PLO 1: Students will analyze the pros and cons of

PLO 1: Students will analyze the pros and cons of current social and political issues in education, especially in urban and diverse settings, using scholarly resources. GenEd Competencies addressed: A2 and A3. This program-learning outcome will be assessed through the EDU 101 Buzz-Word Paper.

The primary theme of the paper is PLO 1: Students will analyze the pros and cons of current social and political issues in education, especially in urban and diverse settings, using scholarly resources. GenEd Competencies addressed: A2 and A3. This program-learning outcome will be assessed through the EDU 101 Buzz-Word Paper. in which you are required to emphasize its aspects in detail. The cost of the paper starts from $99 and it has been purchased and rated 4.9 points on the scale of 5 points by the students. To gain deeper insights into the paper and achieve fresh information, kindly contact our support.

Early Childhood paper

social-cultural, historical, philosophical, and technological influences that impact children’s curricula, pedagogical practices, and learning environments. This course also integrates theoretical readings with required visits to educational urban settings and formal written observations of their experiences.

Course Materials: Open Educational Resources

Open Educational Resources (OER) are any type of educational materials that are in the public domain or introduced with an open license, which are useful for teaching, learning, and assessing as well as for research purposes. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them.

Course Objectives Learners are exposed to the concept that teaching is inherently a political act. Schools and learners don’t reside in a value neutral environment, but quite the opposite. The mere “fact” of acquiring an education is a political act in the sense that it involves making choices as to:

• WHAT is taught (content)

• HOW information is presented (pedagogy)

• WHOM is taught (student)

• WHO will teach (teacher)

• WHY it is taught (history)

Using this concept as a background for discussion, this course is designed to address the following goals:

  1. To develop consciousness concerning how schooling and education are related to larger structures of social, cultural, political, and economical life in the United States. It is expected that learners will understand the larger socio-political macrocosm of American Society and how it influences the daily life of a teacher.
  2. To suggest alternatives and critiques to the way we “do education and schooling” in the U.S. To this end, learners will focus on a serious discussion and understanding of educational reform in the nation and specifically their application here in New York.
  3. To give learners the opportunity to first hand experiences in observing educational practices in Early Childhood and Elementary school programs such as the NYC Public Schools, day care centers, Head Start programs, hospital classes, etc.
  4. To provide opportunities for learners to exchange ideas and problems that result from their exploration of the foundational issues introduced in class.
  5. To increase knowledge and understanding of Pre-K through grade 6 philosophy, socio- cultural background, methods and materials through assigned readings and projects.

Program-Learning Outcomes (PLO) and General-Education (GenEd) Competencies

PLO 1: Students will analyze the pros and cons of current social and political issues in education, especially in urban and diverse settings, using scholarly resources. GenEd Competencies addressed: A2 and A3. This program-learning outcome will be assessed through the EDU 101 Buzz-Word Paper.

A2 – Develop the acts of speaking, reading, listening, and writing; demonstrate the act of speaking and synthesizing information correctly and effectively with the ability to use context-appropriate vocabulary and communication technology; parse lectures, text, and other educational material.

A3 – Distinguish factual information from subjective opinion; consider informational origin in analyzing relevance in order to represent content in a clear, succinct and logical manner.

Supplemental Reading Options Banks, J. A., Cookson, P., Hawley, W. D., Irvine, J. J., Nieto, S., Schofield, J. W., and Stephan, W. G. (2001). Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society. Phi Delta Kappan, 83 (3), pp. 196-2003. Canuto, A. (2015). Reflections on Theory and Pedagogy of Challenges in Facilitating Children’s Dialogues

in the Community of Inquiry. International Journal of Whole Schooling, 11(1), pp. 1-15. Dewey, J. (1986). Experience and Education. Educational Forum, 50(3), pp. 241-252. Hale, J.E. (2016). Learning Styles of African American Children: Instructional Implications. Journal of

Curriculum and Teaching, 5(2), pp. 109-118. Nieto, S. M. (2003). Profoundly Multicultural Questions. Educational Leadership, 60 (4), pp. 6-11. Noddings, N. (1999). Renewing Democracy in Schools. Phi Delta Kappan, 80(8), pp. 579-583.

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Noddings, N. (1998). Thoughts on John Dewey’s “Ethical Principles Underlying Education”. The Elementary School Journal. 98(5), pp. 479-488. Piper, R. (2019). Navigating Black Identity Development: The Power of Interactive Multicultural Read

Alouds with Elementary-Aged Children. Education Sciences, 9(141), pp. 1-11. Sharkins, K., Newton, A., Causey, C., & Ernest, J. (2017). Flipping Theory: Ways in Which Children’s

Experiences in the 21st Century Classroom Can Provide Insight into the Theories of Piaget and Vygotsky. International Journal of Early Childhood Education Care, 6, pp. 11-18.

Shih, Y. (2018). Towards a Pedagogy of Humanizing Child Education in Terms of Teacher-Student

Interaction. Journal of Education and Learning. 7(3), pp. 197-202.

Technology Requirements 1. A reliable device with access to Blackboard (BB). 2. Use of Mozilla Firefox Internet Browser. 3. Basic skills in Microsoft Word and use of the Internet.

Learners with Disabilities Policy Equal educational opportunity is offered to learners with special needs due to a disability. Please notify me if a reasonable accommodation is needed to meet course requirements. If at any point in the semester you encounter difficulty with the course material or feel you could be performing at a higher level, please visit my office hours or arrange an appointment to meet with me about your concerns. The Americans with Disabilities Act (ADA) prohibits discrimination based on disability and requires the College to be physically and programmatically accessible. Beyond the basic requirements of the ADA, Section 504 of the Rehabilitation Act and New York State and New York City statutes, the college has created an office, Services for Learners with Disabilities (SSWD) that provides services to help each student with a disability maximize his or her potential for success. Based on an intake interview and documentation provided by a student, a variety of accommodations may be provided to assist qualified learners to attain their academic objectives. Intake and counseling are provided in English and Spanish. As provided within the College Catalogue http://www.hostos.cuny.edu/sswd/txt/html/geninfo.html. As required by section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, reasonable accommodations are provided to ensure equal opportunity for learners with verified disabilities. If you have a disability that requires accommodations, contact the Academic Resource Center, Savoy (D) Building, 120 Walton Avenue, Room D101P, Bronx, New York 10451; telephone: (718) 518-4454 (Voice/TTY); E-mail: gburd@hostos.cuny.edu or psalazar@hostos.cuny.edu.

If you are registered with Accessibility Services and have a letter from them verifying that you are a qualified student with a disability, please present the letter to the instructor as soon as possible. The instructor will work with you and Accessibility Services to plan and implement appropriate accommodations.

Student Integrity Policy: Definitions and Examples of Academic Dishonesty

Academic Dishonesty is prohibited in the City University of New York and is punishable by penalties, including failing grades, suspension, and expulsion, as provided within the College Catalogue: http://www.hostos.cuny.edu/sdem/student_life_aip.html. Learners are responsible for upholding the academic integrity of the program by not participating either directly or indirectly in acts of cheating and by discouraging others from doing so. Learners’ responsibilities include, but are not limited to, the following. No student shall:

http://www.hostos.cuny.edu/sswd/txt/html/geninfo.html
mailto:gburd@hostos.cuny.edu
mailto:psalazar@hostos.cuny.edu
http://www.hostos.cuny.edu/sdem/student_life_aip.html
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  1. Give or receive any assistance or communicate in any way with another student while an examination is in progress.
  2. Use unauthorized notes, books, or other materials during an examination. 3. Attempt to obtain or disseminate the content of any examination prior to its distribution by the

proctor. 4. Procure or distribute answers to examinations in advance.

Definitions of academic dishonesty:

  1. Cheating is the unauthorized use or attempted use of material, information, notes, study aids, devices or communication during an academic exercise.
  2. Plagiarism is the act of presenting another person’s ideas, research, or writings as your own. 3. Internet plagiarism includes submitting downloaded term papers or parts of term papers,

paraphrasing or copying information from the Internet without citing the source, and cutting and pasting from various sources without proper attribution.

  1. Obtaining Unfair Advantage is any activity that intentionally or unintentionally gives a student an unfair advantage in his/her academic work over another student.
  2. Falsification of Records and Official Documents The following are some examples of falsification, but by no means is it an exhaustive list: (a) forging signatures of authorization; (b) falsifying information on an official academic record; and (c) falsifying information on an official document such as a grade report, letter of permission, drop/add form, ID card or other college document.

For more detailed information, visit http://www.hostos.cuny.edu/oaa/policies.htm.

APA Style The required format for all reports and papers for this course is the American Psychological Association Style (APA). For information on how to set this up and incorporate it into a report, please visit your library. An online site that is helpful is – http://owl.english.pudue.edu/owl/resource/560/01/

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