities / Assignment 4
Discussion Board Week 4 Post 1
Discussion Board Week 4 Post 2
Midterm Exam / 02/04
02/01
02/04
02/04
5 / 5 / Chapter 7: Protecting and Safeguarding Children
Chapter 8: Home Influences on Children’s Development / Assignment 5
Discussion Board Week 5 Post 1
Discussion Board Week 5 Post 2 / 02/11
02/08
02/11
6 / 6 / Chapter 9: Community Influences on Children’s Development
Chapter 10: Establishing and Maintaining Collaborative Relationships / Assignment 6
Discussion Board Week 6 Post 1
Discussion Board Week 6 Post 2
Blackboard Collaborate Session 3 / 02/18
02/15
02/18
TBA
7 / 7 / Chapter 11: Building School Partnerships with Families and Community Groups / Assignment 7
Discussion Board Week 7 Post 1
Discussion Board Week 7 Post 2
PowerPoint on Research / 02/25
02/22
02/25
02/25
8 / 8 / Chapters 1-11
Review and Conclusion / Assignment 8
Discussion Board Week 8 Post 1
Discussion Board Week 8 Post 2
Final Exam
Research Paper / 03/04
03/01
03/04
03/04
03/04
WEEK 1 - (08 Jan – 14 Jan)