Graduate Course Proposal Form Submission Detail - ESE7415
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- 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 Howard Johnston 9743398 email@example.com
- 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 -
Admission to Ph.D. program in College of Education or Permission of Instructor
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.
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?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
- Other Course Information
•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.
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
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
- Course Concurrence Information