Special Topics in Early Childhood Studies

EDEC 6800/5800:

Special Topics in Early Childhood Studies:

Early Education Policy for Texas Dual Language Learners

Fall 2017

Thursday, 5:30 pm – 8:20 pm

Wooten Hall 210

Instructor:Dr. Dina C. Castro

Office:Matthew’s Hall 206-U

Email:

Office Phone:(940) 565-2590

Office Hours:Tuesdays and Thursdays from 2:00-5:00 p.m. and by appointment

Teaching Assistant: Nydia Prishker –

Catalog Course Description

Organized classes designed to accommodate the needs of students and demands of program development not met by regular offerings. Short courses and workshops on specific topics are offered on a limited basis, to be repeated only upon demand.

Purpose

The purpose of this course is to gain an understanding about the ways in which dual language learners are being impacted by early education policy in Texas. Through readings, lectures, discussions and research, students will become informed of issues facing Texas dual language learners. Early childhood curricular approaches and instructional models, preparation of early childhood educators and accountability systems will be explored through the lens of early childhood dual language learners.

Main Course Objectives:

The students will:

Read and engage in discussions about Texas dual language learners and determine who they are and how they are being served in the early years.
Attend the Texas Association for the Education of Young Children’s 53rd Annual Conference to see how dual language learners are being represented at the state-level.
Research a variety of topics related to Texas dual language learners resulting in a policy report and three policy briefs that will be disseminated among policymakers and early childhood education administrators and educators working in partnership with Texans Care for Children, a non-profit organization that drives policy reform to improve the lives of Texas children.

Required Texts & Reading:

All students should purchase the following book:

A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem Solving (5th edition) by Eugene Bardach and Eric M. Patashnik

Additionally, a course guide ( ) has been created and provides access to the following required readings:

Espinosa, L. M., & Calderon, M. (2015, October). State early learning and development standards/guidelines, policies and related practices: How responsive are they to the needs of young dual language learners (Rep.). Retrieved (entire document)

Garcia, E. E., & Michie, G. (2005). Multicultural Education Series: Teaching and Learning in Two Languages: Bilingualism and Schooling in the United States. New York, NY, US: Teachers College Press. Retrieved from (Chapters 1, 5 and 8)

Garcia, E.E., Castro, D.C. & Markos, A. (Spring 2015). Helping America’s dual language learners succeed: A research-based agenda for action. Tempe: Arizona State University, Mary Lou Fulton Teachers College. (entire document)

Howes, C., Hamre, B. K., & Pianta, R. C. (2012). Effective early childhood professional development: improving teacher practice and child outcomes. Baltimore, MD: Paul H. Brookes Publishing. (Chapters 7 and 8 and Conclusion)

Sleeter, C. E., & Carmona, J. F. (2017). Un-standardizing Curriculum: multicultural teaching in the standards-based classroom (2nd ed.) (J. A. Banks, Ed.). New York, NY: Teachers College Press. (Chapters 1 and 6)

Soto, L. D., Hixon, S., & Hite, C. (2010). Diversity, linguistics, and the silencing of social justice. In Childhoods: a handbook (pp. 215-230). New York, NY: Peter Lang.

Zepeda, M. Human resource support for those serving young dual language learners. (entire document)

Zygmunt, E., & Clark, P. (2016). Transforming teacher education for social justice. New York: Teachers College Press. (Chapters 2 and 6)

In addition to the required readings, students will choose one of the following books to read and present on:

Savage Inequalities by Jonathan Kozol(e-book)
Other People’s Children: Cultural Conflict in the Classroom by Lisa Delpit(e-book)
Teachers as Cultural Workers: Letters to Those Who Dare to Teach by Paulo Freire(on reserve)
The Death and Life of the Great American School System: How Testing and Choice are Undermining Education by Diane Ravitch(e-book)
The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future by Linda Darling-Hammond(on reserve)
Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools: An Ethnographic Portrait by Guadalupe Valdes(will be on reserve soon)
Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring by Angela Valenzuela(e-book)
Shame of the Nation: The Restoration of Apartheid Schooling in America by Jonathan Kozol(e-book)
Additive Schooling in Subtractive Times: Bilingual Education and Dominican Immigrant Youth in the Heights by Lesley Bartlett and Ofelia Garcia (on reserve)
Contemporary Perspectives on Language Policy and Literacy Instruction in Early Childhood Education, by Olivia N Saracho & Bernard Spodek (Eds).
Forbidden Language: English learners and restrictive language policies, by Patricia Gándara and Megan Hopkins (Eds).
Building on strength: Language and literacy in Latino families and communities by Ana Celia Zentella (Ed)
Language policies in education: Critical Issues by James W. Tollefson (Ed)
Language Crossings: Negotiating the self in a multicultural world, by Karen Ogulnick (Ed)

Books that are e-books can be accessed through our Course Guide under the Suggested Readings. Click on the book title and you will be directed to the online version of the book to select. There are four books that are not available in an online format through UNT’s library services, so the paper versions have been placed on reserve for you. To access those books, you need to utilize the following link: and then click on the course number EDEC 6800. It will take you to all items on reserve for this course. There is at least one reading the will require you to log in with your EUID and password and then enter a class password. This class password is VESTAEYC.

Mentoring: Doctoral students will be matched with master’s level students and will serve as mentors throughout the semester. Mentors will work with their mentees on readings, research and class projects. Mentees are expected to be responsive, timely in all communications and actively participate in all activities.

TAEYC Conference:All Velma E. Schmidt scholarship recipients are expected to attend the Texas Association for the Education of Young Children’s Annual Conference. The conference runs from October 19-21. In addition to attending all possible sessions, students will attend the Public Policy luncheon on Friday, October 20th. Students will be expected to write a 5-page paper on one of the sessions attended to turn in on November 2nd. Students will also be expected to share their conference experiences with their classmates on November 2nd at our debriefing class.

Course Calendar

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Class DateTopic and Reading/Assignment DUE

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Week 1

Thursday, August 31stCourse Overview, Syllabus, Content Introduction; Foundations of Dual Language Learners in Texas; Introduction to Early Education Policy in Texas

Group One Leads Discussion On:

Soto, L. D., Hixon, S., & Hite, C. (2010). Diversity, linguistics, and the silencing of social justice. In Childhoods: a handbook (pp. 215-230). New York, NY: Peter Lang.

Week 2

Thursday, September 7Stephanie Rubin, CEO of Texan’s Cares for Children, speaks to class; Steps 1-4 of the Eightfold Path in Public Policy

No student-led discussions today.

A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem Solving (5th edition) by Eugene Bardach and Eric M. Patashnik (pages 1-46)

Week 3

Thursday, September 14Group 2B Leads Discussion On:

Zepeda, M. Human resource support for those serving young dual language learners. (entire document)

Zygmunt, E., & Clark, P. (2016). Transforming teacher education for social justice. New York: Teachers College Press. (Chapters 2 and 6)

All students read:

A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem Solving (5th edition) by Eugene Bardach and Eric M. Patashnik (pages 46-82)

Week 4

Thursday, September 21Steps 5-8 of the Eightfold Path in Public Policy;

Group 2A Leads Discussion On:

All students read:

A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem Solving (5th edition) by Eugene Bardach and Eric M. Patashnik (pages 83-110)

Week 5

Thursday, September 28Group 3 Leads Discussion On:

All students read:

A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem Solving (5th edition) by Eugene Bardach and Eric M. Patashnik (pages 113-123)

Week 6

Thursday, October 5Preliminary Outlines of Policy Reports for eachTopic are Due; Present to Class for Feedback and Discussion

All students read:

A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem Solving (5th edition) by Eugene Bardach and Eric M. Patashnik (pages 125-139)

Week 7

Thursday, October 12Book Report Presentations

Week 8

October 19-21Texas Association for the Education of Young Children (TAEYC) Conference in San Antonio, TX

Weeks 9 and 10

Thursday, Oct. 26 & Nov. 2Off-campus reflection on conference; work with your group on research and completion of policy report and briefs at your preferred time. Consult with instructor as needed.

Week 11

Thursday, November 9Debriefing of TAEYC Conference; 5-page paper on conference session due

Weeks 12and 13

Thursdays, Nov. 16 & 23Work with your group on research and completion of policy report and briefs at your preferred time. Consult with instructor as needed.

Week 14

Thursday, November 30Students submit findings and receive feedback on presentation of policy research report at the Brown Bag Lunch.

Week 15

Thursday, December 7On-campus Activity (Required)Velma E. Schmidt Brown Bag Lunch and Student Presentations- Students present final project to TEA Faculty and students from 11:30-1:00 in Matthew’s Hall 209. Students should arrive no later than 11:00 to help prepare. Final paper can be turned in at this time or any time before Tuesday, December 13th at 5 pm

Week 16

Thursday, December 14Final Policy Report and Briefs are due

General Course Expectations

1. Prompt, regular attendance. Three or more absences will result in a course grade of F.

2. Completion of readings and assignments by due dates. Assignments submitted after the due dates will not be graded.

3. Participation in class discussions and activities. Although there will be occasional lectures, the classes will be primarily seminars. Bring forward your thoughts, concerns, and questions about the readings in our class discussions and activities.

4. Extensive reading beyond assigned articles.

5. ALL ASSIGNMENTS MUST BE SUBMITTED/UPLOADED FOR GRADING AND FOR A FINAL GRADE, IF NOT, THIS WILL RESULT IN AN ASSIGNMENT GRADE OF “0”.

6. All assignments must be submitted for grading to earn a passing grade in the course.

Course Requirements and Grading:

Attendance, Participation and Questions generated from course readings (15%)
Student-Lead Discussion of Readings (10%)
Book Report Presentation (10%)
TAEYC (Attendance and Debriefing) (10%)
Mentoring (10%)
Presentation of Final Project (15%)
Policy Report and 3 Policy Briefs (30%)

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TOTAL 100%

Grades will be assigned as follows:

A93-100 points

B85-92 points

C77-84 points

D69-76 points

F0-68 points

Details of Course Requirements:

1)Attendance and Class Participation (15%)

a)Attendance -It is pertinent that students are punctual and sign in daily so that attendance is recorded. An absence can only be excused if there is an extenuating circumstance in which the student is able to provide the instructor with an official letter from the university or doctor. Please keep in mind that if a student is tardy or absent, she or he will receive no credit for that day of class. Make-up possibilities are only available if a university or doctor excuse is provided. As in any professional arena, it is the responsibility of the student to find out what is missed in the event of an absence or tardiness.

b)Class participation points are based on your active contribution to our learning environment, through participating in class discussions (while demonstrating an in-depth knowledge of the content of the readings), partaking in course activities, and paying close attention to the contributions of others.

2)Student-lead Discussion of Readings (10%)

a)Each student will be assigned readings from which he/she will lead a class discussion related to the content for a minimum of 30minutes.

b)Students will be paired with one another for these discussions.

c)The leading of discussions is NOT a summary of the chapter/article content, but rather a facilitation of an in-depth discussion of the material.

3)Book Report Presentation (10%)

a)Each student will read one book chosen from the suggested course readings list.

b)Students will create a book report presentation lasting approximately 15 minutes on his/her book of choice and present it in-class on Thursday, October 12th.

c)The presentation must reflect that the student has thoroughly read and understood his/her book. Each student will be responsible for providing each classmate and the instructors a handout that provides an overview of the book. Quality indicators include: 1) thoroughness in presentation of content, 2) use of, and clarity provided by the handout, 3) clarity, organization, and creativity of presentation, 4) accuracy of content representation, and 5) appropriate facilitation of discussion responses to presentation.

4)Texas Association for the Education of Young Children (TAEYC) Conference and Debriefing (10%)

a)All VES Scholarship recipients are required to attend the TAEYC Conference from October 19-21, 2017 in San Antonio, Texas.

b)While at the conference, students will attend all available sessions; specifically planning to attend any and all that are concerned with dual language learners and early education policy.

c)Students will also be required to register for and attend the Public Policy Luncheon that is being held on Friday, October 20th.

d)Students will prepare a 5-page detailed summary of one of the conference sessions attended and debrief with the class about their conference experience.

5)Mentoring (10%)

a)Doctoral students will mentor master’s level students throughout the semester.

b)Doctoral students will be assigned one to two master’s level students that he/she will mentor through the readings, assignments and major research project.

c)Master’s level students are expected to seek out their mentors, reply in a timely manner to all correspondence and actively participate in all group projects.

d)The mentoring relationship should be respectful and mutually beneficial.

e)All students will evaluate their mentor(s)/mentee(s) as a portion of their final grade.

6)Presentation of Final Project (15%)

a)Student groups will present their final policy reports and policy briefs to Teacher Education and Administration (TEA) faculty and graduate students on Thursday, December 7th from 11:30 am until 1:00 pm in Matthew’s Hall 209 in the form of a VES Brown Bag Lunch and Policy Presentation.

b)A handout will be given that outlines expectations regarding the content and length. Quality indicators for this project include:

Technology Use: Prepare a presentation (Post your presentation on Blackboard)
Thoroughness in presentation of content
Clarity of presentation
Accuracy in content presentation
Organization
Creativity on organizing and demonstrating contents
Discussion facilitation and responses

7)Policy Report and 3 Policy Briefs (30%)

a)Each student will be assigned to a group that will be given a specific topic to research throughout the semester.

b)Because many of the course readings were done during the summer, students will be allowed to meet independently of class from weeks 11-15.

c)During this time, students will research their topic and produce a policy report and 3 policy briefs.

d)A handout will be given that outlines expectations regarding the content, length and quality indicators for this project.

e)The policy report and briefs will be presented on December 7th and turned in on December 14th.

The Educator as Agent of Engaged Learning:

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.