Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - EDE6486
Tracking Number - 2723
Edit function not enabled for this course.
Current Status:
Approved by SCNS - 2012-06-14
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: To GC 4/2/12; Teacher Ed Cert; to GC 4/2/12; USF syst cleared 4/13/12. Learning outcomes need write; faculty emailed 4/11/12. Cleared. To SNCS 4/18/12. Appd eff 6/1/12. Sub as 6806; appd as 6486
Detail Information
- Date & Time Submitted: 2012-01-31
- Department: Childhood Education & Literacy Studies
- College: ED
- Budget Account Number: 1721-000
- Contact Person: Diane Yendol-Hoppey
- Phone: 8139743460
- Email: dyhoppey@usf.edu
- Prefix: EDE
- Number: 6486
- Full Title: Teacher Research for Student Learning
- Credit Hours: 3
- Section Type: D -
Discussion (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): Teacher Res for Std Learning
- Course Online?: B -
Face-to-face and online (separate sections)
- Percentage Online: 50
- Grading Option:
-
- Prerequisites: EDE 6076
- Corequisites: none
- Course Description: Familiarizes practicing teachers with the application of research methodologies to strengthen teaching & learning in elementary schools. This course cultivates the literacy skills the educators need for professional accountability for student learning.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
- 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? Prepares participants to meet the Teacher Leader Model standards and the National Staff Development Council's standards (now called Learning Forward) for engaging in and facilitating professinal learning.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Ph.D. in Elementary Education or related field.
- Objectives: a) Able to access and use research in order to select appropriate strategies to improve student learning.
b) Analyzes student learning data, interprets results, and applies findings to improve teaching and learning.
c) Collaborates with the higher education institutions and other organizations engaged in researching critical educational issues.
d) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research-based effective practices.
e) Uses knowledge of existing and emerging technologies to guide themselves and colleagues to appropriately navigate knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe.
f) Develops and uses a diversity and equity lens as they inquire in the classroom and ensures that individual student learning needs remain the central focus of instruction.
g) Shares information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning.
h) Advocates for the rights and/or needs of students, to secure additional resources within the building or district that support student learning, and to communicate effectively with targeted audiences such as parents and community members.
i) Advocates for access to professional resources, including financial support and human and other material resources, that allow colleagues to spend significant time learning about effective practices and developing a professional learning community focused on school improvement goals.
- Learning Outcomes: In completing the requirements for this course, the students will be able to:
1) Access and use research in order to select appropriate strategies to improve student learning; (TLS, Domain 2; ISLLC 4A; InTASC Performances 1B, 4C, 5A, 5B, 5C, 8G, 10H, 10I)
2) Analyze student learning data, interpret results, and apply findings to improve teaching and learning; (TLS, Domain 2ISLLC 1E, 3A, 4A; InTASC Performances 6C, 6I, 9C)
3) Collaborate with the higher education institutions and other organizations engaged in researching critical educational issues; (TLS, Domain 2; ISLLC 4D; InTASC Performances 10E)
4) Engage in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and help make connections to research-based effective practices; (TLS, Domain 4; ISLLC 3E; InTASC Performances 4D, 9B, 10B)
5) Use knowledge of existing and emerging technologies to guide themselves and colleagues to appropriately navigate knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; (TLS, Domain 4; ISLLC 2H, 3B; InTASC Performances 3G, 3H, 4G, 8G, 9F, 10G)
6) Develop and use a diversity and equity lens as they inquire in the classroom and ensure that individual student learning needs remain the central focus of instruction. (TLS, Domain 4; ISLLC 2C, 5C, 2F; InTASC Performances 1E, 4B, 5G, 8D, 9E, 9M)
7) Share information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning; (TLS, Domain VII; ISLLC 6C; InTASC Performances 1G, 10B, 10D)
8) Advocate for the rights and/or needs of students, to secure additional resources within the building or district that support student learning, and to communicate effectively with targeted audiences such as parents and community members; (TLS, Domain VII; ISLLC 5D, 5E, 6B; InTASC Performances 10J, 10K)
9) Advocate for access to professional resources, including financial support and human and other material resources, that allow colleagues to spend significant time learning about effective practices and developing a professional learning community focused on school improvement goals; (TLS, Domain VII; ISLLC 6B; InTASC Performances 10J, 10K)
- Major Topics: I. Introduction (week 1)
II. What is teacher research? (week 2 & 3)
III. Developing a teacher research question? (week 4)
IV. Using the literature and understanding the difference between conceptual, descriptive and empirical work (week 5 & 6)
V. Developing a teacher research plan as a part of your teaching (week 7)
VI. Assessing the quality of teacher research (week 8)
VII. Analyzing data (week 9 & 10)
VIII. Conducting a study (weeks 9-14)
IX. Facilitating the teacher research of others (weeks 9-14)
X. Writing up our teacher research (week 14)
XI. Making our teacher research public and advocacy week 15)
- Textbooks:
- Course Readings, Online Resources, and Other Purchases: additional readings as assigned
- Student Expectations/Requirements and Grading Policy: (1) Class participation
(2) Literature Review
(3) Teacher Research Brief/Assuring Quality Plan
(4) Presentation
(5) Teacher Research Write-up
(6) Quizzes
(7) Coaching Proposal
- Assignments, Exams and Tests: *Literature Review
*Teacher Research Brief/Assuring Quality Plan
*Presentation
*Teacher Research Write-up
*Quizzes
*Coaching Proposal
- 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.
- Policy on Make-up Work: 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. In all instances make-up work will be negotiated between student and instructor.
- Program This Course Supports: MA in Elementary Education
- Course Concurrence Information: Proposed Graduate Certificate in Teacher Leadership for Student Learning as well as the MA in Elementary Education.
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.