KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 8350 Creating Culturally Responsive Classrooms II
Department Special Education/ESOL
Degree Title (if applicable) Ed.D.
Proposed Effective Date 2006
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new
course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a
new program. Current catalog information (Section I) is required for each existing course
incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
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Vice President for Academic Affairs Date
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EDUC 8350______
Course Title __ Creating Culturally Responsive Classrooms II
Credit Hours 3 Credit Hours
Prerequisites Creating Culturally Responsive Classrooms I
Description (or Proposed Degree Requirements)
This course translates the theories addressed in Creating Culturally Responsive Classrooms I into
daily practice. Further, the course focuses on the culture of the classroom and addresses discourse
structure, applied behavior analysis, classroom ecologies, research-based applications, and action
research. Candidates will gain a clear understanding of how to plan and deliver culturally
responsive instruction that closes the achievement gap for students with disabilities, as well as
those who are culturally and linguistically diverse. Candidates will participate in distributed
school leadership that will allow leadership potential to be developed and recognized.
III.
Justification
In the past ten years there has been growing dissatisfaction with content-area instruction that
focused on the average students, with minor extensions for more capable students and remedial
programs for less capable students. Curriculum reformers from special education and ESOL
frequently cited that the reason that students failed in content areas was not because of the
student’s lack of ability. Rather, failure to learn content stemmed from a curriculum that ignored
their cultural identities, minimizes work motivation and does not appear to be relevant to
students’ post-secondary options. Thus, reformers developed the notion of a responsive
curriculum, flexible and able to accommodate the diverse interest and ability levels of a
heterogeneous student body.
This course builds upon the constructs of Creating Culturally Responsive Classroom I and
provides guidance and instruction to candidates as they design and implement advanced academic
activities including, conducting action research projects and functional analysis of behavior.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Karen Harris and Dr. Karen Kuhel
Text:
American Psychological Association. (2001). Publication Manual of the American Psychological
Association: Fifth Edition. Washington, DC: Author.
Anderson, G. L., & Herr, K. G. (2005). Action Research Dissertation: A Guide for Students and
Faculty. Thousand Oaks: CA: Sage Publications.
Boutte, G. S. (2002). Resounding voices: School experiences of people from diverse ethnic
backgrounds. Boston, MA: Pearson
Coll, C., Garcia, E. L., Bearer, R. M. & Lerner, R. M. (2004). Nature and nurture: The complex
nterplay of genetic and environmental influences on human behavior and development.
Mahwah, NJ: Lawrence Erlbaum Associates.
McGregor G. & Vogelsberg, R. T. (2000). Inclusive schooling practices: Pedagogical and
research foundations: A synthesis of the literature that informs best practices about
inclusive schooling.
Viegas, A.M. & Lucas, T. (2002). Preparing culturally responsive teachers: A coherent approach.
Albany, N.Y: SUNY
Prerequisites: Creating Culturally Responsive Classrooms I
Course Objectives:
TESOL
NCATE/KSD Standards
Standards
*DSL Roles
5.a.1. Use extensive
NCATE Standard I (KSD)
knowledge of the research
NCATE Standard IV
and evolution of the field of (Diversity)
ESL to make instructional
KSD Standard 1a
decisions and conduct
KSD Standard 4d
classroom-based research
KSD Standard 4e
KSD Standard 5a
DSL Data Analysis Leader
5.a.2. Assist schools with
designing ESL instructional
programs that meet and
fulfill federal, state, and
local guidelines, laws, and
policies.
5.b.1. Create circumstances
and environment that
support ESOL student and
family empowerment.
NCATE Standard I (KSD)
NCATE Standard IV
(Diversity)
KSD Standard 1a
KSD Standard 2c
KSD Standard 2d
KSD Standard 2e
KSD Standard 3a
KSD Standard 3c
KSD Standard 4c
KSD Standard 4d
KSD Standard 4e
DSL Curriculum, Instruction,
& Assessment Leader
NCATE Standard I (KSD)
NCATE Standard IV
(Diversity)
KSD Standard 5d
KSD Standard 6d
DSL Relationship
Course Objectives
Implement and
Synthesize action
research
Evidence of
Mastery
Discussion
Individual/group
activities
Action Research
project
Design and implement
an identified researchbased model
Small group
discourse
Discussion
School-based
group project
Assist families with selfadvocacy
Individual project
Field experience at
a local school
Development Leader
NCATE Standard I (KSD)
NCATE Standard IV
(Diversity)
KSD Standard 2b
KSD Standard 3a
KSD Standard 3c
DSL Process Improvement
Leader
DSL Learning and
Development Leader
5.b.2. Provide instruction
and professional growth
activities for colleagues,
sharing skills for working
with ESOL students. Assist
policymakers with
understanding the curricula
and instructional
approaches that best meet
the needs of ESOL students
in their community.
5.b.3. Assist colleagues to
appropriately select, adapt,
and customize resources for
use by ESOL students.
5.c.2. Provide leadership to
staff in scheduling
appropriate classes and
instructional opportunities
for ESOL students.
5.c.4. Assist content-area
colleagues in becoming
effective models of
academic English.
5.c.1. Engage in a
NCATE Standard I (KSD)
continuous cycle of ESL
NCATE Standard IV
professional development
(Diversity)
that is informed by
KSD Standard 2d
instructional reflections
KSD Standard 5f
5.c.3. Continue to learn
DSL Change Leader
about other content areas in DSL Learning and
order to share greater
Development Leader
responsibility for effective
instruction and student
success in those classes.
* TESOL Standards addressed in this course are:
5.a. ESL Research and History
5.b. Partnerships and Advocacy
5.c. Professional Development and Collaboration
* DSL = Distributed School Leadership
Provide professional
development at the local,
state, and national
levels.
Provide
presentation(s) at
national
conferences
Student Poster
Session
Conduct teacher
professional
development
workshops
Field experience at
a local school
Conduct ongoing selfreflection
Discussion
Individual/group
activities
Attend
professional
development
activities
Instructional Method
The following instructional strategies will be used to collaboratively and interactively present course
material and engage students in critical thinking and discourse at the doctoral level:
 Lecture
 Discussion
 Collaborative Group Work
 Case Study Analysis
 Simulation Activities
Method of Evaluation
Assessment of student learning in this course will be done through the following assignments and
performance-based projects meeting specific course objectives and relating to identified
knowledge, skills, and dispositions.
Course Requirements/Assignments
Assignments
Action Research Project
Poster Session
Final Project
Individual and Group Presentations
Field Experience/School Collaborations
Class Participation/Professionalism
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
Existing Faculty
0
0
0
0
0
0
0
TOTAL
Funding Required Beyond
Normal Departmental Growth
0
0
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
Education/Special Education_____________
COURSE NUMBER
EDUC 8350
COURSE TITLE FOR LABEL
Cultural Respond II
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
3 Credit Hours
Approval, Effective Term
Fall 2006
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
NA
Learning Support Programs courses which are required as prerequisites NA
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
I.
EDUC 8350 Creating Culturally Responsive Classrooms II
Department of Special Education and TESOL
Kennesaw State University
Fall, 2006
II.
INSTRUCTOR :
Name
Location: Kennesaw State University
Office:
Phone:
e-mail:
III.
Class Sessions:
Day :
Location: Kennesaw Hall 1107
IV.
Texts (required):
American Psychological Association. (2001). Publication Manual of the American Psychological
Association: Fifth Edition. Washington, DC: Author.
Anderson, G. L., & Herr, K. G. (2005). Action Research Dissertation: A Guide for Students and
Faculty. Thousand Oaks: CA: Sage Publications.
Boutte, G. S. (2002). Resounding voices: School experiences of people from diverse ethnic
backgrounds. Boston, MA: Pearson
Coll, C., Garcia, E. L., Bearer, R. M. & Lerner, R. M. (2004). Nature and nurture: The complex
interplay of genetic and environmental influences on human behavior and development.
Mahwah, NJ: Lawrence Erlbaum Associates.
McGregor G. & Vogelsberg, R. T. (2000). Inclusive schooling practices: Pedagogical and
research foundations: A synthesis of the literature that informs best practices about
inclusive schooling.
Viegas, A.M. & Lucas, T. (2002). Preparing culturally responsive teachers: A coherent approach.
Albany, N.Y: SUNY
V.
Catalog Description: This course translates the theories addressed in Creating Culturally
Responsive Classrooms I into daily practice. Further, the course focuses on the culture of the
classroom and addresses discourse structure, applied behavior analysis, classroom ecologies,
research-based applications, and action research. Candidates will gain a clear understanding of
how to plan and deliver culturally responsive instruction that closes the achievement gap for
students with disabilities, as well as those who are culturally and linguistically diverse.
Candidates will participate in distributed school leadership that will allow leadership potential to
be developed and recognized.
VI.
Purpose/Rationale: In the past ten years there has been growing dissatisfaction with contentarea instruction that focused on the average students, with minor extensions for more capable
students and remedial programs for less capable students. Curriculum reformers from special
education and ESOL frequently cited that the reason that students failed in content areas was not
because of the student’s lack of ability. Rather, failure to learn content stemmed from a
curriculum that ignored their cultural identities, minimizes work motivation and does not appear
to be relevant to students’ post-secondary options. Thus, reformers developed the notion of a
responsive curriculum, flexible and able to accommodate the diverse interest and ability levels of
a heterogeneous student body.
This course builds upon the constructs of Creating Culturally Responsive Classroom I and
provides guidance and instruction to candidates as they design and implement advanced academic
activities including, conducting action research projects and functional analysis of behavior.
VII.
Conceptual Framework Summary & Related Standards & Requirements
Collaborative Development of Expertise in Teaching and Learning.
The Kennesaw State University teacher education faculty is committed to preparing teachers who
demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher
education community strongly upholds the concept of collaborative preparation requiring
guidance from professionals inside and outside the university. In tandem with this belief is the
understanding that teacher expertise develops along a continuum which includes the stages of
preservice, induction, in-service, and renewal; further, as candidates develop a strong researchbased knowledge of content and pedagogy, they develop their professional expertise in
recognizing, facilitating, assessing, and evaluating student learning.
While completing your graduate program at Kennesaw State University, you are required to be
involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees,
attending PTA/school board meetings, leading or presenting professional development activities
at the school or district level, and participating in education-related community events. As you
continue your educational experiences, you are encouraged to explore every opportunity to learn
by doing.
Knowledge Base. Teacher development is generally recognized as a continuum that includes four
phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as
Sternberg (1996) believes that the concept of expertise is central to analyzing the teachinglearning process, the teacher education faculty at KSU believes that the concept of expertise is
central to preparing effective classroom teachers and teacher leaders. Researchers describe how
during the continuum phases teachers progress from being Novices learning to survive in
classrooms toward becoming Experts who have achieved elegance in their teaching. We, like
Sternberg (1998), believe that expertise is not an end-state but a process of continued
development.
The knowledge base for methods of teaching students with disabilities continues to develop
rapidly. The historical framework included perceptual training, behavior modification and task
analysis. Current directions include multiple intelligence models, systematic instruction, strategy
approaches to teaching and learning, and direct instruction. The field draws on research literature
from educational psychology, medicine, psychology and special education. The emphasis in this
class will be on developing skills in application of research-based best practice in the area of
behavior management, documenting impact on student learning, and reflective practice.
Technology Standards
All candidates must be able to use technology to improve student learning and meet
Georgia Technology Standards for Educators. Candidates in this course will be expected
to apply the use of educational technology in classrooms for students in their classrooms.
Specifically, candidates will use spreadsheet software to develop graphs, charts, and
tables, word processing to write papers, and e-mail to communicate with the instructors
and their peers.
Candidates in the special education / TESOL concentration will utilize technology to advance
21st century literacy skills such as digital age literacy, inventive thinking, effective
communication, and high productivity. Candidates will be provided with opportunities to explore
and use presentation technologies, technologies to enhance learning, individualize instruction,
and promote critical thinking for 21st century students. Candidates in this course will be
expected to apply best practices related to using technology for learning and creating curriculum
materials using principles of universal design for learning.
Diversity Standards
A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as
an understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore
how multiple attributes of multicultural populations influence decisions in employing specific
methods and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual
orientation, and socioeconomic status. An emphasis on cognitive style differences provides a
background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students must
visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required. Please be aware there are
other support/mentor groups on the campus of Kennesaw State University that address each of the
multicultural variables outlined above.
Graduate Field Experience Requirements
While completing your graduate program at Kennesaw State University, you are required to be
involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees,
attending PTA/school board meetings, leading or presenting professional development activities
at the school or district level, and participating in education-related community events. As you
continue your educational experiences, you are encouraged to explore every opportunity to learn
by doing.
VIII.
Goals and Objectives
The knowledge, skills, and dispositions (KSDs) of the graduates of the Kennesaw State
University Doctorate of Education program of the Bagwell College of Education reflect the
unique aspects of this degree. Collaboratively developed by faculty from across the university and
in consultation with community/school partners, these outcomes and proficiencies delineate the
high expectations we have for graduates who will be Leaders for Learning. Clearly, the
proficiencies reflect the complex nature of student learning in advanced degree programs leading
to a terminal degree. Consequently, many of the proficiencies listed below incorporate aspects of
knowledge, skills, and dispositions within a single proficiency. These proficiencies are clearly
linked to our conceptual framework, The Collaborative Development of Expertise in Teaching,
Learning, and Leadership.
Course Standards, Outcomes, Performance Indicators & Objectives
TESOL
Standards
5.a.1. Use extensive
knowledge of the research
and evolution of the field of
ESL to make instructional
decisions and conduct
classroom-based research
NCATE/KSD Standards
*DSL Roles
NCATE Standard I (KSD)
NCATE Standard IV
(Diversity)
KSD Standard 1a
KSD Standard 4d
KSD Standard 4e
KSD Standard 5a
DSL Data Analysis Leader
5.a.2. Assist schools with
designing ESL instructional
programs that meet and
fulfill federal, state, and
local guidelines, laws, and
policies.
NCATE Standard I (KSD)
NCATE Standard IV
(Diversity)
KSD Standard 1a
KSD Standard 2c
KSD Standard 2d
KSD Standard 2e
KSD Standard 3a
KSD Standard 3c
KSD Standard 4c
KSD Standard 4d
KSD Standard 4e
DSL Curriculum, Instruction,
& Assessment Leader
NCATE Standard I (KSD)
NCATE Standard IV
(Diversity)
KSD Standard 5d
5.b.1. Create circumstances
and environment that
support ESOL student and
family empowerment.
Course Objectives
Implement and
Synthesize action
research
Evidence of
Mastery
Discussion
Individual/group
activities
Action Research
project
Design and implement
an identified researchbased model
Small group
discourse
Discussion
School-based
group project
Assist families with selfadvocacy
Individual project
Field experience at
a local school
KSD Standard 6d
DSL Relationship
Development Leader
NCATE Standard I (KSD)
NCATE Standard IV
(Diversity)
KSD Standard 2b
KSD Standard 3a
KSD Standard 3c
DSL Process Improvement
Leader
DSL Learning and
Development Leader
5.b.2. Provide instruction
Provide professional
Provide
and professional growth
development at the local, presentation(s) at
activities for colleagues,
state, and national
national
sharing skills for working
levels.
conferences
with ESOL students. Assist
policymakers with
Student Poster
understanding the curricula
Session
and instructional
approaches that best meet
Conduct teacher
the needs of ESOL students
professional
in their community.
development
5.b.3. Assist colleagues to
workshops
appropriately select, adapt,
and customize resources for
Field experience at
use by ESOL students.
a local school
5.c.2. Provide leadership to
staff in scheduling
appropriate classes and
instructional opportunities
for ESOL students.
5.c.4. Assist content-area
colleagues in becoming
effective models of
academic English.
5.c.1. Engage in a
NCATE Standard I (KSD)
Conduct ongoing selfDiscussion
continuous cycle of ESL
NCATE Standard IV
reflection
Individual/group
professional development
(Diversity)
activities
that is informed by
KSD Standard 2d
Attend
instructional reflections
KSD Standard 5f
professional
5.c.3. Continue to learn
DSL Change Leader
development
about other content areas in DSL Learning and
activities
order to share greater
Development Leader
responsibility for effective
instruction and student
success in those classes.
** TESOL Standards addressed in this course are: * DSL = Distributed School Leadership
5.a. ESL Research and History
5.b. Partnerships and Advocacy
5.c. Professional Development and Collaboration
Grades will be assigned as follows:
540 -600 points = A
479 -539 points = B
418 -478 points = C
<435 points = D
XII.
Academic Integrity
Every KSU candidate is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/ falsification of University
records or academic work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student identification
cards. Incidents of alleged academic misconduct will be handled through the established procedures of the
University Judiciary Program, which includes either an "informal" resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a candidate to the Code
of Conduct's minimum one semester suspension requirement.
The candidate is reminded to consult pp 142-143 of the 2001-2002 KSU Graduate Catalog for the
University's policy. Any strategy, which has the appearance of improving grades without increasing
knowledge, will be dealt with in accordance with the University's policy on academic honesty. In
addition, candidates in the graduate program in special education are held accountable by the Georgia
Professional Code of Ethics for Educator.
(http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for Exceptional Children's
(CEC) Code of Ethics for Educators of Persons with Exceptionalities
(http://www.cec.sped.org/ps/code.htm#1).
XIII. Course Outline
This is a tentative outline. The syllabus schedule reflects a proposed general sequence of topics.
Any topic may be covered in greater or lesser detail depending on the needs of the class. Topics
may overlap in dates. Additional topics may be added as requested by the candidates. However,
any changes in due dates or written products that are part of a “grade” will be changed only after
class discussion and written notification by the professor. Candidates will be expected to initial
that they have read the written notification by the instructor. The assigned readings are to be
completed before coming to class on the assigned day (except for the first day and those marked
“during class”).
First Class
Second Class
Introduction/Course
Policies/Course
Overview/What is Culturally
Responsive Teaching?
Ecological theory
The United States as a
Multicultural Society
Third Class
Fourth Class)
Fifth Class
Coll, C., Garcia, E. L., Bearer,
R. M. & Lerner, R. M.
Coll, C., Garcia, E. L., Bearer,
R. M. & Lerner, R. M.
Delpit, L.
Applied Behavior Analysis
Guest Presenter
Conceptual Framework for
understanding Communication
differences.
TBD
Cultural Values and
assumptions
Anderson, G. L., & Herr, K. G
Presentations: Class
Anderson, G. L., & Herr, K.
G.
Eighth Class
Assessment Practices for
multicultural populations
Collaboration in schools to
affect positive outcomes for
children from diverse cultural
and impoverished
backgrounds
Contemporary Life, Values,
Beliefs, and Language
Practices
Action Research
Ninth Class
Action Research
Tenth Class
Eleventh Class
Twelfth Class
Thirteenth Class
Fourteenth Class
Fifteenth Class
Research-based applications
Research-based applications
Working with families
Empowering Families
Action Research
Wrap-up
Sixth Class
Seventh Class
presentation on environmental
impacts on family.
Anderson, G. L., & Herr, K. G
Boutte, G. S.
McGregor G. & Vogelsberg,
R. T.
McGregor G. & Vogelsberg,
R. T.
Viegas, A.M. & Lucas, T.
Viegas, A.M. & Lucas, T.
Course packet readings
Course packet readings
Action Research project due
Final Presentation on action
research project
XIV. References/Bibliography
Banks, J. A. & McGee-Banks, C. A. (2003). Handbook of research on multicultural education. (2nd
Ed.). New York: Jossey-Bass.
Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.
Howard, G. (1999). We can’t teach what we don’t know: White teachers, multiracial schools. New
York: NY: Teachers College Press.
Lindsey, R. B., Roberts, L., Campbell Jones, F. (2005). The culturally proficient school. An
implementation guide for school leaders. Thousands Oaks, CA: Corwin Press.
Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York:
Teachers College Press.
Nieto, S. (2003). Affirming Diversity: The Sociopolitical Context of Multicultural Education. Boston,
MA: Allyn & Bacon