Cover Sheet (10/02/2002)
Course Number/Program Name ECE 9XXX/ Ed.D. in Early Childhood Education
Department Elementary and Early Childhood Education
Degree Title (if applicable) Ed.S. or Ed.D
Proposed Effective Date Summer 2013
Check one or more of the following and complete the appropriate sections:
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
X Course Prerequisite Change
X Course Description Change
Sections to be Completed
If proposed changes to an existing course are substantial (credit hours, title, and description), a
new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as
part of a new program. Current catalog information (Section I) is required for each
existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Not Approved
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Department Curriculum Committee Date
Department Chair
College Curriculum Committee
College Dean
GPCC Chair
Dean, Graduate College
Vice President for Academic Affairs Date
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title Cognitive Process and Educational Practice
Class Hours
3____Laboratory Hours____0___Credit Hours__3______
Prerequisites Admission to Ed.D. Program
Description (or Current Degree Requirements)
This course will present the basic challenges of applying scientific cognitive
research to learning in educational settings. This course is designed for students
who want to explore children’s cognitive development and the links between
cognition and learning. As key players in curriculum decision making and
implementation, teacher must make informed decisions about learning based on
some of the latest and most accepted research about neurological and cognition
that underlie learning.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number:
Course Title:
Class Hours: 3 Laboratory Hours 0 Credit Hours 3
Prerequisites Admission to Ed.S. or Ed.D. Program.
Description (or Proposed Degree Requirements)
This course examines the cultural-historical theory of cognition and human development
as a lens through which to analyze elementary education and schooling, with a particular
emphasis on ways in which pedagogical practices are mediated by social interaction and
cultural artifacts. Drawing from Vygotskian and sociocultural theories that view the
everyday practices of language and action as constructing knowledge, the course
examines the resources and funds of knowledge that students and communities possess
and how to harness them for classroom teaching.
This course was revised to emphasize classroom teaching from a sociocultural
perspective so that it is more in line with the proposed Ed.D. in Early Childhood
Additional Information (for New Courses only)
Prerequisites: Admission to Ed.S. or Ed.D. Program.
Instructional Method:
Method of Evaluation:
Resources and Funding Required (New Courses only)
Other Personnel
New Books
New Journals
Other (Specify)
Funding Required Beyond
Normal Departmental Growth
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
(Note: Limit 30 spaces)
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
ECE 9100
Cognitive Processes and Educational Practice
Bagwell College of Education
Journal articles will be made available through D2L.
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed). Washington, DC: Author. [See also]
V. CATALOG COURSE DESCRIPTION: ECE 9100. 3-0-3. Prerequisite: Admission to the Ed.S. or Ed.D.
This course examines the cultural-historical theory of cognition and human development as a lens through which
to analyze elementary education and schooling, with a particular emphasis on ways in which pedagogical
practices are mediated by social interaction and cultural artifacts. Drawing from Vygotskian and sociocultural
theories that view the everyday practices of language and action as constructing knowledge, the course examines
the resources and funds of knowledge that students and communities possess and how to harness them for
classroom teaching.
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing
expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability,
intent and expertise to facilitate high levels of learning in all of their students through effective, research-based
practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU
fosters the development of candidates as they progress through stages of growth from novice to proficient to expert
and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not
an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning
are entwined and that only through the implementation of validated practices can all students construct meaning and
reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally,
the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise
is central to analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept
of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how
during the continuum phases teachers progress from being Novices learning to survive in classrooms toward
becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is
not an end-state but a process of continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation
program, and all candidates must be able to use technology to improve student learning and meet Georgia
Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore
and use instructional media. They will master use of productivity tools, such as multimedia facilities, local-net and
Internet, and feel confident to design multimedia instructional materials, and create WWW resources. This course
serves to provide a basic foundation for statistical analysis in educational research. With computer lab experience
and assignments, students will:
 Understand and explore a computerized statistical package (Excel/SPSS) used to
complete simple
data analyses.
 Learn to create a data file for statistical analyses.
 Learn to conduct data analyses with the computerized statistical package.
Analyses include:
Frequency distribution, correlation, and t-test.
 Learn to interpret results from computer generated statistical analyses.
Field Based Activities: While completing your graduate program at Kennesaw State University, you are required to
be involved in a variety of leadership and school-based activities directed at the improvement of teaching and
learning. Appropriate activities may include, but are not limited to, attending and presenting at professional
conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings,
leading or presenting professional development activities at the school or district level, and participating in
education-related community events. As you continue your educational experiences, you are encouraged to explore
every opportunity to learn by doing.
Professional Portfolio and Portfolio Narrative: Each graduate candidate is required to compile an online portfolio
of evidence that documents each candidate’s proficiencies as defined by the graduate CPI. Your Action Research
Project and the specific Reflective Narrative that accompanies it must be added as evidence to your portfolio from
this course in addition to the Diversity Assignment. Additionally, a required element in each final portfolio for the
Graduate Program is a portfolio narrative reflecting on each of the proficiencies on the CPI with regard to what
evidence you have selected for the portfolio and how you make the case that the evidence you have selected in your
portfolio supports a particular proficiency, using the final Portfolio Narrative Rubric as a guide.
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of
differentiated strategies and curricula for providing effective instruction and assessment within multicultural
classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of
cultural context. These diversity issues will be directly explored in the Impact on Student Learning Assignment.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above.
Professionalism- Academic Honesty:
KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Faculty
of the M.Ed. in Adolescent Education program abide by the policies and guidelines established by the university in
their expectations for candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of
academic honesty as stated in the graduate catalog. Any candidate who is found to have violated these guidelines
will be subject to disciplinary action consistent with university policy. For example, plagiarism or other violations of
the University’s Academic Honesty policies could result in a grade of “F” in the course and a formal hearing before
the Judiciary Committee.
Professionalism- Participation, and Attendance: Part of your success in this class is related to your ability to
provide peer reviews and feedback to your editing groups regarding their research and their writing. Furthermore,
responding effectively and appropriately to feedback from your peers and the professor is another measure of one’s
professionalism. In addition, since class meets only once a week, failure to attend class will likely impact your
performance on assignments and final exams. Please be prepared with all readings completed prior to class. We
depend on one another to ask pertinent and insightful questions. Finally, please turn off all cell phones. A ringing
phone and the resulting conversation is a nuisance and an unprofessional interruption in the flow of the class.
IRB Policies Relating to Student Researchers (KSU Candidates) in Educational Settings
KSU Requirements:
Research projects that are conducted in public school settings and involve human subjects in activities which are
considered “normal educational practices” (See 45 CFR 46.101 (b) in the federal guidelines) may be exempted from
Continuing IRB review. The KSU Institutional Review Board (IRB), not faculty members or student-researchers,
determines if a project meets the criteria for exemption. The research may qualify for an exemption even if the
findings and outcomes from such research are placed in online portfolios for KSU academic programs or presented
on occasions required for such programs (e.g., class sessions, capstone presentations).
The KSU IRB requires that the relevant faculty member complete a short form, including a description of the
assigned research project. This applies to the Impact on Student Learning Assignment.
The policy and procedures outlined above do not cover theses, dissertations, or extended research projects from
the M.Ed., Ed.S. and Ed.D. programs but rather refer to assigned research projects contained within individual
Additional Requirements for Student-Researchers Carrying Out Course-based Research
Student-researchers who conduct projects at variance from or extending beyond a class assignment must consult
with their faculty instructor about securing KSU IRB approval and must contact any IRB-type organization available
in their own workplace setting.
For those in teacher education, it is important to remember that every district has a federally mandated
requirement for IRB review of proposals for conducting research in public schools. It is up to each studentresearcher to learn the appropriate IRB procedures to be followed in his/her district. More specifically, KSU
teacher education candidates are required to complete district-level IRB forms or to follow accepted policies
and gain approval in writing, consistent with school/district guidelines, prior to beginning any assigned
research project.
Once school district IRB approval is obtained, Kennesaw State University will honor the approval by submitting a
copy of the county proposal, approval and Human Participants Online Certificate to the KSU IRB Committee.
VIII. COURSE GOALS AND OBJECTIVES: The Professional Teacher Education Unit prepares expert teachers
and leaders who understand their disciplines and principles of pedagogy, who reflect on practice, and who apply
these understandings to making instructional decisions that foster the success of all learners. As a result of the
satisfactory fulfillment of the requirements of this course, the candidate will be able to:
Course objective
1, 4,
1a, 1b, 1c,
• Reading Responses
• Reading Management Strategies
Articulate an understanding of
cognition from a sociocultural/
sociohistorical perspective.
Identify a student who is having
difficulty and apply course content in
a way that addresses pedagogically the
1, 2, 4, 5, 7, 8
1a, 1b, 1c,
• Reading Responses
• Difficult Student Assignment
Apply cultural-historical activity
theory through the practices of
curriculum, assessment, and
instruction in one’s own classroom.
1, 2, 4, 5, 6, 7,
8, 9
1a, 1b, 1c,
1d, 1g
Conduct a scholarly presentation that
shares the results of the candidate’s
implementation of new teaching
practices and implications for other
3, 6, 7, 8, 9
1a, 1b, 1c,
• Funds of Knowledge Presentation
Reading Responses
Difficult Student Assignment
Funds of Knowledge Project
Funds of Knowledge Presentation
Reading Responses. You will post to D2L a weekly focused, academic reaction to the readings that articulates
how your thinking is evolving in relation to the concepts, issues, or topics discussed in the texts. In addition,
you will respond to the post of one classmate. The following lists sample assessment criteria of your initial
• The extent to which you reflect on, engage with, and interrogate the reading. Your ability to read
different texts with different degrees of depth, depending on your purposes.
• Your level of reflectiveness on course concepts: insights, breakthroughs, stumbling blocks, and in
particular, a sensitivity to your own resistances and where they might be located.
• The extent to which you relate the course to your own practical needs.
• The extent to which you apply the course to texts outside the course (newspapers, advertisements,
websites, conversations).
• Indications that the course has changed your awareness or, if not, why not?
• The quality of the questions you raise.
Reading Management Strategies. I expect substantial work here. You must select three of the following for
this requirement:
Future Readings Project. In standard APA bibliographic form, generate a bibliography of readings that
are not in this syllabus that you hope to follow up on as a result of this course, with a one sentence
rationale for why you want to read each. These might be articles and books referred to in your readings
that seem pertinent to your work. Divide the bibliography as follows: (1) oft-cited classics, (2) recent
work that might help you grasp the issues, and (3) whatever meets your particular substantive interests.
Include a minimum of 4-6 citations in each section, but don't go overboard on this. Include a brief
explanatory introduction to your bibliography.
Dictionary Project. Keep track of terms you don't understand and define them in a way that is useful
for you. Include at least 15 terms.
Annotated Bibliography. Keep an annotated bibliography in APA 6th edition style of the material you
read in this course. The bibliography should include at least all the required readings for this course
plus other readings from sociocultural psychology or activity theory and must include a brief
description of each text.
Journal Article Reflection Project: Compile a list of at least 10 journal articles about sociocultural or
cultural-historical approaches in elementary education. Skim through these articles and write a 3-4
page report on what you learned that reflects issues raised in this class.
Design your own optional project(s) based on your needs at this time. Submit to instructor in
advance a written proposal explaining what you intend to do and the number of points for which you
wish to work.
Difficult Student Assignment. You will identify a student in your class with whom you are having difficulty,
describe the difficulty and what makes the student hard to reach, and reflect on the situation using a
sociocultural perspective that applies the concepts we have learned in class.
Funds of Knowledge Project. You will create a way to assess your students’ and communities’ funds of
knowledge, develop lessons or a unit that bridges the funds of knowledge to the CCGPS for your grade level,
and teach the unit to your class. The goal is to identify resources and assets your particular children and their
families bring to the classroom and implement standards-based instruction that meets the interests, assets, and
needs of your students. After implementing the project, you will write a paper describing the assessments, the
intervention, and your reflection on how it worked.
Proposal/Intervention Presentation. You will engage our class in a conference-style presentation about your
funds of knowledge project, using sample assessments, lesson plans, artifacts, student work samples,
photographs, and/or video clips so that audience members really see how you enacted the project with your
learners. You will include what you learned from the project and how you might adapt it to future lessons.
A = 92% - 100%
B = 84% - 91%
C = 75% - 83%
F = 0% - 74%
Note: All written work should reflect careful organization of material and the high standards of investigation
associated with graduate-level studies. All work submitted should follow APA 6th format. Manuscripts must be
proofread to ensure accuracy in spelling, punctuation, and grammar.
Intro to cognitive and sociocultural psychology
History of cognition
Sociocultural context of cognitive development
Discourse and voice in psychology and education
Connecting the work of Rosenblatt, Freire, and Bakhtin
Vygotsky and classroom practice
Funds of knowledge for teaching
Vygotskyan approach to whole-literacy curriculum
Sociocultural models in social studies
Peer review of Research Proposal/Classroom Intervention
Sociocultural applications with literature circles
Aaron, J., Bauer, E. B., Commeyras, M., Cox, S. D., Daniell, B., Elrick, E., Fecho, B., HermannWilmarth, J., Hogan, E., Pinatone-Hernandez, A., Roulston, K., Siegel, A., & Vaughn, H. (2006).
“No deposit, no return”: Enriching literacy teaching and learning through critical inquiry
pedagogy. Newark, DE: International Reading Association.
Au, K. H. (1997). A sociocultural model of reading instruction: The Kamehameha elementary education
program. In S. A. Stahl & D. A. Hayes (Eds.), Instructional models in reading (pp. 181-202).
Mahweh, NJ: Lawrence Erlbaum Associates.
Bruner, J. (1990). Acts of Meaning. Cambridge, MA: Harvard University Press.
Gauvain, M. (2001). The social context of cognitive development. New York, NY: Guilford.
Jones, E. B., Pang, V. O., & Rodríguez, J. L. (2001). Social studies in the elementary classroom: Culture
matters. Theory Into Practice, 40(1), 35-41.
Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. (M. Lopez-Morillas & L.
Solotaroff, Trans.). Cambridge, MA: Harvard University Press. (Original work published 1974).
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a
qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141.
Moll, L. C., & Whitmore, K. F. (1993). Vygotsky in classroom practice: Moving from individual
transmission to social transaction. In E. A. Forman, MN. Minick, & C. A. Stone (Eds.), Contexts
for learning: Sociocultural dynamics in children’s development (pp. 19-42). New York, NY:
Oxford University Press.
Möller, K. J. & Allen, J. (2000). Connecting, resisting, and searching for safer places: Students respond to
Mildred Taylor’s The Friendship. Journal of Literacy Research, 32(2), 145-186.International
Reading Association.
Wertsch, J. V. (1990). The voice of rationality in a sociocultural approach to mind. In L. C. Moll (Ed.),
Vygotsky and education: Instructional implications and applications of sociohistorical psychology
(pp. 111-126). New York, NY: Cambridge University Press.