KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ECE 8340 The Classroom Community
Department Elementary and Early Childhood Education
Degree Title (if applicable) Education Specialist Program (Ed.S.)
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 12
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 8340 _____________________
Course Title __The Classroom Community
Credit Hours 3
Prerequisites Acceptance to the Doctoral. program
Description (or Proposed Degree Requirements)
This course will focus on the skills needed to develop classrooms into communities where students become
leaders for learning and take responsibility for their own learning and for the success of the group as a
whole. This course helps teachers develop skills to serve as the models of what it means to be caring and
involved citizens. As the transition from classroom to community happens, links between the heart and the
mind will develop to help students become active, responsible citizens inside and outside of the classroom
III.
Justification
Classroom management is frequently an area of great concern for teachers. The use of tokens, primary
reinforcers, punishment and authoritative leadership often result in short term control of individuals and do
little for the essence of the classroom as a whole. It is important that the classroom become an
environment of collaboration that results in active and effective learning where students are free to take
risks and reach for the unknown while they are unknowing. The ability to trust and feel a part of a larger
group is essential to the development of future citizens as leaders who will make a positive difference in our
world.
IV.
Additional Information (for New Courses only)
Instructor: To be assigned
Text:
Delpit, L.. (1995). Other People’s Children: Cultural Conflict in the Classroom. New York: New Press.
Heacox, D. (2002). Differentiating Instruction in the Regular Classroom: How to reach and teach all
learners, grades 3-12. Minneapolis, MN: Free Spirit Pub.
Kreidler, W., (1984). Creative conflict resolution: More than 200 activities for keeping peace in the
classroom. Glenview, IL: Scott, Foresman.
Peck, S. (1998). The Different Drum: Community Making and Peace. New York:
Simon and Schuster
Page 2 of 12
Prerequisites:
Admission to the doctoral program
Objectives:
Course objective
Doctoral
KSDs
Distributed School
Leadership Roles*
1. understand how the structure and management
of the classroom informs power in the classroom.
1c, 2a, 6a
2.
understand how curriculum can be taught to
reinforce reflection, inquiry, cooperation, trust,
responsibility, and active participation.
1a, 3c, 4d
3.
develop skills in the use of creative conflict
resolution
5B, 5C, 5D
Change Leader
Relationship
Development Leader
Curriculum, Instruction
& Assessment Leader
Learning and
Development Leader
Relationship
development Leader
Change Leader
Process improvement
Leader
Change Leader
Operations leader
Process Improvement
Leader
Relationship
Development Leader
Learning &
Development Leader
Curriculum and
Instruction &
Assessment Leader
Operations Leader
4. explore various decision making strategies and
the potential usefulness of each.
2b, 2d, 4e,
5a
PSC/NCA
TE
Standard
1.6
1.4, 1.5,
1.6
1.1, 1.2,
1.3, 1.4,
1.5, 1.7
1.6
1.1, 1.2,
1.4, 1.5,
1.6, 1.7
Instructional Method
Large and small group discussion, lectures, presentations, research,
individual work
Individual Assignment
Compare and contrast the accepted classroom management plan in your school (or
appropriate assignment discussed with professor) toward the development of a
true classroom community --100 points (CPI )
Develop and administer one community development concept 100 points (CPI)
Present analysis of effectiveness of community development concept when
implemented—100 points
Identify factors external to the student that drive (or dissuade) motivation in an
education context and postulate activities to counteract negative external factors-100 points (CPI)
Page 3 of 12
Group Assignment
Contribute quality content to large/small group discussions S/U
Three points will be subtracted from the final average for each “U” received.
Method of Evaluation
The course grade would be assigned according to a standard percentage scale.
90 – 100% = A
80 – 89 = B
70 – 79 = C
60 - 69 = D
59 and below = 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
Page 4 of 12
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
EECE
ECE 8340
Class. Community
3
Fall 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
Page 5 of 12
Elementary and Early Childhood Education
Education Specialists. Program
ECE 8340 The Classroom Community
Semester Fall, 2006
Kennesaw State University
Bagwell College of Education
Department of Elementary and Early Childhood Education
Semester Fall, 2006
I.
ECE 8340 The Classroom Community
II. INSTRUCTOR: xxxxx
Kennesaw Hall Room xxx
Office Phone- xxxxx
e-mail xxxxx
III.
CLASS MEETINGS: TBA
IV:
TEXTS (selection that could be chosen for ECE 8xxx The Classroom Community)
Delpit, L.. (1995). Other People’s Children: Cultural Conflict in the Classroom. New York: New Press.
Heacox, D. (2002). Differentiating Instruction in the Regular Classroom: How to reach and teach all
learners, grades 3-12. Minneapolis, MN: Free Spirit Pub.
Kreidler, W., (1984). Creative conflict resolution: More than 200 activities for keeping peace in the
classroom. Glenview, IL: Scott, Foresman.
Peck, S. (1998). The Different Drum: Community Making and Peace. New York:
Simon and Schuster.
V. CATALOG COURSE DESCRIPTIONS:
ECE 8340 The Classroom Community
This course will focus on the skills needed to develop classrooms into communities where students become
leaders for learning and take responsibility for their own learning and for the success of the group as a
whole. This course helps teachers develop skills to serve as the models of what it means to be caring and
involved citizens. As the transition from classroom to community happens, links between the heart and the
mind will develop to help students become active, responsible citizens inside and outside of the classroom.
VI.
PURPOSE/RATIONALE:
Classroom management is frequently an area of great concern for teachers. The use of tokens, primary
reinforcers, punishment and authoritative leadership often result in short term control of individuals and do
little for the essence of the classroom as a whole. It is important that the classroom become an
environment of collaboration that results in active and effective learning where students are free to take
Page 6 of 12
risks and reach for the unknown while they are unknowing. The ability to trust and feel a part of a larger
group is essential to the development of future citizens as leaders who will make a positive difference in
our world.
CONCEPTUAL FRAMEWORK SUMMARY
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, 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 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.
VII.
GOALS AND OBJECTIVES: The Professional Teacher Education Unit prepares learning facilitators who
understand their disciplines and principles of pedagogy, who reflect on their practice, and who apply these
understandings to making instructional decisions that foster the success of all learners. As a result of the
satisfactory fulfillment of the requirements of these courses, the candidate will demonstrate the following
outcomes:
Page 7 of 12
ECE 8340 The Classroom Community .
Course objective
Doctoral
KSDs
Distributed School
Leadership Roles*
4. understand how the structure and management
of the classroom informs power in the classroom.
1c, 2a, 6a
5.
understand how curriculum can be taught to
reinforce reflection, inquiry, cooperation, trust,
responsibility, and active participation.
1a, 3c, 4d
6.
develop skills in the use of creative conflict
resolution
5B, 5C, 5D
Change Leader
Relationship
Development Leader
Curriculum, Instruction
& Assessment Leader
Learning and
Development Leader
Relationship
development Leader
Change Leader
Process improvement
Leader
Change Leader
Operations leader
Process Improvement
Leader
Relationship
Development Leader
Learning &
Development Leader
Curriculum and
Instruction &
Assessment Leader
Operations Leader
4. explore various decision making strategies and
the potential usefulness of each.
2b, 2d, 4e,
5a
PSC/NCA
TE
Standard
1.6
1.4, 1.5,
1.6
1.1, 1.2,
1.3, 1.4,
1.5, 1.7
1.6
1.1, 1.2,
1.4, 1.5,
1.6, 1.7
COURSE REQUIREMENTS AND ASSIGNMENTS:
Individual Assignment
Compare and contrast the accepted classroom management plan in your school (or appropriate
assignment discussed with professor) toward the development of a true classroom community -100 points (CPI )
Develop and administer one community development concept 100 points (CPI)
Present analysis of effectiveness of community development concept when implemented—100
points
Identify factors external to the student that drive (or dissuade) motivation in an education context and
postulate activities to counteract negative external factors--100 points (CPI)
Group Assignment
Contribute quality content to large/small group discussions S/U
Three points will be subtracted from the final average for each “U” received.
Page 8 of 12
VIII..
EVALUATION AND GRADING:
90 – 100% = A
80 – 89 = B
70 – 79 = C
60 - 69 = D
59 and below = F
Note: All written work should reflect careful organization of material and the high standards of investigation
associated with college-level studies. Papers should be typewritten, on 8 1/2 x 11 in. paper. All work submitted
should follow APA format. Manuscripts must be proof-read to ensure accuracy in spelling, punctuation, and
grammar. Written work should be attractive and neat -- ESPECIALLY WITH MATERIALS INTENDED FOR
STUDENT USE.
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.
Page 9 of 12
X.
REFERENCES AND BIBLIOGRAPHY
ASCD Panel on Moral Education.(1988). Moral Education in the Life of the School. Alexandria, Virginia:
Association for Supervision and Curriculum Development, 44-48.
Belenky, M. et al. (1997). Women’s Ways of Knowing: The development of self, voice and mind. New York:
Basic Books.
Berman, S. (1990). Educating for Social Responsibility. Educational Leadership, 48(3), 75-80. (Available
online : http://lewis.hul.harvard.edu.)
Berman, S. (1987). Beyond Critical Thinking: Teaching for Synthesis. Methodological Belief and Dialogue in
the Classroom. Forum: Educators for Social Responsibility, 6(1), 1 & 10.
Berman, S. (2001). Thinking in Context: Teaching Open Mindedness and Critical Understanding. In A.
Costa (Ed.) Developing Minds: A Resource Book For Teaching Thinking (pp. 10-16). Alexandria, VA:
The Association for Supervision and Curriculum Development.
Carlosn-Paige, N. & Levin, D. (1992). Making Peace in Violent Times: A Constructivist Approach to Conflict
Resolution. Young Children, 48(1), 4-13.
Carter, R. & Goodwin, A. (1994). Racial Identity and Education. In Review of Research in Education (Vol
20, pp. 231-336). Washington, DC: AERA Publications.
Cochran-Smith, M. (1991). Learning To Teach Against the Grain. Harvard Educational Review, 61(3), 279310.
Cochran-Smith, M. (1999). Learning to Teach for Social Justice. In G. Griffen (Ed.), The Education of
Teachers: Ninety-Eighth Yearbook of the National Society for the Study of Education (pp. 114-144).
Chicago, Il: University of Chicago Press.
Curwin, R. & Mender, A. (1999). Chapter 2: Dignity and Responsibility in the Classroom and Chapter 3:
Three Dimensional Discipline, In Discipline with Dignity (pp. 21-46). Association for Supervision and
Curriculum Development.
Delpit, L. (August 1988). The Silenced Dialogue: Power and Pedagogy in Other People’s Children. Harvard
Educational Review, 58(3), 280-298.
Delpit, L. (2002). No Kinda Sense. In The Skin We Speak: Thoughts on Language and Culture in the
Classroom (pp. 32-48). New York: New Press.
Dieringer, L. & Kattef, E. (1996) Every Step Counts: Service and Social Responsibility. In S. Totten & J.
Pedersen (Eds.) Social Issues and Service at the Middle Level (pp. 340-360). Boston, MA: Allyn and
Bacon.
DeVries, R. (1994). Establishing a Constructivist and Sociomoral Atmosphere. In Moral classrooms, moral
children: creating a constructivist atmosphere in early education (pp.58-78). New York: Teachers
College Press.
Page 10 of 12
Elbow, P. (1983, April). Critical Thinking is Not Enough. Delivered as the Reninger Lecture at the University
of Northern Iowa, 1-15.
Freire, J. (1987). Thinking and Believing, College Teaching 35(3), 89-91.
Freire, P. (1996). Chapter 2. In Pedagogy of the Oppressed. (pp. 57-74). New York: Penguin Books.
Giroux, H. & Penna, A. (1981). Social Education in the Classroom: The Dynamics of the Hidden Curriculum.
In Curriculum and Instruction: Alternatives in Education (pp. 209-230). Berkeley, CA: McCutchan.
Kessler, R. (1997). Social and Emotional Learning. Holistic Education Review, 10(4), 4-15.
Kreidler, W., (1994). Conflict Resolution in the Middle School. Cambridge, MA: Educators for Social
Responsibility.
Kreisberg, S. (1992). Chapters 4: Six Teachers’ Experiences of Empowerment in Educators for Social
Responsibility, Chapter 5: Power in the Experience of Empowerment, and Chapter 6: Transforming
Power: Power in Empowering Teaching. In Transforming Power: Domination, Empowerment and
Education (pp. 91-189) New York: State University of New York Press.
Kruse, S., Louis, K., & Bryk, A. (1994, Spring). Building Professional Community in Schools. Issues in
Restructuring Schools, 6, 3-6. (Available online:
http://www.wcer.wisc.edu/archive/cors/Issues_in_Restructuring_Schools/.)
Lantieri, L. & Patti, J. (1995, January) Waging Peace in Our Schools. Phi Delta Kappan, 76(5), 386-388.
(Available online: http://sfx.hul.harvard.edu:82/citation/sfx_local/.)
Lickona, T. (1988). Four Strategies for Fostering Character Development in Children. Phi Delta Kappan.
69(6), 419-423.
Lieber, C. M.& Poliner, R. (March 2004). The Advisory Guide: Designing and Implementing Effective
Advisory Programs in Secondary Schools. Cambridge, MA: Educators for Social Responsibility.
Mastropieri, M. and Scruggs, T. (2000). The Inclusive Classroom: Strategies for Effective Instruction.
Upper Saddle River, NJ: Merrill.
McIntosh, P. (1989). White Privilege: Unpacking the Knapsack. Peace and Freedom July/August, 10-12.
Noddings, Nel. (1988). “Caring as a Moral Orientation in Teaching,” Stanford University. An ethic of caring
and its implications for instructional arrangements, American Journal of Education, Feb. 1988.
Newmann, F. (1994 Spring). School-wide Professional Community. Issues in Restructuring Schools, 6, 1-2.
(Available online: http://www.wcer.wisc.edu/archive/cors/Issues_in_Restructuring_Schools/)
Paulson, F.L., Paulson, P.R., & Meyer, C. (1991, February). What Makes a Portfolio A Portfolio. Educational
Leadership, 48(5), 60-63. (Available online: http://sfx.hul.harvard.edu:82/citation/sfx_local/.)
Page 11 of 12
Roderick, T. (Dec.87/Jan.88). Johnny Can Learn to Negotiate. Educational Leadership, 45(4), 86-89.
(Available online: http://sfx.hul.harvard.edu:82/citation/sfx_local/.)
Schaps, E., Watson, M., & Lewis, C. (Spring 1996). A Sense of Community Is Key to Effectiveness in
Fostering Character Education. Journal of Staff Development, 17(2), 42-47.
Tatum, B.D. (1997). Chapter 1: Defining Racism and Chapter 2: Complexity of Identity. In Why Are All the
Black Kids Sitting Together in the Cafeteria? (pp. 4-28) New York: Basic Books.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed- Ability Classrooms. Alexandria, VA:
Association for Supervision and Curriculum Development.
Totten, S.l & Pedersen, J. (eds.) (1997). Social Issues and Service at the Middle Level. Boston: Allyn and
Bacon
Wheatley, M., (2002). Turning to One Another: Simple Conversations to Restore Hope to the Future. San
Francisco, CA: Berrett-Koehler Publishers.
Wood, G. (1990). Teaching for Democracy. Educational Leadership, 48(3), 32-37. (Available online:
http://sfx.hul.harvard.edu:82/citation/sfx_local/.)
Page 12 of 12