EDC 317: Understanding Family & Community
Accelerated Class: Saturdays 9-4:30p.m. Location TBA
Instructor: Fall 2011
Kenneth Kunz, Ed.M.
(973) 748-9000 ext. 147 (office)
(908)294-0362 (cell)
Office Location: Jarvie Hall Rm. 304
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 Jessica Disla 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/
When turning in assignments, please consider the following:▪I will only accept work that meets professional standards. As teachers, we are expected to clearly communicate information to students, parents, administrators, and colleagues. For this course, you are expected to revise, edit, and hand in proofread work.
▪Late papers and weekly assignments will be graded as such. Assignments are due as indicated on the syllabus and as posted online.
▪I am happy to give feedback and read drafts of assignments up to one week before assignments are due. You will then be able to use my feedback to make revisions before the assignment is graded.
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 (Posted Online) 10 pts.
Chapter/Book Club Presentation 10 pts.
Midterm Self-Assessment 5 pts.
Take Home 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.
Course OutlineDate / Topic / Assignment due
9/3 / Introduction to Families and Communities
Home, School, and Community Influences on Children’s Lives
(Barbour, Ch. 1) / Comer Article: Media Use and Children’s
Perceptions of Societal Threat
and Personal Vulnerability (In-Class Assignment)
Online Assignment Due by 9/9: Create your student WikiPage on our course website. Describe the major influences that impacted your education and compare & contrast them to the ideas presented in Chapter 1. Respond to at least 3 of your peers’ responses online.
9/10 / Historical and Philosophical Perspectives
(Barbour, Ch. 2)
Viewing Family Diversity/ Understanding Roles and Experiences of Parents
(Barbour, Ch. 3,4) / Article: Preparing Teachers for Culturally Diverse Schools
Film: Waiting for Superman
Article: Children of Gay & Lesbian Parents
Online Assignment Due by 9/16: Name three ways that families provide nurturance for their children. Compare and contrast this with your own upbringing. Respond to at least 3 of your peers’ responses online.
9/17 / Meeting Child-Care Needs from Infancy Through School Age
(Barbour, Ch. 5)
Working with Families of Children with Disabilities
(Barbour, Ch. 6) / Observation of Parenting Styles
Article: Early Childhood Development and Social Mobility
Article: The Difficult Parent
Online Assignment Due by 9/23: Post your parent interview online. Do not post your interviewee’s name. Read and respond to at least 3 of your peers’ interviews.
9/24 / Protecting Children While Fostering Learning
(Barbour, Ch. 7)
Begin working on Community Resource File in class.
Curriculum of the Home
(Barbour, Ch. 8) / Article: Explore letsmove.org
What are the facts and problems related to childhood obesity?
Parent Interview
Article: Homeschooling
Research Paper Assignment Due
Online Assignment Due by 9/30: Recall some of the kinds of trips you took with your family as a child. Focus on one trip and explain how it impacted your physical, emotional, social, and intellectual development. Respond to at least 3 peers’ responses.
10/1 / Curriculum of the Community
(Barbour, Ch. 9)
Establishing and Maintaining Collaborative Relationships
(Barbour, Ch. 10)
Community Resource File Work / Community Member Interview
Article: Commitment Makes it Happen
Teacher Interview Due
In Class Chapter Presentations Due---Edwards and Manning Texts
Online Assignment Due by 10/7: How did your community impact your upbringing? Respond to at least 3 of your peers’ responses online.
10/8 / Building School Partnerships with Families and Community Groups
(Barbour, Ch. 11)
Community Resource File Field Work / Student presentations – Edwards,
Chapters 4 and 5
“Are There Other Kids Like Me? Children With a Parent in Prison”, Clopton & East - Essay Due
(Post essay on your WikiPage.)
10/15 / Exploring A Bibliography of Children’s Books
(Barbour, Bibliography)
Denny Taylor: Family Literacy
End of Course Wrap-Up / Article: Be My Neighbor: Exploring Sense of Place Through Children’s Literature
Community Resource File due in my office by 10/19.