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    IIntended for students enrolling in Advanced Study of Education Practice, this syllabus contains information specific to the course. It is a definitive record of the course's primary characteristics and the learning outcomes that a typical student can reasonably be expected to achieve if he/she takes full advantage of the available learning opportunities. This document also serves as a reference for academic and support staff, internal and external examiners, and for future course monitoring and review.


    Course Title

    Advanced Study of Education Practice

    Subject Area


    Course Code

    EDUC 71021

    Course Level






    Methods of Delivery



    Expected Length

    5.0 Weeks

    Class Meetings

    Dependent on the choice made during enrollment


    Mr. Robert Wenn


    Computer Software: Any computer software that aids learning.


    Text 1: FAEBETCT

    Title: Foundations of American Education: Becoming Effective Teachers in Challenging Times

    Author(s): James A. Johnson, Diann L. Musial, Gene E. Hall, and Donna M. Gollnick

    Edition: 17th

    ISBN: 9780134481104

    Text 2: TSL

    Title: Teaching for Student Learning: Becoming a Master Teacher

    Author(s): Kevin Ryan, James M. Cooper, Susan Tauer, and Cory Callahan

    Edition: 4th

    ISBN: 9780357765838

    Text 3: TMDI

    Title: Teaching Models: Designing Instruction for 21st Century Learners

    Author(s): Clare R. Kilbane and Natalie B. Milman

    Edition: 1st

    ISBN: 9780137520398


    Students study some important aspects of the U.S. education system, among which are governance, finance, ethics, curriculum, and instruction. In addition, it also aims to expose students to new and innovative approaches to teaching, to become more aware of the challenges faced by teachers in today's educational institutions, and to develop a more concrete personal philosophy of education. Furthermore, this course explores a number of models of instruction, encouraging student educators to integrate these into practice.


    Upon completion of the course, students are expected to be able to:

    • Possess an understanding of the historical, philosophical, and sociological foundations that undergird the role of public education in the U.S.

    • Be able to describe the role of a teacher within the school and the local community.

    • Be knowledgeable about the federal and state laws and regulations that govern education and the laws related to students' and teachers' rights and responsibilities.

    • Be able to identify contemporary issues and trends in education, including the impact of technology on education.

    • Cultivate an understanding of professional and ethical standards in teaching, as well as the role of personal integrity.

    • Be familiar with some models of instruction.

    • Possess a sound understanding of the branches of educational psychology and teaching and learning theory.

    • Have conducted research into the application of some educational models to educational practice.

    • Have developed a lesson plan by applying a knowledge of teaching models, instructional modifications, accommodations for individual learners, and assessment.

    • Come up with a personal theory of learning that will address the needs of all students in a positive and meaningful learning environment.

  • WEEK 1

    Module 1

    Historical Foundations of Education

    Reference(s): FAEBETCT Ch1-3

    Module 2

    Philosophical Foundations of Education

    Reference(s): FAEBETCT Ch4-5

    Module 3

    Sociological Foundations of Education

    Reference(s): FAEBETCT Ch6-8

    WEEK 2

    Module 4

    Governance, Organization, and Legal Foundations of Education

    Reference(s): FAEBETCT Ch9-10

    Module 5

    Curricular Foundations of Education

    Reference(s): FAEBETCT Ch11-13

    Module 6

    Responsive Classroom Environments

    Reference(s): TSL 1-4

    WEEK 3

    Module 7

    Understanding School Culture and Effectiveness

    Reference(s): TSL Ch8-9

    Module 8

    Educational Law, Ethics of Teaching, and Professionalism

    Reference(s): TSL Ch10-11

    Module 9

    Planning Instruction

    Reference(s): TSL Ch5-6

    WEEK 4

    Module 10

    Assessing Student Learning

    Reference(s): TSL Ch7 | TMDI Ch4

    Module 11

    Designing Effective Instruction

    Reference(s): TMDI Ch1-2

    Module 12

    Instructional Tools for Educational Designers

    Reference(s): TMDI Ch3

    WEEK 5

    Module 13

    Instructional Models I

    Reference(s): TMDI Ch5-7

    Module 14

    Instructional Models II

    Reference(s): TMDI Ch8-11

    Module 15

    Instructional Models III

    Reference(s): TMDI Ch12-14


    WEIGHT: 10.0%
    DEADLINE: 23:59 (GMT+0) on Sunday of Week 5

    All students are expected to participate in all types of classroom activities. Regular attendance is required since this results in more opportunities to participate in classroom activities. Grades will not be based on the number of posts submitted or comments made in class, but rather overall quality of contributions to discussions.

    Students are encouraged to exchange contact information and provide support to one another if a class is missed. They are advised to contact the course instructor if concerned about attendance or in need of additional information on any assignment.


    WEIGHT: 30.0%
    DEADLINE: 23:59 (GMT+0) on Sunday of Week 5

    Students demonstrate an instructional model of their choice. A demonstration should include an overview of the model, a discussion of any theories underpinning it, and a creative activity or debate for the class to participate in. The demonstration shows how the model could be used in an instructional setting. Class members are expected to actively participate in creative activities and/or debates.

    Creative presentation formats and audio and video recordings prepared by students are highly encouraged.

    As part of the assignment, students write a 2-page (approximately 500 words) reflective paper on their experience of teaching using the model.

    Evaluation Criteria

    • (20.0%) Did the demonstration provide a useful, meaningful example for teachers?

    • (20.0%) Did the demonstration and accompanying paper reveal professionalism in scholarship and teaching?

    • (30.0%) Did the demonstration include a valuable activity for t

    • he class to participate in?

    • (15.0%) Did the reflective paper reveal how the student has grown as a teacher?

    • (15.0%) Did the reflective paper offer thoughtful theoretical and/or philosophical considerations?


    WEIGHT: 60.0%
    DEADLINE: 23:59 (GMT+0) on Sunday of Week 6

    General Information

    Students write an 8-page paper that describes a teaching platform. This platform should reflect a student's thinking about how learning occurs.

    Description and Evaluation Criteria

    • (10.0%) About Me: a concise one-page paper explaining reasons for taking the course and hoped for outcomes.

    • (30.0%) Educational Autobiography: an articulation of experiences that have shaped one's understanding of what constitutes a meaningful educational experience. In conjunction with a discussion of various historical perspectives on education, a response to the question, 'What personal in-school and out-of-school experiences have been a significant influence on your thinking about the craft of teaching and the act of learning?' is required.

    • (20.0%) Educational Philosophy and Vision: a personal philosophy of education based on a reflection on various educational philosophies and theories described in the core texts and one's observations as a learner and a teacher.

    • (40.0%) Solving Professional Dilemmas: an exploration of the various dimensions of a specific professional dilemma and a proposal of at least one temporary solution.

    Please include the following in the report:

    • An attention-getting description of the dilemma.

    • The dimensions of the problem.

    • Its current manifestations.

    • Its historical development.

    • The philosophical bases of various viewpoints.

    • Stories of personal experience.

    • An analysis of the impact on student learning.

    • Recommendations for teachers.

    • Anything else considered to be relevant.


    Please be sure to review the following important information about the University Policies and Procedures.

    All students must participate in all classroom activities, attend classes regularly, and prepare before classes for classroom activities that require advance preparation. Students need to fully appreciate that good attendance results in more opportunities to engage in quality participation, which, in turn, results in a more thorough acquisition of subject knowledge and higher participation grades.

    Participation in classroom discussions indicates that students have read the assigned readings. Grades will not be based on the number of posts submitted or comments made in the classroom but on the overall quality of contributions to discussions.

    If a student is unable to attend 3 or more classes, he/she may be asked to complete additional assignments to complete the course.

    Mode of Attendance

    For the portion of the course that takes place over Microsoft Teams:

    Students are required to arrive on time and engage appropriately with their fellow students, their teacher(s) and course materials. They must attend with a functional web camera and microphone, have the latest version of Microsoft Teams installed on their computers, avoid attending via a mobile phone or web browser, and have all necessary materials to hand. Also, their cameras must be always switched on, except for occasions when privacy becomes a necessity. In addition, they must be appropriately attired, attend in an environment that will not distract them, their fellow students or their teacher(s), especially avoiding attending while in a vehicle, whether moving or stationary.

    For the on-campus portion of the course:

    The mandatory on-campus session meets as per the AUS Campus schedule. Good attendance is required to earn credits and pass the course. Students cannot arrive late or leave early. Students traveling from afar must plan accordingly, giving themselves plenty of time to arrive by the start of class. No exceptions can be granted.

    Classroom Expectations

    Classes start and end on time, with late entry or reentry allowed only under exceptional circumstances. All phones and electronic devices must be turned off.


    The expectation is that students read assigned materials prior to class. Class discussions are based on their reading of these materials and their reflections on what they have learned and how these relate to their experiences. Assignments are intended to encourage students’ exploration, reflection on and synthesis of assigned topics and course discussions.

    Assessments are listed in the course syllabus and are due by the stipulated deadlines.

    No assessment will be accepted after the day following the day it is due. If an assessment submission is one day late late, it will receive an automatic reduction in grade of one letter, for example, from an A to a B. After that, no late work will be accepted, and the student will receive an F grade for the assessment.

    Submission of late papers must be approved in advance. Late final papers will not be accepted.


    Students are responsible for understanding the University Policies and how to use sources responsibly. Violations of academic integrity are taken very seriously. Students are asked to visit the course RESM 50011: Fundamentals of Graduate Research Reading and Writing to review important information on academic citation and referencing rules.


    The University is committed to providing an accessible academic community. The Disability Services (DS) is responsible for providing accommodations to students with disabilities. Students must request accommodations or adjustments through the DS. Instructors cannot grant accommodation requests without prior DS approval. It is imperative to be in touch with the DSS as soon as possible to avoid delays in the provision of an accommodation.

    The University takes student privacy seriously. Any medical documentation should be provided directly to the DS if a substantial accommodation is required. If a student misses any classes due to a short-term illness, he/she should notify his/her instructor but to avoid the inclusion of a doctor's note. Course staff will not request, accept, or review doctor's notes or other medical documentation. For more information, email


    Students may not post, publish, sell, or otherwise publicly distribute course materials without the written permission of the course instructor. Such materials include, but are not limited to, the following: lecture notes, lecture slides, video, or audio recordings, assignments, problem sets, examinations, other students’ work, and answer keys. Students who sell, post, publish, or distribute course materials without written permission, whether for the purposes of soliciting answers or otherwise, may be subject to disciplinary action, up to and including a requirement to withdraw. Furthermore, students may not make video or audio recordings of class sessions for their own use without written permission from the instructor.


    It is never appropriate to use materials prepared for previous courses by students or faculty. Students should not use previously completed case write-ups, or summaries of readings.


    Additional information can be found on the course website.

    Please note: the syllabus may be modified prior to and during a course, including updates to assignments and additional material.