DR. CONSTANCE NICHOLS
EDUC 343
ISSUES AND TRENDS IN EARLY CHILDHOOD EDUCATION
Spring 2013
SYLLABUS
Professor:
Dr. Constance N. Nichols
Chair of the Education Department
Office: HAL 100D
Contact Information:
Office Phone: (724) 458-3892
Home Number (724) 450-0405
Cell: (724) 331-7305
e-mail: cnnichols@gcc.edu
Please feel welcome to contact Ms. Susan Walker, Administrative Assistant to help
schedule appointments: 724-458-2400 srwalker@gcc.edu
Office Hours:
Monday
10:00-11:00
2:00-3:00
Tuesday
10:00-11:00
1:00-2:30
Wednesday
10:00-11:00
2:00-3:30
Thursday
10:00-11:00
1:00-2:30
Friday
10:00-11:00
2:00-3:30
*NOTE: Due to student teaching observations, and college meetings office hours are
subject to change. Please feel welcome to drop by the office during office hours, but
given the busy schedule you may also consider scheduling an appointment that can occur
beyond the posted hours. Appointments may be facilitated by contacting the Education
Department administrative assistant, Ms. Susan Walker, srwalker@gcc.edu 724-4582400.
Course Time and Location:
T-R: 2:30-3:45
(3 Credit Hours)
HAL 105
Course Description:
Issues and Trends in Early Childhood Education is an in depth study of current
developments and topics related to the education of young children. This course
examines the issues and trends directly affecting educators of young children, and
impacting instructional practices and policies. Underlying political, socioeconomic,
physiological, and psychological factors affecting young children are a major focus of
this course. Additionally, understanding the effective organization and administration of
quality schools for early education, essential leadership skills and curriculum are also
major areas of emphases in this course. A background in child development and
foundations of early education is essential in order to fully participate in and understand
the concepts of this course. Additionally, this course seeks to enable strong the future
educator to become an advocate for exemplary educational policy and practices by
developing independent study skills and critical inquiry.
A special emphasis in this class is made possible through the Student Philanthropy
Project, which grants funds to courses that challenge students to collaborate with each
other and with nonprofit leaders. The Student Philanthropy Project is made possible
through support by The Jenzabar Foundation and Grove City College alumni and friends.
Media (Texts, Interviews, Documentaries):
Required:
Assigned topics from: http://pewsocialtrends.org/topics/marriage-and-family/
Bill and Melinda Gates Foundation. Early Learning Strategy. Available at:
http://www.gatesfoundation.org/united-states/Documents/early-learning-strategy.pdf
Burridge, T. Why do Finnish Schools Get the Best Success [TV report]. BBC
News, England (available at http://news.bbc.co.uk/2/hi/8601207.stm )
Child Abuse and Neglect: Warning Signs of Abuse and How to Report it.
Available at:
http://www.helpguide.org/mental/child_abuse_physical_emotional_sexual_neglect.htm
D’Orio, W. Finland is #1: Finland’s educational success has the rest of the
world looking north for answers. Administrator. Scholastic. (available at
http://www2.scholastic.com/browse/article.jsp?id=3749880 )
Guggenheim, D. (Producer & Director). (2010). Waiting for Superman [Film].
Los Angeles: Walden Media (on reserve).
Carter, S. C. (2000). No Excuses, Lessons Learned from 21 High Performing
High Poverty Schools, The Heritage Foundation (On Reserve in the Curriculum Library)
NPR (Producer). (September 15, 2008). Fresh Air: Interview with Geoffrey
Canada [Radio Interview]. WHYY Philadelphia, PA Available at:
http://www.npr.org/templates/story/story.php?storyId=94576366
Pappano, L. Meeting of the Minds: The parent teacher conference is the
cornerstone of school-home relations. How can it work for all families? Harvard
Education Letter July/August 2007 Cambridge, Mass. (available at:
http://schooloperations.dadeschools.net/pdfs/HEL-MtgoftheMinds.pdf )
UNESCO: Education for All Initiative. Web resources available at:
http://www.unesco.org/en/efa-international-coordination/
The Widget Effect: Our National Failure to Acknowledge and Act on Differences
in Teacher Effectiveness (full summary)
Available at:
http://widgeteffect.org/downloads/TheWidgetEffect.pdf
Wright, V.; Chau, M.; Aratani, Y. (2011) Who Are America’s Poor Children?
The Official Story. National Center for Children in Poverty, Mailman School of Public
Health, Columbia University: New York. Available at:
http://nccp.org/publications/pdf/text_1001.pdf
Related Media Requirements:
Students enrolled in this class are required to join and participate in the following
website, created for specifically for this course:
http://educ343spring2010.ning.com/ (NOTE: Spring label indicates the semester the
network was originally formed)
**Additionally, supplemental readings will be provided by the instructor, or
placed on reserve at the curriculum library. Other course materials include videos,
internet site reviews, action research in selected schools, and student researched readings.
Recommended:
Kopp Wendy (2003). One Day All Children.. The Unlikely Triumph of Teach
for America and What I Learned Along the Way. New York: Public Affairs. ISBN 158648-179-7
Mortenson, Greg and Relin, David O. (2007). Three Cups of Tea: One Man's
Mission to Promote Peace…One School at a Time. New York: Penguin Books Ltd.
ISBN 978-0143038252
Tough, Paul (2008). Whatever It Takes. Geoffrey Canada’s Quest to Change
Harlem and America. New York: Houghton Mifflin. ISBN 978-0-61856989-2
Zhao, Y. (2009). Catching up or Leading the Way. Alexandria, VA: ASCD
Course Policies:
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Attendance:
Attendance at every class is expected. This class is highly participatory, and
attendance is important.
Excessive absences will result in a lower grade.
If an absence is due to a sport, or other special campus event, notify the instructor.
A dean’s excuse is required for such events. Further, it is the student’s complete
responsibility to determine any missed assignments, collect handouts, etc. The
instructor will not provide handouts and assignments outside of class.
Students who miss unannounced assignments (those not included in the course
outline) due to absence are responsible for making prompt arrangements with the
instructor to complete the work. If a student misses class it is their responsibility to
find out about course materials and any missed assignments… not the professor’s.
An unexcused absence on a day that an individual is to present or take a test will
result in an "F".
Academic Standards and Professionalism:
All work is due at the beginning of class on the due date.
Assignments submitted after the due date will be given a lower grade.
In case of illness, or family emergency contact the instructor for other arrangements.
ACADEMIC INTEGRITY: In signing their application form, all Grove City College
students have pledged themselves to academic integrity. (cf. page 49 of the 20092010 Grove City College Bulletin). In addition, by vote of the Grove City College
faculty, a student who violates, or who assists another to violate, the Honesty in
Learning Policy shall be penalized with a minimum of a failing grade for the specific
work for which the dishonesty was committed. More severe penalties may be
imposed by faculty including failure in the course. For the processes through which
incidents are handled please refer to your Crimson, the 2009-2010 College Bulletin,
or the Academic Integrity link on mygcc. FURTHERMORE, violation of the Honesty
in Learning Policy for those who feel called to the profession of teaching is a serious
and grave matter. As such, the professor would recommend for such violations for
those called to be teachers to carry the strongest sanction possible as outlined by
College policy.
The use (or possession) of former examinations for this course in preparing
for tests is considered a violation of the GCC Honesty in Leaning Policy as
stated in the College Bulletin.
Course Objectives:

Understand and discuss the current political, sociological, and economic factors
impacting the field of early childhood education.
Department Outcomes
1, 2, 4, 5, 6, 7
Assessment Anchor
4, 14
Assessed through
Grant Writing
1, 2, 3, 4, 5, 6, 7, 8
3, 7
Class participation including Issues and
Trends Reflective Writings

Articulate the impact of violence, abuse, socioeconomic factors, and nutrition on
the education of young children.
Department Outcomes
1, 2, 3, 4, 5, 6, 7, 8

Assessed through
Class participation including Issues and
Reflective Writings
Analyze the issue of child rights and related human responsibilities.
Department Outcomes
1, 2, 3, 4, 5, 6, 7, 8

Assessment Anchor
3, 7
Assessment Anchor
3, 7
Assessed through
Class participation including Issues and
Trends Reflective Writngs
Evaluate contemporary parental and family practices and concerns that affect
young children.
Department Outcomes
1, 2, 3, 4, 5, 6, 7, 8
Assessment Anchor
3, 7
Assessed through
Class participation including Issues and
Trends Reflective Journal
1, 2, 3, 4, 5, 6, 7
9, 13, 14, 15, 16
Research Project/Class Presentation

Compare and contrast practices in early childhood programs that are controversial
in nature or have implications for needed changes in current practices.
Department Outcomes
2, 3, 4, 5, 7
1, 2, 4, 5, 6, 7
1, 2, 3, 4, 5, 6, 7, 8

Assessment Anchor
3, 9,13,15
4, 14
3, 7
Assessed through
Position Papers and Defense
Grant Writing
Class participation including Issues and
Trends Reflective Writings
Understand critical issues in the field of evaluation and assessment and distinguish
which approaches are appropriate for various situations involving student
placement.
Department Outcomes
1, 2, 3, 4, 5, 6, 7, 8
Assessment Anchor
3, 7
Assessed through
Class participation including Issues and
Trends Reflective Writings
1, 2, 3, 4, 5, 6, 7
9, 13, 14, 15, 16
Research Project/Class Presentation

Recognize leaders in the field of early childhood education including authors,
programs developers, research scientists, and theorists.
Department Outcomes
2, 3, 4, 5, 7
1, 2, 3, 4, 5, 6, 7, 8

Assessment Anchor
3, 7
Assessed through
Class participation including Issues and
Trends Reflective Writings
Understand the team approach to educating young children through support
services and personnel, and integration of various services.
Department Outcomes
1, 2, 4, 5, 6, 7
1, 2, 3, 4, 5, 6, 7

Assessed through
Position Papers and Defense
Class participation including Issues and
Trends Reflective Writings
Examine strategies for working with children and families by exploring both
national and international models.
Department Outcomes
1, 2, 3, 4, 5, 6, 7, 8

Assessment Anchor
3, 9,13,15
3, 7
Assessment Anchor
4, 14
9, 13, 14, 15, 16
Assessed through
Grant Writing
Research Project/Class Presentation
Review, interpret, apply, and synthesize literature and research findings in the field
of early childhood education.
Department Outcomes
2, 3, 4, 5, 7
1, 2, 3, 4, 5, 6, 7, 8
Assessment Anchor
3, 9,13,15
3, 7
Assessed through
Position Papers and Defense
Class participation including Issues and
Trends Reflective Writings
1, 2, 3, 4, 5, 6, 7
9, 13, 14, 15, 16
Research Project/Class Presentation

Explore issues involving students with special needs and apply researched
strategies to educational programs and policies.
Department Outcomes
1, 2, 3, 4, 5, 6, 7, 8

Assessed through
Class participation including Issues and
Trends Reflective Writings
Explore and evaluate programs for increasing parent involvement in educational
programs through conferencing, reporting progress, providing resources, and
including parents as partners in the educational process.
Department Outcomes
1, 2, 3, 4, 5, 6, 7, 8

Assessment Anchor
3, 7
Assessment Anchor
3, 7
Assessed through
Class participation including Issues and
Trends Reflective Writings
Recognize components for organizing and administering quality early childhood
programs for both private and public sectors.
Department Outcomes
1, 2, 4, 5, 6, 7
1, 2, 3, 4, 5, 6, 7, 8
Assessment Anchor
4, 14
3, 7
Assessed through
Grant Writing
Class participation including Issues and
Trends Reflective Writings
1, 2, 3, 4, 5, 6, 7

9, 13, 14, 15, 16
Research Project/Class Presentation
Develop understanding of essential leadership skills for the early educator.
Department Outcomes
2, 3, 4, 5, 7
1, 2, 3, 4, 5, 6, 7, 8
Assessment Anchor
3, 9,13,15
3, 7
Assessed through
Position Papers and Defense
Class participation including Issues and
Trends Reflective Writing
1, 2, 3, 4, 5, 6, 7
9, 13, 14, 15, 16
Research Project/Class Presentation
Course Schedule:
This course schedule is provided as a draft of the material and sequence of this
course. Due to the emphasis on current trends and issues in education news events and/or
outside speakers and programs may result in changes to this outline.
Assigned readings are expected to be completed prior to class. The instructor
may give unannounced quizzes to determine if readings have been completed. Class
participation will also be assessed in terms of the students’ familiarity with class
readings. The other assignments will be described in greater detail following this outline.
Date
1/221/24
Class Schedule
Readings
Topic
Assignments
Guiding Principles: Advocacy, Leadership, and Responsibility
Overview of class
Marva Collins: Why I Teach Reflection: Why You Teach
and
The Christian
Educator’s
Responsibility:
Advocacy and Action
Grant Writing,
Overview of Action
Research
ISSUES OF EARLY CHILDHOOD EDUCATION
1/29
1/31
2/12/2
2/5
Focus 1: Families and Society: Understanding Families
Assigned topics from:
Understanding Needs
http://pewsocialtrends.org/topics/mar
of Families with
riage-and-family/
Young Children
Helping Children in
Peer Teaching
Trauma situations
EARLY CHILDHOOD INSTITUTE, GROVE CITY COLLEGE:
Special presentation and conference. Sign up with instructor according to availability.(Class
cancelled on 4/16 in light of different schedule).
Health Issues which
Peer Teaching
impact Children and
responses from Early
Childhood Educators
2/72/12
Serving children of
Families in Poverty
2/142/19
Families in Crisis:
Abuse, Neglect, and
Addiction and the role
of the educator to
meet student needs.
2/262/28
Communicating with
families
3/53/7
Wright, V.; Chau, M.; Aratani, Y.
(2011) Who Are America’s Poor
Children? The Official Story.
National Center for Children in
Poverty, Mailman School of Public
Health, Columbia University: New
York. Available at:
http://nccp.org/publications/pdf/text_
1001.pdf
Child Abuse and Neglect: Warning
Signs of Abuse and How to Report it.
Available at:
http://www.helpguide.org/mental/chi
ld_abuse_physical_emotional_sexual
_neglect.htm
Pappano, L. Meeting of the Minds:
The parent teacher conference is the
cornerstone of school-home
relations. How can it work for all
families? Harvard Education Letter
July/August 2007 Cambridge, Mass.
(available at:
http://schooloperations.dadeschools.n
et/pdfs/HEL-MtgoftheMinds.pdf )
Deadline for project approval by
instructor: 2/14
2/26 Peer Teaching
Focus 2: Meeting the Issues through Education—Systems of Early Care
3/5:
Systems of Early
International comparisons and
Care: Elevating early Burridge, T. Why do Finnish
implications for practice
Schools Get the Best Success [TV
childhood: A study of report]. BBC News, England
outstanding early care (available at
models nationally and http://news.bbc.co.uk/2/hi/8601207.s 3/7 Peer Teaching
tm )
internationally.
3/5:
D’Orio, W. Finland is #1:
Finland’s educational success has
the rest of the world looking north
for answers. Administrator.
Scholastic. (available at
http://www2.scholastic.com/browse/
article.jsp?id=3749880 )
3/7
Bill and Melinda Gates Foundation.
Early Learning Strategy. Available
at:
http://www.gatesfoundation.org/unite
d-states/Documents/early-learningstrategy.pdf
3/123/14
Discussion of Papers
and Projects
Paper summaries (as posed
on Ning)
Team Presentations will take place
regarding topic, focus, grant projects.
3/193/21
4/24/4
Teachers of
Excellence:
-Qualities of
outstanding early
childhood educators
-Efforts to attract and
retain teachers of
excellence
-Lesson learned for
pre-service teachers
who aspire to careers
of excellence in
teaching.
Schools of Excellence
for PreK-4: Defining
characteristics of—
School Leaders,
Organizational
Models, and
Curriculum
The Widget Effect: Our National
Failure to Acknowledge and Act on
Differences in Teacher Effectiveness
(full summary)
Available at:
http://widgeteffect.org/downloads/Th
eWidgetEffect.pdf
Peer Teaching
The New Teacher Project, Rhea
Teacher Evaluation Systems
Grant/Project related Research Papers
Due 10/25: Appointments with
professor MUST have taken place.
TRENDS OF EARLY CHILDHOOD EDUCATION
4/11 NPR (Producer). (September
15, 2008). Fresh Air: Interview with
Geoffrey Canada [Radio Interview].
WHYY Philadelphia, PA Available
at:
http://www.npr.org/templates/story/st
ory.php?storyId=94576366
4/94/11
Society and the
School: Bridging the
divide through parent
involvement,
collaboration, and
transitional programs
4/18
Qualities of
No Excuses, On reserve in
Peer Teaching 4/18
exceptional school
the Curriculum Library
leaders for preK-4
Schools and Students:
Peer Teaching 4/25
Model responses to
student needs in areas
of school safety,
special needs, and
English Language
Learners, etc.
Focus 3: National and International Perspectives and Policies
State Policy Related
Reading will be provided by
Grant proposals due, Action Research
Trends
the professor: Current Issues Status due. 4/30
in Education Policy
UNESCO: Education for All
Global Perspectives:
5/2 Final Grants and Action Research
Initiative. Web resources available
Educational
Projects Due
at: http://www.unesco.org/en/efaExcellence--Unique
international-coordination/
Educational Models
Global Perspectives:
Educational Equity:
EFA
Final Exam: Set by Registrar
4/234/25
4/30
5/25/7
1. Research Project/Class Presentation
Peer Teaching 4/9
Choose an action research project that involves a childcare center, private
preschool, special needs program, or early childhood educational facility. You
may work with teachers, caregivers, or school and program administrators for this
project. The purpose of this project is to provide you, the student, with
experience in conducting action research, while providing the facility a
worthwhile contribution to program quality. It is imperative that students work
closely with the course instructor for approval of their topic and project design,
and adhere to the due dates as outlined in the class schedule. Individual meetings
with the instructor will be necessary to facilitate the successful completion of this
project. Students are strongly encouraged to integrate the grant writing project
into this assignment.
Points Value: 75 points
Department Outcomes:
1, 2, 3, 4, 5, 6, 7
Assessment Anchors: 9, 13, 14, 15, 16
2. Action Research Papers and Presentation
During the semester you are to choose one major issue which relates to your
research project (see above). We will discuss possible choices on the first day of
class. Students are encouraged to select an area that relates to interests for further
graduate study. Although topics may be broad (educational leadership, federal
spending on education, curricular approaches) the exact question posed by the
paper and the position articulated must be specific for framing the direction of the
Research Project for this course and must be related to Early Childhood
Education. After selecting a key question you are to research either both sides of
the position and then write a position statement, or examine best practices in the
area related to your project and articulate a summary of guidelines. You must be
prepared to discuss your findings in class. Your paper should be ten to fifteen
pages and include an articulation of the issue, a description of the various leading
positions, and your personal stance on the issue. This paper must be written in
APA style. Point Value: 50 points
Department Outcomes (See attached Mission and Outcomes for further description):
2, 3, 4, 5, 7
Assessment Anchors:
3, 9,13,15
3. Grant Writing
Students will:
 Work collaboratively to research and write a grant for a partner
school/community organization as guided by the course instructor.


Consultation with the professor and potential grant recipients is vital to the
success of this project.
Complete grant applications
Present grant applications to a committee made up of senior students.
Points: 30
Department Outcomes:
1, 2, 4, 5, 6, 7
Assessment Anchors:
4, 14
4. Class participation including Issues and Postings on the Course Website
The student’s contributions to class combined with a professional attitude for
learning and respecting other’s contributions are vital to the effectiveness of this
course. Students are expected to contribute on a regular basis, be prepared for
class, and openly share views on various topics. The instructor may assign essays
to be completed in class, or monitor class contributions to assess class
participation. Forum questions, blog entries, and other opportunities for
participation are features of the website for this course, and students are expected
to contribute to such areas.
The topics covered in this course will shape and challenge your perceptions about
your future roles as educators and leaders in the field of early childhood
education. Careful reflection of the various topics and information from this
course is vital to each pre-service educator’s development.
Students are to respond to the topics covered in this course following class
through responding in writing to topics and questions posted or articulated by the
instructor. These may take the form of specific assignments, or student
reflections. Students are expected to submit their reflections in writing and add to
their writing cumulatively. These reflections must be submitted to the instructor
via hard-copy between the conclusion of class and the start of the subsequent
class. Students are expected to integrate information from assigned readings from
handouts, and texts into their response.
Due Date: Ongoing
Point value: Up to 30 points
Department Outcomes:
1, 2, 3, 4, 5, 6, 7, 8
Assessment Anchors:
3, 7
6. Peer Teaching
In assigned small groups, students will select a topic as designated in the course
outline to teach to the rest of the class. This will include having a presentation
plan approved in advance, and being thoroughly prepared with handouts and
materials for that specific issue for forty minutes of the class period.
Point Value: 30 points
Department Outcomes:
1, 2,, 4, 5, 6, 7
Assessment Anchors: 3,9,13,14,15,
7. Final Exam
A cumulative final exam will be given for this course according to the schedule
set by the Registrar. The exam will consist of a series of performance tasks and
an essay.
Point Value: 50 points
Department Outcomes: 1, 2, 3, 4, 5, 6, 7, 8
Assessment Anchor: 5
Grading Scale:
A
AB+
B
B-
93-100%
90-92%
87-89%
83-86%
80-82%
C+
D-
77-79%
C
73-76%
C70-72%
D + 67-69%
D
63-66%
60-62%
F 59% or lower
GROVE CITY COLLEGE DEPARTMENT OF EDUCATION:
MISSION AND OUTCOMES
Mission :
The Education Department of GCC embraces the mission, goals, and objectives of the
college and joins fully in its effort to produce capable Christian leaders in fields of
teaching and learning.
Recognizing a responsibility to generations of students yet to come, department members
through example and course content seek to equip GCC students with both the
specialized knowledge and the spiritual fortitude necessary to excel in the field of
education.
In order to support a wide variety of callings, the Education Department of Grove City
College consciously and consistently develops a strong historical, philosophical, and
theological understanding of education and seeks to instill a mastery of, and an
appreciation for, the art and science of teaching in each of its students.
Goals and Outcomes:
1.
The Grove City College Education major conscientiously executes his/her responsibilities based
upon knowledge of pedagogy, subject matter, students, parents, the community, and curriculum
goals.
2.
The GCC Education major recognizes the value and sanctity of life and applies a Christian
perspective of human nature to build disciplined classroom environments that support and
empower learners. Furthermore the GCC Education major establishes a Christian climate of
respect through effective communication in all relationships: students, staff, administration,
parents, and community.
3.
The GCC Education major understands the historic development of education within Western
Civilization and can articulate, utilize, and defend a distinctively Christian philosophy of
education. As a reflective practitioner, he/she recognizes and can critically engage and critique
educational philosophies imbedded within school practices, policies, curriculum, and teaching
strategies. These philosophies include but are not limited to Christianity, Romanticism,
Materialism, Platonism, Behaviorism, Constructivism, Naturalism, Secular-Humanism, and
Postmodernism.
4.
As a life-long learner, the GCC Education major critically reads research and understands
curriculum and policy within the framework of objective truth.
5.
The GCC Education major demonstrates knowledge of effective communication skills-- writing,
speaking, reading, listening, visual representation, and technology—in pedagogy and professional
responsibilities.
6.
The GCC Education major understands holistic development of learners and utilizes a variety of
assessment strategies to determine the learner’s cognitive, social, emotional, physical, and spiritual
development. This enables the pre-service educator to design, implement, and evaluate
instructional opportunities that are tailored to the needs of individual learners.
7.
GCC education majors are equipped to educate students in a wide variety of formats including but
not limited to public, private, and home schools. In addition, students will be well prepared to
take up leadership positions in American schools and qualified for continued study and graduate
school.
8.
The Grove City College Education major demonstrates superior subject area competence specific
to their field of study as measured by the Praxis certification tests.
Test scores will place GCC
majors who take this exam on average in the top quartile in comparisons to pass rates at other
institutions.
Assessment Anchors
The GCC Education major understands the holistic development of learners and
utilizes a variety of assessment strategies to determine the learner’s cognitive, social,
emotional, physical, and spiritual development. This enables the pre-service educator to
design, implement, and evaluate instructional opportunities that are tailored to the needs
of individual learners.
Grove City College professors monitor achievement of course goals and
objectives using a variety of strategies, modeling a comprehensive assessment process for
the teacher candidate. Assessment Outcomes (AO) are labeled and numbered for ease of
inclusion in course syllabi—within {}—and include the following:
AO 1. Case study analysis
AO 2. Checklists
AO 3. Class recitation, discussion, and participation
AO 4. Conferencing
AO 5. Examinations/Quizzes
AO 6. Field experiences
AO 7. Graded homework
AO 8. Independent studies
AO 9. Information Literacy
AO 10. Laboratory sessions and skills
AO 11. Lesson planning
a.
b.
c.
d.
~daily
~weekly
~unit
~long-range
AO 12. Observations of teaching
a.
b.
c.
d.
e.
~Cooperating teacher
~College supervisor
~Course instructor
~Self-evaluations
~Video assessment
AO 13. Presentations (oral/class)
a. ~Simulations
b. ~Debates
c. ~Modeling of good teaching skills
AO 14. Projects
a. ~Computer-based/multi-media
b. ~Individual
c. ~Team
AO 15. Writing Assignments
e. ~Book reviews
f. ~Reaction papers
g. ~Reflective self-evaluation
h. ~Research papers, studies and theories
i. ~Journaling
AO 16. Others
Supplemental Resources: Format of Rubrics
PEER TEACHING RUBRIC
Education 343
Issues and Trends in Early Childhood Education
Topic:__
Presenters: __ ________________________
RESEARCH:
 Clear position on issue, and/or clarity of information provided to class
 Reputable sources used in gathering their information.
 References to research included in presentation.
PLANNING:
 Clearly the delivery of information and activities in class were well planned.
 Information or other pertinent content came from sufficient sources.
 Team met with course instructor to discuss topic and presentation plans in an appropriate time frame.
 Work appears to have been shared evenly among the group.
 Necessary materials were provided in advance (if appropriate).
PRESENTATION:
 Information was presented in an organized fashion
 Presenters were knowledgeable about the topic.
 The issues and trends of this topic were articulated clearly.
 The presentation was well developed and flowed smoothly.
 Any visual aids or handouts used aided understanding.
 The presentation was professional.
 The presenters worked well together as a team
Overall assessment: /30
_______________________________________________________________________
Helpful Guidelines for Paper
Papers are graded on overall quality, without a rubric. While the grade may appear subjective it is
grounded in the quality of the content, the quality of the research, and the quality of the writing. Bear in
mind the following helpful hints:
Paper must be formatted in APA style.
Do not over quote. Research must be presented, but extraneous strings of quotes are not writing, they are
reporting. Be sure to synthesize information.
Information must be gathered from multiple sources. Consider utilizing search engines such as Google
Scholar, and evaluate the quality of the source before including it in your work. Emphasis should be placed
on scholarly work.
Consider other sources. Interviews with experts can be incredibly helpful to provide you with greater
context to your topic. Furthermore, such interviews are a growing professional development experience.
You are strongly encouraged to reach out to experts.
Writing quality is important. The ability to articulate oneself through written expression is a hallmark of
professionalism.
Action Research Project and Grant Narrative
Student Name:
Rubric
Your project was evaluated along four dimensions:




Collaboration with an educational entity or professional.
Adherence to due dates and working with the course instructor.
Worthwhile contribution to the program quality at a school or educational facility.
A demonstration that through completing this assignment the student is better equipped to
develop future projects or research in response to educational issues and trends.
Each dimension will has been evaluated according to the following categories:
Categories:
90-100% Exceptional
80-89%
Good
70-79%
Fair
60-69% Poor
The following matrix will provide you with additional insight into the grading of the
assignment:
COLLABORATION
DUE DATES/
WORKING WITH
INSTRUCTOR
PROGRAM QUALITY
Exceptional: Your
completed project meets
a specific need. You
showed initiative in
contacting the
professionals involved
and clearly worked
closely with them
throughout the semester
to design a project that
meets their needs.
Exceptional: All
material was handed in
on time, and you
displayed excellent
initiative in
communicating with the
course instructor
regarding your ideas,
partnership with the
educational professional
or entity, and progress
throughout the semester.
Exceptional: Clearly
your completed project
represents work over the
entire semester. The
educational
professionals or entity
will be thrilled to use
you project. It goes
beyond what is
expected! It is unique to
their needs, outstanding
in quality, well
researched, and
presented in a
professional format.
The professionals and/or
school entity will be
able to use this material
effectively to positively
impact the quality of
services they provide.
Good: Your completed
project meets a need.
You contacted the
professionals and
designed a project to fit
their needs.
Good: You handed
everything in on time,
and you communicated
with the course
instructor throughout the
semester. You may
Good: Your completed
project represent
thorough work. The
educational
professionals and/or
entity will find it
ABILITY TO
COMPLETE FUTURE
PROJECTS/
RESEARCH
Exceptional: Your
completed work is
above and beyond what
would be expected of a
college student. It has
been evident through the
completed piece and
through communication
with the course
instructor throughout the
semester that you
learned a great deal
from completing this
work. Clearly you are
ready to take initiative
to create solutions to
school needs or wants in
your future career. Or,
your project represents
work which has
prepared you for future
graduate studies.
Good: Your completed
project demonstrates
growth, and meets
expectations. You will
be ready to complete
more projects and/or
Fair: Your completed
project does not
necessarily fit a specific
need of an educational
entity or professional.
You contacted a
professional and/or
school but it does not
appear you worked
throughout the semester
to design a project to fit
their needs.
Poor: Your project is
more like a generic idea
or collection of ideas
rather than a response to
a need. You may have
not worked with an
educational entity or
professional, or done so
in a very limited
fashion.
have not showed a high
degree of initiative in
this area.
Fair: You followed the
due dates for the most
part, but may have been
late on a few items.
Also (and/or) you may
have worked with the
course instructor on a
very limited basis.
Perhaps you did not
meet with the instructor
to discuss ideas until
after due dates had
passed, or perhaps you
simply adhered to due
dates with no
communication outside
of class with the course
instructor.
informative, and will get
some useful ideas from
your project.
Fair: Your completed
project appears more
like a college
assignment than a
thorough, dynamic
project. It is complete,
but may be of
questionable quality. It
is questionable as to
how much work you
completed on the project
throughout the semester.
The educational
professionals, and/or
entity will probably not
get much use from your
project.
Poor: You did not
follow due dates and
you did not
communicate with the
instructor.
Poor: The project you
handed in is either
incomplete, or seriously
lacking in quality and
usefulness. It is not
completed in a
professional manner, or
the content is of poor
quality.
OVERALL PERFORMANCE:
Grant Writing
research in your future
career or graduate
school.
Fair: Your completed
project shows some
degree of your own
work, but also has an
overabundance of either
copied material, and/or
is very basic. It is not
necessarily ready to be
used by an educational
professional or entity.
You probably will be
able to complete future
projects and/or research
as your career
progresses, but you will
definitely need
guidance. Completing
this project has only
given you a glimpse of
the necessary
procedures for similar
work in the future.
Poor: There is a lack of
evidence of your own
work in this piece. You
either have merely
created a collection of
handouts, or a very basic
set of
procedures/guidelines.
This project is not ready
to be used by an
educational professional
and/or entity. It is
extremely questionable
as to how completing
this assignment will
assist you to respond to
school needs or
complete future research
as you continue your
career.
Unlikely to be funded ---------------------------------------------------> Likely to be funded
-70%
70-89%
80-89%
90-100%
Grants will be evaluated along many dimensions: Relationship to project, elements of
the grant application, articulation through the grant narrative, organization of the
proposal, and professionalism.
Papers and Presentation of Papers
50 Points: Written Paper (including APA style, appropriate sources, etc.) 80% of
grade. Presentation/articulation of paper contents to peers= 20% of grade.