florida agricultural and mechanical university syllabi/leadership phd... · 2.4k;4.5s;5.4k ....

F=Florida Educator Accomplished Practices Standards (FEAPS) I=Interstate New Teacher Assessment and Support Consortium Standards (INTASC) (K)=Knowledge (S)=Skill (D)=Disposition

Approved/Revised 10/30/07

1

Florida Agricultural and Mechanical University

Professional Education Unit Tallahassee, Florida 32307

COURSE SYLLABUS Course Number: EDA 7280 Prerequisite(s): Doctoral student status

Course Title: Curriculum and Public Policy

Course Credit: 3 Course Hours: 3 College: College of Education Department: Department of Educational Leadership& Human Services TASKSTREAM COURSE Self Enrollment Code: RR2MD7

Required Text(s): Hayes, W. (2008)No Child Left Behind: Past, Present, and Future (Lanham, MD: Rowman & Littlefield Education Week. (2009)The Obama Education Plan: An Education Week Guide (San Francisco,CA: Jossey Bass Supplies: Taskstream Electronic Portfolio Keep your APA style manual handy! A CD rom or flash drive dedicated to the course additional readings ,copies of assignments and extra credit Regular Internet access to Blackboard

Faculty Name: Oare’ Dozier-Henry, Ed.D.

Term and Year: Spring 2010 Place and Time: 2:30-5:00 Saturday

Office Location: 300-4 Bldg.62 old DRS

Telephone: 412-7048; 412-5932 e-mail: [email protected]

Office Hours

Monday By appt.

Tuesday 4-5:30

Wednesday By appt.

Thursday By appt.

Friday 1-5

Saturday Noon-2:30

Course Description The course explores the theories of curriculum and related research and examines how public policy impacts planning, implementation and evaluation of dynamic curricula.



2 Course Purpose Content in this course is intended to provide students with knowledge related to educational history that drives the issues and ultimately policies enacted and implemented to improve curricula and learning outcomes. Conceptual Framework The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of six themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to the kind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional Conceptual Framework:

DIVERSITY

• CF 1 • This focal area, the FAMU professional education candidate will:

Conceptual Framework

Proficiencies

CF: 1.1 (K)

Demonstrate understanding of diverse backgrounds of individuals.

CF: 1.4 (S)

Practice responsive strategies that foster acculturation, mediation, and resolution.

CF: 1.5 (K, S)

Establish a climate that values diversity and supports learning for all students.

TECHNOLOGY • CF 2 • Through this focal area, the FAMU professional education candidate will:


Proficiencies

CF: 2.3 (K)

Demonstrate knowledge of fundamental concepts in technology.

CF: Demonstrate an understanding of concepts related to software, hardware,



3 2.4 (K) and applications

CF: 2.5 ( S)

Use technology to prepare and teach lessons and promote creativity among students.

CF: 2.6 (S, D)

Demonstrate the ability to access a variety of tools to enrich media communication.

CF: 2.7 (S)

Teach students to use various types of technology.

VALUES

• CF3 • Through this focal area, the FAMU professional education candidate will:


Proficiencies

CF: 3.1 (S)

Work with colleagues in a professional manner.

CF: 3.3 (S, D)

Promote perspectives, ideas, people, and culture.

CF: 3.4 (D)

Demonstrate achievement of goals.

CF: 3.5 (D)

Create learning opportunities that foster cooperation, support, and individual participation among students.

CRITICAL THINKING

• CF4 • Through this focal area, the FAMU professional education candidate will:


Proficiencies

CF: 4.1 (K)

Demonstrate an understanding of a variety of instructional / professional strategies to encourage student development of critical thinking and performance.

CF: 4.3 (D)

Create and foster opportunities for student learners to demonstrate critical thinking and self-directed learning as habits of mind.

CF: 4.5 (S)

Demonstrate the use of higher order thinking skills.

PROFESSIONALISM

• CF 5 • Through this focal area, the FAMU professional education candidate will:


Proficiencies

CF: Know the content.



4 5.1 (K) CF: 5.2 (S)

Use the appropriate pedagogy to provide all students with the opportunity to learn.

CF: 5.3 (D)

Demonstrate commitment to personal growth and development.

CF: 5.4 (K, S)

Use major concepts, principles, theories, and research related to the development and acquisition of knowledge and motivation.

CF: 5.7 (S. D)

Display appropriate code of conduct including dress, language, and respective behavior.

URBAN/RURAL EDUCATION • CF 6 • Through this focal area, the FAMU professional education candidate will:


Proficiencies

CF: 6.3 (K)

Understand the conditions of both rural and urban students and families.

Academic Learning Compact N/A Assignments Behavioral

Objectives Ph D standards Conceptual Framework

Teamwork Curriculum Group Power Point

1,4,12 Leadership, Educational Policy, Collaboration, Research and Data Analysis, Organizational Management and Development

1.5K;3.1S;5.1K;5.7SD;6.3;, 4.3D;3.3SD;3.5D

Teamwork Curriculum Project

6,8,11,12 Leadership, Educational Policy, Collaboration, Research and Data Analysis

CF 1.1K;1.5KS;2.3K; 2.4K;4.5S;5.4K

Journal search& Journal query

4,10 Research and Data Analysis,Educational Policy

CF 2.6SK;5.4K

Standards Crosswalk



5 Assignment Paper Power Point Summary slides

Objectives 1,2,8

PhD Standards Communication, Educational Policy. Research and Data Analysis,

Conceptual framework CF 1.1K;1.5KS;2.3K; 2.4K;4.5S;5.4K

Policymaker or Curriculum Innovator Interview

1,2,8 Leadership, Communication, Legal Environment, Ethics Educational Policy

CF 1.1K;

Individual Paper : Curriculum Innovation

1,2,4,6,11 Leadership, Communication,Legal Environment, Ethics Educational Policy

Individual Paper : Ethnicity & Curriculum Policy

2,3,5,7,9,11 Leadership, Communication, Educational Policy. Research and Data Analysis, Organizational Management nd Development

National and State Standards Addressed in the Course 1. PEU Conceptual Framework Standards –Problem Solving4.5 and Professionalism 5.1- 2. PhD Program Standards Overall Goals of the Course 1. Establish working definitions of curriculum and policy 2. Acquire knowledge and an understanding of the policy making process. 3. Establish a historical overview of major policies related to U.S. education. 4. Delineate the role of advocacy in the policy making process. 5. Consider the ethical dimensions of policy making. 6. Construct the social, political, and economic origins of curriculum and public policy. 7. Become conversant with the history of African American education and its relationship to U.S. educational

policy



6 Specific Behavioral Objectives 1. be able to define curriculum, policy and describe the triggering events for public policy and their implementation as curriculum in PK-12 and Higher Education. 2. be able to describe federal and state policy making processes that impact particular curricular innovations.

3. be able to identify barriers to policy implementation and formulation.

4. be able to identify major curriculum innovation movements in American education with emphasis on the 20th

8. compare and contrast No Child Left Behind with the designs proffered by the Obama administration .

and 21 st century. 5. articulate the experiences of particular marginalized groups in the development of American schooling and curriculum decisions: African Americans, Native Americans, Latinos. 6. be able to discuss the relationship between policy making and the mandates of the economic sector in reshaping the mission of schooling. 7. identify major federal and state policy initiatives, that have had a significant impact on PK-12 and higher education curriculum

9. discuss the relationship of technology in educational policy making and PK-12 and higher education curriculum. 10. examine the conduits of educational policy decisions in the US by identifying personnel, organizations and periodicals that relate and review current events in the field . 11. engage in an analysis, synthesis, and evaluation of educational policy and its impact on curriculum at the PK-12 and higher education levels. 12. To work in tandem with others to problem solve and implement research Teaching Methods Lecture/discussion, problem posing, cooperative learning, Blackboard, journaling, oral and written presentations, field visits, and Internet searches. This list is not ironclad. As the professor is constantly seeking to expand her teaching repertoire, additional methods may be used.



7 Topical Outline/ Course Calendar Date Content January 9,2010 Pre-Assessment , Key definitions

Curriculum Promises & Problems Path & responsibility of the public intellectual Explanation of assignments

January 16,2010 Curriculum Purposes,Team Design assignment, textbook quiz., the politics of knowledge, responses to Dr.Jackson’s speech

January 23,2010

Approaches to the study of policy, politics&policy, native American experience with Western education

January 30,2010

Library Assignment:TEAMWORK! 1. Prepare a visual timeline of major moments in U.S. educational history. 2.Prepare a list of journals in education that specialize in curriculum issues. Indicate their publication guidelines.

February 6, 2010 Overview of African American educational history& impact on policy decisions

February 13,2010 HBCUs, and the development of higher education Role of federal and state government in education

February 20, 2010 Roundatble, curriculum exercise on the design of appropriate curriculum for African Americans,HCZ and Freedom Schools

February 27, 2010 Library Assignment Complete the design of an appropriate curriculum for African Americans. Indicate via essay the policy implications of such a curriculum

March 6, 2010

MIDTERM EXAM

March 13, 2010 S P R I N G B R E A K March 20, 2010

The education of (White) women in the U.S. Women’s ways of knowing and policy implications Women’s studies

March 27, 2010 The Latino experience with schooling April 3, 2010 The Asian American experience with schooling April 10, 2010

Critical pedagogy and concerns of “the left”juxtaposed with the conservative agenda

April 17, 2010 Curriculum innovations: tally and promises April 24, 2010 F I N A L E X A M



8 Course Evaluation Netiquette Students are required to have an e-mail account

Student Evaluation

and to provide the professor with updated directory information and an e-mail address no later than the second week of class. This is especially important if students are using emails in addition to the university-assigned email address. Always put 7280 and your name (i.e. 7280- Barry King as the "subject" line so the professor can identify class related email posts . Be sure to provide a signature with your own full name on every email message. Students are also required to have Internet access.. There will also be assignments and study help available on Blackboard at http:famublackboard.edu .Written assignments must be turned in electronically as an attachment to e-mail. Sometimes a hard copy may also be requested. Assignments submitted electronically are on time if they are sent by 11:59:59 p.m. the day before the class due date. Assignments sent to Taskstream are maintained in a perpetual file that you may access. This way you will always have an electronic copy of your work. Blackboard assignments are only kept usually a semester after the course is offered.. Due to the proliferation of viruses, a file that does not show your name, title of the assignment and a standard word processing icon will not be opened, read or graded. In case of doubt, save your file in RTF format before sending. Save your files for all work turned in. It is suggested that you keep a backup copy on a flash drive or CD-R. If it should happen that an assignment is damaged or misplaced, be prepared to provide a new copy. Never wipe your computer files for a course until you absolutely know that you have been credited with everything you have earned.

Students are required to upload selected assignments into the Taskstream portfolio. All work must be sent to the Blackboard digital dropbox for archival purposes. By sending it to Blackboard as well as the professor’s Gmail account, editing is facilitated.. Students who wish to discuss their work with the professor are advised to set up an appointment to meet during office hours. There may also be the option to meet in the virtual office. Students are also advised to keep copies of their work on a disk dedicated to EDA 7280. Students are also encouraged to meet with their advisors during the semester to discuss concerns and progress. To the extent possible work done in courses should support the student’s overall research thrust. Class preparedness (timely assignments, chapter presentations, and contributions to discussion/activities) is a baseline expectation of doctoral level work.

Barring emergent circumstances, late work is not accepted. Work that fails to address the assignment given will not be graded. Work that is submitted in a cryptic fashion (violating the requested labeling) will neither be opened nor returned. Saved files should be saved in Word 2007 or 2003 and titled: Last name, first initial: Title of the assignment, EDA 7280 date. It should look like this when I go to save it for grading :GRADY, H. Outline for Power Point presentation chapter 100. EDA 7280. 2-14-10. Students at the doctoral level are expected to exceed minimum standards. Please note that written work is expected to be submitted typewritten (word processed) double spaced in APA style format when applicable. Collected work must be stapled or bound appropriately, identify the student, the student’s ID number and be dated. It is expected that the work will be appropriately referenced and use good grammar, punctuation and spelling.

Extra credit opportunities are infrequently offered throughout the semester. Mere completion of the assignment does not guarantee the points will be awarded. Work must adhere to the standards expected of doctoral level students.



9 The proper method to appeal any grade is to approach the instructor and attempt resolution. Computational errors are easily rectified. In the event that the matter can not be resolved the student must follow departmental rules and respect the chain of command. This means approaching the PhD Coordinator and the Department Chair before going outside the Department of Educational Leadership and Human Services.

Assignment Details These items are to be uploaded to the Taskstream portfolio. See grading rubrics on page 14..

Team Curriculum Project Complete the design of an appropriate school curriculum (elementary, middle or high school) for African Americans given their specific needs as indicated by national data and trends. Factor in what you believe the community values and needs are.. Indicate via corporate essay the policy implications of such a curriculum

Paper: Ethnicity and Schooling

Examine the study of policy, politics& policy pertaining to an ethnic minority’s American experience with Western education in the context of U.S. schooling

Paper: Curriculum Innovation Examine the history, policy, politics& policy pertaining to an educational innovation in the American schooling experience post 19 th century

The following assignments must be uploaded to Blackboard or submitted in hard copy via the professor’s instructions.

How is what you are learning and reading affecting your understanding of curriculum?your development? Journal self assessment assignments

Prepare a list of journals in education that specialize in curriculum issues. Indicate their publication guidelines.

Determine which journal you will query re: submitting an article. Draft a sample letter of inquiry and submit to the digital dropbox.

Professional journal identification and inquiry

Prepare a visual timeline of major moments in U.S. educational history.

Educational Timeline

“There is no single public, but different levels of public based on differing levels of interest and ability".

Team Response: Author a collective response to the statement:

Use references to support your team’s position.

Summarize and/or record the results of an interview with a policymaker or curriculum innovator who you determine to have had an impact on public education. Indicate why and whst you anticipate as a future trend.

Interview with a Policymaker/Curriculum Innovator

To illuminate the recommendations for a curriculum of African American learners, collectively construct a Power Point presentation that summarizes your findings.

Team Power Point

To illuminate the findings of your paper, construct an individual representation via Power Point that summarizes your work.

Paper Power Point summary slides



10 Grading Evaluation in the course will be based on professional attitude, competence in the language arts, attendance, class participation, written and oral assignments, readings, examinations, and projects. The quality of the work you submit in consideration of a grade counts. Grades are determined by the quality of student performance. Grading Scale: A=90-100, B=80-89 C=70-79 D=60-69 F=Below 60 Grading Rubric F=Favorable, A=Acceptable, M=Marginal, U=Unsatisfactory A C grade for a graduate student is unacceptable and requires the repeat of the course. Only 2 C grades are allowed in the degree program. Favorable performance is exemplified in activity(ies), product(s), response(s) that exceed or meet established criteria, which demonstrates candidates’ acquisition of knowledge, skills, and dispositions relative to institutional, national, state, and program standards. A favorable performance designation is assigned to products, which demonstrate a significant presence of (a) higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice. Products meeting these criteria will be determined as “A” products and assigned a numerical score in the range of 90-100. Acceptable performance is exemplified in activity(ies), product(s), response(s) that approach or approximate established criteria, which demonstrate candidates’ acquisition of knowledge, skills, and dispositions relative to institutional, national, state, and program standards, but does not meet the criteria for favorable designation. An Acceptable performance designation is assigned to products, which demonstrate vague attempts at including (a) higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice. Products meeting these criteria will be determined as “B” products and assigned a numerical score in the range of 80-89. Marginal performance is exemplified in activity(ies), product(s), response(s) that do not exceed, meet, or approach or proximate established criteria, which demonstrate candidates’ acquisition of knowledge, skills, and dispositions relative to institutional, national, state, and program standards. A Marginal performance designation is assigned to products, which demonstrate minimal inclusion of (a) higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice. Products meeting these criteria will be determined as “C” products and assigned a numerical score in the range of 70-79. Unacceptable performance is exemplified in activity(ies), product(s), response(s) that do not exceed, meet, or approach or proximate established criteria, which demonstrate candidates’ acquisition of knowledge, skills, and dispositions relative to institutional, national, state, and program standards. An Unacceptable performance



11 designation is assigned to products, which demonstrate a lack of (a) higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice. Products meeting these criteria will be determined as “U” products and assigned a numerical score in the range of 60-69. Course Policies Dispositions As a component of student assessment, the College of Education has instituted a system for monitoring the professional dispositions: Professionalism, Effective Communication, Respectful Behavior, Ethical Behavior, and Reflective Behavior. At the end of each semester each instructor will fill out an assessment instrument for each student which will be turned in to the department chair and kept in the student’s file. If a problem arises during the semester, a disposition feedback form may be completed by an instructor or school personnel and turned in to the student’s department chair. The severity of the behavioral deficiency will influence the chairperson’s handling of the situation. (See Assessment Instrument for Dispositions and Disposition Feedback Form for more detailed information. This policy includes provisions for professional dress, attendance, punctuality, use of cell phones, etc.). Policy Statement on Non-Discrimination It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University and employment. Academic Honor Policy The University’s Academic Honor Policy is located in the FANG Student Handbook, under the Student Code of Conduct- Regulation 2.012 section, beginning on page 55-56. ADA Compliance To comply with the provisions of the Americans with Disabilities Act (ADA), please advise instructor of accommodations required to insure participation in this course. Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850) 599-3180. Online Course Resources

http://www.charlierose.com/view/interview/10140 www.bnkst.edu/neweducators/curriculum.html http://curriculum.qcda.gov.uk/ www.bloomington.in.us/~learn/curricula.htm blogs.edweek.org/edweek/curriculum/ portal.unesco.org/education/es/ev.php-URL_ID=18630&URL_DO=DO_TOPIC&URL_SECTION library.ucf.edu/Databases/Subjects/EducationWebSites.asp www,ascd.org Work to add to this list throughout the course

http://www.charlierose.com/view/interview/10140�



12 References Note: Doctoral students are expected to seek out additional sources of information. The reference list is a departure point for deeper inquiry .Remember, this is a journey from student to scholar. American Bar Association &the National Bar Association. (2001)Justice by gender. Washington,DC: Author Note: Doctoral students are expected to seek out additional sources of information. The reference list is a departure point for deeper inquiry .Remember, this is a journey from student to scholar. Anyon,J.(2005) Radical Possibilities: Public Policy, Urban Education, and A New Social Movement (Critical Social Thought) New York,NY: Routledge Apple,M.(2003) The State and the Politics of Knowledge. New York: Routledge Falmer Apple,M.(2004)Ideology and Curriculum. New York: Routledge Falmer Apple,M.(2006,2nd

CQ Researcher.(2007) Issues for Debate in American Public Policy: Selections from CQ Researcher, 8th Edition. Washington,D.C.: CQ Press

ed.) Educating the 'Right' Way: Markets, Standards, God, and Inequality. New York: Routledge Falmer

Darling Hammond, L. (2010). The Flat World and Education: How America's Commitment to Equity Will Determine Our Future .New York: Teacher’s College Press Dozier, O. (1985) The Politics of Knowledge: Selected Black Critiques of Western Education 1850-1933. Unpublished dissertation. University of Massachusetts-Amherst. Dozier-Henry,O.(2006) Staying the Course: Self-care and mantras for the educational administrators in Donahoo,S. & Hunter, R. Teaching Leaders to Lead Teachers: Educational Administration in the Era of Constant Crisis. New York: Elsevier Dozier, O. (1985) The Politics of Knowledge: Selected Black Critiques of Western Education 1850-1933. Unpublished dissertation. University of Massachusetts-Amherst. Dozier-Henry,O.(2006) Staying the Course: Self-care and mantras for the educational administrators in Donahoo,S. & Hunter, R. Teaching Leaders to Lead Teachers: Educational Administration in the Era of Constant Crisis. New York: Elsevier

http://www.amazon.com/Flat-World-Education-Commitment-Multicultural/dp/0807749621/ref=sr_1_13?ie=UTF8&s=books&qid=1262905056&sr=1-13�






13 Du Bois, W.E.B. (orig.1973;reprint 2002)The Education of Black People: Ten Critiques (1906-1960 ). New York: Monthly Review Press Freire,P.(2002) Pedagogy of the Oppressed. New York: Continuum Gatto, J.T.(2005) Dumbing us down. Mew York :New Society Publishers Giroux,H.(2005) Border Crossings, Second Edition: Cultural Workers and the Politics of Education. New York,NY: Taylor & Francis Guy Peters,B. & Pierre,J.(eds.) (2006) Handbook of Public Policy. Thousand Oaks,CA: Sage Robinson,R.(2001)The Debt. What America Owes to Blacks. New York: Plume Publishing Heller, D.E. (2001) The States and Higher Education Policy. Baltimore, MD: Johns Hopkins University Press hooks,b.(1994) Teaching to Transgress: Education as the Practice of Freedom.New York,NY: Routledge Kraft, M.& Furlong, S.(2006)Public Policy: Politics, Analysis and Alternatives. Washington,DC: CQ Press Macedo, D. (1994) Literacies of Power. Manna,P.(2006)School's in: Federalism And the National Education Agenda (American Governance and Public Policy) Washington,DC: Georgetown University Press Peterson,T.H. (Oct.2009) EJ858163Engaged Scholarship: Reflections and Research on the Pedagogy of Social Change, Teaching in Higher Education,14,5, p541-552 Sen, R.(2003) Stir It Up: Lessons in Community Organizing &Advocacy. San Francisco: Jossey Bass Tough,P.(2008) Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America.New York: Houghton Mifflin Weinberg,M.(1977 orig,1995 2nd edition)A Chance to learn: A History of Race and Ediucation in the United States. California State University, Long Beach; University Press Wise,T.(2009) Between Barack and a Hard Place: Racism and White Denial in the Age of Obama. San Francisco,Ca : City :Lights Publishers Weston,A.(2000) 3rd ed. A Rulebook for Arguments. Indianopolis,IN:Hackett Publishing

http://www.amazon.com/Schools-Federalism-National-Education-Governance/dp/1589010906/ref=sr_1_40?ie=UTF8&s=books&qid=1262908531&sr=1-40�





14 Rubrics

Team Curriculum Project

Capstone

Average and Acceptable Achievement

Marginal Achievement

Unacceptable, needs improvement

Score/ Level

Knowledge Cultural self- awareness

Comfortable with the complexities that new perspectives offer, articulates insights into U.S. cultural rules and biases (e.g. seeking complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in an affirmation of one's identity and self-description.)

Acknowledges new perspectives about own cultural background and ethnicity; evinces curiosity about other and their experiences (e.g. not looking for sameness and accepting of variety in schooling experiences) Acknowledges new perspectives about own cultural background and ethnicity; evinces curiosity about other ethnicities and their experiences (e.g. not looking for sameness and accepting of variety in schooling experiences)

Identifies own cultural background and is marginally competent in her/his own cultural history. Prefers to identify with the dominant group and minimize own cultural background. .

Shows minimal awareness of one's own cultural history and background (e.g. uncomfortable with identifying possible cultural differences with others.)Avoids accepting primacy of ethnic backgrounds in U.S. by use of the "melting pot" theory rather than the "salad bowl".

Knowledge Knowledge of cultural worldview frameworks

Demonstrates sophisticated understanding of the complexity of elements

Demonstrates adequate understanding of the complexity of elements

Demonstrates partial understanding of the complexity of elements

Demonstrates surface understanding of the complexity of elements

http://www.taskstream.com/�



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important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.




Skills Empathy

Interprets cultural experience from the perspectives of own and more than one and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group. Is willing to take the lead in the group and encourage others in order to get the task done.Interprets cultural experience from the perspectives of own and more than one worldview and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group. Is willing to take the lead in the group and

Recognizes intellectual and emotional dimensions of more than one worldview and sometimes uses more than one worldview in interactions. Is a supporter in the group and completes tasks assigned.

Identifies components of other cultural perspectives but responds is distant in terms of empathy. In working with a group, is resistant to ideas and perspectives that challenge currently held views.

Views the experience of others but does so through own cultural worldview. Refuses or is reluctant to do his/her share of the team's work and must be cajoled to participate. Is rigid with regard to new information.



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encourage others in order to get the task done.

Policy Implications Asks complex questions about educational policy implications for other cultures, seeks out and articulates answers to these questions that reflect the ethnicity's cultural perspectives.

Asks deeper questions about other cultures' experiences with educational policy. Makes an attempt to locate the voices from within that cultural group to connect the experiences with policy implications.

Asks simple or surface questions about other cultures. Has difficulty connecting an ethnicity's experience with school policy development.

States minimal interest in learning more about other cultures. Is unable to connect ethnic experiences with schooling policy .States minimal interest in learning more about other cultures. Is unable to connect ethnic experiences with schooling policy considerations.

Vision and Creativity Articulates a vision that is not constrained by existing institutional arrangements

Shows evidence of "thinking outside the box" by incorporating features that are considered innovative, even if they exist inside the current school model.

Plays it safe by replicating an existing model of schooling. Works within the established parameters.

Gives no consideration to possibilities for learning other than current conventional schooling model.

EDA 7280 Theme Paper: Ethnicity and Schooling

Capstone Milestones Milestones Benchmark

Score/ Level

Topic selection Identifies a creative, focused, and manageable topic that addresses

Identifies a focused and manageable/doable topic that appropriately addresses

Identifies a topic that while manageable/doable, is too narrowly focused and leaves out relevant aspects of the topic.

Identifies a topic that is far too general and wide-ranging as to be manageable and doable.




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potentially significant yet previously less explored aspects of the topic.

relevant aspects of the topic.

Research retrieval of most pertinent informationResearch and retrieval of most pertinent information

Synthesizes in-depth information from relevant sources representing various points of view/approaches.

Presents in-depth information from relevant sources representing various points of view/approaches.

Presents information from relevant sources representing limited points of view/ approaches.

Presents information from irrelevant sources representing limited points of view/ approaches.

Topic Development

All elements of the topic or theoretical framework are skillfully developed. Appropriate frameworks may be synthesized from across disciplines or from relevant .All elements of the topic or theoretical framework are skillfully developed. Appropriate frameworks may be synthesized from across disciplines or from relevant .All elements

Critical elements of the topic or theoretical framework are appropriately developed, however, more subtle elements are ignored or unaccounted for.

Critical elements of the topic or theoretical framework are missing, incorrectly developed, or unfocused.

Inquiry design demonstrates a misunderstanding of the topic or theoretical framework.



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of the topic or theoretical framework are skillfully developed. Appropriate frameworks may be synthesized from across disciplines or from relevant .All elements of the topic or theoretical framework are skillfully developed. Appropriate frameworks may be synthesized from across disciplines or from relevant subdisciplines.

Analysis Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus.

Organizes evidence to reveal important patterns, differences, or similarities related to focus.

Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities.

Lists evidence, but it is not organized and/ or is unrelated to focus.

Conclusions States a conclusion that is a logical extrapolation from the inquiry

States a conclusion focused solely on the inquiry findings. The conclusion

States a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings.

States an ambiguous, illogical, or unsupportable conclusion from inquiry findings.



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findings. arises specifically from and responds specifically to the inquiry findings.

APA usage and Policy Implications

discusses in detail relevant and supported limitations and implications. Almost flawless use of APA style. discusses in detail relevant and supported limitations and implications. Almost flawless use of APA style. discusses in detail relevant and supported limitations and implications. Almost flawless use of APA style.Insightfully discusses in detail relevant and supported limitations and implications. Almost flawless use of APA style.

Discusses relevant and supported limitations and implications. Adequate use of APa style.

Presents relevant and supported (documented,/eferenced)limitations and implications. Marginal use opf APA style.

Presents limitations and implications, but they are possibly irrelevant and unsupported.Inability to wield APA style.



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Assignment Grading Matrix

SUPERIOR ACHIEVEMENT/Favorable

Average Achievement/Acceptable

Marginal Achievement

Criteria not met/Unacceptable

Score/ Level

Research preparation apparent

The paper includes an extensive list of references from mainly peer reviewed sources or published books in the field.

The paper includes a list of references appropriately cited in APA style. References are located within the text.

The paper mainly relies on Internet sources that are not peer reviewed and questionable sources.

unachieved, poor command

Subject matter command apparent

The paper introduces the topic well and proceeds to discuss related cognates in sufficient detail.

The paper adequately introduces and discusses the topic.

The paper grasps some of the relevant topics of the paper but misses the mark largely.

Weak links connect subject with the assigned topic of the paper

Vocabulary usage&diction

Grammar and diction is almost flawless in the paper.

There are minimal grammar, spelling and diction violations.

Simplistic vocabulary not commensurate with graduate study;overuse of colloquial language and some spelling errors.

There are many grammar and diction violations.

Use of analogies and examples

The paper is laced with potent analogies and examples.

There is an adequate attempt to insert meaningful analogies and examples in the paper.

Little evidence of examples and analogies.

Poor examples, if any, are used to illustrate ideas.

Strong transitions Transitions give the paper a fluid characteristic and move the reader sequentially through topic areas.

The paper flows logically. There are a few errors in the transitions of paragraphs and themes.

Weak transitions characterize the submitted work. When present. transitions are abrupt.




21

Argument clarity The argument is clear and very well stated.

The argument is clearly articulated.

There are some points which are confusing but overall one can follow the flow.

Thoughts are disjointed and muddled; there is difficulty understanding the thrust of the argument

Persuasiveness The author makes a persuasive, well woven argument throughout the paper.

The author succeeds in persuading the reader on a few points.

The paper attempts to persuade the reader on certain points but does not succeed.

The paper is not persuasive.

Coverage of each topic& quality of reference sources

The paper deals extensively with the topic and some of its cognate area buttressed by excellent references.

The topic is adequately covered.

Some aspects of the topic are attempted but the delivery is noticeably flawed. Reference quality is low.

The topic is covered inadequately and lacks sufficient references to support it.

In depth treatment of assigned topic/evidence of critical thinking

The ideas are critically presented and the paper includes evidence of the author's thinking.

The paper addresses the topic in depth and commensurate with what is expected at the graduate level.

The ideas presented are unritically presented without the author's views.

The topic is not treated with depth.

Evident summary and closure

The summary weaves in an overview of the topic and the paper's treatment of it.

The topic is summarized at the end of the paper.

The summary is weak and the closure is abrupt.

The paper has no summary or apparent closure.

These dimnensions relate to the form/presentation of the document:

Appearance of document

The document has color, is bound and gives the

The document is neat and organized.

The paper lacks

The document is submitted with a



22

appearance of a professionally prepared item.

pagination and/or other key elements required.

paper clip, without pagination and/or has a disheveled appearance.

APA style execution of overall document

The paper is exemplary with respect to the use of APA style.

The paper uses APA style and lists references in the text.

A weak attempt is made to integrate APA style into the paper but it is unsuccessful.

The paper does not adhere to APA style format.

Pagination and spacing

The paper is spaced correctly and pagination is present.

Pagination is present. Some page numbers may be missing and there may be too much space between some paragraphs.

Pagination is missing and/or there are inappropriate spacing violations.

Appropriate reference citations

Citations go beyond printed matter and are appropriately cited in APA style. All cited items are in the list of references.

Few APA violations are noted and the majority of ideas presented are appropriately cited.

Data sources are limited and ideas rely on the presentations of 3-4 authors.

References are rare; the paper may end with a bibliography or works cited page.

Spelling No spelling errors noted Errors appear to be typos Considerable spelling errors particularly noted with homonyms

Many spelling errors

Sentence structure Sentence structure is commensurate with what is expected at the graduate level.

The paper evinces few errors regarding sentence structure.

There are notable sections with poor sentence structure.

The paper is burdened with poor sentence structure throughout.

Use of paragraphs and idea development

Paragraphs are well developed and succint.

The paper evinces few errors in paragraph and/or idea development.

There are notable sections with poor paragraphs

The paper is burdened with poor paragraphs and idea development.



23

(i.e. more than one page)and idea development

Subject-verb agreement

There are no sentences which lack subject-verb agreement.

The paper evinces few errors in subject-verb agreement.

There are notable sentences which lack subject-verb agreement.

The paper generally lacks subject-verb agreement.

Avoidance of colloquialism

If used, the colloquial term is accompanied by the designation (sic) or some notation to indicate why it is used.

The paper avoids the use of the colloquial tone.

The colloquial tone is woven in with an attempt at a scholarly presentation.

The tone of the paper is not scholarly and relies on the extensive use of colloquialism.

Coherence An observable sequence of events and ideas is evident in the treatment of the topic. Summary is used at various points to assist the reader.

The topic unfolds in a coherent discussion.

The paper has a theme and direction but topics jump around and lack coherence.

Ideas are disjointed and do not fit together well.



24 Advanced Level Disposition Form Candidate’s Name: ___________________ Student ID: ____________ Program Area: __________________ Criteria for rating Favorable Acceptable Marginal Unacceptable

4 3 2 1 The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

(79-70%)

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. (60-69%)

Professional Behavior : The Other Professional Educator Candidate demonstrates professional behavior (Please use a to indicate level of performance.)

Outcome F (4)

A (3)

M (2)

U (1)

• is punctual and regularly attends class • has a positive disposition (possesses congenial interpersonal skills; is patient, resilient,

optimistic and approachable). • presents oneself in a professional manner both in demeanor and appearance. • handles feelings appropriately (emotional management) • maintains integrity and high professional standards. • works in a reliable, dependable manner, utilizing initiative. • seeks opportunities for professional development and actively participates in professional

organizations. • demonstrates the appropriate use of personal technology during class. • demonstrates academic honesty.

Criteria for rating Favorable Acceptable Marginal Unacceptable 4 3 2 1

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)


(89-80%)


(79-70%)


Effective Communication: The Other Professional Educator Candidate demonstrates effective communication skills (Please use a to indicate level of performance.)

Outcome F (4)

A (3)

M (2)

U (1)

• communicates effectively in a professional manner using standard English language and appropriate tone for the situation.

• is highly sensitive to what to do or say in order to maintain good relations with others and acts accordingly.

• is willing to share information and ideas in a mutually respectful manner. • utilizes and models active listening and appropriate feedback skills.

Criteria for rating Favorable Acceptable Marginal Unacceptable

4 3 2 1 The candidate consistently and thoroughly

The candidate usually and extensively demonstrates

The candidate sometimes and adequately

The candidate rarely or never and inappropriately or



25 demonstrates indicators of performance.

(90–100 %)

indicators of performance.

(89-80%)

demonstrates indicators of performance.

(79-70%)

superficially demonstrates indicators of performance. (60-69%)

Professional Practice: The Other Professional Educator Candidate demonstrates professional practice (Please use a to indicate level of performance.)

Outcome F (4)

A (3)

M (2)

U (1)

• is curious, willing to experiment with new ideas and techniques, and is receptive to change. • analyzes and evaluates concepts and clinical practices. • experiments, evaluates, and initiates innovative practices. • demonstrates a willingness to review and analyze research and/or conduct research on his/her

own. • recognizes the individual differences that distinguish his/her students from one another and

takes into account these differences in behavior of students. • is respectful, tolerant, and responsive to the cultural and family differences, including special

needs, which students and colleagues bring to the learning environment. • continually deepens knowledge of practice and student learning. • understands the roles of assessment, including the roles of standards and outcomes in

assessment.

Criteria for rating Favorable Acceptable Marginal Unacceptable 4 3 2 1

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)


(89-80%)


(79-70%)


Systematic Thinking: The Other Professional Educator Candidate demonstrates systematic thinking (Please use a to indicate level of performance.)

Outcome F (4)

A (3)

M (2)

U (1)

• critically examines his/her practice on a regular basis to deepen knowledge, expand his/her repertoire of skills, and incorporate findings into practice.

• thinks critically before responding to unforeseen circumstances and modifies his/her actions as a result.

• thinks critically about how to best manage, apply, and integrate technology into his/her everyday practice.

• conducts self assessment through reflection in problem solving.



26 Appendix A

• When pressed with a heavy travel schedule, expect a 2 week turnaround.

Learning Contract After reading the syllabus carefully, list your expectations of this class experience:: 1. 2. 3. D-H’s Pledge/ Expectations

I will work with you to identify talents and challenges. I will respect you and work with you to solve problems. I will promptly correct and offer feedback on your work.* I will work with you to meet agreed upon learning goals. I will offer or refer you for extra help should you require it. I work with your academic interests in mind.

In return I expect Open, honest communication. If you have a concern with me I expect to hear about it from you, not

someone else. Similarly concerns with classmates should be directed to them. We will model courtesy and offer each other our genuine selves. We agree to disagree and maintain

civility. Observance of the 10 to 10 rule. No phone calls to me at home before 10 am or after 10 pm unless it is

a life threatening emergency! Before handing in your learning contract, visit MAKING THE GRADE BUT MISSING OUT ON LEARNING by Beth Cauble, Wake Forest University http://www.collegevalues.org/reflections.cfm?id=393&a=1 PLEASE READ ,PRINT AND SIGN THE FOLLOWING STATEMENT--DETACH AND RETURN TO THE PROFESSOR I have read this course syllabus and understand the grading and attendance policies and the professional requirements of this course. ______________________________________ _________

http://www.collegevalues.org/reflections.cfm?id=393&a=1�



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florida agricultural and mechanical university syllabi/leadership phd... · 2.4k;4.5s;5.4k ....

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