SOUTHEAST MISSOURI STATE UNIVERSITY

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1 COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department: Elementary, Early, & Special Education Course No.: CE 605 Course: Issues and Trends in Early Childhood Education Revised: Fall 2009 The Teacher as Competent Professional Educator I. Catalog Course Description and Credit Hours of Course: This course provides in-depth study and recent findings in the trends and issues affecting the education and development of young children, including those with disabilities. (3 hours credit). II. III. Prerequisite (s): Graduate Standing Purposes or Objectives of the Course: The student will demonstrate a knowledge base and skills necessary to: A. Improve skills in study and research, analysis of educational literature, improve writing skills, and increase confidence in the use of technology for gathering information. B. Identify and investigate concepts which have, historically and currently, contributed significant influence on the field of early childhood education, including early childhood special education, as a professional field of study. C. Be familiar with a broad field of literature related to early childhood education, including early childhood special education, as a field of study and professional practice, past, present, and future. D. Be able to discuss current research related to trends emerging in the field of early childhood education, including early childhood special education, and the issues related to those trends. E. Share information and ideas gained through independent study and exploration. F. Be familiar with the National Board of Professional Teaching Standards for Early Childhood Educators and the National Association for the Education of Young Children Advanced Standards for Professional Preparation of Early Childhood Teachers. IV. Student Learning Outcomes 1. Student will use research skills, including technology, to review and analyze educational literature relating to current issues and trends in early childhood and early childhood special education. 2. Students will describe major issues and trends emerging in the field of early childhood and early childhood special education, including the positive and negative impact they are having upon young children. 3. Students will present information and ideas gained through independent study and exploration of a current issue or trend in early childhood or early childhood special education and debate the varying positions relating to that issue.

2 Course Objective Improve skills in study and research, analysis of educational literature, improve writing skills, and increase confidence in the use of technology for gathering information. COE (Conceptual Framework) Standard Met Alignment Matrix SPA DESE Standard Standard Met* Met NAEYC: 5c, 5d., ET3, ET4, ET5, ET6 Assessment Ensuring that the Objective has been met Research paper Online issues evaluations Opinion assessment forms Number of Hours Allocated (15 per credit hour) 6 Identify and investigate concepts which have, historically and currently, contributed significant influence on the field of early childhood education, including early childhood special education, as a professional field of study. 2.3 ET4, ET6, ET Opinion Assessment Forms Online issues evaluations Research paper 3 Be familiar with a broad field of literature related to early childhood education, including early childhood special education, as a field of study and professional practice, past, present, and future. ET4, ET5, ET6 Opinion assessment forms Online issues evaluation forms Research paper Presentations Class discussions 9 Be able to discuss current research related to trends emerging in the field of early childhood education, including early childhood special education, and the issues related to those trends ET3, ET4, ET5, ET6, ET Opinion assessment forms Online issues evaluation forms Research paper Presentations Class discussions 15 Share information and ideas gained through independent study and exploration ET3, ET4, ET5 Presentations Class discussions 9 Be familiar with the National Board of Professional Teaching Standards for Early Childhood Educators and the National Association for the Education of Young Children Advanced Standards for Professional Preparation of Early Childhood Teachers. ET5 Class discussions 3 Relationship of the Conceptual Framework to Standards Southeast Missouri State University s conceptual Framework is predicated on the belief that all students can learn and every child deserves dedicated teachers who have a firm grasp of content, are effectively trained, and know how to teach to high standards. An increasing emphasis on professional standards for educators reinforces the relevance of the College of Education s vision of a competent, reflective, and caring professional as the grounding tenet of our conceptual framework as well as a commitment to proficiency in

3 literacy, diversity and technology. As the lists of expected achievement indicators, competencies, and dispositions issued by government and professional groups become more extensive, only a competent professional who actively reflects on his/her teaching, while maintaining a caring attitude, is and/or will be capable of meeting the intent of those standards. IV. Expectations of Students: Students will be expected to complete the following course requirements: A. Read articles related to early childhood and early childhood special education from the assigned text materials, professional journals, and websites. B. Reflect upon text and journal articles about current issues / trends in early childhood and early childhood special education, using a reflection guide (Issue Evaluation). C. Make presentations on a variety of current early childhood and early childhood special education issues and trends, noting the debates relating to these topics, using an Issue Report form. D. Participate in class discussions, noting the pros and cons of different positions relating to current early childhood and early childhood special education issues and trends E. Prepare a research-based position paper on an issue currently receiving attention in the field of early childhood and early childhood special education. 4. Course Content (Note: Course is in blended format, with part of the class taught on line and part of the class taught face-toface.) Topic #hrs. A. Review guidelines and strengthen skills for study and research, 6 analysis of educational literature, research writing, and the use of technology for gathering information. 1. APA style 2. Research Paper format 3. Literature Review writing B. Identify and investigate historic and current concepts that have 3 significantly influenced the fields of early childhood and early childhood special education as professional fields of study. 1. Beliefs about normative child development and atypical development 2. Trends in education for young children, including those with varying abilities C. Demonstrate familiarity with a broad field of literature related 9 to early childhood education and early childhood special education, as fields of study and professional practice, past, present, and future. 1. Readings from text and supplementary readings 2. Individual research/independent study related to chosen topic D. Study and discuss current research related to emerging trends in early 15 childhood and early childhood special education, and the issues related to those trends.

4 1. Explore political climate and policies related to early childhood education and education of children with special needs 2. Examine the relationship between political climate, policies, and research trends F. Share and discuss information and ideas gained through 9 independent study and exploration. G. Examine National Board of Professional Teaching Standards 3 for Early Childhood Educators and the National Association for the Education of Young Children Advanced Standards for Professional Preparation of Early Childhood Teachers. TOTAL 45 VI. Textbook and/or Required Readings: Paciorek, K.M. (2008). Taking Sides: Clashing Views in Early Childhood Education (2 nd ed.) Boston: McGraw-Hill. Recommended Supplemental Reading: Byrnes, M.A. (2008). Taking Sides: Clashing Views in Special Education (4 th ed.) Boston: McGraw-Hill. Isenberg, J.P., & Jalongo, M.R. (Eds.). (2003). Major trends and issues in early childhood education: Challenges, controversies and insights. (2 nd ed.). New York: Teachers College Press. Paciorek, K.M Annual Editions: Early Childhood Education. Boston: McGraw-Hill / Dushkin. (Published annually, editions from the past 5 years can also provide timely information on current issues and trends.) Additional journal articles relating specifically to elementary, early childhood, or special education curriculum, including ACEI, NAEYC, CEC, and IRA national standards VII. Basis for Student Evaluation: Assignment Points Due Date In class discussions 10% Weeks 4, 7, 10, 13, 16 Issues Evaluation Forms 30% Weeks 2, 3, 5, 6, 8, 9, 11, 12, 14, 15 Presentations 30% Weeks 4, 7, 10, 13, 16 Research Paper 30% Week 16 TOTAL 100% VIII. Grading Scale %= A 89-80% = B

5 79-70% = C 69% and below=f IX. Academic Policy Statement: Academic honesty is one of the most important qualities influencing the character and vitality of Southeast Missouri State University. Academic misconduct or dishonesty is inconsistent with membership in an academic community and cannot be accepted. Violations of academic honesty represent a serious breach of discipline and may be considered grounds for disciplinary action, including dismissal from the University. Academic dishonesty is defined to include those acts which would deceive, cheat, or defraud so as to promote or enhance one's scholastic record. Knowingly or actively assisting any person in the commission of an above-mentioned act is also academic dishonesty. Students are responsible for upholding the principles of academic honesty in accordance with the "University Statement of Student Rights" found in the STUDENT HANDBOOK. The University requires that all assignments submitted to faculty members by students be the work of the individual student submitting the work. An exception would be group projects assigned by the instructor. In this situation, the work must be that of the group. Academic dishonesty includes: Plagiarism and Cheating. X. Student with Disabilities: Southeast Missouri State University and Disability Support Services remain committed to making every possible educational accommodation for students with disabilities. Many services and accommodations which aid a student s educational experience are available for students with various types of disabilities. It is the student s responsibility to contact Disability Support Services to become registered as a student with a disability. Accommodations are implemented on a case by case basis. For more information visit the following site: XI. XII. Civility and Harassment The University strives to offer learning experiences and opportunities designed to help students think effectively, develop the capacity to communicate, discriminate among values, and make relevant judgments. A major determinant of a successful educational experience is a shared sense of respect among and between the students and their instructor. Mutual respect for all as well as a no tolerance policy on harassment of any kind is expected. Every student at Southeast is obligated at all times to assume responsibility for his/her actions, to respect constituted authority, to be truthful, and to respect the rights of others, as well as to respect private and public property. Professional Dispositions for Teacher Education The Dispositions, as assessed within Teacher Education are guided by the central core of the Conceptual Framework. The beliefs and attitudes related to the areas of competence, reflection and caring, were the guiding force in establishing the 11 current dispositions assessed beginning in Block II within the initial teacher preparation program and the clinical experiences at the graduate level. These dispositions continue to be validated by P-12 personnel, faculty and the candidates themselves as the evaluation process evolves. In 2007, an Improvement Disposition Plan (IDP) form was created to inform and remediate the candidates who did not meet or exceed the expectations of the unit. The IDP form is available for faculty to utilize during supervision of field experiences, as well as in the classroom setting. The following assessed dispositions are listed under the applicable Conceptual Framework Term.

6 Competent: Reflective: Caring: -Self-initiative/Independence -Reliability/Dependability -Attendance/Punctuality -Response to feedback -Desire to improve teaching performance -Tact judgment (with peers and/or instructors) -Interaction with students, peers, teachers and others -Collegiality -Attitudes towards learners/fairness -Attitudes towards cultural, ethnic and socioeconomic diversity -Commitment to the profession

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