Graduate Course Proposal Form Submission Detail - LAE6792
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- Department and Contact Information
Tracking Number Date & Time Submitted 1595 2008-03-11 Department College Budget Account Number Secondary Education ED 0-1724-000 Contact Person Phone Pat Daniel 9747310 email@example.com
- Course Information
Prefix Number Full Title LAE 6792 Professional Leadership and Research in the Teachi Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 D - Discussion (Primarily) R - Regular Abbreviated Title (30 characters maximum) Prof Lead & Res Tch Writing Course Online? Percentage Online -
Must be invited to attend the Tampa Bay Area Writing Project Invitational Summer Institute, having fulfilled all application requirements, including the interview.
LAE 6923 Teachers Writing: A Writing Workshop Approach to the Teaching of Writing
Develop professional leadership of teachers of writing, demonstrate research-based,classroom-based, writing strategies to their peers by linking research directly to instruction. Form support network for Teacher Consultants of the National Writing Proj.
A. Please briefly explain why it is necessary and/or desirable to add this course.
This course is part of the Tampa Bay Area Writing Project Invitational Summer Institute.
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
It is not part of a required sequence of a major. The course would service English Education.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, eight times
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Doctoral Degree in English Education or related field
- Other Course Information
Students in this course will:
1.Read and discuss research articles and books pertaining to writing development and the effective teaching of writing.
2.Prepare a research-based, as well as a classroom-based, writing demonstration.
3.Conduct 90 minutes of their three hour writing demonstration to their classmates.
4.Critique classmates= demonstrations both orally and in writing for the purpose of improving each demonstration.
5.Collaborate with classmates and instructors during writing exercises, in writing response groups, in research discussion groups, and after each teacher=s demonstration.
6.Identify and develop appropriate assessments of students= writing.
7.Write a manuscript on an aspect of writing suitable for submitting for publication.
8.Present research findings to classmates.
9.Participate on a work committee (Web Page, Power Point, Anthology, Newsletter, Political Action)
B. Learning Outcomes
Students will be assessed informally by their peers when they present the 90 minute excerpt of their three hour demonstration as well as daily through participation in writing response groups. Students will be assessed and coached by the Director, two Co-Directors, and Writing Response Group Facilitator immediately following their teacher demonstration. Students will make necessary modifications to their demonstration before they are asked to represent the Tampa Bay Area Writing Project as a Teacher Consultant of Writing.
C. Major Topics
Students will meet Monday through Thursday from 9:00 - 4:00 for five weeks.
Students will select their research topic and their writing demonstration with instructors= approval and guidance, to insure all writing topics are addressed and none are redundant.
Benson, C., Christian, S., Goswami, D., & Gooch, W. H. (Eds.). Writing to make a difference
Classroom projects for community change.
Chiseri-Strater, E., & Sunstein, B. S. (2006). What works? A practical guide for teacher researchers. Portsmouth, NH: Heinemann.
Clagget, F. (1996). A measure of success: From assignment to assessment in English language arts. Portsmouth, NH: Boynton/Cook Heinemann.
Cochran-Smith, M, & Lytle, S.L. (1993). Inside/Outside: Teacher Research and Knowledge. New York: NY, Teachers College Press.
Dahl, K. L. & Farnan, N. (1998). Children=s writing: Perspect
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. Attendance Policy
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information