Department of Early Childhood Education
Georgia State University
ECE 8400: Curriculum and Teacher Development: Part Two-Curriculum
Wednesdays, 7:00-9:30 pm
ECE Conference Room
Fall 2007
Instructor: Dr. Diane Truscott ()
Office Hours: By appointment
Office: 510 College of Education
(404) 413-8218
Course Description:
ECE 8400, Curriculum and Teacher Development, is delivered in two separate courses of 3 credits each. ECE 8400, Curriculum and Teacher Development: Part One- Teacher Development, is offered in summer with the ECE 8400 Curriculum portion of the course offered in fall. This syllabus is specific to part two, curriculum.
Aligned with Ed.S. program theme, Research in Practice, the course will explore curriculum models, theories, perspectives and issues as they help further develop teacher researchers who use data to inform their policies, procedures, practices and epistemologies. Coursework and experiences are designed around three conceptual identity strands: teacher as researcher, child-centered practitioner, and professional learner. Teaching and learning opportunities connect constructivism and early childhood education. The content and organization of the course support the Unit’s commitment to diversity, reflection, inquiry and the well being of the child.
Course Goals:
The course is designed in accordance with professional organization guidelines and standards by the National Board for Professional Teaching Standards (NBPTS) and the National Association for the Education of Young Children (NAEYC). Unit outcomes based on these standards foster educators who:
1. are committed to students and their learning;
2. know their areas of expertise and are able to teach those areas effectively;
3. are responsible for managing and monitoring student learning;
4. engage in scholarship and create new knowledge about teaching and learning; and
5. value,develop, and participate in learning communities.
Course Objectives/Participant Outcomes:
In this course, students will:
v Identify various research-based curriculum models for early childhood classrooms;
NBPTS 2.1 (D); 2.2 (KP); 2.3 (KP); 3.1 (KP)
v Read, understand and critique 3 professional books representing concept strands: teacher as researcher, child-centered practitioner, and professional learner;
NBPTS 4.1 (KP); 4.2 (D)
v Identify, analyze and discuss trends and issues in curriculum for early childhood education and how these influence past and future research, policy, and practice;
NBPTS 2.1 (D); 2.2 (KP); 2.3 (KP); 3.1 (KP)
v Apply knowledge of course content to own developing line of inquiry informing one’s research design, validity and need of intended research, and contribution to the field of early childhood education;
NBPTS 4.1 (KP)
Knowledge Base: The knowledge base consists of directed readings, assignments, and research conducted during the course of study. The text used for the class is Curriculum Models and Early Childhood Education: Appraising the Relationship (2nd Ed., 2000) by Stacie Goffin and Catherine Wilson. In addition, other published works supplementing the course are taken from the Handbook of Early Childhood Intervention (2nd Ed., 2000); Handbook of Research in Teacher Education (2nd Ed., 1996); Handbook of Early Literacy Research (2001); Critical Issues in Early Childhood Education (2005) and educational journals Harvard Educational Review, Review of Educational Research, Early Childhood Research Quarterly, Reading Research Quarterly, Educational Researcher, Educational Evaluation and Policy Analysis, and Journal of Teacher Education.
Diversity: The course centers on issues of diversity as they influence, and are influenced by literacy policies and practices. Specifically, the course devotes readings, assignments, and thinking to linguistic and cultural diversity and examines class as an influencing variable.
Technology: The course draws on the power of technology for web-based access to current research; for expedient communication (pbwiki); and for literacy pedagogy (powerpoint, video-case studies).
Teaching Strategies: Class sessions will reflect a variety of teaching strategies selected to maximize learning of content and skill acquisition including lecture, guided (professor and peer-led) discussions, schematic generation/concept mapping, jigsaws, processing assignment completion, case studies, guest speakers, and book clubs.
Course Requirements & Assessment:
Each assignment listed below will be detailed in class and accompanied by project handouts outlining objectives and criterion for grading. If sending the assignment electronically, please save the paper in rtf (rich text format) if possible for easy access or in Word. Use APA format for all assignments.
1. Book Extension Education Plan (BEEP) (1 per strand; 10 points each) 30 points
One component of the alternate learning model provides each regional workgroup an opportunity to select a book (one from each of the three identity areas- see book menu) to read and discuss during one designated group session during the months of September, October and November. During these book club nights, each group will use a discussion protocols to share your thoughts about the book. In addition, each group will design and implement a Book Extension Education Plan (BEEP) that documents extended thinking and learning. There are many ways to use a book as a heuristic, but here are a few ideas. Your ideas are welcome as well.
· Learning about the Author (web searches, documentaries)
· Roundtable or poster presentations (class, conference)
· Related Research Studies (connecting topic/theme to your developing research, perhaps)
· Writing and submitting book reviews for publication
· Mini-Lectures
· Professional Development Workshop- Research/theory to practice
Each group will propose their BEEP to include book title, month for work, BEEP activity describing what the group will do and how, and what ways it contributes to achieving the program objectives. BEEPs are approved by regional group faculty the week before they are implemented. Due: 9/12, 10/10, and 11/14
2. Curriculum Model Poster Session (visual and one page handout) 20 points
Prepare and present on one selected curriculum theory or model using poster session format. Presentation includes a visual (poster, pictures, enlarged slides, printed powerpoint slides, or looping powerpoint) and one page handout for everyone in class(outline form and bullets suggested) detailing the theory, affiliated authors/researchers, perspectives on early childhood education, and brief reference list to learn more about it. Due: 9/19
3. Developing as Professional Writers: Integrated Literature Review 30 points
Building on initial literature readings and reflections conducted for teacher action research project, participants will write integrated literature review using minimal of 10 research articles supporting line of inquiry. Due: 11/7
4. Classroom Action Change Plan 20 points
Continuation of Teacher Action Research project, participants will analyze data related to the research in order to inform professional change. Data analysis will be facilitated through individual research advisor. Due: 12/5
Assessment and Evaluation
Points are given for completing the required elements of each assignment and for the quality of the work. Assignments total 100 points. Holistic scoring for the work quality will be explained in class and is outlined below.
Guidelines for Holistic Scoring of Quality of Assignments
EXCELLENT (A) ~indepth, detailed descriptions
~provides additional information from readings, observations, class discussion and/or background knowledge which relate to the assignment
~includes insights, reflections, evaluations, applications
~overall indicates that time spent in higher order thinking & making connections
SUPERIOR (B) ~details answers to all parts of assignments
~some additional information given but in less detail
~good comments/summaries but less insightful or thoughtful
~time spent but connections may be unsupported or weak
AVERAGE (C) ~all parts of assignment completed with little or no information given
~comments/summaries adequate but with little thought or application
~bare minimum, does no more than is asked for
INFERIOR (D) ~brief or incomplete answers or summaries
~no evidence of thinking or time spent
FAILURE (F) ~answers incomplete or inadequate
~no effort provided, unacceptable presentation
Grading Scale
90-93 / 94-100 A- / A 70-72 / 73-75 / 76-79 C-/ C / C+
80-82 / 83-86 / 87-89 B-/ B / B+ 60- 69 D Below 60 F
Faculty and Course Evaluations:
It is the student’s responsibility to complete an online evaluation (http://www.gosolar.gsu.edu).
Students will be notified through their GSU student email account when the evaluations will be available online Supplemental course evaluations may be provided.
Learner Responsibilities:
· All assignments are due according to the course outline. Any late assignments may result in a lower grade.
· Attendance is required for all class sessions (whole group, regional teams,…). If you must miss a class session, make up work must be arranged with the instructor prior.
· Incomplete grades will not be allowed unless the reason is substantive (e.g., medical emergency)
· The grade earned by each student will be the grade given for the course. Extra work for points toward the grade will not be an option except in extenuating circumstances (e.g., medical problems)
· Academic dishonesty such as plagiarism and misrepresenting scholarly work will elicit a response ranging from at least a zero grade for the assignment with no possibility for revision to reporting the student to the University for an academic dishonesty determination and punishment.
· Any students with special needs that require special accommodations should consult with the instructor as early as possible and no later than two weeks before an assignment is due.
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Overview of Teaching and Learning Opportunities: See Attached
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