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Graduate Course Proposal Form Submission Detail - RED6749

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Current Status: Approved by SCNS - 2016-08-01
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change title to: History and Foundations in Reading and STEM Disciplines Change Abbev Title to: His Rdg STEM Change descrition to: Introduces historical approaches to literacy, traces the history of science/STEM movement in Education,presents connections between current research and practice and former models in literacy, and their deployment with STEM areas of curriculu Change Objectives to: Develop an understanding of the different instructional models that have guided reading instruction in the last century, including whole word, letter-sound associations, readiness, direct instruction, whole language, and others in first and second language literacies. (FEAP 5d,e, FRC 4.1-4.7; ILA 1, 6; CF 2, FLCS 4, 8, 13) B. develop an understanding of the history of science paradigms that have guided scientific inquiry, and how changes in the field of science presage twentieth century changes in literacy. C. develop a conceptual understanding of the connections between theoretical models of literacy learning and STEM area learning and the instructional models that emanate from the theories. (FEAP 1a, 3e,h; CF 2, 4, 6; ILA 1, 2, 6; FCLS 8, 9, 10, 11, 13) D. demonstrate the ability to synthesize and personalize reading research. (FEAP 5d,e; CF 2, 4, 6; ILA 1, 2, 3, 6; FLCS 3, 7, 8, 9, 10; FRC 1.G.1, 1.G.3, 4.1-4.7) E. demonstrate their understanding of paradigmatic shifts in literacy and STEM content area by completing a project that identifies the different paradigms in literacy within a STEM content area. The student will relate each to classroom practices, identifies the classic studies associated with the paradigm, and relates the paradigm to the societal movements that were occurring at the time. (FEAP 5d,e, CF 1-4, ILA 1, 6; FLCS 4, 8, 11, 13; FRC 1.G.1, 1.G.3) Change Learning Outcomes to: A. Students will develop an understanding of the different instructional models that have guided reading instruction in the last century, in first and second language literacies. (FEAP 5d,e, FRC 4.1-4.7; ILA 1, 6; CF 2, FLCS 4, 8, 13) B. Students will develop an understanding of the history of science paradigms that have guided scientific inquiry, and how changes in the field of science presage twentieth century changes in literacy. C. Students will develop an understanding of the connections between theoretical models of literacy learning and STEM area learning . (FEAP 1a, 3e,h; CF 2, 4, 6; ILA 1, 2, 6; FCLS 8, 9, 10, 11, 13) D. Students will demonstrate the ability to synthesize and personalize reading research. (FEAP 5d,e; CF 2, 4, 6; ILA 1, 2, 3, 6; FLCS 3, 7, 8, 9, 10; FRC 1.G.1, 1.G.3, 4.1-4.7) E. Students will demonstrate their understanding of paradigmatic shifts in literacy and STEM content areas by completing a project that identifies the different paradigms in literacy within a STEM content area. (FEAP 5d,e, CF 1-4, ILA 1, 6; FLCS 4, 8, 11, 13; FRC 1.G.1, 1.G.3) Change topics to: Paradigms in Literacy, and Science, paradigmatic shifts Moments or periods in 20th Century Literacy Brief historical treatment of Science Eugenics, Intervention and Culpability Beginnings of Reading Teacher Efficiency The Reading Clinic The Cognitive Moment in Psychology and Literacy Collaboration, Constructivism and Socio-Cultural influences in Literacy Critical Theory and Literacy The Media incursion in Literacy Change textbook to: Readings in packet and posted to student system
Comments: Required for MA in Reading Ed. Form incorrect; OGS fixed. To GC. Approved 5/12/16. To USF Sys 5/18/16; to SCNS after 5/25/16. SCNS approved eff 8/1/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5103 2014-10-15
     
    Department College Budget Account Number
    Teaching and Learning (T&L) ED 0-1714-000
     
    Contact Person Phone Email
    James R. King 8139741062 jking9@usf.edu

  2. Course Information

    Prefix Number Full Title
    RED 6749 HISTORY AND MODELS OF READING: PREVENTION AND INTERVENTION OF

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
     
    Course Online? Percentage Online
    O - Online (100% online) 0

    Prerequisites

    none

    Corequisites

    none

    Course Description

    HISTORY AND MODELS OF READING: PREVENTION AND INTERVENTION OF READING DIFFICULTIES REINTRODUCES STUDENTS TO LITERACY THROUGH THE HISTORICAL AND SCIENTIFIC RESEARCH PERSPECTIVE.


  3. Justification

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

    Needed to meet state requirements, licensure, etc

    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?

    At least once yearly offerings are able to meet enrollment targets set by College of Education. STEM contact added to course. History of science content added to course. Changes to align with Common Core standards.

    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.)

    Doctorate in Reading Education or equivalent


  4. Other Course Information

    A. Objectives

    A. STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE DIFFERENT INSTRUCTIONAL MODELS THAT HAVE GUIDED READING INSTRUCTION IN THE LAST CENTURY, INCLUDING WHOLE WORD, LETTER-SOUND ASSOCIATIONS, READINESS, DIRECT INSTRUCTION, WHOLE LANGUAGE, AND OTHERS. CF-2, CF-6, FL AP-8, IRA AP-1; FLORIDA READING COMPETENCIES: 2 B. STUDENTS WILL DEVELOP CONCEPTUAL UNDERSTANDING OF THE CONNECTIONS BETWEEN THEORETICAL MODELS OF LITERACY LEARNING AND THE INSTRUCTIONAL MODELS THAT EMANATE FROM THE THEORY. CF-2, CF-4, CF-6, FL AP-11, IRA AP-2; FLORIDA READING COMPETENCIES: 2 C. STUDENTS WILL DEMONSTRATE IN-DEPTH UNDERSTANDING OF THE RELATIONSHIPS BETWEEN THEORY AND PRACTICE BY DEVELOPING A MODEL OF THE CONNECTIONS BETWEEN LITERACY THEORY, LITERACY RESEARCH, AND LITERACY INSTRUCTION AND THE LARGER SOCIAL MILIEU. CF-1, CF-4, CF-5; FLORIDA READING COMPETENCIES: 2 D. STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF PARADIGMATIC SHIFTS IN LITERACY BY COMPLETING A PROJECT THAT IDENTIFIES THE DIFFERENT PARADIGMS IN LITERACY, RELATES EACH TO CLASSROOM PRACTICES, IDENTIFIES THE CLASSIC STUDIES ASSOCIATED WITH THE PARADIGM, AND RELATES THE PARADIGM TO THE SOCIETAL MOVEMENTS THAT WERE OCCURRING AT THE TIME. CF-1, CF-2, CF-4, CF-5, CF-6.

    B. Learning Outcomes

    1. RESEARCH AND PREPARE A WRITTEN REPORT AND AN ORAL PRESENTATION ON ONE OF THE FIVE KEY AREAS OF READING INSTRUCTION IDENTIFIED BY THE NATIONAL READING PANEL: PHONEMIC AWARENESS, PHONICS, FLUENCY, VOCABULARY, AND COMPREHENSION. INCLUDE USE OF THE REFERENCES LISTED BUT GO BEYOND INTO OTHER SOURCES AS WELL. DETERMINE THE MODEL(S) INFLUENCING THE RESEARCH, AND THE HISTORY OF INSTRUCTION IN YOUR TOPIC. REVIEW THE SUPPORT AND CRITIQUES. REFERENCES AND RESOURCES FOR READINGS INCLUDE THE FOLLOWING TEXTS, THOUGH COMPARABLE SOURCES MIGHT BE USED, (E.G., MORE RECENT EDITIONS, OTHER ARTICLES BY SAME AUTHORS, MORE RECENT RESEARCH OR REPORTING OF RESEARCH), IN ORDER TO STAY ABREAST OF EFFECTIVE PRACTICES.

    C. Major Topics

    1. PARADIGMATIC SHIFTS AND INSTRUCTIONAL MODELS A. KUHN (STRUCTURE OF SCIENTIFIC REVOLUTION) B. HISTORY OF LINGUISTICS C. INVENTION I. CLASSIC INVENTIONALISTS: HUEY, THORNDIKE, CATTEL D. INSTRUCTION AND MODELS OF BEST PRACTICE I. TAYLOR, FORDMODELS OF EFFICIENCY II. CONCEPTS INCLUDING: NEURAL RIPENING, READING READINESS, E. CLINICAL MODEL MEDICAL MODELS I. CONCEPTS INCLUDE: MINIMAL BRAIN DYSFUNCTION, DYSLEXIA II. INSIDER LANGUAGE-OUTSIDER LANGUAGE III. NOTIONS OF DISABILITY AND THE REPRESENTATION OF READERS F. COGNITIVE SCIENCE; INFORMATION PROCESSING G. COLLABORATIVE, SOCIOCULTURAL, SOCIOLINGUISTIC PERSPECTIVES H. CRITICAL PERSPECTIVES, FEMINIST PERSPECTIVES 2. HISTORY OF RESEARCH A. SEMINAL RESEARCH THAT HAS HAD IMPACT ON INSTRUCTION B. RESEARCH THAT SHOULD HAVE HAD IMPACT C. RESEARCH THAT HAD IMPACT BUT SHOULD NOT HAVE 3. INSTRUCTIONAL MODELS A. READING READINESS, B. DEVELOPMENTAL C. DIRECT INSTRUCTION D. WHOLE WORD E. PHONICS F. WHOLE LANGUAGE 4. NATIONAL READING PANEL IDENTIFICATION OF 5 AREAS IN READING: PHONEMIC AWARENESS, PHONICS, FLUENCY., VOCABULARY, COMPREHENSION A. ANALYSIS OF MODELS AND EPISTEMOLOGICAL ASSUMPTIONS UNDERPINNING THE RESEARCH, AND THE RESEARCH METHODOLOGY. I. INSTRUCTIONAL PROGRAMS IN EACH AREA II. RESOURCES OF PRACTICES III. RESOURCES OF MATERIALS IV. EVALUATION OF MATERIALS (BOOKS) AND PRACTICES.

    D. Textbooks

    THE FOLLOWING TEXTS ARE A SAMPLE OF THE READINGS FOR THE COURSE ADAMS, M. J. (1994/1996). BEGINNING TO READ: THINKING AND LEARNING ABOUT PRINT. CAMBRIDGE: MASSACHUSETTS INSTITUTE OF TECHNOLOGY. BARR, R., KAMIL, M., MOSENTHAL, P., & PEARSON, D. (1991). HANDBOOK OF READING RESEARCH VOLUME II. NY: LONGMANS. ROBINSON, R. (ED.). (2005). READINGS IN READING INSTRUCTION: ITS HISTORY, THEORY AND DEVELOPMENT. NEW YORK: PEARSON EDUCATION/ALLYN & BACON. RUDDELL, R. RUDDELL, M. & SINGER, H.(1994). THEORETICAL MODELS AND PROCESSES OF READING 4TH EDITION. NEWARK, DE: IRA.

    E. Course Readings, Online Resources, and Other Purchases

    Readings in packet at ProCopy

    Readings posted in Canvas

    F. Student Expectations/Requirements and Grading Policy

    11 synopsis/synthesis papers on readings 25%

    5 group learning tasks 25%

    1 oral history of a veteran reading teacher 25%

    1 research paper 25%

    G. Assignments, Exams and Tests

    Date Course Content Readings and Assignments Due

    Week 1

    Overview: Reading in the 20th Century

    ⎯ Introductory Vodcast(s)

    ⎯ Pearson (2011) Blackboard

    ⎯ Student Introductions on Discussion Board

    Week 2

    Paradigmatic Shifts, Moments and Persons of Influence ⎯ Kuhn (1969)

    ⎯ Tuthill & Ashton (1983)

    ⎯ Herber (1994)

    ⎯ Robinson, Chapter 1 (Reading Research)

    ⎯ Five-bulleted synopses and synthesis (1)

    Week 3

    The Moment of Invention ⎯ Huey (1908) Blackboard

    ⎯ Thorndike (1917)

    ⎯ Nicholson (1983)

    ⎯ Allington (1983)

    Week 4

    The Moment of Invention ⎯ Morphett & Washburne (1931) Gentile (1983)

    ⎯ Ollila (1983)

    ⎯ Robinson, Chapter 3 (Phonics)

    ⎯ Five-bulleted synopses and synthesis (2) for Weeks 3/4

    ⎯ Group Learning Task #1: IQ Audio-enhanced Power Point Presentation

    Week 5

    The Moment of Instruction ⎯ Blair & Rupley (1983)

    ⎯ Gates (1937)

    ⎯ Blair & Rupley (1983)

    ⎯ Duffy (1983)

    ⎯ Robinson, Chapter 7 (Vocabulary Instruction)

    Week 6

    The Moment of Instruction ⎯ Durkin (1978)

    ⎯ Durkin (1981)

    ⎯ MacGinitie (1983)

    ⎯ Bond & Dykstra (1967)

    ⎯ Robinson, Chapter 4 (Reading Comprehension)

    ⎯ Five-bulleted synopses and synthesis (3) for Weeks 5/6

    ⎯ Post Research Paper Topic on Discussion Board

    Week 7

    The Clinical Moment ⎯ Spache (1976)

    ⎯ Manzo & Manzo (1993) Blackboard

    ⎯ Tierney (1994)

    ⎯ Robinson, Chapter 8 (Remediation of Reading Difficulties)

    ⎯ Group Learning Task #2: Dyslexia Graphic Organizer

    Week 8

    The Clinical Moment ⎯ Smith (1979)

    ⎯ Robinson, Chapter 2 (Reading Assessment)

    ⎯ Five-bulleted synopses and synthesis (4) for each article in Weeks 7/8

    Week 9

    The Cognitive Moment ⎯ Goodman (1965)

    ⎯ Blanchard (1979)

    ⎯ Goodman (1980)

    ⎯ Robinson, Chapter 5 (Spelling)

    Week 10

    The Cognitive Moment ⎯

    ⎯ Dreher & Singer (1981)

    ⎯ Dreher (1981)

    ⎯ King (pp. 290-296)

    Robinson, Chapter 10 (Love for

    Reading)

    ⎯ Five-bulleted synopsis (5) for each article in Weeks 9/10; synthesis

    ⎯ Group Learning Task #3: Cognitive Experiments

    Week 11

    The Collaborative Moment ⎯ Mulhern (1997)

    ⎯ Au (1995)

    ⎯ Alvermann, et al. (1990)

    ⎯ Robinson, Ch. 6 (Content Area Reading)

    ⎯ Five-bulleted synopses and synthesis (6)

    ⎯ Research Paper outline and preliminary reference list

    Week 12

    The Critical Moment ⎯ Lohrey (1998) Blackboard

    ⎯ NCLB documents (2001);

    ⎯ National Reading Panel (2000);

    ⎯ Coles (2000) Blackboard

    ⎯ Allington (2002) Blackboard

    ⎯ Group Learning Task #4: Collaboration, Cooperation and Conflict with Accountability

    ⎯ Oral History Project

    Week 13

    The Media Moment ⎯ Lankshear & Knobel (2001);

    ⎯ King and O’Brien (2002);

    ⎯ Leu, Kinzer, Coiro, & Cammack (2000)

    ⎯ Robinson, Chapter 9 (Technology and Literacy Instruction)

    ⎯ Five-bulleted synopses & synthesis (7)

    ⎯ Group Learning Task #5 Revision or Addition to Moments Wiki

    Week 14

    Research Paper ⎯ Use this time to complete your research paper

    ⎯ Submit your paper to SafeAssign no later than 11:59 PM

    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

    Make up work to be submitted within the first week student is able to attend class. Special arrangements made in particular cases

    J. Program This Course Supports

    MA in Reading Educaiton


  5. Course Concurrence Information

    Second Language Education



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