OGLALA
LAKOTA COLLEGE
GRADUATE
STUDIES DEPARTMENT
LMEA 753 Advanced Educational
Psychology
(Nagi Wounspe Wakatuya)
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Instructor’s Name: Art W. Fisher
Mobile: 605-441-2113
Phone: 605-441-6007
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Credit Hours: 3
Time & Day: 5-8 Tueseday
Location: Graduate Studies Department
Office Hours: 1 hour before class upon request
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COURSE DESCRIPTION (Waunspe Oyakapi)
Learning processes with
special emphasis on human abilities, early and contemporary learning theories
with application to selected developments in teaching, and persistent problems
and issues in education.
PROFESSIONAL
GRADUATE PROGRAM THEME: OYATE TA WOWASI through sovereignty, self-sufficiency, and
decolonization.
PROFESSIONAL
GRADUATE PROGRAM GOAL(S): To graduate potential leaders to fill leadership roles in every aspect
of the living Lakota culture.
PROFESSIONAL
GRADUATE PROGRAM OUTCOME(S):
1.
Candidates will
specify and implement how Lakota values, belief systems, and life-styles of
leaders and managers impact peoples and societies.
2.
Students will
practice concepts of organizing communities and constructing change.
3.
Candidates will
demonstrate an understanding of the larger political, economic and legal
context within policies benefiting the diverse learner needs and school
community
GRADUATE PROGRAM PHILOSOPHY/MISSION
STATEMENT
Graduate program is committed to the
belief that the leaders and managers who will take the Lakota into the 21st
century must have a foundation in Lakota language, spirituality, belief,
values, thought and philosophy. Delivery of the curriculum is guided by the
principle that Lakota leaders work for, with and among the people, rather than
for personal or material gain. The rigor of the program will be a source of
pride for dedicated professionals. Our graduates strive to demonstrate Wolakota,
excellence and confidence as they translate theory into quality practice.
GRADUATE PROGRAM VISION
It is the vision of the Graduate Program
to foster Wolakota within professionals as they continue in their training to
become leaders and managers; Lakota leaders who will live, preserve, and
continue the Lakota way of life for coming generations. The ultimate goal is
the establishment of a Lakota university.
PURPOSE OF GRADUATE PROGRAM
The purpose of the graduate program at
Oglala Lakota College is to develop individual management and leadership skills
that are harmonious with Lakota values. Further, the knowledge base of the
graduate program is designed to produce students with expanded intellectual
application, independence in reading and research, using critical thinking
skills in decision making, and ability to design and implement change through
strategic planning.
GRADUATE PROGAM BOARD OBJECTIVES
Oglala Lakota College’s graduate programs
of study are designed to expand understanding of contemporary society through a
full application of the Lakota culture and its world relationships; increase
knowledge in a particular area; to challenge values and philosophy; to
encourage independent research and implementation; to develop and refine
communication skills; to foster reflective thinking processes; to provide
intellectual stimulation and a foundation for continued study.
OGLALA LAKOTA COLLEGE
VISION
Wouspe Ihuniyan Hci Lakota Oyate Kin Akta Ic’ickagapi
Kte lo (Rebuilding the Lakota Nation through Education)
OGLALA LAKOTA COLLEGE
MISSION AND PURPOSES
Oglala Lakota College is
chartered by the Oglala Sioux Tribe. Its mission is to provide educational
opportunities that enhance Lakota life. These opportunities include: community
services; certificates; GED; associate, bachelor and graduate degrees. Oglala
Lakota College provides a framework of excellence for student learning of
knowledge, skills and values toward a Piya Wiconi—a new beginning for harmony
in fulfillment of aspirations and dreams.
Oglala Lakota College is
committed to continuous improvement through outstanding teaching, research,
community services and assessment:
Tribal
o
provides the
Lakota with outstanding graduates.
o
promotes the
study and practice of sovereignty.
o
works with tribal
entities toward building our nation.
o
supports
graduates in achieving meaningful work and healthy lifestyles
Community
o
supports local
communities in development and in working with their educational systems.
o
engages people as
active, productive members of their tiospaye, communities and organizations.
o
offers frameworks
for leadership development in context of communities and organizations.
o
provides lifelong
learning through continuing education and community activities.
Cultural
o
utilizes Lakota
cultural values in all learning frameworks.
o
celebrates Lakota
culture including sacred songs and ceremonies.
o
researches,
studies and disseminates Lakota language, culture and philosophy.
o
provides
leadership to maintain and revitalize Lakota culture in a diverse changing
environment.
Academic
o
encourages high
student learning expectations through active and collaborative learning
frameworks, student faculty interaction, enriching educational experiences,
research and a supportive campus environment.
o
practices open
enrollment and supports student success towards graduation.
o
provides
knowledge, skills and values for self-fulfillment, civic involvement and making
a living in a diverse world.
o
works with other
institutions and agencies to further College interests.
INTEGRATION OF THE PROGRAM AREA GRADUATE KNOWLEDGE
BASE:
The
graduate program reflects the professional Theme. Goals and Outcomes in each
course through specific class assignments, classroom activities, and assessment
strategies all designed to meet essential program outcomes.
COURSE OVERVIEW
The course is designed to guide students down a path
to better understand educational implications and to apply research on child
development, cognitive science, learning, and teaching. Further, a dichotomization and analysis of
theories, then an application of theoretical understanding into practice
allowing for a better knowledge base to solving everyday problems. Finally, an
exploration of how connections between knowledge and practice impact
communities through case studies, guidelines, etc.
REQUIRED TEXTS:
Slavin,
Robert. (2015). Educational psychology. . 11 edition New Jersey: Pearson.
METHODS OF INSTRUCTION:
Methods of instruction will include seminar, discussion and dialogue,
multimedia (including the internet), working sessions (including cooperative
and collaborative learning), presentations by course participants and the
incorporation of Wolakolkiciyapi.
COURSE LEARNING OBJECTIVES: When students have completed this course they will:
1. Discuss educational theory and research from multiple
perspectives.
2. Compare and contrast educational theories and their
impact on teaching and learning
3. Communicate educational changes to improve learning
opportunities for children.
4. Apply educational theory and research to the
classroom.
5. Demonstrate a working knowledge of how educational
psychology impacts communities
6. Apply educational theory and research to meet the
unique needs and perspectives of Native American students and students coming
from other diverse backgrounds
7. Critically analyze research and publications about
developments in educational psychology and understand the implications and
limitations of the findings
8. To practice Lakota values of honesty, courage, and
fortitude in the classroom, between colleagues and within the research process
9. To utilize the Lakota language within the classroom,
between colleagues and within the research process
COURSE
REQUIREMENTS, ASSIGNMENTS & MARKINGS
Assignments: All
assignments are due at the assigned time. Full credit will only be awarded to
assignments submitted on time. A letter grade reduction will be applied to late
assignments that are turned in within one week following the due date. No
credit will be given for any assignment submitted more than one week late.
EXAMS
AND QUIZZES: Assessments are imbedded
into the course teaching and learning activities and will be utilized in place
of traditional exams and/or quizzes.
ASSIGNMENTS:
Action Research Critique
25 pts
Educational Theory Matrix (Group Project) 50 pts
Educational
Theory Matrix Presentation 50 pts
Annotated
Bibliography (APA format, 10 annotations) 100 pts
Literature
Review Based on Theory and Teachable Point of View (APA) 100
pts
Multimedia
Based Stage Theory Characteristics 100 pts
Multimedia Stage Theory Presentation 50 pts
Total
Points 475 pts
Grading:
428-475 = A 90 -100% Note: Graduate level courses must be
380-427 = B 80 - 89% passed with a “C” or better.
333-379 = C 70 - 79%
COURSE OUTLINE:
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Week
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Major Class Topics
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Assignments Due
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1. Oko Wanji
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Course
Introduction and Overview
Educational
Psychology: A Foundation for Teaching
Chapter 1 Topics: What Makes a
Good Teacher, The Role of Research, What are the Research Methods, Becoming
an Intentional Teacher
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Assignment:
* Read Chapter 1
* Action Research Critique
* Education Theory Matrix & Presentation (due week
15)
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2. Oko Nunpa
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Cognitive,
Language and Literacy Development
Chapter 2 Topics: How Do Children
Develop Cognitively? How is Piaget’s Work Viewed Today? How Did Vygotsky View
Cognitive Development? How did Bronfenbrenner View Development?
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Due:
* Action Research Critique
Assignment:
* Read Chapter 2
* Annotated Bibliography 1
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3. Oko Yamni
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Cognitive Theories of Learning
Chapter 6 Topics: What is an
Information-Processing Model? What Do We Know From Research on the Brain? What
Causes People to Remember and Forget? How Can Memory Strategies Be Taught?
What Makes Information Meaningful? How Do Metacognitive Skills Help Students
Learn? What Study Strategies Help Students Learn? How Do Cognitive Teaching
Strategies Help Students Learn?
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Due:
* Annotated Bibliography 1
Assignment:
* Read Chapter 6
* Annotated Bibliography 2
* Multimedia
Based Stage Theory Characteristics and Presentation Due Week 9
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4. Oko Topa
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Behavior and
Social Theories of Learning
Chapter 2 Topics: What is
Learning? What are Behavioral Learning Theories? What are Some Principles of
Behavioral Learning? How Has Social Learning Theory Contributed to Our
understanding of Human Learning?
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Due:
* Annotated Bibliography 2
Assignment:
* Read Chapter 2
* Annotated
Bibliography 3
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5. Oko Zaptan
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Student Diversity
Chapter 4 Topics: What is the
Impact of Culture on Teaching and Learning? How Dopes Socioeconomic Status
Affect Student Achievement? How Do Ethnicity and Race Affect Students’ School
Experience? How Do Language Differences and Bilingual Programs Affect Student
Achievement? What is Multicultural Education? How Do Gender and Gender Bias
Affect Students’ School Experience? How do Student Differ in Intelligence and
Learning Styles?
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Due:
* Annotated Bibliography 3
Assignment:
* Read Chapter 4
* Annotated
Bibliography 4
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6. Oko Sakpe
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The Effective
Lesson
Chapter 7 Topics: What is Direct
Instruction? How Does Research on Direct Instruction Methods Inform Teaching?
How do Students Learn and Transfer Concepts? How are Discussions Used in
Instruction?
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Due:
* Annotated Bibliography 4
Assignment:
* Read Chapter 7
* Annotated
Bibliography 5
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7. Oko Sakowin
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Student-Centered
and Constructivist Approaches to Instruction
Chapter 8 Topics: What is the
Constructivist View of Learning? How is Cooperative Learning Used in
Instruction? How are Problem-Solving and Thinking Skills Taught?
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Due:
* Annotated Bibliography 5
Assignment:
* Read Chapter 8
* Annotated Bibliography 6
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8. Oko Saglogan
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Grouping,
Differentiation, and Technology/Connectivism
Chapter 9 Topics: What are
Elements of Effective Instruction Beyond a Good Lesson? How are Students
Grouped to Accommodate Achievement Differences? What are Some Ways of
Differentiating Instruction? What Educational Programs Exist for Students
Placed at Risk? How is Technology Used in Education?
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Due:
* Annotated Bibliography 6
Assignment:
* Read Chapter 9
* Annotated Bibliography 7
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9. Oko Napciunka
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Motivating
Students to Learn
Chapter 10 Topics: What is
motivation? What are Some Theories of Motivation? What Factors Affect
Students’ Motivation? How Can Teachers Increase Students’ Motivation to Learn?
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Due:
* Annotated Bibliography 7
* Multimedia
Based Stage Theory Characteristics and Presentation
Assignment:
* Read Chapter 10
* Annotated
Bibliography 8
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10. Oko Wikcemna
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Effective Learning Environments
Chapter 11 Topics: What is an Effective Learning Environment? What
is the Impact of Time on Learning? What Practices Contribute to Effective
Classroom Management? What are Some Strategies for Management Routine
Misbehavior? How is Applied Behavior Analysis Used to Manage More Serious
Behavior Problems? How Can Serious Behavior Problems be Prevented?
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Due:
* Annotated Bibliography 8
Assignment:
* Read Chapter 11
* Annotated
Bibliography 9
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11.
Oko
Ake Wanji
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Learning with Exceptionalities
Chapter 12 Topics: Who are Learners with Exceptionalities? What is
Special Education? What is Response to Intervention? What is Inclusion? What
are Effective Strategies for Students with Disabilities in General Education?
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Due:
* Annotated Bibliography 9
Assignment:
* Read Chapter 12
* Annotated Bibliography
10
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12.
Oko
Ake Nunpa
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Assessing Student Learning
Chapter 13 Topics: What are
Instructional Objectives and How Are They Used? Why is Evaluation Important?
How is Student Learning Evaluated? How are Tests Constructed? What are
Authentic, Portfolio, and Performance Assessments? How are Grades Determined?
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Due:
* Annotated Bibliography 10
Assignment:
* Read Chapter 13
* Literature Review Draft outline due week 13
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13.
Oko
AkeYamni
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Standardized Tests and Accountability
Chapter 14 Topics: What are
Standardized Tests and How are They Used? What Types of Standardized Tests
are Given? How are Standardized Tests Interpreted? What are Some Issues
Concerning Standardized and Classroom Testing? How are Educators Held
Accountable for Student Achievement?
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Due:
* Literature Review Draft Outline
Assignment:
* Read Chapter 14
* Annotated
Bibliography
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14.
Oko
Ake Topa
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Student Work Session
Overview of
course grades and standings and a time for students to work to finish
coursework for closure of class.
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15. Oko Wikcemna
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Closure to Adv Ed
Psych
Course Wrap-up
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Due:
* Literature Review
* Education Theory Matrix & Presentation (due week 15)
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COURSE AND COLLEGE POLICIES
Late Assignments
Assignments that are turned-in late are
docked one letter grade and all subsequent rewrites, if any, will likewise be
penalized one letter grade. Due dates are not extended if you are absent from
class.
Please always submit a separate statement
for each assignment, and be sure to clearly indicate the assignment number. Due
dates are strictly adhered to so be sure to turn in something when it is due.
Rewrites received after their final rewrite date will not be accepted. The
rewrite date is one week after the initial assignment.
Uncompleted Assignments
There are very serious consequences for
not completing every requirement of this course. If any requirement is not
fulfilled, then a zero (0) is entered for its component of your final grade. In
order to learn, all assignments must be completed.
Attendance Policy
You are expected to attend all classes and
to participate in class activities. This is a graduate level course that may
include both face-to-face and online work. The face-to-face meetings involve
extensive interactions between you and your classmates and between all of you
and me. These interactions cannot be “made up” at some later date.
The online meetings, however, are designed
for you to complete assignments at your convenience—within a specified
timeframe. These timeframes are the equivalent of a face-to-face class period.
So if online assignments are not completed within the specified timeframes,
then you will be considered absent for that class period plus that
assignment will be docked one letter grade for being late (refer to Late
Assignments above). If a total of three (3) classes or nine clock hours of
instruction—or an equivalent share of online discussion assignments or chat
sessions—are missed during the semester, you will be dropped from the course,
as per Graduate Studies Department policy.
Class Make Up
If a class meeting is cancelled due to
weather or any other reason, we will make it up at a time and place to be
announced, during make-up week (dates).
Internet Access
This course requires that you have access
to both a computer and the Internet. These services are available at the
college centers for your convenience and use. You are expected to use your OLC email
account and to check it at least every other day. Assignments and messages will
be emailed to you.
You are responsible for making sure that
your OLC account is active and that you know how to use it. Be sure to send a
cc of all your email messages to yourself so that you have a copy of your work.
You will be attaching Word and Excel documents in .doc, .docx, .xls, and .xlsx
format to email messages, so be sure you are familiar with how to do this.
Cell Phones, Pagers and Other
Electronic Devices
During class time, you are expected to
devote all your time to course content. Please turn off your cell phone, pager
or other such device before class starts. It is not respectful to the rest of
us in this course to do these things. Please follow the College Center rule
that says cell phones are to be turned off in classrooms. If you are required
to use your computer during class time, please use it to do class work.
Policies on Academic
Honesty
Plagiarism is an ethical
violation that is not tolerated at OLC. Academic dishonesty is the taking of an
examination or the preparation of papers for credit wherein the student
knowingly represents the work of another as his/her own; and/or knowingly
breaks stated examination rules. A student may be expelled and barred from further
classes upon proof in a hearing of academic dishonesty.
http://www.olc.edu/~wwhitedress/studentservices/Docs/OLC_Handbook.pdf See page 38.
Importance of Rules [One Feather, 1974, p. 1]
In all times of history, it has been
necessary for each group of people to have rules of conduct which everyone
follows. The smallest group has certain ways of governing itself so that life
runs smoothly. The same is true of a large nation. In the family, there are
rules such as being on time [to] eat, encouraging good behavior of all persons
in the family, and forbidding certain types of behavior.
The rules vary from one family to another
just as the rules vary slightly from one country to another. The important
thing is that it is necessary for any group to have rules or laws by which to
live.
Standards of Conduct Policy
http://www.olc.edu/~wwhitedress/studentservices/Docs/OLC_Handbook.pdf See page 32
Americans with Disability
Act (ADA Policy)
If you have a disability for
which you are or may be requesting an accommodation, you are encouraged to
contact both your instructor and the OLC Coordinator of Support Services
(455-6040) as early as possible in the semester.
http://www.olc.edu/~wwhitedress/studentservices/Docs/OLC_Handbook.pdf See page 32
LAKOTA
PROTOCOL IN THE CLASSROOM
In the Handbook for Graduate Study,
the description for this and every other graduate course includes the following
sentence: The Lakota language will be spoken as much as possible during class. All
of us are not speakers of Lakota; therefore the course cannot be conducted
entirely in that language.
Nevertheless, we will make a good faith
effort to incorporate Lakota language into our classes in a good manner. The
way we are going to do that is in a manner that is both respectful of the language
and relevant to us as members of the Oglala Lakota College academic community.
The idea of an academic community ties
into the vision of Oglala Lakota College as stated on page two of this
syllabus. The College’s vision statement is: Learning Lakota ways of life in
community—Wolakolkiciyapi. In our classroom community, then, we are going to
incorporate Lakota language in two standardized and conventionalized
situations. One is at the beginning of each class and the other is at the end
of each class.
Beginning of Class
At the beginning of every class we will
all shake hands and greet each other in Lakota. We will use standardized
greetings and replies. Those of you who are speakers will have to be patient
with the rest of us. Be supportive, not critical. And those who are not
speakers, you will have to practice, listen and speak. Be brave, not shy. This
is not a language course, so let’s stick to a very limited set of greetings and
responses so all of us can participate. These greetings and responses are the
equivalent of the “ritualized” conversation that we all carry on every day in
English in similar types of settings.
[Greeting] [Reply]
Tanyan wacinyanke [ye or yelo]. [Han (women) or Hau
(men)]. Tanyan wacinyanke.
Its good to see you. Yes. Its good to see
you.
Tonitukta [he (women) or hwo (men)]? Mawaste.
Nis?
How are you? I am good. And you?
Taku eniciyapi [he (women) or hwo (men)]? [Your Name] emaciyapi.
What is your name? My name is [Your Name].
During Class
There are a number of common words or
phrases that we might wish to use during classes. For right now, there is just
this one word. But if we choose, we may add words to this list.
Pilamaya.
Thank you.
End of Class
At the end of each class, we will all shake
hands and greet each other in Lakota:
Toksa ake wacinyankinkte. [Han or Hau]. Toksa ake
wacinyankinkte.
I will see you again later. Yes. I will
see you again later.
So this is the list of words and phrases
that we should be familiar with for this course. Remember, this is not a
language class. All we are instituting is a way of incorporating Lakota
language into our classroom in a standardized manner that each of us can
comprehend and practice. It is one of our classroom rules, and as Deloria (1944,
p. 24) states, All peoples who live communally must first find some way to get
along together harmoniously and with a measure of decency and order. This is a
universal problem. Each people, even the most primitive, have solved it in its
own way. And that way, by whatever rules and controls it is achieved, is, for
any people, the scheme of life that works.
Our class is a small group. Let’s practice
the habit of shaking each other’s hand and greeting one another in Lakota.
Doing so will not make us more Lakota, but it will help remind us of where we
are and hopefully inspire us to strive for excellence in our thoughts and words
and actions. One other protocol that we will observe in our class is that of
each of you will be asked to share Woksape, or words of wisdom and
encouragement, with your classmates. This will be done at the beginning and the
end of each class.
This is an opportunity for you to practice
your public speaking in a friendly and supportive environment. These are not
long speeches. You will be asked ahead of time to give Woksape. You may
decline, but by the end of the course you will each give Woksape a number of
times. If you wish to do this on a particular day, please let me know as soon
as possible. Remember, these protocols do not make our class Lakota. Nor do
they follow precisely the protocol practiced outside the college. But they are
an effort to incorporate Wolakolkiciyapi into our classroom. Thank you for
participating and for supporting these efforts.
Disclaimer:
Information
contained in this syllabus was, to the best knowledge of the instructor,
considered correct and complete when distributed for use at the beginning of
the semester. However, this syllabus should not be considered a contract
between Oglala Lakota College and any student. The instructor reserves the
right to make changes in course content or instructional techniques without
notice or obligation. Additional student rights and responsibilities are
outlined in the Student Handbook. http://www.olc.edu/~wwhitedress/studentservices/Docs/OLC_Handbook.pdf
Appendix A
This is a professional course for the Lakota
Leadership and Management: Education Administration degree. Therefore, the ELCC
Standards and state requirements are fully integrated within the learning
objectives. Students must be aware that course assignments and activities
should be directly linked to the required artifacts needed to complete the
portfolio.
This course meets the Educational Leadership
Constituent Council [ELCC] Standards #3.2, 3.3, 4.1, 4.2, 6.1, 6.2, and 6.3– see Educational Leadership Constituent Council,
National Policy Board for Educational Administration (2002) Standards for advanced programs in
educational leadership for principals, superintendents, curriculum directors,
and supervisors
OLC Comprehensive Portfolio
Key Indicators:
Ongoing development— LMEA graduate students should integrate coursework and/or
related field experience for the purpose of connecting theory and practice. The
comprehensive portfolio will include a response to key indicator questions and
a sample of coursework to support your key indicator response. The documents
will be uploaded in electronic format using M/S Word, Excel, Adobe PDF, or
other software format. You are encouraged to maintain an electronic copy of all
substantive course assignments. The
following key indicators are specific to LMEA 703 Instructional Supervision
course: #12, 13, 14, 15, 20, 21, and 22.
The indicators within the portfolio are listed below.
Key Indicator 12: What are key elements (based on scholarly literature
and Lakota philosophy and belief system) of effective school level fiscal
operations that utilize a variety of funding sources (including facilities)?
[ELCC 3.2] [SD State Competency #5][Lakota values: patience and fortitude] LakM
513 Lakota Leadership and Management, LakM 533 Lakota Social Organization, LakM
603 Graduate Research and Writing, LMEA
603 School Law, LMEA 743 School Finance, LMEA 796 Principal Internship,
LMEA 753 Advanced Educational Psychology
Key Indicator 13: Provide recommendations (based on scholarly literature and Lakota
philosophy and belief system) for schools to effectively manage resources
(including technology and creative funding sources) in order to maximize
student learning. [ELCC 3.3][SD State Competencies #2 & #3][Lakota values:
patience and fortitude] LMEA 713 School Administration, LMEA 723 Counseling
Theories, LMEA 733 Curriculum
Development, LMEA 743 School Finance, LMEA 603 School Law, LMEA 796
Principal Internship
Key Indicator 14: Discuss the nature of the symbiotic relationship between schools and
the Oyate (larger community) that they serve, including Tiwahe (families),
Tiospaye (extended family), community agencies, grassroots, etc. [ELCC 4.1] [SD
State Competency #3][Lakota values: patience and fortitude] LakM 513 Lakota
Leadership and Management, LakM 533 Lakota Social Organization, LakM 603
Graduate Research and Writing, LMEA 713 School Administration, LMEA 723
Counseling Theories, LMEA 743 School Finance, LMEA 603 School Law, LMEA 753 Advanced
Educational Psychology, LMEA 763 Statistics, LMEA 796 Principal Internship
Key Indicator 15: Identify cultural, economic, community agencies and grassroots
organizations in your area. Discuss the importance of educators reaching out to
these community resources (based on scholarly literature and Lakota philosophy
and belief system). [ELCC 4.2] [SD State Competency #3][Lakota values: patience
and fortitude] LakM 513 Lakota Leadership and Management, LakM 533 Lakota
Social Organization, LakM 603 Graduate Research and Writing, LMEA 713 School
Administration, LMEA 723 Counseling Theories, LMEA 733 Curriculum Development,
LMEA 753 Advanced Educational Psychology, LMEA 603 School Law, LMEA 796
Principal Internship
Key Indicator 20: Develop a plan of action (based on scholarly
literature and Lakota philosophy and belief system) for how to promote success
within the political, social, economic, legal and cultural context for a
variety of fiscally managed schools.[ELCC 6.1] [SD state competencies #1, #2,
#3, #4, #5, #6, #7] [Lakota values: knowledge and wisdom]LakM 513 Lakota Leadership and Management, LakM 533 Lakota Social
Organization, LakM 603 Graduate Research and Writing, LakM 593 Establishing
Lakota Sovereignty, LMEA 713 School Administration, LMEA 723 Counseling
Theories, LMEA 733 Curriculum Development, LMEA 743 School Finance, LMEA 603
School Law, LMEA 796 Principal Internship
Key Indicator 21: Describe the major areas of inquiry that guide
education law and provide key components for school policy making. What are the
primary constitutional tests for deciding education law conflicts in the area
of students’ rights (based on scholarly literature and Lakota philosophy and
belief system)? [ELCC 6.2] [Lakota values: knowledge and wisdom]LakM 513 Lakota Leadership and Management,
LakM 533 Lakota Social Organization, LMEA 713 School Administration, LMEA 723
Counseling Theories, LMEA 603 School
Law, LMEA 753 Advanced Educational Psychology, LMEA 796 Principal Internship
Key
Indicator 22: What current issues and
policy solutions in education law might be used to communicate with school
stakeholders for the improvement of the school community (based on scholarly
literature and Lakota philosophy and belief system)?[ELCC 6.3][SD State
competency #3][Lakota values: knowledge and wisdom] LakM 513 Lakota Leadership and Management, LakM 533 Lakota Social
Organization, LakM 593 Establishing Lakota Sovereignty, LMEA 713 School
Administration, LMEA 723 Counseling Theories, LMEA 743 School Finance, LMEA 603 School Law, LMEA 753 Advanced
Educational Psychology, LMEA 773 Survey Design, LMEA 796 Principal Internsh
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