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 576 Curr & Assess Early Child Ed II
F2P 2008 EDD
Choi, Dong Hwa
T: Noon-5 pm (Downtown Rm 819) & W: 4-5 pm (Parkville, Copley Rm 320)
Oct 20-Dec 14, 08
5:00 - 9:30 PM
· Abramson, S., Robinson, R., & Ankenman, K. (1995). Project work with diverse students: Adapting curriculum based on the Reggio Emilia approach. Childhood Education, 71(4), 197–202.
· Bellous K. (2004). Looking at the trees around us. Early Childhood Research and Practice, 6, 1-29.
· Berry, J. H., & Allen, E. H. (2002). Faces to the window: The construction project. Early Childhood Research and Practice, 4, 1-14.
· Chard, S. C. (1999). From themes to projects. Early Childhood Research and Practice, 1, 1-16.
· Danyi, D., Sebest, H., Thompson, A., & Young, L. (2002). The apple project. Early Childhood Research and Practice, 4, 1-22.
· Dewey, J. (1902). The child and the curriculum. Chicago: University of Chicago Press, pp. 11-12, 19-27, 30-32. In Willis, G., Schubert, W. H., Bullough, R. V., Kridel, C., & Holton, J. T. (Eds.) (1994). The American curriculum: A documentary history. (pp. 123-129) Westport, CT: Praeger.
· Dixon, B. (2001). Purposeful learning: A study of water. Early Childhood Research and Practice, 3, 1-19.
· Ganzel, C., & Stuglik, J. (2003). The llama project. Early Childhood Research and Practice, 5, 1-32.
· Helm, J. H., & Gronlund, G. (2000). Linking standards and engaged learning in the early years. Early Childhood Research and Practice, 2, 1-12
· Helm, J. H., & Beneke, S. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms – Strategies and solutions. NY: Teachers College Press.
· Katz, L.G. (1997). A developmental approach to assessment of young children. ERIC Digest [Online]. Available: http://ceep.crc.uiuc.edu/eecearchive/digests/1997/katz97.html
· Katz, L.G., & Chard, S.C. (1998). Issues in selecting topics for projects [ERIC digest]. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. Retrieved July 10, 2002, from http://ericps.crc.uiuc.edu/eece/pubs/digests/1998/katzpr98.html
· Katz, L. G., & Chard, S. C. (2000). Engaging children minds: The project approach. (2nd ed.) Stamford, CT: Ablex.
· Kilpatrick, W. H. (1918). The project method. Teachers College Record 19, 319-335.
· Kogan, Y. (2003). The study of bones. Early Childhood Research and Practice, 5, 1-21.
· McAninch, A. (2000). Continuity and purpose in the design of meaningful project work. Early Childhood Research and Practice, 25, 1-11.
· Rogovin, P. (2001). The research workshop: Bringing the world into your classroom. Portsmouth, NH: Heinemann.
· Schuler, D. (2000). The project approach: Meeting the state standards. Early Childhood Research and Practice, 2, 1-23.
· Wilson, R. (2001). The combine project: An experience in a dual-language classroom. Early Childhood Research and Practice, 3, 1-17.
· Cadwell, L. B. (2003) Bringing learning to life: The Reggio approach to early childhood education. NY: Teachers College Press.
· Diffily, D. & Sassman, C. (2002). Project-based learning with young children. Portsmouth, NH: Heinemann.
· Helm, J. H., & Katz, L. (2001). Young investigators: The project approach in the early years. NY: Teachers College Press.
· Helm, J. H., Beneke, S., & Steinheimer, K. (1998). Windows on learning: Documenting young children’s work. NY: Teachers College Press.
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 email@example.com 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
Application Project -- This assignment is designed to allow participants to 1) pose new questions arising from the contexts of their practice, 2) develop deeper understandings of inquiry from the perspectives of the teacher, the children, and their families, and 3) prompt reflection on the roles of the teacher as learner, problem-solver, decision-maker, and researcher. (Core Learning Outcomes 1-5)
Link to Class RubricClass Assessment: I. Weekly Reflection (Due: 10/28, 11/4, 11/11, 11/18, 11/25, 12/2) (78 pts)
The purpose of the weekly reflection is to encourage a synthesis about 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 6 entries for the session. (NAEYC Standards 1, 3, 4, 5; Professional Tools 1, 2, 3, 4, 5, 6, 7, 8).
II. Teacher Inquiry. Core Assessment (66 pts)
Based upon readings and discussion, conduct an in-depth critical analysis of the influences affecting the approach to curriculum and assessment in the program/school in which you currently teach (or work in some other capacity as director, education coordinator, etc.) (Objective 2)
Application Project. This project provides the opportunity to investigate project work or a research workshop with a group of children. Based upon observations of children, identify a question or topic to explore with children, either as a large group or a small group. Using the framework provided in Katz and Chard (2000), develop an in-depth inquiry to implement with the children. This should be an emergent process that will be documented through a reflective journal and documentation panels, notebook, or video describing learnings (including children’s assessments and reflections on learnings) and teacher decision-making. Your work will include documentation of two children involved in the process, as well as content area knowledge, skills, and dispositions from the curriculum/assessment framework used by your program/school. Projects will be submitted both as written and oral presentation.
B. Teacher Inquiry (45 pts) & Class PP presentation (Due: 12/9)
Write a report paper. Site the resources or references (3-4) you use in your paper. Paper should be 7-8 pages in length and double space, 12 font size letter.
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.
Overview: Re-conceptualizing curricula understandings
Hyun, E. (2006). Teachable moments. Peter Lang.
Chapters 3, 5, 6, & 7.
Berry, J. H., & Allen, E. H. (2002). Faces to the window: The construction project. Early Childhood Research and Practice, 4, 1-14.
Goffin, S. G. (1994). Curriculum models and early childhood education : Chapters 3 & 4
Danyi, D., Sebest, H., Thompson, A., & Young, L. (2002). The apple project. Early Childhood Research and Practice, 4, 1-22.
Ganzel, C., & Stuglik, J. (2003). The llama project. Early Childhood Research and Practice, 5, 1-32.
Goffin, S. G. (1994). Curriculum models and early childhood education: Chapters 5 & 6
Bellous K. (2004). Looking at the trees around us. Early Childhood Research and Practice, 6, 1-29.
Dixon, B. (2001). Purposeful learning: A study of water. Early Childhood Research and Practice, 3, 1-19.
Katz, L. G., & Chard, S. C. (2000). Engaging children minds: The project approach. (2nd ed.) Stamford, CT: Ablex.: Chapters 1, 4, & 5
Kogan, Y. (2003). The study of bones. Early Childhood Research and Practice, 5, 1-21.
Helm, J. H., & Beneke, S. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms – Strategies and solutions. NY: Teachers College Press. Chapters 1, 2, & 3
Wilson, R. (2001). The combine project: An experience in a dual-language classroom. Early Childhood Research and Practice, 3, 1-17.
Teacher as Researcher
Helm, J. H., & Beneke, S. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms – Strategies and solutions. NY: Teachers College Press. Chapters 4 & 5
Forman, G., & Fyfe, B. (1998). Negotiated learning through design, documentation, and discourse. In C. Edwards, L. Gandini, & G. Forman (Eds.), the hundred languages of children: The Reggio Emilia approach – Advanced reflections. Westport, CT: Ablex Publishing, pp. 239-260.
Helm, J. H., & Beneke, S. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms – Strategies and solutions. NY: Teachers College Press. Chapters 6 & 7
Wortman, S. C. (1990). Tests and measurement in early childhood education: Chapters 2, 5, & 6
Academic Honesty:As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25
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 2008-2009 Graduate Catalog Page 25
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 for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29
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:10/13/2008 6:57:30 PM