Education 656 Special Problems in the Elementary School

Transcription

1 COURSE INFORMATION: Credit Hours: Three Hours (3) Education 656 Special Problems in the Elementary School PREREQUISITES: Education 600 and Education 607, 615 or 616 COURSE DESCRIPTION: Study of contemporary problems in elementary education. A review of pertinent research relating to these problems. Each student is expected to do intensive reading and reporting in areas deemed of particular interest and need, as identified by student and instructor. RECOMMENDED TEXT: To be chosen by instructor COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT CONCEPTUAL FRAMEWORK STATEMENT: In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today's world and to prepare students for the future, the College of Education and Human Development (COEHD) has identified critical components of The Effective Educator as supported via the college s conceptual framework. The COEHD s Conceptual Framework provides direction for the development of effective professionals and, serves as a living document that continuously evolves as opportunities and challenges emerge. The four components of the CF are the institutional standards used for candidate assessment in undergraduate and graduate programs. They are Knowledge of Learner (KL), Strategies and Methods (SM), Content Knowledge (CK), and Professional Standards (PS). Diversity and Technology are included in the assessment process as themes that are integrated throughout all programs in the educational unit (diversity) (technology). COURSE OBJECTIVES: Upon completion of this course, the candidate will: 1. investigate contemporary problems in elementary education through the use of current research. (CK, SM, PS, D, T) 2. read and report on numerous studies related to issues identified by both the student and instructor. (KL, CK, SM, PS, D, T) ASSESSMENT: To be determined by instructor. FIELD EXPERIENCE: To be determined by instructor.

2 2 WRITING STYLE: Formal papers in this class must be written in APA style. KNOWLEDGE BASE: Alesandrini, K., & Larson, L. (2002). Teachers bridge to constructivism. The Clearing House, 75, Amrein, A. T., & Berliner, D. C. (2003). The effects of high-stakes testing on student motivation and learning. Educational Leadership, 60, Baker, S., Gersten, R., Dimino, A, & Griffiths R. (2004). The Sustained Use of Research-Based Instructional Practice. A case study of peer-assisted learning strategies in mathematics. Remedial and Special Education, 25, Barker, T., Jones, S., Britton, C., Messer, D. (1997). The creation of task-based differential learning materials for students with learning difficulties and/or disabilities. London: Waltham Forrest College, Brooks, J. G. & Brooks, M. G. (1999). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Bracey, G. W. (2002). Raising achievement of at-risk students-or not. Phi Delta Kappan, 83, 6. Bruer, J.T. (1999). In search of brain-based education. Phi Delta Kappan, 80, Carter, Samuel Casey. (2000). No Excuses: Lessons from 21 High-Performing High Poverty Schools. Heritage Foundation, Washington D.C. Cohen, E.G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), Cohen, E.G., Lotan, R.A., & Abram, P.L. (2002). Can groups learn? Teachers College Record, 104(6), Corbett, D., Wilson, B., & Williams, B. (2005) No choice but success. Educational Leadership, 62 (6), Day, S. L. and M. A. (1997). The future isn t what it used to be: student competencies for the 21 st century. Contemporary Education. 69(1), 34. Diamond, M. (2004). Differentiating instruction. Retrieved July 20, 2006, from Enhance Learning with Technology Website:

3 3 Dotson, J. (2001). Cooperative learning structures can increase student achievement. Kagan online magazine. Retrieved from Dwyer, B.M. (2002). Training strategies for the twenty first century: Using recent Research on learning to enhance training. Innovations in Education and Teaching International, 39, Equity. Retrieved March 30, 2005, from North Regional Educational Web Site: Florida Department of Education. (1996). Cooperative learning and educational Equity. Retrieved from Gabriele, A.J., & Montecinos, C. (2001). Collaborating with a skilled peer: the influence of achievement goals and perceptions of partners' competence on the participation and learning of low-achieving students. The Journal of Experimental Education, 69(2), Gardner, H. (1983). Frames of mind. New York, NY: BasicBooks. George, P.S. (2005). A rationale for differentiating instruction in the regular classroom. Theory Into Practice, 44(3), Grenier, M., Dyson, B., and Yeaton, P. (2005). Cooperative learning that includes students with disabilities. Journal of Physical Education, Recreation & Dance, 76(6), Gulpinar, M.A. (2005). The principles of brain-based learning and constructivist models in education. Educational Sciences: Theory and Practice, 5, Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [July 20, 2006] from Hemsley-Brown, J., & Sharp, C. (2003). The Use of Research to Improve Professional Practice: a systematic review of the literature. Oxford Review of Education, 29, Hollas, B. (2005). Differentiating instruction in a whole-group setting: taking the easy first steps into differentiation. Peterborough, NH: Crystal Springs Books, 60, 128.

4 4 Johnson, D.W., & Johnson, R.T. (1985). The internal dynamics of cooperative learning groups. In R. Slavin, S. Sharan, S. Kagan, R.H. Lazarowitz, C. Webb & R. Schmuck (Eds.), Learning to cooperate, cooperating to learn (pp ). New York, NY: Plenum. Kewley, L. (1998). Peer collaboration versus teacher-directed instruction: how two methodologies engage students in the learning process. Journal of Research in Childhood Education, 13(1), Kozma, R. (2003, Fall). Technology and classroom practices: an international study. Journal of Research on Technology in Education, 36, Retrieved April 2, 2006, from Landsman, J. (2004). Confronting the racism of low expectations. Educational Leadership, 62 (3), La. Department of Education. (2006). Lataap assessor manual. Baton Rouge, LA: La. Department of Education. La. Department of Education. (2005). Comprehensive curriculum. Retrieved July 20, 2006 from Louisiana Department of Education. (2005). Grade Level Expectations. Retrieved July 24, 2006 from Louisiana Department of Education. (2005). Louisiana K-12 Educational Technology Standards. Retrieved July 24, 2006 from Mann, D. & Shafer, E.A. (1997). Technology and achievement. The American School Board Journal, July Retrieved July 18, 2005 from Milson, A. J. (2000). Creating a curriculum for character development: A case study. The Clearing House,74, National Center for Education Statistics. (2004). The Condition of Education Washington D.C.: U.S. Department of Education. p. xi. Ornstein, A. C. and Hunkins, F. P. (2004). Curriculum: Foundations, principles, and issues. Boston, MA: Pearson. Pederson, S., Williams, D. (2004). A comparison of assessment practices and their effects on learning and motivation in student-centered learning environments. Journal of Educational Multimedia and Hypermedia, 13(3),

5 5 Reeves, D. (2000). High Performance in High Poverty Schools: 90/90/90 and Beyond. Retrieved March 30, 2005, from Riding, P., Fowell, S. and Levy, P. (1995) "An action research approach to curriculum development". Information Research, 1(1) Available at: Sanelli, M. & G. Perrealut. (2001). I could be anybody : Gay, lesbian, and bisexual students in U.S. Schools. National Association of Secondary School Principals, 85(622), Schulte, P. L. (1996). A definition of constructivism. Science Scope, 20(6), Schulte, P.L. (1999). Lessons in cooperative learning. Science and Children, April, Simons, K. D., Klein, J. D., and Brush, T. R. (2004). Instructional strategies utilized during the implementation of a hypermedia, problem-based learning environment: a case study. Journal of Interactive Learning Research, 15(3), Singhanayok, C., & Hooper, S. (1998). The effects of cooperative learning and learner control on students' achievement, option selections, and attitudes. Educational Technology, Research and Development, 46(2), Slavin, R.E. (1991b). Synthesis of research on cooperative learning. Educational Leadership, 48(5), Stiggins, R. and Chappuis, J. (2005). Using student-involved assessment to close achievement gaps. Theory into Practice, 44(1), Suh, S. and Suh, J. (2006). Educational engagement and degree attainment among high school dropouts. Educational Research Quarterly, 29(3), Sungur, S. and Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. Journal of Educational Research, 99(5), Tomlinson, C. A. (1995, October). Differentiating instruction for advanced learners in the mixed-ability middle school classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (1999, September). Mapping a route toward differentiated instruction. Educational Leadership. Alexandria, VA: Association for Supervision and Curriculum Development,

6 6 Tomlinson, C. A. (2000). Differentiated instruction: Can it work? Education Digest, 65(5), Webber, E. (1998). Marks of brain-based assessment: A practical checklist. National Association of Secondary School Principals, 82(598), Wiggins, G. & McTighe J. (2001). Performance Task Idea Generator. Retrieved from Wiggins, G. and McTighe, J. (1998). Understanding by design. Alexandra, VA: Association for Supervision and Curriculum Development. Williams, B. (2003). What else do we need to know and do?. In Williams, B. (Ed.), Closing the achievement gap: A vision for changing beliefs and practices. (2 nd ed., pp ). Alexandria, Virginia: Association for Supervision and Curriculum Development. Williams, D., Yanchar S., Jensen L., and Lewis, C. (2003). Character education in a public high school: a multi-year inquiry into unified studies. Journal of Moral Education, 32(1), Wolf, K. & Siu-Runyan, Y. (1996). Portfolio Purposes and Possibilities. Journal of Adolescent & Adult Literacy. Zeichner, K. (2003). Pedagogy, knowledge, and teacher preparation. In Williams, B. (Ed.), Closing the achievement gap: A vision for changing beliefs and practices. (2 nd ed., pp ). Alexandria, Virginia: Association for Supervision and Curriculum Development. Journals American Biology Teacher (National Association of Biology Teachers) American Journal for Health Education (American Association for Health Education) Bilingual Research Journal (National Association for Bilingual Education) Childhood Education (Association for Childhood Education International) Educational Leadership (Association for Supervision and Curriculum Development) Educational Researcher (American Educational Research Association) English Journal (National Council of Teachers of English)

7 7 Family and Consumer Sciences Research Journal (American Association of Family and Consumer Sciences) Journal for Research in Mathematics Education (National Council of Teachers of Mathematics) Journal of Adolescent & Adult Literacy (International Reading Association) Journal of Physical Education, Recreation & Dance (American Alliance for Health, Physical Education, Recreation & Dance/National Association for Sport and Physical Education) Journal of Research in International Education (SAGE Publications) Journal of Research in Science Teaching (National Association of Research in Science Teaching) Journal of Research on Technology in Education (International Society for Technology in Education) Journal of Special Education Technology (Council for Exceptional Children) Journal of Social Studies Research (Kansas State University, College of Education) The Language Educator (American Council on the Teaching of Foreign Languages) Language Learner Magazine (National Association for Bilingual Education) Mathematics Teacher (National Council for Teachers of Mathematics) Mathematics Teaching in the Middle School (National Council of Teachers of Mathematics) Middle Level Learning (National Council for the Social Studies) Middle School Journal (National Middle School Association) Phi Delta Kappan (PDK, International) Research in the Teaching of English (National Council of Teachers of English) Science Scope (National Science Teachers Association) The Science Teacher (National Science Teachers Association) Social Education (National Council for the Social Studies) TEACHING Exceptional Children (Council for Exceptional Children)

8 8 Tech Trends (Association for Educational Communications & Technology) TESOL Journal (Teachers of English to Speakers of Other Languages) Voices from the Middle (National Council of Teachers of English)