KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ECE 8320
Department Elementary and Early Childhood Education
Degree Title (if applicable) Specialists in Early Childhood Education
Proposed Effective Date Spring, 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
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
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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 ________________________________________________
Prerequisites ___________________________________________
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _____ECE 8320________________
Course Title
Curriculum Decision Making
Credit Hours
3 hours
Prerequisites
Admission to ECE Specialists Program
Curriculum Decision Making—theoretical discussion of curriculum development as it
relates to theories of learning and understanding. This course examines the social,
political, cultural and economic impacts on curricular decision making. Various
strategies to becoming a change agent in curriculum decision making will be developed.
.
III.
Justification
Classroom teachers are frequently told what to teach, how to teach and when to teach. As the
primary person who has daily contact with students, teachers must be able to make quality
curriculum decisions that fall within the mandated requirements and the teacher’s recognized
student needs in her classroom. This course will address ways to enable teachers in elementary
classroom to be leaders for learning and an active part of distributed school leadership as they
make quality curriculum decisions. Through collaborative discussions of teaching learning and
leadership, teachers become an integral part of curriculum change.
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IV.
Additional Information (for New Courses only)
Instructor: To be Assigned
Text:
Sowell, Evelyn J. (2005) Curriculum: An integrative introduction. New Jersey:
Merrill Prentice Hall
Prerequisites: Admission to ECE doctoral program
Objectives:
Course objectives
Define curriculum decision making at the societal and institutional
and instructional levels based on theories of learning.
Explain the content, values, and sociopolitical nature of decision
making as it relates to curriculum
Evaluate societal and institutional level curriculum decision making
at the national and state levels including an analysis of the part
government and professional organizations play.
Write a reflective essay examining theories of learning which support
your perspective on curriculum decision making and which offer a
solution to effective curriculum development.
Doctoral
KSDS
1.a,1.b
1.a, 1.b,
1.c
1.a, 1.b
2.a, 2.c,
2.d, 2.e,
2.f,
Distributed
School
Leadership
Roles
Curriculum,
1.
Instruction &
Assessment
Leader,
Learning &
Development
Leader, Change
Leader
Curriculum,
2.
Instruction &
Assessment
Leader,
Learning &
Development
Leader, Change
Leader
Curriculum,
3.
Instruction &
Assessment
Leader,
Learning &
Development
Leader, Change
Leader
Change
4. Leader,
Relationship
Development
Leader,
Operations
Leader, process
Improvement
leader,
Learning and
Development
Leader, Process
improvement
Leader
PSC/NCATE
Standard
1.1, 1.2, 1.3, 1.4,
1.5, 1.6
1.1, 1.2, 1.3, 1.4,
1.5, 1.6
1.1, 1.2, 1.3, 1.4,
1.5, 1.6
1.4, 1.5, 1.6, 1.7,
1.8
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Compile varying strategies for acting as a change agent for school
based curriculum decision making
3.a, 3.b
In the context of social, political, cultural and economic impacts on
curriculum decision making, develop a paradigm for sound choices
for decision making for curriculum development
1.a, 1.b,
1.c, 1.d
Curriculum,
5.
Instruction &
Assessment
Leader,
Learning &
Development
Leader,
Operations
Leader
Curriculum,
6.
Instruction &
Assessment
Leader,
Learning &
Development
Leader, change
Leader, Process
Improvement
Leader,
Operations
Leader
1.1, 1.2, 1.3, 1.4,
1.6, 1.7, 1.8
1.1, 1.2, 1.3, 1.4,
1.5, 1.6, 1.7, 1.8
Instructional methods will include group discussions, lectures, online coursework, workshops,
seminars, research, and individual and group assignments.
.
Method of Evaluation
1. Complete the assigned readings in a timely manner, write reflections on these
readings, and actively participate in the discussion and analysis of these readings.
(Objectives 1-7).
2. In small groups, research, critique, and present a current model of curriculum
decision making: its nature and personnel. (Objectives 1-3)
3. Write a reflective essay including the literature perspective of application of
learning theories to curriculum decision making and your own perspective.
(Objective 4)
4. Develop and present a paradigm for curriculum decision making within the
context of the social, political, cultural and economic impacts on curriculum
decision making. (Objective 6)
5. Write research paper on the role of the teacher in curriculum decision making.
Write literature review and methodology on the role of teacher in curriculum
decision making. Analyze results of action you will implement based on the
research and interpretations. Write conclusion of this research and submit
6. Complete essay test.
7. Participate in small group discussion of strategies for acting as change agents for
school based curriculum decision making. Address the literature on teachers as
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leaders in the change process, and present your conclusions in a one page
summary report to be shared with the class. (Objective 5)
V.
Resources and Funding Required (New Courses only)
*Course funding is addressed in a comprehensive manner in the comprehensive proposal for the umbrella
Ed.D degree for the Bagwell College of Education.
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
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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.
I.
DISCIPLINE Elementary and Early Childhood Education
COURSE NUMBER
ECE 8320
COURSE TITLE FOR LABEL
Cur Dec Mkg
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
3 hours
Approval, Effective Term
Fall, 2006
Grades Allowed (Regular or S/U)
A through F
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Admission to Doctoral Program
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
Page 6 of 11
VII Attach Syllabus
Kennesaw State University
Bagwell College of Education
Curriculum Decision Making
ECE 8320 Syllabus
I.
ECE 8320 Curriculum Decision Making
Elementary and Early Childhood Education
Kennesaw State University
II.
III.
INSTRUCTOR:
CLASS MEETING:
IV.
Texts (required):
Sowell, Evelyn J. (2005) Curriculum: An integrative introduction. New Jersey: Merrill Prentice Hall.
V.
Catalog Description:
Curriculum Decision Making This course presents indpeth discussions of theoreticalcurriculum
development as it relates to theories of learning and understanding. This course examines the social,
political, cultural and economic impacts on curricular decision making. Various strategies to becoming a
change agent in curriculum decision making will be developed.
VI. Purpose and Rationale
Classroom teachers are frequently told what to teach, how to teach and when to teach. As the primary
person who has daily contact with students, teachers must be able to make quality curriculum decisions
that fall within the mandated requirements and the teacher’s recognized student needs in her classroom.
This course will address ways to enable teachers in elementary classroom to be leaders for learning and
an active part of distributed school leadership as they make quality curriculum decisions. Through
collaborative discussions of teaching learning and leadership, teachers become an integral part of
curriculum change.
VII. Conceptual Framework
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced
programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective,
research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed
as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning
are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way,
candidates at the doctoral level develop into leaders for learning and facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and
demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with
professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
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 teaching-learning process, the teacher education faculty at KSU believe that the concept of expertise is central to
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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.
Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all
candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and use instructional media. They will master use
of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, and create WWW resources.
XIII. Goals and Objectives:
Course objectives
Doctoral
Distributed
PSC/NCATE
KSDS
School
Standard
Leadership
Roles
Define curriculum decision making at the societal and institutional
Curriculum,
7.
1.1, 1.2, 1.3, 1.4,
and instructional levels based on theories of learning.
1.a,1.b
Instruction &
1.5, 1.6
Assessment
Leader,
Learning &
Development
Leader, Change
Leader
Explain the content, values, and sociopolitical nature of decision
Curriculum,
8.
1.1, 1.2, 1.3, 1.4,
making as it relates to curriculum
1.a, 1.b,
Instruction &
1.5, 1.6
1.c
Assessment
Leader,
Learning &
Development
Leader, Change
Leader
Evaluate societal and institutional level curriculum decision making
Curriculum,
9.
1.1, 1.2, 1.3, 1.4,
at the national and state levels including an analysis of the part
1.a, 1.b
Instruction &
1.5, 1.6
government and professional organizations play.
Assessment
Leader,
Learning &
Development
Leader, Change
Leader
Write a reflective essay examining theories of learning which support
Change
10. Leader,
1.4, 1.5, 1.6, 1.7,
your perspective on curriculum decision making and which offer a
2.a, 2.c,
Relationship
1.8
solution to effective curriculum development.
2.d, 2.e,
Development
2.f,
Leader,
Operations
Leader, process
Improvement
leader,
Learning and
Development
Leader, Process
improvement
Leader
Page 8 of 11
Compile varying strategies for acting as a change agent for school
based curriculum decision making
3.a, 3.b
In the context of social, political, cultural and economic impacts on
curriculum decision making, develop a paradigm for sound choices
for decision making for curriculum development
1.a, 1.b,
1.c, 1.d
Curriculum,
11.
Instruction &
Assessment
Leader,
Learning &
Development
Leader,
Operations
Leader
Curriculum,
12.
Instruction &
Assessment
Leader,
Learning &
Development
Leader, change
Leader, Process
Improvement
Leader,
Operations
Leader
1.1, 1.2, 1.3, 1.4,
1.6, 1.7, 1.8
1.1, 1.2, 1.3, 1.4,
1.5, 1.6, 1.7, 1.8
XIV. Course Requirements/Assignments
Instructional methods will include group discussions, lectures, online coursework, workshops, seminars,
research, and individual and group assignments.
The assignments for this course include the following:
1.
2.
3.
4.
5.
Complete the assigned readings in a timely manner, write reflections on these readings, and actively
participate in the discussion and analysis of these readings. (Objectives 1-7).
In small groups, research, critique, and present a current model of curriculum decision making: its nature
and personnel. (Objectives 1-3)
Write a reflective essay including the literature perspective of application of learning theories to curriculum
decision making and your own perspective. (Objective 4)
Develop and present a paradigm for curriculum decision making within the context of the social, political,
cultural and economic impacts on curriculum decision making. (Objective 6)
Write research paper on the role of the teacher in curriculum decision making. Write literature review and
methodology on the role of teacher in curriculum decision making. Analyze results of action you will
implement based on the research and interpretations. Write conclusion of this research and submit.
(Objectives 1-7)
6.
Complete essay test. (Objectives 1-7)
7.
Participate in small group discussion of strategies for acting as change agents for school based curriculum
decision making. Address the literature on teachers as leaders in the change process, and present your
conclusions in a one page summary report to be shared with the class. (Objective 5)
Page 9 of 11
Each assignment will be graded with a rubric. Each assignment = 100 points
Grading:
93-100%
A
85-92 %
B
77-84%
C
69-76%
D
<69%
F
IX. Policies
Diversity: 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.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in an ethical,
professional manner. Faculty of the EdS and EdD programs abide by the policies and guidelines established by the university in
their expectations for candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of academic
honesty as stated in the graduate catalog. Any candidate who is found to have violated these guidelines will be subject to
disciplinary action consistent with university policy. For example, plagiarism or other violations of the University’s Academic
Honesty policies could result in a grade of “F” in the course and a formal hearing before the Judiciary Committee.
Professionalism- Participation and Attendance: Part of your success in this class is related to your ability to provide peer
reviews and feedback to your editing groups regarding their research and their writing. Furthermore, responding effectively and
appropriately to feedback from your peers and the professor is another measure of one’s professionalism. In addition, since
each class meeting represents a week of instruction/learning, failure to attend class will likely impact your performance on
assignments and final exams. Please be prepared with all readings completed prior to class. We depend on one another to ask
pertinent and insightful questions.
X. References/Bibliography
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background
information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp. 3-14).
Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational psychology
review, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student?
Instructional Science, 26, 127-140.
Classic Works:
Page 10 of 11
Dewey, J. (1938). Logic: The theory of inquiry. New York: Henry Holt.
Silberman, C. (1971). Crisis in the classroom. New York: Random House.
Others:
Anderson, R. & Speck, B. (2001). Using technology in K-8 literacy classrooms. Upper Saddle River, New
Jersey: Merrill.
Brause, R.S. & Mayher, J.S. (Eds.) (1991). Search and research: What the inquiring teacher needs to know.
London: Falmer Press.
Elbow, P., & Belanoff, P. (1986). Staffroom interchange: Portfolios as a substitute for proficiency
examinations. CCC, 37, 336-339.
Good, T. L. & Brophy, J. E. (1987). Looking in classrooms. (4th ed). New York: Harper & Row.
Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. London:
Falmer Press.
LaBoskey, V.K. (1994). Development of reflective practice. New York: Teachers College Press.
McIntyre, D.& Byrd, D. (Eds.) (2000). Research on Effective Models for Teacher Education. Thousand
Oaks, California: Corwin Press
Newby, T. J., Stepich, D. A., Lehman, J.D., & Russell, J. D. (2000). Instructional technology in teaching and
learning. Upper Saddle River, New Jersey: Merrill.
Russell, T. & Munby, H. (Eds.) (1992). Teachers and teaching: From classroom to reflection. London:
Falmer
Press.
Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Smyth, J & Shacklock, G. (1998). Re-Making Teaching; Ideology, policy and practice. London: Routledge.
Tabachnick, B.R. & Zeichner, K. (1991). Issues and practices in inquiry oriented-teacher education.
London: Falmer Press.
Zessoules, R. & Gardner, H. (1990). Authentic assessment: Beyond the buzzword and into the classroom.
Submitted for publication in Assessment in Schools, ed. Vito Perrone. Cambridge, MA: Harvard Project
Zero
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