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Graduate Course Proposal Form Submission Detail - EDE7206

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Current Status: Approved, Permanent Archive - 2011-08-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/10/11; reviewed 6/6/11; pending revised learningn outcomes. Emailed 6/23/11. Updated 6/29/11; GC approved 7/5/11. To USF Syst 7/5/11; to SCNS 7/13/11. Approved effective 8/1/11


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2537 2011-04-07
     
    Department College Budget Account Number
    Childhood Education & Literacy Studies ED 172100
     
    Contact Person Phone Email
    Dr. Audra Parker 9741034 akparker@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDE 7206 Critical Analysis of Curriculum in Elementary Schools

    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)
    Critical Anal Curr in Ele Sch
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    N/A

    Corequisites

    N/A

    Course Description

    The purpose of this course is to critically analyze curriculum in the elementary schools from its historical foundations through the current educational climate. This will enable educators to make informed decisions on curriculum issues.


  3. Justification

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

    Needed for program/concentration/certificate change

    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?

    Elementary Ed concentration was just reopened, and we are currently admitting students. We anticipate program growth over the next few years.

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

    No

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

    PhD in Elementary Education or related field


  4. Other Course Information

    A. Objectives

    Course Goals and Objectives:

    In completing the requirements for this course, the students will be able to:

    1) Examine the historical tenets of elementary curriculum development

    2) Demonstrate knowledge of research in elementary curriculum

    3) Explore various rationales for elementary curriculum, and how they have attempted to meet the diverse needs of elementary students.

    4) Examine reform efforts in elementary school curriculum, with an emphasis on exploring factors in their successes/failures

    5) Examine current trends affecting the elementary school curriculum, including the impact of assessment and accountability on what is taught in elementary schools.

    B. Learning Outcomes

    In completing the requirements for this course, the students will be able to:

    1) Examine the historical tenets of elementary curriculum development

    2) Demonstrate knowledge of research in elementary curriculum

    3) Explore various rationales for elementary curriculum, and how they have attempted to meet the diverse needs of elementary students.

    4) Examine reform efforts in elementary school curriculum, with an emphasis on exploring factors in their successes/failures

    5) Examine current trends affecting the elementary school curriculum, including the impact of assessment and accountability on what is taught in elementary schools.

    C. Major Topics

    • Introduction to the Elementary Curriculum

    • Who Determines Curriculum Decisions/Sources of Curriculum

    • Perspectives on Elementary Curriculum: Historical, Philosophical, Psychological, and Sociological

    • Montessori, Developmentally Appropriate, Gender, Responsive

    • Critiquing Elementary Curriculum

    • Content Area Curriculum (Reading/Language Arts, Science, Social Studies, Math)

    • Arts, Music, PE

    • Curricular approaches in the elementary school: Interdisciplinary, integrated, spiral, thematic, project-based

    • Exemplars in Elementary Curriculum

    D. Textbooks

    Stern, B.S., & Kysilka, M.L. (2008). Contemporary Readings in Curriculum. Thousand Oaks: Sage.

    Harmon, D. & Jones, T. (2005) Elementary education: A reference handbook. Santa Barbara: ABL-CLIO.

    Connelly, M., He, M.F., Phillion, J. (2008). Handbook of Curriculum and Instruction. Los Angeles: Sage.

    Armstrong, T. & Elkind, D. (2006). How human development research should inform educational practice. Alexandria: ASCD.

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    Other readings as assigned

    G. Assignments, Exams and Tests

    Topic Areas:

    • Introduction to the Elementary Curriculum

    • Who Determines Curriculum Decisions/Sources of Curriculum

    • Perspectives on Elementary Curriculum: Historical, Philosophical, Psychological, and Sociological

    o Montessori, Developmentally Appropriate, Gender, Responsive

    • Critiquing Elementary Curriculum

    • Content Area Curriculum (Reading/Language Arts, Science, Social Studies, Math)

    • Arts, Music, PE,

    • Curricular approaches in the elementary school: Interdisciplinary, integrated, spiral, thematic, project-based

    • Exemplars in Elementary Curriculum

    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 class assignments must be completed on or before the due date. We will work together to negotiate assignment due dates.

    J. Program This Course Supports

    PhD in C/I with Concentration in Elementary Education


  5. Course Concurrence Information

    PhD programs across the college of education that have doctoral students interested in a focus on Elementary Education



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