Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - LAE7735
Tracking Number - 2405
Edit function not enabled for this course.
Approved, Permanent Archive - 2011-02-15
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 12/10/10; Approved 1/24/11. To USF System for Concurrence 1/27/11; to SCNS 2/7/11; SCNS approved. Effective 3/11/11.
- Date & Time Submitted: 2010-11-03
- College: ED
- Budget Account Number: 172400
- Contact Person: Jane Applegate
- Phone: 9740383
- Email: firstname.lastname@example.org
- Prefix: LAE
- Number: 7735
- Full Title: Advanced Seminar in English Education
- Credit Hours: 3-15
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: Y
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Adv Sem in English Edu
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
S - S/U Only
- Course Description: Doctoral seminar explores theories, perspectives and research related to the study of the English Language Arts. Topics vary by semester. Doctoral standing only.
- Please briefly explain why it is necessary and/or desirable to add this course: Replacing Selected Topics with Permanent number; already listed in program
- 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?
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 3 or more times
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
- Objectives: Objectives include:
Review of research on the aspects of English Language Arts Education which include but are not limited to reading, writing speaking, listening and mediacy
Select appropriate theoretical frameworks for analyzing English Language Arts teaching and learning
Discuss ethical issues in teaching the English Language Arts
Practice developing questions/problems appropriate for research in the English Language Arts classroom
Explore the place and purpose of professional organizations in the continuing education of English Language Arts teachers
Discuss alternative perspectives on the education of English Language Arts teachers.
Keep a learning log of readings related to a research topic/question
Complete assigned readings
- Learning Outcomes: Identify quality research in the English Language Arts including strengths and limitations of these studies
Define, describe and explain a concept or problem worth studying related to teaching and learning in the ELA classroom
Present orally and in writing an argument for conducting a piece of research
Identify a theoretical framework appropriate for the study described earlier
Analyze a variety of research questions taken from published studies in ELA
Critique a research concept or problem
Present orally and in writing a review of literature
- Major Topics: Research in adolescent literacy
Research about the teaching of writing
Analysis of English Education programs
Research approaches in the English Classroom
- Textbooks: Handbook of Research on Teaching the English Language Arts (Second Edition) James Flood, ed. 2003. New Jersey: Lawrence Earlbaum Associates.
What Research has to say about Reading Instruction (Third Edition) Alan Farstrup,ed. 2003. Newark,Del.: International Reading Association.
Mills,G.E. Action Research: A Guide for the Teacher Researcher (Second Edition).2003.New Jersey: Pearson Education Inc.
Myers, M. Changing our Minds.1996. Illinois: National Council of Teachers of English.
Handbook of Adolescent Literacy Research. Leila Christenbury,Ed.2009. New York: The Guilford Press.
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy: Reading Log 25%
Paper #1 25%
Paper #2 25%
Class Participation 25%
- Assignments, Exams and Tests:
- Attendance Policy: Course Attendance at First Class Meeting Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. Its the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work:
- Program This Course Supports: Ph.D. in English Education
- Course Concurrence Information: Doctoral study in Literacy