Course Description s18

Course Description

This course is designed to foster understanding of the significant roles of families and communities in the growth of young children. Topics include recognizing children at risk; establishing linkages with community resources to support families; recognizing and accepting diverse family units; the impact of home, community, health, and cultural experience on development and learning; and understanding social, historical, political, legal, and philosophical constructs that impact children, families, and communities. Identification and collaboration with community agencies and resources to support individuals with special needs and their families will be addressed. Due to the accelerated nature of our course, many class sessions will include a “hybrid” online component to enhance learning through our WikiSpace page.

·  Prerequisites: PSY 100, EDC 103, EDC 200(614) (B.A. Program) or
NJ K-8 Teaching Certificate/NJ Certificate of Eligibility to Teach P-3 (PBTE).

This course addresses the following New Jersey Professional Teaching standards and TEAC themes:

NJPTS: #3 Diverse Learners, #7 Special Needs, #8 Communication,

#9 Collaboration and Partnerships.

TEAC: Multicultural Understandings/Perspective, Technology, Learning How to Learn

Course Outcomes

Upon completion of this course students will:

§  understand the influence of family, community, and school on early education

§  understand the history of the relationships between the family, community and school

§  understand the philosophical, legal, and social constructs that impact children and their families

§  understand the importance of recognizing socially and culturally diverse families and how this understanding can help teachers in meeting the needs of all children

§  recognize children who are at risk

§  be able to identify the community and school agencies and resources available to assist families of children with special needs

§  understand the impact of the school life of children on their families

§  recognize the importance of building relationships with families of children with whom they work

A GRADE OF “C” OR BETTER IS REQUIRED FOR ALL COURSES IN THE EDUCATION MAJOR OR THE COURSE WILL HAVE TO BE REPEATED.

When students Need Help – As your instructor, I am happy to discuss with you any specific needs or problems that you are experiencing and the college has several resources that you can access:

Students with Special Learning Needs – In accordance with college policy, a student who wishes to receive some instructional accommodation because of a documented sensory or learning disability should make an appointment with Margaret Adams, Coordinator of Services for Students with Disabilities, to discuss those needs. She can be reached at the Learning Resource Center located at 467 Franklin Street, Room 103, 1 973 748-9000 X 654.

ESL Learners – ESL students can contact Ms. Emy Kamihara, Director of the Center for Global Studies - X416 or through email at

Mental Health Counseling – Confidential psychological counseling is available for students who have personal concerns. Counselors can help students cope with the demands for academic achievement and other life challenges. Counseling offices are located on the 3rd floor of the Student Center. For more information, please contact Dr. Abby Kane, Director of Persibak Counseling (X403 or through email, .

Center for Academic Development housed in the LRC – Learning Resource Center – If you are having academic issues, including understanding the readings for this class or organizing information for written papers, you can contact the Director of the Learning Resource Center to set up an appointment for help.

Required Text:

Barbour C., Barbour N., Scully, P., Families, Schools and Communities – Building Partnerships for Educating Children (5th edition)

Merrill Prentice Hall

Recommended Texts:

Dudley-Marling, Curt, A Family Affair – When School Troubles Come Home

Heinemann

Edwards, Patricia, A Path to Follow: Learning to Listen to Parents, Heinemann

Additional Materials Needed

Students will need materials for completing the Community Resource File Project, including a three-ring binder, page protectors, and dividers.

Internet Access Requirement

▪Internet Connection (DSL, LAN, or cable connection desirable)

▪Access to Wiki-Spaces (You will need to sign up for a free email through gmail.com)

▪Online course information will be posted at: http://edc317.wikispaces.com/

Assignments

Response Papers

Articles and chapters that are assigned will support our learning throughout the course. You will write your responses to these readings daily. Your responses will help you to participate fully in the group discussions and enhance your critical thinking about the course material. Please note that all responses must be uploaded and included on your individual WikiPage located on our course site by the due date.

Interviews

Students will interview teachers and parents in order to learn about relationships between the home school and community.

Student Presentations

Students will work together to inform the rest of the class about issues discussed in A Family Affair: When School Troubles Come Home by Curt Dudley-Marling and A Path to Follow: Learning to Listen to Parents by Patricia Edwards. The books are on reserve at the Bloomfield College Library. Students will read a chapter and present the content to the class. Presentations will take place in class throughout the semester. The presentation dates are listed on the course outline. Presentations should be approximately 15-20 minutes in length. Your presentation should be interesting and informative, and serve as the basis for a class discussion of the material. This is a group effort, and you must contribute to the group. Students will fill out a self-evaluation form to turn in at the time of their presentation and confidentially grade their peers.

Research Assignment

Students will investigate an issue involving schools, families, and community and write a 6-8 page paper about their topic or create a 10-15 minute YouTube Video that highlights key findings and implications for educators.

Community Resource File

This project requires that you go into the community to compile information that will be helpful to you in your role as a teacher. You will gather resources from the local community, as well as state and national agencies to create a Resource File, a living document that will be yours to use throughout your teaching career.

Essay

This is a take home assignment that will allow you to demonstrate your understanding of the content of the course. You will read “Are There Other Kids Like Me? Children With a Parent in Prison” by Clopton & East, and use what you have learned in the course to analyze a real situation.

Grading

Grades are based on attendance, class participation, and performance on group and individual assignments. Grades are earned on an individual basis and according to the following criteria:

Participation in Group Discussions/Online Wiki 10 pts.

Response Papers (Choose 5 - 2pts each) 10 pts.

Chapter/Article Presentation 10 pts.

Midterm Self-Assessment 5 pts.

Essay (Clopton & East Article) 10 pts.

Research Paper/YouTube Video 10 pts.

Community Research File 10 pts.

Interviews 10 pts.

Professionalism 25 pts.

Includes:

In class writing

In class assignments

Attendance

Course Policies

Attendance

§  Students are expected to attend each scheduled class. No more than 1 unexcused absence is permitted. 2 or more absences will result in withdrawal from the course due to our condensed course schedule.

§  Students must arrive on time and stay until the end of the session.

§  Lateness is disruptive and disrespectful to other members of the class and to the instructor. Lateness will be noted on your attendance record. Three late arrivals to class will be counted as one absence. Please be on time.

Class participation

§  Since much of the learning in this class will result from class discussion, the student is expected to make regular and valuable contributions.

§  In order to participate in discussions, students must prepare all assigned class work before it is to be discussed in class.

§  Students must demonstrate thoughtful participation in discussions – both listening and speaking.

§  Students must be contributing members in all group work.

Oral Communication

§  Students are expected to speak confidently and purposefully in class using standard business language. Class discussions, group work, debates, etc. will provide opportunities for students to demonstrate this ability.

§  Students will be respectful of each other’s personal feelings and values and ideas.

§  Students will be open-minded to other points of view, providing constructive feedback.

§  All students must feel comfortable expressing their views.

Student Responsibilities

§  Reading assignments must be completed before each class.

§  Students must come to class prepared.

§  All assignments must be complete and turned in on time.

§  Cheating and plagiarism will not be tolerated.

§  Cell phones must be turned off or switched to silent during class.

The instructor is here to facilitate learning by providing resources, tasks, and support. The instructor trusts the learners to want to learn and therefore will take responsibility for their own learning.

Students with Special Needs

If you should need an accommodation for any type of physical or learning disability, please contact me to discuss necessary modification.