3 Semester Hours
Semester / Year: Fall/2002
Instructor: Dr. Maxine Newsome
Office Location: 238 Education Annex
Office Hours: Mondays, 3:30-5:30; Wednesdays 1:30-3:30; others by appointment
Telephone: 770-838-3114
E-mail: mnewsome@westga.edu
Fax: 770-836-4612
An
introduction to early childhood/elementary education with emphasis on the
social, historical, and philosophical perspectives including methods of inquiry
used in analysis of educational issues, as well as concentrations on the role
of the teacher, including ethical and effective practice. Field experience in public school settings
will occur throughout the course.
The conceptual framework of the College of Education at UWG forms the basis on which programs, courses, experiences, and outcomes are created. By incorporating the theme “Developing Educators for School Improvement”, the College assumes responsibility for preparing educators who can positively influence school improvement through altering classrooms, schools, and school systems (transformational systemic change). Ten descriptors (decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive, empathetic, knowledgeable, proactive, and reflective) are integral components of the conceptual framework and provide the basis for developing educators who are prepared to improve schools through strategic change. National principles (INTASC), propositions (NBPTS), and standards (Learned Societies) also are incorporated as criteria against which candidates are measured.
The mission of the College of Education is to develop educators who are prepared to function effectively in diverse educational settings with competencies that are instrumental to planning, implementing, assessing, and re-evaluating existing or proposed practices. This course’s objectives are related directly to the conceptual framework and appropriate descriptors, principles or propositions, and Learned Society standards are identified for each objective. Class activities and assessments that align with course objectives, course content, and the conceptual framework are identified in a separate section of the course syllabus.
The primary focus of this course is the development of an awareness of various dimensions (social, cultural, political, legal, moral, ethical, and aesthetic) comprising the early childhood/elementary education curriculum.
Students will:
1. examine the nature of early childhood/elementary education through an overview of its social, historical, philosophical, and curricular foundations (Dewey, 1916; Gutek,1991; Mengert, 1997)
(D3 Lifelong Learners, D8 Knowledgeable; INTASC 2,9; ACEI 1,6);
2. discuss the legal and ethical responsibilities of teachers (Mengert, 1997; Noddings, 1984; Ornstein & Levine, 1997)
(D8 Knowledgeable, D9 Proactive; INTASC 2,9; ACEI 1,6);
3. develop a rationale for educational goals and objectives for early childhood/elementary education (Burden & Byrd, 1994; Eby, 1997; Borish, 1992; Louisell, 1992)
(D5 Collaborative, D8 Knowledgeable, D9 Proactive; INTASC 2,9; ACEI 1,6);
4. realize the need for and use of higher level thinking and questioning skills in young learners (Burden & Byrd, 1994; Eby, 1997; Jarolimek, 1988; Frieberg, 1992)
(D3 Lifelong Learners, D8 Knowledgeable; INTASC 2,9; ACEI 1,6);
5. plan for the role of the teacher as a reflective decision maker (Burden & Byrd, 1994; Eby, 1997; Jarolimek, 1988 Frieberg, 1992; Borish, 1992)
(D8 Knowledgeable, D9 Proactive, D10 Reflective; INTASC 2,9; ACEI 1,6);
6. examine a repertoire of basic teaching models, strategies and skills (Burden & Byrd, 1994; Eby, 1997; Frieberg, 1992; Jarolimek, 1988; Borish, 1992)
(D8 Knowledgeable; INTASC 2; ACEI 1,6);
7. study cultural pluralism and the goals/implementation of and the demands associated with multicultural education (Mengert, 1997)
(D6 Culturally Sensitive; INTASC 2; ACEI 1,6);
8. create developmentally appropriate learning centers and activities (Beaty, 1992; Gamberg, Kwak, Hutchings, Altheim, & Edwards, 1988; Isbell, 1995; Peterson, 1996)
(D8 Knowledgeable, D9 Proactive; INTASC 2,9; ACEI 1,6); and
9. demonstrate skills associated with planning developmentally appropriate content, activities and methodology for young children (Eby, 1997; Frieberg, 1992; NAEYC, 1988)
(D3 Lifelong Learners, D8 Knowledgeable; INTASC 2,9; ACEI 1,6).
Required Text: Jensen, Rita A. & Kiley,
Therese J. (2000). Teaching,
Leading, and Learning: Becoming Caring Professionals . Boston, MA. Houghton Mifflin Co.
References:
Bergan, J.R. (1993). Developmental assessment. Young Children, 48(5), 41-47.
Borich, G.D. (1992). Effective teaching methods. NY: Macmillan.
Chaille, C., & Britain (1991). The young child as scientist. New York: Harper Collins.
Corwin,
R., Hein, G., & Levin, D. (1976).
Weaving curriculum webs: The structure
of nonlinear curriculum. Childhood Education, 52 (4), 248-251.
Dewey, J. (1916). Democracy and education. NY: Free Press.
Dewey, J. (1938). Experience and education. NY: Collier.
Dewey, J. (1915). The school and society. Rev. ed. Chicago: University of Chicago
Press.
Eby, J. W. (1997). Reflective planning, teaching, and evaluation. Upper Saddle River, NJ: Prentice Hall.
Freiberg, H.J., & Driscol, A. (1992). Universal teaching strategies. Needham Heights,
MA: Allyn and Bacon.
Gamberg, R., Kwak, W., Hutchings, M., & Altheim, J. with Edwards, G. (1988). Learning and loving it: Theme studies in the classroom. Portsmouth, NH: Heinemann.
Gelfer, J.I. (1994). Implementing student portfolios in an early childhood program. Early Child Development and Care, 97, 145-54.
Gestwicki, C. (1995). Developmentally appropriate practice: curriculum and development in early education. Albany, NY: Dolman.
Henderson, J.G. (1992). Reflective teaching. NY: Macmillan.
Hollingsworth, P.M., & Hoover, K.H. (1991). Elementary teaching methods. Needham Heights, MA: Allyn and Bacon.
Jarolimek, J., & Foster, S.C. (1989). Teaching and learning in the elementary school. NY: Macmillan.
Kamii, C. (1985). Leading primary education toward excellence: Beyond worksheets and drill. Young Children, 40(6), 3-9.
Louisell, R.D., & Descamps, J. (1992). Developing a teaching style: Methods for elementary school teachers. NY: Harper Collins Publishers.
Montessori, M. (1936) The secret of childhood. Trans., B.B. Carter. NY: Longman.
Moyer, J. (1986). Child development as a base for decision-making. Childhood Education, 62 (5), 325-329.
Needleman, J. (1982). The heart of philosophy. NY: A. A. Knopf.
Ornstein, A.C., & Levine, D.U. (1997). Foundations of education. Boston: Houghton Mifflin Co.
Palmer, P. (1990, Jan/Feb). Good teaching. Change. Pp. 11-16.
Peterson, E.A. (1996). Early childhood planning, methods & materials. Boston: Allyn & Bacon.
Rousseau, J. J. (1979). Emile. Trans., A. Bloom. NY: Basic Books.
Wadsworth, B. (1989). Piaget's theory of cognitive and affective development (4th ed.). New York: Longman.
Assignments and Evaluation Procedures:
Each student is expected to be prepared for class and have completed all class assignments on time.
Students are expected to attend class and participate in class discussions and activities.
Students should leave a message if they are ill or will be absent for another reason. Absences and late arrivals will be considered in determining the final grade for the course.
Students will respond and provide thoughts and feelings with regard to assigned textbook readings. One entry per week minimum. (Objectives #2-8; knowledge,disposition; observation)
Students will develop, over the course of the semester, a belief statement describing their evolving views of education..(Objectives #2-8; knowledge, disposition; rubric)
Student will participate in an assigned field placement once a week.(Objectives #2-8; knowledge, skills, dispositions; reflective journal, self report)
Students will research, read, and design a project on historical figures who have influenced the course of education. Students will share and explain the project as part of a presentation to class members. (Objective #1; knowledge; checklist)
Students will take weekly quizzes and a mid-term and final examination covering the major concepts, principles, and terminology of the course.
All work handed in must be typed
and labeled properly.
Evaluation Procedures and Grading Policy:
Grading Policy:
A = 90 - 100%
B = 80 - 89%
C = 70 - 79%
D = 60 - 69%
F = 69% or less
1. Reflective Journal 15%
2. Philosophy Statement 15%
3. Field Experience 30%
4. Quizzes and Exam 30%
6. Class Participation 10%
TOTAL 100%
Week 1 Course Expectations /Historical and Philosophical Overview
Week 2 Professional Standards for Teaching, Learning, and Curricula
Week 3 Becoming a Teacher
Week 4 Effective Teaching: Knowledge, Performances, and Dispositions
Week 5 Developing Curriculum
Week 6 Instructional Strategies and Approaches
Week 7 Instructional Planning
Week 8 Mid-term Review and Assessment
Week 9 Assessment and Evaluation
Week 10 Family Involvement in a Diverse Society
Week 11 Schools as Cultures and Organizations
Week 12 Instructional Guidance
Week 13 Teachers as Leaders and Decision Makers
Week 14 Collaboration, Culture, and Change
Week 15 Charting your Professional Direction
Week 16 End of Term Review and Assessment
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghost-written papers. It also occurs when a student utilizes the ideas of or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in The Uncatalog, Undergraduate Catalog, and Graduate Catalog.
Successful completion of field experience is a minimum requirement for passing all methods courses. If a student receives an unsatisfactory in the field experience portion of the course, this will result in an F grade for the entire methods course.