The Citadel
School of Education
EDUC 596-51: Analysis of Literacy ResearchSummer II 2010
Instructor: Jennifer L. Altieri, Ph.D. / Class Meetings: MTWR
Office: 1230 Murray Barracks / Class Hours: 1:00-3:15
Telephone: 843-953-3162 / Meeting Room: Letel 210
Email: / Office Hours:
By appointment
Credit Hours: 3
PREREQUISITES: 12 credit hours of graduate level literacy coursework
REQUIRED MATERIALS:
Farstrup, A. E., & Samuels, S. J. (Eds.). (2002). What Research Has to Say about Reading Instruction. Newark, DE: International Reading Association.
Additional journal articles assigned in class
Livetext Packet
STUDENT INFORMATION
This course is part of the Master of Education in Literacy Education program leading to certification as reading teacher and reading consultant for qualified graduates.
COURSE DESCRIPTION:
An in-depth analysis of significant literacy studies is provided. Analysis is directed toward reviewing, exploring, and evaluating the research techniques and findings. This course is based on the Standards for Reading Professionals established by the International Reading Association in 2003.
CONCEPTUAL BASE: Developing Principled Educational Leaders for P-12 Schools
The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.
The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who:
- have mastered their subject matter and are skilled in using it to foster student learning;
- know the self who educates (Parker J. Palmer) and integrate this self knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that allstudents succeed in a learner-centered environment; and
- exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment.
The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and our advanced programs for professional educators in P-12 schools, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.
The Citadel’s Professional Education Unit has identified 17 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals:
Knowledgeable Principled Educational Leaders…
1. know in-depth subject matter of their field of professional study and practice;
2. demonstrate and apply an understanding of developmental and learning theories;
3. model instructional and/or leadership theories of best practice;
4. utilize the knowledge gained from professional study to develop and implement
an educational program that is varied, creative, and nurturing;
5. integrate the use of technology;
6. demonstrate a commitment to lifelong learning.
Reflective Principled Educational Leaders…
7. develop and describe their philosophy of education and reflect upon its impact in
the teaching and learning environment;
8. develop and manage meaningful educational experiences that address the needs
of all learners with respect for their individual and cultural characteristics;
9. construct, foster, and maintain a learner-centered environment in which all
learners contribute and are actively engaged;
- apply their understanding of both context and research to plan, structure,
facilitate, and monitor effective teaching and learning in the context of continual
assessment;
11. research their practice by reflectively and critically asking questions and seeking
answers.
Ethical Principled Educational Leaders…
12. apply reflective practices;
13. demonstrate commitment to a safe, supportive learning environment;
14. demonstrate high values and a caring, fair, honest, responsible, and respectful
attitude;
15. establish rapport with students, families, colleagues, and community;
16. value diversity and exhibit sensitivity to and respect for cultures;
17. exhibit prompt regular attendance, wear professional attire, and communicate in
standard English.
Relationship of this course to the conceptual base:
Candidates will be able to:
- Comprehend, synthesize, and apply research in literacy (CF 1-2, 12)
- Read research within a range of methodologies (e.g., ethnographic, descriptive, experimental, or historical) (CF 6, 11)
- Lead discussions on research regarding specific aspects of literacy. (CF 3, 6, 9, 13)
- Keep an up-to-date detailed reflective journal in response to topics posed by the instructor. (IRA Standards 1.2, 1.4, and 5.1 will be addressed.) (CF 1, 12)
- Actively participate in class by being prepared and involved in the discussions (CF 14, 17)
Course Goals with Evaluation Methods:
Goal / Evaluation Methods(e.g., portfolios, benchmark tests, projects)
Candidates will be actively involved in discussions related to the field of literacy. At times they will lead discussions. / Participation
Candidates will be able to read and comprehend, literacy research and write well-developed essays synthesizing the information.. / Research Reflective Journal
Candidates will become knowledgeable about seminal studies greatly influencing the field of literacy. / Study Presentation
INSTRUCTIONAL UNITS AND ASSESSMENTS
(Schedule subject to change based on class needs. Additional reading/activities may be assigned as the course develops.)
July 6- Overview of Class. Book readings related to fluency are assigned. Discuss APA Manual. Organization of Essay 1 is discussed. Groups of four students are formed. Each group determines articles to locate.
July 7- Locate articles related to Fluency. Complete reading in text.
July 8- Discuss readings in book related to fluency which were assigned. During the remainder of classtime, complete group work.
July 12- Individuals discuss articles during class time related to fluency.
July 13- In class, students share a brief powerpoint presentation of the articles they located with key points. Groups are given list of seminal studies for essay #3. Organization of Essay 2 is discussed
July 14- Each group must find an article related to teacher dispositions and student achievement during class time. Time is given to locate and read article. Groups prepare a brief powerpoint presentation on articles.
July 15- Essay 1-Fluency is due by 1:00p.m. Discuss in class Chapter 12 (Research on Reading/Learning Disability Intervention). During class time you should finalize presentations on dispositions.
July 19- Finish working on powerpoint presentations. Begin reading seminal studies assigned.
July 20- Powerpoint presentations (on articles related to teacher dispositions) are shared by groups with entire class. Organization of Essay 3 is discussed.
July 21- Finish writing Essay 2.
July 22- Essay 2-Teacher Dispositions due by 1:00 p.m. Seminal studies #1, #2, #3, #4, and #5 are discussed
July 26- Read Chapters 12 and 17.
July 27- Discuss Chapters 12 (Reading/Learning Disability Intervention) and 17 (Multicultural Factors and Effective Instruction of Students of Diverse Backgrounds) in class
July 28-
July 29-Essay 3- due by 10:00 a.m. 7/30. No projects accepted after 10:00 a.m. on 8/03.
ASSESSMENT PROCESS
Grades for EDUC 596 are based on a variety of assignments. The relative weights used for calculating the course grade are as follows:
Assignment / PointsReflection #1 / (100 pts.)
Reflection #2 / (100 pts.)
Reflection #3 / (100 pts.)
Attendance/Participation / (70 pts.)
Total = 370 possible points
All course assignments are due on Livetext on the date listed at the beginning of class. They may not be sent via e-mail. ALL assignments will be reduced by 5% for each day they are turned in late. No credit will be given for assignments received after July 31 at 10:00 a.m. It is expected that students will take an active part in the discussion and will do the required reading prior to class.
**Courses during summer session are extremely fast paced. Please bring any questions you have regarding specific assignments to class so that others can learn from your questions. If you must miss class, it is your responsibility to get any information, notes, handouts, etc. from another student in class that day.
Final grading is based on the following scale:
90-100=A, 86-89.9=B+, 80-85.9=B, 76-79.9=C, 70-75.9=C, 0-69.9=F
CLASS EXPECTATIONS
Class Attendance
One of the most important aspects of the education profession is that of professionalism. Punctual attendance in class is required. The college policy will be followed. Attendance will be taken daily. If you must miss class, it is YOUR responsibility to get any handouts and missing notes from a classmate that was present. You are responsible for any information that was discussed. If you are not in class to actively participate in discussions and group activities, participation cannot be made up.
Disability Disclosure
If you need accommodations because of a disability, please inform me immediately. Please see me privately, either after class or in my office. To initiate accommodation, students must register with the Office of Access Services, Instruction and Support (OASIS) located in room 105 Thompson Hall or call 953-1820 to set up an appointment. This office is responsible for reviewing documentation provided by students requesting academic accommodation and for accommodation in cooperation with students and instructors as needed and consistent with course requirements.
Honor Statement
As a professional educator, integrity is an expectation. Students of the School of Education at The Citadel are expected to meet the standards set forth in the Citadel Code. Available at:
Cheating and plagiarism violations will be reported and a failing grade will be assigned for the work in question. This class will follow The Citadel Honor Manual regarding plagiarism: "Plagiarism is the act of using someone else's words or ideas as your own without giving proper credit to the sources:
- When you quote another's words exactly you must use quotation marks and a footnote (or an indication in your paragraph) to tell exactly where the words came from, down to the page number(s). When you mix another's words and ideas with your own in one or more sentences, partially quoting the source exactly and partially substituting your own words, you must put quotation marks around the words you quote and not around your own. Then you cite the source, down to the page number(s).
- When you paraphrase another's words or ideas, that is, when you substitute your words for another's words, but keep their idea(s), you do not use quotation marks, but you must cite the source, down to the page number(s).
- When you use only another's idea(s), knowing that they are the other's ideas, you must cite the source of that idea or those ideas, down to the page number(s).
- Citing the source means giving, as a minimum, the author, the title of the book, and the page number. (The Citadel Honor Manual)
ADDITIONAL INFORMATION
Candidates in this course must complete the Journal of Reflections on Literacy Research and submit it via LiveText. Below is a description of each Reflection.
This project focuses on your ability to comprehend, synthesize, and apply the seminal research related to the field of literacy. After class discussions and assigned readings, you will write a reflection addressing an IRA standard.
Each written reflection should be typed and written in APA style. It is expected that you will want to create an outline before beginning your writing and possibly some rough drafts. Thus, your final reflection for each area will require that you articulate a thorough, well-written response to the topic.
Please review the scoring guide before beginning any writing. Also, please be aware that reflections not turned in on the due dates will receive a late penalty as stated on the syllabus.
Reflection #1
IRA Standard 1.4
Clearly explain the components of fluent reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation).
Give “real-life” examples from children demonstrating your ability to determine if children are integrating the components. Also, the strengths and weaknesses of the children, in regard to the different components are noted.
The research that grounds practice for each component is clearly articulated.
Reflection #2
IRA Standard 5.1
Clearly articulate at least three theories related to the connections between teacher dispositions and student achievement.
Also, explain how you work with families, colleagues, and communities to support student learning.
Reflection #3
IRA Standard 1.2
Summarize five or more seminal reading studies and articulate how each one has impacted reading instruction.
Discuss the role of these five studies in the historical development of the history of reading.
EDUC 596-Analysis of Literacy Research
Scoring Guide to Assess the Journal of Reflections on Literacy Research
Componentof the Assessment and IRA Standard(s) Addressed / Unacceptable
1
The Candidate: / Acceptable
2
The Candidate: / Target
3
The Candidate
Reflection on Seminal Reading Studies and the History of Reading
IRA 1.2 / Summarized three or fewer seminal reading studies, articulated their impact on reading, and discussed their role in the historical development of reading. / Summarized four seminal reading studies, articulated their impact on reading instruction, and discussed their role in the historical development of reading. / Summarized five or more seminal reading studies and articulated how each one had impacted reading instruction. Also, candidate discussed the role of these five studies in the historical development of the history of reading.
Reflection on Components of Fluent Reading
IRA 1.4 / Could not clearly explain each of the components of fluent reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation). OR Candidate did not give “real-life” examples from children demonstrating the candidate’s ability to determine if children are integrating the components. OR the strengths and weaknesses of the children, in regard to the different components, were not noted. OR The research that grounds practice for four or fewer of the six components was not clearly articulated. / Clearly explained the components of fluent reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation). Candidate gave “real-life” examples from children demonstrating the candidate’s ability to determine if children are integrating the components. Also the strengths and weaknesses of the children, in regard to the different components, were noted. The research that grounds practice for five of the six components was clearly articulated. / Clearly explained the components of fluent reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation). Candidate gave “real-life” examples from children demonstrating the candidate’s ability to determine if children are integrating the components. Also the strengths and weaknesses of the children, in regard to the different components, were noted. Finally, the research that grounds practice for each component was clearly articulated.
Reflection on Dispositions Related to Reading
IRA 5.1 / Did not clearly articulate two theories related to the connections between teacher dispositions and student achievement. OR
Candidate did not explain how he/she worked with families, colleagues, and communities to support students’ learning. / Clearly articulated two theories related to the connections between teacher dispositions and student achievement. Also, candidate explained how he/she worked with families, colleagues, and communities to support students’ learning. / Clearly articulated at least three theories related to the connections between teacher dispositions and student achievement. Also, candidate explained how he/she worked with families, colleagues, and communities to support students’ learning.
Mechanics / There were five or more spelling, punctuation or grammar errors per any one reflective journal entry. / There were no more than four spelling, punctuation or grammar errors per any one reflective journal entry. / There were no more than two spelling, punctuation or grammar errors per any one reflective journal entry.
Organization / Two or more of the journal entries were written so that they were not clear and well organized. / One of the journal entries was written so that it was not clear and well organized. / Each reflective journal entry was written in a clear and well-organized manner.
Breadth and Depth / Two or more of the journal entries were less than two complete typed pages in length. The font was Times New Roman 12 with page margins of one inch. / One of the reflective journal entries was two typed pages in length. The font was Times New Roman 12 with page margins of one inch. / Each reflective journal entry was three to five typed pages in length. The font was Times New Roman 12 with page margins of one inch.
Citations / Two or more of the reflective journal entries had more than one citation that was inadequately or improperly cited per APA guidelines. / One of the reflective journal entries had more than one citation that was inadequately or improperly cited per APA guidelines. / No one reflective journal entry had more than one citation that was inadequately or improperly cited per APA guidelines.
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