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Graduate Course Proposal Form Submission Detail - EEX7797

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Current Status: Approved, Permanent Archive - 2011-05-10
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Recd 2/7/11; to GC for review 2/15/11. GC approved 2/21/11; USF System notification 3/11/11; to SCNS 3/17/11. App eff 5/1/11. Numb 7754 apprd 7797. Posted in banner


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2459 2011-02-06
     
    Department College Budget Account Number
    Special Education ED 172800 Special Education
     
    Contact Person Phone Email
    Patricia Alvarez McHatton 8139749595 mchatton@usf.edu

  2. Course Information

    Prefix Number Full Title
    EEX 7797 Language and Learning Variability in Urban Schools

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable?
    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)
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    Corequisites

    Course Description

    This seminar explores the opportunities and challenges facing urban schools as cultural identity construction sites by focusing on the experiences of students and their families as well as language, power and politics in education, and social justice.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Offered as enrichment course (not part of program/concentration/certificate)

    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?

    This would be offered as an elective. Prior enrollment has averaged 10 students.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 3 or more times

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    None


  4. Other Course Information

    A. Objectives

    Students will engage in discussion and critique of the following topics with the ultimate goal of developing a research agenda addressing related issues brought f forth:

    a) The role of power and politics in education

    b) The role of language in education and educational discourse

    c) Role of language in identify formation

    d) Language policies in a global environment

    e) Institutional and structural racism and the role it plays in over/under-representation of students in special education

    f) Interactions by culturally and linguistically diverse families and the special education system

    g) Assessment and identification of CLD students for special education

    h) Fundamentalism

    i) Critical pedagogy

    B. Learning Outcomes

    Upon completion of this course, students will be familiar with and be able to critique:

    a) Issues related to assessment and identification of culturally and linguistically diverse children and youth

    b) The role of power and politics in education

    c) The role of language and lanugage policies in education

    d) Dilemma of difference and how it related to how children are referred and served

    e) The preparation of teachers to work with culturally and linguistically diverse children and youth

    f) The use of critical theory/pedagogy in both research and instruction

    g) The interaction of language and identity formation

    h) Institution and structural discrimination and the role it plays in the education of culturally and linguistically diverse children and youth

    C. Major Topics

    a) Role of power and politics in education

    b) Role of language in education and educational discourse

    c) Role of language in identify formation

    d) Language policies in a global environment

    e) Institutional and structural racism and the role it plays in over/under-representation of students in special education

    f) Interactions by culturally and linguistically diverse families and the special education system

    g) Assessment and identification of CLD students for special education

    h) Fundamentalism

    i) Critical pedagogy

    D. Textbooks

    Apple, M. W. (1996). Cultural Politics & Education. New York: Teacher’s College Press.

    Kincheloe, J. L. (2005). Critical Pedagogy. New York: Peter Lang.

    Macedo, D., Dendrinos, B., & Gounari, P. (2003). The Hegemony of English. Boulder, CO: Paradigm Publishers.

    Miramontes, O. B., Nadeau, A., & Commnins, N. L. (1997). Restructuring Schools for Linguistic Diversity. New York: Teachers College Press.

    E. Course Readings, Online Resources, and Other Purchases

    Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11, 3-42.

    Anyon, J. (1997). Ghetto Schooling: A political economy of urban educational reform. New York: Teachers College Press.

    Apple, M. W. (1996). Cultural Politics & Education. New York: Teachers College Press.

    Bartolome, L. I. (2002). Creating an equal playing field: Teachers as advocates, border crossers, and cultural brokers. In Z. F. Beykont (Ed.), The power of culture: Teaching across language differences (pp. 167-192). Cambridge: Harvard Education Publishing Group.

    Bell, L. A., Washington, S., Weinstein, G., & Love, B. (2002). Knowing Ourselves as Instructors. In The Critical Pedagogy Reader (pp. 464-478). New York: RoutledgeFalmer.

    Chavez, L. (1995). One Nation, One Common Language. Retrieved May 19, 2005, from http://www.ceousa.org/bilingualeducation.html

    Delpit, L. (2002). Language, Diversity, and Learning. In The Critical Pedagogy Reader. New York: RoutledgeFalmer.

    Emery, K., & Ohanian, S. (2004). The Words that Bind. In Why is Corporate American Bashing our Public Schools? Portsmouth: Heinemann.

    Giroux, H. A. (1988). Teachers as Transormative Intellectuals. In Teachers as intellectuals: Toward a critical pedagogy of learning (pp. 121-128). Granby: Bergin & Garvey.

    Harry, B., & Klinger, J. (2005). Why are so many minority students in special education?

    Understanding race and disability in schools. New York: Teachers College Press.

    Huntington, S. P. (2004). The Hispanic challenge. Foreign Policy, March/April, 30-45.

    Kincheloe, J. L. (2005). Critical Pedagogy. New York: Peter Lang.

    Macedo, D., Dendrinos, B., & Gounari, P. (2003). the Hegemony of english. Boulder: Paradigm Publishers.

    Macedo, D. P. (1999). The illiteracy of English-only literacy. Educational Leadership, 57(4), 62-67.

    McClelland, J., & Chen, C. (1997). Stanidng up for your son at school: experience of a Mexican immigrant mother. Hispanic Journal of Behavioral Sciences, 19(3), 281-301.

    McLaren, P. (1998). Race, Class, and Gender: Why Students Fail. In Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (pp. 201-211). New York: Longman.

    Oswald, D. P., Coutinho, M. J., & Best, A. M. (2002). Community and school predictors of overrepresentation of minority children in special education. In D. J. Losen & O. G (Eds.), Racial Inequity in Special Education. Cambridge: Harvard Educational Press.

    Rodriguez, R. (1982). Aria. In Hunger of Memory: the Education of Richard Rodriguez (pp. 9-40). New York: Bantam Books.

    Schlesinger, J., A. M. (1998). The decomposition of America. In The Disuniting of America Reflections on a Multicultural Society (pp. 105-124). New York: W. W. Norton & Company.

    Spenser, D. (1995). Transitional bilingual education and the socialization of immigrants. In P. Leistyna, W. A. & S. A. Sherblom (Eds.), Breaking Free: The Transformative Power of Critical Pedagogy. Boston: Harvard Educational Review.

    F. Student Expectations/Requirements and Grading Policy

    Grades will be based on the following:

    1. Critical reviews of the readings (20%)

    2. Class participation (includes weekly reflections) (20%)

    3. Auto-ethnographic narrative (40%)

    4. What I learned . . . (20%)

    Grades will be assigned in the following way:

    A = 90 - 100 points

    B = 80 - 89 points

    C = 70 - 79

    D = 65-69

    F = Below 65

    G. Assignments, Exams and Tests

    Class participation

    Critiques of readings

    Auto-ethnographic narrative

    What I learned

    H. 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,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    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. It’s 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.

    I. Policy on Make-up Work

    All assignments are expected to be completed by the assigned due date. In cases of emergency, it is the student's responsibility to contact the instructor to see if alternative arrangements may be made.

    Academic Dishonesty: (Use the statement below)

    “Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.”

    “Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.”

    Detection of Plagiarism: It is very important to state in your syllabus that you plan to submit student assignments to SafeAssignment.com in order to detect plagiarism. This will give you the legal right to submit student assignments to SafeAssignment.com. If you pan to submit assignments to Safe Assignment, use the statement below:

    The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized.

    J. Program This Course Supports

    Ph.D. in curriculum and instruction; specialization in Special Education


  5. Course Concurrence Information

    As this course is an elective, it could service any other course (e.g., Educational Leadership, Childhood Education and Literacy Studies).



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.