KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EXC 8325 Creating Culturally Responsive Schools
Department Special Education
Degree Title (if applicable) Ed.S. 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
_____
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Department Curriculum Committee Date
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Department Chair
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School Dean
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President
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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
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EXC 8325
Course Title __ Creating Culturally Responsive Schools
Credit Hours 3 Credit Hours
Prerequisites Admission into the Special Education/ESOL Ed.D. program
Description (or Proposed Degree Requirements)
The course focuses on theories and research-based, culturally responsive education practices
essential for creating school environments that promote success for all students in an increasingly
diverse school environment. The impact of the work of theorists and researchers such as Lev
Vygotsky, John Dewey, Jean Piaget, and Jerome Bruner on the development and implementation
of culturally responsive schools will be addressed. School practices that have significantly
impacted the academic achievement of all students and issues such as equitable access to
academic opportunities will also be explored. Ultimately, candidates will be engaged in a
distributive leadership focus, allowing their leadership potential to be developed and recognized.
III.
Justification
To meet the needs of an increasingly diverse student population and the challenges of
accountability driven education systems, educational professionals recognize the need to broaden
the traditional focus on classrooms to a wider school content.
Research shows that a systematic schoolwide focus that a systematic schoolwide focus
significantly raises the academic achievement of all students.
This class provides opportunities for candidates to carefully evaluate components of high
achieving models.
Subsequently, candidates will conduct a school wide study of a school targeted as needs
improvement based on NCLB and develop a plan for system change to increase student
achievement for ALL students. Distributed school leadership (DSL) will be embedded in class
discussions to provide candidates with an opportunity to recognize and develop their potential for
curriculum leadership.
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.
Martin, J. N. & Nakayama, T. K. (2004). Intercultural Communication in Contexts.
(3rd Ed.). New York: McGraw-Hill.
Martin, J. N., Nakayama, T. K., & Flores, L. A. (2001). Readings in Intercultural
Communication: Experiences and Context. New York: McGraw-Hill.
Prerequisites: Admission into the Special Education/ESOL Ed.D. program
TESOL
Standards
1.b.1. Establish and maintain an
inquiry-based classroom
1.b.5. Understand knowledge of
language and literacy
development theory and research
to provide optimal learning
environments for ESOL learners
and to conduct theory-based
research in the K-12 classroom.
1.b.5. Understand and apply
knowledge of language and
literacy development theory and
research to provide optimal
learning environments for ESOL
learners and to conduct theorybased research in the K-12
classroom.
1.b.8. Understand and apply
knowledge of sociocultural and
political variables to facilitate the
process of learning English.
2.b.2. Understand and apply
knowledge about how an
individual’s cultural identity
affects their ESL learning and
how levels of cultural identity
will vary widely among students.
1.b.9. Understand and apply
knowledge of the role of
individual learner variables in the
process of learning English.
2.a.1. Understand and apply
knowledge about cultural values
and beliefs in the context of
teaching and learning ESL.
2.a.2. Understand and apply
knowledge about the effects of
racism, stereotyping, and
discrimination to ESL teaching
and learning.
NCATE/KSD
Standards/DSL*
NCATE Standard I (KSD)
NCATE Standard IV
(Diversity)
KSD Standard 1a
KSD Standard 1b
DSL CIAL, LDL, & CL
Course Objectives
Evidence of Mastery
synthesize, articulate, and think
critically about the nature of
epistemology and ways of
knowing in an educational
environment
Discussion
Small group discourse
Reflections
NCATE Standard I (KSD)
NCATE Standard IV
(Diversity)
KSD Standard 1a
KSD Standard 1b
DSL CIAL, LDL, & CL
Articulate and critically
investigate epistemological
assumptions and orientations of
knowing, pedagogy, and practice
Discussion
Individual/group activities
2-3 page Critique of select
theories
NCATE Standard I (KSD)
NCATE Standard IV
(Diversity)
KSD Standard 1a-c
DSL LDL, &CL
Synthesize and apply the latest
research on how culture and
funds of knowledge impact
teaching and learning
Discussion
Group project
Individual projects
2-3 page Critique of select
theories
NCATE Standard I (KSD)
NCATE Standard IV
(Diversity)
KSD Standard 1a
KSD Standard 1c
DSL CIAL, LDL & CL
NCATE Standard I
NCATE Standard IV
KSD Standard 1c
KSD Standard 3a
DSL CL, CIAL, &
LDL
Articulate and think critically
about how pedagogy in the
critical sense illuminates the
relationship among knowledge,
authority, and power on national
and international levels
Understand, respond to, and
influence how voice, power, and
evaluation actively work to
construct particular relations
between teachers and students,
institutions and society, and
classrooms and communities
Written paper
Discussion
2-3 page Critique of select
theories
Discussion
Written paper
Group project
TESOL
Standards
2.b.1. Continually expand
knowledge of students’ cultures
and consistently integrate
knowledge of cultural groups in
teaching.
NCATE/KSD
Standards/DSL*
NCATE Standard I
(KSD)
NCATE Standard IV
(Diversity)
KSD Standard 1e
KSD Standard 5f
DSL LDL &CL
NCATE Standard I
2.b.4. Continually add to repertoire
(KSD)
of instructional techniques to meet
NCATE Standard IV
the needs of students with diverse
(Diversity)
backgrounds.
KSD Standard 3a, c
KSD Standard 4c, e, f
KSD Standard 5f
DSL CIAL, LDL, OL,
& DAL
* TESOL Standards addressed in this course are:
1.a. Describing Language
1.b. Language Acquisition and Development
2.a. Nature and Role of Culture
2.b. Cultural Groups and Identity
Course Objectives
Evidence of Mastery
Develop, articulate, implement,
and steward a vision of ongoing
reflection and learning focused on
creating culturally responsive
schools
Discussion
Final project
Reflections
Support and guide peers in ongoing
reflection and learning focused on
creating culturally responsive
schools
Discussion
Final project
Reflections
*DSL = Distributed School Leadership Codes:
CIAL = Curriculum, Instruction, & Assessment Leader
CL = Change Leader
DAL = Data Analysis Leader
LDL = Learning & Development Leader
OL = Operations Leader
PIL = Process Improvement Leader
PL = Performance Leader
RDL = Relationship Development Leader
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

Role Play
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. Please note that those assignments with an (*) will
potentially be used at a later date as a unit assessment.
Course Requirements & Assignments
Proficiency Exams*
Critique of Select Epistemologies- 6
Reflection Paper – 7
Final Project
Group Project
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
0
Funding Required Beyond
Normal Departmental Growth
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
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Education/Special Education_____________
EXC 8325
Culturally Responsive Schools
3 Credit Hours
Fall 2006
Regular
NA
NA
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
I.
EXC 8325 Creating Culturally Responsive Schools
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.
Martin, J. N. & Nakayama, T. K. (2004). Intercultural Communication in Contexts.
(3rd Ed.). New York: McGraw-Hill.
Martin, J. N., Nakayama, T. K., & Flores, L. A. (2001). Readings in Intercultural
Communication: Experiences and Context. New York: McGraw-Hill.
Select Readings in Course Packet
V.
Catalog Description: The course focuses on theories and research-based, culturally
responsive education practices essential for creating school environments that promote
success for all students in an increasingly diverse school environment. The impact of the
work of theorists and researchers such as Lev Vygotsky, John Dewey, Jean Piaget, and
Jerome Bruner on the development and implementation of culturally responsive schools
will be addressed. School practices that have significantly impacted the academic
achievement of all students and issues such as equitable access to academic opportunities
will also be explored. Ultimately, candidates will be engaged in a distributive leadership
focus, allowing their leadership potential to be developed and recognized.
VI. Purpose/Rationale:
To meet the needs of an increasingly diverse student population and the challenges of
accountability driven education systems, educational professionals recognize the need to
broaden the traditional focus on classrooms to a wider school content.
Research shows that a systematic schoolwide focus that a systematic schoolwide focus
significantly raises the academic achievement of all students.
This class provides opportunities for candidates to carefully evaluate components of high
achieving models.
Subsequently, candidates will conduct a school wide study of a school targeted as needs
improvement based on NCLB and develop a plan for system change to increase student
achievement for ALL students. Distributed school leadership (DSL) will be embedded in
class discussions to provide candidates with an opportunity to recognize and develop their
potential for curriculum leadership.
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.
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.
TESOL
Standards
1.b.1. Establish and maintain
an inquiry-based classroom
1.b.5. Understand knowledge
of language and literacy
development theory and
research to provide optimal
learning environments for
ESOL learners and to conduct
theory-based research in the
K-12 classroom.
NCATE/KSD
Standards/
*DSL Roles
NCATE Standard I
(KSD)
NCATE Standard
IV (Diversity)
KSD Standard 1a
KSD Standard 1b
DSL CIAL, LDL,
& CL
Course Objectives
Evidence of Mastery
synthesize, articulate, and think critically
about the nature of epistemology and
ways of knowing in an educational
environment
Discussion
Small group discourse
Reflections
1.b.5. Understand and apply
knowledge of language and
literacy development theory
and research to provide
optimal learning environments
for ESOL learners and to
conduct theory-based research
in the K-12 classroom.
NCATE Standard I
(KSD)
NCATE Standard
IV (Diversity)
KSD Standard 1a
KSD Standard 1b
DSL CIAL, LDL,
& CL
Articulate and critically investigate
epistemological assumptions and
orientations of knowing, pedagogy, and
practice
Discussion
Individual/group activities
2-3 page Critique of select
theories
1.b.8. Understand and apply
knowledge of sociocultural
and political variables to
facilitate the process of
learning English.
2.b.2. Understand and apply
knowledge about how an
individual’s cultural identity
affects their ESL learning and
how levels of cultural identity
will vary widely among
students.
1.b.9. Understand and apply
knowledge of the role of
individual learner variables in
the process of learning
English.
NCATE Standard I
(KSD)
NCATE Standard
IV (Diversity)
KSD Standard 1a
KSD Standard 1b
KSD Standard 1c
DSL LDL, &CL
Synthesize and apply the latest research
on how culture and funds of knowledge
impact teaching and learning
Discussion
Group project
Individual projects
2-3 page Critique of select
theories
NCATE Standard I
(KSD)
NCATE Standard
IV (Diversity)
KSD Standard 1a
KSD Standard 1c
DSL CIAL, LDL
& CL
Articulate and think critically about how
pedagogy in the critical sense illuminates
the relationship among knowledge,
authority, and power on national and
international levels
Written paper
Discussion
2-3 page Critique of select
theories
TESOL
Standards
NCATE/KSD
Standards/
*DSL Roles
2.a.1. Understand and apply NCATE
knowledge about cultural
Standard I (KSD)
values and beliefs in the
NCATE
context of teaching and
Standard IV
learning ESL.
(Diversity)
2.a.2. Understand and apply KSD Standard 1c
knowledge about the effects KSD Standard 3a
of racism, stereotyping, and DSL CL, CIAL,
discrimination to ESL
& LDL
teaching and learning.
2.b.1. Continually expand
NCATE
knowledge of students’
Standard I (KSD)
cultures and consistently
NCATE
integrate knowledge of
Standard IV
cultural groups in teaching. (Diversity)
KSD Standard 1e
KSD Standard 5f
DSL LDL &CL
NCATE
2.b.4. Continually add to
Standard I (KSD)
repertoire of instructional
NCATE
techniques to meet the
Standard IV
needs of students with
(Diversity)
diverse backgrounds.
KSD Standard 3a
KSD Standard 3c
KSD Standard 4c
KSD Standard 4e
KSD Standard 4f
KSD Standard 5f
DSL CIAL, LDL,
Course Objectives
Evidence of Mastery
Understand, respond to, and influence
how voice, power, and evaluation
actively work to construct particular
relations between teachers and
students, institutions and society, and
classrooms and communities
Discussion
Written paper
Group project
Develop, articulate, implement, and
steward a vision of ongoing reflection
and learning focused on creating
culturally responsive schools
Discussion
Final project
Reflections
Support and guide peers in ongoing
reflection and learning focused on
creating culturally responsive schools
Discussion
Final project
Reflections
OL, & DAL
* TESOL Standards addressed in this course are:
1.a. Describing Language
1.b. Language Acquisition and Development
2.a. Nature and Role of Culture
2.b. Cultural Groups and Identity
*DSL = Distributed School Leadership Codes:
CIAL = Curriculum, Instruction, & Assessment Leader
CL = Change Leader
DAL = Data Analysis Leader
LDL = Learning & Development Leader
OL = Operations Leader
PIL = Process Improvement Leader
PL = Performance Leader
RDL = Relationship Development Leader
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
Third Class
Fourth Class
Course
introduction/Policies/Course
Overview Orientation
Overview of Syllabus & Texts
What is Epistemology?
What is Culturally Responsive
Teaching?
Handbook of Critical Theory
Article #1
Handbook of Critical Theory
Handbook of Critical Theory
Article #2
In-class Reflection
Critique #1 due
Reflection paper on article #1
Fifth Class
Sixth Class
Seventh Class
Eighth Class
Ninth Class
Tenth Class
Eleventh Class
Twelfth Class
Thirteenth Class
Fourteenth Class
Fifteenth Class
XIV.
Curriculum Theory
Critical Race Theory
Critical Race Theory
Critical Race Theory
Critical Race Theory
Impact on Intercultural
Communication
Impact on Intercultural
Communication
Implications for Educating
Students with Disabilities
Implications for Educating
Students with Disabilities
Final Project
Wrap-up
Critique #2 due
Reflection paper on article #2
Critique #3 due
Reflection paper on article #3
Critique # 4 due
Reflection paper on article #5
Critique # 5 due
Reflection paper on article #6
Critique # 6 due
Reflection paper on article #7
Final Project
References/Bibliography
Anderson, G. L., & Herr, K. G. (2005). Action Research Dissertation: A Guide for Students and
Faculty. Thousand Oaks: CA: Sage Publications.
Coleman, L. The influence of attitudes, feeling and behavior toward diversity on teaching and
learning. Boulder: University of Colorado, Faculty Teaching Excellence Program, n.d.
Giroux, H. A. (1994). Disturbing pleasures: Learning popular culture. New York: Routledge.
Giroux, H. A., & McLaren, P. (Eds.). (1994). Between borders: Pedagogy and the politics of
cultural studies. New York: Routledge.
Institute for the Study of Social Change. The diversity project: Final Report. Berkeley: University
of California, 1991.
Ladson-Billings, G. (1998). Just what is critical race theory and what is it doing in a “nice” field
like education? International Journal of Qualitative Studies in Education, 11, 7-24.
Merchant, C. (Ed.). (1994). Ecology: Key concepts in critical theory. Amherst, N.Y: Humanity
Books.
McLaren, P. (1989). Life in schools: An introduction to critical pedagogy in the foundations of
education. New York: Longman.
McGregor, G. & Vogelsberg, T. (2000). Inclusive schooling practices: Pedagogical and research
foundations: A synthesis of the literature that informs best practices about inclusive
schooling. Baltimore, MD: Paul H. Brookes.
Thernstrom, S. & Thernstrom, A. (2003). No Excuses: Closing the Racial Gap in Learning.
New York: Simon & Shuster.
Weis, L. & Fine, M. (Eds.). (1993). Beyond silenced voices: class, race, and gender in United
States schools. Albany, NY: State University of New York Press.