School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
ED 586 Emergent Literacy Diverse Soc II
F2P 2007 ED
Choi, Dong Hwa
W, Th 12-5 pm
Oct 22-Dec 14, 07
5:00 - 9:30 PM
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: Developing as 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
Class Assessment: A. Inquiry Project
1) Provide a descriptive introduction explaining the rationale for the focus of your inquiry, and ground your thinking in the research and theory examined in ED585 and ED586.
2) Gather a well-developed collection of anecdotal records, annotated audio and/or videotapes, and children’s work samples accompanied by interpretive reflections that allow you to study the negotiation of meaning, and the scaffolding strategies that support the child/children’s literacy development. Each artifact should be accompanied by a reflective commentary that explains (a) the context and interprets the child’s language or literacy intentions, questions, or theories and (b) teacher’s role as an advocate to promote the child’s literacy abilities. (12 font size, double space, 1-2 pages per artifact)
3) Present your findings to the class each week (this collaborative inquiry process with your research group should be well-documented).
B. Weekly Journal (Due: 11/8, 11/22, 12/6) (39 pts)
The purpose of the weekly journal is to encourage a synthesis of the thinking of various authors and to promote a reflective stance on the part of the reader. Readings should be specifically referenced with a well-developed discussion of the provocations the authors are providing to your own thinking. Journals should be submitted weekly for a total of three entries for the session. (NAEYC Standards 1, 3, 4, 5; Professional Tools 1, 2, 3, 4, 5, 6, 7, 8).
Grading: 100-90% = A
89-80 % = B
79-70 % = C
69-60% = D
Below 59% = F
Late Submission of Course Materials:
· Late assignments will result in 20% reduction of the student’s point total for that assignment.
· When student submits assignments after due date, you will have one more opportunity to submit the assignments. You can submit the assignment one week after the due date. That means when we meet in class in the following week of the due date, you can submit the assignment. After the second opportunity is passed, I will NOT accept any late submission.
· Any absence does not excuse students’ responsibility to get assignments turned in on or before due day.
· Extreme emergency absences and/or due date situation will be handled case by case at the instructor’s discretion. Instructor’s decision is final. Keep instructor informed of any potential personal situations that might necessitate an absence.
· The above procedures and calendar (given in class) for this course are tentative and subject to change in the event of extenuating circumstances. I reserve the right and responsibility to evaluate the quality of your work. Completion of an assignment does not guarantee the awarding of all possible points.
· If a student is absent for any reason, the student is still responsible for the information discussed in class that day.
· For your own protection, always save a copy of any assignment you complete.
Classroom Rules of Conduct:
Please reserve Thursday evening for this class meeting, and arrange your day so that you are able to arrive at 5:00 and remain until 9:30. We will begin class promptly at 5:00, take breaks to keep our minds fresh, and plan for a variety of learning opportunities, including small group research work and large group conversations about class readings. You will be responsible for leading discussion on the readings, so be prepared to guide your colleagues through an in-depth examination of the content of each week’s readings, as well as make connections to readings from earlier class session. This will mean that everyone needs to be well-prepared by carefully reading the selections for the week. Please turn off all cell phones and reserve phone calls for breaks.
Children and teachers in conversation: Setting the stage
Geekie, P., Cambourne, B., & Fitzsimmons, P. (1999). Understanding literacy development. Stoke on Trent, UK: Trentham. Chapter 1
Johnston, P. H. (2004) Choice words: How our language affects children’s learning. York, ME: Stenhouse. Chapter 1-3
Children and teachers in conversation: Looking at research
Dickenson, D. K. (2001). Large-group and free-play times: Conversational settings supporting language and literacy development. In D. K. Dickenson, & P. O. Tabors, (Eds.). pp. 223-255. Beginning literacy with language: Young children learning at home and school. Brookes Publishing.
Dombey, H. (2003). Interactions between teachers, children and texts in three primary classrooms in England. Journal of Early Childhood Literacy, 3, 37-58.
Gregory, E., Williams, A., Baker, D., & Street, B. (2004). Introducing literacy to four year olds: Creating classroom cultures in three schools. Journal of Early Childhood Literacy, 4, 85-107.
Hughes, M., & Westgate, D. (1998). Teachers and other adults as talk partners in nursery and reception classes. pp. 214-222. In M. Woodhead, D. Faulker, & K. Littleton (Eds.) Cultural worlds of early childhood. NY; Routledge.
Children and teachers as writers.
Clay, M. M. (1998). The power of writing in early literacy. By different paths to common outcomes. York: ME. Stenhouse. Chapter 10
Geekie, P., Cambourne, B., & Fitzsimmons, P. (1999). Understanding literacy development. Stoke on Trent, UK: Trentham. Chapters 2-4
Richgels, d. J. (2003). Invented spelling, phonemic awareness, and reading and writing instruction. In. S. B. Neuman & D. K. Dickinson (Eds.) Handbook of early literacy research. Pp. 142-155. NY: Guilford.
Schickedanz, J. A. (2003). Engaging preschoolers in code learning. In D. M. Barone & L. M. Morrow (Eds.) Literacy and young children: Research-based practices. Pp. 121-139. NY: Guilford.
Children and teachers as writers: Exploring engaging questions
Geekie, P., Cambourne, B., & Fitzsimmons, P. (1999). Understanding literacy development. Stoke on Trent, UK: Trentham. Chapters 5-6
Johnston, P. H. (2004) Choice words: How our language affects children’s learning. York, ME: Stenhouse. Chapters 4-6
Berry, J. H., & Allen, E. H. (2002). Faces to the window: ‘The Construction Project’. Early Childhood Research & Practice. Spring Volume 4, no1. 1-14. www.ecrp.uicu.edu/v4n1/berry.html
Casbergue, R. M., & Plauche, M. B. (2003). Immersing children in nonfiction: Fostering emergent research and writing. In D. M. Barone & L. M. Morrow (Eds.) Literacy and young children: Research-based practices. pp. 243-260. NY: Guilford.
Riley, J., & Reedy, D. (2005). Developing young children’s thinking through learning to write argument. Journal of Early Childhood Literacy, 5, 29-51.
Children and teachers as readers: The literary context of the classroom
Clay, M. M. (1998). Introducing storybooks to young readers. By different paths to common outcomes. York: ME. Stenhouse. Chapter 12
Paley, V. G. (1997). The girl with the brown crayon: How children use stories to shape their lives. Cambridge, MA: Harvard University Press.
Dickenson, D. K. (2001). Book reading in preschool classrooms: Is recommended practice common? In D. K. Dickenson, & P. O. Tabors, (Eds.). Beginning literacy with language: Young children learning at home and school. pp. 175-203. Brookes Publishing.
McKeown, M. G., & Beck, I.L. (2003). Taking advantage of read-alouds to help children make sense of decontextualized language. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.) On reading books to children: Parents and teachers. pp. 159-176. Mahwah, NJ: Lawrence Erlbaum.
Children and teachers as readers: Developing concepts about print and sound.
Clay, M. M. (1998). The challenge of literacy improvement. By different paths to common outcomes. York: ME. Stenhouse. Chapter 14
Invernizzi, M. (2003). Concepts, sounds, and the ABCs: A diet for a very young reader. In D. M. Barone & L. M. Morrow (Eds.) Literacy and young children: Research-based practices. Pp. 140-156. NY: Guilford.
Nodelman, P. (2001). A is for…what? The function of alphabet books. Journal of Early Childhood Literacy, 3, 235-253.
Stahl, S. (2003). What do we expect storybook reading to do? How storybook reading impacts word recognition. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.) On reading books to children: Parents and teachers. pp. 363-383. Mahwah, NJ: Lawrence Erlbaum.
Involving families: Issues and Approaches
Anderson, J., Anderson, A., Lynch, J., & Shapiro, J. (20030. Storybook reading in a multicultural society: Critical perspectives. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.) On reading books to children: Parents and teachers. pp. 203-230. Mahwah, NJ: Lawrence Erlbaum.
Neuman S. B., Celan, D., & Fisher, R. (1996). The children’s hour: A social-constructivist approach to family literacy. Journal of literacy research, 28, 499-523. http://www.nrconline.org/jlr/archive/v28/article_28_4_2.pdf
Evaluating technology in support of literacy
Turbill, J. (2001). A researcher goes to school: Using technology in the Kindergarten literacy curriculum. Journal of Early Childhood Literacy, 1, 255-279.
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 2007-2008 Graduate Catalog Page 24-26
Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2007-2008 Graduate Catalog Page 24-26
Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2007-2008 Graduate Catalog Page 28
Student attendance and participation is essential in achieving maximum learning. It is generally expected that students will attend all scheduled class sessions and to contribute to the classroom learning environment. However, it is recognized that occasions do arise that necessitate being absent from a class. Students are responsible for making prior arrangements regarding a necessary absence and for completing any alternative assignments.
• If you have more than three absences for the semester, your final evaluation will be lowered by one grade, for example, a “A” will become a “B.”
• Emergency room, hospital stay, and death of immediate family ( e.g., father, mother, siblings, grandparents) are only exceptions of the point deduction and the three absences rule that are explained above. Adequate documentation of the event must be provided at the next class session to the instructor's satisfaction.
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 .
Last Updated:9/24/2007 2:49:49 PM