KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ECE 8350 School Reform Through Classroom Practice (K-5)
Department Elementary and Early Childhood Education
Degree Title (if applicable) Education Doctorate (Ed.D.)
Proposed Effective Date Fall 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
Page 1 of 17
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 ECE 8350 _____________________
Course Title __School Reform through Classroom Practice (K-5)
Credit Hours 3
Prerequisites Acceptance to the Ed.D. program
Description (or Proposed Degree Requirements)
I.
This course will examine multiple ways to use organization as a tool to enhance
instruction in grades K-5th classrooms. Comparison of the effect of organizational
strategies and developmental stages on student learning and examination of roadblocks to
establishment of effective organizational structures will be studied. Through the use of
collaboration and communications, ways to minimize the effects of the real life
roadblocks will be developed. Candidates will incorporate ways to celebrate diversity in
a dynamic classroom. Attention is given to historical, philosophical and theoretical
perspectives, including current national standards, programmatic design and organization
and the use of personnel, materials, and equipment.
III.
Justification
This course presents the key area of focus—the classroom where our candidates work. In
this course the candidates critically analyze through the application of new content
knowledge, the effectiveness of their class as to maximizing student academic
achievement, social, physical, and mental well being.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
REQUIRED:
Cuban, L. (2003). Why is it so hard to get good schools? NY: Teachers College Press.
Jarolimek, J., Foster, C. D., & Kellough, R. D. (2001). Teaching and learning in the
elementary school. Upper Saddle River, NJ: Merrill Prentice Hall.
OPTIONAL:
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking
to the educative process. NY: Houghton Mifflin.
Page 2 of 17
Evans, D. (2005). Taking sides: Clashing views on controversial issues in teaching
and educational practice. Dubuque, Iowa: McGraw Hill.
Prerequisites:
Admission to the Ed.D. program
Objectives:
Course objective
Students will write a reflective essay, beginning
Doctoral
KSDs
1c, 6c, 6d
Distributed School
Leadership Roles*
Curriculum,
Instruction &
Assessment Leader,
Change Leader,
Relationship
Development Leader
PSC/NCATE
Standard
1.3, 1.4, 1.5,
1.6
1a, 1b
Curriculum,
Instruction &
Assessment Leader,
Change Leader,
Learning &
Development Leader
1.1, 1.2, 1.3,
1.4, 1.5, 1.6
1b
Learning &
Development
Leader, Change
Leader
1.4, 1.5, 1.6
with a comprehensive school/student demographic
profile, including characteristics that may impact
student achievement and/or motivation to
participate in academic learning. (This profile may
include socioeconomic data, housing patterns,
transience, truancy, community resources,
ethnicity, race, religious affiliations, reproductive
rates, primary home language, parent or guardian
educational attainments, and other characteristics.)
This essay should also include an analysis of
developmental needs of the school community and
reference the national standards
Identify and articulate beliefs about the purpose of
schooling
Gain an awareness of current reform efforts and
how these reform efforts are perceived within
Page 3 of 17
schools as organizations
Develop skills for leading change within
classrooms, schools and communities and working
2b, 2e, 6c,
6d
with diverse stakeholders with multiple interests
Expand knowledge of strategies, structures, and
2b, 2d
systems designed to lead change
Design effective ways to communicate with parents
2e, 6b.
that utilize knowledge of cultural diversity
Discuss the nature of educational reform efforts
and the roles individual teachers can play in the
reform movements
1a, 1b, 2b
Change Leader,
Operations Leader,
Process
Improvement
Leader, Relationship
Development
Leader, Learning &
Development
Leader, Curriculum
and Assessment
Leader,
Change Leader,
Operations Leader,
Process
Improvement
Leader, Relationship
Development
Leader,
Learning &
Development
Leader, Process
Improvement
Leader, Relationship
Development Leader
Curriculum,
Instruction &
Assessment Leader,
Learning &
Development
Leader, change
Leader, Change
Leader, Operations
Leader, Process
Improvement
Leader, Relationship
Development Leader
1.4, 1.5, 1.6,
1.7, 1.8
1.3, 1.4, 1.5,
1.6, 1.7, 1.8
1.6, 1.7, 1;8
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 1l8
Instructional Method




Seminar discussion in class of assigned readings
WebCT postings with some classes held online
Essay test
Classroom presentation based on the essay test with groups presenting a proposal
to a school board
Page 4 of 17
All of these tasks will be evaluated using a rubric. Rubrics and directions will be posted
to WebCT.
Method of Evaluation
Each assignment = 100 points
Total Points - 400 points
Grades will be assigned as follows:
92 – 100
A
84 – 91
B
76 – 83
C
Below 76
F
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
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
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
EECE
ECE 8350
Sch Reform K-5
3
Fall 2006
Page 5 of 17
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
VII Attach Syllabus
Page 6 of 17
KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY & EARLY CHILDHOOD EDUCATION
_________ SEMESTER ____________
II.
ECE 8350 School Reform Through Classroom Practice,
Grades K-5 (3 hours)
Kennesaw State University
Bagwell College of Education
Department of Elementary and Early Childhood
Fall Semester 2004
III.
a.
b.
c.
d.
IV.
INSTRUCTOR:
OFFICE:
OFFICE PHONE:
OFFICE HOURS:
EMAIL ADDRESS:
CLASS MEETING:
Students are requested to turn off pagers and cell phones while in class.
Note concerning inclement weather: Check the “School Closings” link at www.kennesaw.edu.
If Kennesaw State University has closed, class will not be held.
V.
TEXTS:
REQUIRED: Cuban, L. (2003). Why is it so hard to get good schools? NY: Teachers College Press.
Jarolimek, J., Foster, C. D., & Kellough, R. D. (2001). Teaching and learning in the elementary school.
Upper Saddle River, NJ: Merrill Prentice Hall.
OPTIONAL: Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the
educative process. NY: Houghton Mifflin.
Evans, D. (2005). Taking sides: Clashing views on controversial issues in teaching and educational
practice. Dubuque, Iowa: McGraw Hill.
VI.
Catalog Description: This course will examine multiple ways to use organization as a tool to enhance
instruction in grades K-5th classrooms. Comparison of the effect of organizational strategies and
developmental stages on student learning and examination of roadblocks to establishment of effective
organizational structures will be studied. Through the use of collaboration and communications, ways to
minimize the effects of the real life roadblocks will be developed. Candidates will incorporate ways to
celebrate diversity in a dynamic classroom. Attention is given to historical, philosophical and theoretical
Page 7 of 17
perspectives, including current national standards, programmatic design and organization and the use of
personnel, materials, and equipment.
VI.
Purpose/Rationale: This course presents the key area of focus—the classroom where our candidates
work. In this course the candidates critically analyze through the application of new content knowledge,
the effectiveness of their class as to maximizing student academic achievement, social, physical, and
mental well being.
KENNESAW STATE UNIVERSITY’S 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 endstate. 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, inservice, 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 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.
Page 8 of 17
XIII. REQUIRED GOALS/COURSE OBJECTIVES:
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a
developmental and collaborative process. Research for the past 25 years has described this process in
increasingly complex terms. Universities and schools must work together to successfully prepare teachers
who are capable of developing successful learners in today’s schools and who choose to continue their
professional development.
Course objective
Students will write a reflective essay, beginning
Doctoral
KSDs
1c, 6c, 6d
Distributed School
Leadership Roles*
Curriculum,
Instruction &
Assessment Leader,
Change Leader,
Relationship
Development Leader
PSC/NCATE
Standard
1.3, 1.4, 1.5,
1.6
1a, 1b
Curriculum,
Instruction &
Assessment Leader,
Change Leader,
Learning &
Development Leader
1.1, 1.2, 1.3,
1.4, 1.5, 1.6
1b
Learning &
Development
Leader, Change
Leader
1.4, 1.5, 1.6
with a comprehensive school/student demographic
profile, including characteristics that may impact
student achievement and/or motivation to
participate in academic learning. (This profile may
include socioeconomic data, housing patterns,
transience, truancy, community resources,
ethnicity, race, religious affiliations, reproductive
rates, primary home language, parent or guardian
educational attainments, and other characteristics.)
This essay should also include an analysis of
developmental needs of the school community and
reference the national standards
Identify and articulate beliefs about the purpose of
schooling
Gain an awareness of current reform efforts and
how these reform efforts are perceived within
schools as organizations
Page 9 of 17
Develop skills for leading change within
2b, 2e, 6c,
6d
classrooms, schools and communities and working
with diverse stakeholders with multiple interests
Expand knowledge of strategies, structures, and
2b, 2d
systems designed to lead change
Design effective ways to communicate with parents 2e, 6b.
that utilize knowledge of cultural diversity
Discuss the nature of educational reform efforts
and the roles individual teachers can play in the
reform movements
1a, 1b, 2b
Change Leader,
Operations Leader,
Process
Improvement
Leader, Relationship
Development
Leader, Learning &
Development
Leader, Curriculum
and Assessment
Leader,
Change Leader,
Operations Leader,
Process
Improvement
Leader, Relationship
Development
Leader,
Learning &
Development
Leader, Process
Improvement
Leader, Relationship
Development Leader
Curriculum,
Instruction &
Assessment Leader,
Learning &
Development
Leader, change
Leader, Change
Leader, Operations
Leader, Process
Improvement
Leader, Relationship
Development Leader
1.4, 1.5, 1.6,
1.7, 1.8
1.3, 1.4, 1.5,
1.6, 1.7, 1.8
1.6, 1.7, 1;8
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 1l8
XVI. COURSE REQUIREMENTS AND ASSIGNMENTS




Seminar discussion in class of assigned readings
WebCT postings with some classes held online
Essay test
Classroom presentation based on the essay test with groups presenting a proposal to a school board
All of these tasks will be evaluated using a rubric. Rubrics and directions will be posted to WebCT.
XVII. EVALUATION AND GRADING
Page 10 of 17
Each assignment = 100 points
Total Points
400 points
Grades will be assigned as follows:
92 – 100
A
84 – 91
B
76 – 83
C
Below 76
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
Page 11 of 17
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.
XX. References/Bibliography
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Allyn & Bacon.
Banks, J.: www.newhorizons.org./multicultural/banks.html/
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& Bacon.
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Bacon.
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language, culture, and thought. Advances in Contemporary Educational Thought, 4. NY: Teachers College
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Cortes, C. E. (2002). The making—and remaking—of a multiculturalist. NY: Teachers College Press.
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Gay, G. & Banks, J. A. (2000). Culturally responsive teaching: Theory, research, and practice. Multicultural education
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National Association for Multicultural Education, Washington, D.C.
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Grant, C., Wieczorek, K., & Gillette, M. (2000). Text materials and the intersections of race, class, gender and power.
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