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Graduate Course Proposal Form Submission Detail - EEC7402
Tracking Number - 1661
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Approved, Permanent Archive - 2007-11-08
Course Change Information (for course changes only):
- Date & Time Submitted: 2007-03-27
- Department: Childhood Education
- College: ED
- Budget Account Number: 1721
- Contact Person: Suzanne Quinn
- Phone: 41028
- Email: firstname.lastname@example.org
- Prefix: EEC
- Number: 7402
- Full Title: Leadership and Advocacy: Issues Aff. Young Childr
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- 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
- Abbreviated Title (30 characters maximum): Lead and Adv: Issues Aff YC
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Corequisites: none
- Course Description: This course focuses on developing leadership and advocacy knowledge and skills necessary for designing public policy/advocacy initiatives directly affecting children and families. Open to all adv. grad stud & may not be repeated for credit.
- Please briefly explain why it is necessary and/or desirable to add this course: The goals and objectives for this course reflect current state-of-the-art thinking in the field of early childhood education and also were selected to meet accreditation criteria.
This course helps meet the outcomes that focus on the development of vis
- 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? This course is required for those students taking the curriculum and instruction PhD with an early childhood education specialization. It is also available to other curriculum and instruction advanced graduate students seeking a cognate in early childhood education.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes the course has been offered on the 7931 temporary course number.
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Course instructors must have an earned doctorate in early childhood education, or a related field.
- Objectives: 1. an ability to critique both the popular media and the professional research literature on current educational policies that directly effect children. CF 4; NAEYC 1b, 5c,
2. an ability to engage in questions such as “What does it mean to advocate for children and families?,” “What types of federal and state programs for young children and families have been most effective and what are some of the challenges in measuring their success?,” “Should the government establish a national family policy and – if so – what should be its intent and features?” (or “How does the state govern children and families?”). CF 4; NAEYC 1b, 5a, 5c,
3. an understanding of global perceptions/practices exist in the areas of child care and family support, including neo-liberal policy trends, and examine strategies used by grassroots and citizen lobbying efforts on behalf of children. CF 5; NAEYC 2a, 5d,
4. an understanding of the life experiences and perspectives of persons living in poverty in the U.S. and ways to be stronger allies or partners with them as it relates to children. CF 4, NAEYC 2a,
5. an ability to critically examine issues of power, privilege, pathologizing of persons in poverty, and surveillance as they relate to public policy that effects children. CF 4; NAEYC 5c, 5d,
6. an ability to engage in the transformation of social justice issues through initiatives such as Academic Service-Learning. NAEYC 5e
*CF denotes COE Conceptual Framework and NAEYC denotes the National Association for the Education of Young Children Professional Standards
- Learning Outcomes: a. Critiquing the popular media and the professional research literature on current educational policies that directly effect children. Examples of possible assignments: Class discussions, article critiques and analysis of research, student presentations.
b. Analyze and synthesize information within the body of research literature on public policies focusing on children and families. Examples of possible assignments: Class discussions, article and critiques, analysis of public policy paper, student presentations.
c. Compare and contrast strategies used by grassroots and citizen lobbying efforts on behalf of children. Examples of possible assignments: Class discussions, policy critiques, position papers.
d. Discuss the life experiences and perspectives of persons living in poverty in the U.S. and ways to be stronger allies or partners with them as it relates to children. Examples of possible assignments: Class discussions, review of literature and student presentations
e. Examine issues of power, privilege, pathologizing of persons in poverty, within the public policy literature that effects children. Examples of possible assignments: class discussions, article analysis, papers, student presentations
f. Design and implement research projects that lead to transformation of social justice issues through initiatives such as Academic Service-Learning.- Class assignment: Site-based service-learning research, student presentations.
- Major Topics: A. Identifying Advocacy Issues such as Child Care, Family Support
Causes and Impacts of Poverty in the Lives of Children
Early Childhood Education Initiatives at National, State, and Local Levels: Head Start Funding, Florida Voluntary Pre-kindergarten
Early Childhood Teacher Educator Issues: Teacher Licensure
Accreditation of Early Childhood Teacher Education Programs
B. Effective Advocacy Strategies
Grass Roots Efforts
C. Professional Autonomy
Legal and Ethical Responsibilities
D. Advocacy Activities that Relate to Education
E. Other Issue Based Topics
- Textbooks: Doyon, J. (2003). Not with our kids you don’t!: 10 strategies to save our schools. Portsmouth, NH: Heinemann.
Polakow, V. (Ed.) (2000). The public assault on America’s children: Poverty, violence and juvenile injustice. New York: Teachers College Press.
Schram, S.F. (2000). After welfare: The culture of postindustrial social policy. New York: New York University Press.
Swope, K. & Miner, B. (Eds.). (2000). Failing our kids: Why the testing craze won’t fix our schools. Milwaukee: Rethinking Schools.
Children’s Defense Fund. (2001)
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- Policy on Make-up Work:
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