THE UNIVERSITY OF TEXAS AT BROWNSVILLE Preliminary Syllabus

THE UNIVERSITY OF TEXAS AT BROWNSVILLE
Preliminary Syllabus
EDEC 6304: Children’s Literature: Fall 2011
Dr. Georgianna Duarte
Colleg of Education
Office Hours: T &W 12-3
Phone: O: 882-5710 H: 943-6503
Email: [email protected]
Teaching & Advisement Schedule
Course No./Section
ECED 4389.60
ECED 4389.61
Course Name
Environments & Early Childhood
Environments & Early Childhood
Time
4:25-7:05
7:15-10:00 pm
Day(s)
W
W
Room
UBCB 2.204
SOUTH 104
ECED 8353
Family, Community Partnerships
6-9 pm
M
South 301
OFFICE HOURS
Monday
12-2
Tuesday
12-2
Wednesday
12-3
Thursday
by appointment
Friday
Course Description:
This course will focus on multicultural/ multilingual children’s literature. This course
will discuss various literacy genres and how to apply them to the classroom context.
Students will evaluate children’s literature for appropriateness and content through a
variety of individual, and group projects.
Please be sure to visit the UTB.EDU website through out your academic program. It is
particularly important to visit the Graduate School link for news and updates.
Required Texts:
Carol Lynch-Brown, Carl M. Tomlinson and Kathy G. Short (2010)
Essentials of Children's Literature (with MyEducationKit) (7th Edition)
Maria José Botelho and Masha Kabakow Rudman (2009) Critical Multicultural Analysis
of Children's Literature: Mirrors, Windows, and Doors (Language, Culture, and Teaching
Series)
Recommended Journals:
1. Journal of Early Childhood Research
2. American Educational Research Journal
3. Early Childhood Research Quarterly
4. Journal of Early Childhood Teacher Education
5. Contemporary Issues in Early Childhood
Recommended Websites:
1. Society of Research in Child Development
srcd.org
2. Sage Journals Online
Sagepublications.com
3. National Association for the Education of Young Children
Naeyc.org
4. National Association of Teachers in Early Childhood
Education: NAECTE Journal of Research
Special Needs:
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: (956-8828292)
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
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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
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)
Class Participation
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.
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. Availability:I check my voice mail and email frequently. Please be sure to leave
your complete name, the purpose of your call, and the date of the call.
Technology & Class Requirements:
1. Daily use of the internet requires keeping your email current, functioning, (clean
mailbox) organized, and checked.
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2. If you use ipad, laptop or other electronic tools in class, these will be moderated,
or prohibited based on focus of the class session
3. When submitting a document, you must title the document with your name,
title of document, and course number.
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.
Course Objectives: The student should be able to:
1.
identify current research and trends in children’s literature.
2.
Identify theories about early learning and literature
3.
Describe the importance of exploration and play as intregral parts of the
curriculum.
4.
Critique current research regarding children’s literature
5.
Identify various instruments to assess the type/ quality of children’s literature
6.
Describe various strategies, and intervention techniques using children’s
literature
7.
observe, document, and discuss developmental stages, milestones and
differences in children’s learning and children’s literature
8.
Examine diverse multicultural literature.
Writing Opportunities:
1. Electronic Portfolio
2. TABE, Ahead of the Future, ACEI 2012 Proposal Submission: Annual
Conferences (These are research and presentation opportunities)
3. Position Paper
4. Observation Journals
5. Peer Review Opportunities
6. Jargon Summaries
7. Reaction papers
8. Discussion Board
9. Annual Conference: Men in Early Education
10. Informal paraphrasing
Professional Development Requirements:
1.
Preparation and Attendance
2.
Literature Review
3.
Modules
4.
Reflection Papers (2)
5..
Midterm
(Quiz One: Chapters 1-3)
6.
Website Summaries
7.
Proposal (Book)
8.
Conference Proposal/Presentation
15 points
25 points
30 points
30 points
10 points
10 points
30 points
20 points
4
Total
170 points
Grading Information:
170-160 points:
159-149 points
148-138 points
137-127 points
126
points
A
B
C
D
F
Recommended Websites:
1. www.truceteachers.org
2. www.allianceforchildhood.org
3. www.acycp.org
4. www.cdftexas.org
5. www.museumofplay.org/
Internet/ Writing Guidelines on Reflection Papers
A reflection paper can be written on an assigned piece of reading, a lecture or an
experience, such as an internship or volunteer experience. A reflection paper probably
will be further clarified by the teacher or professor who assigns it to you. However, for
the most part, a reflection paper cites your reactions, feelings and analysis of an
experience in a more personal way than in a formal research or analytical essay.
1. Thoughts and Reactions
o
When writing a reflection paper on literature or another experience, the point is to
include your thoughts and reactions to the reading or experience. You can present
your feelings on what you read and explain them. You also can use a reflection
paper to analyze what you have read. Like any other paper or essay, it should be
cohesive and refer directly to the specific passage or quote in the material that
inspired this feeling. You can include personal experience in a reflection paper,
but do not depend on it; base your reactions and reflections on the material that is
your subject.
Don't Summarize
o
Do not use a reflection paper simply to summarize what you have read or done.
Also, a reflection paper should not be a free flow of ideas and thoughts. The idea
of a reflection paper is to write an essay describing your reactions and analysis to
a reading or other experience; however, it is more formal than a journal entry, so
leave out informal language and form.
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Organize Your Thoughts
o
A reflection paper should be as organized as any other type of formal essay.
Include an introduction, perhaps one that describes your expectations before the
reading or the experience. You also may want to summarize the conclusions you
came to during the process.
The body of your paper should explain the conclusions you have come to and
why, basing your conclusions in concrete details from your reading and
experience. End the paper with a conclusion that sums up what you got from the
reading. You might want to refer to your conclusions in relation to your
expectations or come to some other conclusion or analysis about the text or
experience in light of your feelings and reactions.
Read more: Tips on Writing a Reflection Paper | eHow.com
http://www.ehow.com/way_5184362_tips-writing-reflectionpaper.html#ixzz1OYZidl7q
Class Calendar
Date
BEFORE Class
August 22
29
September 5
Assignment Due
Review Syllabus,
Purchase Textbooks, Read
First two chapters
Review of Course,
Syllabus, and Assignments
Discussion of chapter one
Outside reading/research
Complete Syllabus
Questions
Reflection Paper DUE
Read Chapters 1-3
Read Chapters 1-3
Review the five
recommended websites of
advocacy and play
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19
26
October 3
10
17
16
30
November 7
14
21
28
6
Read Chapters 1-3
Complete Module One by
due date
December
5
12
Required Readings:
There will be a variety of assigned readings throughout the course. Please be sure
to carefully organize and save these readings for research, and the comprehensive
exam. Also, I will be emailing a variety of web sites regarding children’s literature
focusing on Latino Cultures, as well as international sources.
Course Objectives: The student should be able to:
1. Identify major authors (past and present) and describe their research and
contributions to the field of children’s literature.
2. Define quality literature for young children.
3. Evaluate a variety of genres in multicultural literature and describe strategies for
supporting emerging literacy skills
4. Develop developmental goals, strategies, and literature to support growth and
learning.
5. Plan and integrate literature in indoor and outdoor learning.
6. Articulate national and state standards for early childhood literacy
7. Identify theory and practice pertinent to the areas of literacy, and children’s
literature
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)
Special Needs:
Special Needs:
Students with disabilities, including learning disabilities, who wish to request academic
adjustments in this class, should notify the Disability Services Office in the semester so
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that the appropriate accommodations may be made. In accordance with federal law, a
student requesting academic adjustments must provide documentation of his/her
disability to the Disability Services Counselor. For more information, call or visit the
Counseling Center at Tandy 205, (956) 882-8292 or email [email protected]
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
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.
Required Websites for EDEC 6304
Please take the time and examine each website carefully for research, advocacy,
and service articles.
Web Site Summaries:
Please begin to review and examine the required web sites. For each website, a two page
paper is required that should include the following:
1.
2.
3.
4.
Name of Website
Purpose & Objectives
Specific Links of Interest
Is the Site Research Based?
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5. Is the Site Useful to Educators and in what way?
6. Is the Site easy to navigate?
7. Personal Reaction to the Site
Selected Web Sites for EDEC 6304
1. www.acs.ucalgary.ca/~dkbrown/
Children’s Literature Website
2. www.clas.uiuc.edu
Culturally and Linguistically
Appropriate Services
3. www.idra.org/
Intercultural Development Research
Association
4. www.library.uiuc.edu/edx/bilingual.htm
Bilingual Library
5. www.tsl.state.tx.us/ld/projects/ninos/profres.html
6. www.earlychildhoodequityalliance.org
Early Childhood Equity Alliance
7. www.acei.org
Association for Child Education
International
8.. www.naeyc.org
National Assoc. for the Education
of Young
Children
9. [email protected]
World Association Early Childhood
Educators
10. www.omep.org
Organizacion Mondale Educacion
Programa
Special Needs: Any student with special needs or learning disabilities whose presence
in the classroom requires the modification of the course presentation or requirements
should submit a written request to that effect to the instructor within the first week of
the class. Please contact the Disability Services Office early in the semester so that the
appropriate arrangements may be made. For more information, call or visit the
Counseling Center:
Tandy 205, 882-8299
Class Participation
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.
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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.
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.
Availability:
I check my voice mail and email frequently. Please be sure to leave your complete name,
the purpose of your call, and the date of the call.
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.
Email: It is critical that you check you email account daily, and ensure that the address is
accurate.
Professional Activities Include:
1.
Membership in a professional organization: NAEYC, IPAUSA, ACEI,
AERA, or other organizations that Addresses Early Childhood Education
2.
Participation in a minimum of two conferences, or workshops
3.
Critiquing articles in professional journals (these will be provided)
4.
Creation and completion of the following binders (Checklist is page 8 of
syllabus)
Student teaching binder
Advisement Binder
Technology Binder
Professional and ethical behavior in all settings
Course Requirements and Method of Evaluation:
Assignments:
Due Date
1.
2,
3.
4.
5.
6.
7.
8.
Chapter Quizzes (3)
Binders
Midterm Exam
Curriculum Web sites
Implemented Story Time at ZOO
Children’s Lit Websites (2)
Attendance & Participation
Booknooks/ Unit Plan
Assessment Weight
30%
5%
10%
10%
10%
5%
5%
20%
10
9.
Final Exam
10 %
Plagiarism: It is plagiarism to go to the internet, find an article, copy it to the clipboard
and then drop it into your work processor. Listing the article as reference on the last page
will not cover this issue. This is also plagiarism. There are a couple of things you can do
that will help prevent yourself from being charged with academic dishonesty. Note the
following:
1.
Any time that you use the words or ideas of another person without giving
credit, it is considered plagiarism.
2.
Differences between direct and indirect quotes.
A. Direct quotes: include the exact wording from the source.
B. Indirect quotes: Summarizes or paraphrases the content from
the source.
3.
4.
5.
6.
APA in-text requirements:
A. Direct Quote: Author's last name, publication date, and
page number B. Indirect quote: Author's last name,
publication date.
Punctuation requirements: Al word for word quotations must be placed in
quotation marks.
Exception to the rule: Common Knowledge-if the same information can be found
in three or more sources and those sources don't cite an earlier source the
information is considered common knowledge. Also, commonly known facts
(e.g., Washington D.C. is the
Capital of the U.S.) Do not need a citation even if you had to look them up.
When in doubt, CITE
The course syllabus is rather lengthy, and should be utilized/ and reviewed
throughout the semester as your guide of course expectations. Please check the
Blackboard frequently for announcements, updates, emails and course information.
Notes:
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