EDMS 4100 - Foundations of Educational - Diverse Societies

3 unit(s)

1. Examine educational research and theories of learning and their relationships to pedagogical strategies and options, and student accomplishments, attitudes and conduct;  

2. Examine the social, cultural, and historical foundations of education and of their relationships to professional practices in schools and classrooms;

3. Learn about the great debates in American education, including issues related to diversity and multiculturalism;

4. Be able to list the major categories of divergence: racial, cultural, linguistic, special needs, socio-economic, learning styles, gender, family structure, sexual orientation, and ability; and how these impact teaching and learning; and be able to plan lessons to mitigate for bias;

5. Confront their own beliefs and how these shape the environment and teaching practices in their classrooms, particularly those beliefs toward diverse students or students of a different gender from themselves; and plan lessons and classroom environments that are free of bias;

6. Learn about the familial background characteristics of students, and how these have often led to inequities in academic outcomes and why;

7. Learn how familial background, and cultural differences impact on learning and how to consider the students prior knowledge, abilities and interests in planning instruction;  

8. Learn how teacher expectations about classroom performance, attitudes, beliefs and habits impacts student achievement, especially the achievement of diverse students, and the importance of challenging students to set and meet high academic expectations for themselves;

9. Learn their responsibilities in relations to and how to create classroom environments that affirm all students, including special education students, provide a safe and healthy environment, identify situations that may lead to conflict and find ways to resolve conflict, and provide equal access to the core curriculum;  

10. Learn the research of parent involvement in the achievement of students, learn techniques to communicate effectively with parents (including parents with addictions) so as to increase their involvement (especially those parents of minority students), and learn the roles parents can play within and outside of school; 

11. Be able to name and explain the major laws shaping education, including laws protecting students with special needs, laws pertaining to the rights of parents including rights pertaining to the placement of students, including AB 537, Chapter 587, and Statutes of 1999;  

12. Be able to explain how research on child development has shaped educational theories; 

13. Be able to enumerate the various forms of standardized assessment, list their strengths and weaknesses, and how they have shaped education;      

14. Be able to identify the major educational concepts, principles and values of a just and democratic society;   

15. Learn the historical and cultural foundations of the major groups in California and in the Central Valley: Mexican-Americans, African-Americans, Asian-Americans, Assyrian-Americans, Portuguese-Americans, and Indian-Americans;  

16. Become knowledgeable about the ways in which teachers assist K-8 students in developing affectively in addition to academically;  

17. Be presented with the Teacher Performance Expectations and learn the expectations set forth by the State of California for Professional Teachers (TPE);  

18. Use appropriate technology in research, the planning of lessons, including learning standards for the selection of unbiased software, and use technology for communication, including email;  

19. Be able to identify community resources and educational resources that support the achievement of students including special education and gifted students; and,

20. Learn of the importance, advantages, and process for planning and collaborating with peers in lesson planning and delivery.   

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