GRADUATE COURSE PROPOSAL OR REVISION, Cover Sheet

KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ECE 8100/ Ed.S.
Department Elementary and Early Childhood Education
Degree Title (if applicable) Ed.S. or Ed.D.
Proposed Effective Date Summer 2013
Check one or more of the following and complete the appropriate sections:
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
X Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
_____
Date
Department Curriculum Committee Date
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Vice President for Academic Affairs Date
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number ECE 8100
___
Course Title Philosophical and Ethical Foundations for Teacher Leaders ___
Class Hours
__3__Laboratory Hours____0___Credit Hours___3_____
Prerequisites Admission to Ed.S. or Ed.D. Program
___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ___________________________________
Course Title _________________
___________
Class Hours
____Laboratory Hours_______CreditHours________
Prerequisites Admission to Ed.S. or Ed.D. Program
Description (or Proposed Degree Requirements)
This course is intended to nurture a more philosophic perspective towards planning,
implementing, evaluating curriculum, teaching, and school policy. Emphasis will be on
understanding the implications of the philosophic roots and ethical implications of current school
reform, curriculum decision-making and classroom instruction.
.
III.
Justification
This course has been moved from the doctoral level in the Ed.D. Teacher Leadership for
Learning degree to the specialist level in our design of the Early Childhood Education Ed.S and
Ed.D.. A course such as this is important in helping teachers to develop a deeper and more
thoughtful foundation from which to understand and respond to current education practices as
leaders for learning. Through collaborative development of teaching, learning, and leadership,
philosophic perspectives will enable teachers to conduct a more systematic and meaningful
reflection of their own teaching practice and on the ethics and standards of the profession.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
KENNESAW STATE UNIVERSITY BAGWELL COLLEGE OF EDUCATION DEPARTMENT OF ELEMENTARY & EARLY CHILDHOOD EDUCATION I. Course Number: ECE 8100 Course Title: Philosophical and Ethical Foundations for Teacher Leaders College or School: Bagwell College of Education II. Instructor: Telephone: Fax: E-­‐mail: Office: III. Class Meeting Information: IV. Texts: Noddings, N. (2007). Philosophy of Education (2nd Edition). Boulder, Co.: Westview Press Dewey, J. (1938). Experience and Education. New York : MacMillan Purpel, D. and McLaurin, W. (2004). Reflections on the Moral and Spiritual Crisis in Education. New York : Peter Lang Hirsch, E.D. (1996). The Schools We Need and Why We Don’t Have Them. New York : Random House Freire, P. (1992). Pedagogy of Hope. New York/London : Continuum V. Catalog Course Description: ECE 8100. 3-­‐0-­‐3 Prerequisite: Admission to EdS. or Ed.D. Program This course is intended to nurture a more philosophic perspective towards planning, implementing, evaluating curriculum, teaching, and school policy. Emphasis will be on understanding the implications of the philosophic roots and ethical implications of current school reform, curriculum decision-­‐making and classroom instruction. VI. Purpose/Rationale A course such as this is important in helping teachers to develop a deeper and more thoughtful foundation from which to understand and respond to current education practices as leaders for learning. Through collaborative development of teaching, learning, and leadership, philosophic perspectives will enable teachers to conduct a more systematic and meaningful reflection of their own teaching practice and on the ethics and standards of the profession. VII. Conceptual Framework Summary Collaborative Development of Expertise in Teaching and Learning The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-­‐based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-­‐state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates at the doctoral level develop into leaders for learning and facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-­‐at-­‐large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning. Knowledge Base Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-­‐service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-­‐learning process, the teacher education faculty at KSU believe that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-­‐state but a process of continued development. Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media. They will master use of productivity tools, such as multimedia facilities, local-­‐net and Internet, and feel confident to design multimedia instructional materials, and create WWW resources.  Understand and explore a computerized statistical package (Excel/SPSS) used to complete simple data analyses.  Learn to create a data file for statistical analyses.  Learn to conduct data analyses with the computerized statistical package. Analyses include: Frequency distribution, correlation, and t-­‐
test.  Learn to interpret results from computer generated statistical analyses. Field Based Activities: While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and school-­‐based activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing school-­‐based committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level, and participating in education-­‐related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing. Professional Portfolio and Portfolio Narrative: Each graduate candidate is required to compile an online portfolio of evidence that documents each candidate’s proficiencies as defined by the graduate CPI. Your Action Research Project and the specific Reflective Narrative that accompanies it must be added as evidence to your portfolio from this course in addition to the Diversity Assignment. Additionally, a required element in each final portfolio for the Graduate Program is a portfolio narrative reflecting on each of the proficiencies on the CPI with regard to what evidence you have selected for the portfolio and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency, using the final Portfolio Narrative Rubric as a guide. VIII. Policies: Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of cultural context. Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. Professionalism-­‐ Academic Honesty: KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Faculty of the EdS and EdD programs abide by the policies and guidelines established by the university in their expectations for candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of academic honesty as stated in the graduate catalog. Any candidate who is found to have violated these guidelines will be subject to disciplinary action consistent with university policy. For example, plagiarism or other violations of the University’s Academic Honesty policies could result in a grade of “F” in the course and a formal hearing before the Judiciary Committee. Professionalism-­‐ Participation and Attendance: Part of your success in this class is related to your ability to provide peer reviews and feedback to your editing groups regarding their research and their writing. Furthermore, responding effectively and appropriately to feedback from your peers and the professor is another measure of one’s professionalism. In addition, since each class meeting represents a week of instruction/learning, failure to attend class will likely impact your performance on assignments and final exams. Please be prepared with all readings completed prior to class. We depend on one another to ask pertinent and insightful questions. IRB Policies Relating to Student Researchers (KSU Candidates) in Educational Settings KSU Requirements: Research projects that are conducted in public school settings and involve human subjects in activities which are considered “normal educational practices” (See 45 CFR 46.101 (b) in the federal guidelines) may be exempted from Continuing IRB review. The KSU Institutional Review Board (IRB), not faculty members or student-­‐researchers, determines if a project meets the criteria for exemption. The research may qualify for an exemption even if the findings and outcomes from such research are placed in online portfolios for KSU academic programs or presented on occasions required for such programs (e.g., class sessions, capstone presentations). The KSU IRB requires that the relevant faculty member complete a short form, including a description of the assigned research project. This applies to the Impact on Student Learning Assignment. The policy and procedures outlined above do not cover theses, dissertations, or extended research projects from the M.Ed., Ed.S. and Ed.D. programs but rather refer to assigned research projects contained within individual courses. Additional Requirements for Student-­‐Researchers Carrying Out Course-­‐
based Research Student-­‐researchers who conduct projects at variance from or extending beyond a class assignment must consult with their faculty instructor about securing KSU IRB approval and must contact any IRB-­‐type organization available in their own workplace setting. For those in teacher education, it is important to remember that every district has a federally mandated requirement for IRB review of proposals for conducting research in public schools. It is up to each student-­‐researcher to learn the appropriate IRB procedures to be followed in his/her district. More specifically, KSU teacher education candidates are required to complete district-­‐level IRB forms or to follow accepted policies and gain approval in writing, consistent with school/district guidelines, prior to beginning any assigned research project. Once school district IRB approval is obtained, Kennesaw State University will honor the approval by submitting a copy of the county proposal, approval and Human Participants Online Certificate to the KSU IRB Committee. IX. General Course Goals and Objectives: As a result of the readings, assignments and discussion in the course, students will be expected to: Course objectives Performance NCATE Experiences Outcome Standard 1. Describe, contrast, and 4, 7 1a, 1b, 1c. • Critique of critique major schools of 1d, 1g, Philosophical educational philosophy and Positions ethical action • Reading Reflections 2. Interpret current school 4, 5, 7 1c, 1d, 1g, • Reading policies, practices and reforms in Reflections relation to major schools of educational philosophy 3. Develop a personal philosophy 4,7, 9 of education that takes into consideration the key components of educational philosophy and informs ethical teaching behavior 4. Apply philosophic concepts to 4, 7, 8 the creation and evaluation of curriculum and instruction 1g 1a, 1b, 1c, 1d, 1g • Critique of School Reform • Personal Philosophy Statement • Reading Reflections • Teaching Profile • Critique of Curriculum *Georgia's Leadership Institute for School Improvement & Georgia Committee on Educational Leadership Preparation’s Distributed School Leadership Roles X. Course Requirements and Assignments 1. Statement of Philosophy – Thorough statement of a personal philosophy of education that takes into consideration the nature of the learner, learning, and teaching; the role and content of curriculum, beliefs about the teaching process, the ethical responsibilities of the teacher, and the relationship between the school and a democratic society.. 2. Teaching Profile – In this paper the students will examine their own classroom practices and environment to see what philosophy is lived by the classroom and its implications for the future of the learner. 3. Critique of Philosophic Positions – Students will choose three of the major philosophic positions and compare and contrast each in relation to their respective views of the nature of the student, the nature of learning, and the nature of education in a democratic society. 4. Case Studies of Ethical Dilemmas – Students will be presented with and construct their own case studies related to classroom or school-­‐based ethical dilemmas and discuss various ethical perspectives from which the situation could be addressed. 5. Critique of School & Curriculum Reform – Students will select one recent school reform initiative or local curriculum change program and then examine it according to its philosophic underpinnings and implications. 6. Reading Reflections-­‐ Students will write weekly reflections on reading Topics. Reflections will be 2-­‐3 pages, double spaced, with 1” margins using APA 6th edition formatting. Papers should reflect the writer’s unique, developing voice concerning a concept or idea presented in the readings. Students are encouraged to search and reference other readings to support ideas presented in their reflections. 7. Final project—Students will write a paper using a problem based learning approach to explain a design for New Schools for the 21st Century. Elements from the above assignments will be incorporated into the “Introduction to the Problem” section of the paper. Students will present completed paper projects to the class in the form of a short movie documentary and by using the free online web 2.0 Prezi program. XI. Evaluation and Grading Each assignment would be evaluated according to a rubric provided to the students at the beginning of the assignment. The course grade would be assigned according to a standard percentage scale. Grading: 93-­‐100% A 85-­‐92 % B 77-­‐84% C 69-­‐76% D <69% XII. Course Outline: Topics What should education be? How did we get here? Is this a problem? If so, What is the problem? Philosophy of Education Before the 20th Century The Philosophical and Educational Thought of John Dewey Philosophical Analysis in Education Continental Philosophy Logic and Critical Thinking Epistemology and Education Philosophy of Social Science and Educational Research Ethics and Moral Education Social and Political Philosophy Problems of School Reform Feminism, Philosophy, and Education Technology Training for Moviemaker and Prezi Workshop for Final Projects Final Project Presentations XIII. Bibliography Adler, M. J. (1982). The Paideia proposal. New York: Macmillan. Aristotle. (1967). Aristotle on education: Being extracts from the ethics and politics. Ed. & tr. J. Burnet. Cambridge: Cambridge University Press. Banner, H. and Cannon, J. (1997). The elements of teaching. New Haven, CT: Yale University Press. Butler, J. D. (1966). Idealism in education. New York: Harper & Row. Cahn, S.M. (1997). Classic and contemporary readings in the philosophy of education. New York: McGraw-­‐Hill. Counts, G.S. (1932). Dare the school build a new social order? Carbondale, IL: Southern Illinois University Press. Dewey, J. (1902). The child and the curriculum/The school and society. Chicago: University of Chicago Press. Dewey, J. (1916). Democracy and education: An Introduction to the philosophy of education. New York: The Free Press. Dewey, J. (1956). Experience and education. New York: Macmillan. Freire, P. (1970). Pedagogy of the oppressed. Trans. Myra Bergman. New York: Herder & Herder. Freire, P. (1994). Pedagogy of hope. New York: Continuum. Greene, M. (1978). Landscapes of learning. New York: Teachers College Press. Greene, M. (1988). The dialectic of freedom. New York: Teachers College Press. Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Granby, MA: Bergin & Garvey. Gutmann, A. (1987). Democratic education. Princeton, NJ: Princeton University Press. Gutek, G. L. (1997). Philosophical and ideological perspectives on education. Boston: Allyn and Bacon, 1997. Hirsch, E.D., Jr. (1987). Cultural literacy. Boston: Houghton Mifflin. Hirsch, E.D., Jr. (1996). The schools we need and why we don’t have them. New York: Doubleday. Hutchins, R. M. (1953). The conflict in education in a democratic society. New York: Harper. Lee, G.C. (Ed.). (1961). Crusade against ignorance: Thomas Jefferson on education. New York: Teachers College Press. Kneller, G. F. (1958). Existentialism and education. New York: Philosophical Library. Kohli, W. (Ed.) (1995). Critical conversations in philosophy of education. New York: Routledge. Lipman, M., Sharp, A.M., & Oscanyan. F.S. (1980). Philosophy in the classroom. Philadelphia: Temple University Press. Maritain, J. (1967). The education of man: Educational philosophy. D. Gallagher, & I. Gallagher Eds). South Bend, IN: University of Notre Dame Press. Mill, J. S. (1971). John Stuart Mill on education. F. W. Garforth (Ed.). New York: Teachers College Press. Noddings, N. (1996). Philosophy of education. Los Angeles: Westview. Nussbaum, M. (1997). Cultivating humanity: A classical defense of reform in liberal education Cambridge, MA: Harvard University Press. Thomas, N. (1987). What does it all mean? A very short introduction to philosophy. New York: Oxford University Press. Park, J. (1963). Bertrand Russell on education. Columbus, OH: Ohio State University Press. Plato. (1937). The dialogues of Plato. B. Jowett. (Trans.). New York: Random House. Purpel, D. (1989). The moral and spiritual crisis in education. Granby, MA: Bergin & Garvey. Rousseau, J. J.. (1979). Emile. Allan Bloom (Trans.). New York: Basic Books. Schultz, F. (Ed.). (1998). Sources: Notable selections in education. Guilford, CT: Dushkin/McGraw-­‐Hill. Skinner, B.F. (1976). Walden Two. (orig. ed. 1948). New York: Macmillan. Torrey, N. L., (Ed.). (1960). Les philosophes-­‐The philosophers of the enlightenment and modern democracy. New York: Capricorn Books. Wingo, G. M. (1974). Philosophies of education: An introduction. Boston