EDC 356 Families in a Pluralistic Society
FA 2006 HO
B.S. Elementary Education/Speech PathologyM.S. Deaf Education
August 21 - December 15, 2006
12:25 - 1:40 PM
Jaffe, M. L. (1997). Understanding parenting. (2nd edition). Boston: Allyn & Bacon.
Lynch, E. W., & Hanson, M. J. (2004). Developing cross-cultural competence: A guide for working with children and their families. (3rd edition). Baltimore: Paul Brookes.
Kaiser, B., & Rasminsky, J. S. (2003). Opening the culture door. Young Children, 54, 53-56.
Moll, L., & Gonzalez, N. (2004). Beginning where the children are. In O. Santa Ana (Eds.) Tongue-tied: The lives of multilingual children in public education. New York: Rowman & Littlefield. pp. 152-156.
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Becoming a teacher is a complex process that occurs most effectively in learning communities that provide rich opportunities for inquiry and reflection, and that cultivate a sense of curiosity, integrity, social justice, and professionalism.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment:
There are two long-term assignments (due dates are indicated with each assignment) and weekly assignments (due as noted on weekly schedule). Each assignment is designed to provide opportunities for learning and demonstrating your understandings of the content of the course. Assignments must be turned in on the date due. Late assignments will not receive full credit.
Community Resources: Select an early childhood program or elementary school and identify at least eight resources in the community that would be available to families. Visit and/or interview each of the agencies and/or programs to learn about their services and present your findings in a written report. (Questions for your interviews will be developed in class.) This report should provide an in-depth discussion of the 1) importance of the agency/program and the 2) different ways the services are used by families. In your review of each program/service you should also consider the 3) potential barriers or underlying assumptions reflected in the services, and 4) suggestions for how the program could be improved.
Reflection: Reflect on your learnings from this assignment and explain how they will be useful in your teaching.
(50 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a, 2b. Due November 13
Families and Public Policies: Select a topic affecting children and families in the community, for example, health care, minimum wage, or child care. (Young Children provides a useful monthly survey of significant policies.) Prepare a presentation for the class using at least five recent sources and interviews with at least two community resources involved in advocacy or services related to the topic. Present your findings in a research paper and lead class discussion about the topic. (50 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due the week of scheduled presentation.
Weekly Assignments: (see schedule) Ten assignments (you may select eight from the possible ten assignments). (10 pts. each for a total of 80 pts.)
Weekly Questions. Weeks 1-8 you will be asked to develop six questions and/or a conceptual map from the readings assigned for the week. The purpose of the questions and/or maps is to encourage understanding and reflection on the major ideas set forth by each author. Your questions/maps must be completed on the first class meeting of each week (except for Week 1). See www.mcckc.edu/longview/ctac/blooms.htm for useful examples of questions that encourage critical thinking. (10 pts. each for a total of 80 pts).
Late Submission of Course Materials:
All assignments must be turned in on time to receive full credit. Computers make writing and revising much easier and more productive but printers run out of ink and hard drives crash. You are responsible for planning ahead and meeting deadlines. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes. When turning in an assignment, be sure to provide the instructor with a paper copy rather than a disk or an e-mail attachment.
Classroom Rules of Conduct:
· Arrive promptly for class.
· Attend all class meetings (excused absences for emergencies only).
· Actively participate in class learning experiences.
Each student will be an important part of the community of learners. Class participation and weekly questions constitute a major portion of the course. More importantly, the learnings created through discussion and group work will be essential to developing understandings of the course content. If you should have an emergency and are unable to attend, please be sure to call the instructor before the class meeting. Attendance will be considered in determining the final course grade. If you have more than five absences for the semester, your final evaluation will be lowered by one grade, for example, a “B” will become a “C.” Three late arrivals or early departures = one missed class.
· Complete all reading assignments before the class for which they are assigned.
Complete all assignments on the date indicated in the syllabus
Historical Contexts of Childhood
Reading: Jaffe Chapter 1
Lynch & Hanson Chapters 1 and 2
Inquiry: Interview a family member, neighbor, or friend born before 1935 to learn about her/his childhood. As you talk together, consider how each family member functioned and their interrelationship in the family. As you describe your findings from the interview, compare the experience of childhood (including family member functions and interrelationships) with your own. Finally, consider how your comparison reflects changing views of childhood and families. Reflection: Consider learning that surprised you or that you understand more fully from your interviews and readings. What more will you need to better understand the differences and similarities in social, political, economic, and cultural contexts of child-rearing? How will these learnings be important in your teaching? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due September 1.
August 28-September 1
Transition to Parenthood
Reading: Jaffe Chapter 2
Lynch & Hanson Chapter 3
Kaiser & Rasminsky
Inquiry: Interview two different parents – one a mother and one a father - about the transition to parenthood. (Questions will be developed in class.)
Reflection: What important big ideas have emerged from your interviews? How has your reading in Lynch & Hanson raised questions about parenthood that might not have emerged in your interviews? How are the interviews with families helping you become an effective teacher? What more will you need to appreciate the process of becoming a parent? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due September 11.
Reading: Jaffe Chapter 3
Lynch & Hanson Chapter 4
Guest: Former Parents as Teachers Center Manager.
Inquiry: Interview the guest speakers to learn how parent educators 1) plan for collaborating with families to discuss their strengths and needs in order to determine which resources best meet the families' needs and 2)
provide families with resources and service information, giving them the options and choices that will enable families to select the services most appropriate for them.
Reflection: Reflect on your learnings from this assignment. How has your understandings about working with families been strengthened through the interviews? What questions will you need to continue exploring? How will this family-centered approach to working with families be important to you as a teacher? How are Lynch and Hanson raising important questions about working with families? Be sure to use readings to support and extend your thinking.
(10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standards 2a and 2b. Due September 15.
Marriage, Divorce and New Family Configurations
Reading: Jaffe Chapter 4
Lynch & Hanson Chapter 5
Inquiry: Interview two adults who live (or have been raised) in a two different “nontraditional families.” (Questions for the interview will be developed in class.) Describe your interview, comparing and contrasting the experiences of the two adults.
Reflection: As you reflect on your learnings from this assignment consider the question from Chapter 4: “How does society express its biases against nontraditional families?” Discuss how these learnings will be important for your teaching. How does your own cultural perspective influence how you think about the idea of “family?” What questions will you need to continue exploring? Be sure to use readings to support and extend your thinking.
(10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due September 22.
Parenting Styles and Communication
Guest: Parent from Venezuela
Reading: Jaffe Chapters 5, 6, and 7
Lynch & Hanson Chapter 6, 7
Inquiry: Interview guest speaker (and another adult) about the parental authority used in their families when they were children. 1) Describe the findings from your interviews. 2) Use Baumrind's Model of Parenting Styles to analyze your findings. 3) Compare and contrast cultural differences in parenting styles as described in Lynch & Hanson. Do they align with Baumrind's model? If so, please describe. Reflection: How will you work with families whose child rearing styles do not match the approach you value? What will be one of your primary barriers to understanding different approaches to guidance and discipline? What are your plans for learning to work with a diverse group of families? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due September 29.
Families and Culture
Guest: Parent from Vietnam
Reading: Jaffe Chapter 7
Lynch & Hanson Chapters 8, 12
Inquiry: Interview the parent who has come to the United States with a child. Based upon questions that the class has developed, seek to understand the family's hopes and concerns.
Reflection: How have your beliefs about language and culture been challenged or elaborated by your interview? How does Moll and Gonzalez's model help teachers build upon the strengths of the child and family? What further experiences and information will you need so that you will be an effective teacher for the child and family you interviewed? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due October 6.
Special Children, Special Families
Reading: Jaffe Chapter 12
Lynch & Hanson Chapter 8
Inquiry: Interview a professional who works with children with special needs and a parent of a child with special needs. Present your findings, including 1) the challenges and rewards of raising a child with special needs and 2) a discussion of the ways the agencies collaborate with families to determine how to most effectively meet their needs.
Reflection: Reflect on your learnings from this assignment. Why is it essential to understand how families (including different members of the family) experience professional services? What qualities are necessary when professionals work with families? What qualities will you need to develop and refine when working with families to be an effective teacher ?. Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standards 2a, 2b. Due October 13.
Families and abuse, neglect and drug dependence
Reading: Jaffe Chapter 13
Inquiry: Interview the guest social worker formerly from ReDiscover.. Present your findings, including 1) a discussion of some of the challenges for parents recovering from drug dependence and the effects of this dependence on their children, and 2) a discussion of the ways the program collaborates with families to determine how to most effectively meet their needs.
Reflection: Reflect on your learnings from this assignment How did you view yourself and your life experiences after this interview? Why is this perspective-shifting important for teachers? How will you continue seeking experiences that require you to examine your experiences, beliefs, and values? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a, 2b. Due October 23.
Adjustment, Stress and Coping/Self-Concept, Self-Esteem, and Gender Identity
Reading: Jaffe Chapter 8
Lynch & Hanson Chapters 9, 10
Moll and Gonzalez
Inquiry: Interview a friend or family member who has experienced one of the forms of stress described in Chapter 9. 1) How did they cope with the stress? 2) What supports were useful for the child? 3) How does Jaffe provide understandings that will help you when working with a child or family experiencing this stress? 4) How do Lynch and Hanson provoke your thinking about cultural differences in stress and support?
Reflection: What surprised you as you conducted your inquiry? What will be your next step in seeking to understand the impact of stress on child rearing? Why will this knowledge be essential for your role as a teacher? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due November 3.
October 30-November 3
Families and Poverty
Inquiry: Interview the social worker from Operation Breakthrough. Present your findings, including 1) some of the risk factors for children living in poverty, and 2) a discussion of the ways the program collaborates with families to determine how to most effectively meet their needs.
Reflection: How did the social worker help you examine your own experiences, perceptions about poverty, as well as your responsibilities as a citizen? How will these understandings be essential as a teacher in working with children and families? How will you act on your knowledge from this interview? How these learnings will be important in your teaching? Be sure to use readings to support and extend your thinking. (10 pts.) This assignment will prepare you to demonstrate competence in NAEYC Standard 2a. Due November 6.
Community Resources Panel
Families and Public Policies: Presentations
November 27 - Dec.- 1
Families and Public Policies: Presentations/Final
GRADING PLAN: Total Points:
260-245 = A Exceptional work that demonstrates strong understandings and critical thinking
244- 220 = B
219- 200 = C
EDC 356 Rubric for Weekly Assignments
Does Not Meet Expectations
Each question in the assignment is addressed with a well-developed response.
Readings from both texts are used to develop and extend personal thinking.
Well-developed reflection on your learnings from the assignment and their implications for your teaching.
Careful attention to grammar and spelling.
Each question is addressed but responses need further development.
Readings are mentioned in response but are not used to develop thinking.
Reliance on one text.
Beginning effort to reflect on your learnings.
Few errors in grammar and spelling.
Responses to questions incomplete.
Little or no evidence of readings in response.
Reflection brief or missing.
Substantial errors in grammar and
EDC 356 Rubric for Families and Public Policy Papers
Introduction provides the reader with a clear, compelling picture of the issue explored in the paper.
Multiple sources of relevant information consulted and described (e.g. Internet, newspapers, journals, interviews with professionals, interviews with individuals effected by the topic). Each source is appropriate and used effectively.
Information presented by others is thoughtfully described and analyzed.
Course readings are used to support and extend thinking.
Relevant legislation well-described.
Well-developed interviews with professionals and other individuals involved in the topic of paper.
Concludes with a thoughtful, well-developed reflection on your learnings and implications for teaching.
Careful attention to spelling and grammar.
Class presentation…. (developed in class)
Introduction provides some indication of topic explored in paper.
Several sources are used but further research is necessary.
Beginning ability to analyze information, but some reliance on information prepared by others.
Some mention of course readings, but not used effectively to support or extend personal thinking.
Legislation briefly described.
Interviews used but need to be better developed. Reliance on one or two perspectives of topic.
Some errors in spelling and grammar.
Introduction fails to describe topic adequately.
Limited resources consulted.
Information included, but substantial reliance on material prepared by other to present ideas. Little or no analysis.
Readings not used to support or extend thinking. Primarily personal opinion.
Interviews limited to single perspective. Little development.
Needs substantial organization.
Many errors in spelling and grammar.
EDC 356 Rubric for Community Resources
Well-developed introduction describing school/ program, the neighborhood, and the community.
Each community resource (minimum of eight) is well-described, reflecting careful research using an array of different resources. ( i.e. printed material, interviews with professionals and individuals who have used the program).
Potential barriers and assumptions underlying the program are identified and examined.
Choice of resources reflects an effort to examine a collection of diverse and useful agencies or services appropriate to the families served by the school/program.
Student seeks to extend their own professional development by seeking out new community resources.
Introduction describes school/program.
Each community resource is described but further research is necessary to provide complete picture of the services available.
Potential barriers and assumptions underlying the program are identified.
Choice of resources reflects some attempt to become familiar with programs and agencies.
Some evidence of researching new programs but heavy reliance on familiar resources.
Introduction brief and missing important information (e.g. school size, location, community served, etc.).
Brief descriptions of community resources. Does not reflect research about the services.
No consideration of potential barriers or assumptions.
Resources appear to have been selected with little attention to usefulness or diversity.
Questions reflect a careful, thoughtful reading of the chapter/readings.
Questions reflect the important ideas in the chapter/readings.
Questions address higher order thinking skills.
Questions are created from all the assigned readings for the week.
Questions reflect a basic understanding of the assigned chapter/readings.
Some questions address important ideas in the readings.
Some questions address higher order thinking skills.
Most questions are from one text.
Questions reflect a quick reading of the text/readings.
Questions do not address important ideas in the readings.
Questions do not require higher order thinking skills.
Questions created from a single reading.
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Last Updated:9/12/2006 11:22:13 PM