TED 3330 (11395) Rossatto Cesar FALL 2019-1

THE UNIVERSITY OF TEXAS AT EL PASO COLLEGE OF EDUCATION DEPARTMENT OF TEACHER EDUCATION Course Syllabus for TED 3330 – 003 CRN 11395 EDUCATION and COMMUNITIES: APPLIED CRITICAL PEDAGOGY Fall Semester, 2019 In a racist country it is not enough not to be racist we need to be anti-racist Professor: OFFICE: TELEPHONE: OFFICE HOURS: E-mail: CREDIT HOURS: César Augusto Rossatto, Ph.D Teacher Education, room # 812 (915) 747-5253 Tuesdays from 10:00 am to 1:30 pm and 4:20 pm to 5:30pm or by appointment crossatto@utep.edu Class meets on Tuesdays 1:30 pm - 4:20 pm at Education Building room # 308 COURSE DESCRIPTION: The focus of this course is on several themes and aspects of teaching and learning in public schools, including the following: Educator and school’s place within the larger socio-political context of the community and the state A critical reflection on the teaching and learning experience, including reflection on one’s own experience in teaching and learning An analysis of equity issues in teaching and learning, especially those associated with race, class, and gender A focus on the moral dimensions of teaching These themes are explored through readings, discussion, reflection, and analysis of past and current schooling experiences COURSE OBJECTIVES AND STUDENT OUTCOMES: TED 3330 is designed to empower pre-service students to construct and generate knowledge necessary to the development of teaching competencies that allow them to become future teachers as social transformative intellectual leaders * It creates in depth opportunities for students to explore their own experiences with schooling, teaching, and learning * Schools tend to reproduce the society at large, thus while this course enables educators to be classroom facilitators and agents of social change with special focus in schools and communities, it challenges them to identify and deconstruct problematic hegemonic social structures, to then ultimately recreate democratic possibilities and rethink schooling * Engaging new educators in the pedagogical process of the course on Schools and Communities require students’ active participation in the development of their own conscientization, in regards to understandings of social theories and practices * New Educators ought to have the willingness to question reality and develop understandings about the experiences their students bring with them to school, in order to uncover problematic represented narratives These realities can be uncovered by empirical efforts that emphasize the ways students construct their beliefs and practices in the process of schooling * This course serves as an opportunity for pre-service teachers to construct knowledge and experiences about the real world seen from a critical pedagogy point of view * In addition, the content of the course builds global awareness and interdisciplinary/multidisciplinary/transdisciplinary approaches allowing educators to bring into class their own academic interests, and work within a critical multicultural perspective * It embeds a meaningful learning experience with the purpose of fostering the development of students’ critical thinking, creativity, and anti-bias problem solving * It also assists educators to engage specially disenfranchised young learners to integrate activities realistic to their historical, geographical, cultural, political, and economic backgrounds into emancipatory alternatives for social upper mobility and social justice * Ultimately, through transformative optimistic pedagogies and dialogue this course models and foster discussions about social issues that include personalized and moral values, citizenship, and problem posing approaches as additional means to build character, meaning, and social identities TExES: Texas Examinations of Educator Standards TExES Standards Incorporation: Class activities and assignments use the best practice methods that support the competencies from the TExES Standards Discussions will focus on how the lesson/ activity/ assignment addresses the competencies that support best practice while also providing pre-service teachers insight into questions that may appear on TExES TExES Elementary Professional Development Standards (Pedagogy and Professional Responsibilities Standards, EC Grade-12) * Standard I: The teacher designed instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment Students, Content and Pedagogy, Selection of Instructional Goals and Objectives Resources, Designing Coherent Instruction, Assessment of Student Learning * Standard II The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence Creating an Environment of respect and Rapport, Establishing an Environment for Learning and Excellence, Managing Classroom Procedures, Managing Student Behavior, Maintaining a Physical and Emotional Environment that is Safe and Productive * Standard III The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, highquality feedback Communication, Engaging Students in Learning, Providing Feedback to Students, Demonstrating Flexibility and Responsiveness * Standard IV The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession Interacting and Communicating with Families, Interacting with Other Educators and Contributing to the School and District, Continuing Professional Development, Legal and Ethical Requirements and the Structure of Education in Texas To demonstrate the incorporation of standards student will be practicing teaching using a constructivist and a multicultural curriculum designed to provide successful learning experiences for all the children Through this actual classroom teaching experience, student will be practicing concepts from all four standards listed above with particular emphasis on issues related to their field experiences in schools/communities and critical pedagogy Student Learning Outcomes and Assessments Student Learning Outcomes Assessments Domain I C2 Understanding of student diversity and how to plan learning experiences and assessments responsive to student s’ learning Writing exercises, projects assessed with the use of a rubric: oral presentations, publishable lesson plans with thematic units, Action Research Project Final Project Based Research Evaluation, written/oral assignments, and pop quizzes Domain II Writing exercises, exams, projects C1 Knowledge of how to establish a Writing exercises, projects assessed with classroom climate that fosters learning, the use of a rubric: oral presentations, equity, and excellence that is safe and publishable lesson plans with thematic productive units, Action Research Project Final Project Based Research Evaluation, written/oral assignments, and pop quizzes Domain IV Writing exercises, projects assessed with C1 Understands the importance of family the use of a rubric: oral presentations, involvement in children’s education and publishable lesson plans with thematic knows how to interact effectively with units, Action Research Project Final the families Project Based Research Evaluation, written/oral assignments, and pop C2 Enhances professional knowledge quizzes and skills by effectively interacting with other members of the educational community and participating in various types of professional activities C3 Understands and adheres to legal and ethical requirements for educators and their knowledge of the structure of education in Texas Texas Pedagogy and Professional Responsibilities Standards (PPR)/Competencies and State Board of Educator Certification (SBEC) Details on the standards for pedagogy and professional responsibilities and content standards are available online: https://tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Appr oved_Educator_Standards/ For more details on how specific standards will be accomplished and fulfilled in this course see below: Domain I, Competency 002 The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students’ learning By the end of the course the students will be able to: To evaluate these outcome; the faculty member will use following assessment procedures: Written Reflections 2.1 Demonstrate knowledge of Oral Presentations and Lesson Plan Activity students with diverse personal and TExES pop quizzes and Final Project Based social characteristics and the Research Evaluation and written/oral significance of student diversity for assignments teaching, learning and assessment 2.2 Understand, accept, and respect students with diverse backgrounds and needs 2.3 Use knowledge of diversity in the classroom and the community to enrich all students’ learning experiences 2.4 Apply strategies for enhancing one’s own understanding of students’ diverse backgrounds and needs 2.5 Understand the instructional significance of varied student learning needs and preferences Domain II, Competency 005 The teacher knows how to establish a classroom climate that fosters learning, equity, and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive By the end of the course the students will be able to: To evaluate these outcome; the faculty member will use following assessment procedures: 5.1 Use knowledge of the unique characteristics and needs of students at different developmental levels to establish a positive, productive classroom environment (e.g encourages cooperation and sharing among younger students; provides middle level students with opportunities to collaborate with peers; encourages older students’ respect for the community and the people in it) 5.2 Design a classroom climate that emphasizes collaboration and supportive interactions, respect for diversity and individual differences and active engagement in learning by all students 5.3 Explain ways in which teacherstudent interactions and interactions among students’ impact classroom climate and student learning and development 5.4 Explain the importance motivation and how to communicate the Written Reflections Cooperative Learning activity and Lesson Plan Activity One Page Paper assignment TExES pop quizzes and Final Project Based Research Evaluation and written/oral assignments students on a daily basis enthusiasm for learning 5.5 Use a variety of means to convey high expectations for all students 5.6 Create a safe, nurturing and inclusive classroom environment that addresses students’ emotional needs and respects students’ rights and dignity Domain IV, Competency 011 The teacher understands the importance of family involvement in children’s education and knows how to interact and communicate effectively with families By the end of the course the students will be able to: To evaluate these outcome; the faculty member will use following assessment procedures: Written Reflections 11.1Apply knowledge of appropriate Cooperative Learning activity and Lesson Plan ways (including electronic Activity communication) to work and One Page Paper assignment communicate effectively with families in TExES pop quizzes and Final Project Based various situations Research Evaluation and written/oral 11.2Explain how to engage families, assignments parents, guardians and other legal caregivers in various aspects of the educational program 11.3Understand how to interact appropriately with all families, including those that have diverse characteristics, backgrounds and needs 11.4Identify ways to have effective communication with families on a regular basis (e.g., to share information about students’ progress) and respond to their concerns Domain IV, Competency 012 The teacher enhances professional knowledge and skills by effectively interacting with other members of the educational community and participating in various types of professional activities By the end of the course the students will be able to: To evaluate these outcome; the faculty member will use following assessment procedures: 12.1Understand the importance of interacting appropriately with other professionals in the school community (e.g., vertical teaming, horizontal teaming, team teaching, mentoring) 12.2Identify how to maintain supportive, cooperative relationships with professional colleagues and collaborates to support students’ learning and to achieve campus and district goals 12.3Distinguish the roles and responsibilities of specialists and other professionals at the building and district levels (e.g., department chairperson, principal, board of trustees, curriculum coordinator, technology coordinator, special education professional) Written Reflections Cooperative Learning activity and Lesson Plan Activity One Page Paper assignment TExES pop quizzes and Final Project Based Research Evaluation and written/oral assignments 12.4Understand the value of participating in school activities and contributing to school and district (e.g., by participating in decision making and problem solving, sharing ideas and expertise, serving on committees, volunteering to participate in events and projects) 12.5Use resources and support systems effectively (e.g., mentors, service centers, state initiatives, universities) to address professional development needs 12.6Explain the importance of working productively with supervisors, mentors and other colleagues to address issues and to enhance professional knowledge and skills Domain IV, Competency 013 The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas By the end of the course the students will be able to: To evaluate these outcome; the faculty member will use following assessment procedures: 13.1Understand knowledge of ethical guidelines for educators in Texas (e.g., those related to confidentiality, interactions with students and others in the school community), including policies and procedures described in the Code of Ethics and Standard Practices for Texas Educators 13.2Use advocacy for students and for the profession in various situations Written Reflections Cooperative Learning activity and Lesson Plan Activity One Page Paper assignment TExES pop quizzes and Final Project Based Research Evaluation and written/oral assignments STATE BOARD FOR EDUCATOR CERTIFICATION (SBEC) The State Board for Educator Certification creates standards for beginning educators These standards are focused upon the Texas Essential Knowledge and Skills, (TEKS) the required statewide public school curriculum They reflect current research on the developmental stages and needs of children from Early Childhood (EC through Grade 12) The developmental characteristics of students from early childhood to grade 12, including developmentally appropriate examples and instructional strategies, are defined in the corresponding assessment framework for PPR (EC-12), as well as in the standards for PPR at each of the other three certification levels (EC-Grade 4, Grades 4-8, and Grades 8-12) TEA has adopted these Texas teaching standards for Elementary Certificate: Pedagogy and Professional Responsibilities EC-3 (a) Early Childhood: Prekindergarten-Grade pedagogy and professional responsibilities (PPR) standards The PPR standards identified in this section are targeted for classroom teachers of early learners (birth through age eight) The standards address the discipline that deals with the theory and practice of teaching to inform skill-based training and development The standards inform proper teaching techniques, strategies, teacher actions, teacher judgements, and decisions by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students The standards are also aligned with the Commissioner's Teacher Standards in 19 TAC Chapter 149 of this title (relating to Commissioner's Rules Concerning Educator Standards) Pedagogy and Professional Responsibilities EC-6 (a) Early Childhood-Grade pedagogy and professional responsibilities (PPR) standards The PPR standards identified in this section are targeted for classroom teachers of students in Early Childhood-Grade The standards address the discipline that deals with the theory and practice of teaching to inform skill-based training and development The standards inform proper teaching techniques, strategies, teacher actions, teacher judgements, and decisions by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students The standards are also aligned with the Commissioner's Teacher Standards in 19 TAC Chapter 149 of this title (relating to Commissioner's Rules Concerning Educator Standards) Pedagogy and Professional Responsibilities 4-8 (a) Grades 4-8 pedagogy and professional responsibilities (PPR) standards The PPR standards identified in this section are targeted for classroom teachers of students in Grades 4-8 The standards address the discipline that deals with the theory and practice of teaching to inform skill-based training and development The standards inform proper teaching techniques, strategies, teacher actions, teacher judgements, and decisions by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students The standards are also aligned with the Commissioner's Teacher Standards in 19 TAC Chapter 149 of this title (relating to Commissioner's Rules Concerning Educator Standards) Cycle of Effective Teaching model ought to include: Planning, Instruction, and Assessment For more detail look up: https://tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Appr oved_Educator_Standards/ PPT will be shared in class covering these standards and aspects of effective teaching cycles STUDENT EVALUATION: All students receive a grade “A” since first day of class, however in order to maintain this grade each student must complete assignments as follows Grades are assigned according to score points of Final Project Based Research Evaluation and additional assignments listed below: (20 points) Research Proposal – 5-6 pages typed double-spaced Students will choose a topic of interest related to schools and communities and develop a proposal research project At this stage, the project is more based on library research A guiding form and a sample will be provided in class To be submitted on Blackboard All levels of TExES Competencies will be evaluated in this assignment (30 points) Maintaining the first (5-6) pages of mid-term paper this Final Research Project will add another 5-6 pages, all together adding to a total of 10-12 pages typed double-spaced Students will conduct the study in the schools and communities and present the results A guiding form and a sample paper will be provided in class All levels of TExES Competencies accomplishments will be evaluated in this assignment (Note also: points out of 30 is for oral presentation) (15 points) One Page Paper typed double-spaced (One paragraph synopsis of assigned reading of the week, and one paragraph for critical reflection of it); note: assignment may request students to answer a question about the readings—this would sub for the synopsis part This assignment will compose about five papers all together Points will be deducted for each late paper All aspects of TExES competencies are also evaluated here (20 points) Publishable Lesson Plan On this assignment each student will prepare a top model lesson plan that is real and usable at any public or private school with any grade level This lesson plan will be presented in class Also student will submit in writing detail steps of this lesson plan focusing on social justice, contextualized teaching, related to schools and communities It needs to be a brilliant and innovative idea Submit it at our course’s Blackboard page It needs to be publishable and may be also submitted to the freireanpedagogy@criticalpedagogy.org Guidelines for the “Publishable Lesson Plan” assignment are found below at the end of syllabus All aspects of TExES competencies are also evaluated here (10 points) Weekly Reflective Paragraph Summary Students are required to present in writing a reflective paragraph summary for each reading scheduled due for the day; post it on Blackboard under “Discussion Folder” before class meeting (with exception those readings you write a One Page Paper) bring a hard copy to class All papers must be submitted on time, one (1) point will be deducted for each late paper The Blackboard page will not allow late submissions All aspects of TExES competencies are also evaluated here (05 points) Book Chapter presentations Two book presentations are assigned: (1) for the Beyond Heroes and Holidays or Anti-Bias Education for Young Children and Ourselves (2) Everyday Anti-Racism Education: Getting Real About race in schools In both book presentations student will prepare a PPT (power Point) with highlights of the assigned chapter(s) and orally present in class All aspects of TExES competencies are also evaluated here Covering assigned daily readings pop quizzes may be given and the results incorporated into this segment of the grade An open notebook test may be given at the end of semester of notes from class and student will only be allowed to consult his or her own notes The TExES Competencies achievements are evaluated here as well Professor reserves the right to create other assignments if necessary and appropriate, such as an activity related to parents involvement, additional readings Directions for Logging into Blackboard online classroom participation: Open Internet browser window with FireFox preferably In the Address bar, type in the following URL: http://my.utep.edu You will get some alert messages, click OK for them Locate the sign-in area at the top right side of the screen and log in using your UTEP email username and password Once you have logged in, locate the Blackboard link on the left side and click it This will open another window Scroll down until you reach the “Fall 2011” listing of courses and click on the course that you are enrolled in Student Responsibilities Since this class is based on collective construction of knowledge rather than its mastery, in-class participation is essential Students are expected to arrive on time, stay in class until the end of the session, and attend ALL class meetings–(no absence is allowed in this class) (note: two tardies are considered one absence established at professor’s discretion) Tolerated excused absences, only on an emergency and exceptional basis, under extenuating circumstances, total number tolerated in this class is one (2) The absent student is expected to obtain class notes from classmates 10 Hidden Curriculum Oct 01 Segregation, American Apartheid, Inequalities, Racism, and Racelessness (TExES Standards: 1.2-1.5; 1.10; 1.23; 2.3; 3.3-3.5; 3.8; 3.10; 3.12-3.13; 1.22; 3.8; 3.15; 4.1-4.4; 1.22; 3.15; 4.1-4.4) American Apartheid: Segregation and the Making of the Underclass By Douglas Massey and Nancy Denton (p 16 – 59) Paragraph Reflection Savage Inequalities: Children in America’s Schools By Jonathan Kozol Paragraph Reflection Racelessness as a Factor in Black Students’ Paragraph Reflection School Success: Pragmatic Strategy or Pyrrhic victory? By Signithia Fordham (p 54-82) Course content: Conflict Theory, Economic Reproduction Theory, Identity, Classroom Culture, Critical Race Theory, Racism, Whiteness, Segregation, Multiculturalism Oct 08 “Curing Racism;” Fear & Learning (TExES Standards: 1.3-1.5; 1.22; 2.19; 2.20; 2.21; 3.3; 3.5;3.6; 3.15; 4.1-4.4) Video: Fear and Learning at Hoover Elementary (View and discussion in class) Mid Term Research Paper submission How Does the Culture of the Teacher Shape The Classroom Experience of Latino Students? The Unexamined Question in Critical Pedagogy By Antonia Darder (pp 195-220) Paragraph Reflection Having an Identity and Standing for a Mission: Curing Racism Paragraph Reflection Reviewed by Diana T Slaughter-Defoe Course content: Interpretive Theory/Symbolic Interactionism, Diversity in Educational Settings, Student Empowerment, Social Identities, Generation, Dissemination and Application of Knowledge, Documentation, Preservation, and Expression of Cultures 15 Oct 22 Culturally Sensitive Teaching Practice/Student Empowerment (TExES Standards: 1.2-1.4; 1.22; 2.18; 2.19; 2.20; 2.21; 3.3; 3.15; 3.16; 4.1-4.6) Life History of a First Grade Teacher: A Narrative of Culturally Sensitive Teaching Practice By Mary Hauser (p 63-77) One page paper Empowering Students By Jim Cummins - Paragraph Reflection (P.18-35) Course content: Cultural Diversity and Learning; Student empowerment X disempowering teaching; Affirmation of Identity Oct 29 Anti-Bias Education, Culturally Relevant Learning Achievement of all (or selected) TExES Competencies goals are expected to be accomplished on this assignment to include teachers’ knowledge and applications For example : PPR The beginning teacher is able to: 1.1s plan lessons that reflect an understanding of students’ developmental characteristics and needs; 1.2s adapt lessons to address students’ varied backgrounds, skills, interests, and learning needs, including the needs of English language learners; Beyond Heroes and Holidays (Book) Anti-Bias Education(Book) Book Chapter presentation Course content: Cultural Diversity and Learning; Student empowerment; Affirmation of Identity, multiculturalism, social justice, practical applications of critical pedagogy, Lesson plans models; cycles of effective teaching Nov 05 Silencing, Internalization of Whiteness (TExES Standards: 1.3-1.5; 1.22; 2.19; 2.20; 2.21; 3.3; 3.5;3.6; 3.15; 4.1-4.4) Silencing in Public Schools By Michelle Fine (p 157-172) One page paper Becoming a Person: Fictive Kinship Paragraph Reflection As a Theoretical Frame By Signithia Fordham (p 67-101) Course content: Cultural Diversity and Learning; Student empowerment X disempowering teaching; critical views of teaching and learning experiences 16 Nov 12 Centeredness of School Pedagogy and Parental Engagement (TExES Standards: 1.4; 3.17; 4.1-4.4; 4.10; 4.11) TEA SBEC TEKS Instructional Planning and Delivery (7) ensure that the learning environment features a high degree of student engagement by facilitating discussion and student-centered activities as well as leading direct instruction; Centeredness of School Pedagogy By César Rossatto (p 1-15) Paragraph Reflection Community Organizing for Urban school Reform Ysleta Elementary School: From Parental Engagement to a New School By Jennie Oakes The Color of Fear movie (view it in class) Course content: Student Motivation, Teacher Center versus Student Centered Learning, parental involvement Nov 19 Anti-Racism Education Achievement of all (or selected) TExES Competencies goals are expected to be accomplished on this assignment to include teachers’ knowledge and applications For example : PPR The beginning teacher is able to: 1.1s plan lessons that reflect an understanding of students’ developmental characteristics and needs; 1.2s adapt lessons to address students’ varied backgrounds, skills, interests, and learning needs, including the needs of English language learners; Everyday Anti-Racism Education: Book Chapter presentation Getting Real About race in schools By Mica Pollock Course content: Cultural Diversity and Learning; Student empowerment; Affirmation of Identity, multiculturalism, social justice, practical applications of critical pedagogy, Lesson plans models; cycles of effective teaching Nov 26 Final Project Based Research Evaluation and Publishable Lesson Plan Achievement of all (or selected) TExES Competencies goals are expected to be accomplished on these final assignments to include teachers’ knowledge and applications For example : PPR The beginning teacher is able to: 17 1.1s plan lessons that reflect an understanding of students’ developmental characteristics and needs; 1.2s adapt lessons to address students’ varied backgrounds, skills, interests, and learning needs, including the needs of English language learners; Presentation of Final Research Paper and Publishable Lesson Plan, Possible open notebook test Course content: Action research, cultural diversity and learning; Student empowerment; Affirmation of identity, multiculturalism, social justice, practical applications of critical pedagogy, lesson plans models, cycles of effective teaching Dec 03 Continuation of Presentations of Final Paper and Publishable Lesson Plan; Possible open notebook test Publishable Lesson Plan Guidelines This “Publishable Lesson Plan” assignment may be based in TED 3330 student personal experience as an educator or “soon to be” that has produced outstanding rapport with pupils Please submit an interesting classroom design conducive to contextualized learning It needs to be a model of lesson plan with any grade level that can be implemented in real schooling settings Describe activities that use individualized and/or collective instruction through critical pedagogy Your lesson plan can cover a myriad of topics and approaches in education It needs to show practical ideas, how-to frameworks, and its positive results in the classroom It must be a model for other educators who can use this idea as resource and learning tool for their own planning and delivery of critical educational curriculum The purpose of this exercise is to build a collection of teaching resources that expose theories and experiences of educators that value a democratic classroom The following are specific conceptions and requirements for the “Publishable Lesson Plan”: Article should be in APA format; Should include a brief bio student area of expertise and history (student's name); Theories used to prepare the lesson plan and classroom practice; Description of the practice (work or activities, how-to, results, etc.); State: Grade level (elementary, middle, or high school) and subject area 18 Lesson plans should involve one or more of the following teaching strategies and components: Conscientization; Critical Thinking as a way of questioning reality; Deconstructing oppressive structures; Participatory democracy; Critical Pedagogy; Critical multiculturalism; Social justice: Equity, Access, Empowerment; Diversity: race, class, gender, socio-economic; Humanism; Educators as social agents; Teachers as transformative intellectual leaders; Organic intellectuals; Holistic education Grassroots empowerment; Liberation; Emancipation “Midterm Paper:” REFLECTIVE HANDS ON RESEARCH PROPOSAL This hands on study project, rather than searching for absolute truths or test a hypothesis, has the objective to serve as an instrument for the development of new consciousness in regards to a particular topic to be researched Ultimately its intent is to open a well informed dialogue and to foster an opportunity to generate new knowledge The criteria of this take "home exam" request that you write a Research Proposal incorporating the following components: Title – It needs to give a good idea of what the project is all about Introduction – It’s an overview of the whole project and its rationale (One or two paragraphs) Statement of the Problem – Explain its causes, or historical foundations, or any related background of the problem (One or two paragraphs) Need for the Study – Why is there a need to study this particular topic, case, or phenomenon? Show (prove) that there is a gap on literature you have reviewed to prove that others have not studied the “same thing” you are proposing Try to be innovative, creative It is expected that you say something like: “Much research had been done in this area; however, very little research had been done to address/examine (and be specific about your focus…) (One paragraph) Purpose Then you can say how your research will fill this gap by stating the purpose of your study You may say something like: “Therefore, the purpose of this study is to uncover/cover/fill… (and lay out your goals) (One paragraph) Literature Review – In your own words articulate the various readings you did and how they inform your study Using discursive language narrate the relevance of all readings to the construction of knowledge or new understandings related to your topic Lay it out the pros and cons or scientific findings that shed new light to your study (This is going to be your largest part, at least ½ to pages minimum) 19 Research Question – Use preferably how, why, what questions and avoid questions that give yes or no answers So it would allow the discovery of findings that may evolve during your study (These are not survey questions that you would ask research participants, rather they are general questions you are trying to find answers in your study) This should be no more than to key questions Hypothesis – Just state briefly what are the expected findings (using a couple sentences) Methodology –How are you going to the study and the reason’s methods chosen are most appropriate for your study It should include study's population and sample-(who are you studying, if appropriate grade level, gender, how many research participants ) Where (city) are you going to the study? State the ethnicity and or cultural background of population living there Also say if you are using quantitative and qualitative approaches-(meaning surveys or observations, interviews ) Avoid saying the name of schools and persons for confidentiality purposes (This part should be a very big paragraph) 10 The last component is the Bibliography (This is not considered part of the five pages) It needs to include at least 10 reliable reading references from journals and books; beyond it, web pages’ references are acceptable Formatting: according to APA book, doubled-spaced, and on font # 12; Length: to pages Throughout the whole paper you are expected to include references of all authors you read and named on bibliography Grading will be based on clarity, cohesiveness, and logic academic rationale expected of undergraduate students The main focus will be placed on Literature Review Above all the student ability to demonstrate TExES Competencies achievement will be the main source of evaluation here On Oral Presentation student must use transparencies with guiding bullet words of study’s main focus (please use big letters) or distribute handouts to colleagues Note: transparencies of a whole typed page are not appropriate FINAL PAPER “ACTION RESEARCH” This final paper request that you write the following components: Title – It needs to give a good idea of what the project is all about (Title can be different from first paper as now the findings can be incorporated) Abstract (no longer introduction) – The abstract is a synopsis of topic and a brief notion of findings Notice that abstract replaces your introduction used on mid- 20 term You may present a very short version of the introduction attached to the abstract to state your study’s rationale (One or two paragraphs) Statement of the Problem – Same as you have stated in mid-term paper (One or two paragraphs) Need for the Study –Same as mid-term (One paragraph) Purpose–Same as mid-term (One paragraph) Literature Review – After having conducted the study you may feel the need to add additional readings to assist into the explanation of findings (This is one of assignments’ largest sections, ½ to pages minimum) Research Question –Same as mid-term Hypothesis – Did you confirm or not your hypothesis? (Use a couple sentences only to answer) Methodology –How was the study conducted? Were the methods chosen appropriate for your study? It should include study's population and sample-(who did you study?, if appropriate grade level, how many research participants ) Also say if you used quantitative and qualitative approaches-(meaning surveys or observations, interviews ) It is almost the same thing you proposed on mid-term, but now you are stating it after the fact 10 Findings - Include all findings and main patterns of your study’s results It is expected that you lay it out data and your own interpretation of it, using narrative or discursive writing State clearly how your findings answer the research questions (This is the second largest section of assignment, ½ to pages minimum) Note: graphics and or charts are expected to be placed as addendum or appendixes on the back of paper) 11 Conclusion - You are encouraged to speak freely now that you have the theoretical and practical foundations In your own words, speak with authority on the topic and say what you think about it Your opinion here is appropriate (two paragraphs) 12 Suggestions - What would be your suggestions for lesson plan, classroom ideas, curriculum, policies or any suggestions you consider important for pedagogical improvement You need to give very specific ideas about how would you teach students about social science issues to solve or avoid the development of problem/s you studied If appropriate give ideas of how your study can shed new light into social science education (This section is expected to be at least two paragraphs) 21 13 The last component is the Bibliography (This is not considered part of the ten pages) It needs to include at least 10 reliable reading references from journals and books; beyond it, web pages’ references are acceptable Formatting: according to APA book, doubled-spaced, and on font # 12; Length: between 10 to 12 pages Throughout the whole paper you are expected to include references of all authors you read and cited on bibliography Grading will be based on clarity, cohesiveness, and logic academic rationale expected of undergraduate students The main focus will be placed on data findings and interpretations making sure to answer research questions Above all the achievement of TExES Competencies goals will determine ultimate final grade on this assignment NOTE: It is expected that student use past tense or present tense language throughout the entire paper On Oral Presentation student must use transparencies with guiding bullet words of study’s main focus (slide shots) [using large letters] or distribute handouts to colleagues Please note: transparencies of a whole typed page is not appropriate 22 Additional Bibliography (Recommended Readings) Rossatto, C (2010) For Those Who Dare to Hope: A Breakthrough Constraints of Time and Hopelessness Lambert Academic Publishing Bigelow, B (2010) A People’s History for the Classroom (The Zinn Educational Project) Rethinking Schools and Teaching for Change Publishers Bigelow, B (2008) A Line Between Us Rethinking Schools Publishers Bigelow, B and Bob Peterson (2007) Rethinking Globalization Rethinking Schools Publishers Alexie, S (2005) The Lone Ranger and Tonto Fistfight in Heaven First Grove Press Anzaldúa, G (1999) Borderlands La Frontera: The New Mestiza Aunt Lute Books MacLeod, J (2009) Ain’t No Makin’ It: Aspirations & Attainment in LowIncome Neighborhood Westview Press Tatum, B (1997) Why Are All the Black Kids Sitting Together in the Cafeteria Basic Books Press Valdez (1996) Con Respeto Teachers College Press Pollock, M (2009) Everyday Antiracism: Getting Real About Race in Schools The New Press 23 Student Profile (Detach this form and submit it first or second day of class) # (leave it blank) _ _ (Last Name) (First Name) Email address: Local phone*: Home phone* (if different) _ Address: Street (or campus box and room) City _ Zip. What other content you think this course should cover and why? Any additional comments you may have (e.g What you hope to professionally, health problems (ADA), experiences at UTEP, etc.) Please inform me of any change in phone numbers during the semester Also feel free to discuss with me any difficulties you may have with the course I read and fully understand the requirements as stated in this course’s syllabus I understand that this class is based on dialogue and discussion of relevant topics in related to schools and communities Therefore I agree to express my opinion respectfully, making my best effort to contribute to harmonious classroom climate without engaging in disruptive, condescending or hostile attitude Failing to so would endure penalties Student Signature Date Please leave this following block blank for my records 24 ... must be submitted on time, one (1) point will be deducted for each late paper The Blackboard page will not allow late submissions All aspects of TExES competencies are also evaluated here (05... discretion) Tolerated excused absences, only on an emergency and exceptional basis, under extenuating circumstances, total number tolerated in this class is one (2) The absent student is expected to obtain... Assignments: All assignments are expected to reflect true academic quality, ideas well articulated and a grammatically correct presentation will be evaluated To maintain “A” or “B” grades, all