KEANUNIVERSITY

UNION, NEW JERSEY

EFFECTIVE TEACHING AND LEARNING STRATEGIES IN THE URBAN SETTINGS

EDD 6104

Course Number:EDD 6104

Semester Hours:Three

Prerequisites:EL 5613 or by permission of the program coordinator

Limitations on

Enrollment:25

Required:For students matriculated in the Ed.D. Program in Educational Administration in the Urban Schools (Pre-K; K-12 Administration track).

Catalog Description:

Explores, analyzes and identifies strategies and skills that promote effective instructional practices in the urban educational settings. Focuses on performance based practice and assessment for documentation of learning and achievement.

N.B.In order to insure full class participation, any student with a disability condition requiring special accommodations (e.g., tape recorder, special adaptive equipment, special note taking or test taking procedures) is strongly encouraged to contact the professor at the beginning of the course.

Spring 2010

  1. Course Objectives

Students will achieve growth towards becoming informed, dynamic, professionals through knowledge acquisition, skill application and the development of appropriate dispositions, as evidenced by demonstration of the ability to:

  1. Apply human development theory, learning and motivated theory, knowledge of brain development and learning. (2.3.3)(K,S,D)
  1. Develop strategies and skills to affirm diversity in the learning process. (2.3.3.) (K,D)
  1. Develop and refine the skills needed to monitor and improve instructional practices. (2.2.3.) (K,S)
  1. Assess and select best practices and sound educational research findings that promote and improve instructional programs. (2.3.1.) (K,S)
  1. Demonstrate an understanding of the strengths and weaknesses of a variety of instructional methodologies. (2.2.1.) (K,S,D)
  1. Plan and create staff development that facilitates understanding and application of best practices to promote student learning and achievement. (2.3.2.) (K,S)
  1. Plan and develop comprehensive assistance procedures in order to address district and community agency administrators in need of improvement. (2.2.3.) (K,S,D)
  1. Use and promote technology and information systems to enrich a district or community organization’s curriculum and instructional delivery. (2.2.3.) (K,S)

II.Course Content

  1. Application of human development theory, learning and motivational theory, and brain research to the learning process.
  1. Human development theory and cognitive psychology, including theories of Piaget and Vygotsky, as well as constructivism
  2. Learning and motivational theory
  3. Brain-based research
  4. Educational philosophies, such as perennialism, essentialism, and progressivism
  5. Application of recognized theory and philosophy to the curriculum design process.
  1. Develop a concern for diversity in the learning process and analyze related issues.
  1. Issues related to diversity
  2. Recognize and meet the needs of diverse populations
  3. Develop curriculum for the education of all learners
  4. Evaluate instructional methodologies and materials designed for affirming diverse learners
  5. Apply practices specific to affirming diversity, such as inclusion and differentiated instruction
  1. Development of skills for monitoring and improving instructional practices.
  1. The nature and purpose of assessment/evaluation
  2. Approaches to evaluation of instruction, including formative and summative strategies and documentation of the three domains of development
  3. Scientific-positivistic evaluation models
  4. Humanistic and naturalistic evaluation models
  5. Practices and issues in assessment/evaluation
  6. The role of administrators in assessment/evaluation
  7. Parents and community members and assessment/evaluation
  8. Utilizing assessment/evaluation data to improve instruction
  1. Assess and select best practices that promote learning and utilize educational research findings to improve instructional programs.
  1. Criteria for defining best practices in curriculum design and implementation
  2. Review of recent curriculum development research
  3. Principles of scope, sequence, continuity, integration, and balance
  4. Specific school change projects
  5. Evaluate curriculum designs and materials
  6. National, state and local standards of learning
  7. Guidelines and standards set by professional associations and groups
  8. Application of evaluation data and results of recent research for curriculum development
  1. Examine and evaluate a variety of instructional methodologies.
  1. Definition of curriculum
  2. Curriculum development processes
  3. Fundamentals of curriculum design, including subject-centered, learner-centered and problem-centered methodologies
  4. Instructional methodologies, including aims, goals and objectives
  5. Taxonomic levels to promote critical thinking
  6. Curriculum models/approaches such as direct instruction, project based learning, managerial and systems approaches, and technical-scientific approaches
  1. Devise staff development strategies that facilitate understanding and application of best practices and promote student learning and achievement.
  1. Leadership in school settings
  2. Principles of transformational leadership
  3. Curriculum as a system Development as a cycle
  4. Curriculum management planning
  5. Roles of committees and groups
  6. Criteria for making curricula decisions
  7. Establishment of positive climates
  1. Plan comprehensive assistance procedures for addressing professional development among administrators.
  1. Principles of transformational school culture and curriculum leadership
  2. Creating a learning community and a center for moral leadership
  3. Defining core beliefs
  4. Personal-professional belief systems
  5. Organizational development
  6. Fostering collaborative efforts and supportive dialogue
  7. Political activity in schools and community
  1. Use and promote technology and information systems to enrich curriculum and instructional delivery.
  1. The role of technology and information systems in curriculum design and delivery
  2. Designing the new technological classroom
  3. Survey of instructional methods that include technology
  4. Curriculum planning and technology
  5. Instructional assumptions related to technology and information systems
  6. Staff development and the transition to integrating technology
  7. Web-based lessons using traditional instructional designs

III.Methods of Instruction

  1. Lecture/discussion/simulations
  2. Cooperative learning groups/peer teaching
  3. Project based activities
  4. Field site observations and guest speakers
  5. Student journals/on-line threaded discussions
  6. Videos/DVDs/web searches/digital stories

IV.Methods of Evaluation

  1. Student journals (K,S,D)
  2. Portfolio development (K,S,D)
  3. Action research report/oral presentation (K,S,D)
  4. Field visit and observation reports (K,S,D)
  5. Documentation of project work (K,S,D)
  6. Performance rubrics
  7. Staff and/or program improvement plan

V.Recommended Text

Ornstein, A., & Hunkins, F. (2004). Curriculum: Foundations, principles, and issues. Boston, MA: Allyn and Bacon.

VI.Bibliography

Banks, C.M., & Banks, J.A. (2009). Multicultural education: Issues and perspectives.Hoboken, NJ: Wiley.

Cunningham, W.G., & Cordeiro, P.A. (2008). Educational leadership: A bridge to improved practice (4th ed.). Englewood Cliffs, NJ: Prentice Hall.

DiGiulio, R.C. (2006). Positive classroom management (3rd ed.). Thousand Oaks, CA: Corwin Press.

Fruchter, N. (2007). Urban schools, public will: Making education work for all our children.New York, NY: Teachers College Press.

Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers

College Press.

Gordon, S.P. (2006). Standards for instructional supervision: Enhancing teaching and learning. Larchmont, NY: Eye on Education.

Koch, J. (2009). So you want to be a teacher?: Teaching and learning in the 21st century (1st ed.). Florence, KY: Cengage.

Ornstein, S.B., Pajak, E.F., & Ornstein, A.C. (2006). Contemporary issues in curriculum. Boston, MA: Allyn and Bacon.

Rodriguez, L.F., & Conchas, G.Q. (2007). Small schools and urban youth: Using the power of school culture to engage students. Thousand Oaks, CA: Corwin Press.

Schargel, F.P, Bell, J.S., & Thacker, T. (2009). Creating successful cultures that embrace learning: What successful leaders do. Larchmont, NY: Eye on Education.

Stronge, J.H., & Grant, L.W. (2009). Student achieving goal setting: Using data to improve teaching and learning. Larchmont, NY: Eye on Education.

Sullivan, S., & Glanz. J. (2005). Supervision that improves teaching: Strategies and techniques (2nd ed.). Thousand Oaks, CA: Corwin Press.

Weil, M., & Joyce, B.R. (2008). Models of teaching (8th ed.). Boston, MA: Allyn and Bacon.

Weiner, L. (2005). Urban teaching: The essentials. New York, NY. Teachers College Press.

Seminal Works

Anyon, J. (1997). Ghetto schooling: A political economy of urban educational reform. New York, NY: Teachers College Press.

Baker, L. (2000). Engaging young readers: Promoting achievement and motivation. New York, NY: Guilford Press.

Banks, J., Banks, C. & McGee, A. (1995). Handbook of research on multicultural education. New York, NY: Macmillan Publishing Co.

Brandt, R. (1988). Content of the curriculum. Alexandria, VA: Associates for Supervision and Curriculum Development.

Clark, C. & Caffarelle, R. (1999). An update on adult development theory: A new way of thinking about the life course. San Francisco, CA: Jossey-Bass

Cohen, N. (1995). Mentoring adult learners: A guide for educators and trainers. Malabar, FL: Krieger Publishers Co.

Cruickshank, D. (1990). Research that informs teachers and teacher educators. Bloomington, IN: Phi Delta Kappa Educational Foundation.

Delpit, L. (1996). Other people’s children: Cultural conflict in the classroom. New York, NY: New Press.

Duffy, F. (1996). Designing high performance schools: A practical guide to organizational reengineering. Delrey Beach, FL: St. Lucie Press.

Greenberg, E. (1980). Educating learners of all ages. San Francisco, CA: Joseph Bass.

Henderson, J., & Hawthorne, R. (2000). Transformational curriculum leadership. Upper Saddle River, NJ: Prentice Hall.

Jackson, P. (1992). Handbook of research on curriculum: A project of the American Educational Research Association. New York, NY: Macmillan Publishing Co.

Joyce, B. (1988). Student achievement through staff development. New York, NY: Longman.

Joyce, B. (1990). Changing school culture through staff development. Alexandria, VA: ASCD.

Lee, C. (2000). Vgotskian perspectives on literacy research: Constructing meaning through collaborative inquiry. Cambridge: NY: CambridgeUniversity Press.

Lindsey, R. (1999). Cultural & proficiency. A manual for school leaders. Thousand Oaks, CA: Corwin Press.

Maehl, W. (2000). Lifelong learning at its best: Innovative practices in adult credit programs. San Francisco, CA: Jossey-Bass.

McAdams, D. (2000). Fighting to save our urban schools-and winning! Lessons from Houston. New York, NY: Teachers College Press.

Merriam, S. & Caffarella, R. (1999). Adult learning. San Francisco, CA: Jossey-Bass Publisher.

Muller, P. (1998). Creating learner-centered classrooms: What does learning theory have to say? Eric Clearinghouse on Higher Education, Association for the Study of Higher Education.

Pappas, C. (2000). Teacher inquiries in literacy teacher-learning. Transforming literacy curriculum genres: Working with teacher researchers in urban classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.

Sydam, M. (1979). Mathematics and the urban child. St. Louis, MO: Cemrel.

Theall, M. (1999). Motivation from within: Encouraging faculty and students to excel. San Francisco, CA: Jossey-Bass.

Thomas, V. (2004). Co-constructing a contextually responsive evaluation framework: The talent development model of school reform. San Francisco, CA: Jossey-Bass.

Vogt, P. (1999). Tolerance and education. Thousand Oaks, CA: Sage Publication.

Wilson, A. (2001). Power to practice: Adult education and the struggle for knowledge and power in society. San Francisco, CA: Jossey-Bass.

Wittrock, M. (1986). Second handbook of research on teaching. New York, NY: Macmillan.

Websites

Standards from McRel

StateStandards.com

Professional Associations

AECT (Association for Educational Communication & Technology)

ISTE (International Society of Technology in Education) Homepage

U.S. Department of Education

Networks

National and International Networks

The Global Schoolhouse

Schools and School Districts on the World Wide Web

Web66

Interactive Learning & Telecommunications Across the Curriculum

The Digital Educator (DEN)

Eduscapes: A Site for Learning

The Webquest Page

Lesson Plans Across the Curriculum

Apple Learning Interchange

The Mid-continent Regional Educational Laboratory (McRel) Educator

Resources Hot Links by Subject

Webquests and Resources for Teachers

Resource Centers for Teachers and Educational Web Site Archives Education Index

Gateway for Educational Materials (GEM)

The World Book Encyclopedia

Special Education

EASI’s K to 12 Education Technology Centre

Education Week on the Web

From Now On: Educational Technology Journal

Education Discussion Groups

Educators Network (EdNet)

Email:

Instructions: On the first line of the body of the message, type: subscribe Ednet (your first name and last name)

K-12 Administrators

Email:

Instructions: On the first line of the body of the message, type: subscribe K-12Admin(your first name and last name)

National Standards in Foreign Language Education

English As a Second Language

EFL WEB

National Standards

Standards for the English Language Arts

Professional Associations

Illuminations: Principles & Standards for School Mathematics

The National Science Education Standards

Expectations of Excellence: Curriculum Standards for Social Studies

Software and Software Collections and Archives

Macintosh Info-Mac Hyper Archive Search Engine (MIT)

Mosaic WWW Browsers

Netscape’s Free Software

Stroud’s Consummate Internet Apps List

TUCOWS

Windows Archive at WinSite

Software Product Reviews

The GSLIS Multimedia Product Reviews

Kid’s Domain Review

School House Software Review

SuperKids Educational Software Review