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Graduate Course Proposal Form Submission Detail - ESE7415
Tracking Number - 1598

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Current Status: Approved, Permanent Archive - 2008-06-09
Submission Type:
Course Change Information (for course changes only):

Detail Information

  1. Date & Time Submitted: 2008-03-07
  2. Department: Secondary Education
  3. College: ED
  4. Budget Account Number: 0-1724-000
  5. Contact Person: Howard Johnston
  6. Phone: 9743398
  7. Email:
  8. Prefix: ESE
  9. Number: 7415
  10. Full Title: Teaching and Learning in the Content Area
  11. Credit Hours: 3
  12. Section Type: D - Discussion (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Teach & Learn in Content Area
  19. Course Online?: -
  20. Percentage Online:
  21. Grading Option: R - Regular
  22. Prerequisites: Admission to Ph.D. program in College of Education or Permission of Instructor
  23. Corequisites:
  24. 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.

  25. 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.
  26. 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
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, twice
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral Degree
  29. 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.

  30. 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.

  31. 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

  32. 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.

  33. Course Readings, Online Resources, and Other Purchases:
  34. Student Expectations/Requirements and Grading Policy:
  35. Assignments, Exams and Tests:
  36. Attendance Policy:
  37. Policy on Make-up Work:
  38. Program This Course Supports:
  39. Course Concurrence Information:

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