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Graduate Course Proposal Form Submission Detail - EDE7481

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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; GC approved 6/6/11; to USF system for concurrence 6/23/11; to scns 7/1/11; apprpoved effective 8/1/11


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2539 2011-04-07
     
    Department College Budget Account Number
    Childhood Education & Literacy Studies ED 172100
     
    Contact Person Phone Email
    Diane Yendol-Hoppey 9743460 dyhoppey@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDE 7481 Research in Teaching and Learning 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)
    Res in Teaching & Learn in Ele
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    N/A

    Corequisites

    N/A

    Course Description

    Collaboratively explore current and enduring research in elementary schools, elementary school teaching, and elementary teacher education.


  3. Justification

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

    Needed for accreditation

    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

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

    1) Explore, analyze, and synthesize historical, seminal, and current research in the field of elementary schools, elementary school teaching, and elementary teacher education

    2) Use historical and current research as a lens for examining contemporary elementary school, elementary school teaching, and elementary teacher education reform initiatives

    3) Evaluate the controversies, dilemmas, debates, conflicts, and major issues that emerge from this research in elementary schools, elementary school teaching, and elementary teacher education

    4) Investigates how schools and communities use research about elementary school reform to adapt, implement, or invent mechanisms to improve elementary student and teacher learning

    5) Cultivates an international perspective on research about elementary schools, elementary school teaching

    B. Learning Outcomes

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

    1) Explore, analyze, and synthesize historical, seminal, and current research in the field of elementary schools, elementary school teaching, and elementary teacher education

    2) Use historical and current research as a lens for examining contemporary elementary school, elementary school teaching, and elementary teacher education reform initiatives

    3) Evaluate the controversies, dilemmas, debates, conflicts, and major issues that emerge from this research in elementary schools, elementary school teaching, and elementary teacher education

    4) Investigates how schools and communities use research about elementary school reform to adapt, implement, or invent mechanisms to improve elementary student and teacher learning

    5) Cultivates an international perspective on research about elementary schools, elementary school teaching, and elementary teacher education

    In addition the primary evaluation components for this course include:

    1)Discussion leadership (10 pts): It is expected that at all times you will keep current with the course readings. Our class meetings will reflect my desire to create a learning community where multiple perspectives are heard and respected. You will lead one discussion during the semester and be expected to contribute to each discussion.

    Five Online Journal Entries (10 points per journal; 50 pts total): You are responsible for writing critical responses to experiences throughout the semester. Each critique should deepen your interest and understanding of elementary school- related research. These responses should consist of connections to course readings, practitioner and your own experiences. Be sure to elucidate on what particular aspects resonate with you or cause you dissonance. Explain your perspective. Finally, consider what have you are learning and how you think it will influence (or not as the case might be) your future work in and with elementary schools.

    C. Major Topics

    Weekly Topics:

    1) Introduction to research in elementary schools, elementary school teaching, and elementary teacher education

    2) Creating multiple lenses for exploring elementary school research: local, state, national, and international perspectives

    3) Hearing from our school partners: Contemporary elementary school, elementary school teaching, and elementary teacher education reform initiatives

    4) Identifying and evaluating the controversies, dilemmas, debates, conflicts, and major issues that emerge from this research in elementary schools, elementary school teaching, and elementary teacher education

    5-10) The following 6 classes will be comprised of identifying, exploring, and analyzing current research in the field of elementary schools, elementary school teaching, and elementary teacher education. These topics will be culled from the current issues that emerge during the first four classes. The classes will include exploration of research as well as practitioner voices related to the use of this research.

    Examples of research areas to explore:

    School Context- urban/rural/suburban

    Rti/Inclusion

    STEM

    Critical Pedagogy

    Technology

    Standards

    Diverse learners (race, class, gender, ability, language)

    Professional Development- job-embedded

    Curriculum

    Accountability/Standardized testing

    Achievement gap

    Virtual Schooling

    International perspectives on elementary education

    Performance pay

    Other that emerge in first 4 classes

    11) Looking across the literature: Critique and synthesize historical, seminal, and current research in the field of elementary schools, elementary school teaching, and elementary teacher education

    12) Elementary school and community use of research for elementary school reform

    13) Contributing to research in the field of elementary schools, elementary school teaching, and elementary teacher education - Exploring publication tools

    14 & 15) Making our research in the field of elementary schools, elementary school teaching, and elementary teacher education public

    D. Textbooks

    Given the importance of current publications to this course, The Elementary School Journal will serve as a primary text for this course. The Elementary School Journal (Impact factor: 0.87) has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning a

    E. Course Readings, Online Resources, and Other Purchases

    Given the importance of current publications to this course, The Elementary School Journal will serve as a primary text for this course. The Elementary School Journal (Impact factor: 0.87) has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.

    F. Student Expectations/Requirements and Grading Policy

    The minimum expectations of all students are

    • class attendance, promptness

    • completion of required reading assignments

    • completion of all written assignments, projects, lesson plans

    • participation in all class activities and discussions

    • If you will be absent, please notify the instructor prior to class by email or phone.

    • Excessive absences, even for legitimate reasons, result in substantial portions of the course not being fulfilled and will result in a failing grade. Two unexcused absences will result in your final grade being lowered by one full letter grade. Four or more unexcused absences will result in an “F” for the course.

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

    • Course materials, checklists, and announcements will be posted on Blackboard. Students are responsible for downloading materials. Blackboard email will be used to communicate among class members. Please check Blackboard and your USF email regularly.

    • All work should reflect accuracy in spelling, punctuation, and usage. All assignments must be typed, unless otherwise specified. APA (most current edition) should be used for all references.

    • It is expected that you will read all assignments prior to class. Your participation, and the pre-requisite preparation for participation, is essential for your success in this course. Come prepared and be prepared to share!

    Letter grades will be earned using the grading scale below. No grade below a C- will be accepted toward a graduate degree. A grade of ‘I’ will only be awarded for situations in which the student has completed the majority of the coursework and is confronted with an extenuating circumstance at the end of the semester, which significantly impacts their ability to complete assignments in a timely manner.

    Grading Scale:

    94-100 A 90-93 A- 87-89 B+

    84-86 B 80-83 B- 77-70 C+

    74-76 C 70-73 C- 67-69 D+

    64-66 D 60-63 D- 60 or below F

    G. Assignments, Exams and Tests

    1) Discussion leadership (10 pts): It is expected that at all times you will keep current with the course readings. Our class meetings will reflect my desire to create a learning community where multiple perspectives are heard and respected. You will lead one discussion during the semester and be expected to contribute to each discussion.

    2) Five Online Journal Entries (10 points per journal; 50 pts total)

    You are responsible for writing critical responses to experiences throughout the semester. Each critique should deepen your interest and understanding of elementary school- related research. These responses should consist of connections to course readings, practitioner and your own experiences. Be sure to elucidate on what particular aspects resonate with you or cause you dissonance. Explain your perspective. Finally, consider what have you are learning and how you think it will influence (or not as the case might be) your future work in and with elementary schools.

    3) Practitioner Interview and Group Synthesis (50 pts)

    Using the interview protocol collaboratively developed in class, interview a practitioner about a contemporary issue they are concerned about related to elementary school, elementary school teaching, and elementary teacher education reform initiatives. Transcribe and bring the interview data to class to share with peers. In your group, look across the data set to identify overarching themes, challenges, and facilitators to using research to inform practice in elementary schools, elementary school teaching, and elementary teacher education.

    4) Literature Review (100 pts)

    You will select a current research area in elementary classrooms for synthesis and analysis. Identify and evaluating the controversies, dilemmas, debates, conflicts, and major issues that emerge from this research in elementary schools, elementary school teaching, and elementary teacher education. Include an exploration of research characterized by multiple methods and practitioner voices related to the use of this research.

    5) Research and Roundtable Presentation (15 pts)

    Present an overview of your literature review to the class and generate questions for discussion that encourage a critical analysis of the research and the assumptions embedded in the research. Lead a discussion using these and participant generated questions. Include a discussion of the types of publication venues that contributed to your study as well as their issues related to the impact of those vehicles on the broader field.

    Topics Include:

    *Introduction to research in elementary schools, elementary school teaching, and elementary teacher education

    *Creating multiple lenses for exploring elementary school research: local, state, national, and international perspectives

    *Hearing from our school partners: Contemporary elementary school, elementary school teaching, and elementary teacher education reform initiatives

    *Identifying and evaluating the controversies, dilemmas, debates, conflicts, and major issues that emerge from this research in elementary schools, elementary school teaching, and elementary teacher education

    *The following 6 classes will be comprised of identifying, exploring, and analyzing current research in the field of elementary schools, elementary school teaching, and elementary teacher education. These topics will be culled from the current issues that emerge during the first four classes. The classes will include exploration of research as well as practitioner voices related to the use of this research. Examples of research areas to explore:

    School Context- urban/rural/suburban

    Rti/Inclusion

    STEM

    Critical Pedagogy

    Technology

    Standards

    Diverse learners (race, class, gender, ability, language)

    Professional Development- job-embedded

    Curriculum

    Accountability/Standardized testing

    Achievement gap

    Virtual Schooling

    International perspectives on elementary education

    Performance pay

    Other that emerge in first 4 classes

    *Looking across the literature: Critique and synthesize historical, seminal, and current research in the field of elementary schools, elementary school teaching, and elementary teacher education

    *Elementary school and community use of research for elementary school reform

    *Contributing to research in the field of elementary schools, elementary school teaching, and elementary teacher education - Exploring publication tools

    *Making our research in the field of elementary schools, elementary school teaching, and elementary teacher education public

    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.

    • Course materials, checklists, and announcements will be posted on Blackboard. Students are responsible for downloading materials. Blackboard email will be used to communicate among class members. Please check Blackboard and your USF email regularly.

    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.