PLC 650, Research and Curriculum Development for Urban Schools
San Diego State University
Instructor: Dr. Valerie Ooka Pang
Teacher Education
North Ed 92 (pang@mail.sdsu.edu)
By appointment
Required Computer Ability:
Be able to access Blackboard. Have a web portal account so one is able to engage in class activities on
Blackboard.
Saving Documents to Be Uploaded
Please save all your documents Word. I do not have access to WordPerfect. Also make sure that your
name is at the top of each document. Consider naming your piece as ResearchPaper BarbaraCox.docx.
This tells me what the assignment is and the author.
Disabled Student Services
Please let me know if you are eligible for Disabled Student Services. I want to ensure that every student
is supported in this class. For more information about this office, go to http://www.sa.sdsu.edu/sds/. Here
is a statement from the Director, Pamela Starr:
“If you are a student with a disability and believe you will need accommodations for this class, it
is your responsibility to contact Student Disability Services at (619) 594-6473. To avoid any
delay in the receipt of your accommodations, you should contact Student Disability Services as
soon as possible. Please note that accommodations are not retroactive, and that I cannot
provide accommodations based upon disability until I have received an accommodation letter
from Student Disability Services. Your cooperation is appreciated.”
Check Announcements and Email for Messages
Since our class is a hybrid course, be sure to check the announcements section and your email in case an
issue arises during the semester. Also if there are additions or corrections to the syllabus, I will make the
changes needed.
If there are issues that arise in the syllabus, let me know so I can address them.
Required Texts and Readings:
Egan, K. (1978). What is curriculum? Curriculum Inquiry, 8 (1), 65-72.
(Look for complete reference on BB)
Freire, P. (1970). Pedagogy of the oppressed. NY: Continuum. Chapters 1 and 2
(Look for complete reference on BB)
González, N. & Moll, L. Cruzando El Puente: Building Bridges to Funds of Knowledge.
Educational Policy, 15, 623-641. (Look for complete reference on BB)
Lindholm-Leary, K. (2012). Successes and challenges in dual language programs. Theory
Into Practice, 51, 256-262. (Look for complete reference on BB)
Pang, V. O. (2010) Multicultural education: A caring-centered, reflective approach,
(SECOND Edition) Montezuma Publishing through Aztec Shops.
Pang, V. O., Han, P.P., & Pang, J. M. (2011). Asian American and Pacific Islander Students: Equity
and the Achievement Gap. Educational Researcher, 40, 378-389
1
(Look for complete reference on BB)
Pang, V., Lafferty, K. E., Pang, J. M., Griswold, J., & Oser, R. (2014). Culture matters in science
education. Science & Children, 51, 44-49.
Philip, T. (2013). Experience as college student activists: A strength and liability for teachers of
color in urban schools. Urban Education, 48, 44-68.
(Look for complete reference on BB)
Stahl, K. A. (2004). Proof, practice, and promise: Comprehension strategy instruction in
the primary grades. The Reading Teacher, 57 (7), 598-609. (this article is
required of all MA/MAT Reading majors)
Recommented Texts/Readings (do not purchase until directions are given in class)
Erevelles, Nirmala and Andrea Minear. (2010). Unspeakable offenses: Untangling race and disability in
discourses of intersectionality. Journal of Literary & Cultural Disability Studies, 4 (2), 127-145.
Gabel, Susan and Scot Danforth. (2008). Disability & the politics of education. New York: Peter Lang.
Gonzalez, N. , Moll, L., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households,
communities, and classrooms, New Jersey: Laurence Erlbaum Associates [This is an exceptional
resource for teachers because it explains how Funds of Knowledge research developed into an
educational program.]
Lareau, Annette. (2011). Unequal childhoods class, race, and family life (2nd ed.). Berkeley, California:
University of California Press.
Moll, L. C. (1990). Vygotsky and education: Educational implications and applications of educational
psychology. New York: Cambridge University Press
Moses, Robert & Cobb, Charles E. (2001). Radical equations: Civil rights from Mississippi to the algebra
project. Boston, MA: Beacon Press [Math is such an important equity issue. When children do
not learn math, they will not be receiving an equitable education!!! How can we ensure that all
children learn and feel comfortable with math? When children understand math, they will more
fully be able to participate in science also.]
Oliver, D. & Shaver, J. (1966). Teaching public issues in the high school. Boston: Houghton Mifflin.
Paik, S. & Walberg, H. (Eds.) (2008). Narrowing the achievement gap: Strategies for educating Latino,
Black, and Asian students. New York: Springer.
Proctor, Sherrie L., Graves, Scott L., and Rachel C. Esch. (2012). Assessing African American students for
specific learning disabilities: The promises and perils of response to intervention. Journal of
Negro Education, 81 (3), 268-282.
Siebers, Tobin. (2008). Disability theory. Ann Arbor, MI: University of Michigan Press.
Valdés, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools,
New York: Teachers College Press.
Supplemental Readings
Bohan, C. & Feinberg, J. (2008). The authors of the Harvard social studies project: A retrospect analysis
of Donald Oliver, Fred Newmann, and James Shaver, Social Studies Research and Practice,
accessed on December 30, 2008 at http://socstrp.org/issues/PDF/3.2.5.pdf
Fiske, S. (Ed.). (2009). Annual review of psychology, 60, Palo Alto.
Cole, M. (1996) Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University
Press.
Lee, C.D. (2001). Is October Brown Chinese?: A cultural modeling activity system for underachieving
students. American Educational Research Journal, 36, 97-143.
Lee, C. D., Spencer, M.B., & Harpalani, V. ( 2003). Every shut eye ain’t sleep: Studying how people
live culturally, Educational Researcher 32, 5, 6-13
Nathan, E. P. (2009). Global organizations and e-learning: Leveraging adult learning
in different
cultures. Performance Improvement, 47, 6, 18-24.
Quiocho, A. & Ulanoff, S. H. (2009). Differentiated literacy instruction for English
language
learners. Boston: Allyn and Bacon.
Pang, V. O. (2006). Fighting the marginalization of Asian American students with caring schools: focusing on
curricular change.” Race, Ethnicity, and Education, 9, 69-85.
2
Pang, V. O. & Cheng, L.L. (Eds.) (1998) Struggling to be heard: The unmet needs of Asian Pacific
American children. Albany, New York: SUNY Press
Roberts, M.A., & Irvine, J. J. (2009). African American teachers' caring behaviors: The difference makes
the difference. In L. C. Tillman (Ed.), The Sage Handbook of African American Education. Thousand
Oaks, California: Sage, pp. 141-152.
(I will provide this for the class and place on BB.)
Introduction
PLC 650 is an advanced level course in which research in education will be utilized to build a
strong pedagogical program for diverse learners. The course makes direct connections between theory and
research, and curriculum and instructional practice. PLC 650 builds upon the California Standards for the
Teaching Profession (CSTP) that were developed and adopted by the State of California in 1997 1. CSTP is
founded on a three-pronged foundation. The three underlying beliefs identify the importance of a
developmental and holistic view of teaching and learning that addresses the needs of an increasingly
diverse student population.
First, the state of California serves the most diverse student population in its history. The
Standards indicates that teachers in this state must be responsive to and effective with students who
represent diverse cultural, linguistic, and socioeconomic backgrounds (CSTP, p. 1). Teachers should have
the commitment and expertise to deeply engage diverse learners and challenge them to reach their
potential.
Second, CSTP is built upon the belief that teaching and learning are complex processes that links
theoretical frameworks, research-based pedagogical strategies, culturally responsive curriculum, and strong
discipline content (CSTP, p. 2). The education of students in our state is founded on a belief that teaching
and learning must arise out of a holistic orientation to instruction.
Third, it is important for educators to understand that as teachers they are engaged in a lifelong
commitment to professional growth and development. In this process, teachers need to be reflective about
their philosophical and instructional understandings. “The nature of teaching requires continuous growth in
order to engage and challenge increasingly diverse students in a rapidly changing world” (CSTP, p. 2).
This course in the MAT program presents data-driven research, applied instructional strategies,
and research-based curriculum programs to assist teachers in understanding how to transform their
curriculum and instruction by identifying relevant research. This course is based upon theories of learning
from which curriculum programs have arisen. Frameworks and work of researchers such as Vygotsky,
Piaget, Cole, Moll, Moses, Lee, Dewey, Irvine, Cummins, Gay, Grant, Gutstein, and others will be
presented. The research centers on socially mediated instruction for culturally and linguistically diverse
learners in a variety of disciplines. The class could be modified to include the needs of students with
disabilities.
PLC 650 builds upon the California Standards for the Teaching Profession (CSTP) that were
developed and adopted by the State of California in 1997 2. CSTP is founded on a three-pronged foundation.
The three underlying beliefs identify the importance of a developmental and holistic view of teaching and
learning that addresses the needs of an increasingly diverse student population. First, the state of California
serves the most diverse student population in its history. The Standards indicates that teachers in this state
must be responsive to and effective with students who represent diverse cultural, linguistic, and
socioeconomic backgrounds (CSTP, p. 1). Teachers should have the commitment and expertise to deeply
engage diverse learners and challenge them to reach their potential. Second, CSTP is built upon the belief
that teaching and learning are complex processes that links theoretical frameworks, research-based
pedagogical strategies, culturally responsive curriculum, and strong discipline content (CSTP, p. 2). The
education of students in our state is founded on a belief that teaching and learning must arise out of a
holistic orientation to instruction. Third, it is important for educators to understand that as teachers they are
engaged in a lifelong commitment to professional growth and development. In this process, teachers need
to be reflective about their philosophical and instructional understandings. “The nature of teaching requires
1
California Commission on Teacher Credentialing and California Department of Education. (1997).
California Standards for the Teaching Profession. http://www.ctc.ca.gov/reports/cstpreport.pdf
2
California Commission on Teacher Credentialing and California Department of Education. (1997).
California Standards for the Teaching Profession. http://www.ctc.ca.gov/reports/cstpreport.pdf
3
continuous growth in order to engage and challenge increasingly diverse students in a rapidly changing
world” (CSTP, p. 2).
Teacher Learning Outcomes
At the conclusion of this course the teacher will be able to:
 Research and discuss the theoretical frameworks of Dewey, Freire, Vygotsky, Cole, Cummins,
Moll, Gutstein, Siebers, and others as they relate to culturally and linguistically diverse students
and culturally relevant curriculum;
 Identify how gender, the culture of poverty, culture of ethnic groups, and the culture of
disabilities can influence the teaching and learning process-link sociocultural investigation to work
of researchers such as Vygotsky, Moll, Au, and Cole;
 Identify core learning and curriculum principles in teaching culturally and linguistically
diverse learners including content and delivery;
 Identify student learning outcomes for socially mediated curriculum that addresses the needs of
culturally diverse learners;
 Discuss the social context of learning and how the culture of students, community, and school
can be integrated into curriculum and instruction where students become empowered active
learners (emancipatory education)
 Identify key characteristics of research-based curriculum strategies across the disciplines such as
teaching critical thinking skills, integration of curriculum scaffolding, the use of culturally
relevant analogies, use of English language development strategies which are all important in
order to provide equity in education;
 Examine both quantitative and qualitative research articles identifying advantages and
disadvantages;
 Examine research articles and identify research questions and identify findings;
 Identify and describe exceptional research curriculum programs and their theoretical frameworks
such as Funds of Knowledge, Dual Language Immersion programs, The Algebra Project, and
Cultural Modeling;
 Conduct an extensive literature review that will inform her/his own pedagogy which may include
the review of data-driven research on the achievement gap;
 Develop an annotated bibliography of research article from juried journals and include research
questions, population sampled, research design, findings, and implications;
 Design and create a curriculum project that is directly founded on her/his literature review to
integrate research-based pedagogy in her/his classroom that connects to principles of curriculum
theory (knowledge construction, contextualized learning;
 Develop a thorough assessment process to assess the effectiveness of the culturally relevant
curriculum unit.

Grading and Assignment Criteria
Assignment 1, Review of Data-driven article
Assignment 2, Annotated Bibliography of 1 research articles (Upload in Module 2)
Assignment 3, Group Research Project-Research Paper, Video, Powerpoint, and Lesson Plan
Assignment 4, Presentation
Grading
Attendance and Participation in class: 25 percent
Assignments (quizzes, annotation, etc.): 20 percent
Final Project (group research paper, video, and lesson plan): 35 percent
If you attend class/participate, do well on the examinations, and do a thorough job of all
assignments, you will automatically get a B grade. In order to earn an A, you must
participate equally in the group-research project.
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Grading-This is a contract class. If you attend class with no more than 2 absences, complete the
readings and assignments, participate in class discussions, complete the annotation assignment,
and pass the major project demonstrating high quality, you will receive a B. For an A, you must
be an equal participant in the group project and presentation.
Standards-The discussion provides important criteria for grading.
A = Significantly exceeds standards for a 600 level class. For example, written material is of
publishable quality. Presentation of written material is professional with consistent margins, type
face, and well-formatted bibliographies and footnotes. Format used is APA. Print is
unquestionably legible and cleanly presented. Content shows originality, depth of thought, critical
thinking, and demonstrates creative curriculum extension of research. Exceptional Presentation
via Powerpoint and Role Playing Activity. Research project demonstrates extensive collaboration
with group members. All quizzes are passed at 90 percent or better.
B = Exceeds minimal standards for a 600 level course but not the level of an “A.” Content may
recapitulate thoughts of others, but is not particularly original or critical in its approach.
Mechanics are in place and the writing flows well and the thoughts make sense. Presentation
provides information, but lacks creativity and deep analysis. APA format is not consistently
followed. Group project is not well coordinated. Quizzes are passed at 82% or higher.
C = Meets minimal standards for a 600 level course. Assignment is completed, but there are
errors in the mechanics, required sections may be somewhat weak or nonexistent, the flow is
logical but not consistently so. Lacks consistent analysis and connection between theory/research
and practice. Quiz responses are at 72% or higher.
D = Does not meet minimal standards for a 600 level course as stated above in C. Did not turn in
work.
Students With Disabilities-Statement from Pamela Starr
If you are a student with a disability and believe you will need accommodations for this
class, it is your responsibility to contact Student Disability Services at (619) 594-6473.
To avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are not
retroactive, and that I cannot provide accommodations based upon disability until I have
received an accommodation letter from Student Disability Services. Your cooperation is
appreciated.
Assignment 1-Annotation of a Research Article, Upload by Module 1
Module 1 is on line-Creating An Annotation of an Article, Bring a copy of your
annotation to class on February 24th. Get in a group with two others and pick your core
issue that you would like to investigate. It may be about reading fluency or how to more
fully teach an issues-centered unit. The issue you pick will depend on your grade level
and subject area of interest.
This class is about making connections between research and practice in
culturally and linguistically diverse classrooms. Think of a curriculum question that you
would like to research. What curriculum content and/or instructional strategy do you
need to bring into the classroom so your instruction is more effective? In your search for
a better understanding of the literature, choose a juried journal article and write an
evaluation of that article in the form of an annotation. An annotation is explained in
Module 2
5
The article that you choose must come from a journal that is juried. In addition, the article
must include data. I will give you an example in class. Maybe a researcher developed an
intervention on a culturally relevant strategy and used it with fourth graders. The article will
present data like pre and post test results to demonstrate effectiveness of the intervention.
Be sure to include the citation for the article at the beginning of the review and present in
American Psychological Association (APA) format. The review of the article will include the
following questions: What is the statement of the problem? (i.e., The purpose of this study
was….) What were the key research questions or hypotheses identified? What was the
theoretical framework described (this includes the theories and theorists that form the foundation
for the study)? How extensive was the literature review and summarize the information that was
provided (provide a summary of major studies used as evidence and the researchers)? What are
the findings of the study? What implications are there for you in your own instruction? How
does this study inform your own practice?
You will need to coordinate the choice of your article with the members of your research
team (RT). Get together with your colleagues and make a choice on a topic or strategy that you
can agree on. The group project will then lead to Assignment 1.
Assignment 2-Creation of An Annotated Bibliography, Due March 17th.
Expand your review of the literature on the issue that you have chosen to review. Get
with the other members of your Research Team. You now have access to more annotations. Put
all of the annotations together in the correct format and now you have an annotated bibliography.
In your group do the following: 1), read through the annotations carefully, 2) place them in
alphabetical order, 3) and create an annotated bibliography. Use the American Psychological
Association guidelines for writing and publishing. The evaluation of this assignment will focus
on the quality of the reviews of each article. Was not only the summary given of the findings, but
also a critique provided of the research. Each person has read one exceptional article and created
an annotation. For this assignment, each participant should read one more juried journal piece and
then your group bibliography will include 6 annotations on the issue that your group has chosen.
There will be no more than 3 people per group to ensure participation by each member.
You can go to this website at Capital Community College for help in understanding what
the APA format refers to http://www.ccc.commnet.edu/apa/.
As a group create not more than a one-page (single-spaced) analysis of the five articles.
Place it at the beginning of the annotated bibliography.
Assignment 3- Integrating Culturally Relevant Teaching Into Your Classroom: Research
Paper, Powerpoint presentation, Presentation of Video, and Role Play of the Lesson Plan.
This is an extension of the Group Research Project. Groups will sign up for presentations on
April 28th and May 5th. On this day, your group will present the video that summarizes your
research on the issue you chose and also role play a lesson plan showing how the information you
studied can be integrated into your teaching. Assignment 4 is the presentation.
The schedule below is a general outline. There may be some changes if we do not cover as much
as I hope on any given evening.
Jan 27th
Introduction-Education for Diverse
Learners; What is diversity? What is
educational equity? How can these issues
be addressed in schools?
What do we know about culture? What is
it?
Initial Discussions
6
Feb 3rd
February
10th
Can culture influence and shape the way
students learn? If so, how?
How can we address the achievement gap?
What is a juried journal article?
How to use various data basis?
How to use theme words in data-base
searches?
What did you learn from the chapters?
What surprised you about the ideas
presented in the readings?
What would you like to know about? What
are some of the questions that arose as you
read?
February
17
February
24
What is culture?
How do you see culture impacting what
happens in the classroom with you, your
students, their parents? Give 3 examples.
Writing An Annotation of a Juried Journal
Article
What educational research issue are you
going to study in this class? Parent
Involvement of Underrepresented Students,
Reading skills for ELs, Culturally Relevant
Teaching, Dual Language Immersion
Research, the Achievement Gap, etc.
Guest Presenter: Professor Linda Salem,
Reference Librarian for Education
Meet in classroom at 4:15.
Go as a group to Library 76 which is in
the basement for meeting with Professor
Salem at 4:30.
Have read chapters 1and 2 in book.
Have read- Egan, K. (1978). What is
curriculum? Curriculum Inquiry, 8 (1),
65-72.
Have read Paulo Freire’s chapters 1 and
2
Have read Thomas Philip’s article in
Urban Education.
Quiz on Chapters 1 & 2 in Multicultural
Ed textbook
Complete Module 1, Class on line
No face-to-face session
Bring a copy of your annotation to class.
Use the following when analyzing the two
articles for this week.
How to read a data-driven research article?
Examine the following elements carefully:
conceptual framework, research questions,
methodology, findings, and
recommendations.
How to choose a juried journal article?
Read chapters 5 and 6 in book.
Have read 2 articles:
1) González, N. & Moll, L.
Cruzando El Puente: Building
Bridges to Funds of Knowledge.
Educational Policy, 15,
623-641 and
7
How to write an annotation?
What is APA style?
March 3
Identify a Research Topic
Get into a Research Group and Pick Your
Research Issue for the Group Project(Group Research Paper, Group Video, and
Group Lesson Plan)
March 10th Group Annotated Bibliography
2) “Asian American and Pacific
Islander American Students:
Equity and the Achievement
Gap” by Pang, Han, and Pang in
Educational Researcher and
Have read the articleLindholm-Leary, K. (2012). Successes
and challenges in dual language
programs. Theory Into Practice,
51, 256-262.
Also have read chapters 10 and 11 from
textbook for class.
Culturally Relevant Teaching
March 17th Group Annotated Bibliography
Mar 24th
Culturally Relevant Teaching
Mar 31
April 7
April 14
April 21
April 28
May 5
Vacation
Group Work
Issues-centered Education and Bilingual
Education: Developing Higher Order
Thinking Skills
Catch Up
Half of groups present their videos,
lesson plans, and powerpoints
Half of groups present their videos,
lesson plans, and powerpoints
Quiz on chapter 10 and 11.
Read Pang et al article in Science &
Children
Group annotated Bibliography is due.
Complete Module 2 on line
No face-to-face session
Group Work
Have read chapters 8-9
Group presentation
Group presentation
8