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Graduate Course Proposal Form Submission Detail - LAE7639

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Current Status: Approved, Permanent Archive - 2009-03-04
Submission Type:
Course Change Information (for course changes only):

  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1607 2008-01-07
    Department College Budget Account Number
    Secondary Education ED 0-1724-000
    Contact Person Phone Email
    Jane Applegate 9740383

  2. Course Information

    Prefix Number Full Title
    LAE 7639 The Education of English Teachers

    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)
    Education of English Teachers
    Course Online? Percentage Online


    Doctoral standing or permission of the instructor


    Course Description

    Introduces & informs adv grad students about the conceptions of curriculum development related to the preparation of Eng teachers. Intended for those interested in careers in teacher educ or expect to influence the policies & practices of teacher edu.

  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 doctoral 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 doctoral program in English Education.

    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.)

    The instructor must hold a doctoral degree.

  4. Other Course Information

    A. Objectives

    The primary goal of the course is to provide background knowledge and experiences that will enable them to:

    1. Demonstrate understandings of topics in English teacher education including general education, content knowledge, pedagogical knowledge, field experience, teaching strategies, learned societies, performance assessment and professional development

    2. Develop in-depth knowledge of the literature in English teacher education on specific selected topics

    3. Apply knowledge from the literature to construction of new, innovative approaches to the English education classroom

    B. Learning Outcomes

    Students will be able to describe the forces and factors that influence teacher development

    Students will be able to cite research related to the curriculum of English teacher education

    Students will gain an increased understanding of how public policy influences the education and certification of teachers

    Students will be able to compare, contrast and weigh the value of particular curriculum configurations in the education of English teachers

    C. Major Topics

    •A brief history of the development of English education

    •Sociology of the teaching profession (Lortie)

    •Who becomes an English teacher?

    •Forces and factors that effect curriculum and instruction in English teacher education

    •Conceptual Frameworks in English teacher education

    •General Education and Liberal Studies for the English teacher education curriculum

    •Content knowledge and “Learned Society Guidelines”

    •Pedagogical Knowledge and the English classroom

    •The Methods Course (Smagorinsky)

    •ESOL and the teaching of English

    •Technology and the teaching of English

    •NCTE and its influence on English teachers

    •Alternative routes to teaching

    •Performance Assessment

    •Comparing teacher education programs across contexts

    D. Textbooks

    Cochran-Smith,M. and K. Zeichner. (2005) Studying Teacher Education. Washington D.C.: American Educational Research Association.

    .Lortie,D.C. (1975). Schoolteacher: A Sociological Study. Chicago: University of Chicago Press

    Smagorinsky,P. and M. Whiting. (1995) How English Teachers Get Taught. Urbana, Ill.: National Council of Teachers of English

    Standards for the English Language Arts.(1996) Urbana, Ill.: National Council of Teachers of English

    National Research Center on English Learning and Achievement,

    National Council for Accreditation of Teacher Educati

    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

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