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
S1P 2011 EDD
Choi, Dong Hwa
Associate Professor / Internatinal Education Coordinator
Ph.D. Early Childhood Education and Urban Leadership & Policy Studies in Education M.A. Educational PsychologyB.S. Elementary School Education
911 Main, Suite 819 Kansas City, MO 64105
T : 2-4 pm (Downtown, Rm. 819)
Jan 10-Mar 6
5:00 - 9:30 PM
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 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/.
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
I. Classroom discussion (wk2-wk7) (18 pts x 6: 108 pts)
Read the chapters or articles assigned and post your original post and one response to your classmate(s).
Due: Your original post – Thursday midnight , CST : 1/20, 1/27, 2/3, 2/10, 2/17, 2/24
Your response to classmate(s)—Sunday midnight , CST: 1/23, 1/30, 2/6, 2/13, 2/20, 2/27
II. Current issue discussion (wk2, wk 3, wk4, wk6, wk8) ( 18 pts x 5: 90pts)
Due: Your original post – Thursday midnight , CST : 1/20, 1/27, 2/3, 2/17, 3/3
Your response to classmate(s)—Sunday midnight , CST: 1/23, 1/30, 2/6, 2/20, 3/6
III. Midterm assignment: Topic presentation (wk 5) ( 50 pts)
You will select a topic related to early childhood education, standards, or educational policies. Your presentation is informational in nature. Keep in mind that your presentation format is open (i.e, Youtube, mp3 file, or powerpoint, etc) and is limited only by your creatively; there is no set structure.
In your presentation, 1) describe an introduction of your topic, 2) discuss three main facts about your topic, 3) discuss your personal reflections on the topic , and 4) discuss how ECE or elementary school teachers can use the information for their practices.
Post your presentation and/or directions on how to access your presentation by midnight Thursday of Week 5. Post one response to your classmate by midnight Sunday of week 5.
Due: Your original post – Thursday midnight , CST : 2/10
Your response to classmate(s)—Sunday midnight , CST: 2/13
IV. Final assignment: In-Depth Exploration of Standards in Early Childhood Education. (Core Assessment) (wk 8) (73 pts)
DUE: Thursday, midnight, CST: 3/3
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, double space, and at least 7-8 pages . APA style , more than 6 references
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.
· I will not accept any late submissions.
· Any absence does not excuse students’ responsibility to get assignments turned in on or before due day.
· Extreme emergency absences and/or due date situations 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-preferably in advance.
· 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:
ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences. The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment. Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties. In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”. An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course. Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student. Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.
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.
Early childhood education and standards : Face-to-face session
Setting the Stage: Past and Present
Standards and Prekindergarten Education: Issues and Questions
Standards and Benchmarks: Sources and Problems
No Child Left Behind: Standards and Assessment
Continuing the Conversation: Education and Democracy
Children Navigating Standards
Standards: Further Considerations
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 2010-2011 Graduate Catalog Page 20
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 2010-2011 Graduate Catalog Page 20
Instructors 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 2010-2011 Graduate Catalog Page 24
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 .
Topic Presentation Rubrics
Does Not Meet Expectations
Introduction (background info) is clearly discussed. 10 pts
Three main facts regarding the topic are discussed 15 pts
Personal refection clearly describes the candidate’s idea on the topic. 15 pts
Educational suggestions for teachers based on the information discussed are well described. 10 pts
Introduction (background info) is somewhat discussed. 6 pts
Two main facts regarding the topic are discussed 10 pts
Personal refection somewhat describes the candidate’s idea on the topic. 10 pts
Educational suggestions for teachers based on the information discussed are briefly described. 6 pts
Introduction (background info) is not clearly discussed. 2 pts
One main fact regarding the topic is discussed. 5 pts
Personal refection does not describe the candidate’s idea on the topic. 5 pts
Educational suggestions for teachers based on the information discussed are not described. 2 pts
ED 565 Discussion rubric
Original post (10pts): -3pts per everyday late
Post by deadline--3 pts
Comments : 8-7 sentences – 7 pts
6-5 sentences –5 pts
4-3 sentences –3 pts
2-1 sentences—1 pts
Post to classmate(s) (8pts): I will NOT accept any late posts.
Post by deadline—3pts
Comments: 6-5 sentences –5 pts
Park University Graduate School
Core Assessment Rubric for Graduate Courses
ED565 Issues in Early Childhood Education
CORE ASSESSMENT: In-Depth Exploration of Standards in Early Childhood Education.
Criteria & Definitions
I. Cognitive Skills
Outcome 1, 3
NAEYC Standard 5a
Professional Tools 4, 6
Artifact demonstrates candidate’s ability to critically review the literature relevant to the question.
Exceeds Expectations (3) (Target)
1.Review of literature analyzes relevant course readings, 1) explaining the implications of the reading to the larger question of standards, and 2) making connections across readings. (7 pts)
2. More than 6 in-text citations (7 pts)
Meets Expectations (2) (Developing)
1. Review of literature briefly references relevant course readings. (5 pts)
2. 5-4 in-text citations (5 pts)
Does Not Meet Expectations (1) (Unacceptable)
1. Little if any mention is made of relevant readings. (3 pts)
2. 3-2 in-text citations (3 pts)
NAEYC Standards 5a Professional Tool 6
Artifact demonstrates candidate’s ability to critically examine the implications of the standards movement on early childhood settings. (14 pts)
1. Discussion of interviews uses literature review as a tool of analysis. A description and analysis of the interview demonstrates in-depth understanding related to the topic. (7 pts)
2. four-five implications for daily teaching practice ( 7 pts)
Meets Expectations (2)
1. Interviews are described with brief references to course readings. A description and analysis of the interview demonstrates basic understanding related to the topic. (5 pts)
2. three implications for daily teaching practice (5 pts)
Does Not Meet Expectations (1) (Unacceptable)
1. Little if any use of course readings to analyze interviews. Relies on personal opinion.
A description and analysis of the interview demonstrates poor understanding related to the topic. ( 3 pts)
2. two implications for daily teaching practice (3 pts)
NAEYC Professional Tools 6, 7, 8
Artifact demonstrates the candidate’s ability to evaluate the effects of the standards on teaching practices, and develop an effective plan of action.
1. Rationale for evaluation and plan of action are explained in terms of issues defined in course readings.
Specific and feasible action plan ( 8 pts)
2. four current economic, cultural, and political forces that shape the issue of standards in early childhood education ( 12 pts)
1. Course readings briefly mentioned in rationale for evaluation and plan of action.
An abstract action plan (6 pts)
2. three current economic, cultural, and political forces that shape the issue of standards in early childhood education (9 pts)
1. Little if any use of course readings evident on evaluation and plan of action. Relies on personal opinion.
Unclear action plans (3 pts)
2. two current economic, cultural, and political forces that shape the issue of standards in early childhood education (6 pts)
III. Professional Disposition
NAEYC Professional Tools 7
Ability to collaborate with colleagues to study and improve teaching practices
Collaboration with in-class research group is well-documented with descriptions of the questions explored and reflections on the implications for the next week of the candidate’s inquiry.
“Intentional probings” provided by colleagues are described and evaluated.
Candidate describes and reflects on the implications of collaboration in the inquiry process.
Collaboration with in-class research group is described.
Candidate describes effects of collaboration in the inquiry process. (3 pts)
Little if any description is provided of the collaborative process. (0 pts)
All sources are accurately documented in the APA format in the text and on the reference page (10 pts)
Minor errors (2-3) in APA format in the text and/or on the reference page (5pts)
Multiple errors (more than 4) in APA format in the text and/or on the reference page (2 pts)
No grammatical, spelling or punctuation errors. Professional voice and word choice used exclusively. (5 pts)
More than 7 pages (5 pts)
Almost no (1-2) grammatical, spelling or punctuation errors.
Professional voice and word choice dominates (3pts)
6-5 pages(3 pts)
A few (3-4) grammatical spelling or punctuation errors.
Professional voice and word choice lacking in spots. (2 pts)
4-3 pages ( 2 pts)
Last Updated:1/15/2011 7:32:21 PM