GRADUATE LEVEL COURSEWORK IN MATL

 Roosevelt University

College of Education

Rethinking the Curriculum for Schools

The goal of this course is to enable students to make informed curricular and instructional choices in the classroom.  They will learn about curriculum theory and models of teaching while analyzing  practical applications in the school and classroom.  Students will also learn about constructivist learning practices and how they can be aligned with more traditional curriculum. The course will also focus on innovations such as cooperative learning, authentic assessment promoting the development of  multiple intelligences.  Students will develop an ability to recognize and evaluate the limitations and variations of possible and existing curricular designs.  They will define and extend their roles as instructional decision-makers, curriculum designers and agents for school change.

 Objectives:  Students will be given the opportunity to:

1. Become acquainted with the fundamental knowledge basic to curriculum inquiry.

2. Explore current thinking about curriculum and instructional design which include constructivist practices.

3. Become "critical consumers" of curricular materials and instructional designs and will design and/or change existing curriculum in their classrooms to make it more relevant to their students’ learning needs and their           instructional goals.

4.  Investigate and apply information technology and telecommunication resources for curriculum and instruction.

5.  Plan curriculum changes for their schools in various roles, i.e., resource and textbook selection committee, PPAC member.

7.  Review the political nature of curriculum decisions and extrapolate the effects and impact on the learning of children.

8.  Develop greater awareness and sensitivity to the need to develop classroom environments and curriculum which includes representation of people of diverse gender, ethnicity and culture in the curriculum.

Methods: The course will include discussions of readings, cooperative learning, small group projects-based learning, lecture, role playing, individual and group technology supported presentations .

Assignments:

1.        Analysis of the sources for curriculum in classroom and school. Work in small focus groups to assess how various curriculum models exist in classrooms and schools; determine the source;  the role of the teacher; and the likely learning outcomes.

2.        Small group project – designing an engaged learning curriculum.  Divide into a group of 5-6 students. 

      Decide a content area (or any other       framework you choose) and construct a model curriculum using

Tyler's rationale. Take the same content area and redesign the curriculum using another paradigm.  Be ready to present both curricula to the class.

3.  Prepare a plan to change an instructional practice in your classroom. Base the change on a theoretical understanding and describe the potential effects of the change on the curriculum and learning in the classroom an elementary or secondary school.

4.  Understanding emergent curriculum paradigms in an historical context, discussion of the process for selection of learning strategies and materials in your school and how it could or should be modified. 

Textbooks:

Brooks, J.G. & Brooks, M.G.  The Case for Constructivist Practices,  Alexandria VA:  ASCD, 1993.

Kohn, A. 1999. What to look for in a school.  New York: Jossey Bass

Wood, G. Schools that Work.  Plume, 1993

References:

 Dewey, J.  Experience and Education.  New York: Macmillan, 1938.

Eisner, E.W.  The Education Imagination: On the Design and Evaluation of School Programs. New York: Macmillan, 1985.

Freire, P.  Pedagogy of the Oppressed.  M.B. Ramos Trans., New York:Seabury, 1970.

Giroux, H.A.  Critical Theory and Rationality in Citizenship Education,  Curriculum Inquiry, 10(4), 423-4444, 1981.

Tyler, R.W.  Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press, 1949.

TLED 438

ROOSEVELT UNIVERSITY

COLLEGE OF EDUCATION

TLED 438

Contemporary Issues in Teaching

Creating the Learner-Centered Classroom

 Goal:

                This course will engage participants in both exploration and application of the characteristics of a learner-centered classroom.  The literature and background on a wide variety of instructional practices-- including but not limited to cooperative and problem-based learning, curriculum integration and promotion of critical thinking skills, will be presented in an experiential and practical manner.   Participants will be challenged to examine the research base while working cooperatively to redesign the traditional landscape of the classroom into a learning environment that promotes pro-social skills, higher order thinking and collaborative problem solving in all students.

 Objectives:  Students will have the opportunity to:

1.  Develop understanding of the need to engage all students in deeper and more meaningful explorations and application s of the content of curriculum while also becoming more positive toward the multicultural and linguistic differences of others;

2.  Become aware of the research base on inclusive/ supported education and cooperative learning strategies;

3.  Learn how to plan, conduct, and evaluate cooperative learning experiences in the diverse classroom;

4.  Develop an understanding of the need for and ways to promote learner responsibility and pro-social behavior throughout all levels of schooling;

5.  Engage in and analyze the efficacy of problem-based learning through participation in case study and problem-based learning activities;

6.  Gain skill in planning and implementing a wide range of strategies and technological tools which promote the development of multiple intelligences, social and critical thinking abilities in all students;

7.  Develop the ability to select appropriate evaluation procedures and strategies to authentically assess learner development across all the developmental and content areas.

Methodology:

Active participation in cooperative learning workshops which model a variety of the current approaches to this innovation;

Reflective papers and journals on the implementation of cooperative learning strategies in the classroom;

Participation as an active group member in problem-based learning scenarios;

Student development of a case study to be used for active student learning;

Viewing of videotapes on the design and implementation of constructivist, cooperative, and problem-based learning practices;

Individual design of a problem-based unit of study using Tyler’s questions for curriculum alignment

 Text:  

 Chapman. C.  1997.  If the shoe fits.  Palatine, IL:  Skylight.

Kotulik, R. 1998. Inside the Brain.

Fogarty, 1998.  Brain Compatible Classrooms.  Palatine, IL:  Skylight.

Supplemental Materials:

deBono, E.  1970.  Lateral thinking.  New York:  Harper and Row.

Fogarty, R.  1995.  Best practices for the learner-centered classroom.  Palatine, IL:  IRI/Skylight Publishing.

Fuchs, L.S. , Fuchs, D. & Bahr, M.W. 1990. Mainstream assistance teams:  A scientific basis for the art of consultation.  Exceptional Children. 57  2, 121-139.

Fullan, M. 1982.  The meaning of educational change. New York:  Teachers College Press.

Gardner, H. 1983.  Frames of mind.  New York:  Basic Books.

Kagan S.  1990.  Cooperative learning resources for teachers.  San Juan Capistrano, CA: Resources for Teachers.

Assessment:

Portfolio of significant learning

Attendance and Participation in all class sessions

Reflective Journal and Reflection Papers

Precis of research report on innovative strategies

Roosevelt University

College of Education

Evaluating the Classroom: Issues, Tools and Techniques

Goal: Students in this course will  have the opportunity to develop a working-knowledge of the growth in both process and variety of classroom and program evaluation with particular focus on authentic assessment procedures.  They will also gain the ability to use and interpret traditional and performance-based results and evidence of student learning, to improve student achievement through innovative and reflective practices.

 Objectives: Students will be provided with the opportunity to:

1. Build on their knowledge of curriculum while learning how to use various assessments of students, of curriculum, and of instruction;

2. Identify and apply the qualities desired in measurement procedures, i.e., validity, reliability, objectivity, subjectivity

3. Review and evaluate standardized, criterion-referenced, and teacher-made assessments in their capacity to measure basic recall as well as higher order thinking skills and performance

4. Learn about the administration, scoring and interpretation of standardized tests, the Illinois Goal Assessment Program, criterion referenced tests, and tests in different content areas;

5. Develop different kinds of measures such as essay questions, journals, learning logs, outlines, portfolios, and their relationship with so called "objective" tests through the development of multiple choice items, rating scales, close procedures, and true-false items;

6. Learn how to develop, implement and evaluate educational programs as participants in  curriculum assessment;

7. Develop an understanding of the dynamics of existing models of teaching and the ways in which to authentic assessment strategies can contribute to their implementation;

8. Relate the usefulness of measures of achievement to appropriate elements in curriculum and instruction;

Methodology:

Class includes lectures, small group work, discussions, demonstrations, simulations and individual projects.  Guest lecturers/presenters will be a standard part of the course.

Assignments:

1.  Analysis of current models of curriculum and instruction and the learning objectives which they seek.   Work in small focus groups to assess how schools determine the criteria and method of assessment;  analysis of  the correspondence between learning outcomes and the nature of assessment.

2.  Small group work on creating learning objectives for a content area or an integrated unit of study.  Analysis of standards (national and or local) which contribute to vision for learner outcomes and completion of a design for the use of multiple assessments; (to be presented and critiqued in a collegial  manner in class)

3. Analysis of a teacher-made test using text to critique;  Work in small groups to select a teacher-made test which can be improved through use of suggestions from text.

5.  Participation in a midterm portfolio conference which models goal setting, artifact selection, reflection and conferencing.  Each student will individually critique the conference and prepare a summary of how to transfer ideas to own teaching setting.

6.  Presentation on how ISATs are created, administered, scored and interpreted.  Individual assignment on critiquing the use of ISATs in state schooling.

7.  Lecture and discussion on performance-based assessment to be followed up with small group presentations about the use of rubrics and scoring criteria to assess authentic learning.  Rubric will be developed in class.

8.  Précis written on six current journal articles regarding the use of traditional and authentic assessment in elementary and secondary education. 

9. Portfolio of significant learning submitted as a final project.

Assessment:

Portfolio of Evidence of Working Knowledge of Various Assessments         

Journals, Reflection Papers and Group Reports                                                    

Attendance and Participation                                                                           

Text:       Burke, K.  The Mindful School:   How to Assess Authentic Learning.  Palatine:  Skylight Publishing..  2001

 Supplemental  Materials:

 Beyond the Bubble. Curriculum/Assessment Alignment Conferences. Papers and Videotape, 1989.

 Block, J.H. Evertson, S.T. and Guskey, T.R. School  Improvement Programs. NY:  Scholastic. 1995.

 Joyce, B. & Showers, B. Student Achievement through Staff Development. New York: Longman, 1988.

 Thorndike, R. L. and Hagen, E. Measurement and Evaluation in Psychology and Education. New York: John Wiley & Sons.

 Stiggins, R.J., Conklin, N.F., & Associates (1992).  In teachers’ hands:  Investigating the practice of classroom assessment.  Albany:  SUNY Press.

 Tyler, R. Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press, 1950.

 Wiggins, G. "A True Test: Toward More Authentic and Equitable Assessment," Phi Delta Kappan. 70, 9. 1989.

 Wolf, D.  Portfolio Assessment: Sampling Student Work," Educational Leadership. 46, 7. 1989.

ROOSEVELT UNIVERSITY

COLLEGE OF EDUCATION

 TLED 442

 Perspectives on Best Practices : Schooling in the Twenty-first Century

Goal:

                As the knowledge base in educational research has responded to the need to transform schools to educate all children in an increasingly multicultural society for the 21st century, a number of issues have given rise to questions regarding the role of school in society.  In this course the dynamic relationship of school to the family, community and larger society will be examined and analyzed.  The notions of school and instructional improvement will also be studied as they relate to the expanding role of the teacher as practitioner, curriculum maker, and staff developer.  Current theory and research on the processes of learning and teaching as well as leadership will be identified and reviewed as students relate it to a variety of innovations currently found in the school which is restructured as a community of learners.

Objectives:  Students will have the opportunity to:

1.        Review the current literature on societal influences that impact schools as they restructure to meet the needs of the twenty-first century.

2.        Review the literature on the alignment between educational practices and societal paradigms;

3.        Identify issues of controversy with school change and develop a perspective of societal behaviors during other paradigm shifts;

4.        Identify the social, economic, political and ecological influences of school change;

5.        Identify, explore, and develop basic understanding of several prominent theories such as multiple intelligence theory, and innovative strategies used to restructure the learning climates of classrooms and schools to promote higher order thinking and problem solving skills in all students;

6.        Develop new perspectives on the changing role and relationship of schools to diverse families and communities and to explore effective models for interagency collaboration and partnerships;

7.        Develop an understanding of how technology and telecommunications can support the active learning climate of the classroom and school;

8.        Become able to develop a plan for school improvement, which is based upon knowledge of societal factors, recommendations from standards groups, educational research, staff and community development and curriculum design.

Methodology:

·         Reflective papers and précis on school improvement research;

·         Participation as an active group member in a problem-based learning scenario;

·         Persuasive essay or oral report with supporting documentation on a controversial issue of school restructuring;

·         Viewing of videotapes on the current paradigm shift affecting the global community and a reflection paper on the impact of the shift on schooling;

·         Engagement as a group member in constructivist,  cooperative, and problem-based learning practices;

·         Group discussions and reflection logs on the changing role of the teacher in the school which is restructured to promote higher order thinking and the development of multiple intelligences in all children;

·         Demonstrations  of technological/computer-supported learning tools which can contribute to the efficacy of teaching and learning;

·         Engagement in student goal setting, self assessment and authentic assessment practices

·         Review school district proposals for school improvement which contain one or more of the innovative practices studied in the course.

 Texts:   

Comer, J.P.  1988.  Maggie’s American dream.  New York:  New American Library.

Berliner,  1998 Putting Research to Work in Your School. :  Skylight Publishing..  1999

Bibliography:

Accelerated Schools Project.  1991.  Getting Started.  Accelerated Schools. 1 (2).

Aronson, E.  1979.  The jigsaw classroom.  Beverly Hills: Sage.

 Bloom., B.S.  1976  Human characteristics and school learning.  New York: McGraw Hill.

 Bruner, J.S.  1960/  The process of education.  New York, Vintage.

 Comer. J.P.  School power.  New York:  Free Press.

 Deming, W.E.  1982. Out of the crisis. Cambridge:  Massachusetts Insttitue of Technology:  Center for Advanced  Engineering  Study.

 Ewy, R.  1989.  Writing a problem statement.  Aurora, CO:  Mid-Continent Regional Education Laboratory.

Fullan. M.G.  1990.  Management of change:  An implementation perspective.  School Year 2020 Conference,  Oxford, England.

Gardner, H.  1993.  Multiple intelligences:  The theory in practice.  New York:  Basic Books.

Goodlad, J.  1984.  A placed called school.  New York:  McGraw Hill. 

Joyce, B., Weil, M. & Showers, B.  1992.   Modeel s of teaching.  Boston:  Allyn & Bacon.

Levin, H.M.  1986.  Accelerated schools for at-risk students.  New Brunswick, New Jersey:  Center for Policy                 research in Education, Rutgers University.

Purkey, W.W. 1987.  The inviting relationship:  An expanded perspective for professional helping. Englewood  Cliffs, NJ:  Prentice Hall.

Shavelson, R. & Stern, P.  1981.  Research on teachers’ pedagogical thoughts, judgments, decisions and behavior,   Review of Educational Research, 41,455-98.

 TLED 435

Roosevelt University

College of Education

 Leadership in Professional Development

               The primary goal of this course is to help those teachers taking leadership roles in schools and districts to understand a variety of strategies for promoting teachers' growth   Students will analyze school culture, staff development models, student learning climate, and classroom performance in light of new challenges for schools to meet the needs of diverse learners

Objectives:    Students will be given the opportunity to:

1.   Understand contemporary approaches to adult learning.

2.   Examine issues influencing climate for professional growth in schools, and apply their conclusions to plans for informal teacher development activities.

3.   Develop a personal, professional growth plan.

4.   Experience, analyze, and practice a model for effective group inservice programs.

5.   Develop a needs assessment to provide direction for staff development.

6.   Evaluate effectiveness of staff development activities.

7.   Choose and implement a peer-coaching model for helping teachers and pre-service students to improve classroom practices.

8.   Develop skills for observing and analyzing classroom interactions.

9.   Review current research to determine criteria for formative and summative evaluations.

Methodology:

                This is a 3 semester hour course which includes 15 clock hours of field work either supervising, conducting an inservice program, or carrying out an informal staff development effort in a school.  Learning activities will include experiential modeling of effective inservice, observation, and mentoring strategies, plus discussion of readings and field experiences, role-playing, and viewing of video tapes. Instructional practices will model the development approaches studied in the course, including small-group problem solving work.  Students will have guided practice in approaches they will then try out during their field work in their schools.

Program Evaluation:

Included in this course is a self-analysis report to determine effects of the Master's Program on the student as a professional and an evaluation of the program through questionnaires and interviews.

Assessment:

 Students will be evaluated through the following course requirements:

1.  Identification and application of a collaborative exchange--coaching model in the field work experience.

2.  Analysis of emerging leadership roles in the school.

3.  Maintenance of a journal, which documents the development efforts, used in students' field work.  The journal will include interpretation of observation data on the development of the teachers worked with in the school.

4.  Collection of data obtained through observations using specific instruments during field work.

5.  Small Group

6.  A personal/professional growth plan and time line for implementation.

7.  Creation of a professional portfolio

. Textbooks:

  Danielson, C. 1998. Framework for teaching.  ASCD

Palmer, P.  1998.  The courage to teach.  San Francisco, CA:  Jossey-Bass.

Sergiovanni  1998  Moral leadership.  Jossey Bass.

Readings:

Berliner, David C.  "Making the Right Changes in Preservice Teacher Education."  Phi Delta Kappan 66 (2) 1984: 94-96.

  Cruikshank, Donald R. "Profile of an Effective Teacher." Educational Horizons  64 (2) Winter, 1986:  80-86.

  Daniels, Harvey, and Zemelman, Steven. A Writing Project: Training Teachers of Composition from Kindergarten Through College. Portsmouth: Heinemann Educational Books, 1985.

  Schmuck, Richard, and Schmuck, Patricia.  Group Processes in the Classroom.  Dubuque: Wm. C. Brown, 1983.

Sprinthall, Norman & Sprinthall, Lois.  "The Teacher as an Adult Learner:: A Cognitive Developmental View."  Staff Development 82nd Yearbook of the National Society for the Study of Education.  Ed. Gary Griffin. Chicago: U. of Chicago Pr., 1983, 13-35.

Roosevelt University

College of Education

 TLED 480

Inquiry in the Classroom

Goals:

                The goal of this course is to provide students with an awareness and use of relevant research and evaluation methods currently used to improve instruction and curriculum in schools.  Focus will be on action research as a means to promote both reflective practice and school improvement.  Students will be responsible for developing a problem statement and research  design to improve instruction or evaluation in their classroom practices.

 Objectives:   Students will have the opportunity to:

1.  Examine quantitative and qualitative research traditions, including their application to the classroom

2.  Examine how knowledge is ascertained, and the issue of one's own subjectivity, and parameters of objectivity

3.  Develop better  understanding of quantitative research, experimental and descriptive statistical methods and analysis to measure impact of experimentally tried classroom practices.

4.  Understand qualitative research, ethnographic, historical,  and action research methodologies

5.  Become familiar with standard evaluation methods and major issues in the field, and the application to the classroom

6.  Understand methods and usefulness of research syntheses

7.  Become familiar with appropriate use of quantitative, qualitative methods in classroom inquiry

8.  Design an action research project that identifies a problem with instructional, curricular or evaluation practices and which will likely bring about change or improvement in identified classroom practice;

9.  Become better able to read and interpret research-based educational reports.

Methods:

                Class includes lectures, small group work, discussions, demonstrations, simulations and individual                 projects.  Guest lecturers/presenters will also be a part of the course.

Program Evaluation:

                Included in this course is an evaluation component comprised of a self-analysis to determine effects of the master's program on the student as a professional, as well as an assessment to determine the overall quality and implementation of the program through questionnaires and interviews.

Assessment:                

                Portfolios

                Reflection Papers/Journals   

                Group Work                       

                Final Project                     

Textbooks:

Burke,K.  1997.  Designing professional portfolios for change.  Palatine, IL:Skylight.

Shagoury Hubbard, R. & Miller Power, B. 1993.  The art of classroom inquiry.  Portsmouth, NH:  Heinemann.

Supplemental text readings:

  Kerlinger, F. Foundations of Educational Research. New York: Holt, Rinehart and Winston, Inc., 1973.

Miles, M. and Huberman, A.M. "Drawing Valid Meaning from Qualitative Data: Toward a Shared Craft." Educational Researcher. 13, 5. 1984.

Peshkin, A. "In Search of Subjectivity--One's Own." Educational Researcher. 1990.

Pillemer, D. and Light, R. "Synthesizing Outcomes: How to Use Research Evidence from Many Studies." Harvard Educational Review. 50, 2. 1980.

Reichardt, R. and Cook, T. "Beyond Qualitative Versus Quantitative Methods." 1984.

Shulman, L. "Paradigms and Research Programs in the Study of Teaching: A Contemporary Perspective," Handbook of Research on Teaching, Ed., M. Wittrock.  New York: MacMillan Publishing Company, 1986.

Tyler, R.W. "A Rationale for Program Evaluation," Evaluation Models, Eds. Madaus, G. Scriven, M., Stufflebeam, D. 1985.