THE UNIVERSITY OF TEXAS AT BROWNSVILLE

THE UNIVERSITY OF TEXAS AT BROWNSVILLE
EDEC 8353: Families, Schools & Community Partnerships
Dr. Georgianna Duarte
Email [email protected]
Phones: 882-5710, 433-1163
Location of Class: South 301
Class Time: Monday: 6:00-9:00 pm
COURSE SCHEDULE OF PROFESSOR
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 examines the role families, schools, and community partnerships as a critical
element of whole-school educational reform. As a learning community, we will examine
our own beliefs about each role, analyze the research on the impact of home/school and
community partnerships on student learning.
Course Text Books:
Barour, C., Barbour, N., Scully, P. (2011) Families, Schools, and Communities, fifth
edition, Pearson Publishing Company
Gonalez-Mena, J (2011). Child, family and community: Family centered early care, 5th
Edition.
Other Recommended Resources:
Amatea, E. (2009). Building culturally responsive family school relations.
Gestwicki, C. (2006). Home, school, and community relations, Sixth Edition.
It is important to arrive in class with your laptop for projects, and
discussion.
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Course readings will be provided in class, and will be gleaned from the following texts
& journals:
Berger, E. (2004). Parents as partners in education: The school and the home working
together.
Diss, R. & Buckeley, P. (2005). Developing family and community involvement skills
through case studies and field experiences.
Epstein, J. (2004). School, family and community partners.
Research Articles:
Epstein, J. L. (2001). School, family and community partnerships: Preparing educators, and
improving schools. Boulder, CO: Westview Press (p. 21-74).
Weiss, H. B., Kreider, H., Lopez, M. E. & Chatman, C. M. (Eds.) (2005). Preparing
educators to involve families: From theory to practice. Thousand Oaks, CA: Sage
Publications (p. xi-xxiv).
Recommended Journals:
1.
2.
3.
4.
5.
Journal of Early Childhood Research
American Journal of Educational Research
Journal of Family and Marriage
International Journal of Educational Research
Child Development Journal (Society of Research in Child
Development)
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
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Course Objectives: The student should be able to:
1. The student will research and identify current challenges and trends in parent and
community involvement.
2. The student will examine, observe, and assess current practices that foster parent
involvement.
3. The student will engage in a variety of seminars to observe and reflect upon
concepts of parent education, parent involvement, and parent empowerment.
4. The student will write a series of reflection papers addressing current research,
issues and trends in parent/community involvement.
5. The student will assess a variety of internet web sites for research in
parent/community involvement.
Required Reading: Standards:
1. NCATE Standards for ECE graduate level
2. ECE Learning Standards
3. Transition Plan: Department of Human, Health Services
OHS
Black Board Updates:
A wide variety of research articles will be posted on Blackboard. These are required
reading, and please attend to the reading and posting dates. These articles provide
additional information in the areas of research on families, schools, and community
partnerships. When you post a critique, it is important to comment on at least two
other student entries per Discussion Board Item.
Course Requirements:
Participation and Attendance:
This class will be interactive. You will be given credit for your in-class participation. If
you are absent or if you come to class late or unprepared for discussions, you won’t
receive points for participation. If you know you need to miss a class, please discuss
this with me in advance so I can send you any handouts or assignments. Papers are
still due on the assigned dates, even if you are absent. All projects, interviews, and papers
should be e-mailed.
Professionalism:
A professional is a member of a vocation founded upon specialized educational training.
Examples of professions include: medicine, law, engineering and social work. The word
professional traditionally means a person who has obtained a degree in a professional
field. Professional conduct in a doctoral class includes a foundation of respect,
patience, and honesty. This ethical expectation is expected amongst students, faculty,
classroom guests. A significant part of this professionalism involves respectful listening,
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participation, and managing your technology in respectful ways. While thoughtful, and
democratic debate is strongly encouraged, professional courtesy, civility and tone will be
expected throughout discussions.
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.
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.
4.
Punctuation requirements: Al word for word quotations must be placed in
quotation marks.;
5.
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.
6.
When in doubt, CITE
Participation
1. 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.
2. 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.
3. 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.
4. Non-participant: This person has said little or nothing in the class. Hence, there is no
adequate basis for evaluation.
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5. 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.
Seminar Format: While, it is important to arrive on time, it is equally important to
respect the rights of all fellow students for scholarly discussions. The class is scheduled
for only registered students, and so therefore please notify me in advance of any visitors.
Children will not be permitted during Doctoral Classes.
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:
In the event of a disaster that disrupts normal operations, all students and faculty
must make every effort to access an internet enabled computer
Reading Assignments:
It is expected that students will complete reading assignments on time and be prepared to
discuss what they have read. The professor will provide both preview and review lectures
and respond to questions and written assignments from the readings. Students will
participate in small group and whole class discussions of the articles and book chapters..
To complete the exercises, students will need to have read the assigned chapters..
Paper Expectations:
Students will complete three papers of about 6-10 pages (double-spaced) each. These
papers will be based on your readings, website articles, class lectures, and class
discussions. A number of papers will be written on class as spontaneous reflection
papers.
Assignments:
ALL assignments that are submitted electronically must have the correct title for
the assignment. For example
Martinezreflectionone etc. If the assignments are not titled, they will be returned.
Reflection Papers
Please refer to end of syllabus details on reflection paper guidelines
Midterm:
Development of a vision statement and action plan for a partnership program (8-10 page
paper)
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Collective Final Presentation:
Presentations of the research on Family/School/Community partnerships
Grading
Course Requirements
Participation
Attendance
Professionalism
In Class Papers (5-10 points each)
Papers (3 papers –15 points each)
Midterm Vision Paper Project
Power point & presentation
Discussion Board Entries
Article Critiques (3 in class, 2 out of class)
Final Research Paper
Total Points
245-220
219-199
198-178
177-157
156-
Points
10
10
10
50
45
15
20
10
50
25
245
A
B
C
D
F
Tips on Writing a Reflection Paper
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.
Thoughts and Reactions
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.
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Don't Summarize
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.
Organize Your Thoughts
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.
STANDARDS OF EVALUATION for REFLECTION PAPERS
Not longer than 4 pages double-spaced, typed in 12-point font or larger, with at least
1”margins.
For INCLASS PAPERS, THE REFLECTION PAPERS SHOULD BE FROM 2.5-3 PAGES
LONG
A = insightful
Description of the course concepts demonstrates reflection and learning beyond just
summarizing what was discussed in class.
Application to the negotiation situation demonstrates real ownership of the ideas.
Tight logical link between the description of the negotiation, the concepts from the
course, and the conclusions or implications drawn.
Conclusions are a logical outgrowth of applying the concepts to the description of the
negotiation.
The conclusions/implications go beyond the boundaries of our classroom discussion, and
show some initiative in exploring the learning opportunity.
Focus of the paper is depth of understanding, rather than breadth of coverage.
May tie several disparate ideas from class together into a central concept, or find some
insightful connection to an apparently unrelated issue.
Paper probably could be used as the basis for a nice talk on the featured concept.
B = competent
Paper demonstrates correct and complete (but not insightful) analysis and application of
the course concepts to the described negotiation situation.
It is clear from reading the paper that the student understands what was communicated
and discussed in class, but probably has not necessarily learned something more from the
analysis/application and reflection/write-up of what happened. (NOTE: this may
occasion very little feedback from the grader.)
Paper’s link between description, concepts, and applications is not tight.
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Not clear how the concepts relate to the description, or how the description and concepts
logically lead to the conclusions or implications.
Paper touches on several concepts on the surface, rather than exploring any one of them
in any useful depth or identifying a theme that ties them all together.
Paper missed some of the subtleties of the featured concept.
C (or worse) = Inadequate
Description of the course concepts is incomplete or incorrect.
Application of the concepts to the negotiation situation is flawed.
Paper does not link the negotiation description, course concepts, and application.
Paper describes the negotiation situation without really using the concepts to analyze it.
Paper bounces around among a variety of concepts without fully explaining or applying
any of them.
Paper uses words/terms from the class without communicating a sense of understanding
their real meaning.
Paper doesn’t make clear what the student learned, or that the student learned anything
Article Critique Outline
When college professors ask you to write a critique of a text, they usually expect you to
analyze and evaluate, not just summarize. A summary merely reports what the text said;
that is, it answers only the question, "What did the author say?" A critique, on the other
hand, analyzes, interprets, and evaluates the text, answering the questions how? why?
and how well? A critique does not necessarily have to criticize the piece in a negative
sense. Your reaction to the text may be largely positive, negative, or a combination of the
two. It is important to explain why you respond to the text in a certain way.
Step 1. Analyze the text
As you read the book or article you plan to critique, the following questions will help you
analyze the text:
• What is the author's main point?
• What is the author's purpose?
• Who is the author's intended audience?
• What arguments does the author use to support the main point?
• What evidence does the author present to support the arguments?
• What are the author's underlying assumptions or biases?
You may find it useful to make notes about the text based on these questions as you read.
Step 2. Evaluate the text
After you have read the text, you can begin to evaluate the author's ideas. The following
questions provide some ideas to help you evaluate the text:
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• Is the argument logical?
• Is the text well-organized, clear, and easy to read?
• Are the author's facts accurate?
• Have important terms been clearly defined?
• Is there sufficient evidence for the arguments?
• Do the arguments support the main point?
• Is the text appropriate for the intended audience?
• Does the text present and refute opposing points of view?
• Does the text help you understand the subject?
• Are there any words or sentences that evoke a strong response from you? What are
those words or sentences? What is your reaction?
• What is the origin of your reaction to this topic? When or where did you first learn
about it? Can you think of people, articles, or discussions that have influenced your
views? How might these be compared or contrasted to this text?
• What questions or observations does this article suggest? That is, what does the article
make you think about?
Step 3. Plan and write your critique
Write your critique in standard essay form. It is generally best not to follow the author's
organization when organizing your analysis, since this approach lends itself to summary
rather than analysis. Begin with an introduction that defines the subject of your critique
and your point of view. Defend your point of view by raising specific issues or aspects of
the argument. Conclude your critique by summarizing your argument and re-emphasizing
your opinion.
• You will first need to identify and explain the author's ideas. Include specific passages
that support your description of the author's point of view.
• Offer your own opinion. Explain what you think about the argument. Describe several
points with which you agree or disagree.
• For each of the points you mention, include specific passages from the text (you may
summarize, quote, or paraphrase) that provide evidence for your point of view.
• Explain how the passages support your opinion.
As you write your critique, please be sure to spell check, use transitional phrases and
words to help strengthen your paper, and consistently use format strategies such as bold
font, or subheadings, etc. to help guide the reader
Midterm Vision Paper Guidelines & Final Course Research Paper
Guidelines
These will be provided in class.
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Class Calendar
Date
BEFORE Class
August 22
There will be no face
to face class time.
However, online you
will find an activity
based on Chapter
One, to complete by
midnight.
August 29
September 5
12
19
Assignment Due
Outside
reading/research
Review Syllabus,
Complete Syllabus
Purchase Textbooks,
Questions
Read First two
Read and review the
chapters. Reflection
power point on
Syllabus Questions
Chapter One in
Under Modules: These Modules
are due on the first
day of class online
Please review power
Please enter your
point online under
Power Point Question
modules: Chapter
Assignment on
One.
Discussion Board, and
Complete reflection
respond to at least
activity, and submit
three other entries.
before midnight via
Read Chapters 2&3
EMAIL: UTB
for next class
Lap Tops: Reflection
Paper I Writing:
Chapters 2 & 3
Discussion: Roles and
Experiences of
Parents: Chapter 4
Complete Activity
online for Chapter 4
In Class Reflection
Paper II: Laptop
Discussion: Chapter:
Infancy-School Age
Children with
Disabilities
** Review of Midterm
Vision Paper
Read Chapter 7:
Protecting Children
Weekend
10
Read Chapter 5 & 6
26
October 3
10
17
24
25-29
This week is the COE
Conference: Ahead of
the Future 2011
You will be required
to attend, and present
31
Article Critique One
Due
Class Discussion:
Protection of
Children, Curriculum
in the Home
Curriculum in the
Home
In Class Reflection
Paper III: Laptop
Introduction/ Review
of Final Research
Paper
Continue with
Chapter 8
In Class Reflection
paper IV: Laptop
Community &
Curriculum
Responsiveness
Article Critique II
Due
Collaborative and
Meaningful
Relationships
Mid-term Vision
Paper DUE
Reflection Paper
Writing IN CLASS:
Bring Lap Tops
School Partnerships
Film
Chapter 10
Contemporary
National and
International
Initiatives in Family
Involvement
Power Point
Presentations on Text:
Preparation of Work
in the Second Text:
Power point
preparation
Review Text resources
carefully
11
Read Chapter 9
Chapter 11
Preparation of Work
in the Second Text:
Power point
preparation
Review Text resources
carefully
Janet Gonzalez Mena
Chapter 1-Noemi
Chapter 2-Maru
November 7
14
21
28
December 5
Last Day of Class
NOTES:
Chapter 4-Alma
Chapter 5-Maru
Chapter6-Erie Article
Critique Three Due
In Class Reflection
Paper V: Laptop
Review of Final
Research Paper
NO
Class/Thanksgiving
Thanksgiving: NO
class
Final Research Paper
Due
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Discussion Board
Assignment