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EDC 356 Families in a Pluralistic Society
Svoboda-Chollet, Mary


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EDC 356 Families in a Pluralistic Society

Semester

FA 2006 HO

Faculty

Svoboda-Chollet, Mary

Title

Adjunct Faculty

Degrees/Certificates

B.S. Elementary Education/Speech Pathology
M.S. Deaf Education

Office Hours

By appointment

Daytime Phone

(816) 759-4442

E-Mail

Mary.Svoboda-Chollet@pirate.park.edu

Mary.Svoboda-Chollet@mcckc.edu

Semester Dates

August 21 - December 15, 2006

Class Days

-M---F-

Class Time

12:25 - 1:40 PM

Credit Hours

3


Textbook:

 

COURSE TEXTBOOKS:

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. 

Additional Resources:

 

COURSE ARTICLES:

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.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
A course exploring family systems; cultural, socio-economic, political, and community influences; and the effects of stress/crisis on families. Emphasis will be placed on 1) examining community resources designed to address the challenges confronting families from diverse cultural, linguistic, and socio-economic backgrounds, and 2) analyzing various approaches to family support. PREREQUISITE: Admission to the School of Education or the Early Childhood Education and Leadership Program. 3:0:3

Educational Philosophy:

 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

  1. Appraise theories of family systems and research in relationship to various family and community contexts.   (MoSTEP Standard 1.2.10  EC 3.1 NAEYC 2a)
  2. Analyze the effects of stress/crisis on families. (MoSTEP Standard 1.2.10  EC 3.1 NAEYC 2a)
  3. Examine cultural, socio-economic, political, and community factors as they influence children's lives.  (MoSTEP Standard 1.2.10 EC 3.1 NAEYC 2a)
  4. Analyze the effects of social policies on the lives of children and their families. (MoSTEP Standard 1.2.10 EC 3.1 NAEYC 5e)
  5. Evaluate different types of resources available in the community. (MoSTEP Standard 1.2.10 EC 3.3 NAEYC 2b)


Core Assessment:
Family and Profesional Interviews  with Analysis and Reflection.

Link to Class Rubric

Class Assessment:

COURSE 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

 

Course Topic/Dates/Assignments:

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

1

August 21-25

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.

2

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.

3

September 8

Raising Children

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.

4

September 11-15

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.

5

September 18-22

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.

6

September 25-29

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.

7

October 2-6

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.

8

October 9-13

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.

Oct. 16-20

Fall Recess

9

October 23-27

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.

10

October 30-November 3

Families and Poverty

Operation Breakthrough

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.

11

November 6

Community Resources Panel

12

November 13-17

Families and Public Policies: Presentations

13

November 20

Families and Public Policies: Presentations

14

November 27 - Dec.- 1

Families and Public Policies: Presentations

15

December 4-8

Families and Public Policies: Presentations

16

December 11-15

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

Meets Expectations

10-8 pts.

Developing

7-5 pts.

Does Not Meet Expectations

4-0pts.

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.

Well-organized.

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.

Some organization.

Few errors in grammar and spelling.

Responses to questions incomplete.

Little or no evidence of readings in response.

Reflection brief or missing.

Organization confusing.

Substantial errors in grammar and

spelling.

Name________________________________________ Date_____________________

Points earned__________________________


EDC 356 Rubric for Families and Public Policy Papers

Meets Expectations

30-25 pts.

Developing

24-16 pts.

Does Not Meet Expectations

15-0pts.

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.

Well organized.

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.

Brief reflection.

Organized.

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.

Legislation omitted.

Interviews limited to single perspective. Little development.

No reflection.

Needs substantial organization.

Many errors in spelling and grammar.

Name________________________________________ Date_____________________

Points earned__________________________


EDC 356 Rubric for Community Resources

Meets Expectations

30-25 pts.

Developing

24-16 pts.

Does Not Meet Expectations

15-0pts.

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.

Concludes with a thoughtful, well-developed reflection on your learnings and implications for teaching.

Well organized.

Careful attention to spelling and grammar.

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.

Brief reflection.

Organized.

Some errors in spelling and grammar.

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.

No reflection.

Needs substantial organization.

Many errors in spelling and grammar.

Name________________________________________ Date_____________________

Points earned__________________________


EDC 356 Rubric for Weekly Questions

Meets Expectations

10--8 pts.

Developing

7-4 pts.
Does Not Meet Expectations 3-0 pts.

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.

Name _____________________________________ Date______________________

Points earned____________________


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Analysis provides an in-depth discussion of 1) family systems, 2) the effects of stress and crisis on families, and 3) cultural, socio-economic, political, and community factors as they influence children's lives.  
Many specific examples are explained from your interviews (at least three for each element) (NAEYC Standard 2a).  

Readings from multiple sources (two or more) are used to help analyze your interviews.  (NAEYC Standard 5d) 
Analysis provides reference to 1) family systems, 2) the effects of stress and crisis on families, and 3) cultural, socio-economic, political, and community factors as they influence children's lives.  

Some examples are referenced from your interviews (at least two for each element) (NAEYC Standard 2a).  
Reading from one source is used to help analyze your interviews.  (NAEYC Standard 5d) 
Analysis provides minimal discussion of 1) family systems, 2) the effects of stress and crisis on families, and 3) cultural, socio-economic, political, and community factors as they influence children's lives.  

Few if any examples are used from your interviews (less than two for each element)  (NAEYC Standard 2a).
Readings are rarely or inappropriately used to  analyze the interviewed. (NAEYC Standard 5d) 
No evidence of addressing the required questions. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Responses to the following questions are well-developed with explanations of three or more relevant examples (per question) included from your interviews.
•How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)
•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a) 
Responses address the following questions with brief reference to at least two examples from your interviews (per question).
•How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)
•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a) 
Responses to the following questions are brief or missing.  Few if any examples from your interviews are provided.
•How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)
•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a) 
No evidence of addressing the required questions. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Response is well-developed with explanations of three or more relevant and descriptive examples from your readings or interviews.
•How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d) 
Response addresses question.  Two appropriate examples are provided from your readings or interviews are referenced in your response.  
•How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d) 
Little or no attempt to address the question.   Response relies on personal opinion rather than readings.
•How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d) 
No evidence of addressing the required question. 
Application                                                                                                                                                                                                                                                
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Response is well-developed with explanations of three or more relevant examples from your interviews or readings.
•Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d) 
Response addressees question with two relevant examples from your interviews or readings are briefly referenced.
•Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d) 
Little or no attempt to address the question.   Response relies on personal opinion rather than your interviews.
•Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d) 
No evidence of addressing the required question. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Assignment demonstrates the ability to accurately explain at least four examples of cultural, socio-economic, political, and community factors that influence families. Assignment demonstrates the ability to accurately reference at least three cultural, socio-economic, political, and community factors that influence families. Assignment fails to demonstrate the ability to accurately explain more than two cultural, socio-economic, political, or community factors that influence families. No evidence. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Careful attention to spelling and grammar.

Well-organized paragraphs help the reader follow your thinking.
 
Several minor errors in grammar and spelling (3-5). Substantial errors in grammar and spelling (more than 5).
Construction of paragraphs is confusing. 
No evidence.
 
First Disciplinary Competency                                                                                                                                                                                                                              
Outcomes
Demonstrates respect for variations in families across cultures and socioeconomic backgrounds, including different beliefs, values, and practices in child-rearing and education.  (NAEYC 2b)                                                                                                                                                                                                                                                                                                                        
Assignment demonstrates an understanding and appreciation of the multiple perspectives families bring to child-rearing and education. (NAEYC 2b, 5d)
Well-developed explanation of the growth in your thinking and the examination of your own beliefs and practices are provided in each of the interviews, as well as in the final reflection. (NAEYC 2b, 5d) 
Brief reference to the growth in your thinking and the examination of your own beliefs and practices are provided in at least three of the interviews, as well as in the final reflection. (NAEYC 2b, 5d) Differences in beliefs and practices are described judgmentally as “deficits.”

Little or no discussion of the growth in your thinking and the examination of your own beliefs and practices are provided. (NAEYC 2b, 5d) 
No evidence of competency. 
Second Disciplinary Competency                                                                                                                                                                                                                             
Outcomes
Identifies strategies used by community professionals to empower families by supporting their goals for their children, and providing resources that build upon family strengths. (NAEYC 2b)                                                                                                                                                                                                                                                                                                                         
Artifact demonstrates the ability to explain the supportive nature of community resources that work with families to identify goals and build upon family strengths.  (NAEYC 2b) Artifact demonstrates the ability to reference the strategies used by community resources to work with families to identify goals and build upon family strengths.  (NAEYC 2b) Artifact fails to include the strategies used by community resources to work with families to identify goals and build upon family strengths.  (NAEYC 2b) No evidence
 

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Last Updated:9/12/2006 11:22:13 PM