Skip to Main Content

EDU 101 - Foundations of Education - Textbook

Attribution & Licensing

EDU 101 Foundations of Education

Adapted by Jacqueline M. DiSanto


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Chapters derived from:

Educational Psychology, 2nd Edition

by Kelvin Seifert and Rosemary Sutton

This work is licensed under a Creative Commons Attribution 3.0 License, except where otherwise noted.


Foundations of Education and Instructional Assessment

by Jennifer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, and the students of Old Dominion University's ECI301. 

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.


Guide to Writing

by Lumen Learning

This work is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.


How to print this page

To print this page:

Click on the printer icon at the bottom of the screen

picture of the printer icon at the bottom of the screen

Is your printout incomplete?

Make sure that your printout includes all content from the page. If it doesn't, try opening this guide in a different browser and printing from there (sometimes Internet Explorer works better, sometimes Chrome, sometimes Firefox, etc.).

Alternative printing method:

If the above process produces printouts with errors or overlapping text or images, try this method:

  1. Using the cursor, capture the contents of the entire page
  2. Paste this content into a Word document or other word processing program
  3. Print that document

Course Learning Outcomes

Pieces of colored chalk

"Chalk laying on paper" by Daniel Watson, Unsplash is in the Public Domain, CC0

The learning outcomes listed below support the development of the course objectives, which are:

  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 students 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, students 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 students 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 students 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; and,

  6. to identify Common-Core Standards and Social Studies themes addressed in specific activities.