National University




General Course Information for TED602: Educational Foundations

Course: TED602 - Educational Foundations
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Description:

Theoretical foundations of education with emphasis in the historical, legal, ethical, philosophical, and political areas. Emphasis on the intersection of legal, political, historical, social, and philosophical contexts of both areas. A field experience is required.

Course Learning Outcomes:
  • Assess their underlying beliefs and values to clarify their own philosophy as a professional educator that would include legal and ethical issues.
  • Integrate and apply their underlying beliefs to building a learning community.
  • Examine historical events that influence candidates' education philosophy.
  • Describe the historical context of American education (i.e., the social and cultural condition of PK-12 schools).
  • Examine the legal roles, protections, and responsibilities of members of the school community (i.e., teachers, teacher assistants, counselors, parents, and students).
  • Evaluate policy formation in American Education with special attention to policy development at federal, state, and local governmental levels.
  • Analyze the legal, political, and philosophical underpinnings of American Education.
Specified Program Learning Outcomes:
  • Analyze diversity issues in education to support equity in educational contexts and learning practices.
  • Analyze the application of educational research, evidence-based practices, and academic writing.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild moderate disabilities and diverse learners.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild/moderate disabilities and diverse learners.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including those specific to Moderate/Severe disabilities.
  • Apply professional, legal and ethical practices for instructing students with disabilities.
  • Apply the knowledge and skills needed to participate effectively in a school wide behavior support process and to provide behavioral, social, and environmental supports as well as create healthy learning environments for the safety and learning of students with mild/moderate disabilities and diverse learners.
  • Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities (EDSP 12 & 14; M/S 4).
  • Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities.
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences.
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (EDSP 10 & 3).
  • Apply the knowledge and skills needed to teach English learners and students from diverse backgrounds and experiences.
  • Apply theoretical foundations of education to examine personal, societal, and organizational practices.
  • Apply understanding and practice of cultural-historical perspectives, educational theories and models, legal and ethical practices, and technological innovations for instructing ASL-English Bilingual Multicultural learners including those with special needs.
  • Apply understanding and practice of professional, legal, and ethical practices for instructing students with mild/moderate disabilities and diverse learners.
  • Demonstrate competence in instructional design including adaptations required to assist diverse special education learners achieve the state standards for curriculum.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
  • Evaluate the application of educational research, evidence-based practices and academic writing, a focus on secondary education matters.
  • Evaluate the application of educational research, evidence-based practices, and academic writing with a focus on elementary education.
  • Identify, evaluate and reflect on a broad range of service delivery options for students with mild/moderate disabilities and diverse learners through participation in multiple field experiences.
  • Integrate concepts and differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues
  • Integrate concepts and differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • Integrate foundational theory and skills to make subject matter comprehensible to all learners.
  • Integrate knowledge and abilities in being a legal, ethical, and professional educator for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in creating/maintaining effective learning environments for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in creating/maintaining effective learning environments for all P12 learners,including those with diverse learning needs.
  • Integrate knowledge and abilities in engaging/supporting all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in establishing and maintaining inclusive learning environments enabling all learners to meet high standards while recognizing individual and cultural differences.
  • Integrate knowledge and abilities in establishing and maintaining learning environments that support individual and collaborative learning, and encourage positive social interaction, active engagement in learning, and self-motivation.
  • Integrate knowledge and abilities in making subject matter comprehensible for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in ongoing professional learning by using evidence to evaluate the influences of professional practices, choices, and actions on learners, families, other professionals, and the community.
  • Integrate professional, legal, and ethical practices when instructing students with disabilities.
  • Seek appropriate leadership roles and opportunities by collaborating with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and advancement in the profession.
  • select, adapt, administer, and interpret and explain formative and summative assessment results, making appropriate dual language and content based recommendations.
  • Teach students who are diverse learners including those who are English language learners.

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://www.nu.edu/library.

Contact the Library:

  • RefDesk@nu.edu
  • (858) 541-7900 (direct line)
  • 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

  • Recorded class presentations
  • Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

  • Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
  • Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
  • There are to be no offensive comments, language, or gestures