Description
Question for Culminating Experience Paper What does a teacher need to consider when developing, implementing, and analyzing a curriculum unit? In answering this question, use area(s) of emphasis concentration in your Master’s program of studies as the specific subject area(s) for your curriculum unit and analysis. You may prepare one unit and analysis that integrates all your areas of emphasis concentration or develop units and analyses for each emphasis area. Be certain to: • briefly describe the unit. (For the paper, a “unit” is defined as a minimum total of five hours of instructional time spread over a period of 5 or more days.) • analyze the unit. The analysis is the most important part of the paper. As you write your analysis, please remember that it is a synthesis of the important knowledge, skills, and dispositions necessary for a teacher to develop and implement such a unit. • include research that supports your analysis by including at least 15 references to educational literature using correct American Psychological Association (APA) style for referencing. Of these references, at least 7 should be chosen from the reference list attached. Content for the paper: Students will write the paper according to the schedule set up by the department in each semester. The paper should answer the take-home question that draws on the following course work in their program as well as on their own learning and teaching practice: General Pedagogical Courses: • CIE 681 – Elementary School Instruction • CIE 683 – Elementary Classroom Management • CIE 685 – Elementary Education Curriculum • CIE 687 – Curriculum Development Elementary Education • CIG 601, Curriculum and Instruction Urban Settings • CIG 602, Differentiated Curriculum and Instruction • CIG 603, Urban Education • CIG 690, Teachers as Action Researchers • CIG 692, Curriculum Evaluation in Education Courses in Two of the Following Curricular Areas: • Mathematics Education • Science Education • Social Studies Education • Literacy Education • Multicultural Education • Technology Education • Teaching English as Second Language • Bilingual Education Format for the paper: The paper should be written using APA style. The paper should be 20-25 pages excluding cover, abstract, diagrams, figures, references, and appendix pages and should include the following sections: Cover page that includes the following information in this order: • Question for culminating experience paper • Title of the paper (given by student based on the specific content of his or her paper) • Name of the Student • Student Number • Email • Telephone Number • Emphasis concentration Area(s) • Date of Submission • Advisor Abstract page (less than 150 words) that includes: • Purpose of the paper • Major content of the paper • Brief conclusion Brief outline of the unit (at least 5 hours of instructional time spread over 5 or more days) that includes: • Curricular and instructional goals and objectives. • Activities/experiences for students • Materials • Assessment tools Analysis of the unit that includes: • A description of the students for whom you are developing the unit (grade level, needs, ethnicity, other demographic characteristics). • Information about the context (content emphasis concentration area(s), school information, cultural perspective, curricular and instructional goals and objective). • An explanation of the meaning of curriculum and instruction. • Model of curriculum development used, and rationale for identifying the model. • Your underlying philosophical perspective as it relates to curriculum and instruction. • How you are meeting the specific needs of students particularly in diverse settings, society, and subject matter. • Approaches to classroom management and classroom environment that help in the implementation of this unit. • Teaching strategies used throughout the unit and rationale for the strategies. • Approaches to formative and summative assessment of student learning. • A deep and comprehensive analysis about your experience in developing, teaching, and assessing the unit. • A discussion about what you learned about students, curriculum, instruction, management, and yourself as a teacher. Reference pages • List all your references according to APA style • At least 15 references are used throughout the paper • At least 7 references are used from the bibliography attached below Appendices • Appendix A: Include your actual unit • Appendix B: Include the Standards addressed in the unit • Appendix C: Include any other supplementary materials such as assessment samples, etc. Process for the paper writing: Students who plan to take the culminating experience need to enroll in the appropriate CIG 697 for 1 credit semester hour during the semester in which they plan to graduate. As students start their one credit hour seminar, CIG 697, they should meet with their advisor to discuss the issues relevant to their question and ultimately determine curricular area(s) for their question as well as the contexts of school, grade level, students in which their papers are situated. The paper from each student should be submitted to the advisor no later than the T & L Department’s posted deadlines: November 1, April 1 or July 1. One copy of the paper must be submitted electronically to the advisor by the deadline. Evaluation of the paper: Once the paper is submitted, a minimum of one faculty member in the Department of Curriculum and Instruction will review the student’s paper. For papers with questionable or marginal merit, at least two additional faculty will review the papers. Academic faculty will read and rate the paper according to the following rubric (see Table attached at the end for descriptors). Must use the sources: Suggested References: (Later versions of sources are also acceptable) Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11, 3-42. Apple, M. (1990). Ideology and curriculum. New York: Routledge, Chapman and Hall. Arends, R. I. (2011). Learning to teach (9th ed.). Boston, MA.: McGraw Hill. Armstrong, D.G. (2003). Curriculum today. Upper Saddle River, New Jersey: Merrill Prentice Hall. Bigelow, B. (2006). The line between us: Teaching about the border and Mexican immigration. Milwaukee, WI: Rethinking Schools. Brophy, J. (1989). Research on teacher effects: Uses and abuses. Secondary School Journal, 89(1), 3-21. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Education Researcher, 18(1), 32-34. Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press. Cruickshank, D. R., Jenkins, D. B., Metcalf, K. (2006). The act of teaching (4th ed). Boston, MA: McGraw Hill. Dewey, J. (1916). Democracy and education. New York: The Free Press, Macmillan Company. Dewey, J. (1933). How we think. Boston: D.C. Heath and Company. Dewey, J. (1938). Experience and education. New York: Macmillan Publishing Company. Dewey, J. (1964). The child and the curriculum. In R. D. Archambault (Ed.), John Dewey on education (pp. 339-358). Chicago: The University of Chicago Press. Dewey, J. (1990). The child and the curriculum. In J. Dewey (Ed.), The School and Society & The Child and Curriculum (pp. 339-358). Chicago: The University of Chicago Press. Eisner, E. (1982). Cognition and curriculum. New York: Longman. Elmore, R.F., & Fuhrman, S.H. (1994). The governance of curriculum. Alexandria, VA: Association for Supervision and Curriculum Development. Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Translated by Patrick Clarke. Lanham: Rowman & Littlefield Publishers. Henson, K. (2003). Curriculum planning (2nd ed.). Long Grove, IL: Waveland Press, Inc. Howard, G. (2006). We can’t teach what we don’t know: White teachers, multiracial schools (2nd ed.). New York, NY: Teachers College Press. Joyce, B., Weil, M., & Calhoun, E. (2004). Models of teaching (7th ed.). Boston, MA: Pearson/Allyn and Bacon. Kellough, R. D. & Carjuzaa, J. (2006). Teaching in the middle and secondary schools (8th ed). Upper Saddle River, New Jersey: Merrill. Lawrence, C. (2005). Forbidden conversations: On race, privacy, and community (A continuing conversation with John Ely on racism and democracy). The Yale Law Journal, 114(6), 1353-1403. Lui, M., Robles, B. Leondar-Wright, B., Brewer, R., Adamson, R., with United for a Fair Economy. (2006). The color of wealth: The story behind the U.S. racial wealth divide. New York, NY: The New Press. Marsh, C.J., Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues. (3rd ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall. Mager, R.F. (1984). Developing attitude toward learning (2nd ed.). Glenview, IL: Scott Foresman. Manning, M. L. & Bucher, K. T. (2003). Classroom management: Models, applications, and cases. Upper Saddle River, New Jersey: Merrill. Maslow, A. H. (1971). Education. In The farther reaches of human nature (pp. 155-195). New York, NY: The Viking Press. McNeil, J. D. (2005). Contemporary Curriculum: In thought and action (6th ed.). New York, NY: John Wiley & Sons. McNeil, J. D. (2002). Curriculum: The teacher’s initiative (3rd ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall. McNeil, J. D. (1995). Curriculum: A comprehensive introduction (5th ed.). New York, NY: John Wiley & Sons. National Board for Professional Teaching Standards. (1987). What teachers should know and be able to do. Arlington, VA: National Board for Professional Teaching Standards. National Council for Accreditation of Teacher Education. (1998). Program standards for secondary teacher preparation, Review and comment edition. Washington, DC: National Council for Accreditation of Teacher Education. National Council for the Social Studies. (1994). Expectations of excellence: Curriculum standards for social studies. Washington, DC: National Council for the Social Studies. National Council of Teachers of English and the International Reading Association. (1996). Standards for the English language arts. Urbana, IL: National Council of Teachers of English and the International Reading Association. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics. National Research Council. (1996). National science education standards. Washington, D.C: National Academy Press. Nieto, S. & Bode, P. (2011). Affirming diversity: The sociopolitical context of multicultural education (6th ed.). Upper Saddle River, NJ: Pearson Education. Nieto, S. (2009). The light in their eyes: Creating multicultural learning communities (10th ed.). New York, NY: Teachers College Press. Oliva, P.F. (2005). Developing the curriculum (6th ed.). New York: Longman. Ornstein, A.C., & Behar, L.S. (1995). Contemporary issues in curriculum. Needham Heights: Allyn and Bacon. Parkay, F.W. & Hass, G. (2000). Curriculum planning: A contemporary approach (7th Edition). Needham Heights, MA: Allyn and Bacon. Rosenshine, B. (1985). Direct instruction. In T. Husen & T. N. Postlethwaite (Eds.), International Encyclopedia of Education (Vol. 3, pp. 1395-1400). Oxford: Pergamon Press. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. Silberman, M. (1996). Active learning: 101strategeis to teach any subject. Boston, MA: Allyn and Bacon. Skinner, B. F. (1974). Summing up. In About behaviorism (pp. 241-277). New York, NY: Vintage Books. Posner, G.J. (1992). Analyzing the curriculum. New York: McGraw-Hill. Posner, G.J., & Rudnitsky, A.N. (1994). A guide to curriculum development for teachers. New York: Longman. Pratt, D. (1994). Curriculum planning: A handbook for professionals. Fort Worth: Harcourt Brace College Publishers. Slevin, J.F., Young, A. (Eds.) (1996). Critical theory and the teaching of literature: Politics, curriculum, and pedagogy. Urbana, IL: National Council for Teachers of English. Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace & World, Inc. Taba, H., & Others. (1971). A teacher’s handbook to secondary social studies: An inductive approach. Reading, MA: Addison-Wesley. Takaki, R. (2008). A different mirror: A history of multicultural America (revised edition). San Francisco, CA: Back Bay Books. Tanner, D., & Tanner, L.N. (1980). Curriculum development: Theory into practice (2nd ed.). New York: Macmillan publishing Co., Inc. Von Glasersfeld, E. (Ed.). (1989). Constructivism (first ed. Vol. 1). Oxford: Pergamon. Vygotsky, L. S. (1978). Interaction between learning and development. In Mind in society: The development of higher psychological processes (pp. 79-91). Cambridge: Harvard University Press. Vygotsky, L. S. (1994). The problem of the environment. In Rene van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. pp 338-354). Cambridge, USA: Blackwell. 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