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 565 Issues in Early Childhood Educ
S2P 2009 EDD
Choi, Dong Hwa
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classroom. NY: Teachers College Press.
teacher’s dilemma. NY: Teachers College Press.
Additional readings: (* articles are available on the Park University Ebsco Host Full Text Academic Elite Search)
24. Rothman, R. (2005). Testing goes to preschool. Harvard Educational Letter, www.edletter.org/past/issues/2005-ma/preschool.shtml
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/.
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
DUE: 3/24, 3/31, 4/7, 4/14, 4/21, & 4/28 (78 pts)
You can find topics or issues by reading articles in websites, newspapers, magazines, professional journals, or books. Or you can select topics or issues through your daily teaching experiences, interactions with your colleagues, students, or parents.
D. Make copies of the assignment sheet and the article that you use for the assignment for each classmate and the instructor. Before you present your case, distribute the assignment sheet and the article.
E. Make a copy of the rubric and attach the rubric to each assignment form when you submit the assignment. Thus, you can receive the score that you earn for this assignment using the rubric.
2. Assignment #2: PowerPoint presentation: In-Depth Exploration of Standards in Early Childhood Education (28 pts) & Assignment #3 paper draft
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.)
3. Assignment #3: In-Depth Exploration of Standards in Early Childhood Education. (Core Assessment) (120 pts)
A. Based upon the model of teacher interview and analysis presented in Negotiating standards in the primary classroom: A teacher’s dilemma (Wien, 2004), present a report (adapted to your particular professional context) that 1) identifies the current economic, cultural, and political forces that shape the issue of standards in early childhood education, 2) examines the implications for daily teaching practice, and 3) defines a course of action (either individual or collaborative) that responds to the questions raised by the standards movement.
B. Your report should have the following components: 1) an introduction that places your inquiry within the current educational context, 2) an analytical review of course readings, 3) a description and analysis of your interviews, and 4) a description and rationale for plan of action.
C. Use Time New Roman letter, 12 font, single space, and at least 10 pages
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.
Classroom Rules of Conduct:
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.
Setting the Stage: Past and Present
Additional required reading:
Standards and Prekindergarten Education: Issues and Questions
Additional required readings:
· Rothman, R. (2005). Testing goes to preschool. Harvard Educational Letter, www.edletter.org/past/issues/2005-ma/preschool.shtml
· National Association for the Education of Young Children (NAEYC). (2003). Early learning standards: Creating the conditions for success. Washington, DC: Author. http://www.naeyc.org/about/positions/pdf/position_statement.pdf Read Complete Position Statement
Standards and Benchmarks: Sources and Problems
No Child Left Behind: Standards and Assessment
Differing Points of View
Continuing the Conversation: Education and Democracy
Children Navigating Standards
Standards: Further Considerations
Standards: Further Considerations (cont.)
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:3/11/2009 1:31:55 PM