KENNESAW STATE UNIVERSITY GRADUATE COURSE PROPOSAL OR REVISION, 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 II, III, IV, V, VII I, II, III I, II, III I, II, III I, II, III I, II, III Notes: 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 Approved Not Approved Approved Not Approved Approved Not Approved Approved Not Approved Approved Not Approved Approved Not Approved Approved Not Approved Approved Not Approved _____ Date Department Curriculum Committee Date Department Chair Date College Curriculum Committee Date College Dean Date GPCC Chair Date Dean, Graduate College Date Vice President for Academic Affairs Date President Date KENNESAW STATE UNIVERSITY GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE I. Current Information (Fill in for changes) Page Number in Current Catalog ___ Course Prefix and Number http://catalog.kennesaw.edu/preview_course_nopop.php?catoid=13&coid =14702 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. II. 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. III. Justification 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 Education. IV. Additional Information (for New Courses only) Instructor: Text: Prerequisites: Admission to Ed.S. or Ed.D. Program. Objectives: Instructional Method: Method of Evaluation: V. Resources and Funding Required (New Courses only) Resource Amount Faculty Other Personnel Equipment Supplies Travel New Books New Journals Other (Specify) TOTAL Funding Required Beyond Normal Departmental Growth VI. COURSE MASTER FORM 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. DISCIPLINE COURSE NUMBER COURSE TITLE FOR LABEL (Note: Limit 30 spaces) CLASS-LAB-CREDIT HOURS 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 APPROVED: ________________________________________________ Vice President for Academic Affairs or Designee __ VII Attach Syllabus I. COURSE NUMBER: COURSE TITLE: COLLEGE OR SCHOOL: SEMESTER/TERM & YEAR: II. INSTRUCTOR: TELEPHONE: FAX: E-MAIL: OFFICE: III. IV. CLASS MEETINGS: REQUIRED TEXTS: ECE 9100 Cognitive Processes and Educational Practice Bagwell College of Education Journal articles will be made available through D2L. RECOMMENDED TEXTS American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed). Washington, DC: Author. [See also http://apastyle.apa.org/] V. CATALOG COURSE DESCRIPTION: ECE 9100. 3-0-3. Prerequisite: Admission to the Ed.S. or Ed.D. Program. 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. VI. PURPOSE AND RATIONALE: KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK: 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. VII. POLICIES: 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 courses. 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 Performance Outcome 1, 4, NCATE Standard 1a, 1b, 1c, 1d Experience/ Assignment • Reading Responses • Reading Management Strategies 1. Articulate an understanding of cognition from a sociocultural/ sociohistorical perspective. 2. Identify a student who is having difficulty and apply course content in a way that addresses pedagogically the difficulty. 1, 2, 4, 5, 7, 8 1a, 1b, 1c, 1d • Reading Responses • Difficult Student Assignment 3. 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 • • • • 4. Conduct a scholarly presentation that shares the results of the candidate’s implementation of new teaching practices and implications for other educators. 3, 6, 7, 8, 9 1a, 1b, 1c, 1g • Funds of Knowledge Presentation Reading Responses Difficult Student Assignment Funds of Knowledge Project Funds of Knowledge Presentation IX. COURSE REQUIREMENTS/ASSIGNMENTS: 1. 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 posts: • 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. 2. 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. 3. 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. 4. 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. 5. 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. X. EVALUATION AND GRADING: 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. XI. COURSE OUTLINE/TOPICS: 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 XII. REFERENCES AND BIBLIOGRAPHY 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.
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