1
KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (9/8/2006)
Course Number/Program Name ENED 8701 /Applied Theory and Research in Literature
Department English
Degree Title (if applicable) Ed.D. in Adolescent Education—English
Proposed Effective Date Spring 2008
Check one or more of the following and complete the appropriate sections:
Sections to be Completed
x New Course Proposal
II, III, IV, V, VII
Course Title Change
I, II, III
Course Number Change
I, II, III
Course Credit Change
I, II, III
Course Prerequisite Change
I, II, III
Course Description Change
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.
Submitted by:
Approved
_________________________________
Faculty Member
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 Affair 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
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ENED 8701
Course Title Applied Research and Theory in Literature
Credit Hours 3-0-3
Prerequisites Admission to the Ed. D. in Adolescent Education—
English program and Permission of the Ed.D.—English
Education Advisor
Description (or Proposed Degree Requirements)
Teacher leaders (graduate students enrolled in the course) will
read, analyze, and apply seminal and current research in the field
of English Education, and design an applied research study related
to English Education in P-12 and/or higher education settings.
The project may be one that the teacher leader carries out in a
workplace setting or may serve as a pilot study for the dissertation.
III.
Justification
This seminar is designed for graduate students in the area of English Education
who will assume leadership roles based on extensive knowledge of seminal and
current research in the field, and who will need to design and/or help others
design applied research projects. The applied research studied and designed in
this course focuses on how research can serve as a vehicle for resolving complex
problems in schools and/or higher education. Candidates who are leaders for
learning must be capable and possess the disposition to engage in research
designed to answer problems in P-12 schools and/or higher education and/or in
their content field. Topics of discussion focus upon hallmark and emerging
research in applied research and theory of literature and pedagogy related to
literature, the practical application of research methods to the field of English
Education as they relate to teaching literature, and on assisting graduate students
with topic and design for research as they pursue the Ed.D. Furthermore, this
course also assists those individuals who plan to conduct research on literature
pedagogy in a range of English Education settings, write proposals to secure
government or foundation funding in the content field, and/or conduct field-based
applied research in university settings.
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The intent of this course is to advance the ability of graduate students to analyze
critically professional problems and issues in the field of literature pedagogy,
research, and theory; engage and communicate ideas with greater discipline and
clarity; articulate their thoughts through coherent written expression; analyze and
connect trends in current and past research in literature pedagogy and theory as
they apply to educational settings; and note areas of promising emerging research
in the discipline of literature as applied to educational settings. Such skills are
useful for administrators and researchers alike. Coursework involves reading and
critiquing applicable applied research, including that of course participants and
faculty in the Bagwell College of Education and/or in the Department of English
as related to the field of English Education. Therefore, students may be required
to work individually, in pairs, or small groups throughout the semester.
Discussion emphasizes choosing research topics on the basis of professional
experience, expertise, and/or programmatic needs; using the literature review to
inform one’s thinking; selecting research methods; matching the research design
to the topic and the setting; choosing sites; understanding the organizational
environment; applying findings to practice; and writing coherently.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Cope, Harrell, or other graduate English Education faculty
Text:
American Psychological Association (2002). Publication manual of the American
Psychological Association (5th ed.). Washington, DC: Author.
Applebee, Arthur. Literature in the Secondary School: Studies of Curriculum and
Instruction in the United States. Urbana, IL: NCTE, 1993.
Graff, Gerald. Professing Literature: An Institutional History. Chicago:
University Of Chicago Press, 1989.
Willinsky, John. The Triumph of Literature/the Fate of Literacy: English in the
Secondary School Curriculum. New York: Teachers College Press, 1991.
Articles from course packet.
Student selected readings with professor approval
Prerequisites: Admission to the Ed.D. in Adolescent Education—English, and
Permission of the Ed.D.—English Education Advisor
Objectives:
Discussions in this advanced course assist graduate students in thinking
clearly about the issues that face them, convert those issues into
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researchable questions, and plan methods for collecting information to
answer effectively their questions in the field of English Education.
Specific objectives are as follows:
Course objective
Doctoral
KSDs
1. Integrate into their teaching
continuous use of carefully
designed learning experiences
that encourage students to
demonstrate their ability to read
and respond to a range of texts of
varying complexity and
difficulty;
1, 2, 3, 4,
5, 6, 7, 8
2. Use a wide range of approaches
for helping students to draw upon
their past experiences,
sociocultural backgrounds,
interests, capabilities, and understandings to make meaning of
texts;
3. Help students compose and
respond to film, video, graphic,
photographic, audio, and
multimedia texts and use current
technology to enhance their own
learning and reflection on their
learning.
1, 2, 3,
4, 5, 6,
7, 8
4. Integrate into students' learning
experiences a wide variety of
strategies to interpret, evaluate,
and appreciate texts and assess
the effectiveness of such
strategies in promoting student
learning.
5. Demonstrate an in-depth
knowledge of, and an ability to
use, varied teaching applications
for: A range of works of literary
theory and criticism and an
understanding of their effect on
reading and interpretive
approaches.
1, 2, 3,
4, 5, 6
Distributed School
Leadership Roles
Relationship
Development Leader
PSC/NCATE
Standards
1.1, 1.2, 1.4,
1.5
Learning and
Development Leader
Performance Leader
Change Leader
Curriculum, Instruction & 1.1, 1.2, 1.4,
Assessment Leader
1.5, 1.7
Performance Leader
Data Analysis Leader
1, 2, 3,
4, 5, 6,
7, 8
Curriculum, Instruction & 1.1, 1.2, 1.4,
Assessment Leader
1.5, 1.7
Performance Leader
Data Analysis Leader
Curriculum, Instruction & 1.1, 1.2, 1.4,
Assessment Leader
1.5, 1.7
Data Analysis Leader
1, 2, 3,
4, 5, 6,
7, 8
Learning and
Development Leader
Data Analysis Leader
1.1, 1.2, 1.4,
1.5
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6. Use teacher-researcher models of
classroom inquiry to analyze
their own teaching practices so
they can better understand what
enables students to speak, listen,
write, read, enact, and view
effectively in varying learning
situations.
7. Understand the purposes and
characteristics of different kinds
of curricula and related teaching
resources in and select or create
instructional materials that are
consistent with what is currently
known about student learning in
ELA.
1, 2, 3,
4, 5, 6,
7, 8
Learning and
Development Leader
1.1, 1.2, 1.4,
1.5
Performance Leader
Data Analysis Leader
1, 2, 3,
4, 5, 6,
7, 8
Data Analysis Leader
1.1, 1.2, 1.4,
1.5
Learning and
Development Leader
Performance Leader
*Georgia's Leadership Institute for School Improvement & Georgia Committee
on Educational Leadership Preparation’s Distributed School Leadership Roles
Instructional Method:
Socratic seminar and dialog, small group and whole class discussions, peer
tutoring and peer review, web and database search and retrieval,
individualized instruction.
Course Assignments nd Activities
Each graduate student is expected to conduct applied research in the field of
English Education, consisting of the following activities:
1.
2.
3.
4.
Discussion Circles
Annotated Bibliography
Literature Curriculum Analysis
Literature Teaching Improvement Plan
Grades will be based on the following scale:
A:
90% - 100%
B:
80%-89%
C:
70%-79%
D:
60-69%
F:
59% or lower
V.
Resources and Funding Required (New Courses only)
Resource
Amount
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Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0; existing faculty
TOTAL
N/A
Funding Required Beyond
Normal Departmental Growth N/A
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 English
COURSE NUMBER ENED 8701
COURSE TITLE FOR LABEL Res & Theory—Lit (Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS 3-0-3
Approval, Effective Term
Spring 2008
Grades Allowed (Regular or S/U)
regular
If course used to satisfy CPC, what areas?
N/A
Learning Support Programs courses which are required as prerequisites
N/A
APPROVED:
__________________________________________
Vice President for Academic Affairs or Designee
VII Attach Syllabus
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I.
COURSE NUMBER
COURSE TITLE:
COLLEGE/SCHOOL:
ENGLISH 8701
Applied Theory and Research in Literature
Kennesaw State University
Department Of English
II.
INSTRUCTOR:
Jim Cope
TELEPHONE:
770-499-3626
FAX: 770-423-6524
E-MAIL:
mailto:jcope@kennesaw.edu
OFFICE:
HU133
OFFICE HOURS: Tuesday Before and after class
WEBSITE: http://ksumail.kennesaw.edu/~jcope/
III.
Class Meetings:
IV.
Required Texts and Materials:
Tuesday 8:00PM-10:45PM
Applebee, Arthur. Literature in the Secondary School: Studies of Curriculum and
Instruction in the United States. Urbana, IL: NCTE, 1993.
Graff, Gerald. Professing Literature: An Institutional History. Chicago: University Of
Chicago Press, 1989.
Willinsky, John. The Triumph of Literature/the Fate of Literacy: English in the
Secondary School Curriculum. New York: Teachers College Press, 1991.
Articles from course packet.
Student selected readings with professor approval
NOTE: All readings are designed to advance candidates as subject matter experts,
facilitators of learning, and collaborative professionals.
V.
Catalog Course Description:
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A study of ways to improve literature studies in middle and high schools through
an examination of literature curricula over time, the forces that shape them, and
what research and theory reveal about their current structures and effectiveness.
PURPOSE/RATIONALE:
COURSE PURPOSE:
This course asks teacher leaders to examine and research issues and trends in the history
of literature instruction and the forces that shape it. Included will be a focus on local and
state literature curriculum and ways that research and theory show that schools can
improve literature instruction.
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 posses 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 learning. Toward that
end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient to expert and eventually to leader. Within the PTEU
conceptual framework, expertise is viewed as a process of continued development, not as
an end-state. To be effective, teachers and educational leaders must embrace the notion
that teaching and learning are intertwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning.
In that way, candidates are 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 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 endstate but a process of continued development.
The professional learning facilitator:
Demonstrates the knowledge of content required to facilitate learning.
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Demonstrates the knowledge of students needed to facilitate learning.
Demonstrates the knowledge of standards and best pedagogical practices to facilitate
learning.
Demonstrates skill in creating a facilitative learning environment.
Demonstrates skill in creating facilitative learning experiences.
Demonstrates professionalism.
Facilitates students to be successful learners.
Diversity Statement: 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 (770-423- 6443) and develop an individual assistance plan. In
some cases, certification of disability is required. Please be aware that there are other
support/mentor groups on the campus of Kennesaw State University that address each of
the multicultural variables outlined above. For more information contact the Student Life
Center at 770-423-6280.
This course will incorporate information and discussion of learning with a multicultural
perspective dealing with diversity. Analysis of various learning styles will encourage
awareness and insight into the role culture plays in individualizing learning for children.
VII.
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.
This course supports those broad program goals.
All of the learning activities (readings, class discussions, lectures, projects, activities) are
designed to help candidates achieve interrelated objectives and goals drawn from the
Kennesaw Secondary Education Program Committee's objectives modeled from NCTE'
Standards for the Preparations of Teachers of ELA. These objectives and goals also
reflect the function of the course as a bridge between discipline-centered inquiry and the
application of modeled practice.
Upon these principles rest the Specific Objectives for the course: Students will:
 Integrate into their teaching continuous use of carefully designed learning
experiences that encourage students to demonstrate their ability to read and
respond to a range of texts of varying complexity and difficulty;
 Use a wide range of approaches for helping students to draw upon their past
experiences, sociocultural backgrounds, interests, capabilities, and understandings to make meaning of texts;
10



Integrate into students' learning experiences a wide variety of strategies to
interpret, evaluate, and appreciate texts and assess the effectiveness of such
strategies in promoting student learning.
Demonstrate an in-depth knowledge of, and an ability to use, varied teaching
applications for: A range of works of literary theory and criticism and an
understanding of their effect on reading and interpretive approaches.
Use teacher-researcher models of classroom inquiry to analyze their own teaching
practices so they can better understand what enables students to speak, listen,
write, read, enact, and view effectively in varying learning situations.
Course Objective
1.
2.
3.
4.
5.
KSDs
Integrate into their teaching 1, 2, 3, 4, 5, 6, 7, 8
continuous use of carefully
designed learning
experiences that encourage
students to demonstrate their
ability to read and respond
to a range of texts of varying
complexity and difficulty;
Use a wide range of
1, 2, 3, 4, 5, 6, 7, 8
approaches for helping
students to draw upon their
past experiences,
sociocultural backgrounds,
interests, capabilities, and
under-standings to make
meaning of texts;
Help students compose and 1, 2, 3, 4, 5, 6, 7, 8
respond to film, video,
graphic, photographic,
audio, and multimedia texts
and use current technology
to enhance their own
learning and reflection on
their learning.
Integrate into students'
1, 2, 3, 4, 5, 6
learning experiences a wide
variety of strategies to
interpret, evaluate, and
appreciate texts and assess
the effectiveness of such
strategies in promoting
student learning.
Demonstrate an in-depth
1, 2, 3, 4, 5, 6, 7, 8
knowledge of, and an ability
to use, varied teaching
applications for: A range of
works of literary theory and
criticism and an
understanding of their effect
on reading and interpretive
approaches.
NCTE/NCATE
GPS
Course Requirement
3.3.1
ELA6-12LSV2
Discussion Circles
Annotated Bib.
Lit. Curr. Analysis
Improvement Plan
3.3.2
ELA6-12LSV2
Discussion Circles
Annotated Bib.
Lit. Curr. Analysis
Improvement Plan
3.6.3
ELA6-12LSV2
Discussion Circles
Annotated Bib.
Lit. Curr. Analysis
Improvement Plan
3.3.3
ELA6-12LSV2
Discussion Circles
Annotated Bib.
Lit. Curr. Analysis
Improvement Plan
3.5.4
Discussion Circles
Annotated Bib.
Lit. Curr. Analysis
Improvement Plan
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8.
9.
Use teacher-researcher
1, 2, 3, 4, 5, 6, 7, 8
models of classroom inquiry
to analyze their own
teaching practices so they
can better understand what
enables students to speak,
listen, write, read, enact, and
view effectively in varying
learning situations.
Understand the purposes and 1, 2, 3, 4, 5, 6, 7, 8
characteristics of different
kinds of curricula and
related teaching resources
and select or create
instructional materials that
are consistent with what is
currently known about
student learning in ELA.
3.72
Discussion Circles
Annotated Bib.
Lit. Curr. Analysis
Improvement Plan
4.1
Discussion Circles
Annotated Bib.
Lit. Curr. Analysis
Improvement Plan
VIII. Course Requirements:
Discussion Circles 20%
For reading assignments from our print and nonprint texts, you will be responsible to
your group as the Discussion Leader, the Passage Finder, or the Connector. Your group
discussions will be done online at an agreed upon time between Tuesday and Sunday
nights using the “Chat” feature of the WebCT Vista site established for this course. You
will e-mail me your role assignment before or immediately following your group’s chat.
Discussion Director: Your job is to develop a list of questions (at least 10) that your
group might want to discuss about today ’s reading. Don’t worry about the small details;
your task is to help people talk over the big ideas in the reading and share reactions.
Usually the best discussion questions come from your own thoughts, feelings, and
concerns as you read. You will start the discussion and make sure the discussion stays on
track.
Passage Master: Your job is to locate a few special sections of the reading the group
should look back on. The idea is to help people notice the most interesting, puzzling, or
important sections of the text. You decide which passages or paragraphs are worth
reviewing and then jot plans for how they should be shared with the group. You can read
passages aloud yourself, ask someone else to read them, or have people read them silently
and then discuss.
Location
1. Page
Paragraph
2. Page
Paragraph
Reason for Picking
Plan for Reading
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3. Page
Paragraph
4. Page
Paragraph
5. Page
Paragraph
**Feel free to cite more than five (5) important passages.
Illustrator: Your job is to use software of your choice to create a visual related to the
reading. It can be a sketch, cartoon, diagram, flow chart, or stick figure scene. You can
create visuals of things discussed specifically in the readings, or something that conveys
any idea or feeling you got from the reading. Any kind of graphic is okay – you can even
label things with words if that helps – as long as it is computer generated.
Presentation Plan: When the Discussion Director invites your participation, you
may show your illustration(s) without comment to the others in the group. One at
a time, they get to speculate what your picture(s) means, to connect the drawing to
their own ideas about the reading. After everyone has had a say, you get the last
word: tell them what your picture(s) means, where it came from, or what it
represents to you.
Connector: Your job is to find connections between the material being read and the
real-world classroom. Your reflective reading journals will be graded on how well you
connect the reading to 1). how you integrate technology into your teaching now, and 2).
how you plan to integrate it in the future. These connections can be positive or negative.
If you believe that the ideas presented in the text are not feasible for your classroom,
explain why they will not work and the questions you have. If you agree with the
methodology promoted in the reading, then discuss which ideas you will use and why
you will use them. Your response may be a mixture of agreement and disagreement with
the text concerning your education and your teaching. No matter how you respond
DISCUSS WHAT YOU LIKE AND DISLIKE ABOUT THE READINGS AND WHY
YOU FEEL THIS WAY. ALSO, BE SURE TO DISCUSS ANY QUESTIONS YOU
HAVE ABOUT THE MATERIAL AND PHILOSOPHIES PRESENTED. (Length 2- 4
pages typed).
Annotated Bibliography
20%
You will compose an annotated bibliography of articles, books, monographs, etc. on the
best thinking on the following topics:
1. the politics that shaped, and is shaping, literature study
2. the creation of life-long readers
3. the reading wars
For each of the topics, read and annotate five sources.
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Literature Curriculum Analysis
30%
You will survey your colleagues and determine how they teach literature and compare
your findings to what you’ve learned about the history of literature instruction. In your
survey, determine what pieces of literature your colleagues are teaching and why, their
goals in teaching literature and why, how they would teach literature if they did not feel
constricted by outside forces (and why), and anything else that is important to you.
Literature Improvement Plan
30%
After you complete your analysis, determining the strengths and weaknesses in the
literature instruction in your school, create a school literature improvement plan. Include
in this plan, a timeline and cost analysis for making the improvements you endorse.
Evaluation and Grading: A=100-90, B=89-80, C=79-70, D=69-60, F=59-0
Course Schedule:
Week 1 Why literature do we teach and why?
Week 2 History of Literature Instruction
Week 3 History of Literature Instruction
Week 4 History of Literature Instruction
Week 5 Literature Study in High Schools
Week 6 Literature Study in High Schools
Week 7 The Politics of Literature Study
Week 8 The Politics of Literature Study
Week 9 The Reading Wars
Week 10 The Reading Wars
Week 11 Creating Life-long Readers
Week 12 Creating Life-long Readers
Week 13 Literature Curriculum Analysis and Improvement Plan
Week 14 Literature Curriculum Analysis and Improvement Plan
Week 15 Literature Curriculum Analysis and Improvement
XI.
Academic Honesty:
Every KSU student 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 student to the Code of Conduct’s minimum one semester
suspension requirement.
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XII. Attendance:
Class attendance is assumed and will be monitored. In the event of an absence, the
student is responsible for all material, assignments, and announcements presented in
class. Assignments are NOT accepted late. Students are expected to attend every class
and may be docked half a letter grade for the first unexcused absence and every one
thereafter. Tardiness of more than 15 minutes may be counted as an absence.
XIII. Diversity Statement
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 ethnicity, race, socioeconomic status, gender,
giftedness, disability, language, religion, family structure, sexual orientation, and
geographic region. 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
(770-423- 6443) and develop an individual assistance plan. In some cases, certification
of disability is required. Please be aware that there are other support/mentor groups on
the campus of Kennesaw State University that address each of the multicultural variables
outlined above. For more information contact the Student Life Center at 770-423-6280.
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.
XIV. Appendices
Appendix I. Kennesaw State Ed.D. Performance Outcomes and Georgia
Leadership Institute for School Improvement (GLISIs) Distributed School
Leadership Role
Kennesaw State EdD (KSDs)
Performance Outcomes
Leaders for Learning:
Georgia Leadership Institute for School
Improvement (GLISIs) Distributed School
Leadership Role
15
1. Foster an organizational culture that facilitates
Relationship Development Leader
development of a shared vision, school improvement, Process Improvement Leader
and increased learning for all students.
Operational Leader
Learning and Performance Development Leader
2. Implement sustainable educational change and
Change Leader
process improvement.
Process Improvement Leader
Operational Leader
Data Analysis Leader
st
Curriculum, Assessment, Instruction Leader
3. Create 21 century learning environments that
advance best practices in curriculum, instruction, and Learning and Performance Development Leader
assessment.
4. Engage in applied research that supports dataData Analysis Leader
driven planning and decision making for the
Process Improvement Leader
improvement of schools and learning.
Learning and Performance Development Leader
5. Build collaborative relationships, teams, and
Relationship Development Leader
community partnerships that communicate and
Operational Leader
reflect distributed leadership for learning.
6. Embrace diversity by demonstrating intercultural Learning and Performance Development Leader
literacy and global understanding.
Relationship Development Leader
7. Facilitate professional learning and development Learning and Performance Development Leader
that enhance and improve professional practice and Curriculum, Assessment, Instruction Leader
productivity.
8. Exercise professionalism and ethical practice.
Appendix II. NCTE Standards for the English Language Arts
1. Students read a wide range of print and non-print texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world; to acquire
new information; to respond to the needs and demands of society and the workplace; and
for personal fulfillment. Among these texts are fiction and nonfiction, classic and
contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts. They draw on their prior experience, their interactions with other readers
and writers, their knowledge of word meaning and of other texts, their word identification
strategies, and their understanding of textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
5. Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety of
purposes.
16
6. Students apply knowledge of language structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative language, and genre to create, critique,
and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions,
and by posing problems. They gather, evaluate, and synthesize data from a variety of
sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries
in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries,
databases, computer networks, video) to gather and synthesize information and to create
and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use,
patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to
develop competency in the English language arts and to develop understanding of content
across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of information).
XV. SELECTED REFERENCES and BIBLIOGRAPHY (to be adapted):
Beach, Richard and Jamie Myers. Inquiry-based English Instruction: Engaging Students
in Life and Literature. New York: Teachers College Press, 2001.
Beach, Richard. A Teacher's Introduction to Reader-response Theories. Urbana, IL:
National Council of Teachers of English, 1993.
Bernard-Donals, Michael. The Practice of Theory: Rhetoric, Knowledge, and Pedagogy
in the Academy. New York: Cambridge University Press, 1998.
Bertens, Hans. Literary Theory: The Basics. London/New York: Routledge, 2001.
Blake, Robert W., ed. Reading, Writing and Interpreting Literature: Pedagogy, Positions
and Research. Schenectady, NY: New York State English Council, 1989.
Bogdan, Deanne. Re-educating the Imagination: Toward a Poetics, Politics, and
Pedagogy of Literary Engagement. Portsmouth, NH: Boynton/Cook, 1992.
17
Cahalan, James M. and David B. Downing, eds. Practicing Theory in Introductory
College Literature Courses. Urbana, IL: National Council of Teachers of English,
1991.
Carey-Webb, Allen. Literature and Lives: A Response-based, Cultural Studies Approach
to Teaching English. Urbana, IL: NCTE, 2001.
Clifford, John, ed. The Experience of Reading: Louise Rosenblatt and Reader-response
Theory. Portsmouth, NH: Boynton/Cook Publishers, 1991.
Downing, David B., ed. Changing Classroom Practices: Resources for Literary and
Cultural Studies. Urbana, IL: National Council of Teachers of English, 1994.
Engell, James and David Perkins, eds. Teaching Literature: What is Needed Now.
Cambridge, MA: Harvard University Press, 1988.
Hirsch, E.D. Cultural Literacy: What Every American Needs to Know. NewYork:
Vintage; Vintage edition, 1988.
Kameen, Paul. Writing/Teaching: Essays Toward a Rhetoric of Pedagogy. Pittsburgh,
PA: University of Pittsburgh Press, 2000.
Kravis, Judy, ed. Teaching Literature: Writers and Teachers Talking. Cork, Ireland: Cork
University Press, 1995.
Langer, J. (1994). A response-based approach to reading literature. Language Arts, 71
(3), 203-211.
--- (1995). Literature and learning to think. Journal of Curriculum and Supervision, 10
(3), 207-226.
--- (1997). Literacy through literature. Journal of Adolescent and Adult Literacy, 40 (8),
606-615.
--- (1998). Thinking and doing literature: An 8-year study. English Journal, 87 (2), 16-22.
--- (2000). Excellence in English in middle and high school: How teachers’ professional
lives support student achievement. American Educational Research Journal, 37
(2), 397-439.
--- (2001). Succeeding against the odds. English Journal, 91 (1), 37-42.
--- (Ed.). Language, Literacy, and Culture: Issues of Society and Schooling, Norwood,
NJ: Ablex, 1987.
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--- Effective Literacy Instruction: Building Successful Reading and Writing Programs,
Urbana, IL: National Council of Teachers of English, 2002.
--- Envisioning Literature: Literary Understanding and Literature Instruction. NY:
Teachers College Press, 1195.
--- Envisioning Literature: Literary Understanding and Literature Instruction. New York:
Teachers College Press, 1995.
Myrsiades, Kostas and Linda S. Myrsiades, eds. Margins in the Classroom: Teaching
Literature. Minneapolis, MN: University of Minnesota Press, 1994.
Probst, Robert E. Response and Analysis: Teaching Literature in Junior and Senior High
School. Portsmouth, NH: Boynton/Cook Publishers, 1988.
Scholes, Robert. Textual Power: Literary Theory and the Teaching of English. New
Haven, CT: Yale U P, 1986.
Sheridan, Daniel. Teaching Secondary English: Readings and Applications. 2nd ed.
Mahwah, NJ: LEA, 2001.
Short, Mick, ed. Reading, Analysing, and Teaching Literature. New York: Longman,
1989.
Showalter, Elaine. Teaching Literature. New York: Blackwell Publishers, 2003.
Slevin, James F. and Art Young, eds. Critical Theory and the Teaching of Literature:
Politics, Curriculum, Pedagogy. Urbana, IL: National Council of Teachers of
English, 1996.
Tompkins Jane P. Reader-Response Criticism: From Formalism to Post- Structuralism.
Baltimore, MD: Johns Hopkins U P, 1981.
Young, Art and Toby Fulwiler, eds. When Writing Teachers Teach Literature: Bringing
Writing to Reading. Portsmouth, NH: Heinemann/Boynton/Cook, 1995.