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Graduate Course Proposal Form Submission Detail - ESE7415

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Current Status: Approved, Permanent Archive - 2008-06-09
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  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1598 2008-03-07
     
    Department College Budget Account Number
    Secondary Education ED 0-1724-000
     
    Contact Person Phone Email
    Howard Johnston 9743398 johnston@tempest.coedu.usf.edu

  2. Course Information

    Prefix Number Full Title
    ESE 7415 Teaching and Learning in the Content Area

    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)
    Teach & Learn in Content Area
     
    Course Online? Percentage Online
    -

    Prerequisites

    Admission to Ph.D. program in College of Education or Permission of Instructor

    Corequisites

    Course Description

    Examine aspects of sec reform movement & effect on various content fields associated with sec sch. Attention is given to motives for sch reform, public policy issues associated, effect of reform, & how school reform movements affect teaching & learning.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    The course is a required part of the Ph.D. program.

    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?

    The course is part of the required sequence of the Ph.D. program

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, twice

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Doctoral Degree


  4. Other Course Information

    A. Objectives

    •Analyze the forces affecting contemporary secondary school reform initiatives and examine the research on the effects of reform efforts on the schools.

    •Identify the manner in which comprehensive secondary school reform initiatives affect improvement efforts in specific disciplines and subject areas.

    •Analyze reform initiatives and agendas advocated by governmental agencies, private business and industry, foundations and think tanks, and professional organizations.

    •Analyze the evidence and agendas of authors who are critical of contemporary reform initiatives.

    •Determine the extent to which reform agendas are linked with research on student learning and best practices.

    B. Learning Outcomes

    At the conclusion of this course, students should be able to:

    •Articulate the political, professional, economic, and other forces that affect school reform initiatives and influence the course of reform in the various subject disciplines.

    •Describe current reform initiatives at the secondary level and specific reform activities in their own subject matter fields.

    •Analyze the effects of reform initiatives on the curriculum and pedagogy in their fields.

    •Evaluate the extent to which the goals of reform initiatives have been met in secondary schools and in their content fields.

    •Analyze resistance to secondary education reform and/or specific content-related reform initiatives.

    •Determine linkage between school reform agendas and research on student learning and school-based best practices.

    C. Major Topics

    •A brief history of secondary school reform.

    oPre-World War II

    oPost World War II

    •Government perspectives on secondary reform.

    oBrown vs. Board of Education

    oCivil Rights Act, 1964, 1968

    oA Nation at Risk

    oNo Child Left Behind

    oRegional Education Laboratories and Centers

    •Business and Industry Perspectives on reform.

    oInstitute for Workforce Development (U.S.Chamber of Commerce)

    oNew Commission on Skills for the American Workforce

    oFunding, agenda and interests

    •Foundation and Think Tank Perspectives on reform.

    oFunding, agendas and interests

    •Professional Perspectives on Secondary School Reform.

    oLeadership 0rganizations

    oTeacher organizations

    oOther professional organizations

    oFunding, agenda and interests

    •Critics of Secondary School Reform Agendas.

    oCritics of Data used to support reform

    oCritics of Purpose/Agenda

    oCritics of effects and outcomes

    D. Textbooks

    Basic Texts:

    Donovan, M. S. and Bransford, J. D., Eds. (2005). How Students Learn. Division of Behavioral and Social Sciences and Education, National Research Council of the National Academies. Washington, DC: The National Academies Press.

    Marzano, R. (2003). What Works in Schools: Translating Research into Action. Alexandria, VA: Association for Supervision and Curriculum Development.

    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


  5. Course Concurrence Information



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.