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Education Major Version

ED 576 Curr & Assess Early Child Ed II
Choi, Dong Hwa


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The 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.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The 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


Course

ED 576 Curr & Assess Early Child Ed II

Semester

F2P 2008 EDD

Faculty

Choi, Dong Hwa

Title

Assistant Professor

Degrees/Certificates

Ph. D

Office Location

Downtown

Office Hours

T: Noon-5 pm (Downtown Rm 819) & W: 4-5 pm (Parkville, Copley Rm 320)

Daytime Phone

(o) 816-559-5604

E-Mail

dong.choi@park.edu

Semester Dates

Oct 20-Dec 14, 08

Class Days

--T----

Class Time

5:00 - 9:30 PM

Prerequisites

None

Credit Hours

3


Textbook:

 

  • Katz, L. G., & Chard, S. C. (2000). Engaging children minds: The project approach. (2nd ed.) Stamford, CT: Ablex.
  • Helm, J. H., & Beneke, S. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms – Strategies and solutions.   NY: Teachers College Press. 
  • Hyun, E. (2006). Teachable moments. Peter Lang.
  • Goffin, S. G. (1994). Curriculum models and early childhood education. Merrill.
·         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.
  • Wortman, S. C. (1990). Tests and measurement in early childhood education, Merrill.

Additional Resources:
 

·         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.

·         Chard, S. C. (2000). The challenges and the rewards: a study of teachers undertaking their first projects. From the Proceedings of the Lilian Katz Symposium. November 5-7, 2000. Issues in Early Childhood Education: Curriculum, Teacher Education, and Dissemination of Information.http://ceep.crc.uiuc.edu/pubs/katzsympro.html
 
·         Clark, A. M. (2000). The project approach: Three avenues of engagement. From the Proceedings of the Lilian Katz Symposium. November 5-7, 2000. Issues in Early Childhood Education: Curriculum, Teacher Education, and Dissemination of Information.http://ceep.crc.uiuc.edu/pubs/katzsympro.html

·         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.

·         Liebovich, B. J. (2000). Children’s self-assessment. From the Proceedings of the Lilian Katz Symposium. November 5-7, 2000. Issues in Early Childhood Education: Curriculum, Teacher Education, and Dissemination of Information. http://ceep.crc.uiuc.edu/pubs/katzsympro.html

·         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.

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Course Description:
ED576 Curriculum and Assessment in Early Childhood Education II:  The course focuses on the inquiry approach of in-depth project work. Emphasis will be placed on action research with project work, and the documentation and assessment of childrens learning.

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

  1. develop, implement, and evaluate strategies for creating an integrated curriculum that provides meaningful, engaging opportunities for children to investigate fundamental concepts in the content areas.
  2. develop, implement, and evaluate strategies for observing, assessing and documenting children's learning.
  3. develop, implement, and evaluate strategies for involving families and community in children's learning.
  4. research children's learning and teaching strategies through documentation and reflection.
  5. analyze and evaluate approaches to integrating the curriculum.


Core Assessment:

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 Rubric

Class 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. 

  1. PP presentation (21 pts) (Due: 11/11)
Ø      School name and location
Ø      Your topic
Ø      Analyze your performance in the area(s) you have selected.
Ø      Describe what you have observed about your teaching and evaluate or reflect on those observations using your educational beliefs, philosophies, and opinions. 
Ø      Use references.
Ø      If you are allowed to take pictures or videotape of the class, use the data or resources as visual aides. Visual aides are powerful tools for communication.

 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.

Grading:

A=100-90%
B=89-80%
      C=79-70%

Late Submission of Course Materials:

  ·   All assignments should be typed. No handwritten assignment will be accepted.
 
·   All assignments must be turned in on the dates indicated, unless date is changed by instructor.

·   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.

Course Topic/Dates/Assignments:
 

 

Course Topics

Date

Assignments

Session 1

Overview: Re-conceptualizing curricula understandings

10/21

Readings:

Hyun, E. (2006). Teachable moments. Peter Lang.

Chapters 3, 5, 6, & 7.

Project Examples:

Berry, J. H., & Allen, E. H. (2002). Faces to the window: The construction project. Early Childhood Research and Practice, 4, 1-14.

Session 2

Curriculum models and early childhood education I

10/28

Readings:

Goffin, S. G. (1994). Curriculum models and early childhood education : Chapters 3 & 4

 

Project Examples:

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.

Session 3

Curriculum models and early childhood education II

11/4

Readings:

Goffin, S. G. (1994). Curriculum models and early childhood education: Chapters 5 & 6

Project Examples:

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.

Session 4

Project approach

11/11

Readings:

Katz, L. G., & Chard, S. C. (2000). Engaging children minds: The project approach. (2nd ed.) Stamford, CT: Ablex.:  Chapters 1, 4, & 5

Project Examples:

Kogan, Y. (2003). The study of bones. Early Childhood Research and Practice, 5, 1-21.

Session 5

Project approach

 

 

11/18

Readings:

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

 

Project Examples:

Wilson, R. (2001). The combine project: An experience in a dual-language classroom. Early Childhood Research and Practice, 3, 1-17.

Session 6

Documentation

Teacher as Researcher

Project Evaluation

 

 

 

11/25

Readings:

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 discourseIn 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.

 

Session 7

Project work

 

 

12/2

Readings:

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

Session 8 Presentation and analysis of teacher research

 

12/9

Readings:

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:

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


Attendance Policy:

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
For Example:                                                                                                                                                                                                                                               
Outcomes
Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Application (others may apply) Outcome(s) =                                                                                                                                                                                                                                                                                                                                                                                                   
Operationalize, i.e., define in measurable terms what this criteria means and how it will be measured. Operationalize, i.e., define in measurable terms what this criteria means and how it will be measured. Operationalize, i.e., define in measurable terms what this criteria means and how it will be measured. Operationalize, i.e., define in measurable terms what this criteria means and how it will be measured. 
Application                                                                                                                                                                                                                                                
Outcomes
Definition: Demonstrates candidate's ability to create an integrated curriculum that provides meaningful, engaging opportunities for children to investigate fundamental concepts in the content area. Outcome (1, 4)                                                                                                                                                                                                                                                                                                
A candidate demonstrates professional ability to implement emergent curriculum, negotiate curriculum contents with children, and capture teachable moments to practice developmentally meaningful and culturally congruent practices.  

A candidate demonstrates in-depth understanding of each child's social/emotional/cultural backgrounds and needs, and reflects these understandings on their practices. 
A candidate demonstrates ability to implement practices based on children's interest and motivation.

A candidate practices developmentally meaningful and culturally congruent practices to a certain extent. 
A candidate demonstrates a lack of ability to implement child-initiated learning.

Instead, a candidate implements teacher-directed learning experiences without in-depth understanding of children's motivation, interest, and social/emotional/cultural backgrounds and needs. 
No evidence 
Application                                                                                                                                                                                                                                                
Outcomes
Definition: Demonstrates candidate's ability to develop, implement, and evaluate strategies for involving families and community in children's learning Core Outcome (3)                                                                                                                                                                                                                                                                                                                                             
A candidate demonstrates professional ability to develop, implement, and evaluate strategies to involve children's family and community participation in children's learning experiences.

A candidate practices developmentally meaningful and culturally congruent teaching-learning experiences based on collaboration with families and community.

A candidate is responsive and sensitive to make a meaningfully connection between children's learning and family/ community's participations. 
A candidate demonstrates ability to implement, and evaluate strategies to involve children's family and community participation in children's learning experiences. A candidate demonstrates a lack of ability to develop, implement, and evaluate strategies to involve children's family and community participation in learning experiences.

A candidate's practices are not connected with social/emotional/cultural backgrounds of children, their family, and community. 
No evidence 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
Definition Demonstrates candidate's ability to develop, implement, and evaluate strategies, for observing, assessing, and documenting children's learning Core Outcome (2)                                                                                                                                                                                                                                                                                                                                           
A candidate demonstrates professional ability to develop, implement, and evaluate strategies for observing, assessing, and documenting children's learning.

A candidate possesses knowledge of various kinds of documentation methods and practices these methods in her/his teaching. 
A candidate recognizes importance and functions of observation, assessment, and documentation.

A candidate practices one or two documentation methods in her/his practices. 
A candidate demonstrates a lack of ability to develop, implement, and evaluate strategies for observing, assessing, and documenting children's learning.

A candidate does not have fully-developed knowledge of various kinds of documentation methods and does not practice these methods in her/his teaching. 
No evidence 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
Professional Writing/ Research Skills Core Outcome (4)                                                                                                                                                                                                                                                                                                                                                                                                                                                               
Fewer than 3 errors in grammar or APA style.  



Writing is clear, well-edited, and polished:

•anticipates questions the reader may have about the literature and/or the meaning of early childhood vocabulary.

•uses effective transitions to assist the reader in following the teacher inquiry project.

 
4-6 errors in grammar or APA style.



Writing is clear:

•explains early childhood vocabulary.

•provides connecting transitions for the reader.

 
7-12 errors in grammar or APA style.



Writing is confusing or repetitive:

•fails to explain early childhood vocabulary.

•little if any attention to transitions to assist the reader in following the writer's thinking.

 
No evidence 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
For example: Ethical Principles, Appreciation for human dignity/diversity, etc.Outcome(s) =  Demonstrates candidate's ability to collaborate with children to implement developmentally meaningful and culturally congruent practices. Core Outcome (1)                                                                                                                                                                                                                                                              
A candidate demonstrates ability to collaborate with children to implement developmentally meaningful and culturally congruent practices based on in-depth understanding of social/emotional/cultural backgrounds.  

A candidate demonstrates ability to facilitate children's learning as a collaborator. 
A candidate demonstrates ability to collaborate with children to implement child-initiated learning experiences. A candidate demonstrates a lack of ability to collaborate with children to implement child-initiated learning experiences.

A candidate shows a tendency towards authoritarian attitudes with children.

A candidate does not reflect children's motivation, needs, and learning styles. 
No evidence 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
Demonstrates candidate's ability to collaborate with families, colleagues, and community to study and improve teaching practices. Core Outcome (3)                                                                                                                                                                                                                                                                                                                                                                   
A candidate demonstrates ability to collaborate with families, colleagues, and community to study and improve her/his teaching practices.

A candidate reflects on her/his practices and uses feedback from families, colleagues, and community to improve her/his practice.

A candidate is open-minded to accept constructive criticism. 
A candidate demonstrates ability to collaborate with families, colleagues, and community to study and improve teaching practices. A candidate demonstrates a lack of ability to collaborate with families, colleagues, and community to study and improve teaching practices.

A candidate rarely accepts any feedback or constructive criticism from families, colleagues, and community to improve her/his practices. 
No evidence 

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Last Updated:10/13/2008 6:57:30 PM