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
EDC 359 Integrating the Curriculum:PreK
SP 2009 HON
Assistant Professor and Coordinator of Early Childhood Education
Interdisciplinary Ph.D. Early Childhood Education and SociologyM.A. Human Development and Family Studies: Emphasis Early Childhood Education, Higher Education, and AdministrationB.S. Human Development and Family Studies; Emphasis: Children in Group Settings
On-line/Virtual Office Hours CST: Wednesdays 9 p.m.-10 p.m. and Thursdays 11:30-1 p.m., Face to Face office hours: Tuesdays: 11:30-2
816-590-8282 (mobile and texting) 913-432-7803 (home)
January 12, 2009-May
4:00 - 6:30 PM
Admittance to School for Education. EDC 220, EDC222. Must co-enroll in EDC 360b or EDC 361b or permission from instructor
Hill, L., Stremmel, A., and Fu, V. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson Allyn & Bacon. ((ISBN: 0-205-41264-5)
Koralek, D., ed. Spotlight on young children-Expanded 5-book curriculum set. Washington, DC: National Association for the Education of Young Children. (Stock No. 2800)
DOWNLOAD FROM E-companion
Download from internet:
Required: All students seeking teacher certification and licensure must purchase Foliotek, the School for Education electronic portfolio system. Purchasing information will be distributed within the first two weeks of the semester.
Copple, C. and Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs, 3rd edition. Washington, DC: National Association for the Education of Young Children. (ISBN: 978-1-928896-64-7).
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: The professor draws from Howard Gardner's theory of multiple intelligences, in that it is important to allow for diverse learning styles in all classrooms. Further, she believes in the fact that individuals learn through collaboration and construction of their own knowledge. In other words the professor draws heavily from theorists such as Dewey, Vygotsky, Piaget, Bruner to name a few. The professor provides time to share personal experiences and ideas to understand multiple perspectives. The class is organized in the style of a seminar including techniques such as: demonstration, discussion board, observation, library/internet research.
Learning Outcomes: Core Learning Outcomes
Project packet with complete descriptions and scoring guides will be distributed the first day of class.
Project 1: Group Presentation and Activity 35
*Project 2b: The Environment Implementation 25
*Project 2c: The Environment Analysis 30
Project 5: Documentation Panel of Activity 2 30
Image of Teacher, Child and Family 15
Philosophy of pre-primary education 28
Participation (10 points per session) 150
*Core Assessment to be approved
· Attend a professional meeting and submit notes (Reggio Collaborative, MNEA, etc.) (5 points)
Project packet with scoring guides will be distributed the first day of class.
Late Submission of Course Materials:
Candidates must follow the criteria outlined and abide by the due dates for each project. Late submissions are accepted only with prior approval from the professor. TWENTY Percent of the total points (for the project) may be deducted if the professor accepts the paper as a late submission. Teacher Candidates may submit papers on time even if absent from class by sending with a friend, e-mailing or sending through digital dropbox. It is the teacher candidate’s responsibility to contact the professor prior to due date if they do not understand the criteria for the assignments as explained.
Classroom Rules of Conduct:
Candidates are required to read the textbook chapters in order to participate in class discussions and small group activities. Small group work and on-line discussion board includes dialogue and problem solving throughout the semester. Individual teacher candidates will receive partial points for class participation and interaction. The class projects are based on contents covered in the text and class dialogue. When engaging in on-line discussion board, you must enter responses on-time. Critical thinking is required.
Scoring guides that include format for written assignments are provided for the course. Candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Candidates must cite references using APA style within the contents of the paper. Candidates should write papers in order to explain all information (assume that the reader does not understand the information presented). This form of writing will enable the candidates to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable candidates to explain ideas to family members of children with whom they will work in the future. All written papers should be saved for the purpose of revision. Candidates are allowed to make one revision for each written project if the grade is less than ninety percent and submitted on time. The due date for the revised papers is two weeks after they have been returned to students.
Mobile Phones and Messaging:
Participation in class is essential for everyone's learning. If candidates must have a mobile phone for emergencies, they are required to turn to vibrate. Otherwise, all phones are to be turned off during class time. Text messaging is not permitting during class time.
When visiting early childhood programs for observations it is essential that candidates always remember that they are representatives of Park University. Professional dress and behaviors are required during all observations.
2:30 p.m. EDC 360b/361b overview at Northland Head Start
3:30. Meet and Greet with Mentor Teachers Northland Head Start
4:30 p.m. EDC 359b overview and initial thoughts
Go into E-companion and create a home-page
Letter to Families
Readings for Week:
Chapters 1 & 2 (Hill, Stremmel, Fu)
The invitation to life: The art of teaching
How you teach is who you are
Work with Group on Presentation-you may meet wherever is convenient for your team
DUE: Letter to Families
Chapter 3 (Hill, Stremmel, Fu)
The teacher as researcher: Asking questions, discovering answers (On-line initial posting due by 6:30 p.m.)
Critical Responses on e-companion to classmates due by 11 a.m.
Readings for Week: Chapter 6 (Hill, Stremmel, Fu)
DUE this week: Outline of Environment
MEET AT NORHLAND!! NOT ON-LINE
Creating an environment for children to be known and valued: Educational caring spaces
Observe the environment by completing first part of Project 2a (Create a diagram of the classroom environment, making note of learning centers. Observe the classroom environment during center time. Describe areas that are popular with the children and reasons why they might be popular. Describe areas that are not popular and why they might not be as popular. Carefully observe a center that may relate to your content area. How is it currently utilized?) Bring outline of this to class.
Readings for Week: Chapter 5 (Hill, Stremmel, Fu)
DUE: Environment Part 1
The child as cultural invention: Reconstructing images of the child (On-line initial posting due by 6:30 p.m.)
DUE: In drop box Environment Part 1 by 6:30 p.m.
Discuss with Mentor teacher your plan for the environment and seek approval form
Readings for Week: Chapters 7& 8 (Hill, Stremmel, Fu)
DUE this week: Copy of Power Point Presentation and list of activities
MEET AT NORTHLAND!! NOT ON-LINE
A family-centered model: Parent-teacher partnerships
The amiable school: Incorporating everyone into the equation
DUE: In drop box copy of Power Point Presentation and list of activities by 6:30 p.m.
Hard copy Mentor and Practicum Instructor approval of Environment Project
Readings for Week: Chapters 9 & 11 (Hill, Stremmel, Fu)
Begin Environment Implementation this week.
Negotiating the Curriculum: ‘The long story’
Projects as a key to community building (On-line initial posting due by 6:30 p.m.)
Begin Implementing Environment
Readings for Week: Chapters 10 (Hill, Stremmel, Fu)
Conclude Environment Implementation
The use of documentation in an inquiry-based classroom
Conclude Environment Implementation
Readings for Week:
Creative Arts and Social Studies
Due this week: Environment Reflection
Discuss and plan activity 1 and plans for Activity 2 with mentor
MEET AT NORTHLAND!!! NOT ON-LINE
Group Presentation: Creative Arts and Social Studies
Discuss Activity Plan 1 with Mentor and develop outline of plan and
Discuss plans of Activity 2 Implemented 4/8
DUE: in drop box Reflection of Environment Project by 6:30 p.m.
Language and Literacy
DUE this week:
Activity Plan 2 to professor
Implement Activity 1
Group Presentation: Language and Literacy
Implement Activity 1
DUE: in drop box Activity 2 to professor by 6:30 p.m.
Math and Science
Activity Plan 2 to mentor and practicum instructors
Video Reflection Guide for Activity 1 and feedback forms from practicum and mentor instructors to prof.
Group Presentations: Math and Science
DUE: in drop box Video Reflection Guide for Activity 1 and Activity 1 outline by 6:30 p.m.
HARD COPY Activity feedback forms from mentor and practicum instructors
Activity 2 to mentor and practicum Instructor
Download Article on Applying State Standards: Project Approach http://ecrp.uiuc.edu/v2n1/schuler.html
Feedback forms from Mentor and practicum instructors for Activity 2 PLAN
Implement Activity 2 this week
Applying State Standards: Project Approach (On-line initial posting due by 6:30 p.m.)
Meet with teaching team to review ideas for documentation panel!!!
Implement Activity Plan 2
DUE: HARD COPY Feedback forms from mentor and practicum instructors for Activity 2
Mentor and practicum instructor observations of Activity 2
Facilitated WORK DAY: Documentation Panel
Bring photos and initial ideas to class.
DUE: Mentor and practicum instructor observations and scoring of Activity 2 Implementation
Download and Read the NAEYC Code of Ethical Conduct : http://www.naeyc.org/about/positions/pdf/PSETH98.PDF
Code of Ethics: Application to experiences (On-line initial posting due by 6:30 p.m.)
Philosophy of pre-primary education
Work Day: Work on Philosophy Statement and Documentation Panel. Make appointment with professor re: Panels as needed.
Due: in drop box Philosophy of pre-primary education by 6:30 p.m.
FINAL Celebration and Panel Exhibit! 4-6:30
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 2008-2009 Undergraduate Catalog Page 87
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 2008-2009 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2008-2009 Undergraduate Catalog Page 89-90The course is taught in a "hybrid" fashion (on-line and face to face) and participation is essential to complete the course requirements. Full participation is required in each class period whether it is on-line or in class.
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:1/13/2009 1:47:21 PM