Syllabus (EDFR 8380 Summer 2013) THE UNIVERSITY OF TEXAS AT BROWNSVILLE

THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
Syllabus (EDFR 8380 Summer 2013)
Conceptual Framework & Knowledge Base
The conceptual framework contains four core
concepts that are themes through which we
organize and deliver our programs; hence
they are central to our vision of professional
educators and scholars. These include:
Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission
Statement
To prepare highly skilled professionals to assume roles and positions in teaching,
research, educational leadership, and human development.
To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the
cultural and linguistically diverse learner.
To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific educational,
economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas of
science, mathematics, educational technology and intercultural dimension (language,
literacy, culture and interdisciplinary studies in regard to preparing teachers,
counselors, administrators, educational researchers, and professional at all levels, not
only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the
mission of the University and will have national prominence. It will be at the
forefront in programs for English Language Learners and, through teacher
1
preparation, P-16 and life-long education initiatives will be a model for helping to
close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the local,
regional, and national educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research
regarding the effectiveness of the programs. You will receive one survey in the final
semester prior to graduation regarding your program during your time here. A
second survey will occur within one year following graduation from or completion
of a program, and will be sent to your employer. This survey will focus on the
preparation received at UTB. Please remember that your response to these surveys
is critical to UTB excellence.
2
University of Texas at Brownsville
College of Education
Teaching, Learning and Innovation
EDLR 8380: Dissertation One : Summer 2013
PRELIMINARY
Dr. Georgianna Duarte
Email [email protected]
Phones: 882-5710, 433-1163
Location of Class: EDBC 2.104
Class Time: TBA
Teaching & Advisement Schedule
Course No./Section
ECED 4385. 62
ECED 4389.60
Course Name
Growth & Human
Development
Environments in ECE
EDLR 8380.60
Doctoral Dissertation One
Time
8:00-9:40
Day(s)
M-TH
10:00-11:40
T & TH
TBA
Room
UBCB
2.204
UBCB
2.102
EDBC
2.104
OFFICE HOURS
Monday
2-4
Tuesday
10:00-12:00
Wednesday
Thursday
10-12
Friday
By Appointment
Course Description:
A cluster of students with related interests will work collaboratively with faculty from the
field to study a contemporary issue in curriculum and instruction. The group’s work
culminates in a unique set of complementary dissertation questions around thematically
similar topics. Dissertation proposals will be completed in this class and a review of
literature related to their topic developed. The proposal defense will be completed as a
requirement of this course.
This course guides students through the process of writing their proposal, or
thesis/dissertation following the guidelines/practices of their field.
Depending on student abilities, course topics generally include idea
organization and development, word choice, advanced grammar, and revising their own
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writing. Plagiarism and citation of sources are also covered. Individualized attention is an
integral part of the course.
College of Education Research Council Workshops:
TBA
Internet Workshops
TBA
COE Conceptual Development and Knowledge Base
The conceptual framework contains four core concepts, which are themes through which
we organize and deliver our programs; hence they are central to our vision of professional
educators and scholars. These include:
Inter-culturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission Statement
To prepare highly skilled professionals to assume roles and positions in teaching,
research, educational leadership, and human development.
To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the
cultural and linguistically diverse learner.
To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific educational,
economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas of
science, mathematics, educational technology and intercultural dimension (language,
literacy, culture and interdisciplinary studies in regard to preparing teachers,
counselors, administrators, educational researchers, and professional at all levels, not
only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the
mission of the University and will have national prominence. It will be at the
forefront in programs for English Language Learners and, through teacher
preparation, P-16 and life-long education initiatives will be a model for helping to
close the student achievement gap.
4
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the local,
regional, and national educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research
regarding the effectiveness of the programs. You will receive one survey in the final
semester prior to graduation regarding the operations of the unit during your time
here. A second survey will occur within one year following graduation from or
completion of a program, and will be sent to your employer. This survey will focus
on the preparation received at UTB/TSC. Please remember that your response to
these surveys is critical to UTB/TSC excellence.
Description:
Emphasis is on a curricular framework that included providing the environment,
materials, methods and practices that are developmentally appropriate for young children.
Assessment, classroom management, and lesson planning will be addressed. Field based
activities will be integrated within the framework of the course (birth through grade
three).The UTB website is an important resource of information, and I strongly
encourage you to explore, use, and revisit for updates on information, news, and
opportunities.
Required Texts
Roberts. C. (2010) Dissertation Journey,
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Simon, M. & Goes, J(2011) Dissertation and Scholarly Research, Recipes for
Success
Spodek, B. & Saracho, O. (2012) Handbook of Early Childhood Research Childhood
*******American Psychological Association. (2009). Publication manual of the
American Psychological Association (6th ed.). Washington, DC: APA
Recommended Journals
1. Journal of Early Childhood Research
2. American Journal of Educational Research
3. International Journal of Educational Research
4. Child Development Journal (Society of Research in Child
Development)
5. Early Childhood Research Quarterly
6. International Journal in ECE
Recommended Websites:
1. American Educational Research Association (aera.org)
2. Society of Research in Child Development
srcd.org
3. Sage Journals Online
Sagepublications.com
4. National Association for the Education of Young Children
Naeyc.org
5. National Association of Teachers in Early Childhood
Education: NAECTE Journal of Research
6. Association of Child Education International (ACEI)
COURSE TOPICS
 Standard Requirements of a Dissertation.
 Parts of a Doctoral Dissertation, Front Matter, Text and End Matter
 Writing the Introduction, or Basis for the Study, or Orientation to the Problem
 Defining the Problem Statement
 Writing the Hypotheses or Questions
 Writing Review of the Literature, building a case for the Need for the study
 Articulating the Study Design
 Preparing Tables and Figures
 Drawing Conclusions
 Writing the Implications and Suggestions for Further Research
 Compiling the Appendices
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COURSE OBJECTIVES
Upon completion of this course students will have written various parts of a doctoral
dissertation of a study, which contributes to the literature in a selected field of study.
The student will have:
1. Defined the Problem Statement. THIS requires the student to read/ and review their
topic carefully. You must know what is lacking in the literature.
2. Completed the CITI research/ exam/ review requirement*
3. Expanded the Review of the Literature from the proposal statement, which includes a
review of doctoral dissertation research available on the topic.
4. Clearly designed and developed the appropriate methodology for the study.
5. Revised, defended and submited their IRB proposals
6. Developed any instrumentation or Interview Schedules and tested for reliability and
validity.
7. Appropriately treated the data.
8. Completed the draft of the first three chapters of their dissertation.
COURSE OBJECTIVES
Objectives of Course
Standard
One
Promoting
Child
development
And
learning
Standard
Two:
Building
Family and
Community
Relations
One
Two
Three
Four
Five
Six
Seven
Eight
X
X
X
X
X
X
X
X
X
X
Standard
Three
Observing,
Documenting
and
Assessing
Standard Four
Using
Developmentally
Appropriate
Approaches
X
X
X
X
X
X
X
Standard
Five: Using
Content
Knowledge
to Build
Meaningful
Curriculum
X
X
X
X
X
X
7
X
X
X
X
X
Standard
Seven
Early
Childhood
Field
Experiences
X
X
X
X
X
Standard
Six:
Becoming A
Professional
X
X
X
TOPICS, LEARNING PROCESSES AND DESIRED RESULTS
Course Requirements:
Professional Activities Include:
1.
Required reading about a professional organization:
International Play Association, IPAUSA.org
The Association for the Study of Play TASP.org
2.
Critiquing articles in professional journals (these will be provided)
Americans with Disabilities Act: Students with disabilities may request assistance
through Disability Services , an office of the Counseling Center. Students who need help
with registration should contact the office several days before registration. Those who
need special services throughout the semester should inform Disability Services several
weeks before the semester. Some of the services available include volunteer note takers,
taped notebooks, memos to faculty, special test conditions, sign language interpreting and
registration assistance. An Adaptive Technology Lab and Testing Service is available for
student use. To request services, students must register with the Counselor/Coordinator of
Disability Services. All services are elective and must be requested each semester as
needed. Permits for parking spaces designated for the handicapped may be obtained at
Campus Police, located at Cavalry Hall. Proof of disability is required. TDD users who
wish to contact the University by phone may call through Relay Texas at 1-800-735-298.
For more information, Contact Disability Services. Located at Tandy Hall 205: (956544-8292
Emergency Academic Continuity Program
In compliance with the Emergency UTB/TSC Academic Continuity Program, academic
courses, partially or entirely, will be made available on the MyUTBTSC Blackboard
course management system. This allows faculty members and students to continue their
teaching and learning via MyUTBTSC Blackboard http://myutbtsc.blackboard.com, in
case the university shuts down as a result of a hurricane or any other natural disaster.
The university will use Blackboard to post announcements notifying faculty members
and students of their responsibilities as a hurricane approaches our region. If the
university is forced to shut down, faculty will notify their students using Blackboard on
how to proceed with their course(s). To receive credit for a course, it is the student’s
responsibility to complete all the requirements for that course. Failure to access course
materials once reasonably possible can result in a reduction of your overall grade in the
class.
To facilitate the completion of classes, most or all of the communication between
students and the institution, the instructor, and fellow classmates will take place using the
features in your MyUTBTSC Blackboard and UTB email system. Therefore, all students
must use Scorpion Online to provide a current email address. Students may update their
email address by following the link titled “Validate your e-Mail Account” in
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MyUTBTSC Blackboard Portal. In the event of a disaster that disrupts normal operations,
all students and faculty must make every effort to access an internet-enabled computer as
often as possible to continue the learning process.
Academic Honesty
Students are expected to be above reproach in all scholastic activities. Students who
engage in scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and dismissal from the university. "Scholastic
dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission
for credit of any work or materials that are attributable in whole or in part to another
person, taking an examination for another person, any act designed to give unfair
advantage to a student or the attempt to commit such acts." Regents' Rules and
Regulations, Series 50101, Section 2.2. Since scholastic dishonesty harms the individual,
all students, and the integrity of the university, policies on scholastic dishonesty will be
strictly enforced. (refer to Student Handbook for more information)
UTB/TSC monitors academic progress every fall and spring semester to identify
those students who are experiencing difficulty with their courses. Satisfactory
Academic Progress (SAP) is based upon two components: GPA of 2.0 or higher and
successful course completion of at least 70% of course work attempted. Students remain
in good standing with the university and Financial Aid when both criteria are
met. Students who do not maintain these required minimum standards will be placed on
probation or suspension as appropriate. The complete Satisfactory Academic Progress
policy and the Undergraduate Satisfactory Academic Progress for Financial Aid policy
can be found in the current Undergraduate Catalog.
Class Participation: This is assessed throughout the course
Outstanding Contributor: Contributions in class reflect thorough preparation. Ideas offered are
usually substantive; provide one or more major insights as well as direction for the class.
Arguments, when offered, are well supported and persuasively presented. If this person were
not a member of the class, the quality of the discussion would be diminished significantly.
Good Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually
substantive, provide good insights and sometimes direction for the rest of the class.
Arguments, when presented, are well supportive and are often persuasive. If this person were
not a member of the class, the quality of the discussion would be diminished considerably.
Adequate Contributor: Contributions in class reflect satisfactory preparation. Ideas offered are
sometimes substantive, provide generally useful insights. Arguments are sometimes
presented, and are fairly well supported.
Non-participant: This person has said little or nothing in the class. Hence, there is no adequate
basis for evaluation.
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Unsatisfactory Contributor: Contribution in class reflects inadequate preparation. Ideas offered
are seldom substantive, provide few if any insights, and rarely a constructive direction for the
rest of the class.
Cell Phones and Pagers: Out of consideration for others, please turn your cell phone
and pagers to the silent mode. If you do not have a silent or vibrate mode, please turn
them off.
Technology & Class Requirements:
To facilitate the completion of classes, most of all of the communication between
students and the institution, the instructor and fellow classmates will take place using the
features in your MyUTBTSC Blackboard and UTB email system. Therefore, all students
must use Scorpion Outline to provide a current email address by following the link titled
“Validate your eMail Account” in MyUTBTSC Blackboard Portal. In the event of a
disaster that disrupts normal operations, all students and faculty must make every effort
to access an internet enabled computer as often as possible to continue the learning
process. Technology involves responsibly responding to emails, keeping your email
box current, and ensuring that your email box can receive mail, and is not full.
Grade Appeals:
If you do not agree with a grade on an assignment, quiz, etc. it is your responsibility to
appeal the grade to the instructor within two days after the assignment was returned.
Professional Development Requirements:
Professional Requirements
Literature Review/ Annotated
Bibliography
Contact/ Research Organizations
First Draft-Proposal
Proposal
Total
Points
30
10
20
60
120
Grading Range
120-115
114-109
108-103
102-97
96-91
A+
A
AB+
B
10
90-85
B-
84-79
78-73
72-67
66-61
50-45
44-39
38
C+
C
CD+
D
DF
PERFORMANCE TASK
Activity
Literature Review
Organizational Research
Proposal Draft
Final Proposal
Description of Evaluation Activity
Power point Rubric
Rubric
Multiple Choice, T/F, Short Answer
Rubric
Scoring Rubric
See Attached
See Attached
See Attached
FACULTY-STUDENT COMMUNICATIONS
Telephone Contacts
Students will contact their primary advisor within one week of the enrollment of the
course. This initial contact will help familiarize the student and advisor with each other,
and permit the transmission of clear expectations for completion of course requirements.
Periodic telephone interaction required course materials, mailings, and postage to be at
student’s expense throughout the duration of the course.
Email communication
Frequent email communication between student and s should be initiated and sustained
for the duration of the course. Technology professional is strongly encouraged, and this
involves checking your email and responding accordingly. Failure to keep current will be
reflected in your final grade.
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