Apply to USF Now | Graduate Admissions | Events & Workshops | Giving to the Office of Graduate Studies

Graduate Course Proposal Form Submission Detail - EDE7481

Edit function not enabled for this course.


Current Status: Approved by SCNS - 2015-12-01
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Changes not listed - UGS did comparison to note changes and submitted request based on that.
Comments: For PHD in C&I - Teache Ed Conc To GC (paper form being resent). Approved 3/6/15; to USF 8/28/15; to SCNS 9/7/15. Approved eff 12/1/15


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5144 2014-11-22
     
    Department College Budget Account Number
    Childhood Education and Literacy Studies ED
     
    Contact Person Phone Email
    Allan Feldman 8139742471 afeldman@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDE 7481 Teacher Education Seminar

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? Y
    If repeatable, how many times? 3

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Res Teaching & Learning
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    None

    Corequisites

    None

    Course Description

    This course prepares doctoral students to integrate, assimilate, and evaluate major research and research issues confronting the field of teacher education.


  3. Justification

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

    Needed for new 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 course will prepare students enrolled in the Teacher Education doctoral concentration in Curriculum and Instruction with the knowledge and skills needed to design and evaluate teacher education programs. It will also serve the needs of students in other concentrations that prepare educators, including higher education, and educational leaders. Preservice and inservice, and formal and informal education teacher education programs are covered in this course.

    List of other programs that this course can serve:

    Adult Education

    Career & Workforce Education

    Early Childhood Education

    Educational Leadership

    Elementary Education

    English Education

    Foreign Language Education /ESOL

    Higher Education /Community College Teaching

    Interdisciplinary Education

    Mathematics Education

    Reading/Language Arts

    Science Education

    Second Language Acquisition and Instructional Technology (SLA/IT)

    Social Science Education

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

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

    Expertise in research on teaching and teacher education.


  4. Other Course Information

    A. Objectives

    The purpose of this course is to collaboratively explore current and enduring research in teaching and teacher education. The course prepares doctoral students to integrate, assimilate, and evaluate major research and research issues confronting the field of teacher education. Attention focuses on the institutional and programmatic issues that educators currently face or are likely to face in their roles as teacher, teacher leader, and teacher educator.

    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 teaching and teacher education.

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

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

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

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

    C. Major Topics

    TOPICS

    Introduction to research in teaching and teacher education.

    Historical research and seminal works in teaching and teacher education.

    Understanding teachers and learners: Translating research to practice

    Situating Teaching and Learning

    Understanding teachers and learners: Translating theory to practice

    Teaching and learning in a social and cultural Context

    Classroom and School Environments

    Current Trends and Research in Teaching and Teacher Education.

    Teacher education practices and programs

    D. Textbooks

    1. Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

    2. Duckworth, E. (2006). “The having of wonderful ideas” and other essays on teaching and learning (3rd edition). New York, NY: Teachers College Press.

    3. Kennedy, M. (2006). Inside teaching: How classroom life undermines reform. Boston, MA: Harvard University Press.

    4. Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York: Basic Books.

    E. Course Readings, Online Resources, and Other Purchases

    1. Ayers, W. (2010). To teach: The journey of a teacher (3rd edition). New York: Teachers College Press.

    2. Blank. , J. (2010). Early childhood teacher education: Historical themes and contemporary issues. Journal of Early Childhood Teacher Education, 31(4), 391-405.

    3. Crain, W. (2003). Reclaiming childhood: Letting children be children in our achievement-oriented society. New York: Henry Holt and Company.

    4. Darling-Hammond, L. (2010). The flat world and education: How America's commitment to equity will determine our future. New York: Teachers College Press.

    5. Fried, R. L. (2005). The game of school: Why we all play it, how it hurts kids, and what it will take to change it. San Francisco, CA: John Wiley.

    6. Kozol, J. (1992). Savage inequalities: Children in America's schools. New York: Harper.

    7. Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York: Crown.

    8. Kozol, J. (2009). On being a teacher. Oxford: Oneworld.

    9. Sahlberg. P. (2011). Finnish lessons: What can the world learn from education change in Finland. New York: Teachers College Press.

    10. Tyack, D. & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press. (Chapter)

    F. Student Expectations/Requirements and Grading Policy

    Book Club 1 50 points

    Book Club 2 50 points

    Practitioner Interview and Group Synthesis 50 points

    Manuscript Topic Proposal 5 points

    Publication Outlet 5 points

    Reference List 5 points

    Rough Draft 5 points

    Manuscript 100 points

    Conference Proposal 25 points

    Class Facilitator 15 points

    Points Grade

    291-310 A

    279-290 A-

    269-278 B+

    260-268 B

    248-259 B-

    238-247 C+

    229-237 C

    217-228 C-

    200-217 D

    Below 200 F

    G. Assignments, Exams and Tests

    1) Book Club Participation (50 pts and 50 pts)

    You will participate in two separate book clubs throughout the semester. The first will begin on the 3rd class session and final presentation will be on 6th class session. The second will begin on 9th class session and end on the 14th class session. Your book clubs will be formed in class around the readings on the course syllabus. Class time will be provided each week for book club group meetings.

    2) Practitioner Interview and Group Synthesis (50 pts)

    Using an interview protocol collaboratively developed in class, interview a practitioner about a contemporary issue he or she is concerned about related to classrooms, teaching, and teacher education reform initiatives. Transcribe and bring the interview data to class to share with peers. When you do interviews, you should take detailed notes, and then transcribe the interview as soon as possible after its conclusion. In the case of audiotaped interviews, you may listen to the tape in order to transcribe the interview. It is important to have your notes as a back-up, however, in case the person speaks softly or in case there is a technical difficulty. If you do not audiotape the interview, then when you are finished, you should use your notes to write up the interview in its entirety. You should include your questions, their answers, their comments or questions, your answers, and any nonverbal communication (laughs, gestures, facial expressions, etc.). A good interview transcript will be very detailed and will more or less reproduce the dialogue that occurred during the interview. It should also describe the person interviewed (e.g., gender, occupation, approximate age, ethnicity) and the setting in which the interview occurred. In your group, look across the data set to identify overarching themes, challenges, and facilitators to using research to inform practice in schools, teaching, and teacher education.

    3) Practitioner Manuscript (100 pts)

    This is a mentored writing project. You will select a current issue associated with teaching and teacher education. Identify and evaluate the controversies, dilemmas, debates, conflicts, and major challenges that emerge and translate them into applications for evidence-informed practice. Include an exploration of research characterized by multiple methods and practitioner voices related to the use of this research. Your manuscript may be a Report of Original Teacher Action Research that includes a review of the relevant literature, a description of the methodology, a summary of the findings, and a discussion of implications for practice in an educational setting. Alternatively, you may write a manuscript that translates theory into practice. Explications of Theory should begin with a clear explanation of a theory that informs practice, a description of the historical context, and a justification based on the literature. The paper should conclude with implications for practice in an educational setting. The final manuscript should be 12-15 pages in length, including references and graphics. In collaboration with the faculty, you will identify an appropriate publication outlet and adhere to APA guidelines (6th edition) or The Chicago Manual of Style 2010 guidelines (16th edition), depending on the journal requirements.

    Subcomponents of the Assignment (5 points each):

    Manuscript Topic Proposal: Submit an abstract of no more than 300 words. Research topics must be officially approved by the instructor prior to the initiation of research. All students who turn in a project proposal will receive written notice indicating whether or not their project was approved. Projects may not be changed after the fourth week of classes.

    Identification of Publication Outlet: Select an appropriate publication outlet for a practitioner article on teaching and/or learning and submit the publication guidelines.

    Reference List: Submit a reference list of a minimum of 10 resources to support your manuscript. Adhere to APA guidelines (6th edition) or The Chicago Manual of Style 2010 guidelines (16th edition), depending on the journal requirements.

    Rough Draft: You will submit a rough draft to the instructor. Ideally, your draft will be a complete draft of your final paper. At a minimum, however, your rough draft should include an introduction, literature review (based on the reference list assignment), methodology (if relevant), at least half of the presentation and analysis of your data (if relevant), and an outline of the remainder of your paper. Otherwise, it will not be considered a draft and cannot count toward the completion of this assignment. Rough drafts will receive written comments rather than letter grades.

    Late Work: The assignment components may not be turned in late. If they are not turned in on time, they will not be accepted. The project proposal, publication outlet, reference list, and rough draft will be graded pass/not pass. In other words, if you turn in an acceptable version of these, you will get full credit. The project proposal may be rewritten to receive credit, if the initial proposal is turned in on time. Other assignments may not be rewritten for credit. The final draft of your research paper will be graded according to its quality, thoroughness, and analytical strength.

    4) Conference Proposal (25 points)

    Identify a professional conference venue that explores issues associated with teaching and learning. Using the topic of your manuscript, follow the submission guidelines to write a conference proposal.

    5) Class Facilitator (15 pts)

    Generate questions for discussion that encourage a critical analysis of the readings and introduce contemporary applications of the research. Lead a discussion using these and participant generated questions.

    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

    “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.”

    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

    C&I Teacher Education


  5. Course Concurrence Information

    Adult Education

    Career & Workforce Education

    Early Childhood Education

    Educational Leadership

    Elementary Education

    English Education

    Foreign Language Education /ESOL

    Higher Education /Community College Teaching

    Interdisciplinary Education

    Mathematics Education

    Reading/Language Arts

    Science Education

    Second Language Acquisition and Instructional Technology (SLA/IT)

    Social Science Education



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