1. education

Exhibit CF. 5 – Sample Education Elective Syllabi
EDUC 112
Children, Schools and Society
EDUC 133
Legal Issues in Education – Wasiolek
EDUC 126
EDUC 139
EDUC 149
EDUC 156
EDUC 168
EDUC 170S
EDUC 221
EDUC 222
EDUC 223
Issues of Education and Immigration – Ewing
Marxism and Society – Hardt
Women and the Professions – O’Barr
Anthropology and Education – Airall
Promising Paradigms – Stephens
Imagining America – Ammons
Methods and Materials for Teaching the Gifted Learner – Stephens
Differentiating Curriculum for the Gifted Learner – Stephens
Practicum in Gifted Education – Stephens
Note: These courses are open to all Duke undergraduates and do not fulfill any
requirements towards teacher preparation.
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EDUCATION 112
Children, Schools, and Society
Fall, 2011
Credit: 1 Course Credits (4 Semester Hours)
Professor:
Office:
Office Phone:
Email:
Office Hours:
Susan R. Wynn
213 West Duke Building
660-2403
[email protected]
By appointment, drop in
Prerequisite(s)
There are no prerequisites for this course.
Required Texts and Resources
Delpit, L. & Dowdy, J. (2002). The skin that we speak: Thoughts on language and culture in
the
classroom. New York: The New Press.
Spring, J. (2008). American education, 13th edition. Boston: McGraw Hill.
Rothstein, R. (2004). Class and schools: Using social economic and educational reform to
close the blackwhite achievement gap. New York: Teachers College.
Conceptual Framework for the Professional Education Unit at Duke University
Although this course is not a requirement for teacher certification at Duke, several
elements of the course will help candidates for licensure meet the goals of the Teacher
Preparation Program (TPP), as stated in the TPP conceptual framework.
The professional teacher education unit is committed, both in our own practice and the
education of our candidates, to understanding the teacher as LEARNER (Liberally
Educated, Advocating, Reflective, Nurturing, Engaged, and Respectful). These core
concepts frame our work and shape both our programming and our ways of relating to
with our candidates, school and community partners, one another, and the larger
University. As a conceptual framework, understanding the teacher as LEARNER reflects
our vision as we expect all members of our learning community to continue becoming:
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Liberally Educated: The teacher preparation program’s positioning within
the University's larger commitment to a "superior liberal education" makes us
somewhat unique in our design. The Unit does not offer an education major, but
rather builds on the excellence and depth of content knowledge our students
acquire through their studies across campus and beyond. It is our conviction that our
graduates benefit from this commitment to supporting rigorous study in multiple
disciplines, met with the excellence of our intensive teacher preparation programs.
Advocating: We recognize that good teachers are good leaders. We prepare our
teachers to be advocates for students and schools both within the institutions where
they will be employed and in the greater community. We model our commitment to
cultivating leadership by our own participation in advocating for the place of teacher
preparation within a Tier 5 research institution as well as our commitments to
advocacy for PreK-12 students in our region.
Reflective: Central to our praxis is an ongoing commitment to reflection. Our previous
conceptual framework (ALERT: A Liberally Educated, Reflective Teacher), placed
“reflective” as the most significant modifier in describing the teachers we educate. We
continue our deep, institutional commitment to this value throughout our programs.
Nurturing: Held in constant tension with the challenge of high standards for academic
excellence that we expect of our candidates and in turn encourage them to expect of
their students, we seek to maintain a culture of fairness and compassion. Recognizing
that in our formation of teachers we are invested in the whole student, we encourage
candidates to recognize the role of nurturing in their own professional identities.
Engaged: The University has made its commitment to civic engagement a clear priority,
and our programs have been leaders in Duke’s efforts. We are international leaders in
the development of service-learning pedagogies in teacher preparation. Beyond the
scope of traditional fieldwork, our emphasis on engagement reconceptualizes the
partnership between pre-service teachers, community schools, and the University by
drawing attention to broader social and ethical considerations of the schooling
experience. Graduates of our program are unequivocally clear that their commitment to
teaching is a commitment to a life of civic engagement.
Respectful: Finally, the Unit emphasizes a culture of respect as we companion
emerging professionals towards teaching diverse populations. By actively and critically
engaging questions of power and privilege, we prepare our candidates to meet their
students where their students are, and with all those students bring with them to the
learning community.
Course Description
The purpose of this course is to expose you to some of the theoretical tools used to
examine education and schooling reflectively and critically and to help you articulate
your views about education and the role of schooling in a democratic society. We will
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study the relationship between schools and the larger society in which they function and
how this relationship impacts children both directly and indirectly. We will also examine
some of the current educational policies, focusing specifically on school reform,
accountability, standards, and finance. This course explores the tensions that exist
between equity, efficiency, excellence and choice as we attempt to provide the best
education for all students. Many of the topics and issues in this course are open ended
and value oriented; ready-made and agreed upon solutions usually do not exist.
Students in EDU 112 also engage in structured service-learning. The servicelearning component is an integral component of this course and will provide an
opportunity for reflection on current teaching and learning practices and on educational
issues facing society today.
Modes of Learning
Modes of learning include whole-group and small group discussion, book seminars,
activities, projects and tutoring.
Course Goals
 Examine different sociological theories to understand the relationship between
school and society
 Examine theoretical shifts as they relate to understanding of children
 Examine changing views of curriculum and instruction
 Examine the implicit and explicit messages that schools communicate to their
students
 Identify/discuss the hidden rules of economic class and other issues surrounding
the education of diverse student populations
 Understand the impact poverty has on children
 Examine public school funding
 Explore the relation of language and identity to politics and power
 Explore possible “solutions” to perennial educational challenges
 Understand the role of education in a democratic society
Course Objectives
Each objective is correlated to the Duke University Teacher Preparation Programs Knowledge, Skills, and
Dispositions for all Candidates.
Course Objectives
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Unit KSDs
NC
Professional
Teaching
Method of Assessment
Standards
Students will apply sociological theories
to
current school issues and policies.
Students will describe their educational
Philosophy and relate it to sociological
theory.
Students will analyze the debates about
the
political, social, and economic goals of
public
schooling.
Students will understand historical
background
of U.S. schools in order to gain insight
into
current controversies and policies.
2
2a
Cases; mid-term exam
1, 2
1c-d, 2a
Mini-Paper
1,2
1d, 2a-d
Mid-term exam; case
2a-e
Mid-term exam
2
Students will understand equality of
opportunity as it relates to ethnicity, race,
socioeconomic level, gender, and special needs
students.
2, 5
2 a-e; 5a, c
Case; mid-term
Students will understand multicultural
and
multilingual education.
2, 5
2a-e, 5 a, c
Mini-Paper
Students will demonstrate understanding of
power and control of education at the state and
national levels.
1, 5
1, 5
1c-e, 5 a, c
Mini-Paper
5c
Mid-Term exam
1, 4
1a-d, 4 b, c
Reflection; seminar
leader
1, 4
1 a-d, 4c, d
Reflection; seminar
leader
Students will identify the difference between public
school choice options.
Students will understand basic legal
underpinnings of American public
education
Students will explore the varieties of
English
spoken and the layers of politics, power
and
identity those forms carry.
Students will understand the need for
public
policies that address social and economic
conditions (not just school reform).
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1 a-e, 5 a, c
Mid-term exam
**Policy paper will serve as a method of assessment for several of these objectives,
depending upon the topic students select. Tutoring also addresses Standard 3 (Teachers
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know the content they teach) and Standard 4 (Teachers facilitate learning for their
students).
Diversity
In Education 112, students reflect upon their experiences with students in diverse learning sites in
order to expand their knowledge of the role that race, class, gender, ethnicity, language, and ability
play in public schools. We will examine the implications of current school-based policies and how
these policies impact students in today’s diverse schools.
Disability Statement
Students with disabilities who believe that they may need accommodations in the class
are encouraged to contact the Office of Services for Students with Disabilities at 6845917 or [email protected] as soon as possible to better ensure that such
accommodations are implemented in a timely fashion.
Technology Considerations
Blackboard
This course uses Blackboard, a web-based system used to manage class activities and
communications. Course sites are automatically created for most Duke courses based on
information from the Registrar's office. Students are automatically enrolled in the site. Blackboard
can be used to distribute course materials, to communicate and collaborate online, to post grades,
to submit assignments, and to take online quizzes and surveys.
You will be responsible for checking the Blackboard course site regularly for class work and
announcements. Blackboard is available at http://blackboard.duke.edu. Support is provided by the
OIT Help Desk at 684-2200.
Chalk and Wire
Chalk and Wire is a Web-based ePortfolio system required for all students enrolled in selected
Education courses. A Chalk and Wire account has been purchased for you by the Program in
Education and the Trinity College Technology Services. This subscription will be active for a period of
5 months to 2 years, depending on your affiliation with the Program in Education. You will use Chalk
and Wire to create your Program in Education Assessment ePortfolio and to submit selected
assignments for assessment.
Once an account has been created for you, you will receive an e-mail from Chalk and Wire that
includes important login information (i.e., Username and Password). Duke’s Chalk and Wire login
page can be accessed at https://ep3.chalkandwire.com/ep2_duke or by clicking the Chalk and Wire
button in the menu of your course Blackboard site.
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Key Evidences
Key evidences are embedded in courses required of licensure candidates and have been
aligned with the North Carolina’s Professional Teaching Standard and the Knowledge,
Skills, and Professional Dispositions expected of the Program in Education’s candidates.
Examples of key evidences include: research papers, curriculum units, assessment
plans, critical reflections on leadership, etc. The way in which these tasks are assessed
remains the same despite the instructor assigned to the course. In doing so, these key
evidences have become the means by which the Unit monitors and assesses the most
significant candidate learning outcomes in a program of study. Instructors register data
on candidates’ performance on key evidences in courses using the Chalk and Wire
Assessment System.
Grading Procedures
Students are expected to be active participants in this class—that is, to come to class
regularly and on time, to complete all reading and writing assignments, and to be
prepared to discuss them in class. Each student will be actively involved in assignments
that require the synthesis of information. Students’ attitudes, experiences, values,
beliefs, knowledge and skills will be explored and integrated throughout the course.
The course grade will be calculated as follows:
--Attendance and Participation
--Weekly Tutoring Reflections
--Mini Papers (3 @ 25 points each)
--“Expert” Seminar Leader (2 @ 50 points each)
--Case Analysis (2 @ 25 points each)
--Policy Paper
--Mid-Term Exam
__________________________________________
TOTAL POINTS
400 points
100 points
75 points
100 points
50 points
125 points
150 points
_________
1000
points
ASSIGNMENTS:
1. Tutoring: For your field experience, you will participate in a structured service-learning
experience administered by the Program in Education. You are required to make 20 visits
outside of class time to tutor a student in the Durham Public Schools and complete
documentation related to the experience. Each visit will last for at least one hour. Your
primary responsibility is to provide one-on-one tutoring for a 4th or 5th grader in reading or
math, though some of you may be working with students of various ages in after-school
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community settings, middle schools, or high schools. Attendance at scheduled tutoring
sessions is mandatory. A student and a teacher are expecting you! In the event of a true
emergency, immediately call the school to let them know you will not be present. Then call
the tutor coordinator, and email me, letting me know how you have handled the absence.
You will need to schedule a make-up session, preferably during that same week.
You are required to attend a tutor training on _______________________. You will also attend an end-ofsemester celebration with your student (date and time TBA).
The purpose of these visits is to give you an opportunity to experience firsthand some of the topics that we
discuss in class. They will also serve as reminders that real people are affected each day by the decisions we
make as a society about education.
Tutoring Reflections
You will be asked to reflect weekly on your tutoring experiences. More information will be provided on the
structure of these reflections.
2. Mini-Papers: Periodically, you will prepare papers related to reading assignments and class activities.
Your paper should state your opinions and use evidence from the readings to support them. The emphasis is
on critical examination of your beliefs and of what you have read. Specific questions will be given. Papers
should be typed, 12 point font, and double-spaced. No emailed papers will be accepted. Please peruse the
rubric below—this is the tool that I will use for scoring the papers.
3. Cases (3-4 pages): Cases provide you with the opportunity to examine realistic
situations that defy simple solutions. After reading the case carefully, reflect on the possible
problem(s) that the case presents. Look at the case from different perspectives— the
characters in the case, a teacher, a school administrator, a parent, etc. As you will quickly
see, the solution to cases depends on several different factors. Be very cautious about
making assumptions. Your written analysis of the case should follow this process:
 Give an overview of the situation presented in the case. Identify what you feel is the
central problem in the case, as well as any secondary problems.
 Present one possible solution. Give both the advantages and disadvantages
 Present another possible solution. Give both advantages and disadvantages.
 Present what you feel to be the “best” solution for the case, given the facts that you
have. Acknowledge the possible disadvantages for your proposed solution and
conclude with why the advantages outweigh the disadvantages.
 Give a conclusion. Tie in material from reading if appropriate.
The purpose of writing a case analysis is to help make sense of an uncertain situation.
Problems may be defined differently and options will certainly differ, but that is
understandable since readers will analyze the situation is light of their own experiences
and perspectives.
4. “Expert” Presentation: You will be assigned to be the expert on a chapter from Richard
Rothstein’s Class and Schools and from Delpit & Dowdy’s book The Skin that We Speak. You
will prepare an informal ten-minute presentation to the class that summarizes the main
points of your chapter in an interactive, engaging manner, followed by a ten to fifteenminute activity. It will be necessary to assign partners for some chapters.
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5. Policy Paper (10-12 pages): Identify an educational policy that revolves around
students and schooling. Give information about the policy, take a position on the policy and
use evidence from scholarly articles and class readings to support your argument and
address counterarguments to your position. Be sure to
 define the issue and policy clearly.
 state your position clearly.
 use evidence from five or more scholarly journal articles to support the points in
your argument.
 address especially compelling counterarguments to your position.
 avoid unwarranted generalizations (do not assume that a point is “true” because
you found a source that supports your position).
 adhere to due dates (see Course Topics, Readings, Assignments).
Technical requirements include the following:
 12-15 pages
 typed, double-spaced, 12 point font
 correct spelling, punctuation, and grammar
 clear and organized
 APA or MLA style for references
 title page with title of paper, student name, course number and date
 stapled, top left
The following journals frequently carry articles on topics that are explored in this course.
They may be a good source of information for this paper. Duke has online links to many
journals.
American Educational Research Journal
Journal of School Leadership
American Journal of Education
Journal of Teacher Education
American School Board Journal
Phi Delta Kappan
Education and Urban Society
Review of Educational Research
Educational Forum
Journal of School Leadership
Educational Leadership
Teachers College Record
Educational Researcher
Urban Education
Harvard Educational Review
6. Mid-Term Exam: The mid-term exam will be based on the contents of the required
readings, lectures, and other class activities (including class discussions). A variety of
formats will be used for this assessment.
Course Policies and Guidelines
Institutional Policies
Academic Integrity
Duke University is a community dedicated to scholarship, leadership, and service and to
the principles of honesty, fairness, respect, and accountability. Citizens of this community
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commit to reflect upon and uphold these principles in all academic and non-academic
endeavors, and to protect and promote a culture of integrity.
To uphold the Duke Community Standard:
•
•
•
I will not lie, cheat, or steal in my academic endeavors;
I will conduct myself honorably in all my endeavors; and
I will act if the Standard is compromised.
Due Process and Grievance Policy
Students with a grievance should discuss the matter with the instructor (for grade
disputes) or the director of undergraduate studies in the relevant department (for all other
matters). If no satisfactory resolution is reached at this level, the student may address, in
turn, the department chair, the senior associate dean for academic affairs, and the dean of
Arts and Sciences. For further specifics pertaining to Duke’s Undergraduate Grade Review
Procedures see http://trinity.duke.edu/academic-requirements?p=undergraduate-gradereview-procedure
Duke’s Policy on Class Attendance and Missed Work
http://trinity.duke.edu/academic-requirements?c=class-attendance-and-missed-work
Instructor Policies
1) Telephones, pagers, laptops, and other technology are not allowed to disrupt class sessions.
2) Follow the syllabus. Take responsibility to learn of and adhere to any changes that are made to the
syllabus.
3) Take notes, participate, and ask questions!
4) Turning work in late will result in a loss of points for the specific assignment. The number of points
subtracted depends on how late the assignment is turned in and the reason for the late work.
5) Part of the success of this course depends upon open discussion and constructive feedback. If
members of the class wish to make comments that they do not want repeated outside the classroom, they
can preface their remarks with a request that the class agrees not to repeat the remarks. If constructive
feedback is called for, preface your remarks with something positive.
6) Be on time.
Course Schedule
Date
1. Monday, 8/29
2. Wednesday,
8/31
3. Monday, 9/5
4. Wednesday,
10
Topic
Introductions, Course
Overview
Theoretical Approaches and
Purposes of Schooling
Theoretical Approaches and
Purposes of Schooling
The Goals of Public Schooling
Reading/Assignment
I Believe…
Theory and Its Influences on the Purposes of
Schooling by deMarrais and LeCompte (BB)
In-Class Case: Workforce School
Spring, Chapter 1, pp. 3-33
9/7
5. Monday, 9/12
6. Wednesday,
9/14
7. Monday, 9/19
8. Wednesday,
9/21
9. Monday, 9/26
10. Wednesday,
9/28
11. Monday, 10/3
12. Monday, 10/5
Education and Equality of
Opportunity
Education and Equality of
Opportunity
Equality of Educational
Opportunity: Race, Gender, and
Special Needs
Equality of Educational
Opportunity: Race, Gender, and
Special Needs
Multicultural and Multilingual
Education
Multicultural and Multilingual
Education
Local Control, Choice, Charter
Schools, Home Schooling and
Commercialism
Local Control, Choice, Charter
Schools, Home Schooling and
Commercialism
13. Monday, 10/10 FALL BREAK
14. Wednesday, 10/12
15. Monday,
10/17
Power and Control at State and
National Levels
Review and Catch Up
Spring, Chapter 2
An Aristocracy of Everyone by Barber BB)
Due: Mini-Paper 1
Spring, Chapter 2
Due: Case 1
Spring, Chapter 3
Only for My Kid: How Privileged Parents
Undermine School Reform by Kohn at
http://www.alfiekohn.org/teaching
Spring, Chapter 3
Deciding to Teach Them All, by Tomlinson (BB)
Spring, Chapter 5
Due: Case 2
Spring, Chapter 5
Spring, Chapter 6
Choice: The Story of an Idea by Ravitch (BB)
Spring, Chapter 7
Due: Mini-Paper 2
16. Wednesday, 10/19
Mid-Term Exam
18. Wednesday,
10/26
Class and Schools
20. Wednesday,
11/2
The Courts and Schools
Rothstein, Chapters 4 and 5
“Expert” Presentations
Spring, Chapter 10, pp. 249-272
Due: Mini-Paper 3
The Skin That We Speak:
Language in the Classroom
Delpit & Dowdy, Chapters 1-3
“Expert” Presentations
17. Monday, 10/24
Class and Schools
19. Monday, 10/31
Class and Schools
21. Monday, 11/7
22. Wednesday, 11/9
23. Monday, 11/14
24. Wednesday, 11/16
25. Monday, 11/21
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The Courts and Schools
The Profession of Teaching
The Profession of Teaching and
Student Diversity
The Skin That We Speak:
Language in the Classroom
Rothstein, Intro Chapter 1 “Expert”
Presentation
Rothstein, Chapters 2 and 3
“Expert” Presentations
Spring, Chapter 10, pp. 272-286
Spring, Chapter 8
Spring, Chapter 4
Paper Topic/10 Potential References Due
Delpit & Dowdy, Chapters 4-6
“Expert” Presentations
26. Wednesday, 11/23
27. Monday, 11/28
THANKSGIVING BREAK
The Skin That We Speak:
Language in the Classroom
Delpit & Dowdy, Chapters 7-9
28. Wednesday, 11/30
29. Monday, 12/5
30. Wednesday, 12/7
Paper Working Session
Paper Presentations
The Role of Education in a
Democratic Society
“Expert” Presentations
Due: Policy Paper Draft
Due: Policy Paper
Democratic Education in Difficult Times by Amy
Gutmann (BB)
Bibliography
Delpit, L. & Dowdy, J. (2002). The skin that we speak: Thoughts on language and culture in
theclassroom. New York: The New Press.
de Marais, Kathleen and LeCompte, M. (1995). The way schools work: A sociological analysis
of education. Longman Publishing Group.
Goodlad, S. J., ed. (1987). The last best hope: A democracy reader. New York, NY: Teachers
College Press.
Kohn, A. (1998). How privileged parents undermine school reform. Phi Delta Kappan,
80(2), 569-577.
Lemov, D. (2010). Teach like a champion. San Francisco, CA: Jossey-Bass.
North Carolina Standard Course of Study, NC Department of Public Instruction at
http://www.dpi.state.nc.us/curriculum
Ravitch, D. (2010). The death and life of the great American school system: How testing and
choice are undermining education. New York, NY: Perseus Books Group.
Rothstein, R. (2004). Class and schools: Using social economic and educational reform to
close the black-white achievement gap. New York: Teachers College.
Spring, J. (2008). American education, 13th edition. Boston: McGraw Hill.
Tomlinson, C. (2003). Deciding to teach them all. Educational Leadership, 61(2) 6-11.
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EDUCATION 126S/
SPANISH 106C
Issues of Education and Immigration
Spring, 2011
WF 11:40-12:55
Carr 125
This course will build advanced language skills while exploring topics of: Latino/a identity, access to education for
immigrants, academic performance, assimilation, ELL education, bilingualism, and configurations of ethno-racial
consciousness. The course intertwines the theoretical with the real world through experiential learning, specifically
students spending 20 hours outside of class in service to the Latino community in the Durham Public Schools.
Learning Objectives
Communication Skills
• Expand vocabulary and terminology associated with course content
• Reinforce and improve accuracy and fluency of written and spoken Spanish
• Develop presentational skills and personal interactions through group and individual
projects
• Develop self-correction abilities
• Build confidence in language use through contact with the Spanish-speaking
community
• Explore abstract level discourse
Knowledge Base
• Apply knowledge in service of society
• Make meaning of complex information
• Apply critical thinking skills
• Develop research skills
• Evaluate and discern among competing claims (national and local issues)
Personal Development of Civic-engagement Attitudes and Skills
• Awareness of and Involvement in community
• Commitment to service
• Interpersonal communication and problem-solving skills
• Awareness of diversity issues and cultural competencies
• Ability to engage difference
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COURSE MATERIALS
Required:
• La infancia de la inmigración by Carola Suárez-Orozco and Marcelo Suárez-Orozco
• Cuando era puertorriqueña by Esmeralda Santiago
• Materials in Blackboard and on reserve
Recommended:
• Spanish dictionary
SPANISH LANGUAGE PROGRAM POLICIES
A. GRADING SYSTEM
A+ = 98-100
B+ = 88-89.9
A = 93-97.9
B = 83-87.9
A- = 90-92.9
B- = 80-82.9
C+ = 78-79.9
C = 73-77.9
C- = 70-72.9
D+ = 68-69.9
D = 63-67.9
D- = 60-62.9
B. SPANISH IN THE CLASSROOM
The language of the classroom in the Spanish Language Program is SPANISH ONLY. The use of English in the
classroom will impede your acquisition of Spanish and affect your in-class performance grade.
C. ACCOMMODATIONS
Any student who feels he or she may need an accommodation based on the impact of a disability should visit the
Academic Resource Center (in the Academic Advising Building on East Campus) or contact Donna Hall, Director
ARC, or John Blackshear, Clinical Director ARC, telephone 684-5917. If accommodations are requested I will
receive a letter detailing the requirements. Please visit the Center early in the semester.
D. ATTENDANCE POLICY
Class participation and frequent contact with the target language are essential to language
acquisition and therefore your presence in class and at all specified service-learning events is
required. In addition to class attendance, you are required to complete 20 hours of community
service for the semester. Your service hours are considered class hours. If necessary, you may
be absent two times from class/service site (two total absences for the semester, not two for
each) without your final grade being affected. When possible it is best for you to consult your
instructor prior to any class absence, but that does not mean that the absence is excused. Students
should notify their service site supervisor if they will be absent from their service work (see
below for more information). If you are absent more than two times, then two points per
additional absence will be subtracted from your final grade in the course. You may present the
following documentation to excuse an absence and to allow you the opportunity to complete
make-up work. If an instructor suspects fraudulent use of the online forms your academic dean
will be contacted. These procedures are not valid for the final exam period.
An absence is excused only in the following four cases:
• You submit the Short-Term Illness Notification Form (STINF) prior to the class that
you will miss or as soon as possible after you missed a class due to a short-term illness.
• You are participating in a varsity athletic competition out of town. You must provide
your instructor with the official letter identifying you as a varsity athlete at the beginning
of the semester. At least one week prior to any out of town athletic competition you must
submit the Notification of Varsity Athletic Participation (NOVAP).
• You submit the Religious Observance Notification Form prior to your absence in order
to make arrangements for completion of missed work.
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•
Your instructor receives notification from your academic dean. If you experience a
personal emergency or suffer from a long-term or chronic illness that means you will
miss class, contact your academic dean and ask him or her to notify your instructor
An example of the grade penalty for excessive absences: A student accumulates 4 absences during the semester. The
first two do not count against the final grade. However, none of the preceding criteria applies to the final two
absences, and therefore four points will be subtracted from the final grade. The student’s proposed final grade of 93
would be lowered to an 89.
Arriving late to class: It is also essential to be on time; please note that each class hour will be divided into fourths.
Every “quarter” or less a student misses is considered a fourth of an absence, and these will accrue throughout the
semester. Thus, every time four “quarters” are accumulated it will constitute another absence.
Missing service hours: Students are responsible for maintaining consistent attendance at their service sites each
semester. Students should notify their site supervisor if they will be absent from their service work. Students will
take a time sheet to their service site at the beginning of the semester and keep track of their hours each time they go
to their site. At the end of the semester, the site supervisor will sign off on the recorded hours for each student. The
student will turn in the signed time sheet at the end of their service to their course instructor for service credit.
E. MISSED GRADED WORK AND MAKE-UP EXAMS
As a general policy, no late assignments will be accepted and no make-up exams will be given. The exceptions
correspond to the four bulleted items in the attendance policy. It is at the discretion of the instructor as to how you
will complete the missed assignment. If you are unable to complete academic work (tests, exams, papers, or
scheduled graded assignments) as a result of short-term illness, you must follow the short-term illness notification
procedure. If you must miss class the date an assignment is due but have no compelling excuse for your absence,
send the work to class with a classmate or turn the work in to your instructor in advance and it will not be counted as
late.
F. DUKE COMMUNITY STANDARD
You are expected to uphold the Duke Community Standard. In order to attend this course, you will be required to
read, sign, turn in, and abide by the Spanish Language Program's policy on Academic Integrity and the Duke
Community Standard. No use of cell phones or text messaging allowed in class.
G. DUKE STUDENTS IN THE COMMUNITY
The Spanish Service-Learning program expects that you will conduct yourself as a representative of Duke
University and the Spanish Language Program in the community. As such, we ask that you carefully read through
and abide by the guidelines outlined for you in “Guidelines and Limitations for Spanish Service-Learning Students.”
COMPONENTES DE LA NOTA DEL CURSO:
Participación
15%
Servicio (foros, reflections, site) 15%
Comentarios grabados (5)
10%
Trabajo de investigación
15%
Presentación en grupo
10%
Actividades de escritura
15%
Proyecto final
20%
Participación y preparación
Se espera que ustedes estudien y preparen el material requerido antes de clase. La participación activa y la
preparación de tareas son esenciales para poder discutir los materiales y los temas en profundidad y analizarlos
desde un punto de vista crítico. Los talleres de traducción también contarán como parte de la nota de
participación. Tres notas se asignarán.
Servicio
15
Su participación en el servicio y las reflexiones críticas sobre sus experiencias es esencial para llevar a cabo los
objetivos del curso. La nota de servicio incluye: 5 foros electrónicos en Blackboard (300 palabras), la
participación en las sesiones de reflexión con la Coordinadora de servicio-aprendizaje y su nivel de
participación en el trabajo de servicio. La Coordinadora de servicio-aprendizaje determinará la nota para este
componente.
Comentario grabado
Van a grabar comentarios en español sobre temas asignados con Wimba (en Blackboard). Debe tener una
duración de 5 a 6 minutos.
Presentación grupal
Necesitan investigar el tema asignado en profundidad y presentarlo en 40 minutos. En BB hay muchos
recursos que pueden consultar. Pueden pedir que la clase lea un artículo en preparación para su presentación.
Por otro lado, deberán preparar preguntas de discusión para involucrar a la clase y animar la discusión entre
todos. Si quieren, pueden incluir información conseguida en entrevistas con personas de la comunidad
(recuerden pedir permiso). Con anterioridad, deben presentar un bosquejo detallado y la presentación de
PowerPoint que van a utilizar.
Actividad de escritura
Escribirán un análisis de un(os) tema(s) en 15-20 minutos. Pueden utilizar sus apuntes y un diccionario durante
la actividad. El desarrollo de conexiones entre temas y experiencias personales y la producción lingüística
serán los enfoques de la evaluación.
Trabajo de investigación
Hay que seleccionar un tema relacionado con el contenido de este curso. El instructor tiene que aprobar el tema
que se quiere desarrollar y revisará su esquema unas semanas antes de la entrega del trabajo de investigación.
Es obligatorio participar en un grupo de consulta para revisar los trabajos de los miembros de su grupo de
consulta. La evaluación se basará en la profundidad de investigación, la organización del ensayo, el desarrollo
de argumentos apropiados, el análisis de ideas, el uso de lengua y el uso de vocabulario variado. Longitud: 6-7
páginas.
Proyecto final
El proyecto final debe demostrar las conexiones entre la teoría (los materiales del curso) y la práctica (las
experiencias de servicio) que se han desarrollado. Durante el semestre cada estudiante necesita buscar
artefactos que representen esta evolución de ideas y los compilarán en un portafolio. Hay dos partes de la
evaluación: la exposición del portafolio en clase y un ensayo analítico. El ensayo de 3-4 páginas necesita
explorar la evolución de sus propios ideas/conocimientos a lo largo del semestre.
14 enero
Introducción al curso
La educación y la inmigración en los EE.UU., Carolina del Norte y Durham
En clase: Documental: “Liliana’s Story”
19
Visita de Bonnie McManus, Introducción al Spanish Service-Learning (SSL)
16
LA INMIGRACIÓN
21
Discusión de las lecturas:
“Policymakers Get Cross-Border View of Immigration” (BB)
En clase: Documental: “Many Faces of Latinos,” “From Latin America to NC”
26
Orientación: Proyecto final
Discusión sobre documental: “Speaking in Tongues” (reserva en Lilly)
Entregar comentario grabado 1
28
Visita a Southwest Elementary School
http://www.southwest.dpsnc.net/
Lectura: “Conceptos básicos sobre la educación bilingüe de inmersión recíproca”
http://www.cal.org/twi/toolkit/PI/Basics_Span.pdf
Preguntas y respuestas para los padres:
http://www.cal.org/twi/toolkit/PI/P_PR/padre_ps.htm
Noticias sobre las escuelas pública de Carolina del Norte:
http://www.ncpublicschools.org/newsroom/news/2010-11/
Entregar el Foro 1
2 febrero
Discusión de La infancia de la inmigración, capítulo 3 “La experiencia psicosocial de la
inmigración” (preparar preguntas en BB)
Orientación: el trabajo de investigación
EL SISTEMA ESCOLAR
4
Presentación 1: Las comunidades de Durham y el sistema escolar DPS
Actividad de escritura
Entregar comentario grabado 2
5 SABADO
12:454:00pm
West Duke
Blg
9
11
Entrenamiento mandatorio para las tutorías (las matemáticas, el alfabetismo y el
comportamiento)
Taller de traducción
Presentación 2: La capacitación Y la retención de maestros
Discusión sobre “Entre les murs”(película francesa en reserva en Lilly)
Entregar el Foro 2
Entregar esquema del trabajo de investigación
17
16
Taller de escritura
Discusión sobre Cuando era puertorriqueña
18
Educación para hijos de trabajadores migrantes
Visita de Sonja Williams y José Viana del Programa para educación migratoria
Entregar comentario grabado 3 (conversación con miembro de la comunidad)
23
Presentación 3: Sistemas de educación bilingüe: inmersión estructurada, inglés protegido,
inglés como segunda lengua, educación bilingüe de transición, educación bilingüe
bidireccional
Visita de LeAnne Disla, Center for Latin American and Caribbean Studies
25
Reflexión sobre servicio con Bonnie McManus
Distribuir los trabajos de investigación a los miembros de su grupo de consulta
Entregar el Foro 3
2 marzo
Hablar sobre las conversaciones con la comunidad (de comentario grabado 3)
Grupos de consulta para el trabajo de investigación (30 minutos)
Actividad de escritura
4
Discusión de película “Stand and Deliver” (reserva en Lilly)
Lectura: “Consejos para los padres sobre la tarea escolar”
http://www.yosipuedo.gov/elementary/homework.html
Entregar comentario grabado 4 (conversación con maestro/a de DPS)
5-13
16
VACACIONES DE PRIMAVERA
Taller de traducción
Discusión sobre Cuando era puertorriqueña
EL/LA ESTUDIANTE EN EL AULA Y EL ACCESO A LA EDUCACIÓN
18
Discusión de La infancia de la inmigración, capítulo 4 “La reconstrucción de identidades”
(preparar preguntas en BB)
Entregar el trabajo de investigación
23
18
Discusión de película “Walkout” (preparar preguntas en BB) (copia personal en reserva en
Lilly) y sitio web: http://www.colorincolorado.org/research/access
La Vida No Es Fácil (En clase)
25
Presentación 4: Deserción escolar y programas de GED
Actividad de escritura
Entregar el Foro 4
30
Discusión de La infancia de la inmigración, capítulo 5 “Los hijos de la inmigración en la
escuela” (preparar preguntas en BB)
1 abril
Presentación 5: Política pública y acceso a la educación superior (Acta DREAM)
Repaso del proyecto final
Entregar comentario grabado 5
6
Acta DREAM
http://www.youtube.com/watch?v=pxsi2V_Cpp8
http://www.youtube.com/watch?v=Y2k4oCqC4o0&feature=related
http://www.youtube.com/watch?v=ciC6mgBJrTg
http://www.youtube.com/watch?v=kbAmR_jA_zY&feature=related
Visita de Sandra Rodriguez, Triangle Community Foundation Fund
Taller de traducción
Discusión sobre Cuando era puertorriqueña
8
13
15
Visita de JoAnn Molnar, Directora de inglés para usos especiales, Durham Technical
Community College
Entregar el Foro 5
Reflexión sobre servicio con Bonnie McManus
20
Proyecto final: exposición
27
Proyecto final: exposición
22
Proyecto final: exposición
3 mayo
Entregar el ensayo analítico del Proyecto Final
19
EDUCATION 133
Legal Issues in Education
Fall, 2010
Sue Wasiolek
102 Flowers
dean.sue@ duke.edu
(o) 668-3853; (h) 401-1850
Joe Gonzalez
[email protected]
218 Alexander, Apt G
(o) 684-6661
128 Sociology-Psychology
Wednesday, 3:05 - 5:35 p.m.
SYLLABUS
This course is designed to introduce you to various legal issues facing the
educational system in this country. Included for consideration and discussion will be such
topics as first amendment rights (religious freedom and free speech); due process; liability
of educational institutions and educators; and, student and parent rights and privacy.
Whenever possible, legal distinctions will be made between elementary/secondary settings
and institutions of higher education as well as between private and public institutions.
Each student is required to write a comprehensive summary and analysis of a
current legal issue (60% of your grade), by selecting a case and writing an appellate brief.
We will discuss the format of this brief in class. Although the final brief is not due until the
last day of class (December 8), an outline of your paper is due on October 13 and a first
draft is due on November 3. In addition, each student is required to make an oral
presentation of his/her research (approximately 15 minutes) to the class. Students must
have their cases approved by the instructor by September 29.
An optional but very exciting part of this class is that you may also participate in the
Duke Readers Project. This opportunity will allow you to be mentored by a Duke alum,
who is an attorney. This individual will be available to you to review your appellate brief
and provide coaching and feedback, thus providing you with an even closer connection to a
“real world” experience and expertise.
20
A take-home final examination (20% of your grade) will be given and will be due at
the scheduled exam time or December 15, whichever date is later. The take-home
must be typed and is not to exceed five (5) double-spaced pages.
Since class participation is an integral part of this course (20% of your grade),
attendance is in your best interest!
September 1
September 8
September 15
September 22
Introductions; Course Overview: Content and Requirements;
History/Nature of Educational Law; Judicial Structure and How to
Find the Law; How to Brief a Case; Visit by the Writing Project staff
Meet at 2:45 p.m. at the Duke Law Library for a tour
Institutional and Professional Liability/Negligence and Contracts Law
Mulllins v. Pine Manor Junior College, 449 N.E.2d 331 (Mass.
1983)
Bradshaw v. Rawlings, 612 F.2d 135 (3d Cir. 1979)
Elliott v. Duke Univ., 66 N.C. App. 590, 311 S.E.2d 632, rev. den.,
311 N.C. 254, 321 S.E.2d 132 (1984)
Ross v. Creighton Univ., 740 F. Supp. 1319
(N.D. Ill. 1990)
Titus v. Lindberg, 49 N.J. 66, 228 A.2d 65 (1967)
The Constitution and Educational Law; State Action
NCAA v. Tarkanian, 488 U.S. 179 (1988)
Rendell-Baker v. Kohn, 457 U.S. 830 (1982
Tynecki v. Tufts, 875 F. Supp. 26 (D. Mass. 1994)
Arnold v. Bd. of Educ. of Escambia Co., 880 F.2d 305 (11th Cir.
1989)
September 29
The Constitution and Educational Law; Equal Protection (Paper topic
due)
(race and ethnicity)
Plessy v. Ferguson, 163 U.S. 537 (1896)
Sweatt v. Painter, 339 U.S. 629 (1950)
McLaurin v. Oklahoma State Regents, 339 U.S. 637 (1950)
Brown v. Bd. of Educ., 347 U.S. 483 (1954)
Plyer v. Doe, 457 U.S. 202 (1982)
San Antonio Indep. School Dist. v. Rodriguez, 411 U.S. 1 (1973)
October 6
21
Summaries of Regents v. Baake, Grutter v. Bollinger and Gratz
v. Bollinger
The Constitution and Educational Law; Equal Protection
(gender, sexual preference and handicapping conditions)
Mississippi Univ. for Women v. Hogan, 458 U.S. 718 (1982)
Cohen v. Brown Univ., 879 F. Supp. 185 (D.R.I. 1995
Southeastern Community College v. Davis, 442 U.S. 397 (1979
Board of Educ. v. Rowley, 458 U.S. 176 (1982)
October 13
October 20
October 27
22
Honig v. Doe, 484 U.S. 305 (1988)
Irving Indep Schools v. Tatro, 468 U.S. 883 (1984)
School Bd. of Nassau Co. v. Arline, 480 U.S. 273 (1987)
Davis v. Univ. of N.C., 263 F.3d 95 (4th Cir. 2001)
First Amendment Rights: Free exercise of Religion and the
Establishment of Religion (Outlines due)
Wisconsin v. Yoder, 406 U.S. 205 (1972)
Lee. v. Weisman, 505 U.S.577 (1992)
Board of Educ. of Westside Community v. Mergens, 496 U.S.
226 (1990)
Rosenberger v. Univ. of Virginia, 515 U.S. 819 (1995)
First Amendment Rights: Freedom of Expression
Tinker v. Des Moines Indep. Community School District, 393
U.S. 503 (1969)
Hazelwood School District v. Kuhlmeier, 484 U.S. 260 (1988)
Bethel School District v. Fraser, 478 U.S. 675 (1986)
Papish v. Board of Curators, 410 U.S. 667 (1973)
Iota Xi Chapter of Sigma Chi v. George Mason Univ., 993 F.2d
386 (4th Cir. 1993)
Lovelace v. Southeastern Massachusetts Univ., 793 F.2d 419
(1st Cir. 1986)
Mozert v. Hawkins Co. Bd. of Educ., 827 F.2d 1058 (6th Cir.
1987
Due process; student discipline; privacy
Dixon v. Alabama State Bd. of Educ., 294 F.2d 151 (5th Cir.
1961)
Goss v. Lopez, 419 U.S. 565 (1975)
Perry v. Sinderman, 408 U.S. 593 (1972)
Board of Regents v. Roth, 408 U.S. 564 (1972)
Regents v. Ewing, 474 U.S. 214 (1985)
O'Halloran v. Univ. of Washington, 679 F. Supp. 997 (W.D.
Wash. 1988)
New Jersey v. T.L.O., 469 U.S. 325 (1985)
Veronia School District v. Acton, 515 U.S. 646 (1995)
November 3
Case review
November 17
Presentations
Presentations (Rough draft of paper due)
November 10
November 24
Presentations
December 1
December 8
December
23
Presentations
15
Presentations (Final paper due)
Take home final due
Reference Materials
Books:
Barr, Student Services and the Law, Jossey-Bass Publishers (1988).
Edwards and Nordin, Higher Education and the Law, Institute for Educational Management
at Harvard University (1979).
Kaplin and Lee, The Law of Higher Education, Jossey-Bass Publishers (3rd ed. 1995).
LaMorte, School Law, Allyn and Bacon (5th ed. 1996).
Olivas, The Law and Higher Education, Carolina Academic Press (1989).
O'Reilly and Green, School Law for the 1990s: A Handbook, Greenwood Press (1992).
Yudof, Kirp and Levin, Educational Policy and the Law, West Publishing (1992).
Other References and Resources:
Chronicle of Higher Education
College Administrator and the Courts
The College Counsel
College Law Bulletin
College Law Digest
Education Law in North Carolina
Education Law Reporter
Journal of College and University Law
Journal of Law and Education
Lex Collegii
NACUA College Law Digest
24
School Law Bulletin
Yearbook of Higher Education Law
25
EDUCATION 139
LIT 181, CA, 139, SOC 139, HST 186
Marxism and Society
Spring, 2011
Michael Hardt ([email protected])
Mon, 11:40 to 12:55; Wed, 10:05 to 11:20
101F
Friedl 107
appt
Office: Friedl Building, East Campus, rm
Office hours: Mon 1:00 to 4:00 and by
Teaching Assistant:
KB Burnside ([email protected])
12 Jan – Introduction
17 Jan – NO CLASS, MLK DAY
The Young Marx
19 Jan – Marx and Engels, The Communist Manifesto, pp. 1-39.
24 Jan – Marx, “Economic and Philosophic Manuscripts” in Early Writings, pp. 279-334.
26 Jan – Marx, “Economic and Philosophic Manuscripts” in Early Writings, pp. 334-375.
31 Jan – Marx, “Economic and Philosophic Manuscripts” in Early Writings, pp. 375-400.
2 Feb – Marx, “On the Jewish Question” in Early Writings, pp. 211-241.
7 Feb – Marx, “Concerning Feurbach” and “Preface” in Early Writings, pp. 421-428.
Review session: 8 Feb, 12 noon (location to be announced)
9 Feb – First Exam
Capital and Exploitation
26
14 Feb – Marx, Capital, pp. 89-103 and 125-153.
16 Feb – Marx, Capital, pp. 154-209.
21 Feb – Jameson, “Reification and Utopia in Mass Culture” (electronic reserve).
23 Feb – Marx, Capital, pp. 247-257, 270-306, and 320-329.
28 Feb – Marx, Capital, pp. 429-454, 544-564, and 675-682.
2 Mar – E. P. Thompson, “Time, Work-Discipline, and Industrial Capitalism” (electronic
reserve and at http://homes.chass.utoronto.ca/~salaff/Thompson.pdf)
SPRING BREAK
14 Mar – Louis Althusser, “Ideology and State Ideological Apparatuses” (electronic
reserve), pp. 1-32.
16 March – Louis Althusser, “Ideology and State Ideological Apparatuses,” pp. 33-60.
Review session: 20 Mar, 6pm (location to be announced)
21 Mar – Second Exam
The History of Class Struggle
23 Mar – Marx, The Eighteenth Brumaire, pp. 7-72.
28 Mar – Marx, The Eighteenth Brumaire, pp. 73-135
30 Mar – Marx, Civil War in France, pp. 9-53
4 Apr – Marx, Civil War in France, pp. 54-95.
6 Apr – Marx, Capital, pp. 873-904.
11 Apr – Marx, Capital, pp. 905-940.
13 Apr – Arundhati Roy, “The Greater Common Good”
(http://www.narmada.org/gcg/gcg.html).
27
Social and Ecological Crisis
18 Apr – US prison system (text to be announced)
20 Apr – US prison system (text to be announced)
25 Apr – John Bellamy Foster and Brett Clark, “ The Ecology of Consumption: A Critique of
Economic Malthusianism”
27 Apr – Imre Szeman, “System Failure: Oil, Futurity, and the Anticipation of Disaster” and
Michael Hardt, “Two Faces of Apocalypse: A Letter from Copenhagen.”
Review session: 2 May, 12 noon (location to be announced)
Tuesday 3 May, 7pm to 10pm: Final exam.
Course Goals, Exams, and Grades
One goal of the course is that students have a clear understanding of the central concepts
presented in the readings, such as alienation, communism, and surplus value. The exams
will focus on these concepts. A second goal is that students are able to relate Marx’s work
to the examples of Marxist scholarship we read from different disciplines, such as Marxist
cultural theory or Marxist history.
A study guide with a list of concepts and topics will be distributed a week before each
exam. Students should bring to the exam a list with a quote from the texts for each concept
or topic. Students can refer to their own notes but not to the books during the exam.
Students can also bring prepared answers to the exam.
The first exam will each count 20%, the second 30%, and the final exam 40% of the total
course grade. The final exam will be comprehensive of all the material in the course. If a
student will be absent on the day of an exam, she or he must contact Michael Hardt at latest
the day before the exam to make other arrangements.
Attendance and participation in class discussions will count 10% of total course grade.
More than four absences will result in a lowered final grade.
Books for the course are available at the Duke Textbook Store.
Most of Marx’s writings can also be found on-line at
http://www.marxists.org/archive/marx/works/.
Required books
Marx, Capital, vol. 1 (Penguin/Vintage) ISBN: 0140445684
28
Marx, Civil War in France (International Publishers) ISBN 0717806669
Marx/Engels, Communist Manifesto (Oxford UP) ISBN 0192834371
Marx, Early Writings (Penguin/Vintage) ISBN 0140445749
Marx, Eighteenth Brumaire (International Publishers) ISBN 0717800563
29
EDUCATION 149S
Women and the Professions
Spring, 2011
A SENIOR SEMINAR FOR BALDWIN SCHOLARS
Fall 2010, Mondays, 7:30-10:00 pm, East Duke 204D, Dr. Jean O’Barr,
[email protected]
The following book, Gail Collins, When Everything Changed: The Amazing Journey of
American Women from 1960 to the Present, (Little Brown 2009) is required summer
reading to be completed by the first day of class.
Forty years of research on gender issues in a paragraph:
“Do women—whether due to socialization or biology—exercise leadership differently
from men? Underlying much of the sex-difference research is a related question: If women
execute their roles as leaders differently from men, do these differences explain (and
excuse) the relative paucity of women in these roles?...To summarize, the results are mixed,
but it seems that these differences between women and men in leadership style are small,
consistent with gender stereotypes [of any culture], context-specific, and arguably
meaningful.”
Barbara Kellerman and Deborah Rhode, Women and Leadership: The State of Play and
Strategies for Change (New York: Wiley, 2007, pp.454-5)
The senior seminar for Baldwin Scholars is an opportunity to reflect on women and the
professions generally and to prepare for post-collegiate futures more specifically. Through
reading, researching, debating and imagining, we will understand our roles as workers,
citizens, stewards of the planet, role models, and family members.
Required Texts ordered at the Regulator Bookstore, 9th Street
Christine Stansell, The Feminist Promise: 1972 to Present (The Modern Library 2010)
Virginia Valian, Why So Slow?: The Advancement of Women (MIT Press 1998)
Joan Williams, Unbending Gender: Why Family and Work Conflict and What To Do About It
(Oxford 2000)
Barbara Kellerman and Deborah Rhode, Women and Leadership: The State of Play and
Strategies for Change (Jossey-Bass 2007)
Class format
30
We will meet for a full 2.5 hours each Monday evening with a 15 minute break. Come
prepared with food and drink to stay alert. No electronic devices are allowed in class.
We will be using Blackboard as soon as it is set up.
Assignments
Expect to have an individual written assignment for each class, some more extensive than
others and usually handed in at the beginning of class. There will also be group
assignments.
Readings are to be completed by the assigned date. Assignments are given at least a week
in advance. Most assignments will require you to complete the reading early in the week,
crafting your essay through several revisions before class.
We will pay particular attention to gaining a background in the study of women, their
history and culture, as well as your public presentation skills.
Grades
Grades will be based on class participation (40%) and on written assignments and class
presentations (40%) and on the final written work (20%). The final written project builds
on your work throughout the semester and is due at the last class. Grades will be given on
each written and oral assignment as well as on class participation during the semester so
that students will have continuing feedback on their seminar progress.
Attendance
The Baldwin Senior Seminar meets only once a week and our time together is valuable.
Please note these attendance policies:
One absence is allowed; more than one will lower the final grade.
Entering class late or leaving early is considered an absence.
We will not meet the Monday of fall break, the following Monday nor the Monday of
Thanksgiving week.
There are two classes on Thursday nights to make up for the missed classes.
Instructor appointments
Please make appointments by speaking to me before or after class.
Examinations
No in-class examinations are scheduled for this class.
Course Outline (subject to change as the course evolves)
Establishing a Common Framework
Framework I: Institutional/Individual
31
1. August 30
Reading: Nochlin and Robertson on electronic reserve (go the Library home page and click
on reserves; Blackboard will not be set up the first weeks)
Written assignment: Make a list of all the classes you have taken at Duke, annotate each one
with a reference to a point made in the Nochlin article.
Framework II: 1792-1900 for U.S. women
2. September 6
Reading: Stansell, xiii-146
Written assignment: Using women and work as your theme, outline what you learned, what
you unlearned, what you had affirmed, what you were surprised to find about women and
work in this first half of the book. 1 page
Framework III: 1900-1980 for U.S. women
3. September 13
Reading: Stansell, 147-351
Written assignment: How does the division of power between the federal and state
governments in the U.S. impact feminist movements? 1 page
Gaining Tools for Analysis of the Professions
Gender Schema
4. September 20
Reading: All of Valian
Written assignment: Analyze one gender schema episode that you’ve encountered this
week after reading Valian. 1 page
Family/Work Systems
5. September 27
Reading: Williams, ix-142
Written assignment: Think through the work/family patterns in your family and describe
them. 1 page
September 30th, 4:30, Chapel, Founder’s Day. Instructor is being honored with the
award of the University Medal for enduring impact on Duke University. Attendance
suggested as an opportunity to observe gender dynamics.
No class October 5
6. October 7 – note this is a Thursday night – we will meet over dinner at 6:30 at my
house, 713 Anderson St, Durham
Reading: Williams, 143-276
Written assignment: none
No Class October 11– Fall Break
32
U.S. Women’s Professional Status in the 21st century: Student
presentations
7. October 18
Reading: assignment by student groups #1
White House Report on Leadership
http://benchmarks.thewhitehouseproject.org
Written assignment: tba
8. October 25
Reading: assignment by student groups #2
Written assignment: tba
9. November 1
Reading: Kellerman and Rhode, 1-196
Written assignment: 15 page paper amplifying White House Report and student reports in
light of readings thus far in the semester – not including Kellerman and Rhode
10. November 8
Reading: Kellerman and Rhode, 196-474
Written assignment: List of policy questions organized by state, federal and international
levels
Global Perspectives on Women and the Professions
11. November 15
Reading: Stansell 355-399, 478-488
Written assignment: An outline of women and economic issues in your country/area of
choice
No class on November 22 – Thanksgiving week
12. November 29
Reading: on your own
Written assignment: An outline of women leaders and public policy on gender in your
country/area of choice
13. December 2 -- note this is a Thursday night – we will meet over dinner at 6:30 at
my house, 713 Anderson St, Durham
Reading: on your own
Written assignment: An outline of feminism in your /area of choice and of the status of
international corporations
14. December 6
Reading: none
33
Written assignment: Final work, to be described. 30 pages
34
EDUCATION 156
Anthropology and Education
Spring 2011
Credit: One Course Credit or 4 Semester Hours
Elective:
Zoila Airall, Ph.D.
102 FLOWERS BUILDING
[email protected]
919-684-2612 (office)
919-383-0304 (home)
•
REQUIRED TEXTS
•
Aries, Elizabeth (2008). Race and Class Matters at an Elite College, Philadelphia, PA:
Temple University Press.
•
•
•
•
•
•
•
•
35
Casanova, Ursula (2010). Si Se Puede!: Learning from a High School That Beats the
Odds New York, NY: Teachers College Press.
Lee, Stacey L. (2009). Unraveling the ”Model Minority” Stereotype, New York, NY:
Teachers College Press.
Merseth, Katherine K. (2009). Inside Urban Charter Schools: Promising Practices and
Strategies in Five High Performing Schools, Cambridge, MA: Harvard Education Press.
Zou, Yali & Trueba, Enrique T. (ed.) (2002). Ethnography and Schools: Qualitative
Approaches to the Study of Education, Lanham, MD: Rowan & Littlefield Publishers,
Inc.
Yon, Daniel. “Highlights and overview of the history of educational ethnography.”
2003 Annual Review Anthropology 32:411-29.
Castagno, Angelina (2008). “I don’t want to hear that!” Legitimating Whiteness
through silence in schools.” Anthropology and Education Quarterly 39 (314-333).
Emilhovich, Catherine, (2004) Fire and Ice: Activist Ethnography in the Culture of
Power. Anthropology and Education Quarterly. 36 (305-314)
Kilbride, Philip L. (2010). “A cultural and gendered perspective on the streets of
Kenya,” Childhood in Africa: An Interdisciplinary Journal 1: (38-47)
•
•
•
•
•
•
•
•
•
•
•
36
Delpit, Lisa (1988) “The Silenced Dialogue: Power and Pedagogy in Educating Other
People’s Children,” Harvard Educational Review 58 (280-298)
Schaffer, Rebecca and Skinner, Debra G. (2009) “Performing race in four culturally
diverse fourth grade classrooms: Silence, race, talk and the negotiation of social
boundaries.” Anthropology & Education Quarterly. 40: (277-296)
Ogbu, John (1992) “Understanding cultural diversity and learning, Educational
Researcher 21 (pp. 5-24)
Lew, Jamie (2004) “The ‘other’ Story of Model Minorities: Korean American High
School Dropouts in an Urban Context,” Anthropology and Education Quarterly, 35
(pp.303-323)
Bernal, Dolores D. (1998). “Using Chicana feminist epistemology in educational
research,” Harvard Educational Review 68: (pp.61-80)
Abu-Rabia-Queder, Sarab (2008) “Does education necessarily mean
enlightenment? The case of higher Education among Palestinians: Bedouin Women
in Israel.” Anthropology and Education Quarterly 39 (pp. 381-400)
Brayboy, McKinley Jones (2005). Toward a Tribal critical race theory in education,”
Urban Review 37 (425-447)
Huffman, T. (2001) “Resistance theory and the trans-culturation hypothesis as
explanations of college attrition and persistence among culturally traditional
American Indian Students,” Journal of American Indian Education 40 (1-39).
Yosso, Tara J., Smith, William A., Ceja, Miguel, Solorzano, Daniel G. (2009)
“Critical race theory, racial microaggressions, and campus racial climate for
Latina/o undergraduates,” Harvard Educational Review 79: (659-689)
http://law.ubalt.edu/downloads/law_downloads/IRC_Shakespeare_in_the_Bush.pdf
The professional teacher education unit is committed, both in our own practice and
the education of our candidates, to understanding the teacher as LEARNER (Liberally
Educated, Advocating, Reflective, Nurturing, Engaged, and Respectful). These core
concepts frame our work and shape both our programming and our ways of relating to
with our candidates, school and community partners, one another, and the larger
University. As a conceptual framework, understanding the teacher as LEARNER
reflects our vision as we expect all members of our learning community to continue
becoming evermore:
Liberally Educated: The teacher preparation program’s positioning within
the University's larger commitment to a "superior liberal education" makes us
somewhat unique in our design. The Unit does not offer an education major, but
rather builds on the excellence and depth of content knowledge our students
acquire through their studies across campus and beyond. It is our conviction that
our graduates benefit from this commitment to supporting rigorous study
in multiple disciplines, met with the excellence of our intensive teacher
preparation programs.
Advocating: We recognize that good teachers are good leaders. We prepare our
teachers to be advocates for students and schools both within the institutions
where they will be employed and in the greater community. We model our
commitment to cultivating leadership by our own participation in advocating for
the place of teacher preparation within a Tier 5 research institution as well as our
commitments to advocacy for PreK-12 students in our region.
Reflective: Central to our praxis is an ongoing commitment to reflection. Our
previous conceptual framework (ALERT: A Liberally Educated, Reflective Teacher),
placed “reflective” as the most significant modifier in describing the teachers we
educate. We continue our deep, institutional commitment to this value throughout
our programs.
Nurturing: Held in constant tension with the challenge of high standards for
academic excellence that we expect of our candidates and in turn encourage them
to expect of their students, we seek to maintain a culture of fairness and
compassion. Recognizing that in our formation of teachers we are invested in the
whole student, we encourage candidates to recognize the role of nurturing in their
own professional identities.
Engaged: The University has made its commitment to civic engagement a clear
priority, and our programs have been leaders in Duke’s efforts. We are
international leaders in the development of service-learning pedagogies in teacher
preparation. Beyond the scope of traditional fieldwork, our emphasis on
engagement reconceptualizes the partnership between pre-service teachers,
community schools, and the University by drawing attention to broader social and
ethical considerations of the schooling experience. Graduates of our program are
unequivocally clear that their commitment to teaching is a commitment to a life of
civic engagement.
37
Respectful: Finally, the Unit emphasizes a culture of respect as we companion
emerging professionals towards teaching diverse populations. By actively and
critically engaging questions of power and privilege, we prepare our candidates to
meet their students where their students are, and with all those students bring
with them to the learning community.
Course Description
The focus of this seminar will be on the relationship among culture, identity, and learning.
We will explore the development of the field of anthropology of education and the ways in
which anthropological concepts and theories have informed the culture of schooling and
processes of education. We will review the development of school ethnographies and their
role in policy and educational practice today in American schools. School ethnographies
and qualitative studies will be assigned to examine key issues in the field such as cultural
transmission, cultural discontinuity, minority status, critical pedagogy, and the production
and reproduction of social relations to better understand the ways in which students
become engaged and disengaged in their learning environments. We will consider public
school as sites of learning and protest.
Modes of Learning
Four Response Papers (assigned throughout the semester)
You must write four (3-4 page) response papers to the readings that react analytically to
the literature and your personal experiences. Due dates are noted on page 1 of this
syllabus.
Cultural Autobiography (5-7 pages):
The autobiography is an analysis of how you came to be who you are. Before we can fully
understand others as cultural beings, it is important to understand ourselves. As you
reflect, consider what attitudes and beliefs about the world around us have influenced who
you are. You should describe how your demographic location (your ethnicity, gender, class
background, sexual orientation, cultural background, nationality, etc.) interacted with your
social, cultural, and geographic location (those people and places around you) to help
shape your identity. You should also talk about the educational experience(s) that you
consider to have been most critical in shaping who you are today.
This assignment is threefold. First, it will begin to focus your thinking about issues of
cultural diversity and the manner in which they are lived. Second, it will provide you the
opportunity to explicitly name your own position in culture and society, a necessary
prerequisite to understanding the perspectives and positions of others. And third, we will
be sharing your autobiography with the class. This assignment requires honesty, as much
or little disclosure as you choose, and candor on behalf of the participants. You will be
asked to respect the personal nature of everyone’s autobiography and not disclose these
“stories” outside of class.
38
Interview Assignment on the topic of food (5-7 pages)
You are to interview another person for a half hour about a family meal in their
childhood home. Find a person whose ethnic or regional background is different from your
own. Ask them the questions listed below, getting them to elaborate where necessary and
appropriate. Take notes as they answer, noting the times at which the main topics occur in
the interview. You may wish to tape record the interview, but this is not necessary. As
soon as you have completed the interview, sit down by yourself and write up your notes,
expanding them. Try to remember the person’s exact words, where possible, and note
those places in the interview where they seemed the most animated and committed to
what they were saying. At some point in the interview, reflect on the questions yourself.
Write a report of the interview in which you report what they said and identify what
seemed most important to them, judging from the behavioral evidence of their animation
and commitment. Report what they said in two to three pages. Then in one page, describe
a meal in your family. In a concluding two to three pages, compare and contrast your
family meal with theirs. Discuss what you learned from this assignment about
interviewing, about your informant’s family culture, and about your own.
Questions for the Informant
(And later, for yourself)
1. Describe a family meal, regularly scheduled, at which all or most of the family
members were expected to be present. (If no such occasion occurred in the
family, explain how food was routinely prepared and shared among family
members).
2. Did everyone eat together? (Sitting down at the same time? Could anyone leave
before others were done, or start a new course before others did?)
3. What roles did different family members assume – Who did what? (Who
brought the food to the house, who cooked, who served, who set the table and
cleaned up? If anything else was needed during the meal (i.e. ketchup), who got
it? Who was served first, next, and last?)
4. How did the conversation (if any) take place? (What was talked about, who did
the talking, did anyone have special rights to speak or were all speakers equal in
their opportunity to talk?)
5. Describe the food consumed during the meal, in the order in which it was served
and consumed.
Reflections for the Report
1. Describe the meal in the family of the person you interviewed, the roles in its
preparation and consumption, and the organization of the conversation during it.
Report this in two to three pages.
2. Describe a meal in your family. Report it in one page.
39
Describe the two meals in terms of what seem to you the most important differences
between them. In a concluding section, compare and contrast the meals. What do they tell
you about family roles? What do they tell you about family cultural values and
perspectives regarding food and family relationships? Report this in two of three pages –
no more than three
GROUP PROJECT
You will form small working groups of three members and together select any one of the
Anthropology of Education Quarterly Journals from the last seven years (2004-2010). Each
member of the group will select one article in the chosen Journal to read and discuss with
your small group. Together, you will talk about the three articles and decide how you will
compare and contrast the themes, issues, theoretical perspectives, findings and questions
raised by the ethnographers to the class. Each group will make a 20-minute presentation
to the class and turn in a combined outline of the presentation. Each group will be
expected to meet with me during office hours to discuss your Journal selections prior to the
presentation.
COURSE OBJECTIVES are to understand how:
• Culture influences teaching and learning
• The invisible and visible curricula are used to socialize future citizens
• Educational anthropologists use the practice of ethnography in their collection and
interpretation of data to understand cultural and social processes
• Qualitative approaches are used to generate knowledge
Diversity
• Anthropology and Education Seminar considers the ways in which race, ethnicity,
gender, language and culture influences the schooling process for both students and
teachers.
Disability Statement
Students with disabilities who believe that they may need accommodations in the
class are encouraged to contact the Office of Services for Students with Disabilities
at 684-5917 or [email protected] as soon as possible to better ensure that
such accommodations are implemented in a timely fashion.
Blackboard
You are required to post at least one question and one response to a question or idea you’re
your classmates each week. We will use the first part of Thursday class for reaction and
reflection on the postings.
Grading Procedures
Your grade will be determined by your class attendance, class participation and completion
of all assignments. Extra Credit is not given in this class.
40% Four Response papers (3 pages each):
Due Mon. Jan. 31, Wed. Feb. 16, Fri. Mar.18 and Fri. April 8
40
10% Interview Assignment on the topic of Food (5-7 pages):
Due Fri. Thurs. Mar. 3
10% Cultural Autobiography (5 pages):
Due Tues. Mar. 29
10% Group Project (Class Presentation and Group Report)
Due at time of your group’s presentation Feb. 22 or Feb 24.
10% Final Exam Paper that integrates theories and concepts learned in this Anthropology
and Education Seminar.
Due Tuesday, April 26 at 9:00 p.m.
20% Reading and Discussion of Class Assignments
FINAL EXAM (8 pages)
The final exam will focus on the last reading assignment of the semester, Elizabeth Aries’
book, Race and Class Matters at an Elite College. The specifics of the assignment will be
announced later in the semester.
You are responsible for completing the reading assignments for the day they are assigned
and coming to class prepared to discuss them. Your class participation grade will be based
on the following:
• Class attendance
• A demonstration that you have read the assigned material
• Your delivery of thoughtful comments about the readings and statements made by
your classmates on Blackboard and in class
Institutional Policies
Academic Integrity
Duke University is a community dedicated to scholarship, leadership, and service and to
the principles of honesty, fairness, respect, and accountability. Citizens of this community
commit to reflect upon and uphold these principles in all academic and non-academic
endeavors, and to protect and promote a culture of integrity.
To uphold the Duke Community Standard:
•
•
•
I will not lie, cheat, or steal in my academic endeavors;
I will conduct myself honorably in all my endeavors; and
I will act if the Standard is compromised.
Due Process and Grievance Policy
Students with a grievance should discuss the matter with the director of graduate studies.
If the complaint cannot be resolved satisfactorily at this level, the student may address, in
turn, the department chair and/or program director, the senior associate dean for
41
academic affairs, and the dean of the Graduate School, who shall be the final avenue of
appeal.
Students with a grievance should discuss the matter with the instructor (for grade
disputes) or the director of undergraduate studies in the relevant department (for all other
matters). If no satisfactory resolution is reached at this level, the student may address, in
turn, the department chair, the senior associate dean for academic affairs, and the dean of
Arts and Sciences. For further specifics pertaining to Duke’s Undergraduate Grade Review
Procedures see http://trinity.duke.edu/academic-requirements?p=undergraduate-grade-reviewprocedure
Duke’s Policy on Class Attendance and Missed Work
http://trinity.duke.edu/academic-requirements?c=class-attendance-and-missed-work
42
EDUCATION 168
Promising Paradigms: Issues and Innovations in American
Classrooms
Summer Term 1
2011
Number of Credit Hours: 3
Required or Elective: Elective
Instructor’s Information
Professor:
Kristen Stephens, Ph.D.
Office:
213 West Duke Building
Office Phone: (919) 660-3083
Email:
[email protected]
Office Hours: By appointment
Teaching Assistant: Lauren Miller
Email:
[email protected]
Prerequisite
None
Required Text
None. Reading as assigned by instructor and posted on Blackboard.
Conceptual Framework for the Professional Education Unit at Duke University
The professional teacher education unit is committed, both in our own practice and the
education of our candidates, to understanding the teacher as LEARNER (Liberal
Education, Advocacy, Reflection, Nurture, Engagement, and Respect). These core concepts
frame our work and shape both our programming and our ways of relating to with our
candidates, school and community partners, one another, and the larger University. As a
conceptual framework, understanding the teacher as LEARNER reflects our vision as we
expect all members of our learning community to continue becoming evermore:
43
Liberal Education: The teacher preparation program’s positioning within
the University's larger commitment to a "superior liberal education" makes us
somewhat unique in our design. The Unit does not offer an education major, but
rather builds on the excellence and depth of content knowledge our students
acquire through their studies across campus and beyond. It is our conviction that
our graduates benefit from this commitment to supporting rigorous study
in multiple disciplines, met with the excellence of our intensive teacher preparation
programs.
Advocacy: We recognize that good teachers are good leaders. We prepare our
teachers to be advocates for students and schools both within the institutions where
they will be employed and in the greater community. We model our commitment to
cultivating leadership by our own participation in advocating for the place of
teacher preparation within a Tier 5 research institution as well as our commitments
to advocacy for PreK-12 students in our region.
Reflection: Central to our praxis is an ongoing commitment to reflection. Our
previous conceptual framework (ALERT: A Liberally Educated, Reflective Teacher),
placed “reflective” as the most significant modifier in describing the teachers we
educate. We continue our deep, institutional commitment to this value throughout
our programs.
Nurture: Held in constant tension with the challenge of high standards for
academic excellence that we expect of our candidates and in turn encourage them to
expect of their students, we seek to maintain a culture of fairness and compassion.
Recognizing that in our formation of teachers we are invested in the whole student,
we encourage candidates to recognize the role of nurturing in their own
professional identities.
Engagement: The University has made its commitment to civic engagement a clear
priority, and our programs have been leaders in Duke’s efforts. We are international
leaders in the development of service-learning pedagogies in teacher preparation.
Beyond the scope of traditional fieldwork, our emphasis on engagement
reconceptualizes the partnership between pre-service teachers, community schools,
and the University by drawing attention to broader social and ethical considerations
of the schooling experience. Graduates of our program are unequivocally clear that
their commitment to teaching is a commitment to a life of civic engagement.
Respect: Finally, the Unit emphasizes a culture of respect as we companion
emerging professionals towards teaching diverse populations. By actively and
critically engaging questions of power and privilege, we prepare our candidates to
meet their students where their students are, and with all those students bring with
them to the learning community.
44
Course Description
Examination of promising educational initiatives and reform efforts, analysis of federal and
state mandates and policies concerning educational issues, and exploration of innovative
ideas and programs designed to advance classrooms into the 21st century. Focus given to
the ethical and political implications of reforming America's schools within the context of
policy development.
In this course and in agreement with the conceptual framework, candidates are being
prepared to become:
• Informed Advocates on behalf of gifted and talented learners,
•
•
•
•
II.
Reflective Practitioners who are intentional in their use of assessment to inform
future instruction,
Nurturers of Excellence who maintain high expectations for their students and are
unwavering in their belief that all students can learn,
Engaged in the Broader Social and Political Debates that impact programs and
services for gifted learners,
Respectful of the Educational Needs of Gifted Learners Across all Populations
including those that have been traditionally underserved in programs for the gifted
including students who are culturally/ethnically diverse, economically
disadvantaged, English language learners, highly gifted, and twice-exceptional
OBJECTIVES AND COMPETENCIES
The course is divided into 16 modules: 8 synchronous, online meetings using Adobe Connect, a Web
conferencing software and 8 asynchronous modules using Blackboard that students are required to
complete.
During the synchronous meetings everyone will be logged in and participating in class at the same time.
You will be able to see and hear the instructor as well as other class members. These whole group,
virtual meetings are scheduled each week from 10:05AM -11:40 AM Eastern Standard Time. A
complete listing of scheduled synchronous meetings is included within this syllabus.
In addition to the live, virtual meetings, students will also complete asynchronous modules posted on
Blackboard. Each Blackboard module is designed to take approximately 1.5 - 2 hours to complete. The
modules vary, but typically consist of reading, viewing of a video, and responding to a series of reflective
questions. Students will also be asked from time to time to participate in a threaded discussion
pertaining to course topics.
45
Course Objectives
Each course objective is correlated to the Duke University Teacher Preparation Programs
Knowledge, Skills, and Dispositions for all Candidates
(http://educationprogram.duke.edu/teacherpreparation/conceptual-framework)
Content:
1. To apply historical and theoretical perspectives to understand how school problems are
constructed or framed by government and society. (KSD 5, 6)
2. To understand the process and rationale by which policies, decisions and actions are made
and implemented in education at the school, district, state, and federal levels. (KSD 6)
3. To examine ways that schools contribute to social inequities. (KSD 3, 5, 6, 7, 16)
4. To understand the relationships between culture and schools. (KSD 3, 5, 6, 7, 16)
5. To develop a greater understanding of the relationship between educational reform and the
standards movement. (KSD 5, 6, 7)
6. To analyze the inter-relationship of curriculum, content standards, and assessment. (KSD 7)
7. To develop a greater understanding of the diverse concepts and principles of educational
reform. (KSD 5, 6, 7)
8. To evaluate current trends in education for their impact on the issues
confronting America’s schools. (KSD 5, 6, 7)
9. To discuss how teachers prepare students for the future in a changing world.
(KSD 7)
10. To become familiar with and reflect upon key educational thinkers, their ideas, and their
contributions to the field. (KSD 5)
Process:
1. To develop the ability to empathize with, or "understand," a diversity of
philosophical perspectives or points of view. (KSD 13, 15)
2. To develop the ability to support one's views with well reasoned, articulate
arguments. (KSD 13, 14)
3. To think reflectively and critically about course content. (KSD 14)
4. To write effective critiques, summaries, reviews, and a well-research position paper using
APA (6th ed.) style of writing. (KSD 1)
46
III.
COURSE TEXTS & RESOURCE MATERIALS
There is no required text for this course. All readings and course materials will be available
to
students on the course Blackboard site.
Equipment/Software
 Headset with Microphone*
 Webcam*
 Computer
 Internet Access
 Latest version of Internet Explorer, Mozilla Firefox, OR Safari installed for your
specific operating system. For Specific browser requirements needed to run Adobe
Connect visit http://www.adobe.com/products/acrobatconnectpro/systemreqs
 Adobe Flash Player 8 or later
IV.
*Supplied to enrolled students at orientation by CIT
REQUIREMENTS
1. Blackboard Modules
Students are required to complete and submit assigned work from all Blackboard Modules
by the established due date. These assignments vary, but often require students to reflect
on course content and articulate their personal perspectives on the educational issues
explored. Sample module assignments include written reflections, participation in
Blackboard discussion, submission of content to course Wiki, and short quizzes.
2. Organized Debate
Students are expected to engage in an organized debate for one of the virtual class
meetings (June 9). Students will be assigned to a team and must collaborate with team
partners to logically defend an assigned position regarding an educational issue.
3. Position Paper
The position paper is written to take a position on a topic related to educational reform. Students must
positively or negatively defend a position. The position paper is to be approximately 8 to 10 pages,
double spaced with appropriate references. APA (6th edition) is the required style for the paper. A
one-page proposal of your research paper is due on June 1.
4. Class Participation/Virtual Attendance
Students are required to attend and participate in all virtual class meetings and complete all asynchronous
modules. Students are expected to be punctual to the online meeting room. If tardiness concerns arise, points
will be deducted from the class participation grade as deemed appropriate. In addition, students are
encouraged and expected to ask questions, raise issues, and otherwise contribute
to classroom discussion both during virtual meetings and on the course discussion
board. Your full participation ON A WEEKLY BASIS is not only a requirement, it is an essential aspect of the
online course process.
47
Discussion Board Expectations:
•
•
•
Participate in the weekly discussion forums. Some discussions may have a specific
prompt, whereas others may be open forums where you are encouraged to discuss
your interpretations of the readings and to engage in discussions about the course
content.
We all bring varied perspectives and interpretations into the classroom discussions.
All participants are expected to make a commitment to share ideas and constructive
critiques in a respectful manner.
Discussion board posts are expected to be about 300 words. When you respond to
your peers, an expected response length is about 100 words.
Submission of Work: Unless otherwise directed, all class assignments are to be submitted
using the digital dropbox in Blackboard.
Due Dates: Due dates and detailed instructions for all assignments are available online at the course Web site.
V.
EVALUATION/GRADING
The course grading policy rewards two things:
1) the quality of your work, and
2) your timeliness in submitting course assignments.
Quality - Responses should be well written (please spell-check!) and clearly address the
issues being discussed.
Timeliness - All assignment must be received by the due date in order to be considered for
full credit.
The final grade is a weighted grade; a description follows:
20%
20%
30%
30%
Class Attendance and Participation
Organized Debate
Online Module Assignments
Position Paper
Late Work Policy: Although this is an online course, it is not self-paced. Reasonable
deadlines have been set to insure that you have adequate time to complete all assignments
within the current session. All assignments will be due by midnight, Eastern Standard
Time, on the announced due date. 5 points per day will be deducted for all late
assignments with the exception of the Position Paper for which 10 points per day late will
be deducted.
48
Duke Community Standard: Duke University is a community dedicated to scholarship,
leadership, and service and to the principles of honesty, fairness, respect, and
accountability. Citizens of this community commit to reflect upon and uphold these
principles in all academic and non-academic endeavors, and to protect and promote a
culture of integrity.
To uphold the Duke Community Standard:
•
•
•
I will not lie, cheat, or steal in my academic endeavors;
I will conduct myself honorably in all my endeavors; and
I will act if the Standard is compromised.
WEIGHTING AND POINT VALUE OF THE ACTIVITIES
ACTIVITY
Modules
WEIGHTED
POINTS
30%
80
240
20%
100
200
Position Paper
30%
100
300
TOTAL
100%
500
900
Organized
Debate
Attendance and
Participation
49
WEIGHT POINTS
20%
80
160
NOTE
8 Modules worth 10 points each
Even though this is a group
assignment, grades will be
determined individually using
multiple methods.
A rubric will be used to evaluate
papers
10 possible points can be earned at
each of the 8 virtual meetings
810-900 pts = A
720-809 pts = B
630-719 pts = C
540-629 pts = D
EDUC 168 Synchronous Class Meetings
Thursday, May 20, 2010 (10:05 – 11:40 AM EST)
Topic: Wrestling with the Traditions of the American Education System: Cultural Influences on Education
Concepts: Culture and Democracy
Monday, May 24, 2010 (10:05 – 11:40 AM EST)
Topic: The Road to No Child Left Behind: Understanding the Political Landscape the Drives Education
Concepts: Equity, Social Justice, and Power
Wednesday, May 26, 2010 (10:05 – 11:40 AM EST)
Topic: The American Schooling Dilemma: Diversity, Inequality, and Democratic Values
Concept: Diversity, Equity, and Social Justice
Wednesday, June 2, 2010 (10:05 – 11:40 AM EST)
Topic: Social Class, Student Achievement, and the Black-White Achievement Gap
Concept: Culture and Achievement
Wednesday, June 9, 2010 (10:05 – 11:40 AM EST)
Topic: Tests and Protests: Do High Stakes Tests Improve Student Learning?
Concept: Assessment and Accountability
Wednesday, June 16, 2010 (10:05 – 11:40 AM EST)
Topic: Teaching to Change the World: A Profession and a Hopeful Struggle
Concept: Teaching, Curriculum, and Instruction
Wednesday, June 23, 2010 (10:05 – 11:40 AM EST)
Topic: Shifting Paradigms of Educational Change
Concept: Change and Reform
Wednesday, June 30, 2010 (10:05 – 11:40 AM EST)
Topic: The Future of Educational Change
Concept: Change and Reform
EDUC 168 Asynchronous Blackboard Modules
*The dates indicate when the modules will be accessible to students for completion.
May 20-26
Topic: Compressed Conflict: Political versus Social Goals of Education
Concepts: Equity, Social Justice, and Power
May 27 – June 8
Topic: Schools and Reforms Designed to Beat the Odds/Narrow the Gap
Concept: Culture and Achievement
June 8 - 15
Topic: Alternatives to High-Stakes Testing
Concept: Assessment and Accountability
June 8 - 15
Topic: The Standards Movement: The Political Nature of Knowledge
Concept: Standards and Accountability
June 16 - 23
Topic: 21st Century Knowledge and Skills: Making School Curriculum Meaningful
Concept: Teaching, Curriculum, and Instruction
50
June 16 - 23
Topic: Hall of Fame: Innovative Instructional Leaders
Concept: Teaching, Curriculum, and Instruction
June 23 - 30
Topic: Reinventing Schooling for the Future
Concept: Change and Reform
June 23 - 30
Topic: Case Studies: Promising Practices and Programs
Concept: Change and Reform
51
EDUCATION 170S
Imagining America: School, Pop Culture, and the Making of
Identity
Spring, 2011
Credit: One Course Credit or 4 Semester Hours
Required or Elective:
Instructor’s Information
Brian Ammons
[email protected], 684-1318
213B West Duke University
Office Hours: By Appointment
Required Text(s)/Resources
Bulman, R.C. (2005). Hollywood goes to high school: Cinema, schools, and American culture.
NY: Worth Publishers.
Shary, T. (2005). Teen movies: American youth on screen. London & NY: Wallflower.
Other readings will be posted on Blackboard, and are listed within the course schedule.
Many films will be viewed in class, however students may be expected to watch some on
their own. Optional screenings of those not watched in class may be scheduled.
Conceptual Framework for the Professional Education Unit at Duke University
The professional teacher education unit is committed, both in our own practice and
the education of our candidates, to understanding the teacher as LEARNER (Liberally
Educated, Advocating, Reflective, Nurturing, Engaged, and Respectful). These core
concepts frame our work and shape both our programming and our ways of relating to
with our candidates, school and community partners, one another, and the larger
University. As a conceptual framework, understanding the teacher as LEARNER
reflects our vision as we expect all members of our learning community to continue
becoming evermore:
52
Liberally Educated: The teacher preparation program’s positioning within
the University's larger commitment to a "superior liberal education" makes us
somewhat unique in our design. The Unit does not offer an education major, but
rather builds on the excellence and depth of content knowledge our students
acquire through their studies across campus and beyond. It is our conviction that
our graduates benefit from this commitment to supporting rigorous study
in multiple disciplines, met with the excellence of our intensive teacher
preparation programs.
Advocating: We recognize that good teachers are good leaders. We prepare our
teachers to be advocates for students and schools both within the institutions
where they will be employed and in the greater community. We model our
commitment to cultivating leadership by our own participation in advocating for
the place of teacher preparation within a Tier 5 research institution as well as our
commitments to advocacy for PreK-12 students in our region.
Reflective: Central to our praxis is an ongoing commitment to reflection. Our
previous conceptual framework (ALERT: A Liberally Educated, Reflective Teacher),
placed “reflective” as the most significant modifier in describing the teachers we
educate. We continue our deep, institutional commitment to this value throughout
our programs.
Nurturing: Held in constant tension with the challenge of high standards for
academic excellence that we expect of our candidates and in turn encourage them
to expect of their students, we seek to maintain a culture of fairness and
compassion. Recognizing that in our formation of teachers we are invested in the
whole student, we encourage candidates to recognize the role of nurturing in their
own professional identities.
Engaged: The University has made its commitment to civic engagement a clear
priority, and our programs have been leaders in Duke’s efforts. We are
international leaders in the development of service-learning pedagogies in teacher
preparation. Beyond the scope of traditional fieldwork, our emphasis on
engagement reconceptualizes the partnership between pre-service teachers,
community schools, and the University by drawing attention to broader social and
ethical considerations of the schooling experience. Graduates of our program are
unequivocally clear that their commitment to teaching is a commitment to a life of
civic engagement.
Respectful: Finally, the Unit emphasizes a culture of respect as we companion
emerging professionals towards teaching diverse populations. By actively and
critically engaging questions of power and privilege, we prepare our candidates to
meet their students where their students are, and with all those students bring
with them to the learning community.
Course Description
Course Description:
53
From Glee, to The Wire, to Bring it On, American pop culture is deeply invested in "the
school". Despite a vast diversity in schooling experiences, "school" – and particularly high
school – continues to loom large in the collective American imagination as a supposed
common experience. Historically, schools have played an enormous cultural function (both
explicitly and implicitly) in producing a national identity. The pop culture obsession with
schooling played out in hundreds of films and television shows each year reflects not only
an appeal to a market driven youth culture, but also a larger sense of the school as the site
in which we figure out (or have figured out for us) "who we are" and "how we fit" into
American society.
In this course we will explore how the portrayal of school environments in film and
television function to both produce and reinforce seemingly stable categories of identity
which in-turn shape our possibilities for self-understanding and interrelating. Further, we
will consider how the school serves as a metaphor for the very concept of America. By
exploring (and exploiting) the binaries of high school tropes such as nerd/jock, saint/slut,
thug/victim, victim/savior, snob/trash, and even teacher/student, we will examine the
politics of identity and representation in American culture. Further we will explore the
dominant valuing of individualistic transformations rather than collective or shared
struggle in the imaginary school narrative.
Modes of Learning
This seminar course will emphasize class discussion and written reflection. Active
preparation for and engagement in class meetings is vital to the learning experience.
Course Goals
This course seeks to create a scholarly community working to consider:
• The function of the High School (as a real and fictional concept) in producing
America
• Popular culture (particularly youth culture) as reflective/productive of
normativities
• Analysis of repressive and productive power in then teen film genre
Course Objectives
The objectives for this course are grounded in the North Carolina Professional Teaching
Standards and the Professional Knowledge, Skills, and Dispositions identified by the
Professional Education Unit. These standards provide guidelines and delineate what
students are to know or demonstrate by the end of the course.
Course Objectives
54
Unit
KSDs
NC Professional
Teaching
Method of
Assessment
Students will be able to articulate an
understanding of the role of popular
visual media in the production of identity.
Students will evaluate the functioning of
both discursive and oppressive power in
the depiction of schooling in film and
television.
Students will consider categories of class,
race, gender, and sexuality, in both the
representation of schools in film and their
reception of those representations.
Students will develop an understanding
of the historic and ongoing function of
schooling in the production of American
identity, and will consider the
pedagogical role of the fictional school (as
represented in film and television) in
regards to that process.
2
Standards
2b
2
2b
2, 5
2b
1, 2, 5
!c, 2b, 5b
Short Papers,
TV
Assignment,
Final Project
Movie Journal,
TV
Assignment,
Final Project
Short Papers,
Movie Journal,
TV
Assignment,
Final Project
Short Papers,
Movie Journal,
Final Project
Diversity
Central to the themes of this course are issues of class, race, gender, and sexual identities.
Students will explore the role of popular culture in the production and dissemination of
these concepts, as well as their own understandings of these themes in relation to the films
we watch.
Disability Statement
Students with disabilities who believe that they may need accommodations in the class are
encouraged to contact the Office of Services for Students with Disabilities at 684-5917 or
[email protected] as soon as possible to better ensure that such accommodations
are implemented in a timely fashion.
Technology Considerations
Blackboard
This course uses Blackboard, a web-based system used to manage class activities and
communications. Course sites are automatically created for most Duke courses based on
information from the Registrar's office. Students are automatically enrolled in the site. Blackboard
can be used to distribute course materials, to communicate and collaborate online, to post grades,
to submit assignments, and to take online quizzes and surveys.
55
You will be responsible for checking the Blackboard course site regularly for class work and
announcements. Blackboard is available at http://blackboard.duke.edu. Support is provided by the
OIT Help Desk at 684-2200.
Course Assignments
Short Papers (One Page, Single Spaced): 5 pts. each, 40 pts. total
Paper should include (fine to just number your responses):
1. Title and Author of Article or Chapter
2. Author’s main argument
3. What works or is most compelling about that argument?
4. What doesn’t work or needs further development about that argument?
5. How does this reading connect to other readings, class discussion, or films we’ve
watched?
•
•
•
•
Eight must be accepted over the course of the semester. An accepted paper will
receive the full five points. In order for a paper to be accepted it must appropriately
respond to each of the five prompts.
Papers that are not accepted may be revised and resubmitted within one week from
their return.
Only one short paper can be turned in per week (with the exception of
resubmissions).
Papers must correspond to one of the readings for that week’s class meeting.
Movie Journal (or S-L Journal): 20 points
Must contain one entry for each of the films we watch for class. Each entry should contain
key points/noticings for the purposes of our class discussion (may be bulleted…not looking
for essays here, just things you notice as we watch). Also respond to one or more of the
following questions (in a few paragraphs):
1. How does this film conform to or disrupt the arguments laid out by Bulman
around the three major groupings and characteristics of high school movies?
2. What questions does the film raise around themes of identity? What resolutions
are proposed?
3. What’s problematic or disturbing about the film? What kind of concerns around
power and representation strike you?
4. What is the gift of this film? What does it add positively to the discourse on
schooling, adolescence, and “Americanness”?
5. What other films or television shows address similar themes or populations?
How do they offer similar or differing perspectives?
Small Group presentation on TV series: 20 points
56
Each group of three students will be given a list of three television shows produced over
the last fifty years to choose from. After selecting a show, students are expected to watch at
least three episodes and prepare a presentation including the following:
1. the show’s premise and key characters
2. how the show fits in with Bulman’s class analysis and Shary’s chronological view
3. responses to at least two of the movie journal questions
Final Analysis Project: 20 points
Since we have utilized a genre study approach, the films we watch in class all fall more or
less into the mainstream of American High School movies. Sometimes one of the best ways
to understand a genre is to consider the work that pushes its limits. Bulman does this
through the examination of foreign film. For this assignment you may either chose a
foreign film, a high school themed documentary, or an American film set in the high school
context that clearly stretches the defining characteristics of the genre (a film about or set in
high school that is not a “high school film”).
Write a 6-8 page paper bringing the film into conversation with other class
readings/discussions and the central argument of the course (on imagining America).
Further instructions and a final rubric will be provided in class.
Some interesting films that you might consider for the final project (you are free to choose
a film not on this list, just get it approved):
Documentaries:
High School (1968), All American High (1987), Hoop Dreams (1994), Billy the Kid (2007),
American Teen (2008), Hard Times at Douglas High (2008), Waiting for Superman (2010)
Genre Stretching:
Election (1999), Rushmore (1998). Precious (2009), Igby Goes Down (2002), Welcome to
the Dollhouse (1995), Donnie Darko (2001)
Foreign:
See Bulman p. 174-175
Course Policies and Guidelines
Institutional Policies
Academic Integrity
Duke University is a community dedicated to scholarship, leadership, and service and to
the principles of honesty, fairness, respect, and accountability. Citizens of this community
commit to reflect upon and uphold these principles in all academic and non-academic
endeavors, and to protect and promote a culture of integrity.
To uphold the Duke Community Standard:
57
•
•
•
I will not lie, cheat, or steal in my academic endeavors;
I will conduct myself honorably in all my endeavors; and
I will act if the Standard is compromised.
Due Process and Grievance Policy
Students with a grievance should discuss the matter with the instructor (for grade
disputes) or the director of undergraduate studies in the relevant department (for all other
matters). If no satisfactory resolution is reached at this level, the student may address, in
turn, the department chair, the senior associate dean for academic affairs, and the dean of
Arts and Sciences. For further specifics pertaining to Duke’s Undergraduate Grade Review
Procedures see http://trinity.duke.edu/academic-requirements?p=undergraduate-grade-reviewprocedure
Duke’s Policy on Class Attendance and Missed Work
http://trinity.duke.edu/academic-requirements?c=class-attendance-and-missed-work
Instructor Policies
•
•
•
•
Students are expected to be present at all class meetings. If you know you will be
absent, please contact me before noon on the day of the class.
Assignments are due in class. PLEASE DO NOT E-MAIL ASSGINMENTS. Be sure to
save a copy of all work turned in until the end of the semester.
Laptops are expected to be turned off during class unless needed for presntations or
learning acoomodations.
Cell phones should be turned off and put away. Texting under the table or in your
jacket pocket is still disruptive and pulls your attention away from the learning
community.
Tentative Course Schedule
Schedule:
Jan18: Historical Context
• Introductions
• Course Overview
• Film: School: The Story of American Public Education
Jan 25: Theoretical Framing
• Film: The Breakfast Club
• Reading: Hollywood Goes to High School, Chapters 1-2
• Reading: “Postfeminist Cliques?”, Bleach
Feb 1: The Invention of the Teenager
• Film: Rebel Without a Cause
• Reading: Teen Movies, Shary, p.5-51
58
•
Reading: “Films, Television, Music, Sports and Fan Cultures”, Weaver (Blackboard)
Feb 8: Masculinities
• Film: Superbad
• Reading: from American Nerd: The Story of My People, Nugent
• Reading: Hollywood Goes to High School, Chapter 4
Feb 15: Femininities
• Film: Bring it On
• Reading: “Girls, Sexuality, and Popular Culture”, Asher
• Reading: Teen Movies, 53-88
Feb 22: Sexual Identities
• Film: But I’m a Cheerleader
• Reading: Teen Movies, 89-110
• Optional Reading: From A Critical Introduction to Queer Theory, Sullivan
MOVIE JOURNAL DUE
Mar 1: Model Minorities
• Film: Better Luck Tomorrow
• Reading: “Performing the ‘Oriental’”, Ho
• Reading: “Behind the Model Minority Stereotype”, Lee
• Optional Reading: “The Most Outrageous Masquerade”, Parikh
Mar 8: Spring Break
Mar 15: The Teacher/Hero
• Film: Dangerous Minds
• Reading: The Hollywood Curriculum, Chapter 2
• Reading: Hollywood Goes to High School, Chapter 3
Mar 22: The Juvenile Delinquent
• Film: Boyz N the Hood
• Reading: “The Lower Economic”, Kirkland, et al.
Mar 29: The Elite Academy
•
•
•
Film: Dead Poet’s Society
Reading: Hollywood Goes to High School, Chapter 5
Reading: The Hollywood Curriculum, Dalton, Chapter 3
April 5: The Supernatural (The Catholic School)
• Film: The Craft
• Reading: “Glamorous Witchchraft”, Moseley
MOVIE JOURNAL DUE
59
April 12: Television: School on the Small Screen
SMALL GROUP PRESENTATIONS
April 19: Documentary
• Film and Reading TBD
April 26: Integrating Knowledge
• Returning to where we began
• Evaluating and reflecting on the premise of the course (invention of Americanness)
• Share final paper ideas
• Reading: Hollywood Goes to High School, Chap. 7
60
EDUCATION 221
Methods and Materials for Teaching the Gifted Learner
Spring 2011
Number of Credit Hours: 3
Required or Elective: Required (Academically/Intellectually Gifted Licensure Program)
Instructor’s Information
Professor:
Kristen Stephens, Ph.D.
Office:
213 West Duke Building
Office Phone: (919) 660-3083
Email:
[email protected]
Office Hours: By appointment
Professor:
Office:
Office Phone:
Email:
Office Hours:
Prerequisite
•
Elissa F. Brown, Ph.D.
301 N. Wilmington Street, Raleigh
(919) 807-3987
[email protected]
By appointment
EDUC 220 – Nature and Needs of the Gifted Learner
Required Text
Karnes, F. A., Bean, S.M. (2009) Methods and materials in gifted education (2nd ed.). Waco,
TX: Prufrock Press.
Additional readings as required by instructor(s)
Additional Materials
North Carolina Academically/Intellectually Gifted Program Standards
http://www.ncpublicschools.org/docs/academicservices/gifted/aig-programstandards.pdf
Conceptual Framework for the Professional Education Unit at Duke University
The professional teacher education unit is committed, both in our own practice and the
education of our candidates, to understanding the teacher as LEARNER (Liberally
Educated, Advocating, Reflective,
Nurturing, Engaged, and Respectful). These core concepts frame our work and shape both
our programming and our ways of relating to with our candidates, school and community
61
partners, one another, and the larger University. As a conceptual framework,
understanding the teacher as LEARNER reflects our vision as we expect all members of our
learning community to continue becoming evermore:
Liberally Educated: The teacher preparation program’s positioning within
the University's larger commitment to a "superior liberal education" makes us
somewhat unique in our design. The Unit does not offer an education major, but
rather builds on the excellence and depth of content knowledge our students
acquire through their studies across campus and beyond. It is our conviction that
our graduates benefit from this commitment to supporting rigorous study
in multiple disciplines, met with the excellence of our intensive teacher preparation
programs.
Advocating: We recognize that good teachers are good leaders. We prepare our
teachers to be advocates for students and schools both within the institutions where
they will be employed and in the greater community. We model our commitment to
cultivating leadership by our own participation in advocating for the place of
teacher preparation within a Tier 5 research institution as well as our commitments
to advocacy for PreK-12 students in our region.
Reflective: Central to our praxis is an ongoing commitment to reflection. Our
previous conceptual framework (ALERT: A Liberally Educated, Reflective Teacher),
placed “reflective” as the most significant modifier in describing the teachers we
educate. We continue our deep, institutional commitment to this value throughout
our programs.
Nurturing: Held in constant tension with the challenge of high standards for
academic excellence that we expect of our candidates and in turn encourage them to
expect of their students, we seek to maintain a culture of fairness and compassion.
Recognizing that in our formation of teachers we are invested in the whole student,
we encourage candidates to recognize the role of nurturing in their own
professional identities.
Engaged: The University has made its commitment to civic engagement a clear
priority, and our programs have been leaders in Duke’s efforts. We are international
leaders in the development of service-learning pedagogies in teacher preparation.
Beyond the scope of traditional fieldwork, our emphasis on engagement
reconceptualizes the partnership between pre-service teachers, community schools,
and the University by drawing attention to broader social and ethical considerations
of the schooling experience. Graduates of our program are unequivocally clear that
their commitment to teaching is a commitment to a life of civic engagement.
62
Respectful: Finally, the Unit emphasizes a culture of respect as we companion
emerging professionals towards teaching diverse populations. By actively and
critically engaging questions of power and privilege, we prepare our candidates to
meet their students where their students are, and with all those students bring with
them to the learning community.
Course Description
In this course, students will learn the fundamental procedures for differentiating instruction for gifted
and talented students. The course builds on the background knowledge about the nature of gifted
students, their characteristics and instructional needs presented in the prerequisite course, Nature and
Needs of Gifted Students. Representative course topics include creative problem solving, formative
assessment, problem-based learning, and the role of questioning in the classroom.
In this course and in agreement with the conceptual framework, candidates are being
prepared to become:
• Informed Advocates on behalf of gifted and talented learners,
•
•
•
•
Reflective Practitioners who are intentional in their use of assessment to inform
future instruction,
Nurturers of Excellence who maintain high expectations for their students and are
unwavering in their belief that all students can learn,
Engaged in the Broader Social and Political Debates that impact programs and
services for gifted learners,
Respectful of the Educational Needs of Gifted Learners Across all Populations
including those that have been traditionally underserved in programs for the gifted
including students who are culturally/ethnically diverse, economically
disadvantaged, English language learners, highly gifted, and twice-exceptional
Modes of Learning
A variety of instructional strategies will be employed to meet the needs of adult learners
including, but not limited to, large and small group discussion, critical reflection activities,
lesson planning, and case study/interviews. Special emphasis will be given to active
learning and grounding theory in real life problems of instructional practice.
Course Goals
This course is designed to help students…
• Acquire a repertoire of evidence-based curriculum and instructional strategies to
differentiate for individuals with gifts and talents.
• Preassess the learning needs of individuals with gifts and talents in various domains
and adjust instruction based on continual assessment.
• Apply higher-level thinking and metacognitive models to content areas to meet the
needs of learners with gifts and talents.
63
•
•
Create learning environments for individuals with gifts and talents that support lifelong
learning.
Integrate the perspectives of diverse groups in planning effective instruction for
learners with gifts and talents.
Course Objectives
The objectives for this course are grounded in the North Carolina Professional Teaching
Standards and the Professional Knowledge, Skills, and Dispositions identified by the
Professional Education Unit. These standards provide guidelines and delineate what
students are to know or demonstrate by the end of the course.
Course Objectives
Unit NC Professional
Method of
KSDs
Teaching
Assessment
Standards
Candidates will know the content appropriate to their teaching
specialty.
Candidates will advocate for positive change in policies and
practices affecting student learning
Candidates will select materials and develop lessons that
counteract stereotypes and incorporate histories and
contributions of all cultures.
Candidates will understand the influences that affect individual
student learning (development, culture, language proficiency,
etc.) and differentiate their instruction accordingly.
Candidates will employ a wide range of techniques including
differentiated instruction.
Candidates will help students develop critical-thinking and
problem-solving skills.
Candidates use a variety of methods to assess what each student
has learned.
Candidates will think systematically and critically about student
learning in their classrooms and schools.
3
3b
2
2b
1
Handbook
1d
Student Interview
4
4a
4
4c
Student Interview
Lesson Plans
4
4
5
4e
4h
5a
Lesson Plans
Lesson Plans
Lesson Plans
Student Interview
Handbook
Student Interview
Handbook
Diversity
This class will help candidates focus on treating K-12 students as individuals by learning to appreciate
the differences and value the contribution of each student in the learning environment. Candidates will
build on the knowledge obtained in EDUC 220 by continuing to seek solutions to overcome cultural and
economic obstacles that may stand in the way of the education of gifted students from traditionally
underrepresented populations. Recognizing the influence of race, ethnicity, gender, religion, and other
aspects of culture on a K-12 student’s development, candidates will be encouraged to actively select
materials and develop lessons that counteract stereotypes and incorporate histories and contributions
of all cultures. This course will also emphasize the importance of understanding how a gifted student’s
culture and background may influence his or her school performance.
Disability Statement
Students with disabilities who believe that they may need accommodations in the class are
encouraged to contact the Office of Services for Students with Disabilities at 684-5917 or
[email protected] as soon as possible to better ensure that such accommodations
are implemented in a timely fashion.
64
Technology Considerations
It is the expectation that candidates enrolled in this course will continue to stretch themselves with
regards to their proficiency in the use of digital technologies. Specifically, as per ISTE standards,
candidates will…
1. communicate relevant information and ideas effectively using a variety of digitalage media and formats.
2. engage K-12 students in exploring real-world issues and solving authentic problems
using digital tools and resources.
3. design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.
4. customize and personalize learning activities to address K-12 students' diverse
learning styles, working strategies, and abilities using digital tools and resources.
Blackboard
This course uses Blackboard, a web-based system used to manage class activities and communications.
Course sites are automatically created for most Duke courses based on information from the Registrar's
office. Students are automatically enrolled in the site. Blackboard can be used to distribute course
materials, to communicate and collaborate online, to post grades, to submit assignments, and to take
online quizzes and surveys.
You will be responsible for checking the Blackboard course site regularly for class work and
announcements. Blackboard is available at http://blackboard.duke.edu. Support is provided by the OIT
Help Desk at 684-2200.
Key Evidences
Key evidences are embedded in courses required of licensure candidates and have been
aligned with the North Carolina’s Professional Teaching Standard and the Knowledge,
Skills, and Professional Dispositions expected of the Unit’s candidates. Examples of key
evidences include: research papers, curriculum units, assessment plans, critical reflections
on leadership, etc. The way in which these tasks are assessed remains the same despite the
instructor assigned to the course. In doing so, these key evidences have become the means
by which the Unit monitors and assesses the most significant candidate learning outcomes
in a program of study. Instructors register data on candidates’ performance on key
evidences in courses using rubrics that have been aligned with relevant standards.
To be eligible for the AIG Add-On License, the state of NC requires that candidates exhibit
proficiency on Standard 3b (Teachers know the content appropriate to their teaching
specialty) of the NC Professional Teaching Standards. To demonstrate proficiency on this
standard candidates compile a handbook that informs members of the school and local
community of the definitions, policies, and laws regarding gifted education. The rubric used
to assess this key evidence is attached to the end of this syllabus.
65
Grading Procedures
Class Attendance & Participation. Activities are planned for each class period that will enhance the
understanding of reading material and provide additional opportunities to practice the skills necessary
to apply the teaching activities in the classroom. Students are expected to attend all classes and to
participate in planned activities.
Course Blackboard (Bb) Site. The course also makes limited use of a Blackboard site. To
access the site after you register, go to http://courses.duke.edu and login using your Duke
NetID and password. You should locate a folder for EDUC 221 “Methods and Materials for
Teaching the Gifted”. Browse the site for course announcements, course documents,
assignments, and useful External Links. Blackboard will also be used to facilitate out-ofclass discussion on a variety of course topics.
Readings. Readings in the text are assigned one week prior to the class in which the
material is to be discussed or used. Students are expected to complete all readings prior to
class discussions.
Assignments & Assessment Criteria. All student evaluation is based on accuracy, clarity, depth and
creativity of thought. Accuracy addresses the comprehensiveness and accuracy of the material; clarity
addresses the writing style, organization, and flow of ideas; depth addresses the degree to which your
assignment represents substantial thought and depth of reflection; and creativity speaks to the
uniqueness of the ideas and degree of insight. Specific assignments are described below:
66
Lesson Plans: An integral part of learning how to apply methods, materials, and
instructional strategies in a classroom is the development of original lesson plans
based on the instructional strategies discussed in class. You will develop and submit
a total of four lesson plans based on the methods studied (Socratic, Taba, PBL,
Questioning, CPS, Gardner, Revised Bloom’s Taxonomy, concept-development, etc).
Lesson plans should follow the format provided and contain all required elements
(see lesson plan template). Lesson plans must be submitted on the listed due dates
unless prior arrangements are made. Students have the option of creating one
lesson plan (out of four) which responds to a gifted individual as described in a
movie (Suggested films: Little Man Tate, Searching for Bobby Fischer, Good Will
Hunting, Finding Forrester, Spellbound, etc.)
Student Interview: Interview a gifted student to learn his/her perspective about
his/her own education. How is the instruction differentiated in terms of content,
process, product, or other modifications that are made? Is he/she experiencing
challenges or difficulties academically, socially, and/or emotionally? In what ways?
What suggestions does the student have that would improve his/her own
instructional program? Complete your paper with suggestions to improve the
student’s instructional program pulled from course readings, discussion, and
instructional strategies and justify why the suggestions you selected would match
the learner’s characteristics and behaviors.
Blackboard Discussion or NCAGT reflection: Engaging as a reflective practitioner
within a community of learners is an essential ingredient as a life-long learner in the
gifted field. This assignment gives you a choice of responding to five questions
posted over the course on the blackboard site or attending the state gifted
conference (NCAGT) and writing a reflection of your experience and how it supports
the course content.
Handbook Assignment: You will be required to complete 2 assignments as part of
your ongoing program handbook-1-related to curriculum & instruction; 1-related to
student assessment. Together-these constitute one grade. Be sure to frame both
components below with a target audience in mind. A rubric has been provided.
1. Student Assessment: Provide a rationale of why different types of
assessment should be used to measure gifted students’ academic growth
and how this can be achieved in the classroom. Provide an example of an
appropriate assessment for a gifted learner (you can use one of the
assessments provided on a lesson plan but elaborate on it and its
appropriateness)
2. Curriculum & Instruction Component: Create a table listing the various
methods & models discussed in class and relative strengths and
limitations of each model. Assessment will be based on ability to critical
reflect on both service options and curriculum & instruction and write a
coherent, cogent piece of work for a targeted audience-such that the
material makes sense to the “non-educator”.
Evaluation and Grading
Attendance & Participation
Handbook Assignment
Student Interview
Lesson Plans
A. Blackboard Discussion Board 1 OR
B. NCAGT reflection 2
15%
20%
15%
40% (10 points per
lesson)
10%
The university's ten-point grading scale will be followed. Late work will be accepted, but
points will be deducted.
Course Policies and Guidelines
10 points is the maximum possible for the five questions posted over the course on the blackboard site of the
class. Students will receive 1-2 points per response depending upon the depth and insightfulness of the response.
No response to a question results in 0 point.
1
2
Attend the NCAGT state gifted conference March 17-18, 2011 in Winston-Salem. Write a 1 page reflection on
something you learned and how it aligns (or not) with class readings, activities, or assignments. Must show
documentation of conference attendance.
67
Academic Integrity
Duke University is a community dedicated to scholarship, leadership, and service and to
the principles of honesty, fairness, respect, and accountability. Citizens of this community
commit to reflect upon and uphold these principles in all academic and non-academic
endeavors, and to protect and promote a culture of integrity.
To uphold the Duke Community Standard:
•
•
•
I will not lie, cheat, or steal in my academic endeavors;
I will conduct myself honorably in all my endeavors; and
I will act if the Standard is compromised.
Due Process and Grievance Policy
Students with a grievance should discuss the matter with the course instructor. If the
complaint cannot be resolved satisfactorily at this level, the student may address, in turn,
the program director (Jan Riggsbee), the Dean of Continuing Studies (Paula Gilbert) and the
Dean of Academic Affairs of Trinity College of Arts & Sciences (Lee Baker), who shall be the
final avenue of appeal.
Duke’s Policy on Class Attendance and Missed Work
To obtain transcript credit for EDUC 221, you must attend regularly, participate actively,
and submit all class assignments in a timely fashion. It is important to attend all scheduled
classes. Credit will not be granted if more than two classes are missed. For additional
information on Duke’s Attendance and Missed Work policy see
http://trinity.duke.edu/academic-requirements?c=class-attendance-and-missed-work
68
Tentative Course Schedule
CLASS
TOPIC
MEETING
• Introduction and Course Overview
Jan. 20
•
•
•
What is differentiated instruction?
Gifted Characteristics & Curricula
Inferences
Key features of differentiation
Jan. 27
•
•
•
Differentiation Features
Concept-Based Instruction
Instructional Method: Concept
Development (Hilda Taba)
Feb. 3
•
•
Goals & Objectives
Role of questioning for accessing
higher level processes
Instructional Method: Questioning
Approaches
Critical/Analytical Thinking skills
•
•
Feb. 10
Feb. 17
69
•
•
•
•
•
•
Socratic Teaching
Bruner
Process Skills
Defining Creativity
Creative Thinking
Instructional Method: Creative
Problem Solving (CPS)
READINGS & ASSIGNMENTS
Tomlinson, C.A. (Spring 2005). Quality
curriculum and instruction for highly
able students. Theory Into Practice, 44
(2), 160-166. [Blackboard]
M& M Chapter 4 (Kaplan)
Erikson, L. (2007). The thinking
classroom. In Concept-based
curriculum and instruction for the
thinking classroom (1 – 23). Thousand
Oaks, CA: Corwin Press.
[Blackboard]
Erikson, L. (2007). The structure of
knowledge . In Concept-based
curriculum and instruction for the
thinking classroom (25 - 46).
Thousand Oaks, CA: Corwin Press.
[Blackboard]
Avery, L. D. & Little, C. A. (2003).
Concept development and learning. In
J. Van Tassel-Baska & C. A. Little
(Eds.), Content-based curriculum for
high-ability learners (pp.101-124).
Waco, TX: Prufrock. [Blackboard]
VanTassel-Baska, J. & Stambaugh, T.
(2006). Differentiating Curriculum:
The process. In Comprehensive
curriculum for gifted learners (3rd
ed.) (pp. 78-85). Boston: Pearson.
[Blackboard]
Shaunessy, E. (2000,
September/October). Questioning
techniques in the gifted classroom.
Gifted Child Today, 23, 14-21.
[Blackboard]
M& M Chapter 9 (Parks)
Lesson Plan (# 1) Due
M& M Chapter 5 (Seney)
M& M Chapter 11 (Cramond &
Connell)
Piirto, J. (2004). How parents and
teachers can enhance creativity in
Feb. 24
•
Instructional Method:
Problem-Based Learning
Mar. 3
•
•
•
Using assessment to guide instruction
Assessment: Formative
Assessment of or assessment for
learning
Rubrics: Pros/cons
Assessment of gifted student learning
•
•
Mar. 10
Mar. 17
Mar. 24
Mar. 31
70
•
•
•
•
•
•
•
•
children. In Piirto, J. Understanding
creativity, (pp. 101-132). Scottsdale,
AZ: Great Potential Press.
[Blackboard]
VanTassel-Baska, J. & MacFarlane, B.
(2009). Enhancing creativity in
curriculum. In L. V. Shavinina (Ed.)
International handbook on giftedness,
Part 2, (pp. 1061-1083) Springer
Science. [Blackboard]
M& M Chapter 10 (Gallagher)
Chapter 4 in Lambros, A. (2004)
Problem-based learning in middle
and high school classrooms.
Thousand Oaks, CA: Corwin Press.
[Blackboard]
Lesson Plan (#2) Due
Stiggins R. J. (2002). Assessment
crisis: The absence of assessment for
learning. Kappan, 83 (10), 758-765.
[Blackboard]
Burke, K. (2010). The balanced
assessment model: When formative
meets summative. In Balanced
assessment: Formative to Summative,
(pp. 19 – 26). Bloomington, IN:
Solution Tree Press. [Blackboard]
Burke, K. (2010). Formative
assessment tools: Real time and real
fast. In Balanced assessment:
Formative to Summative, (pp. 119 –
140). Bloomington, IN: Solution Tree
Press. [Blackboard]
M& M Chapter 6
Handbook Assignments Due
Assessment - Rubrics
Student products-quality,
standards, and differentiation
NCAGT CONFERENCE IN WINSTON-SALEM – NO CLASS
M& M Chapters 21 (Riley); 6 & 22
Materials and resources
appropriate for gifted learners (Stephens & Karnes); Chapter 13
(Johnsen)
(multicultural)
Criteria in resource selection
Lesson Plan (#3) Due
Role of independent study
Employing research skills
Discussion of student interviews Moran, S., Kornhaber, M., & Gardner, H.
(2006). Orchestrating multiple
Role of intelligences and
•
Apr. 7
•
•
•
•
•
Apr. 14
71
•
implications for instruction
Instructional Method: Multiple
Intelligences (M.I.)/Gardner
Sharing of handbook
assignments
Role of leadership
Instructional excellence &
systems to support program
development/implementation
Standard Course of Study:
Implications for Gifted
NC AIG program standards:
Standard 2 (differentiated
curriculum & instruction)
Putting the quilt together
intelligences, Educational Leadership,
64 (1), 22-27. [Blackboard]
Student Interview Due
NCAGT Reflection (if chosen) Due
VanTassel-Baska, J. & Brown, E. (2007).
Toward best practice: An analysis of the
efficacy of curriculum models in gifted
education. Gifted Child Quarterly, 51 (4),
342-358. [Blackboard]
Standard 2: Differentiated curriculum &
instruction (NC AIG program
standards)
Rash, P. K. & Miller, A. D. (2000). A
survey of practices of teachers of the
gifted. Roeper Review, 22, 192-194.
[Blackboard]
Brown, E.F. (2009). Leadership: An
integrated approach. In T. Stambaugh &
B. MacFarlane (Eds.). Festschrift for
Joyce VanTassel-Baska. Waco, TX:
Prufrock. [Blackboard]
Final Lesson Plan (#4) Due
All Boardboard Discussions (if
chosen)
Bibliography
Halsted, J. W., (2002). Some of my best friends are books (2nd ed.). Scottsdale, AZ: Great
Potential Press.
Renzulli, J. S., Hays, T. S., & Leppien, J. H. (2000). The multiple menu model: A practical guide
for developing differentiated curriculum. Mansfield Center, CT: Creative Learning
Press.
Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J., Leppien, J., & Burns, D. (2002). The
parallel curriculum: A design to develop high potential and challenge high-ability
learners. Thousand Oaks, CA: Corwin Press.
Tomlinson, C. A. (2003). Fulfilling the promise of a differentiated classroom: Strategies and
tools for responsive teaching. Alexandria, VA: ASCD
Tomlinson, C. A. & McTighe, J. (2006). Integrating differentiated instruction and
understanding by design. Alexandria, VA: ASCD
VanTassel-Baska, J. (2000). Research on curriculum for the gifted. In K. Heller, F. Mönks,
& R. Subotnik (Eds.)., Handbook on research in gifted education. London:
Pergamon Press.
VanTassel-Baska, J. (2002). Curriculum planning and instructional design for gifted
learners. Denver: Love.
VanTassel-Baska, J., Avery, L. D., Little, C., & Hughes, C. (2000). An evaluation of the
implementation of curriculum innovation: The impact of the William and Mary units
of schools. Journal for the Education of the Gifted, 23, 244-270.
VanTassel-Baska, J., & Little, C. A. (Eds.). (2002). Content-based curriculum for gifted
learners. Austin, TX: Prufrock Press.
VanTassel-Baska, J., Zuo, L., Avery, L. D., & Little, C. A. (2002). A curriculum study of giftedstudent learning in the language arts. Gifted Child Quarterly, 46, 30-44.
VanTassel-Baska, J. & Brown, E. F. (2007). Toward Best Practice: An analysis of the efficacy
of curriculum models in gifted education. Gifted Child Quarterly, 51, 342-358.
72
Assignment Details
Handbook
Identify a group within your school or community who needs additional information,
clarification, or resources pertaining to the definitions, policies, and laws regarding gifted
education. You can choose to address your handbook to a specific group (i.e., parents,
teachers, administrators, counselors, etc.) or to a broad population. The format of this
handbook and the courses in which you will address each section follow. Note that
sections in italics will need to be revisited and updated across all courses.
EDUC 220
 A Table of Contents
 Rationale and Purpose for the Handbook
 Glossary of Terms for Gifted Education
 State Laws and Standards AND Local Policy Regarding Gifted Education
 Characteristics of Gifted Learners
 Identification Process
 Resources (Books, articles, Web sites, organizations)
EDUC 221
 A Table of Contents
 Glossary of Terms for Gifted Education
 Curriculum and Instruction
 Assessment
 Resources (Books, articles, Web sites, organizations)
EDUC 222
 A Table of Contents
 Glossary of Terms for Gifted Education
 Methods for Resolving Disputes
 Advocacy
 Resources (Books, articles, Web sites, organizations)
EDUC 223
 A Table of Contents
 Glossary of Terms for Gifted Education
 Supplemental, Self-Selected Section based on needs of targeted audience
 Resources (Books, articles, Web sites, organizations)
73
LEVEL OF PERFORMANCE
74
Summarizes information in
narrative
Includes information
relevant to target
audience
Uses additional
appropriate methods of
“showing” information
(i.e., tables, charts,
photos, etc.)
Organizes and presents
relevant information in
a meaningful way for
target audience
Interprets information
based on multiple
sources
AND
AND
AND
AND
Demonstrates synthesis
of information (infuses
on thoughts and ideas)
AND
Interprets selected
information accurately
Arranges content under
relevant headings
Accomplished Can
(4)
AND
Synthesis of
Information
Identifies target audience
Organizes content in a
logical structure and/or
hierarchy
Proficient Candidate
(3)
AND
Audience
Selects information from
credible sources
AND
Content Relevancy
Includes a Table of
Contents
AND
Organization
Developing Candidate
(2)
AND
Emergent Candidate
(1)
AND
PERFORMANCE
INDICATOR
AND
Student:
Gifted Education Handbook Rubric
Employs the use of
(figures, tables, etc
present content in
and meaningful for
Evaluates and refle
content within the
(challenges existin
paradigms)
Seeks and impleme
methods of dissem
information to targ
audience
Explains how sourc
synthesized to draw
original conclusion
Uses APA format
correctly throughout,
including the reference
section
Integrates
supplemental
publication applications
to enhance word
processing documents
(i.e., clip art, use of
design templates, etc.)
Uses headings (and
subheadings, if
appropriate)
AND
AND
AND
AND
AND
Demonstrates
proficiency in word
processing (i.e., font
format, line and margin
settings, etc.)
Effectively applies
content knowledge
regarding the laws,
current policies, and
definitions pertaining
to gifted education in
an authentic manner.
AND
Contains few spelling and
grammatical errors.
Demonstrates an
awareness
of the content
knowledge regarding
the laws, current
policies, and definitions
pertaining to gifted
education.
AND
Mechanics
Awareness of how
technology can be utilized
in the design of the
handbook.
AND
Appearance
(Use of
Technology)
Successfully completes
required gifted education
coursework.
AND
Depth of Content
Knowledge
Definitions:
Emerging Candidate: The first of four performance levels used to rate a candidate’s proficiency on performance indicators of required
assignments. Such candidates are engaged in their coursework
but possess only a limited or superficial knowledge and awareness of concepts associated with required assignment.
Developing Candidate: The second of four performance levels used to rate a candidate’s proficiency on performance indicators of
required assignments. Reflects a candidate with the skills and
knowledge of a student who has successfully completed required coursework. Such candidates have mastered important concepts and
demonstrated the ability to apply these to concrete problems,
but in contexts of limited complexity (e.g., case study analysis, simulations, early field experiences, etc.).
Proficient Candidate: The third of four performance levels used to rate a candidate’s proficiency on performance indicators of required
assignments. Reflects a candidate who has mastered important
concepts and demonstrated the ability to apply these concepts consistently in real-world contexts. Such candidates have the knowledge
and skills to perform effectively.
Accomplished Candidate: The fourth of four performance levels used to rate a candidate’s proficiency on performance indicators of
required assignments. Reflects only those candidates who possess
and demonstrate truly exemplary understanding, mastery, and consistent integration of relevant concepts and skills.
75
Evaluates and cons
reflects upon the co
knowledge regardi
laws, current polici
definitions pertain
gifted education.
Incorporates sophi
publication applica
beyond a word pro
program. (i.e., Micr
Publisher or other
software)
Submits a product
publishable quality
EDUCATION 222
Differentiating Curriculum for the Gifted Learner
Summer 2011
Number of Credit Hours: 3
Required or Elective: Required (Academically/Intellectually Gifted Licensure Program)
Instructor’s Information
Professor:
Kristen Stephens, Ph.D.
Office:
213 West Duke Building
Office Phone: (919) 660-3083
Email:
[email protected]
Office Hours: By appointment
Prerequisites
•
EDUC 220 – Nature and Needs of the Gifted Learner
•
EDUC 221 – Methods and Materials for Teaching the Gifted
Required Texts
Erickson, H. L. (2007). Concept-based curriculum and instruction for the thinking
classroom. Thousand Oaks, CA: Corwin Press. (ISBN: 141291700X; $30)
Wiggins, G. P., & McTighe, J. (2005). Understanding by design: Professional
Development Workbook. Alexandria, VA: Association for Supervision and
Curriculum Development. (ISBN: 978-0871208552; $20)
Additional readings as assigned by instructor.
Additional Materials
North Carolina Academically/Intellectually Gifted Program Standards
http://www.ncpublicschools.org/docs/academicservices/gifted/aig-programstandards.pdf
Conceptual Framework for the Professional Education Unit at Duke University
We are committed to understanding the teacher as LEARNER (Liberal
Education, Advocacy, Reflection, Nurture, Engagement, and Respect). These core concepts
shape our programming and our ways of relating with our candidates, school and
community partners, one another, and the larger University:
76
Liberal Education: Our program’s positioning within the University's larger
commitment to a "superior liberal education" makes us somewhat unique in our
design. The Unit does not offer an education major, but rather builds on the
excellence and depth of content knowledge our candidates acquire through their
studies across campus and beyond. It is our conviction that our graduates benefit
from this commitment to supporting rigorous study in multiple disciplines, met with
the excellence of our intensive teacher preparation programs.
Advocacy: We recognize that good teachers are good leaders. We prepare our
candidates to be advocates for students and schools both within the institutions
where they will be employed and in the greater community. We model our
commitment to cultivating leadership by our own participation in advocating for the
place of teacher preparation within a Tier 5 research institution as well as our
commitments to advocacy for PreK-12 students in our region.
Reflection: Central to our praxis is an ongoing commitment to reflection. Our
previous conceptual framework (ALERT: A Liberally Educated, Reflective Teacher),
placed “reflective” as the most significant modifier in describing the teachers we
educate. We continue our deep, institutional commitment to this value throughout
our programs.
Nurture: Held in constant tension with the challenge of high standards for
academic excellence that we expect of our candidates and in turn encourage them to
expect of their students, we seek to maintain a culture of fairness and compassion.
Recognizing that in our formation of teachers we are invested in the whole student,
we encourage candidates to recognize the role of nurturing in their own
professional identities.
Engagement: Duke has made a commitment to civic engagement a priority, and our
programs have been leaders in that effort. We are international leaders in the
development of service-learning pedagogies in teacher preparation. Beyond the
scope of traditional fieldwork, our emphasis on engagement reconceptualizes the
partnership between pre-service teachers, schools, and the University by drawing
attention to broader social and ethical considerations of the schooling experience.
Our graduates are unequivocally clear that their commitment to teaching is a
commitment to a life of civic engagement.
Respect: We emphasize a culture of respect as we companion emerging
professionals towards teaching diverse populations. By actively and critically
engaging questions of power and privilege, we prepare our candidates to meet their
students where their students are, and with all those students bring with them to
the learning community.
77
Course Description
In this course, students learn about appropriate curriculum and model programs for gifted
and talented learners. The course focuses on program planning, exemplary program
models, and development of appropriately differentiated curricula for
gifted/talented learners. The course builds on the pedagogical content knowledge
and skills presented in the prerequisite course, Methods and Materials for Teaching
the Gifted Learner as well as the characteristics and instructional needs of gifted
learners presented in the other prerequisite course, Nature and Needs of Gifted
Students. Representative course topics include Understanding by Design (UbD),
concept-based instruction, curriculum mapping, and assessment .
In this course and in agreement with the conceptual framework, candidates are being
prepared to become:
• Informed Advocates on behalf of gifted and talented learners,
•
•
•
•
Reflective Practitioners who are intentional in their use of assessment to inform
future instruction,
Nurturers of Excellence who maintain high expectations for their students and are
unwavering in their belief that all students can learn,
Engaged in the Broader Social and Political Debates that impact programs and
services for gifted learners,
Respectful of the Educational Needs of Gifted Learners Across all Populations
including those that have been traditionally underserved in programs for the gifted
including students who are culturally/ethnically diverse, economically
disadvantaged, English language learners, highly gifted, and twice-exceptional
Modes of Learning
A variety of instructional strategies will be employed to meet the needs of adult learners
including, but not limited to, large and small group discussion, critical reflection activities,
and lesson and unit planning. Special emphasis will be given to active learning and
grounding theory in real life problems of instructional practice.
Course Goals
This course is designed to help students…
• Create and apply multiple performance-based assessments to plan for and provide
appropriate instruction for K-12 gifted learners.
• Acquire a repertoire of evidence-based curriculum and instructional strategies to
differentiate for individuals with gifts and talents.
• Differentiate the North Carolina Standard Course of Study and other curricula by
appropriately modifying the content, process, product and learning environment.
78
•
•
•
Apply, analyze, implement and evaluate various methods and models of gifted
education.
Apply higher-level thinking and metacognitive models to content areas to meet the
needs of learners with gifts and talents.
Integrate the perspectives of diverse groups in planning effective instruction for
learners with gifts and talents.
Course Objectives
The objectives for this course are grounded in the North Carolina Professional Teaching
Standards and the Professional Knowledge, Skills, and Dispositions identified by the
Professional Education Unit. These standards provide guidelines and delineate what
students are to know or demonstrate by the end of the course.
Course Objectives
Unit NC Professional
Method of
KSDs
Teaching
Assessment
Standards
Candidates will know the content appropriate to their teaching
specialty.
Candidates will advocate for positive change in policies and
practices affecting student learning
Candidates adapt their instruction for the benefit of students
with special needs.
Candidates will select materials and develop lessons that
counteract stereotypes and incorporate histories and
contributions of all cultures.
Candidates align their instruction with the NCSCoS
Candidates recognize the interconnectedness of content
areas/disciplines
Candidates make learning relevant to students
Candidates will understand the influences that affect individual
student learning (development, culture, language proficiency,
etc.) and differentiate their instruction accordingly.
Candidates make the curriculum responsive to cultural
differences and individual learning needs.
Candidates will employ a wide range of techniques including
differentiated instruction.
Candidates will help students develop critical-thinking and
problem-solving skills.
Candidates use a variety of methods to assess what each student
has learned.
Candidates will think systematically and critically about student
learning in their classrooms and schools.
Diversity
3
3b
2
2d
1
2
3
3
1d
2b
3a
3c
3
4
3d
4a
4
4b
4
4e
4
4
5
4c
4h
5a
Handbook
Handbook
Unit
Philosophy Statement
Unit
Unit
Unit
Unit
Unit
Philosophy Statement
Unit
Unit
Unit
Unit
Philosophy Statement
This class will help candidates focus on treating K-12 students as individuals by learning to appreciate
the differences and value the contribution of each student in the learning environment. Candidates will
build on the knowledge obtained in EDUC 220 by continuing to seek solutions to overcome cultural and
economic obstacles that may stand in the way of the education of gifted students from traditionally
underrepresented populations. Recognizing the influence of race, ethnicity, gender, religion, and other
aspects of culture on a K-12 student’s development, candidates will be encouraged to actively select
materials and develop lessons that counteract stereotypes and incorporate histories and contributions
79
of all cultures. This course will also emphasize the importance of understanding how a gifted student’s
culture and background may influence his or her school performance.
Disability Statement
Students with disabilities who believe that they may need accommodations in the class are
encouraged to contact the Office of Services for Students with Disabilities at 684-5917 or
[email protected] as soon as possible to better ensure that such accommodations
are implemented in a timely fashion.
Technology Considerations
It is the expectation that candidates enrolled in this course will continue to stretch themselves with
regards to their proficiency in the use of digital technologies. Specifically, as per ISTE standards,
candidates will…
5. communicate relevant information and ideas effectively using a variety of digitalage media and formats.
6. engage K-12 students in exploring real-world issues and solving authentic problems
using digital tools and resources.
7. design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.
8. customize and personalize learning activities to address K-12 students' diverse
learning styles, working strategies, and abilities using digital tools and resources.
Blackboard
This course uses Blackboard, a web-based system used to manage class activities and communications.
Course sites are automatically created for most Duke courses based on information from the Registrar's
office. Students are automatically enrolled in the site. Blackboard can be used to distribute course
materials, to communicate and collaborate online, to post grades, to submit assignments, and to take
online quizzes and surveys.
You will be responsible for checking the Blackboard course site regularly for class work and
announcements. Blackboard is available at http://blackboard.duke.edu. Support is provided by the OIT
Help Desk at 684-2200.
Key Evidences
Key evidences are embedded in courses required of licensure candidates and have been
aligned with the North Carolina’s Professional Teaching Standard and the Knowledge,
Skills, and Professional Dispositions expected of the Unit’s candidates. Examples of key
evidences include: research papers, curriculum units, assessment plans, critical reflections
on leadership, etc. The way in which these tasks are assessed remains the same despite the
instructor assigned to the course. In doing so, these key evidences have become the means
by which the Unit monitors and assesses the most significant candidate learning outcomes
in a program of study. Instructors register data on candidates’ performance on key
evidences in courses using rubrics that have been aligned with relevant standards.
80
To be eligible for the AIG Add-On License, the state of NC requires that candidates exhibit
proficiency on Standard 3b (Teachers know the content appropriate to their teaching
specialty) of the NC Professional Teaching Standards. To demonstrate proficiency on this
standard candidates compile a handbook that informs members of the school and local
community of the definitions, policies, and laws regarding gifted education. The rubric used
to assess this key evidence is attached to the end of this syllabus.
Grading Procedures
Class Attendance & Participation. Activities are planned for each class period that will enhance the
understanding of reading material and provide additional opportunities to practice the skills necessary
to apply the teaching activities in the classroom. Students are expected to attend all classes and to
participate in planned activities.
Course Blackboard (Bb) Site. The course also makes limited use of a Blackboard site. To
access the site after you register, go to http://courses.duke.edu and login using your Duke
NetID and password. You should locate a folder for EDUC 222 “Differentiating Curriculum
the Gifted”. Browse the site for course announcements, course documents, assignments,
and useful External Links.
Readings. Readings are assigned one week prior to the class in which the material is to be
discussed or used. Students are expected to complete all readings prior to class
discussions.
Assignments & Assessment Criteria. All student evaluation is based on accuracy, clarity, depth and
creativity of thought. Accuracy addresses the comprehensiveness and accuracy of the material; clarity
addresses the writing style, organization, and flow of ideas; depth addresses the degree to which your
assignment represents substantial thought and depth of reflection; and creativity speaks to the
uniqueness of the ideas and degree of insight. Specific assignments are described below:
Philosophy Statement: Students will develop a philosophy statement that
addresses the need for gifted education programming. This statement will serve as
the foundation for the curriculum unit to be developed in class.
81
Curriculum Unit: Develop a curriculum unit that covers at least 10 instructional
hours. Specific details regarding the format of the unit will be shared in class and are
included as an attachment to this syllabus.
Handbook: Each student will identify a group within his or her school or
community that needs additional information, clarification, or resources pertaining
to methods for resolving disputes and advocacy. Students will then create a
handbook to inform the selected population. This in an ongoing project designed to
be compiled across courses in the program. See attached requirements.
Handbook Assignment: You will be required to complete 2 assignments as part of
your ongoing program handbook: 1) a section pertaining to Methods for Resolving
Disputes and 2) a section detailing Advocacy. Together, these two section of your
handbook constitute one grade. Be sure to frame both components below with a
target audience in mind. A rubric has been provided.
3. Methods for Resolving Disputes: Provide a detailed overview of the
process in place at your school/district for resolving identification and
placement disputes in gifted education. This may include information
pertaining to due process, mediation, and litigation. Specific steps that are
to be followed should be included.
4. Advocacy: Create a “Top Ten List” for effective advocacy for the gifted.
Include a list of resources that will assist interested parties in their
advocacy efforts on behalf of gifted education in our state and nation.
Evaluation and Grading
Attendance & Participation
Handbook Assignment
Philosophy Statement
Unit
10%
20%
10%
60%
The university's ten-point grading scale will be followed. Late work will be accepted, but
points will be deducted.
Course Policies and Guidelines
Academic Integrity
Duke University is a community dedicated to scholarship, leadership, and service and to
the principles of honesty, fairness, respect, and accountability. Citizens of this community
commit to reflect upon and uphold these principles in all academic and non-academic
endeavors, and to protect and promote a culture of integrity.
To uphold the Duke Community Standard:
•
•
•
I will not lie, cheat, or steal in my academic endeavors;
I will conduct myself honorably in all my endeavors; and
I will act if the Standard is compromised.
Due Process and Grievance Policy
Students with a grievance should discuss the matter with the course instructor. If the
complaint cannot be resolved satisfactorily at this level, the student may address, in turn,
the program director (Jan Riggsbee), the Dean of Continuing Studies (Paula Gilbert) and the
82
Dean of Academic Affairs of Trinity College of Arts & Sciences (Lee Baker), who shall be the
final avenue of appeal.
Duke’s Policy on Class Attendance and Missed Work
To obtain transcript credit for EDUC 222, you must attend regularly, participate actively,
and submit all class assignments in a timely fashion. It is important to attend all scheduled
classes. Credit will not be granted if more than two classes are missed. For additional
information on Duke’s Attendance and Missed Work policy see
http://trinity.duke.edu/academic-requirements?c=class-attendance-and-missed-work
83
Tentative Course Schedule
DATE
TOPIC
May 19
•
•
May 26
•
•
•
June 2
•
•
•
Curriculum
“Essentials” for
the Gifted
The Power of the
Conceptual Lens
The Six Facets of
Understanding
The Backward
Design Process
Enduring
Understandings
Philosophy
Statement
Essential
Questions
Evidence of
Understanding
Thinking Like an
Assessor
PerformanceBased Tasks
List of
Enduring
Understanding
s
June 9
•
June 14
Group
A
June 16
Group
B
June 21
Group
B
•
Designing
Rubrics
•
Designing
Rubrics
•
Questions
to
Guide Teaching
•
Questions
to
Guide Teaching
June 23
Group
A
June 28
Group
A
Designing Rubrics
June 30
Group
B
Designing Rubrics
July 5
84
ASSIGNMEN
T DUE
Curriculum Work
Session
List of
Essential
Questions AND
List of Possible
Evidences
Curriculum
Map
Curriculum
Map
Rubric for
Performance
Task AND List
of questions
Rubric for
Performance
Task AND List
of questions
Curriculum
Map
Curriculum
Map
Lesson Plan(s)
READINGS & ASSIGNMENTS
“The Thinking Classroom" from Lynn Erikson’s ConceptBased Curriculum and Instruction for the Thinking
Classroom.
“The Structure of Knowledge” from Lynn Erikson’s
Concept-Based Curriculum and Instruction for the
Thinking Classroom.
“Designing Concept-Based Units and Lessons” from Lynn
Erikson’s Concept-Based Curriculum and Instruction for
the Thinking Classroom
“Concept-Based Instruction” from Lynn Erikson’s
Concept-Based Curriculum and Instruction for the
Thinking Classroom.
“Understanding Understanding” Reading Posted on
Blackboard.
“Identifying Enduring Understandings” Reading Posted
on Blackboard.
Review pp. 107-116 in UbD Workbook
“Evidence of Understanding” Reading Posted on
Blackboard.
Review pp. 136-174 in UbD Workbook
DATE
July 7
July 12
July 14
July 19
July 21
July 26
July 28
August
4
85
TOPIC
Curriculum Work
Session
Curriculum Work
Session
Curriculum Work
Session
Curriculum Work
Session
Curriculum Work
Session
Curriculum Work
Session
Curriculum Work
Session
Final Class
ASSIGNMEN
T DUE
Lesson Plan(s)
Lesson Plan(s)
Lesson Plan(s)
Lesson Plan(s)
Lesson Plan(s)
Lesson Plan(s)
Lesson Plan(s)
READINGS & ASSIGNMENTS
Bibliography
Callahan, C. & Reis, S. (Eds.). (2004). Program evaluation in gifted education. Thousand
Oaks, CA: Corwin.
Erikson, H. L. (2002). Concept-based curriculum and instruction. Thousand Oaks, CA:
Corwin.
Purcell, J. & Eckert B. (Eds.). (2006). Designing services and programs for high-ability
learners. Thousand Oaks, CA: Corwin.
Tomlinson, C., Burns, D., Renzulli, J., Kaplan, S., Purcell, J. H. (2001). The parallel curriculum:
A design to develop high potential and challenge high-ability learners. Thousand Oaks: CA:
SAGE Publications.
VanTassel-Baska, J. (2003). Curriculum planning and instructional design. Denver: Love.
VanTassel-Baska, J. & Feng, A. (2003). Designing and utilizing evaluation for gifted program
improvement. Thousand Oaks, CA: Corwin.
VanTassel-Baska, J. & Little, C. A. (2003). Content-based curriculum. Waco, TX: Prufrock.
VanTassel-Baska, J. & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners,
3rd edition. Boston: Allyn & Bacon.
86
Assignment Details
Handbook
Identify a group within your school or community who needs additional information,
clarification, or resources pertaining to the definitions, policies, and laws regarding gifted
education. You can choose to address your handbook to a specific group (i.e., parents,
teachers, administrators, counselors, etc.) or to a broad population. The format of this
handbook and the courses in which you will address each section follow. Note that
sections in italics will need to be revisited and updated across all courses.
EDUC 220
 A Table of Contents
 Rationale and Purpose for the Handbook
 Glossary of Terms for Gifted Education
 State Laws and Standards AND Local Policy Regarding Gifted Education
 Characteristics of Gifted Learners
 Identification Process
 Resources (Books, articles, Web sites, organizations)
EDUC 221
 A Table of Contents
 Glossary of Terms for Gifted Education
 Curriculum and Instruction
 Assessment
 Resources (Books, articles, Web sites, organizations)
EDUC 222
 A Table of Contents
 Glossary of Terms for Gifted Education
 Methods for Resolving Disputes
 Advocacy
 Resources (Books, articles, Web sites, organizations)
EDUC 223
 A Table of Contents
 Glossary of Terms for Gifted Education
 Supplemental, Self-Selected Section based on needs of targeted audience
 Resources (Books, articles, Web sites, organizations)
87
Gifted Education Handbook Rubric
Student:
LEVEL OF PERFORMANCE
Summarizes information in
narrative
Uses additional
appropriate methods of
“showing” information
(i.e., tables, charts,
photos, etc.)
Organizes and presents
relevant information in
a meaningful way for
target audience
Interprets information
based on multiple
sources
AND
AND
AND
AND
Demonstrates synthesis
of information (infuses
on thoughts and ideas)
AND
Includes information
relevant to target
audience
AND
Interprets selected
information accurately
Arranges content under
relevant headings
Accomplished Candidate
(4)
AND
Synthesis of
Information
Identifies target audience
Organizes content in a
logical structure and/or
hierarchy
Proficient Candidate
(3)
AND
Audience
Selects information from
credible sources
AND
Content Relevancy
Includes a Table of
Contents
AND
Organization
Developing Candidate
(2)
AND
Emergent Candidate
(1)
AND
PERFORMANCE
INDICATOR
Employs the use of visuals
(figures, tables, etc.) to
present content in concise
and meaningful format
Evaluates and reflects upon
content within the field
(challenges existing
paradigms)
Seeks and implements
methods of disseminating
information to target
audience
Explains how sources were
synthesized to draw
original conclusions
Not Demonstrated
(0)
Uses APA format
correctly throughout,
including the reference
section
Integrates
supplemental
publication applications
to enhance word
processing documents
(i.e., clip art, use of
design templates, etc.)
Uses headings (and
subheadings, if
appropriate)
AND
AND
AND
AND
AND
Demonstrates
proficiency in word
processing (i.e., font
format, line and margin
settings, etc.)
Effectively applies
content knowledge
regarding the laws,
current policies, and
definitions pertaining
to gifted education in
an authentic manner.
AND
Contains few spelling and
grammatical errors.
Demonstrates an
awareness
of the content
knowledge regarding
the laws, current
policies, and definitions
pertaining to gifted
education.
AND
Mechanics
Awareness of how
technology can be utilized
in the design of the
handbook.
AND
Appearance
(Use of
Technology)
Successfully completes
required gifted education
coursework.
AND
Depth of Content
Knowledge
Evaluates and consistently
reflects upon the content
knowledge regarding the
laws, current policies, and
definitions pertaining to
gifted education.
Incorporates sophisticated
publication applications,
beyond a word processing
program. (i.e., Microsoft
Publisher or other design
software)
Submits a product of
publishable quality.
Definitions:
Emerging Candidate: The first of four performance levels used to rate a candidate’s proficiency on performance indicators of required assignments. Such candidates are engaged in their
coursework
but possess only a limited or superficial knowledge and awareness of concepts associated with required assignment.
Developing Candidate: The second of four performance levels used to rate a candidate’s proficiency on performance indicators of required assignments. Reflects a candidate with the skills
and
knowledge of a student who has successfully completed required coursework. Such candidates have mastered important concepts and demonstrated the ability to apply these to concrete
problems,
but in contexts of limited complexity (e.g., case study analysis, simulations, early field experiences, etc.).
Proficient Candidate: The third of four performance levels used to rate a candidate’s proficiency on performance indicators of required assignments. Reflects a candidate who has mastered
important
concepts and demonstrated the ability to apply these concepts consistently in real-world contexts. Such candidates have the knowledge and skills to perform effectively.
Accomplished Candidate: The fourth of four performance levels used to rate a candidate’s proficiency on performance indicators of required assignments. Reflects only those candidates
who possess
and demonstrate truly exemplary understanding, mastery, and consistent integration of relevant concepts and skills.
FORMAT PLAN FOR CURRICULUM UNIT
You will submit 2 copies of your curriculum on the specified due date. One of these copies is to be
professional bound (spiral, tape, coil, etc.) for display and archiving in the Program in Education
office. The other copy can be enclosed in a three-ring binder for review, commenting, and grading by
the course instructor. This latter copy will be returned to you. The potential for a curriculum
swap/exchange will be discussed in class.
Each curriculum unit must contain all the following elements:
I. Cover Page
On the front page, please give the name of the unit (be creative!), your name, the grade level(s) for
which it is intended, and the date.
II. Introduction (3 – 5 pages)
In this section, provide a brief orientation to the unit. Include the following sections:
A. Rationale - Why are the skills, content, and concepts presented in this unit important for
students to learn?
B. Differentiation for Gifted Learners – What elements of this unit make it particular
beneficial or appropriate for gifted learners? (*Pull from philosophy statement)
C. Describe the population of gifted children for whom the unit is intended. Note their
socioeconomic background, their interests, achievement level, their common and unique
talents, or any other distinguishing characteristics. Also detail their experiences and
background that relate to the content and processes of the unit as well as their cultural
backgrounds and ages. What are their needs?
III. Goals and Outcomes (3 – 5 pages)
A variety of goals should be established. Goals should be designed to address content, processes, AND
concepts. In addition, selected goals should be aligned with the NCSCOS. See page 8 for formatting
examples of these goals and outcomes.
IV. Assessment Plan (3 – 5 pages)
What evidence will show that students understand?
V. Unit Map (1 – 4 pages)
A snapshot of the content, skills, assessments, etc. that will be used throughout the unit (see attached
template)
VI. Lesson Plans (10 – 20 pages)
Plans should be developed to encompass at least 10-hours of instruction. The relationship of each
lesson to the larger goals of the curriculum should be clear. See page 9 for the lesson plan template
to be used.
VII. Unit Resources (2 – 5 pages)
Provide a listing of books, Web sites, and/or other instructional materials that are intended to
supplement the unit.
90
EXAMPLES OF CONTENT, PROCESS, & CONCEPT GOALS
CONTENT GOALS AND OUTCOMES
GOAL 1: To develop understanding of key events of the 1930s in America and the social,
economic, and political context of the period.
Students will be able to…
A. Analyze the influence of the economic, social, and political changes of the 1930s in the
United States.
B. Describe experiences of American citizens during the Great Depression.
C. Examine the roles and experiences of subgroups within the American population in the
1930s
D. Compare and contrast the sentiments toward the influences of popular culture in the
1930s with those in the present
(From: William and Mary Social Studies Curriculum: The 1930s in America)
PROCESS GOALS AND OUTCOMES
GOAL 2: To develop reasoning skills with application to social studies.
Students will be able to…
A. State a purpose for all modes of communication—their own as well as those of others
B. Define a problem, given ill-structured, complex, or technical information
C. Formulate multiple perspectives (at least two) on a given issue.
D. State assumptions behind a line of reasoning.
E. Provide evidence and data to support a claim, issue, or thesis statement.
F. Make inferences based on evidence.
(From: William and Mary Social Studies Curriculum)
CONCEPT GOALS AND OUTCOMES
GOAL 3: To understand the concept of systems
Students will be able to…
A. Use appropriate systems language to identify boundaries, important elements, input,
and output.
B. Analyze the interactions of various system components with each other and with input
into the system, both for real world systems and for experimental systems
C. Predict the impact of various kinds of input on the system.
D. Transfer their knowledge about systems to a newly encountered system
(From: William and Mary Science Curriculum)
91
Lesson Template for Unit
Lesson Topic:
Length of lesson: __________
Grade level: ____________
Lesson Overview
{Brief summary of lesson}
Stage 1 – Desired Results
Established Goal(s):
What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this
lesson address?*NCSCoS Goals
Understanding(s)
Students will understand that:



What are the big ideas?
What specific understandings about them are desired?
What misunderstandings are predictable?
Essential Question(s):
 What provocative questions will foster inquiry, understanding, and transfer of learning?
Students will know…
 What key knowledge and skills will students acquire as a result of this unit?
Students will be able to…
 What should they eventually be able to do as a result of such knowledge and skill?
Stage 2 – Assessment Evidence
Through what evidence (e.g., quizzes, performance tasks, tests, academic prompts,
observations, homework, journals, projects, etc.) will students demonstrate achievement of the
desired results?
Stage 3 – Learning Plan
Materials & Resources:

List all materials needed to complete lesson
Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results?
How will the lesson …
 Be sure your plan addresses all of the following:
W = Help the students know Where the lesson is going and What is expected?
H = Hook the students and Hold their interests?
E = Equip students, help them Experience the key ideas, and Explore the issues?
R = Provide opportunities to Rethink and Revise their understanding and work?
E = Allow students to Evaluate their work and its implications
T = Be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?

Adapted from Understanding by Design by J. McTighe and G. Wiggins, 2004, Alexandria, VA: ASCD
92
Day
Essential
Questions
Essential Questions
focus a broad topic of
study (think of them as
“mental Velcro” – they
give students a place
to stick what they
learn). They move
beyond “factgathering”.
Essential Questions
challenge students to
solve problems,
synthesize
information, and ask
questions. They
should motivate
students to want to
learn more.
Essential Questions
typically have multiple
answers and multiple
aspects. They address
“why” or “how” rather
than only “what”.
They focus on the
application of
knowledge rather than
the acquisition of it.
Unessential questions
do not promote
student interest or
motivation. They ask
only for facts, are
yes/no questions, or
are too wordy.
Examples:
Which is more
important, water or
air? What is change?
Should children be
allowed to ride a bike
without a helmet?
What if Shakespeare
were a woman?
Without Rain Forests,
how would your life be
different?
Curriculum Map -- Definitions
Connection to
Content
NCSCOS
What goals and
standards are
addressed in the unit.
Content is the
essential concepts
and topics covered
during a month. They
are also the content
addressed within the
essential questions.
Content is written
beginning with a
noun.
Examples: Cultural
diversity, water cycle,
Hamlet, local
government systems,
bicycle safety.
Skills
Assessment
Skills are key abilities
and processes
students will develop
related to specific
content. They are
not written as
objectives (e.g.,
“student will…) but
rather as statements.
Assessments are the
products or
performances that
demonstrate student
learning. They
demonstrate student
understanding of the
essential questions.
Assessment goes
beyond traditional tests,
quizzes, and homework
(these are important but
should not be the only
forms of assessment).
Skills are written
beginning with a
verb.
Examples: reading a
map, writing a play,
analyzing non-fiction
text, and writing
persuasive essays,
matching words and
pictures.
Each content – skill
strand on a curriculum
map should have a
corresponding
assessment (note: one
assessment tool may
address more than one
concept-skill strand.)
Assessment is what the
student does (the actual
product or
performance), not the
evaluation tool used to
assess the product (e.g.,
assessment is a group
presentation, not the
rubric used to assess the
presentation).
Examples: web page,
bicycle safety brochure,
research paper, puppet
show, board game,
PowerPoint
presentation
93
Philosophy of Gifted Education
Guidelines
1. typed – double spaced
2. maximum of 2 pages
3. Describe your educational philosophy and include at least two examples that
demonstrate application of that philosophy in your classroom.
Consider:
 What is my personal philosophy of gifted education?
 How do I demonstrate this philosophy in my own classroom?
 Is my philosophy compatible with and reflective of current
educational practice and research in gifted education?
94
EDUCATION 223
PRACTICUM IN GIFTED EDUCATION
SUMMER 20010
Professor:
Office Phone:
Home Phone:
E-mail:
Office:
Office Hours:
I.
Kristen R. Stephens, Ph.D.
(919) 660.3083
(919) 382.8661; Cell: (919) 225.1201
[email protected]
213 West Duke Building
By Appointment
COURSE OVERVIEW
EDUC 223 is designed specifically to provide students with the opportunity to observe and
interact with gifted learners in a differentiated educational program. Students will observe
and reflect upon the academic, social, and emotional characteristics and educational needs of
gifted youth. Students will keep a detailed reflective journal of their observations and
participate in group discussions as planned.
II.
OBJECTIVES AND COMPETENCIES
Academically/Intellectually Gifted (AIG) Licensure Goals and Objectives
This course is required for K-12 AIG licensure. In addition, the North Carolina Standards
for Academically/Intellectually Gifted Add-On Licensure have been aligned with the Duke
University Teacher Preparation Program’s Knowledge, Skills and Dispositions (KSD) and
the NAGC-CEC Standards for Teacher Knowledge and Skills in Gifted Education (NAGCCEC), Copies of the above listed standards can be obtained as follows:
Duke University’s Program in Education KSDs
www.duke.edu/web/education/prep/accreditation/ncate/dutppcf.pdf
National Initial Knowledge and Skills Standards for Gifted and Talented Education
http://www.nagc.org/index.aspx?id=1862
North Carolina Standards for Academically/Intellectually Gifted Add-On Licensure
http://www.ncpublicschools.org/ec/development/gifted/standards
95
NORTH CAROLINA STANDARDS & INDICATORS
FOR AIG ADD-ON LICENSURE SPECIFICALLY ADDRESSED IN EDUC 223
Standard 1:
Teachers of the gifted understand the historical foundations and apply current research about gifted
education.
Indicators addressed in EDUC 223
1.5
Teachers apply research findings to their teaching practice. (KSD 2, 7, 10; NAGC-CEC 9.S5)
Standard 2:
Teachers of the gifted assess the cognitive and affective needs of gifted learners and plan instruction
to match the learners’ needs regardless of how—or when—these abilities are manifested.
Indicators addressed in EDUC 223
2.4
Teachers recognize the characteristics and special cognitive needs of the gifted (including the
highly gifted) and plan instruction accordingly (KSD 11; NAGC-CEC, 2.K1, 3.K3, 8.K3, 8.S3,
8.S3)
Standard 3:
Teachers of the gifted design curriculum using key concepts of the academic disciplines while
integrating complex and advanced content.
Indicators addressed in EDUC 223
3. 1
Teachers understand and use research-supported strategies for gifted students (e.g. conceptual
development, accelerated pace, problem-based learning, critical thinking skills, interdisciplinary
curriculum and concept-based units). (KSD 2, 7, 9, 10; NAGC-CEC 4.K2, 4. S1, 4.S5)
Standard 4:
Teachers of the gifted understand and address the intellectual, social and emotional needs of gifted
learners.
Indicators addressed in EDUC 223
4.1
Teachers understand and address such issues as over-sensitivity, perfectionism, and peer
pressure. (KSD; NAGC-CEC 5.K2, 5.S1, 5.S5)
4.3
Teachers understand and address issues of gender, ethnicity, poverty and home language as they
relate to the needs of gifted students. (KSD; NAGC-CEC 1.K2, 3.K1, 6.K1, 6.K2, 6.S1)
4.5
Teachers understand and address the unique needs of highly gifted students. (KSD; NAGC-CEC
2.K5)
Standard 5:
Teachers of the gifted understand the role of culture in the education of gifted students.
Indicators addressed in EDUC 223
5.2
Teachers understand cultural issues of gifted students (ethnic, socioeconomic, and home language
status) and ensure that they are identified equitably and served appropriately. (KSD 3, 16; NAGCCEC 2.K2, 3.K1, 3.K4, 5.K1, 6.K1-6.K3, 8.S1)
Standard 6:
Teachers of the gifted advocate for gifted students in multiple venues.
Indicators addressed in EDUC 223
6.1
Teachers collaborate effectively with their colleagues in general and special education to provide a
range of service delivery options for gifted students. (KSD 8; NAGC-CEC 1.K7, 10.K1)
96
6.3
Teachers serve as a link to resources for gifted students beyond the school (e.g., out-of-school
activities, summer programs, Web sites and university opportunities). (KSD 8, 15; NAGC-CEC
4.K1, 7.S6, 10.S2)
97
III.
COURSE TEXTS & MATERIALS
There is no required text for this course. Though it is recommended that students secure the
reading materials from their assigned TIP class.
IV.
REQUIREMENTS
Attendance & Participation. You are to report to your assigned classroom Monday –
Friday from 9:00 AM to 4:00 PM during your assigned 3-week practicum term. Please be
prompt as a late arrival will disrupt classroom instruction. If for any reason you are going to
be absent, call Kristen (225-1201) or Alissa (662-6627) AND your course instructor prior to
8:30 AM. Missed days may result in make-up time during the evening study hour, Saturday
class meeting, or an additional assignment.
Reflection Seminar. A weekly reflective seminar will be held during lunch each Wednesday
from 12:00 – 2:00 during practicum in the West Duke Building. Students are expected to
come to the reflection seminar prepared and ready to participate in discussion.
Reflective Journal. Students will complete a one-page, typed reflection as assigned
throughout the three-week practicum.
Final Reflection. Students will complete a 5-page, typed reflection paper that synthesizes
their entire practicum experience.
V. EVALUATION AND GRADING
The university's ten-point scale will be followed. Points will be deducted for late work (10%
will be deducted per day). The course grade will be calculated as follows:
Attendance & Participation
Reflective Journal
Final Reflection
TOTAL POINTS
Assignment
Possible Points
50
25
25
100
Attendance, Credit and Make-up Policy. To obtain transcript credit for EDUC 223, you
must attend regularly, participate actively, and submit all class assignments in a timely
fashion. It is important to attend all scheduled classes.
Course Blackboard (Bb) Site. The course also makes limited use of a Blackboard site. To
access the site after you register, go to http://courses.duke.edu and login using your Duke
NetID and password. You should locate a folder for EDUC 223 “Practicum in Gifted
Education”. Browse the site for course announcements, course documents, assignments,
and useful External Links. Blackboard may also be used to facilitate out-of-class discussion
on a variety of course topics.
98