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 2008 HO
Assistant Professor and Program Chair 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
Tuesdays and Thursdays 1-3:30 or by appointment
January 14, 2008 - May 6, 2008
5:30 - 8:00 PM
Admittance to School for Education. EDC 220, EDC222. Must co-enroll in EDC 360b or EDC 361b
DOWNLOAD FROM E-companion
The thought that sustains education speech by Carla Rinaldi
Creating Amiable Environments
Asking Children Good Questions
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 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: 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: in-class dialogue, demonstration, discussion board, observation, library/internet research, collaborative group projects and oral presentations.
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 2a: A View of the Environment and Plan for Learning Center 45
*Project 2a: The Environment Plan-mentor/practicum instructor approval form 10
*Project 2b: The Environment Implementation 25
Project 5: Reflection of Activity 1: Video Viewing Guide 30
Project 6: Activity Plan 2 25
Project 7: Implementation of Plan 2 25
Project 8: Documentation Panel of Plan 2 30
Image of Teacher, Child and Family 15
Philosophy of pre-primary education 28
Participation (10 points per session, 1 excused absence) 140
*Core Assessment to be approved
· Attend a professional meeting and submit notes (Reggio Collaborative, MNEA, etc.) (5 points)
· Missing 0 classes (10 points)
Late Submission of Course Materials:
Teacher 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. 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:
Teacher candidates are required to read the textbook chapters in order to participate in class discussions and small group activities. Small group work includes dialog 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 dialog.
Scoring guides that include format for written assignments are provided for the course.Teacher candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Teacher candidates must cite references using APA style within the contents of the paper. Teacher 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 students to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable students 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. Teacher 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 teacher 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 teacher candidates always remember that they are representatives of Park University. Professional dress and behaviors are required during all observations.
Course Topic/Dates/Assignments: January 2008
Final 7-9 p.m.: Panel Exhibit and Celebration
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 Undergraduate Catalog Page 85-86
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 2007-2008 Undergraduate Catalog Page 85
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2007-2008 Undergraduate Catalog Page 87-88Teacher Candidates are afforded one absence without deduction of participation points. It is the teacher candidate's responsibility to inform the professor prior to class absence. It is also the teacher candidate's responsibility to obtain notes and additional information from a friend enrolled in the 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 .
Duckworth, E. (1987). The having of wonderful ideas" And other essays on teaching and learning. New York: Teacher's College Press.
Gronlund, G. (2006). Making early learning standards come alive: COnnecting your practice and curriculum to state guidelines. St. Paul, MN: Redleaf Press.
Helm, J.H. and Beneke, S. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms-strategies and solutions. New York: Teacher's College Press.
Helm, J.H. and Helm, A. (2006). Building support for your school: How to use children's work to show learning. New York: Teacher's College Press.
Jones, E. and Nimmo, J. (1994). Emergent curriculum. Washington, DC: National Association for the Education of Young Children.
Katz, L. and Chard, S. (2000). Engagning children's minds: The project approach, 2nd ed. Stamford, CN: Ablex Publishing Corporation.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. New York: Routledge Taylor & Francis Group.
Last Updated:1/10/2008 1:58:46 PM