PIEDMONT
COLLEGE
SCHOOL OF EDUCATION
Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children.
COURSE SYLLABUS B
EDUC 639
Exploration and Analysis of Reading Environments
INSTRUCTOR
INFORMATION:
Name: Gene
Pease
Office Location: L
120 Library Building-Demorest Campus
Phone Numbers: 706
778 8500
E-mail: gpease@piedmont.edu
Fax Number: 706
776 0135
Office
Hours: As
posted on door, by appointment or by email
Campus Security:
706 776 0105
TIME AND PLACE
CAMPUS: Demorest and WebCT SEMESTER: Spring YEAR: 2008
Dates: March 13 April 3 May 1
Time: 5PM-10PM
Place: L130
COURSE INFORMATION:
Prerequisites/Corequisites: EDUC
638, EDUC 699
Credit: 3
Period: TBA/online
I. TEXT
AND SUPPLEMENTARY READINGS (In addition to
information provided on School of Education Syllabus A – I).
Georgia Law 505-3-.75 READING ENDORSEMENT: CLASSROOM
TEACHER OF READING É http://www.gapsc.com/TeacherEducation/Rules/505-3-.75.pdf
American
Psychological Association. (2001).
Publication manual of the American Psychological Association (5th ed.). Washington, D. C.: Author.
Supplemental
readings are required throughout the course. These readings
will include research, professional documents, and personal reading. Also, copying some materials to share
with the class may be required.
II. PIEDMONT
COLLEGE MISSION; SCHOOL OF EDUCATION MISSION; &
GRADUATE
MAT AND MA PROGRAM GOALS (See School of Education Syllabus A – II)
III. COURSE
DESCRIPTION AND PURPOSE:
Early Childhood Educators along with parents and the
community lay the foundation for all other studies that follow for PK-12
students. Reading constitutes a
major part of all studies therefore educators must have particular expertise
that enables them to teach all children.
The National Institute for Literacy, the International Reading
Association and the Association for Childhood Education International provide
direction for the evidence-based teaching of reading. The purpose of this course is for candidates to explore the
research base for the teaching of reading, writing and related technology.
This
course requires candidates to research the foundations, instructional practices
and assessment of reading and writing through evidence-based practices and
related technology. Candidates
will correlate that research to the creation of literate environments in their classrooms.
IV. SCHOOL
OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)
(Candidate
Learning Outcomes by Program and Dispositions for All Candidates)
V. COURSE
OUTCOMES :
Upon
successful completion of this course, the candidate will be able to:
...apply
action research skills CCLO:
1,8,9,10,11,12,13,14
...conduct
research regarding foundations, instruction and assessment of reading CCLO: 1,8,9,10,11,12,13,14
...conduct
research regarding foundations, instruction and assessment of writing CCLO: 1,8,9,10,11,12,13,14
...conduct
research regarding technology-based practices in reading and writing CCLO: 1,8,9,10,11,12,13,14
...apply
knowledge of textbook and other instructional materials CCLO: 1,8,9,10,11,12,13,14
...apply
knowledge of literate environments CCLO: 1,8,9,10,11,12,13,14
VI. COURSE
POLICIES & PROCEDURES: (In
addition to information provided on School of Education Syllabus A – VI).
1. Class Attendance & Participation
Attendance,
timeliness, and participation are required and part of your grade. The School of Education policy states
that more than the allotted number of excused absences for any reason will
result in failure of the course.
The allotted number of absences for this course is one.
Tardiness
or leaving class early will also be considered a partial absence reflected in
your grade. Only those absences
due to emergencies, illness, or extenuating circumstances can be made up.
It is your responsibility to inform me
in writing how you make up the work.
Your writing must include a statement about why you were absent and a
detailed quality description of the process you undertook to make up the work
as well as a comprehensive summary of the content that was covered in class. Be sure to include a cover page. If work is not made up, the highest
grade a candidate can receive for the course is a B.
Any candidate who misses more than one class will be
asked to drop the course or will receive an F at the end of the semester. However, if makeup work is approved by
the professor and satisfactorily completed, a passing grade is still
possible. Also understand that
reading a classmateÕs notes cannot easily duplicate many of the experiences of
the course.
NOTE: all policies apply to this WebCT
supported course.
If class is cancelled, use the internet, library or
any other source to research the topic which would have been discussed that
night. Use the Tentative schedule
in the syllabus and discussions from last class to guide you. Find at least 10 different sources on
the topic(s) and be prepared to participate in a discussion on your findings,
in class or online.
2.
Written Work (See
School of Education Syllabus A – VI)
3.
Academic
Integrity (See
School of Education Syllabus A – VI)
4.
Special
Considerations (See
School of Education Syllabus A – VI)
5.
Cell Phone
Usage (See
School of Education Syllabus A – VI)
VII.
INSTRUCTIONAL
METHODS, DESCRIPTION OF ASSIGNMENTS, AND FIELD EXPERIENCES:
1. Instructional Methods: See
School of Education Syllabus A – VII.
This
course will meet online and face to face. All methods which might apply to
traditional classroom methods will apply in this format.
2.
Description of Assignments:
Readings from the assigned texts will be one focus
for discussions, writings, and group activities. Please read the assigned readings before coming to class in
order to facilitate quality discussions.
Think about how the readings relate or could relate to your classroom
teaching experiences. Also keep in
mind that you are responsible for the reading assignments even if we do not go
over them in class.
All
work for the course is to be in on time, or handed in on an
agreed upon future date. Work
submitted late will automatically lose 15 points per class meeting unless
prearranged by the professor and candidate. To meet the deadline, assignments may be mailed (post marked
by the due date), sent electronically on or before the due date, or delivered
by a peer at the class meeting.
Make-up tests will be considered if a reason for missing the original
test is justified. Completion
of all assignments is required for a passing grade in the course. If at any time you are unclear about assignments or
expectations, please contact me for clarification.
Other assignments or activities may be required as
deemed necessary to assure the mastery of the course objectives as stated.
Assignments
to Be Completed for This Course:
See the Assignment Guide for this course which is at
the WebCT site and provided the first night of class.
3.
Field
Experiences (Initial and Advanced Ceritification Tracks):
This course is
explicitly designed for the candidate to have 20 contact hours in the field conducting action research
Different county and city school systems require
that specific field experience procedures and forms be used for placement of
candidates in their schools. Also,
certain field experience placement forms may be required by your college
professor. Make sure you are using
the appropriate placement request form(s) for the field experiences in this
course.
Each candidate is
responsible for arranging and documenting his/her field experiences at an
appropriate grade level according to the guidelines of the Early Childhood
Education (ECE) program. Keep in mind that ECE Majors are required
to work in grades P-K, 1-3, and 4-5.
When selecting field experinces, be sure you are getting a good
representation from each of the grade level areas in diverse settings for
documentation of field experiences.
Initial certification candidates need to document a minimum of five hours for this course. Advanced certification candidates need
to document a minimum of two hours for this course. Candidates adding a new field need to
document a minimum of three hours.
VIII. RESOURCES:
1. Bibliography:
Fang, Z. (2005). Literacy teaching and learning: Current issues and trends. Upper Saddle River, NJ: Pearson Education.
Harp, B. &
Brewer, A. (2005). The informed reading teacher: Research-based practice. Upper Saddle River, NJ: Pearson Education.
Littky, D.
(with Grabelle, S.). (2004). The big picture: education is everyoneÕs
business. Alexandria, VA: Association for Curriculum and
Development.
Marzano, R. J.
(2003). What works in schools: translating research into action. Alexandria,
VA: Association for Curriculum and Development.
Nieto, S.
(2000).. Affirming diversity: The sociopolitical context of multicultural
education. NY, NY: Addison Wesley Longman, Inc.
Report of
national reading panel: teaching
children to read: an evidence-based assessment of the scientific research
literature on reading and its implications for reading instruction. (2000). NIH pub No. 00-4754 National Institute for Literacy.
Pan, M. Ling.
(2004). Preparing literature reviews (2nd
ed). Glendale, CA: Pyrczak Publishing.
Pyrczak, F.
(2003). Evaluating research in
academic journals: a practical guide to realistic evaluation (2nd
ed). Glendale, CA: Pyrczak
Publisher.
Tomlinson, C. A. and McTighe, J. (2006) Integrating
differentiated instruction and understanding by design: connecting content and
kids.
Alexandria, VA: Association for Curriculum and Development.
Turnbull, A .P. and Turnbull, H. R. (2001). Families, professionals, and exceptionality: collaborating for empowerment. Upper Saddle River, NJ: Merrill Prentice Hall.
Zeichner, K. M. and Liston, D.P. (Eds.) (1996). Reflective teaching: an introduction. Mahwah, NJ: Lawrence Erlbaum Assoc.
2. Relevant
Web Sites: See School of
Education Syllabus A – VIII
Georgia Law 505-3-.75 READING
ENDORSEMENT: CLASSROOM TEACHER OF READING
É http://www.gapsc.com/TeacherEducation/Rules/505-3-.75.pdf
International
Reading Association (2003).
Standards for reading professionals. retrieved 12/15/2006: http://www.reading.org/resources/issues/reports/professional_standards.html
Language Center
writing up research: Using the literature retrieved 11/13/2006 from http://www.clet.ait.ac.th/EL21LIT.htm.
Literature
reviews The Writing Center University of North Carolina at Chapel
Hill retrieved 11/13/2006 from http://www.unc.edu/depts/wcweb/handouts/literature_review.html
Reading
Excellence Act State Competitive Grant Program Non-Regulatory Guidance for
State Applicants: March 9, 1999 U.S. Department of Education retrieved 12/16/2006 from http://www.ed.gov/inits/FY99/REAguidance/index.htm.
Standards for Early Childhood Professional
Preparation. (2001)National Association for the Education of Young Children.
Retrieved from http://www.naeyc.org 12/15/2006
3. GACE
Information: (See School
of Education Syllabus A – VIII)
4. Admission to Teacher Education (See School
of Education Syllabus A – VIII)
5. Application
for Certification (See School
of Education Syllabus A – VIII)
IX. COURSE
ASSESSMENT AND EVALUATION:
See
the Assignment guide for specific assessment requirements.
X. TENTATIVE COURSE SCHEDULE
Date Topics
and Assignments
Tentative
Schedule 8 week class
Week
1 Intro
to class, WebCT, GA Curriculum
--meet
on campus 4 hours--March 13
Week
2 Problem
statements and rationale for topic 1,2 &3
Week
3 Literature
review for foundations
Week
4 Literature
review for instruction
--meet
on campus 4 hours--April 3
Week
5 Literature
review for assessment
Week 6 Reaction
paper
Week
7 Materials
evaluation
Week
8 Share
research and textbook information
--meet
on campus 4 hours--May 1