EDCI 201: Contexts of Learning
Instructor:
Office Location:
Phone:
Required Readings and Learning
Email:
Office Hours:
Required Reading: Parkay, F. & Stanford, B. (2010). Becoming a Teacher (9h Ed.). Boston: Pearson
Education.
Selected readings/assignments provided in class. Signature assignments will be posted on TaskStream.
The University of Idaho is committed to providing equal and integrated access for individuals
with disabilities to all the academic, social, cultural, and recreational programs it offers. This
commitment is consistent with legal requirements, including Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act (ADA) of 1990, and embodies the university’s historic
determination to ensure the inclusion of all members of its communities. If you are a student
requesting accommodations for this course, please contact your professor at the beginning of the
semester and Disability Support Services, Idaho Commons, Room 306, phone: (208) 885-6307
Our Vision
The College of Education envisions being a leading, diverse, nationally recognized educational
community that
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prepares professionals through integrated programs grounded in research;
generates and evaluates knowledge through disciplinary and interdisciplinary scholarship;
informs professional practice and community life through the exchange and utilization of
knowledge.
The college community achieves this vision through a culture of openness, innovation, and
collaboration.
Course Description: This course is part of planned program of studies in the College of Education at the
University of Idaho. This course has the following course description: Introduction to the philosophical,
social, cultural, historical, legal and political contexts of schooling. Develops an understanding of the
sources of curriculum, standards and assessments. Explores what it means to become a successful
teacher committed to student success through the development of observation and analysis skills.
Requires additional 20 hours of service learning.
Course Goals and Expectations
By the end of the semester the student will be able to:
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1. Describe the role and purpose of schools in the United States and the world.
2. Understand the impact and influence that the history of education has had on education today.
3. Examine the legal and ethical rights and responsibilities of teachers, and sources of curriculum
standards and assessments.
4. Explain the major philosophies of education.
5. Explain the theories related to student learning and identify different learning styles and
modalities.
6. Examine the benefits and challenges to teachers presented by diverse learners.
7. Identify and understand current issues, such as No Child Left Behind Act, curriculum standards,
merit pay, vouchers, etc., as they relate to education in the U.S.
8. Conduct 20 hours of Service Learning.
Learning Outcomes
During this course students will be expected to accomplish the following learning objectives
(based on the State of Idaho Teacher Preparation Standards):
1. Describe the role and purpose of schools in the United States and the world.
 Standards 9 and 10
Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses
evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on
others (learners, family, other professionals and the community), and adapts practice to meet the needs
of each learner.
Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take
responsibility for learning, to collaborate with learners, families, colleagues and other school
professionals, and community members to ensure learner growth and to advance the profession.
Signature Assignment: Students will conduct 20 hours of service learning in the community.This may be in public
schools, charter schools, private schools, or various community agencies. Students will reflect on their learning
experiences and post their projects on TaskStream.
2. Understand the impact and influence that the history of education has had on education
today.
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Standard 1
Learner Development. The teacher understands how learners grow and develop, recognizing
that patterns of learning and development vary individually within and across the cognitive,
linguistic, social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.
Signature Assignment: The students will be responsible for identifying the politicians, teachers, researchers,
psychologists, theorists, and philosophers who influenced education throughout the history of education. The
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students will be required to identify and describe all of the major people listed above, on both the midterm and
final exam. Students will produce a research paper on one or more of the major philosophies and its/their impact
on education policy and/or practice, to be posted on TaskStream.
3. Examine the legal and ethical rights and responsibilities of teachers, and sources of
curriculum standards and assessments.

Standard 9
Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning
and uses evidence to continually evaluate his/her practice, particularly the effects of his/her
choices and actions on others (learners, families, other professionals, and the community), and
adapts practice to meet the needs of each learner.
Signature Assignment: Students work in groups and role play the various scenarios that can occur in the area of
ethics and legal responsibilities in schools. They have to determine the correct way to solve the problems and
come up with a viable plan to resolve the issue. The scenes are acted out in class and the resolution is also
discussed in the whole group. Students will demonstrate their understanding of such responsibilities on the final
exam.
4. Explain the major philosophies of education.

Standard 1 and 9
Learner Development. The teacher understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences.
Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning
and uses evidence to continually evaluate his/her practice, particularly the effects of his/her
choices and actions on others (learners, families, other professionals, and the community), and
adapts practice to meet the needs of each learner.
Signature Assignment: Students will be asked to study the major philosophies that have influenced education.
Students will produce a research paper on one or more of the major philosophies and its/their impact on
education policy and/or practice, to be posted on TaskStream. Students will also identify the major philosophies on
the midterm exam.
5. Explain the theories related to student learning and identify different learning styles and
modalities.

Standard 1, 2, and 9
Learner Development. The teacher understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences.
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Learning Differences. The teacher uses understanding of individual differences and diverse cultures
and communities to ensure inclusive learning environments that enable each learner to meet high
standards.
Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and
uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and
actions on others (learners, family, other professionals and the community), and adapts practice to
meet the needs of each learner.
Signature Assignments: Assignments may include personal surveys, written responses, discussion and role playing.
Midterm and final exams also assess learning.
6. Examine the benefits and challenges to teachers presented by diverse learners.
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Standards 2 and 3
Learning Differences. The teacher uses understanding of individual differences and diverse cultures
and communities to ensure inclusive learning environments that enable each learner to meet high
standards.
Learning Environments. The teacher works with others to create environments that support
individual and collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self-motivation.
7. Identify and understand current issues, such as ESEA, Common Core Standards, teacher
evaluation, merit pay, vouchers, etc., as they relate to education in the U.S.

Standard 9
Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and
uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and
actions on others (learners, family, other professionals and the community), and adapts practice to
meet the needs of each learner.
Signature Assignment: Assignments may include personal surveys, written responses, discussion, and role playing.
Midterm and final exams also assess learning.
9. Students will conduct 20 hours of service learning.
 Standards 9 and 10
Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and
uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and
actions on others (learners, family, other professionals and the community), and adapts practice to
meet the needs of each learner.
Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to
take responsibility for learning, to collaborate with learners, families, colleagues and other school
professionals, and community members to ensure learner growth and to advance the profession..
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Signature Assignment: Students will conduct 20 hours of service learning in the community and write a reflection
for their final thoughts regarding the exercise on TaskStream. They will present a PowerPoint presentation in class
describing their experiences in the community and what the activity has to do with teaching.
College of Education Assessment Process
State of Idaho Teacher Preparation Standards: (*stars indicate those addressed
in EDCI 201*)
1. Learner Development. The teacher understands how learners grow and develop, recognizing
that patterns of learning and development vary individually within and across the cognitive,
linguistic, social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences. *
2.
Learning Differences. The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.*
3.
Learning Environments. The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social
interaction, active engagement in learning, and self-motivation.*
4.
Content Knowledge. The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and creates learning experiences that
make the discipline accessible and meaningful for learners to assure mastery of the
content.
5.
Application of Content. The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
6. Assessment. The teacher understands and uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, and to guide the teacher’s and
learner’s decision making.
7.
Planning for Instruction. The teacher plans instruction that supports every student in
meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
8.
Instructional Strategies. The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.
9.
Professional Learning and Ethical Practice. The teacher engages in ongoing professional
learning and uses evidence to continually evaluate his/her practice, particularly the effects
of his/her choices and actions on others (learners, families, other professionals, and the
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community), and adapts practice to meet the needs of each learner. *
10. Leadership and Collaboration. The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners,
families, colleagues, other school professionals, and community members to ensure
learner growth, and to advance the profession.*
College of Education Teacher Education Dispositions:
 Attends regularly.
 Meets timeline commitments.
 Dress/Appearance is appropriate and professional.
 Maintains appropriate relationships with peers.
 Scholar-practitioner demonstrates adequate content knowledge that is current.
 Engaged, full participation and takes initiative.
 Maintains confidentiality and is ethical.
 Maintains appropriate relationships with students.
 Committed to and facilitates student's learning in a safe climate.
 Maintains appropriate relationships with teachers, administration, parents, and community
members
 Respects and advocates for diversity.
 Responds appropriately to feedback and is flexible.
 Written work communicates clearly and accurately, and is in standard English.
 Verbal communication is clear, accurate, appropriate to the situation, and conventions used are
standard for speaking situations.
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Standards and Dispositions and How they are Assessed:
There is more to being a teacher than making good grades while being a teacher candidate. Faculty in
the College of Education observe that while some candidates perform well academically, they may not
demonstrate some of the other essential characteristics of an effective teacher. That is, it is critical that
the teacher preparation programs at University of Idaho focus on knowledge, dispositions, and
performance in our pre-service teachers. The desired outcome is for our pre-service teachers to possess
the content, pedagogy, and professional dispositions to be effective teachers.
The dispositions focus on the extent to which pre-service teachers recognize and demonstrate
appropriate dispositions commensurate with the teaching profession. A process for evaluating
appropriate dispositions and professional dispositions has been formally implemented in each
designated teacher education course, ranging from selected dispositions in some courses to all
dispositions in courses such as the internship, since Fall, 2004.
Process
The process is a structured system to flag these dispositions well in advance of candidates entering their
professional year. These dispositions are identified throughout the professional education core courses
(EDCI 201, 301, 302 and EDSP 300) and subject methods courses within the teacher preparation
programs. The system is accessed through the URL: http://coe.ed.uidaho.edu/assessment/
1. The instructor of each course will evaluate candidates when needed during the semester and two
weeks before the end of the semester. Instructors are encouraged to flag dispositions of concern as
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soon as possible during the course so that the candidate can develop steps towards remediation and
improvement. For each disposition you will be able to select an assessment (met dispositions for course,
remediate to met, emerging, remediate to emerging, and not met), select any specific criteria for items
that are assessed as not met, and add comments. The assessment for each disposition is defaulted to
‘Emerging’ for the mid-term assessment and ‘Met’ for the end of semester assessment. Thus, the
instructor identifies only those candidates with whom there is a concern and flags the disposition as
‘Not met’; or when the concern is resolved the assessment is changed to ‘Remediated to met’ or
‘Remediated to emerging’. An assessment of ‘Emerging’ is not considered an area of concern and does
not need flagging.
2. Once a disposition has been flagged and submitted as an assessment, an email message will be sent
to the candidate identifying this assessment and reminding the candidate to meet with the instructor
and/or advisor to develop a plan for remediation and improvement (see attached plan format below).
This email message will serve as the start of a probationary period and warning that the candidate is in
danger of being dismissed from the teacher preparation program if a second flagging occurs in a
subsequent semester. Flags include ANY disposition(s) ‘Not met’, or ‘Remediated to met’ or
‘Remediated to emerging’ across two semesters..
3. It is the responsibility of the candidate to develop a plan with the instructor and advisor, and
submit a written record of the plan to the instructor and advisor for his/her file. If the concern
becomes resolved during the semester, the instructor must change the assessment to ‘Remediated to
met’ or ‘Remediated to emerging’. It is the responsibility of the advisor to review candidates for flags
and their remediation plans.
4. Instructors, advisors and candidates can access a candidate’s assessments for the course identified at
any time. Instructors and advisors are encouraged to screen these assessments each semester, and
particularly those of candidates who are on a probationary status. Instructors and advisors are expected
to be available to candidates as they develop remediation and improvement plans.
5. When a candidate has been flagged in two semesters, whether in relation to different dispositions, or
on the same disposition, he/she will be dismissed from the teacher preparation program for the
following semester. A letter will be sent to the candidate indicating his/her dismissal from the program
within 30 days of the end of the semester in which the second flag was determined.
6. The candidate may appeal his/her dismissal within 30 days of receiving notice of dismissal by
providing evidence and making his/her case before the Chair of his/her Division. The Chair will either
uphold the dismissal decision, elect for the candidate to continue in the program, or elect for the
candidate to continue by meeting certain expectations and conditions. The candidate can continue the
appeal with the Admission, Petition and Retention committee of the College of Education who will
resolve the issue in a similar fashion. Finally, the candidate can appeal the decision with the Dean of the
College of Education.
Learning Activities and Assignments
Course Assignments:
75% of grade will come from:
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Assignments and quizzes
Philosophy Paper
PowerPoint Presentation and reflections on Service Learning
Exam #1
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25%
10%
10%
10%
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Exam #2
Introduction, mid-term and final dispositions
filled out on Taskstream
Service Learning Hours
10%
10%
Pass/No Pass
25%
Service Learning
Service learning is a hands-on educational approach linked to real community projects, businesses, and
organizations. Students will be exposed to professional learning environments through field experience
and exercises. Service learning provides opportunities to apply and integrate theory with practice. This
course includes a 20 hour service learning experience that may include being a member of a group of
students that will set and carry service learning experiences. This experience is 25% of the final grade
and is a pass/no pass activity. This activity will be examined further in the first few class sessions, please
refer to the course activities section for a schedule of discussion of this course activity.
Grading Policy
There are a series of assignments, exams, and service learning activity assignments that must be
submitted in person. Please be sure you make all assignment deadlines. The instructor reserves the
right not to accept late work, unless of course, the student has a documented illness or has made prior
arrangements. The student must seek the instructor’s approval for submitting work after the due date
or points will be taken off of your assignment.
Grades will be based on the following:
90-100% and pass on service learning activity and participation
80-80% and pass on service learning activity and participation
70-79% and pass on service learning activity and participation
60-69% and pass on service learning activity and participation
A
B
C
D
Below 59% and/or failure to complete service learning activity and participation
F
Please note you will not pass the class without getting the background check and passing the service
learning activity (completing a minimum of 20 hours).
Academic Integrity The University of Idaho has as one of its core values the ideal of academic honesty
and integrity. University of Idaho students live and work in a collegiate community which emphasizes
their responsibility for helping to determine and enforce appropriately high standards of academic
conduct. The faculty of the University of Idaho expects all students to adhere to the highest standards of
academic honesty, and to refrain from any action which infringes upon academic freedom of other
members of the academic community. Please refer to the University of Idaho - Student Code of Conduct
Article II-Academic Honesty.
Attendance Policy If students have a University-sanctioned activity and/or a personal activity that will
require them to miss a class meeting, activity, assignment, or exam, they must notify the instructor via
email or in a written notice, one week prior to the date they will be absent. Non-notification of such
absences will result in loss of the opportunity to make up any missed work due on the date of the
absence.
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Please note that regular attendance is an important Disposition behavior that is assessed by the
instructor at the end of the course. Attendance will be taken at each class session. You are allowed 2
free absences before attendance issues may affect your grade.
If you are absent for a third time (without a doctor’s note or school function permission) your grade will
go down a whole grade. For example, if you are receiving an A in the course and you have three
unexcused absences, your grade will go down to a “B” etc….further discussion of Standards and
Dispositions Assessment and its impact on your progress in the Teacher Education program may be
found in this syllabus and discussed in class.
*Please turn off your cell phone before coming to class. Please refrain from texting and surfing the web
during class.
Nondiscrimination Policy
The University of Idaho has a policy of nondiscrimination on the basis of race, color, religion, national
origin, sex, age, disability or status as a Vietnam era veteran. This policy applies to all programs, services,
and facilities, and includes, but is not limited to, applications, admissions, access to programs and
services, and employment. Such discrimination is prohibited by titles VI and VII of the Civil Rights Act of
1964, title IX of the Education Amendments of 1972, sections 503 and 504 of the Rehabilitation Act of
1973, the Vietnam Era Veterans' Readjustment Assistance Act of 1974, the Age Discrimination Act of
1975, the Age Discrimination in Employment Act Amendments of 1978, the Americans With Disabilities
Act of 1990, the Civil Rights Act of 1991, the Rehabilitation Act Reauthorization of 1992 and other state
and federal laws and regulations. Sexual harassment violates state and federal law and policies of the
Board of Regents, and is expressly prohibited, as stated in Faculty Staff Handbook (FSH) 3220. The
University of Idaho also prohibits discrimination on the basis of sexual orientation, as stated in FSH
3215. The entire FSH can be accessed online at http://www.webs.uidaho.edu/fsh. Questions or
concerns about the content and application of these laws, regulations or University policy may be
directed to: April Preston, Human Rights Compliance Officer (885-4213); Gloria Jensen, Coordinator of
Disability Support Services (885-7200); Regional Office for Civil Rights, U.S. Department of Education in
Seattle (206-220-7900); Equal Employment Opportunity Commission, Seattle District Office (206-2206883); or Pacific Regional Office of Federal Contract Compliance Programs, U.S. Department of Labor in
San Francisco (415-848-6969). Complaints about discrimination or harassment should be brought to the
attention of the UI Human Rights Compliance Office (885-4212 or [email protected]). Retaliation for
bringing forward a complaint is prohibited by FSH 3810.
Library Resources (On Campus Classes) As a UI student, you have access to valuable electronic and
print resources from the university's library. The library’s catalog, designed to let you search for books
and some articles, is front and center on the library’s homepage at http://www.lib.uidaho.edu. More
specialized article databases can be found by using the “Find Articles” link, also on the homepage. Live
reference/research assistance is available Monday to Thursday 9 a.m. to 9 p.m., Friday 9 a.m. to 5 p.m.,
and Sunday 1 to 9 p.m. You can visit in person or call 208-885-6584, email [email protected], text 208856-0814, or IM from the homepage. In addition, please feel free to contact the College of Education
liaison librarian, Rami Attebury, directly at 208-885-2503 or [email protected] in order to schedule
in-depth research assistance.
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Background check requirement
for admission to the Teacher Education Program and EDCI 201 Service Learning
Who?
All students applying to the teacher education program and/or participating in a service learning assignment
during EDCI 201 must complete a background check.
What?
The background check is student funded and is administered via CertifiedBackground.com. The background check
includes county of residence criminal record check (including all felony and misdemeanor records), residency
history check and nationwide sexual offender’s registry check. It is $42.00 and it is advisable to pay with a credit
card. If you must pay with a check or money order, it will delay the processing time.
Why?
The College of Education’s commitment is to have highly qualified students, who have the potential to become
certified teachers, in our practicum and internships. Therefore, it is necessary to perform background checks on
our students prior to working with Pre-K-12 students in a classroom and in service learning assignments.
How?
Go to www.certifiedbackground.com and click on Students. In the package code box (our school code), enter
nr65. Select a method of payment and complete the information. It only takes about 72 hours to get the results.
The student as well as Tammy Bowen, Certification Officer in Student Services will receive an access code to view
the results. If the background check is clear, the student‘s application will be processed for teacher ed. admission
and/or the student will be allowed to proceed with his/her service learning assignment. If the background check is
not clear, the student will be notified that his/her application and/or assignment will be reviewed by the dean for
further action.
Does the student still need to be fingerprinted and background checked for certification?
Yes. This does not replace the FBI background check (via fingerprints) that the state requires for certification. The
College of Education background check will be performed when applying to the teacher education program and/or
participating in the EDCI 201 service learning assignment. The state’s FBI background check will be done the
semester before student teaching.
Questions?
Please contact Tammy Bowen, Undergraduate Program and Certification ([email protected]) or Paul
Gathercoal, Curriculum and Instruction Department Chair ([email protected]).
Important Notice: A completed background report must be available electronically or on file with Tammy Bowen
by Sept. 4. Anyone not completing this process by this date will not be placed in Service Learning and will be at
risk of failing the class.
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