UoPeople Online Syllabus Repository (OSR)

Site: University of the People
Course: University of the People
Book: UoPeople Online Syllabus Repository (OSR)
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Date: Thursday, 1 October 2020, 4:26 PM

Description

Here you will find the syllabi and primary textbooks for all UoPeople courses. The Disclaimer for Use of the Repository can be found here.

Table of contents

Disclaimer Regarding Use of Online Repository

As part of our mission to provide our students with a complete and unified repository of all syllabi and reading materials that can be found in our courses. University of the People has created the following online repository that contains an updated selection of syllabi and readings from all offered courses at the university. 

Note that all UoPeople course material found in the repository are subject to copyright owned by UoPeople or its licensors unless explicitly stated otherwise. Students may not reproduce, modify or distribute any text, graphics or other content provided in the repository without the express, written permission from University of the People. 

Furthermore, UoPeople reserves the right to change or modify the contents of any and all portions of the online repository and cannot guarantee that the repository will remain fully updated at all times.

Note: Links to textbooks can be found sometimes at the top of each syllabus, but more commonly they are located in the section headed "Required Textbooks and Materials".

Master of Education in Advanced Teaching (M.Ed.)

Situated in a global context, the M.Ed. program invites students to explore the historical, social and philosophical aspects of education from a comparative perspective.  It emphasizes understanding of the learner and the physical, psychological, social, and cultural forces that shape learning.  Students are introduced to the latest research on teaching and learning and explore its implications for curricular decision making and instructional planning.  They analyze strategies for classroom management and the fostering of a positive learning community.  Coursework examines the role of assessment in objective-driven teaching and learning and delves into how technology can be used to meet learner needs.

UoPeople offers programming leading to a Master of Education in Advanced Teaching. Students will choose to specialize in either the elementary and middle school level (grades K-8) or in the secondary school level (grades 6-12).  The program is intended for practicing teachers and those who might wish to teach in independent schools, but please note that it DOES NOT LEAD TO STATE LICENSURE OR CERTIFICATION.

This program is designed to provide advanced training to prepare highly skilled teachers who possess the advanced skills required to facilitate the development and learning of all students in their care.  Graduates will serve as models and mentors for colleagues, and contribute to developing the next generation of beginning teachers preparing to enter the profession.

The M.Ed. in Advanced Teaching was designed in cooperation with the International Baccalaureate (IB).  The IB is a global leader in the provision of high-quality, accessible programs for K-12 students.  Offered by almost 5,000 schools in more than 150 countries, IB programs encourage both personal growth and academic achievement.  The IB requirement to attend a Category 1 Workshop is waived for qualified graduates of the M.Ed. program.

A total of 39 semester credit hours are required to complete the UoPeople M.Ed. degree.  Students must complete a minimum of 13 courses. Each course is 9 weeks in length, and students earn 3 credits per course.

EDUC 5010 Education in Context: History, Philosophy, and Sociology

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EDUC 5010: Education in Context: History, Philosophy, and Sociology


Credits: 3


Course Description: 

This course will examine the role of education across time and in different places in the world, and the social and political influences that shaped the goals and structure of today’s diverse educational systems.  The contributions of classical and modern thinkers and their impact on contemporary education and on the role and function of the teacher will be explored.  Analysis of globalization and the nature of differing educational systems and values will provide a context for reflecting on one’s own personal philosophy of education.

Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

  • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

Software Requirements/Installation: No special requirements.


Learning Objectives and Outcomes:

By the end of this course students will be able to:

  1. Examine the changing role of educational and instructional models (active learning, critical thinking), multiculturally, and/or over time.
  2. Explore classical and modern philosophies and their impact on contemporary education.
  3. Analyze the globalization and the nature of different educational systems and values to provide reflecting on one's own personal philosophy of education.
  4. Examine the global, social, and political influences that shaped the goals and structure of today's diverse educational systems.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - History and Purpose of Schooling in the United States

Week 2: Unit 2 - Historical Global Foundations of Education

Week 3: Unit 3 - Philosophical Foundations of Education

Week 4: Unit 4 - Global Philosophical Foundations in Education

Week 5: Unit 5 - Sociological Foundations of Education

Week 6: Unit 6 - Social & Political Issues

Week 7: Unit 7 - Global Standings and Perspectives  

Week 8: Unit 8 - The Role of Educators in a Changing World


Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

Unit 1: History and Purpose of Schooling in the United States

  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete the Reflective Portfolio Assignment

Reading Assignment


To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

History and Purpose of Education and Schooling

1. GOV.UK. (2015, July 9).  The Purpose of education. Retrieved March 04, 2018, from https://www.gov.uk/government/speeches/the-purpose-of-education

  • The British Minister of Education explains his vision for the purpose of British Education.

2. Reimers, F. (2017, August 03). Rediscovering the cosmopolitan moral purpose of education. Retrieved February 22, 2018, from https://www.brookings.edu/opinions/rediscovering-the-cosmopolitan-moral-purpose-of-education/ 

  • This opinion piece from the Brookings Institute discusses the changing purpose of education in a globalized society. (PDF is available for download at the website).

3. Learning in Mind. (n.d.). The Meaning and Purpose of Education. Retrieved February 26, 2018, from http://learninginmind.com/meaning-of-education.php

  • This article poses that the purpose of education may not be as noble as we assume.    

4. King, M. L., Jr . (1947.). The Purpose of Education. Retrieved February 28, 2018, from http://okra.stanford.edu/transcription/document_images/Vol01Scans/123_Jan-Feb1947_The%20Purpose%20of%20Education.pdf

  • This is the text of a speech that Martin Luther King Jr. gave on the purpose of education and provides yet another perspective.

5. Walker, T. (2016, August 29). What’s the Purpose of Education? The public doesn’t agree on the answer. Retrieved March 1, 2018, from http://neatoday.org/2016/08/29/the-purpose-of-education-pdk-poll/

  • This article discusses the results of the yearly public poll and highlights there is no ‘one’ opinion on the purpose of education. 

6. Lumen Learning. Four Basic Purposes of School. Retrieved March 1, 2018, from https://courses.lumenlearning.com/foundationsofedx81xmaster/chapter/four-basic-purposes-of-school/

  •  A brief article introducing the four basic purposes of education.    

7. What is the Purpose of Education? (2012) [Infographic] Retrieved March 1, 2018  https://www.ascd.org/ASCD/pdf/journals/ed_update/eu201207_infographic.pdf

  • This infographic shows how the purpose of education in the US has changed in modern times.

8. (2013, June 30). The Historical Foundations of Education. [pdf] Retrieved February 23, 2018, from https://www.slideshare.net/martianne21/historical-foundations-of-education-theorist-and-philosophers?qid=237dcb79-9451-4766-a9a4-e546fc480ec9&v=&b=&from_search=8

  • Read slides 1-12 from Evangelista, Yanne. This resource provides a historical overview of the history of education (globally).

History of US Educational system:

This section will provide you with an understanding of the history of the American educational system and the Common School Movement. The Common School Movement is considered one of the pillars of Western education.

9. Gray, P. (2008, August 20). A Brief History of Education. Retrieved February 23, 2018, from https://www.psychologytoday.com/blog/freedom-learn/200808/brief-history-education

  •  Dr. Gray discusses the history of education and states schools are the product of history.

10. Graham, P. A. (2005). Introduction. In Schooling America: how the public schools meet the nation's changing needs. (14-20) Retrieved from https://ebookcentral.proquest.com

  • The introduction to this book gives a thoughtful overview of the changing purposes of American education. 
  • You will need to create an account with Proquest eBook Central to access this resource. Once you are logged into Proquest, search for Schooling America: how the public schools meet the nation's changing needsYou will also need to download and install Adobe Digital Editions to download the eBook. You can access this for 21 days. This chapter provides you an in-depth discussion of educational philosophies.

The Common School Movement and John Dewey and his influence:

11. Jeynes, W. (2012). The Widespread Growth of the Common School and Higher Education. In American Educational History. (145-156) Retrieved March 19, 2018, from https://www.sagepub.com/sites/default/files/upm-binaries/13715_Chapter6.pdf

  • Read pages 145-156 to gain a deeper understanding of the Common School movement and its purposes, educational reformers and perspectives of who those who opposed the Common school system.

John Dewey and his influence:

John Dewey had a profound and lasting impact on education. This section will introduce you to his theories of education and analyze his view of the purposes of education from a variety of perspectives.

12. Talebi, Kandan. (2015, September) John Dewey- Philosopher and Educational Reformer. European Journal of Educational Studies. [pdf] Retrieved February 28, 2018 from https://files.eric.ed.gov/fulltext/ED564712.pdf

  • This chapter provides an in-depth discussion of John Dewey and his impact on American education.

13. Kintz, A. I. (n.d.). What is the Purpose of Education? Dewey's challenge to his contemporaries. [pdf] Retrieved March 01, 2018, fromhttps://www.academia.edu/23693775/What_is_the_Purpose_of_Education_Deweys_challenge_to_his_contemporaries

  •  This chapter provides a more in-depth discussion of Dewey’s views of the purpose of education and how it related to other philosopher’s views.

The IB Learner Profile

14. IBO. (2013). The IB Learner Profile. Retrieved from https://www.ibo.org/contentassets/fd82f70643ef4086b7d3f292cc214962/learner-profile-en.pdf

  • This is a one-page document that describes each of the 10 attributes of the IB Learner.

15. IBO. (n.d). About the IB. Retrieved from https://www.ibo.org/about-the-ib/

  • Take a moment to explore the IB Website and learn more about the International Baccalaureate Organization, their mission, and their educational philosophy.

Optional Videos

1. Mod-U. (2017, August 10). Why Did We Create Public Schools? [Video file] Retrieved February 25, 2018, from    (4:48)

  • This video explains why the United States created their system of public schools.

2. Alliterative. (2017, September 04). Class, Classics & Classroom: A short history of education. [Video File] Retrieved February 25, 2018, from   (14:51)   

  • This video will provide you with a brief introduction to the history of education.

3. Mod-U. (2017, September 5). Why Is Our Education System So Complex?: A Short History of Education [Video file] Retrieved February 25, 2018, from   (8:29)

  •  This video provides an overview of the complex American system.

4. Mod-U. (2017, August 14). What Can Common Schools Teach Us?: A Short History of Education [Video file] Retrieved February 25, 2018, from     (2:12)

  • What can a school program from 150 years ago teach us today? Not only did it change our minds about what education’s role was in a modern society, but it also tried to solve policy issues that are still being debated today.

5. Mod-U. (2017, December 1). Who Were the Common School Reformers?: A Short History of Education [Video file] Retrieved February 25, 2018, from    (4:23)

  • Who were the powerful personalities who were able to convince people around the country to adopt the Common School? Where did they come from, and what did they believe about education?

7. Mod-U. (2017, August 14). The Common School Reform Package: A Short History of Education [Video file] Retrieved February 25, 2018, from      (5:51)

  •  This video explains what the Common School reform movement was.

8. Mod-U. (2017, August 14). Successes and Failures of the Common School Movement: A Short History of Education [Video file] Retrieved February 25, 2018, from    (2:58)

  • The Common School Movement fundamentally changed education in America, but it was far from perfect. How did it approach race and slavery? Was it a method of social control? Think of these motives as we continue into other units.

9. Davidson Films, Inc. (2010, June 21). John Dewey's Theories on Education and Learning: An Introduction to His Life and Work. Retrieved February 25, 2018, from   (3:56)

  • This video is an introduction to John Dewey’s theories of Education

Optional Reading

1. Labaree, D. (1997). Public Goods, Private Goods: The American Struggle over Educational Goals. American Educational Research Journal, 34(1), 39-81. Retrieved from http://www.jstor.org/stable/1163342

  • An intriguing perspective is offered by Professor Labaree. This could help you think about the goals of schooling in your context.

Unit 2:  Historical Global Foundations of Education

  • Peer assess Unit 1 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete the Reflective Portfolio Assignment

Reading Assignment

To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

1. Open Learn. (2008, March 28). Chinese education: How do things work? Retrieved March 01, 2018, from http://www.open.edu/openlearn/society/international-development/international-studies/chinese-education-how-do-things-work

  • This article provides an overview of the Chinese education system.

2. Gwanfogbe, M. B. (2012). AFRICA’S TRIPLE EDUCATION HERITAGE: A HISTORICAL COMPARISON. In Handbook of African educational theories and practices: a generative teacher education curriculum (pp. 70-85). [pdf] Retrieved March 1, 2018, from http://www.thehdrc.org/Handbook%20of%20African%20Educational%20Theories%20and%20Practices.pdf

  • Read only Chapter 3, AFRICA’S TRIPLE EDUCATION HERITAGE: A HISTORICAL COMPARISON. Chapter 3 discusses the historical heritage of Africa’s educational systems.

3. Rothermund, D. (2002) India-Education System. In Encyclopedia of Modern Asia. (pp. 17-20) [pdf] Retrieved March 1, 2018 from http://link.galegroup.com/apps/doc/CX3403701275/GVRL?u=lirn17237&sid=GVRL&xid=b45fe10f

  • This article is an overview of the Indian Education System.

4. McCarthy, J. (2002) Iran-Education System. In Encyclopedia of Modern Asia. (pp. 102-103) [pdf] Retrieved March 1, 2018 from http://link.galegroup.com/apps/doc/CX3403701334/GVRL?u=lirn17237&sid=GVRL&xid=929e4434

  • This article is an overview of the Iranian Education System.

5. Kobayashi, T & D Musslewhite. (2002) Japan-Education System. In Encyclopedia of Modern Asia. (pp. 217-222) [pdf] Retrieved March 1, 2018 from http://link.galegroup.com/apps/doc/CX3403701419/GVRL?u=lirn17237&sid=GVRL&xid=f79ecce2

  • This article is an overview of the Japanese Education System.

6. Abazov, R. (2002) Philippines—Education System. In Encyclopedia of Modern Asia. pp. (pp.499-502) [pdf] Retrieved March 1, 2018, from Retrieved March 1, 2018, from http://link.galegroup.com/apps/doc/CX3403702348/GVRL?u=lirn17237&sid=GVRL&xid=c21e0b75.

  • This article is an overview of the Philippine Education System.

7. Khalid, A (2002) Uzbekistan-Education System. In Encyclopedia of Modern Asia. (pp. 47-49). [pdf] Retrieved March 1, 2018, from Retrieved March 1, 2018, from http://link.galegroup.com/apps/doc/CX3403703132/GVRL?u=lirn17237&sid=GVRL&xid=b68954b4

  • This article is an overview of the Uzbekistani Education System.

8. Nguyen, U. (2002) Vietnam-Education System. In Encyclopedia of Modern Asia. 2002, (pp.65-66 ) [pdf] Retrieved March 1, 2018, from Retrieved March 1, 2018 http://link.galegroup.com/apps/doc/CX3403703147/GVRL?u=lirn17237&sid=GVRL&xid=7ea80bb0

  • This article is an overview of the Vietnamese Education System.

9. Khawajamir, M. (2016). History and Problems of Education in Afghanistan. [pdf] Retrieved March 5, 2018, from https://www.shs-conferences.org/articles/shsconf/pdf/2016/04/shsconf_erpa2016_01124.pdf

  • This article discusses the history and problems facing education in Afghanistan. 

Optional Videos

1. Vidya-mitra. (2016, December 01). History of Education Policy in India. Retrieved March 02, 2018, from   (24:33)

  • This video provides an in-depth history of the Indian education system.

 2. Mindbug Studios. (2012, July 19). Brief History of Education in Brazil.  Retrieved March1, 2018, from   (4:45)

  • This video provides an overview of the history of Brazilian education. 

Unit 3: Philosophical Foundations of Education

  • Peer assess Unit 2 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Begin and participate in the Group Activity (Due Unit 7)
  • Complete the Reflective Portfolio Assignment

Reading Assignment

To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.


1. MEANING, SCOPE & FUNCTIONS OF PHILOSOPHY OF EDUCATION. (n.d.). In S. Sikhauli (Ed.), MA.Edu.Philosophy (pp. 1-13). Retrieved March 3, 2018, from https://www.academia.edu/34327764/M.A._Edu._Philosophy.

  • This chapter will provide you with an understanding of the field of educational philosophy and provide a foundation for further readings.

2. Educational Philosophies Definitions and Comparison Chart With. (n.d.). [pdf] Retrieved February 28, 2016, from http://ctle.hccs.edu/facultyportal/tlp/seminars/tl1071SupportiveResources/comparison_edu_philo.pdf  

  • This article compares educational philosophies and provides an informative comparison chart.

3. Sharpes, D. K. (2013). Modern Educational Philosophies. In Advanced Educational Foundations for Teachers: the history, philosophy, and culture of schooling (pp. 399-430). Retrieved March 1, 2018, from http:ebookcentral.proquest.com

  • You will need to create an account with Proquest eBook Central to access this resource. Once you are logged into Proquest, search for In Advanced Educational Foundations for Teachers: the history, philosophy, and culture of schooling. You will also need to download and install Adobe Digital Editions to download the eBook. You can access this for 21 days. This chapter provides you an in-depth discussion of educational philosophies.

4. Valbuena, J. G. (2016). Essentialism: As a philosophy and as a philosophy of education (Unpublished thesis). Philippine Normal University. Retrieved March 1, 2018, from https://www.academia.edu/24833960/Essentialism_As_a_Philosophy_and_As_a_Philosophy_of_Education 

  • This author discusses Essentialism as an educational philosophy.

5. Western Philosophies of Education. (n.d.). In S. Sikhauli (Ed.), MA.Edu.Philosophy (pp. 49-55). Retrieved March 3, 2018, from https://www.academia.edu/34327764/M.A._Edu._Philosophy

  • This chapter will provide a more in-depth description of Western educational philosophy.

6. Labaree, D. (2005, February). Progressivism, Schools, and Schools of Education. Retrieved March 07, 2018, from https://www.academia.edu/7055356/Progressivism_Schools_and_Schools_of_Education   

  • This paper provides a discussion of Progressivism.

7. Amidon, J., Monroe, A., & Ortwein, M. (n.d.). Progressive Education. Education, Society, & the K-12 Learner. Retrieved March 02, 2018, from https://courses.lumenlearning.com/teachereducationx92x1/chapter/progressive-education/

  • This article provides you with another perspective on progressive education and its effects on schooling.

8. Lynch, M. (2016, November 03). Philosophies of Education: 3 types of student-centered philosophies. Retrieved March 07, 2018, from http://www.theedadvocate.org/philosophies-education-3-types-student-centered-philosophies/

  • This article discusses which educational philosophies are student-centered.                                                                                                                                                            

9. Lynch, M. (2016, August 05). Philosophies of Education: 2 types of teacher-centered philosophies. Retrieved March 07, 2018, from http://www.theedadvocate.org/philosophies-education-2-types-teacher-centered-philosophies/

  • This article discusses which educational philosophies are teacher-centered.

10. Educational Philosophy Self-Assessment[XLSX]. Retrieved March 1, 2018, from https://lumen.instructure.com/courses/211470/assignments/2388018

  •  Complete and score this Educational Philosophy Self-Assessment

Optional Videos

1. Krutka, D. (2016, June 02). 5 Educational Philosophies. Retrieved February 22, 2018, from   (12:09)

  • This video will reinforce what you’ve read about different educational philosophies.

2. Shook, T. (2016, November 04). Progressivism: Overview & Practical Teaching Examples. Retrieved March 03, 2018, from     (3:32)

  • This video will provide you with a recap of the principles of progressive education.

3. Rubinacci, J. (2016, July 26) Building a Better Teaching Philosophy: Studying Perennialism and Essentialism. Retrieved February 27, 2018 from    (2:10) 

Unit 4: Global Philosophical Foundations in Education

  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Continue to participate in the Group Activity
  • Complete the Reflective Portfolio Assignment

Reading Assignment

To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

1. Sharpes, D. K. (2013). Nineteenth and Twentieth Century Trends. In Advanced Educational Foundations for Teachers: the history, philosophy, and culture of schooling [pdf] (pp. 431-450). Retrieved March 1, 2018, from http:ebookcentral.proquest.com   

  • This chapter will introduce you to 4 philosophers from around the world and discuss their place in educational history.   
  • You will need to create an account with Proquest eBook Central to access this resource. Once you are logged into Proquest, search for In Advanced Educational Foundations for Teachers: the history, philosophy, and culture of schooling. You will also need to download and install Adobe Digital Editions to download the eBook.  

2. Qadoumi, G. (November 11). What are some examples of philosophers of education and their contributions? Retrieved March 1, 2018, from https://www.quora.com/What-are-some-examples-of-philosophers-of-education-and-their-contributions

  • This resource will introduce you to a variety of philosophers and their educational contributions.

3. Schools of Philosophy Graphic Organizer [Pdf]. (2014, August).Retrieved March 2, 2018, from https://lumen.instructure.com/courses/211470/files/22401734?module_item_id=5567015

  • Print and complete this Schools of Philosophy Graphic Organizer as a tool for your paper and group project

4. Stinson, D. W. (2016). Dewey, Freire, and Foucault and an ever-evolving philosophy of (mathematics) education. Journal of Research in Curriculum & Instruction, 20(2), 70–78. Retrieved fromhttps://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1038&context=mse_facpub 

  • Read sections I-V of this article for a comparison of the thoughts of Dewey, Freire, and Foucault.

5. Schor, I. (1992). Education is Politics: Paulo Freire's critical pedagogy. In Paulo Freire: A critical encounter. [pdf] (pp. 24-36). Retrieved from http://ebookcentral.proquest.com

  • This chapter discusses Paulo’s Freire’s pedagogy.  
  • You will need to create an account with Proquest eBook Central to access this resource.  You can access this for 21 days.  

6. Petrovic, J. E., & Mitchell, R. M. (2018). Comparing Reflections on Philosophies of Indigenous Education around the World. In Indigenous Philosophies of Education around the World (pp. 249-263). Retrieved March 5, 2018, from www.academia.edu.35861136.Indigenous_Philosophies_of_Education_around_the_World.pdf

  • This chapter discusses how we should view different philosophies of indigenous education and poses some interesting questions.  (13 pgs)

7. Bonnie, M. (2010, April 30). Two Key Theories in Education: Confucius and John Dewey. Retrieved March 02, 2018, from https://www.academia.edu/1120169/Two_Key_Theories_in_Education_Confucius_and_John_Dewey

  • This article discusses some of the similarities and differences between Confucius and Dewey, two philosophers not often grouped together.  

8. Faryadi, Q. (2015, Nov. & Dec.). An Islamic Perspective of Teaching Philosophy: A personal justification. Retrieved March 1, 2018, from https://files.eric.ed.gov/fulltext/ED574266.pdf  

  • Read sections I-IX to learn more about an Islamic perspective of teaching.

    9. Qadoumi, G. (November 11). What are some examples of philosophers of education and their contributions? Retrieved March 1, 2018, from https://www.quora.com/What-are-some-examples-of-philosophers-of-education-and-their-contributions

                   This resource will introduce you to a variety of philosophers and their educational contributions.

    10. Schools of Philosophy Graphic Organizer [Pdf]. (2014, August).Retrieved March 2, 2018 from https://lumen.instructure.com/courses/211470/files/22401734?module_item_id=5567015

                   Print and complete this Schools of Philosophy Graphic Organizer as a tool for your paper and group project

    11. Stinson, D. W. (2016). Dewey, Freire, and Foucault and an ever-evolving philosophy of (mathematics) education. Journal of Research in Curriculum & Instruction, 20(2), 70–78. Retrieved from https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1038&context=mse_facpub (8pg)

                   Read sections I-V of this article for a comparison of the thoughts of Dewey, Freire and Foucault.

    12. Schor, I. (1992). Education is Politics: Paulo Freire's critical pedagogy. In Paulo Freire: A critical encounter.[pdf] (pp. 24-36). Retrieved from http://ebookcentral.proquest.com

                   This chapter discusses Paulo’s Freire’s pedagogy.  (14pg)

    13. Petrovic, J. E., & Mitchell, R. M. (2018). Comparing Reflections on Philosophies of Indigenous Education around the World. In Indigenous Philosophies of Education around the World (pp. 249-263). Retrieved March 5, 2018, from www.academia.edu.35861136.Indigenous_Philosophies_of_Education_around_the_World.pdf

    • This chapter discusses how we should view different philosophies of indigenous education and poses some interesting questions.  (13 pgs)

    14. Bonnie, M. (2010, April 30). Two Key Theories in Education: Confucius and John Dewey. Retrieved March 02, 2018, from https://www.academia.edu/1120169/Two_Key_Theories_in_Education_Confucius_and_John_Dewey

    • This article discusses some of the similarities and differences between Confucius and Dewey, two philosophers not often grouped together.  (12 pg)

    15. Faryadi, Q. (2015, Nov. & Dec.). An Islamic Perspective of Teaching Philosophy: A personal justification. Retrieved March 1, 2018, from https://files.eric.ed.gov/fulltext/ED574266.pdf (9pg)

    • Read sections I-IX to learn more about an Islamic perspective of teaching.

    Optional Videos

    1. AhChickenLittle. (2012 October 25). John Locke’s Thoughts on Education. Retrieved February 25, 2018, from    (4:59)

    • This video provides you with an overview of John Locke and his thoughts on education.

    3. Wiseman, A. (2013, April 18). Human Rights: Frieres (sic) Pedagogy of the Oppressed, Part 1. Retrieved March 05, 2018, from     (8:24)

    • This video walks you through the pedagogy of the oppressed theory. 

     4. AhChickenLittle. (2012 October 25). John Locke’s Thoughts on Education. Retrieved February 25, 2018, from    (4:59)

    •  This video provides you with an overview of John Locke and his thoughts on education.

    5. Jordan, Adam. (2016, March 3). Horace Mann’s Impact on Education. Retrieved February 25, 2018, from    (6:01)

    • This video will provide you with an overview of Horace Mann as a progressive reformer.

    6. Wiseman, A. (2013, April 18). Human Rights: Frieres (sic) Pedagogy of the Oppressed, Part 1. Retrieved March 05, 2018, from     (8:24)

    • This video walks you through the pedagogy of the oppressed theory. 

    Unit 5: Sociological Foundations of Education

    • Read the Learning Guide and Reading Assignments
    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
    • Continue to participate in the Group Activity
    • Complete and submit the Written Assignment

    Reading Assignment

    To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

    1. Education around the World. (n.d.). In Introduction to Sociology. Retrieved March 3, 2018, from https://cnx.org/contents/r-QzKsl_@7.23:voB0kEEh@6/Education-around-the-World

    •  This resource will provide you with an introduction to sociology and education.

    2. Theoretical Perspectives on Education. (2010). In University of Minnesota Libraries Publishing (Ed.), Sociology: Understanding and changing the social world. Retrieved March 3, 2018, from http://open.lib.umn.edu/sociology/chapter/16-2-sociological-perspectives-on-education/

    • Read this introduction to sociological theories of education.

    3. OECD. (2013, January 01). What Are the Social Benefits of Education? Retrieved March 04, 2018, from http://www.oecd-ilibrary.org/education/what-are-the-social-benefits-of-education_5k4ddxnl39vk-en;jsessionid=9gickreg0ssr9.x-oecd-live-03

    • This publication from the Organisation for Economic Cooperation and Development (OECD) discussed benefits of education to society.

    4. Anderson-Levitt, K. M. (2005). The schoolyard gate: schooling and childhood in global perspective. Journal of Social History, 38(4), 987+. Retrieved March 4, 2018, from http://link.galegroup.com/apps/doc/A133934741/AONE?u=lirn17237&sid=AONE&xid=c28ffaf8

    • This article looks at the effects of “schooling” on societies.

    5. World Bank. (2018). Ch 1: Schooling, learning and the promise of education. In World Development Report 2018 : Learning to Realize Education's Promise. Retrieved March 2, 2018, from https://openknowledge.worldbank.org/handle/10986/28340             

    • Chapter 1 discusses the promise of education around the world.

    6. Sikhauli, S. (n.d.). Human Rights and Education. In MA.Edu.Philosophy (pp. 191-197). Retrieved March 3, 2018, from https://www.academia.edu/34327764/M.A._Edu._Philosophy.

    • Chapter 17 offers us a discussion of the concepts of education as a human right. The Universal Declaration of Human Rights will be outlined as a counterpoint to the forthcoming discussion of issues impacting access to a meaningful education.

    7. Murphy, L., Mufti, E., & Kassem, D. (2008). Education: Who gets what? In Education Studies: An Introduction. (pp. 115-125). McGraw-Hill. Retrieved March 3, 2018, from https://proxy.lirn.net/MuseProxyID=mp02/MuseSessionID=cd11p0zld/MuseProtocol=https/MuseHost=ebookcentral.proquest.com/MusePath/lib/univ-people-ebooks/reader.action?docID=420765&ppg=113.

    • Chapter 9 introduces us to some of the issues facing UK (and global) education today.

    8. Curtis, M. (2009). A World of Discrimination: Minorities, indigenous peoples, and education. Retrieved March 5, 2018, from http://minorityrights.org/wp-content/uploads/old-site-downloads/download-655-A-world-of-discrimination.pdf

    • Mr. Curtis discusses many of the issues facing minorities and indigenous peoples around the world.

    9. Hannum, E., Park, H., & Butler, Y. G. (Eds.). (2010). Introduction: Emerging issues for educational research in East Asia (pg 1-14) In Globalization, changing demographics, and educational challenges in East Asia. Retrieved from https://ebookcentral.proquest.com

    Optional Videos

    1. Crash Course.  Education in Society: Crash course sociology #40. [video] (2018, January 15). Retrieved March 4, 2018, from 

    • The following video explains education from a sociological viewpoint. (11:31)

    2. Crash Course. Schools & Social Inequality: Crash Course sociology #41. [video] (2018, January 22). Retrieved March 4, 2018, from 

    • As this video discusses, although we may have noble purposes for education, the field of education does have its issues. Although this video references the U.S., you will see similarities as we progress through Units 5 and 6.  (11:26)

    3. Mod*U. (2017, August 10) Equality vs. Excellence: A short history of education. [video] Retrieved February 22, 2018 from   (4:09)

    • This closing video discusses some of the issues the US has faced and reminds us that access does not equal access to a quality education. 

    Unit 6: Social & Political Issues

    • Peer assess Unit 5 Written Assignment
    • Read the Learning Guide and Reading Assignments
    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
    • Continue to participate in the Group Activity

    Reading Assignment

    To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

    1. OpenLearn. (2016, September 12). Displaced children of our time. Retrieved March 5, 2018, fromhttp://www.open.edu/openlearn/health-sports-psychology/childhood-youth/displaced-children-our-time

    • This article discusses some of the issues faced by refugees.

    2. UNICEF. (2015, July 31). Educate All Girls and Boys in South Asia: The Global Out-of-School Children Initiative. Retrieved March 1, 2018, from https://eric.ed.gov/?q=ED573877&id=ED573877

    • This report discusses children out of school and includes graphic illustrations statistically demonstrating exclusion in education in South Asia

    3. Obashoro-John, O. A., & Oni, G. J. (2017). Refugee Education: The State of Nigeria’s Preparedness. Universal Journal of Educational Research,5(6), 989-994. Retrieved March 1, 2018, from https://eric.ed.gov/?q=EJ1143768&id=EJ1143768 doi:10.13189/ujer.2017.050611

    • This article discusses Nigeria’s educational systems’ ability to deal with the recent refugee crisis.  

    4. Hos, R. (2016). Education in Emergencies: Case of a Community School for Syrian Refugees. European Journal of Educational Research,5(2), 53-60. doi:10.12973/eu-jer.5.2.53.  Retrieved from: https://files.eric.ed.gov/fulltext/EJ1099651.pdf

    • Syria too struggles with educating refugees.  

    5. In the Czech Republic, Romani Children Do Not Have Equal Access to Education. (2012). In D. A. Henningfeld (Ed.), Global Viewpoints. Education (pp. 34-41). Detroit: Greenhaven Press. Retrieved fromhttp://link.galegroup.com/apps/doc/CX1756200011/GVRL?u=lirn17237&sid=GVRL&xid=03ee5fd3

    • This article discusses how Romani children are excluded from many educational opportunities.  

    6. Wilson, W. J. (2011). Being Poor, Black and American: The impact of political, economic and cultural forces. Retrieved March 4, 2018, from https://www.aft.org/sites/default/files/periodicals/Wilson.pdf

    • Read pages 1-23 for a perspective of the educational legacy of African Americans in the United States. This article highlights that even ‘advanced’ societies still have inequitable educational systems.

    7. Satyarthi, K. (2017, August 03). Free children from chains: India and the world need a multi-dimensional strategy to stop human trafficking. Retrieved March 1, 2018, fromhttps://blogs.timesofindia.indiatimes.com/toi-edit-page/free-children-from-chains-india-and-the-world-need-a-multi-dimensional-strategy-to-stop-human-trafficking/

    • This article discusses a social issue affecting children’s’ ability to access education that is rarely discussed.

    8. Winthrop, R., Dews, F., & Finan, B. (2017, October 11). Why girls' education is the world's best investment. [podcast-video] Retrieved March 16, 2018, from https://www.brookings.edu/podcast-episode/why-girls-education-is-the-worlds-best-investment/

    • This podcast and video discuss why the education of girls’ is a meaningful investment for any society. (20:00)

    9. Goodman, R., & Kaplan, S. (n.d.). The Mantra of Meritocracy (SSIR). Retrieved March 19, 2018, fromhttps://ssir.org/articles/entry/the_mantra_of_meritocracy

    • This online article discusses many of the barriers to education. 

    10. Limaye, S. (2016). Factors influencing the Accessibility of Education for Children with Disabilities in India. Global Education Reform. 3 (3) 43-56 Retrieved March 2, 2018, fromhttps://files.eric.ed.gov/fulltext/EJ1115090.pdf

    • While this article discusses issues for children with disabilities in India, many of the barriers to access are in place in many countries.  

     The following Articles discuss possible reform measures that can be put in place:

    11. OCED. (2016). Education in China: A snapshot. Retrieved March 5, 2018, fromhttps://www.oecd.org/china/Education-in-China-a-snapshot.pdf                

    • Read pages 28-32 (through Reforming Curriculum) to read about some initiatives to improve education in China.

    12. Kent, D. (2015). A New Educational Perspective: The Case of Singapore. Penn GSE Perspectives on Urban Education. Retrieved March 10, 2018, from https://eric.ed.gov/?q=EJ1160443&id=EJ1160443.

    • This article discusses some of the educational reforms in Singapore.  

    13. UNESCO. (2017). A guide for ensuring inclusion and equity in education. Retrieved March 5, 2018, fromhttp://unesdoc.unesco.org/images/0024/002482/248254e.pdf

    • After reviewing the terminology on pg. 7, read pages 16-27 to discuss how we can improve access to education for individuals with disabilities around the world.  

    14. Chu, L. (2017, October 24). China's education reform. New York Times, p. (L). Retrieved fromhttp://link.galegroup.com/apps/doc/A511079219/GIC?u=lirn17237&xid=1cf939f4

    • This opinion piece discusses China’s educational reforms.

    15. Epstein, M., & Yuthas, K. (2012). Redefining Education in the Developing World (SSIR). Retrieved March 6, 2018, from https://ssir.org/articles/entry/redefining_education_in_the_developing_world

    • These authors provide a viewpoint on how to reform education.  

     Optional Videos

    1. Normile, D. (2017, December 08). One in three Chinese children faces an education apocalypse. An ambitious experiment hopes to save them. Retrieved March 4, 2018, fromhttp://www.sciencemag.org/news/2017/09/one-three-chinese-children-faces-education-apocalypse-ambitious-experiment-hopes-save

    • This article and video (5:00) discusses issues of expectations, poverty, and differences between rural and urban educational systems.

    2. Stout, K. L. (2013, December 17). Mind the gap: China's great education divide. Retrieved March 1, 2018, fromhttps://www.cnn.com/2013/12/17/world/asia/china-education-gap-stout/

    • The following video (2:10) and article discuss the achievement gap in China.

    3. NOVA. (n.d.). School of the Future | The Achievement Gap. Retrieved March 4, 2018, fromhttps://indiana.pbslearningmedia.org/resource/nvsof-sci-achievementgap/wgbh-nova-school-of-the-future-the-achievement-gap/#.Wq_WxejwY65

    • This video highlights the education gap in the United States. (4:16)

     Unit 7: Global Standings and Perspectives  

    • Read the Learning Guide and Reading Assignments
    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
    • Complete and submit the Written Assignment
    • Complete and submit the Group Presentation

    Reading Assignment

    To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

    1. Care, E., Kim, H., Anderson, K., & Gustafsson-Wright, E. (2017, March 24). Skills for a Changing World: National Perspectives and the Global Movement. Retrieved March 5, 2018, from https://www.brookings.edu/wp-content/uploads/2017/03/global-20170324-skills-for-a-changing-world.pdf

    • Read pgs 1-10 to understand some of the skills that are needed in a 21st century society and how specific countries are trying to implement reforms to address this.

    2. Ledward, C., & Hirata, D. (2011). An Overview of 21st Century Skills. Retrieved March 25, 2018, from http://www.ksbe.edu/_assets/spi/pdfs/21st_Century_Skills_Brief.pdf

    •  This summary of 21st Century Skills provides you with more information regarding each area.  

    3. P21. (2016, January). Framework for 21st Century Learning. Retrieved March 27, 2018, from http://www.p21.org/our-work/p21-framework

    • This flyer provides an overview of 21st Century skills. 

    4. UNESCO. (2015). Education for All 2000-2015: Achievements and challenges(Rep.). Retrieved March 7, 2018, from http://unesdoc.unesco.org/images/0023/002322/232205e.pdf

    • Read the Executive Summary to see which areas in education have been proved upon and challenges we still face.  

    5. Global Education Monitoring Report. (2015, April 15). Report cards for Education for All: 2000-2015. Retrieved March 6, 2018, from https://gemreportunesco.wordpress.com/2015/04/15/report-cards-for-education-for-all-2000-2015/

    •  These ‘report cards’ provide a visual summary of the full UNESCO report.

    6. World Bank. (2018). Overview: Learning to realize education’s promise. In The World Development Report 2018: LEARNING to Realize Education’s Promise. Retrieved March 5, 2018, from https://openknowledge.worldbank.org/handle/10986/28340

    • The overview of this report provides context for how many countries are improving their educational systems and outcomes.

    7. TES. (2016, December 06). Pisa: At-a-glance global education rankings in science, mat, s and reading. Retrieved March 6, 2018, from https://www.tes.com/news/school-news/breaking-news/pisa-a-glance-global-education-rankings-science-maths-and-reading

    •  This is an easy to read ranking of countries 2015 performance on the PISA.

    8. World Bank. (2018). Ch 2: The great school expansion- and those it has left behind. In The World Development Report 2018: LEARNING to Realize Education’s Promise. Retrieved March 5, 2018, from https://openknowledge.worldbank.org/bitstream/handle/10986/28340/9781464810961_Ch02.pdf 

    •  This chapter discusses educational outcomes for those whose educational opportunities who have improved, and those whose have not.

    9. World Bank. (2018). Ch 3: The many faces of the learning crisis. In The World Development Report 2018: LEARNING to Realize Education’s Promise. Retrieved March 5, 2018, from https://openknowledge.worldbank.org/bitstream/handle/10986/28340/9781464810961_Ch03.pdf  (13 pgs)

    • This chapter discusses how some of the social and political factors discussed in previous units affect learning outcomes.

    10. World Bank. (2018). Ch 5: There is no learning without prepared, motivated learners. In The World Development Report 2018: LEARNING to Realize Education’s Promise. Retrieved March 5, 2018, from https://openknowledge.worldbank.org/bitstream/handle/10986/28340/9781464810961_Ch05.pdf  

    • This chapter discusses how we can improve students’ readiness for learning as a society related to educational outcomes.

    11. OECD. (2012, April 01). How Pronounced Is Income Inequality Around the World - And How Can Education Help Reduce It? Retrieved March 26, 2018, from http://www.oecd-ilibrary.org/education/how-pronounced-is-income-inequality-around-the-world-and-how-can-education-help-reduce-it_5k97krntvqtf-en;jsessionid=1rbua1q59ulq3.x-oecd-live-03

    • This article discusses how income inequality can be reduced through education. 

    12. Choi, A. (2015, December 22). What the best education systems are doing right. Retrieved March 5, 2018, from https://ideas.ted.com/what-the-best-education-systems-are-doing-right/

    • This article provides a comparison of what some countries are doing right and highlights why the United States Is not achieving.

    Additional Resources for educational outcomes:

    13. Education Policy and Data Center. (n.d.). National Education Profiles. Retrieved March 26, 2018, from https://www.epdc.org/country

    • Use this site to quickly find data regarding your chosen country. Click on the country in the right toolbar, then click on the Profiles tab under the map. You will be able to click on the National Educational Profile.

    14. World Bank. (n.d.). Education Statistics (EdStats). Retrieved March 6, 2018, from http://datatopics.worldbank.org/education/wDashboard/dqlearning

    • Use this website to see how many countries performed in math, science and literacy on a variety of international measurements. This will be helpful for your presentation. Notice that this site provides outcomes on a variety of assessments given in different subjects and areas.

    15. Education Policy and Data Center. (2016, February 29). About EPDC Learning Outcomes Data. Retrieved March 6, 2018, from https://www.epdc.org/data-about-epdc-data/about-epdc-learning-outcomes-data

    • This website shows additional international assessments If your chosen country is not included in the PISA results.

    16. US Department of Education. (2015, December). Comparative Indicators of Education in the United States and Other G-20 Countries: 2015. Retrieved March 7, 2018, from https://nces.ed.gov/pubs2016/2016100.pdf

    •  Appendix A starting on page 93 provides you with information regarding various countries. 
    Optional Video

      1. TEDxTalks. (2015, August 31). What the Finnish education systems could learn from Asia. [video] Retrieved March 6, 2018, from 

      •   Listen as Hannamiina shares how Finland can learn from Asian educational systems.

      Unit 8: The Role of Educators in a Changing World

      • Peer assess Unit 7 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete the Reflective Portfolio Assignment
      • Complete and submit the anonymous Course Evaluation

      Reading Assignment

      To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

      1. Costin, C. (2017, August 3). What is the Role of Teachers in Preparing Future Generations? Retrieved March 11, 2018, from https://www.brookings.edu/opinions/what-is-the-role-of-teachers-in-preparing-future-generations/

      • What will the role of teachers be in a changing world?  

      2. Andrews, D. J., Richmond, G., & Floden, R. (2018). Teacher Education for Critical Democracy: Understanding Our Commitments as Design Challenges and Opportunities. Journal of Teacher Education,69(2), 114-117. doi:10.1177/0022487117752363 retrieved from https://scholars.opb.msu.edu/en/publications/teacher-education-for-critical-democracy-understanding-our-commit

      •  This article brings us back to our discussion of what the role of educators and those interested in education is in advancing democratic and social justice ideals. 

      3. UNESCO. (2014). Advocacy Toolkit for Teachers to Provide a Quality Education. Retrieved February 19, 2018, from http://unesdoc.unesco.org/images/0022/002299/229954e.pdf

      • This toolkit provides information on what educators and educational advocates can do to ensure all students received a quality education. 

      4. Pisa, K. (2017, October 05). Where teachers have the highest status. Retrieved March 11, 2018, from https://www.cnn.com/2017/10/04/health/teacher-pay-and-status/index.html

      • This article discusses some ways teachers are valued.

      5. Varkey Foundation. (n.d.). 2013 Global Teacher Status Index (Rep.). Retrieved February 11, 2018, from Varkey Foundation website: https://www.varkeyfoundation.org/sites/default/files/documents/2013GlobalTeacherStatusIndex.pdf

      • Read the executive summary (pgs 6-8) of this document to understand the purpose and findings of the Varkey Foundation’s study. You might want to see if your country is included in the country-specific findings  

      6. Varkey Foundation. (n.d.). Respect: Status of teachers. [Infographic]. Retrieved February 27, 2018, from https://www.varkeyfoundation.org/media/4188/teacher-status-index-infographics.pdf

      • This infographic is a great overview of the Varkey Foundation study of how teachers are respected around the world. 

      7. UNESCO. (2015, September). The Right to Education and the Teaching Profession (Rep. No. 8th consultation). Retrieved February 22, 2018, from UNESCO website: http://unesdoc.unesco.org/images/0023/002348/234820E.pdf

      • Read PART I -Analysis of Measures Reported (pgs 9-22) which addresses many areas and recommendations for ways to improve educational outcomes by improving the quality of teaching.            

      8. Benade, L. (2016) Teachers’ reflective practice in the context of twenty-first-century learning. In Open Review of Educational Research 3:1, pages 133-147. Retrieved March 27, 2018 from https://www.tandfonline.com/doi/full/10.1080/23265507.2014.998159   

      • This article discusses how Teachers can become reflective practitioners within the context of 21st Century learning. 

      9. Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice,1(2), 293-306. Retrieved March 12, 2018, from http://ed253jcu.pbworks.com/f/Larrivee_B_2000CriticallyReflectiveTeacher.pdf

      • This article provides you with the process of becoming a reflective teacher. 

      10. Bim-Bad, B. M., & Egorova, L. I. (2016). Interaction Between Philosophy of Education and Teaching Practice. International Journal of Environmental & Science Education. 11(10), 3385-3392.Retrieved February 22, 2018, fromERIC  https://files.eric.ed.gov/fulltext/EJ1114663.pdf

      • This article discussed how our philosophy of education is manifested in our teaching practice.  

      11. Spurgeon, L., & Moore, G. (n.d.). The Educational Philosophies of Training and Development Professors, Leaders, and Practitioners. Retrieved February 21, 2018, from https://files.eric.ed.gov/fulltext/EJ553242.pdf

      • What is the role of our educational philosophy in instruction? Does our role matter? While this article references educational philosophies as it applies to educator education (similar to the program you are enrolled in), the chart on page 13 may be informative for your final paper.                            

       https://www.ibo.org/globalassets/digital-tookit/flyers-and-artworks/approaches-to-teaching-learning-dp-en.pdf

      Optional Videos

      1. OnSide Learning. (2013) Education-Am I a 21st Century Teacher? [video] Retrieved March 29, 2018, from 

      • Review this video as it discusses the P21 principles and 21st Century learning. (2:57)

      2. NOVA. (n.d.). School of the Future- What Should the School of the Future Look Like? Retrieved March 10, 2018, from https://mass.pbslearningmedia.org/resource/nvsof-sci-futureschool/wgbh-nova-school-of-the-future-what-should-the-school-of-the-future-look-like/#.Wr13LIjwY64

      • What will the school of the future be like? How is this aligned with the IB principles?

      Additional resources:

      3. University of the People. (n.d.). Learning to teach: Becoming a reflective practitioner. Retrieved March 30, 2018, from http://www.open.edu/openlearn/education/learning-teach-becoming-reflective-practitioner/content-section-0?active-tab=description-tab

      • If you want to learn more about becoming a reflective practitioner, this 5-hour free course is available. 

      Course Requirements:

      Discussion Assignments & Response Posts/Ratings
      Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

      Written Assignments & Assessment Forms
      Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

      Group Activities
      During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

      Reflective Portfolio Activities
      Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

      The Research and Practice Portfolio 
      Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

      • Reflective Portfolio Activities
      • Research
      • Teaching and Learning Resources

      Course Forum
      The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


      Course Policies:

      Grading Components and Weights
      Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

      Discussion Assignments  20%
      Written Assignments    30%
      Group Activities  25%
      Reflective Portfolio Activities  25%
      TOTAL 100%


      Grading Scale
      This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

      Letter Grade
      Grade Scale Grade Points
      A+ 98-100 4.00
      A 93-97 4.00
      A- 90-92 3.67
      B+ 88-89 3.33
      B 83-87 3.00
      B- 80-82 2.67
      C+ 78-79 2.33
      C 73-77 2.00
      C- 70-72 0.00
      D+ 68-69 0.00
      D 63-67 0.00
      D- 60-62 0.00
      F Under 60 0.00
      CR N/A N/A
      NC N/A N/A
      NF N/A N/A
      W N/A N/A


      Grade Appeal

      If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within 14 days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

      Participation
      Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

      • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
      • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
      • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
      • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

      Academic Honesty and Integrity
      When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

      Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

      Code of Conduct
      University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

      EDUC 5210 Learning Theory

      UoPeople logo


      EDUC 5210: Learning Theory and Implications for Instruction


      Credits: 3

      Course Description: 

      This course will examine the major theories and models for understanding how students learn.  Attention will be given to the cognitive, affective and sensory/psychomotor domains and implications for learning through differing modalities.  Contributions of neuroscience to understanding adolescent research are explored, and structural barriers to learning such as stereotype threat are discussed.  Students will gain insights into the interplay of learner characteristics, prior experiences, the medium of instruction, and cultural influences and understand that learning is contextual, with no single theory universally applying to every student in every situation.


      Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

      • Other readings are available in the Unit Learning Guides.

      Software Requirements/Installation: No special requirements.


      Learning Objectives and Outcomes:

      By the end of this course students will be able to:

      1. Analyze the parameters and critical features relevant to learning situations and students.
      2. Examine the major theories and models for understanding how students learn, including behaviorism, cognitive information processing, observational and social learning, constructivism.
      3. Evaluate the cognitive, affective and sensory/psychomotor domains and implications for learning through differing modalities.
      4. Explore the contributions of neuroscience to adolescent brain research and understanding behavior to create a safe and respectful learning environment.
      5. Articulate the structural barriers to learning such as stereotype threat, curriculum-home mismatch, and use of particularized materials and approaches.


      Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

      Week 1: Unit 1 - Learning and Teaching in the Classroom

      Week 2: Unit 2 - Behaviorism and the Information Processing Model in Classroom Practices

      Week 3: Unit 3 - Observational, Social Learning, & Constructionism in the Classroom

      Week 4: Unit 4 - Domains of Learning

      Week 5: Unit 5 - The Adolescent Brain and Neuroscience

      Week 6: Unit 6 - Barriers to Learning

      Week 7: Unit 7 - Understanding Learner Characteristics

      Week 8: Unit 8 - Multiple Approaches to Curriculum Design


      Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

      Unit 1: Learning and Teaching in the Classroom

      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Written Assignment
      • Complete the Reflective Portfolio Assignment

      Unit 2: Behaviorism and the Information Processing Model in Classroom Practices

      • Peer assess Unit 1 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Written Assignment
      • Complete the Reflective Portfolio Assignment

      Unit 3: Observational, Social Learning, & Constructionism in the Classroom

      • Peer assess Unit 2 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Written Assignment
      • Meet with your assigned group and complete the pre-group work tasks outlined in the Group Work document
      • Complete the Reflective Portfolio Assignment

      Unit 4: Domains of Learning

      • Peer assess Unit 3 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Begin the Group Assignment
      • Complete the Reflective Portfolio Assignment

      Unit 5: The Adolescent Brain and Neuroscience

      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Written Assignment
      • Continue to work on the Group Assignment
      • Complete the Reflective Portfolio Assignment

      Unit 6: Barriers to Learning

      • Peer assess Unit 5 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Group Assignment
      • Complete the Reflective Portfolio Assignment

       Unit 7: Understanding Learner Characteristics

      • Peer assess Unit 6 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Written Assignment
      • Complete the Reflective Portfolio Assignment

      Unit 8: Multiple Approaches to Curriculum Design

      • Peer assess Unit 7 Written Assignment
      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete the Reflective Portfolio Assignment
      • Complete and submit the anonymous Course Evaluation

      Course Requirements:

      Discussion Assignments & Response Posts/Ratings
      Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

      Written Assignments & Assessment Forms
      Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

      Group Activities
      During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

      Reflective Portfolio Activities
      Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

      The Research and Practice Portfolio: 
      Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

      • Reflective Portfolio Activities
      • Research
      • Teaching and Learning Resources

      Course Forum
      The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


      Course Policies:

      Grading Components and Weights
      Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

      Discussion Assignments  20%
      Written Assignments    30%
      Group Work  25%
      Reflective Portfolio Activities  25%
      TOTAL 100%


      Grading Scale
      This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

      Letter Grade

      Grade Scale

      Grade Points

      A+

      98-100

      4.00

      A

      93-97

      4.00

      A-

      90-92

      3.67

      B+

      88-89

      3.33

      B

      83-87

      3.00

      B-

      80-82

      2.67

      C+

      78-79

      2.33

      C

      73-77

      2.00

      C-

      70-72

      0.00

      D+

      68-69

      0.00

      D

      63-67

      0.00

      D-

      60-62

      0.00

      F

      Under 60

      0.00

      CR

      N/A

      N/A

      NC

      N/A

      N/A

      NF

      N/A

      N/A

      W

      N/A

      N/A



      Grade Appeal

      If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within fourteen days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

      Participation
      Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

      • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
      • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
      • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
      • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

      Academic Honesty and Integrity
      When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

      Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

      Code of Conduct
      University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

      EDUC 5220 Curriculum Design

      UoPeople logo

      EDUC 5220: Curriculum Design and Instructional Decision Making


      Credits: 3


      Course Description: 

      This course introduces the major curricular models and analyzes their design and development, implementation, and evaluation.  The role of technology and disciplinary and interdisciplinary approaches are considered, and teaching through inquiry and for conceptual understanding are explored.  Strategies for planning, conducting and evaluating curricula are covered, and the practical problems teachers face in making curricular decisions are discussed.  The course will also examine the influence of legislative and socio-political forces and the value systems of central stakeholders on planning and curriculum choices.  

      Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

      • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

      Software Requirements/Installation: No special requirements.


      Learning Objectives and Outcomes:

      By the end of this course students will be able to:

      1. Explore the influence of various contextual factors on student learning, instruction or curriculum.
      2. Examine a rationale for teaching in a changing societyAnalyze the importance of differentiated teaching and assessment.
      3. Analyze the importance of differentiated teaching and assessment.
      4. Evaluate major social, political, and cultural trends in education.

      Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

      Week 1: Unit 1 - What is Curriculum?

      Week 2: Unit 2 - Curriculum Theory

      Week 3: Unit 3 - Curriculum and the Educator

      Week 4: Unit 4 - Curriculum Development

      Week 5: Unit 5 - Curriculum and Cultural Diversity

      Week 6: Unit 6 - Curriculum and Technology

      Week 7: Unit 7 - Curriculum and Evaluation

      Week 8: Unit 8 - Curriculum and Course Review


      Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for studentsThe Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

      Unit 1: What is Curriculum?

      • Read the Learning Guide and Reading Assignments
      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
      • Complete and submit the Written Assignment
      • Complete the Reflective Portfolio Assignment

      Reading Assignment


      1. Eisner, E.  What does it mean to say a school is doing well?.  In Flinders, D. J., &   Thornton, S. J. (Eds.), The Curriculum Studies Reader, Fourth Edition (pp.297-305). New York, NY: Routledge. Retrieved from: https://chrisdavidcampbell.files.wordpress.com/2016/12/eisener-2001.pdf
        • Elliot W. Eisner is highly revered when it comes to discussions about curriculum reform and in this article, he talks about rationalization and its role in the American education system.  He further explores standardized testing and what he believes it reveals about students.  As you read, many of you may recognize narrative echoes of or resonances to your own educative situations especially in terms of “out-of-classroom” professional knowledge landscapes. Eisner is also an advocate for creativity in the classroom and arts education. 
        2. Kliebard, H. (1977). Problems of Definition in Curriculum. Journal of Curriculum and Supervision Fall 1989 (5) 1, pp.1-5. Retrieved from http://www.ascd.org/ASCD/pdf/journals/jcs/jcs_1989fall_kliebard.pdf
          • Herbert Kliebard is a well-known curriculum theorist and historian looking at past educative reforms for some insight or guidance regarding present-day classroom situations. 
          3. Su, S. (2012). The Various Concepts of Curriculum and the Factors Involved in Curricula-making. Retrieved from: https://www.researchgate.net/publication/268348184_The_Various_Concepts_of_Curriculum_and_the_Factors_Involved_in_Curricula-making
            • Shao-Wen Su is a professor at the National Chin-Yi University of Technology (Taiwan).  Her work here explores definitions of curriculum and what aspects need to be considered when deriving one’s professional understanding of the term.
            4. What is Curriculum? (n.d.). Retrieved from https://www.igi-global.com/dictionary/curriculum/6468
              • IGI Global, an international academic publisher for research aimed at societal change, compiles a list here of curriculum definitions with links to additional resources. Please take a look at the list of 36 definitions on this web page.
              5. International Bureau of Education. (n.d.). Different Meanings of “Curriculum". Retrieved from http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/different-meanings-%E2%80%9Ccurriculum%E2%80%9D
                • This website provides information on curricula from a global standpoint. This page of the website focuses on how a curriculum is developed and differs as it moves from paper to classroom implementation. After reading Different Meanings of "Curriculum", take a moment and review the different resources available on this website.
                6. UNESCO International Bureau of Education (UNESCO-IBE). (2016). What makes a quality curriculum? Current and Critical Issues in Curriculum and Learning (2), pp.1-41. Retrieved from http://unesdoc.unesco.org/images/0024/002439/243975e.pdf

                • This resources are taken from UNESCO (United Nations Educational, Scientific and Cultural Organization) and their collected international understandings of curriculum.
                7 . UNESCO International Bureau of Education (UNESCO-IBE). (2013). The Curriculum Debate: why it is important today. Geneva: UNESCO-IBE. Retrieved from http://www.ibe.unesco.org/sites/default/files/resources/wpci-10-curr_debate_eng.pdf

                  • This resources are taken from UNESCO (United Nations Educational, Scientific and Cultural Organization) and their collected international understandings of curriculum.

                  Optional Video

                  1. Fell, R. (2014, April 09). What is Curriculum [Video File]. Retrieved from   (2:06)

                  • This is an introductory video created by pre-service teachers as they decipher the term curriculum and the layers of its definition.
                  2. lwf. (2011, March 21). Sir Ken Robinson, Creativity, Learning & the Curriculum [Video File]. Retrieved from   (29:26)

                  • In this video, Sir Ken Robinson discusses the need for creativity when it comes to learning within the classroom.  Though curriculum is often seen as prescriptive, there are elements of it that are subjective because of its inherent connection to human growth and learning.

                  Unit 2: Curriculum Theory

                  • Peer assess Unit 1 Written Assignment
                  • Read the Learning Guide and Reading Assignments
                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                  • Complete and submit the Written Assignment

                  Reading Assignment

                  1. Alvior, M.G. (2014). Six Famous Curriculum Theorists and their Contribution to Education. Retrieved from http://simplyeducate.me/2014/12/03/six-famous-curriculum-theorists-and-their-contributions-to-education/
                    • Scroll down the page and have a quick look at the 6 Curriculum Theorists featured in the list on this site.  It is a quick overview of said persons that you will encounter throughout the course.
                    2. History of Education: Selected Moments of the 20th Century. (n.d.). 1949: Ralph W. Tyler Publishes Basic Principles of Curriculum and Instruction. Retrieved from http://fcis.oise.utoronto.ca/~daniel_sc/assignment1/1949tyler.html

                      • Ralph Tyler is well-known for his 1949 book entitled Basic Principles of Curriculum and Instruction.  In fact, it was one of the first books I purchased when I started graduate school and it is still a part of my personal library.  You will be reading the introduction this week but here is a webpage with an overview of the history of the text.
                      3. Pinar, W. (1978). The Reconceptualisation of Curriculum Studies. Journal of Curriculum Studies, 10:3, 205-21. Retrieved from: http://daneshnamehicsa.ir/userfiles/file/Resources/8-2%29%20Ideologies/ARTICLE_William%20Pinar.pdf
                        • Schiro (2013) alludes to “advanced-level theoretical concerns of curriculum theorists” (p.xv) in his book that you will read excerpts from this week and William Pinar may be one such theorist.  In this piece here, Pinar explains three particular approaches to curriculum and how negotiations of all three may best serve the current education system of his time.  This was written when postmodernism in education was taking root and I believe it parallels some of Schiro’s ideas within the Curriculum Ideologies.
                        4. Schiro, M. S. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd ed.). Thousand Oaks: Sage Publications, Inc. Retrieved from: https://talkcurriculum.files.wordpress.com/2014/09/schiro-m-2013-introduction-to-the-curriculum-ideologies.pdf
                          • Here is Chapter 1 from Schiro’s text that will give you more details regarding the 4 Curriculum Ideologies.
                          5. Slattery, P. (1995). Curriculum Development in the Postmodern Era.  New York & London: Garland Publishing, Inc. Retrieved from https://play.google.com/store/books/details?id=mBb9CAm3BP0C or this link may also be used: https://www.book2look.com/embed/9781136494185

                          • Patrick Slattery is a researcher and scholar navigating through facets of curriculum theory in the postmodern era.  Though his book was written in the 1990s, he puts together a pseudo-collage of curriculum theory and offers its implications for educative practices.  I believe this is the sort of thought process that will take place in your own studies throughout the course and, so I felt we should take a look at what other researchers attempt in terms of curriculum theory exploration and how they share their personal stories.
                          • Please read the section at the start of the text entitled Personal Philosophical Roots and Aims of This Book (to page 67.)  You will need to use Microsoft Edge to access the text – Google chrome may not give you the preview up to page 67.  Also, as for page numbering, the second page needs to be subtracted by 1 so for example, when it says 15-17 at the bottom, it's actually pgs.15-16.

                          6. Tyler, R. (1949). In Flinders, D. J., &   Thornton, S. J. (Eds.), The Curriculum Studies Reader, Fourth Edition (pp.11-18).  New York, NY: Routledge. Retrieved from: https://talkcurriculum.files.wordpress.com/2014/09/tyler-r-2013-basic-principles-of-curriculum-and-instruction.pdf

                            • As mentioned, here is the introduction to Ralph Tyler’s (1949) text.  Do take note of the four main questions within Tyler’s rationale.

                             Optional Videos

                            1. Boushon, A. (2017, April 10). Curriculum Ideologies [Video File]. Retrieved from 
                              • In this short student video, Schiro’s 4 curriculum ideologies (Scholar Academic, Social Efficiency, Learner-Centered, and Social Reconstruction).  You will be reading about how these curriculum positions have found their way into your classroom and also, negotiate their implementation as collective and often overlapping curricular ideals.
                              2. Biliteracy Now. (2013, April 28). Curriculum Theory Documentary [Video File]. Retrieved from 

                                • This video is from an American graduate student discussing the purpose of learning and the positioning of students within a system of education.  This video project draws upon the ideologies of Brazilian educator Paulo Freire.  Because Schiro’s 4 ideologies are based on mostly U.S. practices, I think it best to have a few examples of policies and issues that are presently occurring. Though the details differ from classroom to classroom worldwide, certain issues as in standardized practices or student empowerment remain of constant concern for all educators.

                                Unit 3: Curriculum and the Educator

                                • Peer assess Unit 2 Written Assignment
                                • Read the Learning Guide and Reading Assignments
                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                • Complete and submit the Written Assignment
                                • Meet with your assigned group and complete the pre-group work tasks outlined in the Group Work document 
                                • Complete the Reflective Portfolio Assignment

                                Reading Assignment

                                1. Ewing, R. (2013).  Curriculum and Assessment: Storylines. (2nd Edition).  Australia and New Zealand: Oxford University Press. Retrieved from http://lib.oup.com.au/he/Education/samples/ewing_curriculum2e_sample.pdf

                                  • This reading introduces the notion of narrative in curriculum implementation meaning how an educator comes to understand the policies in place and how to put forth said aspects relative to the learner.
                                  2. Dewey, J. (1938). Experience and education. New York: Touchstone Book, Simon and Schuster. Retrieved from http://ruby.fgcu.edu/Courses/ndemers/Colloquium/ExperiencEducationDewey.pdf

                                    • Dewey’s (1938) Experience and Education explores the puzzles of: How has experience in education been determined and explored?   What are educative versus miseducative experiences?   How do we negotiate experience when it comes to educative reform?  Written almost a century ago, the style of writing may seem outdated but the ideas are not – Dewey’s notions have informed educative practices worldwide.
                                    3. Chan, E.Y. (2012). The Transforming Power of Narrative in Teacher Education. Australian Journal of Teacher Education, 37 (3), 111-127. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1724&context=ajte

                                      • Dr. Chan Yim Mei Esther is an Assistant Professor at The Hong Institute of Education in the department of early childhood education.  Her work uses Narrative Inquiry for teacher knowledge and development.
                                      4. Craig, C. (2011). Narrative inquiry in teaching and teacher education. Advances in Research on Teaching, 13, 19–42. Retrieved from https://www.researchgate.net/publication/235282657_Narrative_inquiry_in_teaching_and_teacher_education

                                        • Cheryl J. Craig is a Professor in the Department of Teaching, Learning, and Culture at Texas A&M University. She conducts research using Narrative Inquiry to understand teaching and curriculum in urban schools. 
                                        5. Meier, K.S. (n.d.). Role of Teachers in the Curriculum Process. Retrieved from http://work.chron.com/role-teachers-curriculum-process-5344.html

                                          • Stacy Zeiger teaches writing as an eighth grade English teacher and offers 4 criteria for teachers involved in the curriculum process.

                                          Optional Videos

                                          1. 239MikeO. (2012, September 16). A short video interview with Prof. Jean Clandinin. [Video File]. Retrieved from   (9:57)
                                            • This video is a Q&A with Dr. Jean Clandinin explaining the methodology of Narrative Inquiry in Education Research.  Narrative Inquiry is the gathering and telling of people’s stories to understand experiences and how they contribute to one’s professional understandings.
                                            2. Davidson Films, Inc. (2010, June 21). John Dewey's Theories on Education and Learning: An Introduction to His Life and Work [Video File]. Retrieved from   (3:56)

                                            3. Wisdom, A. (2011, November 30). John Dewey Experience and Education: a brief summary
                                            [Video File]. Retrieved from   (8:55)

                                              • Here is a link to a video introduction to John Dewey plus a more extensive video summary of his work and beliefs in education. John Dewey is known for his explorations of Experience in Education as well as Social interaction and Student Participation.  He is often considered one of the most significant figures in the history of American education and his writings are internationally acclaimed.

                                              Unit 4: Curriculum Development

                                              • Peer assess Unit 3 Written Assignment
                                              • Read the Learning Guide and Reading Assignments
                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                              • Complete and submit the Written Assignment
                                              • Continue to participate in the Group Activity
                                              • Complete the Reflective Portfolio Assignment

                                              Reading Assignment

                                              1. Addams, J. (1908). The Public School & the Immigrant Child.  Retrieved from https://educ820in2015.files.wordpress.com/2015/05/addams-1908-the-public-school-and-the-immigrant-child.pdf
                                                • Jane Addams had quite an eclectic existence.  Not only was she part of the suffrage movement, but she also created one of the first community schools offering educational and social programs. She was also a close colleague of John Dewey and she initiated discussions about peace education in the United States.  Her short chapter entitled The Public School and the Immigrant Child takes a look at the roles of the teacher in terms of supporting immigrant students. 

                                                2. Glatthorn A.A., Boschee, F., Whitehead, B.M., (2009). Curriculum Development and Implementation. Curriculum Leadership: Strategies for Development and Implementation. Retrieved from http://www.sagepub.com/sites/default/files/upm-binaries/44331_10.pdf
                                                  • The chapter here explores the idea of curriculum development and implementation from program philosophy to course construction.
                                                  3. Counts, G.S.  (1932). Dare the School Build a New Social Order? New York: John Day.  Retrieved from https://www.curezone.org/upload/PDF/Counts_George_Dare_the_School_Build_a_New_Social_Order_1932_.pdf
                                                    • Begin with Section III on page 27. George S. Counts’ Dare the School Build a New Social Order? is revisited by many scholars of today because of its explorations of democracy and capitalism and their effect on education.   
                                                    4. Jacobs, H.H. (2010). A New Essential Curriculum for a New Time. Curriculum 21: Essential Education For A Changing World. Retrieved from http://www.ascd.org/publications/books/109008/chapters/A-New-Essential-Curriculum-for-a-New-Time.aspx
                                                      • Jacobs is the founder and president of Curriculum Designers Inc. and consults schools nationally and internationally.  Her experience comes from years as a teacher of high school and junior high school.  Here in this chapter, she presents readers with a reflective chapter about curriculum considerations and possible reasons for a change in teaching and learning.  I include additional readings from her that are relative to this unit about Curriculum Development.
                                                      5. Jacobs, H.H. (2004). Development of a Prologue: Setting the Stage for Curriculum Mapping. Getting Results with Curriculum Mapping. Retrieved from http://www.ascd.org/publications/books/104011/chapters/Development-of-a-Prologue@-Setting-the-Stage-for-Curriculum-Mapping.aspx
                                                        • In this chapter, Jacob introduces you to the idea of curriculum mapping and how the pre-planning stage is contributory to its success.
                                                        6. Jacobs, H.H. (2004). Use of Curriculum Mapping to Build a Learning CommunityGetting Results with Curriculum Mapping. Retrieved from http://www.ascd.org/publications/books/104011/chapters/Use-of-Curriculum-Mapping-to-Build-a-Learning-Community.aspx

                                                          • In this chapter, Jacobs furthers the idea of curriculum mapping and how it builds learning communities.
                                                          7. Jacobs, H.H. (2004). Curriculum Mapping as a Hub: Integrating New Forms of Data, Decision-Making Structures, and Staff Development. Getting Results with Curriculum Mapping. Retrieved from: http://www.ascd.org/publications/books/104011/chapters/Curriculum_Mapping_as_a_Hub@_Integrating_New_Forms_of_Data,_Decision-Making_Structures,_and_Staff_Development.aspx
                                                            • In this chapter, Jacobs discusses how curriculum mapping builds bridges amongst stakeholders involved in a school.  She uses the term “hub” as the meeting place for all involved to be aware of curriculum policy used.
                                                            8. Mengi, B. & Olgun, K., Pinar & Pilli, Olga & Yildirim, H. (2004). What Are The Major Curriculum Issues?: The Use Of Mindmapping As A Brainstorming Exercise.  Retrieved from http://cmc.ihmc.us/papers/cmc2004-069.pdf
                                                              • This article applies the ideas of curriculum mapping in response to curricular concerns as determined by the researchers.  The research applies said knowledge to a graduate program in Turkey.
                                                              9. Paper Masters (n.d.) Curriculum Implementation. Retrieved from https://www.papermasters.com/curriculum-implementation.html
                                                                • This paper is a short overview of curriculum implementation and the length of time that may be required for the authenticity of usage.
                                                                10. The University of Tennessee at Chattanooga (n.d.). Concept Mapping and Curriculum Design.  Retrieved from https://www.utc.edu/walker-center-teaching-learning/teaching-resources/cm-cd.php

                                                                  • This online article explores the ideas of Concept Mapping and Curriculum Design and it also explores their origins within theories of constructivism.

                                                                  Optional Video

                                                                  1. Alghamdi, Y. (2013, April 2). Maxine Greene - William Pinar - Elliot Eisner - Patrick Slattery (combined video) [Video File]. Retrieved from   (12:47)
                                                                    • The first video features the educational theorists Maxine Green - William Pinar - Eliott Eisner - Patrick Slattery.  Except for Maxine Green, these authors will be used in a few modules but Green's work is in the textbook - unfortunately, we won't get a chance to thoroughly explore her piece but feel free to read the chapter.You can watch the whole video, but I would like you to listen to Patrick Slattery's definition of curriculum which occurs at the 9 minute and 29-second mark.  This section is not a video per se but rather the audio of an interview.
                                                                    2. TedxTalks. (2014, March 14). The tyranny of the curriculum: Shawn Cornally at TEDxEastsidePrep [Video File]. Retrieved from  (18:16)
                                                                      • The speaker discusses what many of us may consider as we take a look at the classrooms we work in and how the curriculum is developed for these spaces.  He also addresses the dire state of why children hate going to school.
                                                                      3. Waterbuggi. (2011, September 9). The Life and Work of Jane Addams [Video File]. Retrieved from   (5.:49)

                                                                        • The short video about Jane Addams highlights some of the successes this remarkable scholar achieved in her lifetime.

                                                                        Unit 5: Curriculum and Cultural Diversity

                                                                        • Peer assess Unit 4 Written Assignment
                                                                        • Read the Learning Guide and Reading Assignments
                                                                        • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                        • Continue to participate in the Group Activity
                                                                        • Complete and submit the Written Assignment

                                                                        Reading Assignment

                                                                        1. Au, W. (2012). What Curriculum Could Be: Utopian Dreams amidst a Dystopian Reality. Kappa Delta Pi Record, 48:2, pp.55-58. Retrieved from https://www.researchgate.net/publication/254316073_What_Curriculum_Could_Be_Utopian_Dreams_amidst_a_Dystopian_Reality
                                                                          • Professor Au explores educative theories and their influences on his understanding of curriculum and possibilities within curriculum theory and development.
                                                                          2. Bruner, J. (1965). Man a Course of Study. Man: A Course of Study. Occasional Paper No. 3. Retrieved from 
                                                                          http://www.macosonline.org/research/Bruner_MACOS%20-Occasional%20Paper%203.pdf
                                                                            3. Clark, S. (2010). Jerome Bruner: Teacher, Learning and the Spiral Curriculum. Community and Thought in Education.  Retrieved from https://sheldonclark.files.wordpress.com/2011/07/jerome-bruner-teaching-learning-and-the-spiral-curriculum2.pdf
                                                                              4. Doll Jr., W.E. (1993). The Four R’s – An Alternative to the Tyler Rationale. In Flinders, D. J., & Thornton, S. J. (Eds.). (2013). The Curriculum Studies Reader (2nd ed.).  New  York: Routledge. Retrieved from https://chrisdavidcampbell.files.wordpress.com/2016/12/doll-1993.pdf
                                                                                • In William E. Doll Jr.’s (1993) piece entitled The Four R’s – An Alternative to the Tyler Rationale, we are being asked to rework certain Tylerian thoughts in order to make them relevant for current curriculum programs.  Doll Jr. suggests a break from tradition; to change in order to meet the changing needs of our diverse classrooms.
                                                                                5. Freire, P. (1970, 1993). Chapter 3 In Pedagogy of the Oppressed. London: The Continuum International Publishing Group. Retrieved from http://www.historyisaweapon.com/defcon2/pedagogy/pedagogychapter3.html

                                                                                • Paulo Freire’s Chapter 3 takes us on a bit of journey when it comes to curriculum reform because we are exposed to his very unique style of research writing.  Freire was never shy of expressing his thoughts poetically and though thought-provoking and profound, it may take a reading or two just to get used to his style.  Having said this though, we are now clearly entering a very distinct politicized zone of student concern.  We are moving away from talking about students as simply  “receivers” or “vessels” lacking/gaining knowledge.  We are starting to explicitly discuss the welfare, the background and the cultures of our students.  Also, we are looking at the ideas of power and privilege and how the two influence curriculum development.
                                                                                6. Sleeter, C. & Stillman, J. (2005). Standardizing Knowledge in a Multicultural Society. Curriculum Inquiry, 35 (1). pp 27 -46. Retrieved from http://wp.vcu.edu/hhughesdecatur/files/2013/01/Standardizing-knowledge_sleeter-2005.pdf
                                                                                  • This article discusses the standardizing of the curriculum in conjunction with the power, control and those influenced by those who wield it.
                                                                                  7. Takaya, K. (2008). Jerome Bruner's Theory of Education: From Early Bruner to Later Bruner. Interchange: A Quarterly Review of Education, 39(1), pp. 1-19 Retrieved from http://ocw.metu.edu.tr/pluginfile.php/8931/mod_resource/content/1/7su.pdf

                                                                                    • Professor Takaya explores the evolution of Bruner’s thoughts on culture relative to curriculum theory and design.

                                                                                    Optional Videos

                                                                                    1. Caucus of Working Educators. (2015, October 10). Wayne Au on High Stakes Testing 10/24/15 [Video File]. Retrieved from   (31:42)
                                                                                      • The first video features Professor Wayne Au and how he theorizes the connection between standardized testing and racist practices in American schools, past and present. You will be reading one of his articles in this unit.
                                                                                      2. FriereProject. (2008, June 25). Paulo Freire and Critical Pedagogy [Video File]. Retrieved from   (2:18)
                                                                                        3. LiteracyDotOrg. (2009, December 30). Paulo Freire – An Incredible Conversation [Video File]. Retrieved from    (8:14)

                                                                                          • Paulo Freire, a renowned educator, is quite profound.  In one video, you hear Freire share his viewpoints and in the second video, some critical researchers share their thoughts connected to Freire's influence on critical pedagogy.

                                                                                          Unit 6: Curriculum and Technology

                                                                                          • Peer assess Unit 5 Written Assignment
                                                                                          • Read the Learning Guide and Reading Assignments
                                                                                          • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                          • Complete and submit the Written Assignment
                                                                                          • Post finalized Group Activity 
                                                                                          • Complete the Reflective Portfolio Assignment

                                                                                          Reading Assignment



                                                                                          1. Abdullah, F. (2016). Integrate Technology In The Curriculum As An Effective Teaching Strategy.  International Journal of Academic Research Vol.4(1), pp. 40-50. Retrieved from http://www.ijarsite.com/wp-content/uploads/2016/03/IJAR-4-1-2016.pdf
                                                                                            • Dr. Abdullah makes a case for the need to integrate technology into the classroom and the benefits that can ensue for students, teachers and the relationship between students and teachers.
                                                                                            2.  Andrews, D. (2013, March 6). iPads in the classroom: embedding technology in the primary curriculum. The Guardian. Retrieved from https://www.theguardian.com/teacher-network/teacher-blog/2013/mar/06/ipad-ipod-technology-primary-curriculum

                                                                                              • This entry comes from David Andrews and is a narrative account of how he used hand-held devices in his classroom and what he witnessed during and after the lessons were complete.

                                                                                              3. Ellis, B. (2017, January 30). Which comes first: the curriculum or the technology? Technotes. Retrieved from https://blog.tcea.org/comes-first-curriculum-technology/
                                                                                                • In this article, the author sees the benefits of technology in the classroom but makes the point that it should enhance the curriculum and not be forced upon students. It is an introspective piece discussing the role and importance of including technology in the learning experience.
                                                                                                4. Henson, A. (2012, May 1). Why Technology is Essential in Curriculum and Content Alignment. Retrieved from  http://www.internetatschools.com/Articles/Editorial/Features/Why-Technology-Is-Essential-in-Curriculum-and-Content-Alignment-5bAvailable-Full-Text2c-Free5d-82253.aspx
                                                                                                  • This article discusses technology serving as adhesive to tie together curriculum and content alignment as well as serving as an educational tool for both teachers and students.

                                                                                                  5. Kaplan, D.E. (2017). Creative Technology in the Curriculum in Online Teacher Training. Creative Education 8(8). Retrieved from http://www.scirp.org/journal/PaperInformation.aspx?PaperID=77518

                                                                                                  • This article describes the role teachers play in terms of technology integration in classrooms.  How are teachers being trained to accomplish this and do online programs help support their training? 
                                                                                                  6. Montessori, M. (2013). A critical consideration of the new pedagogy in its relation to modern science. In: D. J. Flinders & S. J. Thornton (eds.), Curriculum Studies Reader (4th ed.), pp. 19–31. New York, NY: RoutledgeFalmer.  Retrieved from https://acurriculumjourney.files.wordpress.com/2014/04/montessori-1912-a-critical-consideration-of-the-new-pedagogy-in-its-relation-to-modern-science.pdf
                                                                                                    • Maria Montessori believed in activating the learning experience and I believe her work to be a fitting inclusion in this unit because she challenged the typical teacher-directed classroom and gave students experiential activities and facilitated learning.  Her work here describes a shift in consciousness in terms of educators (both researchers and teachers) and their involvement in curriculum design.
                                                                                                    7. Prensky, M. (2008). The Role of Technology in teaching and the classroom.  Educational Technology. Retrieved from http://marcprensky.com/writing/Prensky-The_Role_of_Technology-ET-11-12-08.pdf

                                                                                                      • Prensky’s work here feels like an extension of Montessori’s notion of learner-centered classrooms.  Prensky feels that technology’s role is to support students learning on their own.

                                                                                                      8. Smith, R., Killen, C., & Knight, S., (2013, September 9).  Using technology to improve curriculum design. Retrieved from https://www.jisc.ac.uk/guides/using-technology-to-improve-curriculum-design

                                                                                                      • The authors offer up ideas regarding technology as a means of improving the research and design of curriculum programs.  The explore 8 stages of technology in curriculum design from the engagement of stakeholders to reflect on the process to improve the design.
                                                                                                      9. Starr, L. (2016, May 10). Integrating Technology in the Classroom: It Takes More Than Just Having Computers. Education World. Retrieved from http://www.educationworld.com/a_tech/tech/tech146.shtml
                                                                                                        • This is an excellent resource for teachers new to the idea of integrating technology in the classroom.  There are excellent samples here plus websites as well to incorporate into your methods of instruction.       
                                                                                                        10. Zuga, K.F., (2008). Social Reconstruction Curriculum and Technology Education.  Journal of Technology Education, Vol. 3 (2). pp.48-58. Retrieved from https://scholar.lib.vt.edu/ejournals/JTE/v3n2/pdf/zuga.pdf

                                                                                                          • This article discusses the Social Reconstruction ideology in terms of schools and society as connected rather than disconnected as per traditional schooling.  The learning experience was about skills and facts and little to no attention was given to actual real-world contexts.  The author here considers how technology education may bridge the gap between classroom and community.

                                                                                                          Optional Videos

                                                                                                          1. Novack, C.P. (2013, December 11). Practical Ways to Integrate Technology in the Classroom (Without Being An Expert)[Video File]. Retrieved from   (5:19)
                                                                                                            • This video demonstrates the need for more technology in the classroom experience to keep pace with certain curricula objectives.  Technology co-ordinators and mentoring are showcased in this discussion.
                                                                                                            2. NDTV. (2014, December 18). Integrating technology into the curriculum [Video File] Retrieved from 
                                                                                                              • This video showcases the technology being used in Indian classrooms propelling students in their learning experiences. 
                                                                                                              3. OurKidsNet. (2012, November 1). Inside Montessori Schools [Video File]. Retrieved from   (4:06)
                                                                                                                4. Sprouts. (2016,  June 14). Montessori School Education [Video File]. Retrieved from   (3:34)
                                                                                                                  • These videos are in regard to the work of Maria Montessori. The first video shows the Montessori classroom and what the experience is within the learning environment.  The second video is a brief overview of Maria’s life and development of the Montessori program.
                                                                                                                  5. WSRTech. (2013, January 11). Integrating Technology into the Curriculum: 2nd Grade iMovies [Video File} Retrieved from   (3:29)

                                                                                                                    • In this video, a grade 2 class uses an application and a tablet to construct movies based on a unit of study.

                                                                                                                     Unit 7: Curriculum and Evaluation

                                                                                                                    • Peer assess Unit 6 Written Assignment
                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                    • Complete and submit the Written Assignment
                                                                                                                    • Complete the Reflective Portfolio Assignment

                                                                                                                    Reading Assignment



                                                                                                                    1. Guba E.G., & Lincoln, Y.S. (2001). Guidelines and For Constructivist (A.K.A. Fourth Generation) Evaluation. Pp.1-15. Retrieved from http://www.dmeforpeace.org/sites/default/files/Guba%20and%20Lincoln_Constructivist%20Evaluation.pdf
                                                                                                                      • Guba and Lincoln are considered to be foundational researchers when it comes to ideas of evaluation.  In this piece, they discuss the principles of Constructivist Evaluation. 
                                                                                                                      2. Huebbner A.J. & Betts, S.C. (1999). Examining Fourth Generation Evaluation Application to Positive Youth Development.  Evaluation 5(3). Pp.340-358.  Retrieved from http://www.stes-apes.med.ulg.ac.be/Documents_electroniques/EVA/EVA-GEN/ELE%20EVA-GEN%207467.pdf
                                                                                                                        • The researchers here implement Guba and Lincolns’ Fourth Generation principles into a community-university collaborative program.  This will help you see the theoretical constructs as applied to an actual program in development. 
                                                                                                                        3. Professional Development Resource. (n.d.) Retrieved from http://preserviceteacherresource.weebly.com/assessment-role.html

                                                                                                                          • A quick resource here for teachers in terms of assessment of one’s practice and the worth of conducting teacher research.
                                                                                                                          4. Atkin J.M., Black P., Coffey J., (Eds) (2001).  Chapter 1 An Introduction to Assessment in the Science Classroom (pp. 7-10), Chapter 3 Assessment in the Classroom (pp. 23-58) and Chapter 4 The Relationship Between Formative and Summative Assessment In the Classroom and Beyond (pp.59-78).  In Classroom Assessment and the National Science Education Standards.  National Academy Press: Washington, DC.  Retrieved from https://www.nap.edu/read/9847/chapter/1
                                                                                                                            • Read Chapters 1, 3 and 4 from the book by clicking on the CONTENTS tab at the top of the page.  You will be able to access these chapters plus others if you would like to read more.  Chapters 1, 3 and 4 highlight the notion of assessment and evaluation of students in the Science classroom. 
                                                                                                                            5. Au, W. (2007).  High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis.  Educational Researcher, Vol. 36, No. 5, pp. 258-267. Retrieved from http://jwilson.coe.uga.edu/EMAT7050/articles/Au.pdf
                                                                                                                              • Here Au (2007) explores the notion of “Teaching to the Test” and how with tests, educators reduce the curricular scope and for opportunities of learning based on individualized instruction.  What students learn and return show more about rote skills then they do about actual knowledge and interests in lifelong learning. Many of us have experienced or are currently experiencing a “teaching for the test” approach to education.  We have talked about the ramifications associated with results-based learning and shared our personal and professional experiences in order to deliberate its value in our classrooms.  
                                                                                                                              6. UNESCO (2015). Student Learning Assessment and the Curriculum: Issues and Implications for Policy, Design, and Implementation.  Current and Critical Issues in the Curriculum and Learning.  Pp. 1-29. Retrieved from http://unesdoc.unesco.org/images/0023/002354/235489e.pdf
                                                                                                                                • This report explores the ideas of the testing of students.  The report argues that in order for assessment to be of high quality and relevant, and for it to inform real improvements to the overall education system and its outcomes, it must be in full and functional harmony with a system’s curriculum, teacher training and support, texts and materials, planning, budgeting and all other departments.  The present report explores the ways in which assessment is vital to education and posits means by which it can connect effectively to the other key education functions to drive a national system forward to 2030.
                                                                                                                                7. Okyere. P. (n.d.) Curriculum Evaluation Models. Pp. 1-16. Retrieved from https://www.academia.edu/9846526/CURRICULUM_EVALUATION_MODELS

                                                                                                                                  • The author here presents an overview of Curriculum Evaluation models from clarifying terms to explanations of the various types implemented in a school.

                                                                                                                                  Optional Videos

                                                                                                                                  1. Caucus of Working Educators. (2015, October 10). Wayne Au on High Stakes Testing 10/24/15 [Video File]. Retrieved from   (31:42)
                                                                                                                                    • The first video features Professor Wayne Au and how he theorizes the connection between standardized testing and racist practices in American schools, past and present. You will be reading one of his articles in this unit.   The video connects to our previous discussions about Curriculum and Culture.
                                                                                                                                    2. Jasir Saliring. (2017, August 16). Curriculum Development: Curriculum Evaluation (What, Why and How) [Video File]. Retrieved from    (2:24)
                                                                                                                                      • This video is a quick overview of Curriculum Evaluation.
                                                                                                                                      3. Seth Perler. (2016, February 14). An Excellent Way to Evaluate Curriculum [Video File]. Retrieved from   (8:24)

                                                                                                                                        • The speaker of this video introduces another way to evaluate curriculum based on the principles of ContentProcess, and Product.  The video is for both teachers and parents, but the talk is beneficial for all involved in educative environments.

                                                                                                                                        Unit 8: Curriculum and Course Review

                                                                                                                                        • Peer assess Unit 7 Written Assignment
                                                                                                                                        • Read the Learning Guide and Reading Assignments
                                                                                                                                        • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                        • Complete the Reflective Portfolio Assignment
                                                                                                                                        • Complete and submit the anonymous Course Evaluation

                                                                                                                                        Reading Assignment

                                                                                                                                        1. Bobbitt, F. (1918). In Flinders, D. J., &   Thornton, S. J. (Eds.), The Curriculum Studies Reader, Fourth Edition (pp.11-18). New York, NY: Routledge. Retrieved from: http://wp.vcu.edu/hhughesdecatur/wp-content/uploads/sites/1868/2013/01/Bobbit_Curriculum-Studies-Reader1.pdf
                                                                                                                                          • Franklin Bobbitt’s (1918) Scientific Method in Curriculum Making starts us off on our journey through curriculum reform with this paper written about 100 years ago.  Bobbitt views learning from the lens of what students are missing in terms of becoming successful adults; he argues for a “scientific” method, one that is systematic or procedural to bridge the gap between “uneducated” student and “productive” adult. 
                                                                                                                                          2. Carpenter, S., Weber,N. & Schugurensky,D.  (2012) Views from the blackboard: neoliberal education reforms and the practice of teaching in Ontario, Canada. Globalisation, Societies and Education, 10:2, pp. 145-161. Retrieved from https://www.researchgate.net/publication/254266551_Views_from_the_blackboard_Neoliberal_education_reforms_and_the_practice_of_teaching_in_Ontario_Canada
                                                                                                                                            • This article discusses the effect of Neoliberalism on the classroom experience including the weight it carries as more policy shifts occur.         
                                                                                                                                            3. Glatthorn, A. A., Boschee, F., & Whitehead, B. M. (2009). Curriculum leadership: strategies for development and implementation. 2nd ed. Los Angeles: Sage. Retrieved from https://www.sagepub.com/sites/default/files/upm-binaries/44333_12.pdf
                                                                                                                                              • This reading explores innovative curriculum ideas that educators can easily implement into their curriculum through reflective case studies. Also interspersed throughout the book are tried and true strategies that provide administrators with innovative ideas on meeting state and national standards. 
                                                                                                                                              4. Jacobs, H.H. (2010). New School Versions: Reinventing and Reuniting School Program Structures. Curriculum 21: Essential Education For A Changing World.  Retrieved from http://www.ascd.org/publications/books/109008/chapters/New-School-Versions@-Reinventing-and-Reuniting-School-Program-Structures.aspx
                                                                                                                                                • Jacobs presents readers with possible reasons for curriculum change and how to best engage a curriculum for the 21st century learner. 
                                                                                                                                                5. McIntosh, P. (1989). White Privilege: Unpacking the Invisible Knapsack. National SEED Project on Inclusive Curriculum.  Pp.1-7. Retrieved from https://nationalseedproject.org/images/documents/Knapsack_plus_Notes-Peggy_McIntosh.pdf 
                                                                                                                                                  • In this early piece, Mcintosh discusses the issues of white privilege and how it may find its way into a curriculum.  Power and privilege permeate many curricular programs and Mcintosh was one of the first researchers to write about these realities. 
                                                                                                                                                  6. Noddings, N.  (2007).  Curriculum for the 21st Century.  Educational Studies in Japan: International Yearbook No.2, pp.75-81. Retrieved from https://files.eric.ed.gov/fulltext/EJ842882.pdf

                                                                                                                                                  • This short piece by Nel Noddings explores whether the current curriculum is continuously organized around traditional disciplines or has drastically changed over the last hundred years.
                                                                                                                                                  7. Van der Valk, A. (2014). Peggy McIntosh: Beyond the Knapsack. Teaching Tolerance. Retrieved from https://www.tolerance.org/magazine/spring-2014/peggy-mcintosh-beyond-the-knapsack

                                                                                                                                                    • The author here revisits Peggy Mcintosh’s piece from 1989 in light of her own experiences and perspectives.

                                                                                                                                                    Optioinal Videos

                                                                                                                                                    1. Axisaudio. (2014, March 27). Neoliberalism, Youth and Social Justice [Video File]. Retrieved from   (10:03)
                                                                                                                                                      • Henry Giroux, an educative critical theorist discusses Neoliberalism as a socio-cultural concept as well as its effect on education. Neoliberalism is the rise of the business-like approach in foundations including education where students become clients or consumers rather than learners.  Giroux also calls it the "corporatization of schools". 
                                                                                                                                                      2. Randomactsofkindness. (2013, September 11). Dr. Nel Noddings, Kindness in the Classroom Lecture Intro [Video File]. Retrieved from    (2:22)                
                                                                                                                                                        • In this brief video, Noddings actually began as a math teacher in elementary and high school before she transitioned into academics within the fields of educational philosophy and the ethics of care.  You will read a piece by her in this unit.              
                                                                                                                                                        3. Tedx Talks. (2012, November 5). "How Studying Privilege Systems Can Strengthen Compassion": Peggy McIntosh at TEDxTimberlaneSchools [Video File]. Retrieved from    (18:26)

                                                                                                                                                          • In this video, Mcintosh discusses the idea of privilege and its effect on society.  You will be reading a very well-known piece by her that explores privilege and its effect on education.

                                                                                                                                                          Optional Readings

                                                                                                                                                          The following readings are optional, but they explore specific social issues relative to curriculum reform. 

                                                                                                                                                          1. Chan, E. (2006). Teacher Experiences of Culture in the Curriculum. Journal of Curriculum Studies, 38(2). pp 161–176 Retrieved from https://www.researchgate.net/publication/228342367_Teacher_experience_of_culture_in_the_curriculum
                                                                                                                                                            • Chan’s work is set in the Canadian context in terms of cultural diversity and curriculum reform.  This is a narrative inquiry study looking at the role of teachers in terms of addressing diversity for a particular school event – the field trip.  
                                                                                                                                                            2. Moroye, C.M. (2009). Moving Beyond Fidelity Expectations: Rethinking Curriculum Reform for Controversial Topics in Post-Communist Settings. Journal of Curriculum Studies, 41 (6) pp.789–811. Retrieved from https://www.geos.ed.ac.uk/~sallen/hamish/Moroye%20(2009).%20Complementary%20curriculum%20-%20the%20work%20of%20ecologically%20minded%20teachers.pdf
                                                                                                                                                              • Moroye focuses on the teacher’s role in terms of students’ awareness of environmental issues.  Moroye’s piece cleverly embeds interview excerpts to help build her arguments and so, this is a prime example of curriculum reform relative to a specific field of study.   The research examines how ecologically-minded teachers who do not necessarily teach environmental topics negotiate their personal beliefs within their practice.     
                                                                                                                                                              3. Sumara, D. & Davis, B. (2013). Interrupting Heteronormativity: Toward a Queer Curriculum Theory In Flinders, D. J., & Thornton, S. J. (Eds.), The Curriculum Studies Reader, Fourth Edition (pp.315-329). New York, NY:  Routledge. Retrieved from https://chrisdavidcampbell.files.wordpress.com/2016/12/sumara-davis-2013.pdf

                                                                                                                                                                • Sumara and Davis explore curriculum reform in terms of the marginalization of a certain group based on cultural markers outside of visible minority status.  Sumara and Davis focus on the hidden curriculum in terms of heteronormativity and the deeper chasms of homophobia and heterosexism. 


                                                                                                                                                                Course Requirements:

                                                                                                                                                                Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                Written Assignments & Assessment Forms
                                                                                                                                                                Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                Group Activities
                                                                                                                                                                During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                Reflective Portfolio Activities
                                                                                                                                                                Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                The Research and Practice Portfolio: 
                                                                                                                                                                Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                • Reflective Portfolio Activities
                                                                                                                                                                • Research
                                                                                                                                                                • Teaching and Learning Resources

                                                                                                                                                                Course Forum
                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                Course Policies:

                                                                                                                                                                Grading Components and Weights
                                                                                                                                                                Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                Discussion Assignments  20%
                                                                                                                                                                Written Assignments    30%
                                                                                                                                                                Group Activities  25%
                                                                                                                                                                Reflective Portfolio Activities  25%
                                                                                                                                                                TOTAL 100%


                                                                                                                                                                Grading Scale
                                                                                                                                                                This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                Letter Grade
                                                                                                                                                                Grade Scale Grade Points
                                                                                                                                                                A+ 98-100 4.00
                                                                                                                                                                A 93-97 4.00
                                                                                                                                                                A- 90-92 3.67
                                                                                                                                                                B+ 88-89 3.33
                                                                                                                                                                B 83-87 3.00
                                                                                                                                                                B- 80-82 2.67
                                                                                                                                                                C+ 78-79 2.33
                                                                                                                                                                C 73-77 2.00
                                                                                                                                                                C- 70-72 0.00
                                                                                                                                                                D+ 68-69 0.00
                                                                                                                                                                D 63-67 0.00
                                                                                                                                                                D- 60-62 0.00
                                                                                                                                                                F Under 60 0.00
                                                                                                                                                                CR N/A N/A
                                                                                                                                                                NC N/A N/A
                                                                                                                                                                NF N/A N/A
                                                                                                                                                                W N/A N/A


                                                                                                                                                                Grade Appeal

                                                                                                                                                                If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                Participation
                                                                                                                                                                Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                Academic Honesty and Integrity
                                                                                                                                                                When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                Code of Conduct
                                                                                                                                                                University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                EDUC 5240 Creating Positive Classroom Environments

                                                                                                                                                                UoPeople logo


                                                                                                                                                                EDUC 5240: Creating Positive Classroom Environments


                                                                                                                                                                Credits: 3

                                                                                                                                                                Course Description: 

                                                                                                                                                                This course will focus on the role of classroom organization and behavior management in developing positive teaching and learning environments.  The impact of the physical environment, transitions, procedures, norms and expectations on managing behavior will be discussed.  Developing communication and social skills and fostering a collaborative relationship between the teacher and students will be examined.  Alternative approaches to managing routine and disruptive discipline problems while also creating learning spaces where students are willing to take risks and learn from mistakes will be considered.  


                                                                                                                                                                Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                Software Requirements/Installation: No special requirements.


                                                                                                                                                                Learning Objectives and Outcomes:

                                                                                                                                                                By the end of this course students will be able to:

                                                                                                                                                                1. Assess the importance of creating positive classroom environments.
                                                                                                                                                                2. Examine different options in regards to behavior management. 
                                                                                                                                                                3. Correlate classroom organization to student behavior. 
                                                                                                                                                                4. Analyze methods and best practices for improving student/teacher rapport and communication. 
                                                                                                                                                                5. Brainstorm and propose practices that can be applied in real-life classroom settings.

                                                                                                                                                                Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                Week 1: Unit 1 - Elements of Classroom Management & The Positive Classroom

                                                                                                                                                                Week 2: Unit 2 - Models of Discipline

                                                                                                                                                                Week 3: Unit 3 - Creating & Implementing Rules & Procedures

                                                                                                                                                                Week 4: Unit 4 - Using Your Physical Space

                                                                                                                                                                Week 5: Unit 5 - Discipline Challenges

                                                                                                                                                                Week 6: Unit 6 - Creating and Upholding Student Expectations

                                                                                                                                                                Week 7: Unit 7 - Communication, Collaboration, & Rapport

                                                                                                                                                                Week 8: Unit 8 - Diversity Issues in the Classroom


                                                                                                                                                                Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                Unit 1: Elements of Classroom Management & The Positive Classroom

                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                Reading Assignment

                                                                                                                                                                To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                1.  Burden, P.R. (2017).  Classroom management:  Creating a successful K-12 learning community (6th ed.). Hoboken, NJ:  WileyRetrieved from here

                                                                                                                                                                • Read pages 2-6 of this text. It provides a thorough overview of classroom management and its different facets.

                                                                                                                                                                 2.  Great Schools Partnership (2014). Classroom management. Retrieved from https://www.edglossary.org/classroom-management/   

                                                                                                                                                                •  This resource provides an overview of the elements commonly included under the umbrella term ‘classroom management.’

                                                                                                                                                                 3.  Kratochwill,T.R., DeRoos, R., & Blair, S. (n.d.). Classroom management: Teachers modules. Retrieved from http://www.apa.org/education/k12/classroom-mgmt.aspx

                                                                                                                                                                •  This resource discusses the importance of classroom management and the concept of three-tiered positive behavior support.

                                                                                                                                                                4.   International Baccalaureate. (2010). The IB Learner Profile: A singular capacity for invigorating campus life. Retrieved from https://www.ibo.org/globalassets/publications/recognition/learnerprofile-en.pdf

                                                                                                                                                                • This website provides the characteristics of an IB Learner.

                                                                                                                                                                5.  Marzano, R.J., Marzano, J.S., & Pickering D.J. (2003) Chapter 1. The critical role of classroom management. Classroom Management that Works. Retrieved from http://www.ascd.org/publications/books/103027/chapters/The-Critical-Role-of-Classroom-Management.aspx

                                                                                                                                                                •  The first chapter of the book Classroom Management that Works, this resource provides research and statistic on the effects of classroom management on schools and learning.

                                                                                                                                                                6.  Marzano, R. J.  (2011). Art and science of teaching/classroom management: Whose job is it? Coaching: The New Leadership Skill, 69 (2)85-86. Retrieved from http://www.ascd.org/publications/educational-leadership/oct11/vol69/num02/Classroom-Management@-Whose-Job-Is-It%C2%A2.aspx

                                                                                                                                                                • This article argues that the responsibility of classroom management falls not only on the teacher but also administrators and students.

                                                                                                                                                                7.  Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9 (1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1087130.pdf

                                                                                                                                                                •  This article explains the connection between classroom management and positive learning environments, specifically focusing on methods and best practices.

                                                                                                                                                                8.  Choe, Y. (n.d.). Becoming a positive teacher. Retrieved from http://www.ascd.org/ascd-express/vol4/405-newvoices.aspx

                                                                                                                                                                •  This first-person account of a middle school teacher explains her change from misery to happiness in the classroom.

                                                                                                                                                                9.  Wolk, S. (2008). Joy in school. The Positive Classroom, 66 (1), 8-15. Retrieved from http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/Joy-in-School.aspx

                                                                                                                                                                •  This resource provides examples of how teachers can improve student (and teacher) happiness in school, and how that can positively affect the school.

                                                                                                                                                                10.  Young, J. (2014). The importance of a positive classroom. Encouragement in the Classroom: How Do I Help Students Stay Positive and Focused. Retrieved from http://www.ascd.org/publications/books/sf114049/chapters/The-Importance-of-a-Positive-Classroom.aspx

                                                                                                                                                                •  This resource gives a brief introduction to positive classrooms and what teachers should focus on in order to achieve them.

                                                                                                                                                                Optional Videos

                                                                                                                                                                1.  Ernst, A. & Wegdam, M. (Producers). (2011). The community college classroom. Retrieved from https://www.teachingchannel.org/videos/new-teacher-classroom-management

                                                                                                                                                                •  This video shows classroom interaction between a new teacher and her grade 6 social studies class before and after meeting with a classroom management specialist.

                                                                                                                                                                Unit 2: Models of Discipline

                                                                                                                                                                • Peer assess Unit 1 Written Assignment
                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                Reading Assignment

                                                                                                                                                                To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                Low-Teacher Control/The Guiding Method

                                                                                                                                                                1. Creation House, (n.d.) Between Parent and Child: The work of Haim G. Ginott. Retrieved from http://www.betweenparentandchild.com/index.php?s=content&p=Haim.

                                                                                                                                                                • This resource explains Ginott's philosophy on parenting.

                                                                                                                                                                2.  Delisio, E.R. (2008). Practicing Love & Logic can mean happier schools. Retrieved from http://www.educationworld.com/a_admin/admin/admin536.shtml

                                                                                                                                                                •  This article outlines Jim Fay and David Funk’s theory of “love and logic” which focuses on creating independent thinkers and learners through modeling and shared control.

                                                                                                                                                                  3.  Filas, C. (2015). Teaching inner discipline to students: An interview with Barbara Coloroso. Retrieved from https://www.myatp.org/wp-content/uploads/2015/10/Synergy-Vol-8-Coloroso.pdf

                                                                                                                                                                  • This resource is an interview transcript with Barbara Coloroso, famed for her work on anti-bullying, who is a firm believer in teaching children inner discipline skills.

                                                                                                                                                                  4.  Kohn, A. (1995). Discipline is the problem- Not the solution. Retrieved from https://www.alfiekohn.org/article/discipline-problem-solution/

                                                                                                                                                                  • This article by former teacher Alfie Kohn discusses the importance of creating a positive learning community to decrease discipline problems, instead of resorting to threats and bribes.

                                                                                                                                                                  Medium-Teacher Control/The Interacting Model

                                                                                                                                                                  5. NEA. (2019). Classroom Management. Retrieved from http://www.nea.org/tools/ClassroomManagement.html

                                                                                                                                                                  • This website provides several articles on classroom management techniques.

                                                                                                                                                                  6.  Charles, C.M. (2007). Chapter 12: Linda Albert’s cooperative discipline. In Building Classroom Management, 9th ed. (chapter 12). Retrieved from http://faculty.washington.edu/cadavis1/503%20Readings/AlbertChapter.pdf

                                                                                                                                                                  • Read pages 199-208 in this textbook chapter which focuses on Linda Albert’s discipline theory of cooperative discipline aimed at improving students’ self-esteem and decrease discipline problems.

                                                                                                                                                                  7.  Nelsen, J., & Gfroer, K. (2017). Positive discipline tools for teachers: Effective classroom management for social, emotional, and academic success. Retrieved from here

                                                                                                                                                                  • Read pages 1-8 (introduction) which summarizes Nelsen’s theory of positive classroom discipline, focusing on improving classroom management by determining how to analyze students’ behaviors.

                                                                                                                                                                    8.  Henry, S.E. & Abowitz, K.K. (1998). Interpreting Glasser’s control theory: Problems that emerge from innate needs and predetermined ends. In R.E. Butchart and B.E. McEwan (Eds.), Classroom Discipline in American Schools: Problems and Possibilities for Democratic Education. Retrieved from here

                                                                                                                                                                    • Read pages 157-163 of this resource which focuses on William Glasser’s control theory, a method that encourages student decision-making through teacher encouragement.

                                                                                                                                                                    9.  Curwin, R., Mendler, A., & Mendler, B. (2018). Chapter 1: Core beliefs and principles. In Discipline with Dignity: How to Build Responsibility and Respect in Your Classroom, 4th ed. (chapter 11). Retrieved from http://www.ascd.org/publications/books/118018/chapters/Core-Beliefs-and-Principles.aspx

                                                                                                                                                                    • This chapter provides a thorough summary of the Discipline with Dignity model which focuses on creating a plan with students to help them with their decision-making abilities.

                                                                                                                                                                    10.  Kagan, S. (2002) What is win-win discipline? Retrieved from https://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK15.php

                                                                                                                                                                    • This article discusses Kagan’s win-win method of discipline which encourages responsible student problem-solving and solution planning.

                                                                                                                                                                    High-Teacher Control/The Intervening Model

                                                                                                                                                                    11.  Mather, N. & Goldstein, S. (2001). Behavior modification in the classroom. Retrieved from http://www.ldonline.org/article/6030

                                                                                                                                                                    • This article provides a summary of B.F. Skinner’s theory of behavior modification, also known as operant conditioning, and how it specifically relates to education.

                                                                                                                                                                    12.  Sandidge, R.F. (2009). Assertive discipline. In E.M. Anderman & L.H. Anderman (Eds.) Psychology of Classroom Learning: An Encyclopedia. Retrieved from Gale Virtual Reference Library (Note: search in Gale for the author and the title using Library Resources)

                                                                                                                                                                    • Read the section on assertive discipline (pages 166-168) which summarizes Lee and Marlene Canter’s theory of assertive discipline, a model that utilizes consequences to teach behavior.

                                                                                                                                                                    13.  Jones, F. (n.d.). Positive classroom discipline: Chapter 18- Discipline management. Retrieved from http://www.fredjones.com/discipline-18-1

                                                                                                                                                                    • This source, from Jones’ book Positive Classroom Discipline, summarizes his method of positive discipline which focuses on a three-level system.

                                                                                                                                                                    14.  Marshall, M. (2017). How to discipline without stress, punishment, or rewards. Retrieved from https://www.thoughtco.com/discipline-without-stress-punishment-or-rewards-3110686

                                                                                                                                                                    • In this article, Marshall summarizes his Discipline Without Stress program which encourages teachers to not control students but to teach them social skills.
                                                                                                                                                                    Optional Video

                                                                                                                                                                      1.  Five Criteria for Positive Discipline (n.d.). Retrieved from https://www.teachertube.com/video/five-criteria-for-positive-discipline-65137

                                                                                                                                                                      • In this video, Nelsen explains her five criteria for positive discipline and how to apply them.

                                                                                                                                                                      Unit 3: Creating & Implementing Rules & Procedures

                                                                                                                                                                      • Peer assess Unit 2 Written Assignment
                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                      • Begin and participate in the Group Activity (Due Unit 7)
                                                                                                                                                                      • Complete the Reflective Portfolio Assignment

                                                                                                                                                                      Reading Assignment

                                                                                                                                                                      To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                      1.  McEwan, B. (1997). Contradiction, Paradox, and Irony: The World of Classroom Management. In R.E. Butchart & B. McEwan (eds) Classroom Discipline in American Schools (chapter 5). 

                                                                                                                                                                      • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                      • Read chapter 5 (pages 66-75) which offers some of the issues teacher face in regards to finding the balance between classroom management, discipline, and a positive classroom environment.

                                                                                                                                                                        2.  Marzano, R.J., Marzano, J.S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. 

                                                                                                                                                                        • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                        • Read pages 13-26 which provide a summary of past research on rule/procedure creation in addition to the different elements to consider.

                                                                                                                                                                        3.  Partin, R.L. (2009). Classroom teacher’s survival guide: Practical strategies, management techniques and reproducibles for new and experienced teachers. 

                                                                                                                                                                        • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                        • Read pages 30-35 of Partin’s book which concentrates on best practices for creating classroom rules.

                                                                                                                                                                        4.  Rosevear, J.E. (2009). First month: Classroom rules that work. Instructor, 119 (1), 57. 

                                                                                                                                                                        • To access this article log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Academic OneFile
                                                                                                                                                                        • Geared towards middle school teachers, this article provides five rules that she considers best practices

                                                                                                                                                                        5.  Wong, H.K. (2014). Proceed with intent: At the heart of a classroom management plan is practice and more practice of key procedures. Instructor, 124 (3), 32+. 

                                                                                                                                                                        • To access this article log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Academic OneFile
                                                                                                                                                                        • In this article, Wong discusses the importance of procedures for certain tasks in addition to methods for teaching students the procedures.

                                                                                                                                                                        6.  Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing your classroom for success: Organization in the first week is the foundation for a successful school year. Science and Children, 49 (9), 60+. 

                                                                                                                                                                        • To access this article log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Academic OneFile
                                                                                                                                                                        • In this article, the authors discuss how planning and preparing classroom rules and procedures contribute to classroom management.

                                                                                                                                                                        7.  Alber, R. (2017). Rules and routines in the classroom. Retrieved from https://www.edutopia.org/blog/rules-routines-school-year-start-classroom-management

                                                                                                                                                                        • In this blog, a teacher reflects on her own classroom rules and provide some best practices for creating them.
                                                                                                                                                                        Optional Videos

                                                                                                                                                                          1.  Missouri School-Wide Positive Behavior Support (2016). Content acquisition podcast: Classroom rules and expectations. Retrieved from http://pbismissouri.org/content-acquisition-podcast-classroom-rules-and-expectations/

                                                                                                                                                                          • This video breaks down the theory and application of creating classroom rules.

                                                                                                                                                                          2.  Missouri School-Wide Positive Behavior Support (2016). Classroom procedure and routines content acquisition video. Retrieved from http://pbismissouri.org/classroom-procedures-and-routines-content-acquisition-video/

                                                                                                                                                                          • This video explains the theory behind and application of creating and teaching classroom procedures.

                                                                                                                                                                          Unit 4: Using Your Physical Space

                                                                                                                                                                          • Peer assess Unit 3 Written Assignment
                                                                                                                                                                          • Read the Learning Guide and Reading Assignments
                                                                                                                                                                          • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                          • Complete and submit the Written Assignment
                                                                                                                                                                          • Continue to participate in the Group Activity
                                                                                                                                                                          • Complete the Reflective Portfolio Assignment

                                                                                                                                                                          Reading Assignment

                                                                                                                                                                          To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.


                                                                                                                                                                          Classroom Organization

                                                                                                                                                                            1.  Johnson, J. Halocha, J. & Charter, M. (2007). Developing teaching skills in the primary school. 

                                                                                                                                                                            • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                            • Read chapter 3 (pages 29-42) which offers important reflective questions all teachers must answer before making classroom organization decisions.

                                                                                                                                                                            2.  Hue, M., & Wai-shing, L. (2008). Classroom management: Creating a positive learning environment

                                                                                                                                                                            • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                            • Read pages 48-50 which discuss best practices in classroom organization, focusing specifically on utilizing your space effectively.

                                                                                                                                                                            3.  Bunyi, A. (n.d.). 6 classroom design tips. Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/6-classroom-design-tips/

                                                                                                                                                                            • This brief article provides a teacher’s first-hand account of how she approached classroom design.

                                                                                                                                                                              Seating Arrangements

                                                                                                                                                                              4.  Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Retrieved from 

                                                                                                                                                                              • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                              • Read pages 92-98 which focus on setting up a classroom that encourages student communication and group work.

                                                                                                                                                                              5.  Petlak, L. (2015). Functional, flexible classroom seating options. Retrieved from https://www.scholastic.com/teachers/blog-posts/lindsey-petlak/functional-flexible-classroom-seating-options/

                                                                                                                                                                              • The blog provides descriptions of some alternative seating options for students.

                                                                                                                                                                              Learning/Activity Centers

                                                                                                                                                                              6.  Hilberg, R.S., Chang, J., & Epaloosse, G. (2003). Designing effective activity centers for diverse learners: A guide for teachers at all grade levels and for all subject areas. Retrieved from http://manoa.hawaii.edu/coe/crede/wp-content/uploads/Hilberg_et_al_20031.pdf

                                                                                                                                                                              • Read pages 1-11. This very thorough handbook explains the background/theory of activity centers in addition to step by step instructions and examples for application.

                                                                                                                                                                              7.  McKnight, K.S. (2014). Common core literacy strategies for ELA, history/social studies, and the humanities, grades 6-12: Strategies to deepen content knowledge (grades 6-12). 

                                                                                                                                                                              • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                              • Read Chapter 6 (pages 131-142) which focuses on how to set up and use learning/activity centers. Although the book is geared towards middle and high school students, the methods can be adapted for younger students.

                                                                                                                                                                              8.  Spencer-Waterman, S. (2014). Handbook on differentiated instruction for middle and high schools. 

                                                                                                                                                                              • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                              • Read pages 94-97 which gives examples of how to apply learning centers for differentiated instruction.

                                                                                                                                                                              Optional Video

                                                                                                                                                                              1.  Adding Color to the Classroom (n.d.). Retrieved from https://www.teachingchannel.org/videos/color-in-the-classroom

                                                                                                                                                                              • This video shows some ideas for how to incorporate color into the classroom to add to positivity.

                                                                                                                                                                              2.  McLeod, J., Fisher, J., & Hoover, G. (2003). Key elements of classroom management: Managing time and space, student behavior, and instructional strategies. Retrieved from http://www.lirn.net/databases/17237/

                                                                                                                                                                              • Read chapter 1 (pages 5-19) which provides a summary of elements to consider when thinking of physical space in the classroom.

                                                                                                                                                                              Unit 5: Discipline Challenges

                                                                                                                                                                              • Peer assess Unit 4 Written Assignment
                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                              • Continue to participate in the Group Activity
                                                                                                                                                                              • Complete the Reflective Portfolio Assignment

                                                                                                                                                                              Reading Assignment

                                                                                                                                                                              To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                              1.  Boynton, M. & Boynton, C. (2005). Educator’s guide to preventing and solving discipline problems. 

                                                                                                                                                                              • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                              • Read Sections 3 & 4 (pages 89-167) which focus on methods and best practices for dealing with behavior and discipline challenges in the classroom.

                                                                                                                                                                              2.  Hue, M. & Li, W. (2008). Classroom management: Creating a positive learning environment.

                                                                                                                                                                              • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                              • Read chapters 4 and 5 (pages 63-107) which provide background, theory, and best practices on dealing with students who misbehave in class.

                                                                                                                                                                              3.  Alen, K.P. (2010). Classroom management, bullying, and teacher practices. The Professional Educator, 34 (1). Retrieved from https://files.eric.ed.gov/fulltext/EJ988197.pdf

                                                                                                                                                                              • This article provides a thorough discussion of past research and literature on the connection between classroom management and bullying.
                                                                                                                                                                              Optional Video

                                                                                                                                                                                1.  Pacer (2018). Ways to be there as an adult- Episode 17. Retrieved from http://www.pacer.org/bullying/video/player.asp?video=113 (4:17)

                                                                                                                                                                                • This video provides some strategies for teachers in regards to helping students deal with bullying.

                                                                                                                                                                                Unit 6: Creating and Upholding Student Expectations

                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                • Continue to participate in the Group Activity
                                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                                 The Pygmalion Effect

                                                                                                                                                                                1.  Ellison, K. (2015). Being honest about the Pygmalion Effect. Retrieved from http://discovermagazine.com/2015/dec/14-great-expectations

                                                                                                                                                                                • This article provides a summary of the Pygmalion Effect and some classroom applications.

                                                                                                                                                                                2.  Spiegel, A. (2012). Teacher’s expectations can influence how students perform. Retrieved from https://www.npr.org/sections/health-shots/2012/09/18/161159263/teachers-expectations-can-influence-how-students-perform

                                                                                                                                                                                • This article connects a modern-day classroom to Rosenthal’s study and provides some reflective teacher questions.
                                                                                                                                                                                • Hit the ‘play’ button in the top right corner to hear a further explanation of the article as it was discussed on NPR radio.

                                                                                                                                                                                Best Practices

                                                                                                                                                                                3.  Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools. Retrieved from 

                                                                                                                                                                                • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                                • Read chapter 2 (pages 37-60) which focuses on the different types of expectations teachers should have for their students and how to apply them in the classroom.

                                                                                                                                                                                4.  Harris, S. (2005). Bravo teacher: Building relationships with actions that value others

                                                                                                                                                                                • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                                • Read chapters 1-3 (pages 1-58) which provide a variety of actions and best practices that can be applied to any grade level in order to encourage and support students.

                                                                                                                                                                                5.  Hill, J. (n.d.). The power of high expectations: Closing the gap in your classroom. Retrieved from http://teachingasleadership.org/sites/default/files/Related-Readings/DCA_Ch2_2011.pdf

                                                                                                                                                                                • This document provides varied perspectives on holding students to high academic standards and how those expectations can affect students.

                                                                                                                                                                                6.  Bell, L. (2007). Creating a culture of high expectations for all students. Retrieved from https://www.educationworld.com/a_admin/columnists/bell/bell003.shtml

                                                                                                                                                                                • This blog by Larry Bell, a well-known educational speaker, provides some best practices for creating a positive classroom culture in regards to supporting students.
                                                                                                                                                                                Optional Video

                                                                                                                                                                                  1.  EL Education (2015). Clear expectations and important work empower students to work independently: Management in the active classroom. Retrieved from https://vimeo.com/115977648 (4:52)

                                                                                                                                                                                  • This video clip demonstrates how a teacher who promotes independence and self-efficacy can use time to work more personally with students.

                                                                                                                                                                                   Unit 7: Communication, Collaboration, & Rapport

                                                                                                                                                                                  • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                  • Complete and submit the Group Activity
                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                  To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                                  1.  Hue, M. & Li, W. (2008). Classroom management: Creating a positive learning environment. 

                                                                                                                                                                                  • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                                  • Read chapters 6, 8, 9 (pages 109-128, 149-182) which focus on communicating with all three groups: parents, students, and colleagues.

                                                                                                                                                                                  2.  Higgs, C. (2013). Connecting with students: Building rapport with urban learners. 

                                                                                                                                                                                  • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                                  • Read pages 34-56 which focus on strategies to use to ‘get through’ to students while increasing rapport.

                                                                                                                                                                                  3.  Stanford University (n.d.). Student-teacher communication. Retrieved from https://teachingcommons.stanford.edu/resources/teaching/student-teacher-communication

                                                                                                                                                                                  • Read through all four links on this page which provide some best practices on communicating with students, including the topics of questioning, listening, and interacting.
                                                                                                                                                                                  Optional Video

                                                                                                                                                                                  1. Teaching Channel. (n.d.). Communicate learning with silent signals. Retrieved from https://www.teachingchannel.org/videos/teacher-teams-nvps (1:51)

                                                                                                                                                                                  • This video shows how one teacher uses body language and signals to keep students engaged and communication without ever having to say a word, a great resource for quiet students.

                                                                                                                                                                                  Unit 8: Diversity Issues in the Classroom

                                                                                                                                                                                  • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                  • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                  Reading Assignment


                                                                                                                                                                                  To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.

                                                                                                                                                                                  Multiculturalism

                                                                                                                                                                                  1.  Anderman, E.M. & Anderman, L.H. (2009). Culturally relevant pedagogy. In Psychology of Classroom Learning: An Encyclopedia. Retrieved from http://link.galegroup.com/apps/doc/CX3027800087/GVRL?u=lirn17237&sid=GVRL&xid=c34926f4

                                                                                                                                                                                  • This book chapter focuses on how teachers can and should be prepared for diverse classes and multicultural learning.

                                                                                                                                                                                  2.  Lehman, C.L. (2017). Multicultural competence: A literature review supporting focused training for preservice teachers teaching diverse students. Journal of Education and Practice, 8 (10), 109-116. Retrieved from https://files.eric.ed.gov/fulltext/EJ1139702.pdf

                                                                                                                                                                                  • This document provides a helpful review of literature that relates to issues new teachers face in regards to student diversity.

                                                                                                                                                                                  3.  Yokota, J. (2009). Learning through literature that offers diverse perspectives: Multicultural and international literature. In D.A. Wooten & B.E. Cullinan (Eds.), Children’s Literature in the Reading Program: An Invitation to Read. 3rd ed. Retrieved from http://sites.bu.edu/summerliteracyinstitute/files/2015/05/YokotaJ-Learning-Through-Literature.pdf

                                                                                                                                                                                  • This book chapter focuses on choosing and using multicultural literature in the classroom.

                                                                                                                                                                                  Differentiation

                                                                                                                                                                                  4.  Tomlinson, C.A. (2014). Differentiated Classroom: Responding to the needs of all learners. Retrieved from 

                                                                                                                                                                                  • To access this resource, log into Moodle and access Library and Information Resources Network (LIRN) located in the Uopeople Library under the Resources tab. In the search field at the top of the page, copy and paste the title of the article. This article is located in a database called Ebook Central: Academic Complete
                                                                                                                                                                                  • Read chapters 1-4 (pages 1-59) which provide an explanation of differentiation in addition to strategies for differentiated instruction.

                                                                                                                                                                                  Optional Video

                                                                                                                                                                                  1.  Guido, M. (2016). 20 differentiated instruction strategies and examples [+downloadable list]. Retrieved from https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/ (4:16)

                                                                                                                                                                                  • Watch the video and read the blog which both provides a variety of activities for differentiating instruction and assessment.

                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                  Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                  Group Activities
                                                                                                                                                                                  During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                  Reflective Portfolio Activities
                                                                                                                                                                                  Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                  The Research and Practice Portfolio
                                                                                                                                                                                  Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                  • Reflective Portfolio Activities
                                                                                                                                                                                  • Research
                                                                                                                                                                                  • Teaching and Learning Resources

                                                                                                                                                                                  Course Forum
                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                  Discussion Assignments  20%
                                                                                                                                                                                  Written Assignments    30% 
                                                                                                                                                                                  Group Activity  25%
                                                                                                                                                                                  Reflective Portfolio Activities  25%
                                                                                                                                                                                  TOTAL 100%


                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                  C- 70-72 0.00
                                                                                                                                                                                  D+ 68-69 0.00
                                                                                                                                                                                  D 63-67 0.00
                                                                                                                                                                                  D- 60-62 0.00
                                                                                                                                                                                  F Under 60 0.00
                                                                                                                                                                                  CR N/A N/A
                                                                                                                                                                                  NC N/A N/A
                                                                                                                                                                                  NF N/A N/A
                                                                                                                                                                                  W N/A N/A


                                                                                                                                                                                  Grade Appeal

                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                  Participation
                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                  Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                  EDUC 5410 Child Development


                                                                                                                                                                                  EDUC 5410: Child Development


                                                                                                                                                                                  Credits: 3

                                                                                                                                                                                  Prerequisites: 

                                                                                                                                                                                  Recommended: NA


                                                                                                                                                                                  Course Description:

                                                                                                                                                                                  This course will consider child development, in particular the K-8 school-aged population, from the biological/physical, cognitive, emotional, and social perspectives and their interrelatedness in children from birth to early adolescence.  Major theories of development and factors that enhance growth and development will be compared and evaluated, with special emphasis on implications for educational practice.  The interconnected worlds that children inhabit in school, at home and in the broader community will be examined.


                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                  • Additional learning resources for all required reading will be provided in the Unit Learning Guide for each week.

                                                                                                                                                                                  Software Requirements/Installation: No special requirements.


                                                                                                                                                                                  Learning Objectives and Outcomes:

                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                  1. Research developmental milestones and their inter-relatedness based on theories of development
                                                                                                                                                                                  2. Integrate instructional decisions based on the theories of development, theorists, and characteristics of children a various age levels. 
                                                                                                                                                                                  3. Analyze the advantages of using the development instructional approach stages at various age levels
                                                                                                                                                                                  4. Compare and contrasts developmental theories for each developmental stage to meeting instructional goals


                                                                                                                                                                                    Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                    Week 1: Unit 1 - The Changing Teaching Profession

                                                                                                                                                                                    Week 2: Unit 2 - The Learning Process: Major Theories of Development (Part 1)

                                                                                                                                                                                    Week 3: Unit 3 - The Learning Process: Major Theories of Models of Learning (Part 2)

                                                                                                                                                                                    Week 4: Unit 4 -  Stages of Development: Infancy and Early Childhood

                                                                                                                                                                                    Week 5: Unit 5 - Stages of Child Development: Part 2

                                                                                                                                                                                    Week 6: Unit 6 - Personality and Social Development (Part I)

                                                                                                                                                                                    Week 7: Unit 7 - Personality and Social Development (Part 2)

                                                                                                                                                                                    Week 8: Unit 8 - Reflection on Practice


                                                                                                                                                                                    Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                                    Unit 1: The Changing Teaching Profession

                                                                                                                                                                                    • Introduce yourself in the Course Forum
                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                    • Complete and submit the Written Assignment
                                                                                                                                                                                    • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                    Unit 2: The Learning Process: Major Theories of Development (Part 1)

                                                                                                                                                                                    • Peer assess the Unit 1 Written Assignment
                                                                                                                                                                                    • Read Learning Guide and Reading Assignment
                                                                                                                                                                                    • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                    • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                    • Complete the Written Assignment
                                                                                                                                                                                    • Begin working on the Domain Chart
                                                                                                                                                                                    • Complete and submit the Portfolio Activity 

                                                                                                                                                                                      Unit 3: The Learning Process: Major Theories of Models of Learning (Part 2)

                                                                                                                                                                                      • Peer assess Unit 2 Written Assignments
                                                                                                                                                                                      • Read Learning Guide and Reading Assignments
                                                                                                                                                                                      • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                      • Respond to three of your fellow classmates' posts in the Discussion Forum
                                                                                                                                                                                      • Begin Group Activity
                                                                                                                                                                                      • Complete and submit Written Assignment
                                                                                                                                                                                      • Continue working on Domain Chart
                                                                                                                                                                                      • Complete and submit the Reflective Portfolio Activity 

                                                                                                                                                                                        Unit 4:  Stages of Development: Infancy and Early Childhood

                                                                                                                                                                                        • Read through the Learning Guide and Reading Assignments
                                                                                                                                                                                        • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                        • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                        • Complete and submit the Written Assignment
                                                                                                                                                                                        • Continue working on Group Activity
                                                                                                                                                                                        • Continue working on the Domain Chart
                                                                                                                                                                                        • Complete and submit the Reflective Portfolio Activity 

                                                                                                                                                                                          Unit 5:  Stages of Child Development: Part 2

                                                                                                                                                                                          • Peer-assess Unit 4 Assignment.
                                                                                                                                                                                          • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                          • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                          • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                          • Complete and submit the Written Assignment        
                                                                                                                                                                                          • Continue working on the Domain Chart 
                                                                                                                                                                                          • Continue working on the Group/Team Assignment

                                                                                                                                                                                            Unit 6:  Personality and Social Development (Part I)

                                                                                                                                                                                            • Peer-assess Unit 5 Assignment.
                                                                                                                                                                                            • Read through Learning Guide and the Reading Assignments
                                                                                                                                                                                            • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                            • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                            • Complete and submit the Written Assignment
                                                                                                                                                                                            • Complete and submit Group Activity
                                                                                                                                                                                            • Complete the Reflective Portfolio Activity 

                                                                                                                                                                                               Unit 7: Personality and Social Development (Part 2)

                                                                                                                                                                                              • Peer-assess Unit 6 Assignment.
                                                                                                                                                                                              • Read through the Reading Assignments
                                                                                                                                                                                              • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                              • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                              • Complete and submit the Written Assignment
                                                                                                                                                                                              • Complete and submit the Reflective Portfolio Activity

                                                                                                                                                                                              Unit 8: Reflection on Practice

                                                                                                                                                                                              • Peer-assess Unit 7 Assignment.
                                                                                                                                                                                              • Read through the Learning Guide and Reading Assignments
                                                                                                                                                                                              • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                              • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                              • Complete and submit the Portfolio Assignment

                                                                                                                                                                                              Course Requirements:

                                                                                                                                                                                              Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                              Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                              Written Assignments & Assessment Forms
                                                                                                                                                                                              Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                              Group Activities
                                                                                                                                                                                              During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                              Reflective Portfolio Activities
                                                                                                                                                                                              Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                              Research and Practice Portfolio
                                                                                                                                                                                              Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                              • Reflective Portfolio Activities
                                                                                                                                                                                              • Research
                                                                                                                                                                                              • Teaching and Learning Resources

                                                                                                                                                                                              Course Forum
                                                                                                                                                                                              The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                              Course Policies:

                                                                                                                                                                                              Grading Components and Weights:

                                                                                                                                                                                              Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                              Discussion Assignments 20%
                                                                                                                                                                                              Written Assignments   30%
                                                                                                                                                                                              Group Activities 25%
                                                                                                                                                                                              Reflective Portfolio Activities 25%
                                                                                                                                                                                              TOTAL100%

                                                                                                                                                                                               

                                                                                                                                                                                              Grading Components and Weights
                                                                                                                                                                                              Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                              Letter Grade
                                                                                                                                                                                              Grade ScaleGrade Points
                                                                                                                                                                                              A+98-1004.00
                                                                                                                                                                                              A93-974.00
                                                                                                                                                                                              A-90-923.67
                                                                                                                                                                                              B+88-893.33
                                                                                                                                                                                              B83-873.00
                                                                                                                                                                                              B-80-822.67
                                                                                                                                                                                              C+78-792.33
                                                                                                                                                                                              C73-772.00
                                                                                                                                                                                              C-70-720.00
                                                                                                                                                                                              D+68-690.00
                                                                                                                                                                                              D63-670.00
                                                                                                                                                                                              D-60-620.00
                                                                                                                                                                                              FUnder 600.00
                                                                                                                                                                                              CRN/AN/A
                                                                                                                                                                                              NCN/AN/A
                                                                                                                                                                                              NFN/AN/A
                                                                                                                                                                                              WN/AN/A


                                                                                                                                                                                              Grade Appeal
                                                                                                                                                                                              If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                              Participation
                                                                                                                                                                                              Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                              • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                              • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                              • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                              • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                              Academic Honesty and Integrity
                                                                                                                                                                                              When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                              Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                              Code of Conduct
                                                                                                                                                                                              University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.


                                                                                                                                                                                              EDUC 5420 Adolescent Development


                                                                                                                                                                                              EDUC 5420: Adolescent Development


                                                                                                                                                                                              Credits:3


                                                                                                                                                                                              Course Description: This course will consider adolescent development from biological, psychological, cognitive and social perspectives, and provide insights into the rapid changes that occur during the adolescent period.  Topics include adolescent thinking and brain development, social-emotional and moral development, gender and sexual identity, and ethnic, racial, and cultural identity.  These are explored from a cross-cultural perspective and provide insights into differences seen in school settings.  The multiple worlds that adolescents inhabit and the influence and importance of peers, friendships and social media are examined.  The role of non-cognitive skills in school success and the fostering of academic identity are discussed.


                                                                                                                                                                                              Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                              • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                              Software Requirements/Installation: No special requirements.


                                                                                                                                                                                              Learning Objectives and Outcomes:

                                                                                                                                                                                              By the end of this course students will be able to:

                                                                                                                                                                                              1. Demonstrate an understanding of basic theoretical frameworks and research associated
                                                                                                                                                                                                with adolescence.
                                                                                                                                                                                              2. Articulate the major life tasks, transitional periods, and developmental factors that
                                                                                                                                                                                                place adolescents at-risk for poor cognitive, psychological, physiological, and socio-emotional
                                                                                                                                                                                                development.
                                                                                                                                                                                              3. Identify and develop high-Impact pedagogical practices that help adolescents to stay resilient within the school context.
                                                                                                                                                                                              4. Connect theory to practice by synthesizing and applying principles, theories, and
                                                                                                                                                                                                research on adolescents through application and reflective assignments.

                                                                                                                                                                                              Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                              Week 1: Unit 1 - History & Theoretical Overview

                                                                                                                                                                                              Week 2: Unit 2 - Biological Foundations: Puberty, Physical Health, & Psychological Adjustment

                                                                                                                                                                                              Week 3: Unit 3 - Cognition

                                                                                                                                                                                              Week 4: Unit 4 - Achievement Motivation in School

                                                                                                                                                                                              Week 5: Unit 5 - Identity Development

                                                                                                                                                                                              Week 6: Unit 6 - Sexuality

                                                                                                                                                                                              Week 7: Unit 7 - Moral Development

                                                                                                                                                                                              Week 8: Unit 8 - Family and Peers


                                                                                                                                                                                              Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                                              Unit 1: History & Theoretical Overview

                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                              • Complete and submit the Written Assignment
                                                                                                                                                                                              • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                              Unit 2: Biological Foundations: Puberty, Physical Health, & Psychological Adjustment

                                                                                                                                                                                              • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                              • Complete and submit the Written Assignment
                                                                                                                                                                                              • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                              Unit 3: Cognition

                                                                                                                                                                                              • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                              • Complete and submit the Written Assignment
                                                                                                                                                                                              • Begin and participate in the Group Activity (Due Unit 6)
                                                                                                                                                                                              • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                              Unit 4: Achievement Motivation in School

                                                                                                                                                                                              • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                              • Continue to participate in the Group Activity
                                                                                                                                                                                              • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                              Unit 5: Identity Development

                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                              • Continue to participate in the Group Activity
                                                                                                                                                                                              • Complete and submit the Written Assignment

                                                                                                                                                                                              Unit 6: Sexuality

                                                                                                                                                                                              • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                              • Complete and submit the Group Activity 
                                                                                                                                                                                              • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                               Unit 7: Moral Development

                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                              • Complete and submit the Written Assignment

                                                                                                                                                                                              Unit 8: Family and Peers

                                                                                                                                                                                              • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                              • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                              • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                              Course Requirements:

                                                                                                                                                                                              Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                              Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                              Written Assignments & Assessment Forms
                                                                                                                                                                                              Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                              Group Activities
                                                                                                                                                                                              During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                              Reflective Portfolio Activities
                                                                                                                                                                                              Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                              Research and Practice Portfolio
                                                                                                                                                                                              Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                              • Reflective Portfolio Activities
                                                                                                                                                                                              • Research
                                                                                                                                                                                              • Teaching and Learning Resources

                                                                                                                                                                                              Course Forum
                                                                                                                                                                                              The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                              Course Policies:

                                                                                                                                                                                              Grading Components and Weights
                                                                                                                                                                                              Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                              Discussion Assignments 20%
                                                                                                                                                                                              Written Assignments   30%
                                                                                                                                                                                              Group Activities 25%
                                                                                                                                                                                              Reflective Portfolio Activities 25%
                                                                                                                                                                                              TOTAL100%


                                                                                                                                                                                              Grading Scale
                                                                                                                                                                                              This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                              Letter Grade
                                                                                                                                                                                              Grade ScaleGrade Points
                                                                                                                                                                                              A+98-1004.00
                                                                                                                                                                                              A93-974.00
                                                                                                                                                                                              A-90-923.67
                                                                                                                                                                                              B+88-893.33
                                                                                                                                                                                              B83-873.00
                                                                                                                                                                                              B-80-822.67
                                                                                                                                                                                              C+78-792.33
                                                                                                                                                                                              C73-772.00
                                                                                                                                                                                              C-70-720.00
                                                                                                                                                                                              D+68-690.00
                                                                                                                                                                                              D63-670.00
                                                                                                                                                                                              D-60-620.00
                                                                                                                                                                                              FUnder 600.00
                                                                                                                                                                                              CRN/AN/A
                                                                                                                                                                                              NCN/AN/A
                                                                                                                                                                                              NFN/AN/A
                                                                                                                                                                                              WN/AN/A


                                                                                                                                                                                              Grade Appeal
                                                                                                                                                                                              If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                              Participation
                                                                                                                                                                                              Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                              • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                              • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                              • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                              • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                              Academic Honesty and Integrity
                                                                                                                                                                                              When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                              Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                              Code of Conduct
                                                                                                                                                                                              University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.


                                                                                                                                                                                              EDUC 5440 Assessment and Evaluation

                                                                                                                                                                                              UoPeople logo

                                                                                                                                                                                              EDUC 5440: Assessment and Evaluation


                                                                                                                                                                                              Credits: 3

                                                                                                                                                                                              Prerequisites:  

                                                                                                                                                                                              Recommended:  


                                                                                                                                                                                              Course Description: This course will consider formal and informal classroom assessments and their use for guiding curricular decisions, differentiating instruction, fostering student achievement, and improving teacher performance.  The nature and purpose of classroom, diagnostic, placement, problem-solving, formative and summative assessments will be discussed.  Test construction and teacher-made tests that are authentic and non-discriminatory are addressed, along with the importance of fair, consistent and transparent grading practices; developing and using rubrics and checklists; and providing useful student feedback.  Implications of on-screen testing and the use of e-assessments for tapping higher order thinking will be discussed


                                                                                                                                                                                              Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                              • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                              To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.


                                                                                                                                                                                              Software Requirements/Installation: No special requirements.


                                                                                                                                                                                              Learning Objectives and Outcomes:

                                                                                                                                                                                              By the end of this course students will be able to:

                                                                                                                                                                                              1. Analyze the difference between assessment and evaluation
                                                                                                                                                                                              2. Analyze the purpose and use of national(NAEP)and international (PISA, TIMSS) assessments
                                                                                                                                                                                              3. Analyze the nature and purpose of different types of classroom assessments 
                                                                                                                                                                                              4. Analyze the role of assessment in guiding curricular decisions, fostering student achievement and differentiating instruction
                                                                                                                                                                                              5. Analyze the purpose and use of rubrics as a tool for assessment and evaluation

                                                                                                                                                                                              Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                              Week 1: Unit 1 - Difference between Assessment and Evaluation in Learning

                                                                                                                                                                                              Week 2: Unit 2 - Different Types of Classroom Assessments

                                                                                                                                                                                              Week 3: Unit 3 - The Use and Purpose of Rubrics and Authentic Assessments

                                                                                                                                                                                              Week 4: Unit 4 - The Role of Assessment in Guiding Decisions

                                                                                                                                                                                              Week 5: Unit 5 - Designing Assessments

                                                                                                                                                                                              Week 6: Unit 6 - Online International Assessments and Online Formative Assessments

                                                                                                                                                                                              Week 7: Unit 7 - The Role of Assessment in Improving Teacher Performance

                                                                                                                                                                                              Week 8: Unit 8 - Fair, Non-Discriminatory Classroom Assessments


                                                                                                                                                                                              Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                                              Unit 1: Difference between Assessment and Evaluation in Learning

                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                              • Complete and submit the Written Assignment
                                                                                                                                                                                              • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                              Reading Assignment

                                                                                                                                                                                              1. Lamprianu, I. and Athanasau, J. (2009). A teacher’s guide to classroom assessment. Sense Publishers. Retrieved from:https://www.sensepublishers.com/media/29-a-teachers-guide-to-educational-assessment.pdf 

                                                                                                                                                                                              • Read pp: 1-14. This article introduces you will find a well-researched global history of assessment. 

                                                                                                                                                                                              2. EasyLMS. (n.d.).  Assessment vs evaluation: what's the difference?  Retrieved from: https://www.onlineassessmenttool.com/knowledge-center/assessment-knowledge-center/assessment-vs-evaluation/item10642

                                                                                                                                                                                              • This website offers a practical explanation of the difference between assessment and evaluation.

                                                                                                                                                                                              3. Schreurs, J., & Dumbraveanu, R. (2014). A Shift from Teacher Centered to Learner Centered Approach. International Journal of Engineering Pedagogy (iJEP),4(3), 36. doi:10.3991/ijep.v4i3.3395. Retrieved from https://online-journals.org/index.php/i-jep/article/view/3395/3192

                                                                                                                                                                                              • This article explains the shift from teacher-centered learning to student-centered learning and this fostered the emergence of assessment as we know it today.

                                                                                                                                                                                              4. Huba, M. and Freed, J. (2000). Comparison of teacher-centered and learner-centered paradigms. Learner-Centered Assessment on College Campuses. Retrieved from: http://www.archive.jfn.ac.lk/OBESCL/MOHE/SCL-articles/Academic-articles/20.Teacher-centered-vs-learner-centered-paradigms.pdf

                                                                                                                                                                                              • This ‘Comparison of teacher-centered and learner-centered paradigms’ is a quick read of the main aspects of both paradigms.

                                                                                                                                                                                              5. Buskirk-Cohen, A. and Duncan, T. (2011). Exploring learner-centered assessment: a cross-disciplinary approach, International Journal of Teaching and Learning in Higher Education, Volume 23, Number 2, 246-259.  Retrieved from: https://files.eric.ed.gov/fulltext/EJ946150.pdf.  

                                                                                                                                                                                              • In this article, you will find a clear comparison of traditional assessment and learner-centered assessment. 

                                                                                                                                                                                              6. Western and Northern Canadian Protocol for Collaboration in Education. (2006). Rethinking classroom assessment with purpose in mind.  Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                              • Read the Introduction and Chapter 1. This document presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom. This document will be used for your group project. 

                                                                                                                                                                                              Unit 2: Different Types of Classroom Assessments

                                                                                                                                                                                              • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                              • Complete and submit the Written Assignment
                                                                                                                                                                                              • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                              Reading Assignment

                                                                                                                                                                                              1. Lamprianu, I. and Athanasau, J. (2009). A teacher’s guide to classroom assessment. Sense Publishers. Retrieved from:
                                                                                                                                                                                              https://www.sensepublishers.com/media/29-a-teachers-guide-to-educational-assessment.pdf

                                                                                                                                                                                              • Read pp: 15-38
                                                                                                                                                                                              • In pages 15-38 of ‘A teacher’s guide to classroom assessment, you will find an analysis of the different types of classroom assessments and their uses.

                                                                                                                                                                                              2. Erie, PA., Public Schools (2017). Diagnostic assessment. Retrieved from: https://www.eriesd.org/cms/lib/PA01001942/Centricity/Domain/1917/Types%20of%20Assessments%20information%20sheets.pdf

                                                                                                                                                                                              • ‘Diagnostic assessment’ is a clear summary of this assessment.

                                                                                                                                                                                              3. Ronan, A. (2015). Every teacher’s guide to assessment. Edudemic. Retrieved from: https://www.moedu-sail.org/wp-content/uploads/2014/02/CFA-Handouts-for-C-Assessment-Design.pdf

                                                                                                                                                                                              • ‘Every teacher’s guide to assessment’ is quite a complete overview of classroom assessment.

                                                                                                                                                                                              4. Lynch, M. (2016). Summative assessments, do you know these basics? The Edvocate. Retrieved from: https://www.theedadvocate.org/summative-assessments-know-basics/

                                                                                                                                                                                              • ‘Summative assessments, do you know these basics?’ is a description of the basic aspects of summative assessments.

                                                                                                                                                                                              5. Lynch, M. (2016). Five major features of summative assessments. The Edvocate. Retrieved from:
                                                                                                                                                                                              https://www.theedadvocate.org/five-major-features-summative-assessments/

                                                                                                                                                                                              • Five major features of summative assessments’ is a description of the major features of summative assessments.

                                                                                                                                                                                              6. Looney, J. (2011). Integrating formative and summative assessments: progress towards a seamless system. Education Working Papers No. 58. OECD. Retrieved from: https://files.eric.ed.gov/fulltext/ED529586.pdf

                                                                                                                                                                                              • ‘Integrating formative and summative assessments: progress towards a seamless system’ is an overview of the efforts to integrate these assessments. The challenges are, on the one hand, strengthening the classroom-based formative assessments and, on the other hand, improving testing and measurement technologies.

                                                                                                                                                                                              7. Western and Northern Canadian Protocol for Collaboration in Education (2006). Rethinking classroom assessment with purpose in mind. Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                              • ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom. In this Unit you need to read Chapter 2.

                                                                                                                                                                                              Optional Videos

                                                                                                                                                                                              1. Teachings in Education (2016). Formative assessments: why, when & top 5 examples. Retrieved from:   (6:57)

                                                                                                                                                                                              • ‘Formative assessments: why, when & top 5 examples’ presents the uses of 5 examples of formative classroom assessments.

                                                                                                                                                                                              2. SanBdoCitySchools (2015). Formative assessments: using feedback to guide instruction. Retrieved from:   (7:06)

                                                                                                                                                                                              • In ‘Formative assessments: using feedback to guide instruction’ the instructor shows how to use formative assessments and give feedback to students

                                                                                                                                                                                              3. Common Sense Education (2016). 3 tips for great formative assessment. Retrieved from:   (2:16)

                                                                                                                                                                                              • 3 tips for great formative assessment’ raises two interesting questions: is formative assessment more formative for teachers than for students? If so, how can formative assessment be also formative for students?

                                                                                                                                                                                              4. AERTeamGECDSB (2011). Rethinking assessment. Retrieved from:   (8:33)

                                                                                                                                                                                              • ‘Rethinking assessment’ is a visual summary of formative (for learning) and summative (of learning) assessments.

                                                                                                                                                                                              Unit 3: The Use and Purpose of Rubrics and Authentic Assessments

                                                                                                                                                                                              • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                              • Complete and submit the Written Assignment
                                                                                                                                                                                              • Begin and participate in the Group Activity (Due Unit 7)

                                                                                                                                                                                              Reading Assignment

                                                                                                                                                                                              1. Callison, Daniel. (1998). Authentic Assessment.  School Library Media Activities Monthly 14, no. 5. Retrieved from: http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/edchoice/SLMQ_AuthenticAssessment_InfoPower.pdf

                                                                                                                                                                                              • ‘Authentic Assessment’ is a thorough explanation of this type of assessment as well as of its uses.

                                                                                                                                                                                              2. Frey, B., Schmitt, V., Allen, J. (2012). Defining authentic classroom assessment. Practical Assessment, Research, and Evaluation, Volume 17, Number 2.  Retrieved from: http://pareonline.net/pdf/v17n2.pdf

                                                                                                                                                                                              • ‘Defining authentic classroom assessment’ is an in-depth literature review of authentic assessment with a rich discussion and recommendations.

                                                                                                                                                                                              3. Indiana University, Bloomington. (n.d.). Authentic Assessment.  Center for Innovative Teaching and Learning (CITL).   Retrieved from: https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/

                                                                                                                                                                                              • ‘Authentic Assessment’ is a description of the assessment ass it is used in Indiana University. 

                                                                                                                                                                                                4. Henning, Melissa. (n.d.). Rubrics to the rescue. Teachers First, Thinking Teachers Teaching Thinkers.  Retrieved from: https://www.teachersfirst.com/lessons/rubrics/index.cfm

                                                                                                                                                                                                • ‘Rubrics to the rescue’ in the Teachers First website offers a very complete guide for the use and purpose of rubrics for teachers.

                                                                                                                                                                                                5. Chapman, V., Inman, D. (2009). A conundrum: rubrics for creativity/metacognitive development. Educational Horizons, Spring 2009.  Retrieved from: https://files.eric.ed.gov/fulltext/EJ849020.pdf

                                                                                                                                                                                                • ‘A conundrum: rubrics for creativity/metacognitive development’ is an interesting article because it addresses some limitations of rubrics and examines how these can be avoided.

                                                                                                                                                                                                6. Millis, Barbara. (2016). Using metacognition to promote learning. IDEA Paper #63. Retrieved from: https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_63.pdf

                                                                                                                                                                                                • ‘Using metacognition to promote learning’ explores how teachers can promote metacognition in their classrooms.

                                                                                                                                                                                                7. Western and Northern Canadian Protocol for Collaboration in Education. (2006). Rethinking classroom assessment with purpose in mind.  Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                                • ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom. In this Unit, you need to read Chapter 3, pp 29-39.

                                                                                                                                                                                                Optional Video

                                                                                                                                                                                                1. EDUTOPIA. (2011). Keeping assessment relevant and ‘authentic’.  Retrieved from:   (3:52)

                                                                                                                                                                                                • In ‘Keeping assessment relevant and ‘authentic’’. Ben Mook, the teacher, shows how he introduces an activity in his class that is authentic and that he uses to assess his students.

                                                                                                                                                                                                Unit 4: The Role of Assessment in Guiding Decisions

                                                                                                                                                                                                • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                • Continue to participate in the Group Activity

                                                                                                                                                                                                Reading Assignment


                                                                                                                                                                                                1. Belbase, S. (2011). Philosophical foundations for curriculum decision, a reflective analysis. Pp1-20. Retrieved from: https://files.eric.ed.gov/fulltext/ED524740.pdf

                                                                                                                                                                                                • ‘Philosophical foundations for curriculum decision, a reflective analysis’ reflects on the curriculum from different and thought-provoking perspectives.

                                                                                                                                                                                                2. MAISA. (n.d. ). Standards, curriculum, instruction, and assessment.  Michigan Association of Intermediate School Administrators.  Retrieved from: http://www.gomaisa.org/projects/career-and-college-readiness/standards/

                                                                                                                                                                                                • On this website the Michigan Association of Intermediate School Administrators presents its critical alignment of standards, curriculum, instruction and assessment. 

                                                                                                                                                                                                3. DVUSD. (n.d.). Curriculum, assessment, instruction.  Deer Valley Unified School District, Arizona.  Retrieved from: https://www.dvusd.org/Page/12831#calendar29588/20180627/month

                                                                                                                                                                                                • ‘Curriculum, assessment, instruction’ at the DVUSD website is an example of how this school district integrates assessment to the Arizona College and Career Ready Standards to provide a clear and consistent framework to prepare children for college and the workforce.

                                                                                                                                                                                                4. Mikre, Fisseha. (2005). The roles of assessment in curriculum practice and enhancement of learning. Review article. Psychology Department, JU. Pp. 101-113. Retrieved from: https://www.ju.edu.et/ejes/sites/default/files/Role%20of%20assessment.pdf

                                                                                                                                                                                                • ‘The roles of assessment in curriculum practice and enhancement of learning’ analyzes a) the roles of assessment in operating and experiencing the curriculum,b) the importance of continuous assessment for enhancement of student learning,  c) the roles of feedback and d) comments for curriculum practice and learning enhancement.

                                                                                                                                                                                                5. Tomlinson, C.A., Moon, T., Imbau, M. (2005). Assessment and student success in a differentiated classroom. Whitepaper. ASCD.  Pp. 1-17.  Retrieved from: http://www.ascd.org/ASCD/pdf/siteASCD/publications/assessment-and-di-whitepaper.pdf

                                                                                                                                                                                                • ‘Assessment and student success in a differentiated classroom’ is an analysis of what is a quality curriculum and of the type of assessments that help support student success using this curriculum

                                                                                                                                                                                                6. Oberg, Carol. (n.d.).  Guiding classroom instruction through performance assessment. Journal of Case Studies in Accreditation and Assessment. Pp 1-11.   Retrieved from: https://files.eric.ed.gov/fulltext/EJ1055507.pdf

                                                                                                                                                                                                • ‘Guiding classroom instruction through performance assessment’ explains how to use performance assessments as pre-assessment, that is, prior to instructional decision making.

                                                                                                                                                                                                7. Trahan, Laura. (2016). Decision making that matters: 10 ways teachers can impact curricular decisions. Aligned. Retrieved from: https://achievethecore.org/aligned/decision-making-that-matters-a-teachers-perspective/

                                                                                                                                                                                                • ‘Decision making that matters: 10 ways teachers can impact curricular decisions’ is a blog written about how teachers can personalize their curriculum.

                                                                                                                                                                                                8. Hansen, Laura. (2018). The role of educators in summative assessment: The life cycle of a question. Aligned.  Retrieved from: https://achievethecore.org/aligned/role-educators-summative-assessment-life-cycle-question/

                                                                                                                                                                                                • ‘The role of educators in summative assessment: The life cycle of a question’ is a blog providing an inside look at the development of summative assessments.

                                                                                                                                                                                                9. Western and Northern Canadian Protocol for Collaboration in Education. (2006). Rethinking classroom assessment with purpose in mind.  Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                                • ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom. In this Unit you need to read Chapter 5, pp 55-65

                                                                                                                                                                                                Optional Video

                                                                                                                                                                                                1. Thebercgroup. (2013). Curriculum, instruction, and assessment, oh my!  Retrieved from:   (8:49)

                                                                                                                                                                                                • ‘Curriculum, instruction, and assessment, oh my!’  is one perspective of how curriculum, instruction, and assessment align and support each other.

                                                                                                                                                                                                Unit 5: Designing Assessments

                                                                                                                                                                                                • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                • Continue to participate in the Group Activity
                                                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                Reading Assignment


                                                                                                                                                                                                1. RIDE. (n.d.). Guidance for developing and selecting quality assessments in the elementary classroom, a part of the assessment toolkit.  Rhode Island Department of Education and the National Center for the Improvement of Educational Assessment.  Retrieved from:  http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Evaluation/Online-Modules/Quality-Assessments-Elementary.pdf

                                                                                                                                                                                                • ‘Guidance for developing and selecting quality assessments in the elementary classroom’ is intended to assist teachers in understanding the critical role that assessments play in the classroom.

                                                                                                                                                                                                2. Western and Northern Canadian Protocol for Collaboration in Education. (2006). Rethinking classroom assessment with purpose in mind.  Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                                • ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom.
                                                                                                                                                                                                • In this Unit you need to Chapter 5, ‘Assessment OF Learning, and review figure 2.2 ‘Assessment Tool Kit’, page 17.

                                                                                                                                                                                                3. Anonymous. (n.d.). Using assessment to drive instruction. Teacher Education.  University of Virginia.  Retrieved from:  http://people.virginia.edu/~cat3y/presentations/ASCD09/RexOrlandoBreakouts/AssessFL.pdf

                                                                                                                                                                                                • ‘Using assessment to drive instruction’ provides a series of classroom assessment strategies that can be applied ‘as is’ or can inspire teachers to create other assessment strategies.

                                                                                                                                                                                                4. Flinders University. (n.d.). Principles of good feedback practices. Curriculum and Teaching Resources. Retrieved from: http://www.flinders.edu.au/teaching/teaching-strategies/assessment/feedback/good-feedback.cfm

                                                                                                                                                                                                • ‘Principles of good feedback practices’ on the Flinders University, Australian website provides a guide to the type of feedback that strengthens the student’s capacity to self-regulate their own performance and contribute to the student’s ability to learn for longer term.

                                                                                                                                                                                                5. NSW Education Standards Authority. (n.d.). Assessment for, as, of learning. Retrieved from: https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/

                                                                                                                                                                                                • ‘Assessment for, as, of learning’ on the New South Wales Education Standards Authority, an Australian website, offers clarification and examples of assessments.

                                                                                                                                                                                                6. Moore, C., Teather, S. (2013). Engaging students in peer review: feedback as learning. Issues in Educational Research, Special Issue, V 23 (2). Pp. 196-210. Retrieved from http://www.iier.org.au/iier23/moore.pdf

                                                                                                                                                                                                •  ‘Engaging students in peer review: feedback as learning’ analyzes the peer-to-peer feedback experience among university undergraduates.

                                                                                                                                                                                                7. Wilkins, E., Shin, E., Ainsworth, J. (2009).   The effect of peer feedback practices with elementary education teacher candidates. Teacher Education Quarterly, Spring 2009.  Pp 79-93. Retrieved from: https://files.eric.ed.gov/fulltext/EJ857477.pdf

                                                                                                                                                                                                • ‘The effect of peer feedback practices with elementary education teacher candidates’ is an analysis of the effects and benefits of this practice in education teacher candidates.

                                                                                                                                                                                                8. Goodrich Andrade, Heidi (2000) Using rubrics to promote thinking and learning. Educational Leadership, Volume 57 Number. Retrieved from: http://www.umsl.edu/~wilmarthp/most-03-2012/using-rubrics-to-promote-learning.pdf

                                                                                                                                                                                                • Using rubrics to promote thinking and learning’ explains the construction and use of Instructional Rubrics to promote thinking and learning.

                                                                                                                                                                                                  Optional Video

                                                                                                                                                                                                  1. Wray, Emily. (n.d.). RISE, a model for meaningful feedback. Queens University, Canada.  Teaching and Learning.  Retrieved from: http://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_meaningful_feedback_model.html (5:20)

                                                                                                                                                                                                  • ‘RISE, a model for meaningful feedback’ is a brief presentation of a feedback model designed to promote., higher-order thinking in student-to-student feedback.

                                                                                                                                                                                                  Unit 6: Online International Assessments and Online Formative Assessments

                                                                                                                                                                                                  • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                  • Continue to participate in the Group Activity
                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                  1. IES, NCES. (n.d.). Program for International Students Assessment (PISA).  Retrieved from:   https://nces.ed.gov/surveys/pisa/

                                                                                                                                                                                                  • ‘Program for International Students Assessment (PISA)’ is the website for PISA.

                                                                                                                                                                                                  2. The Center for Education Reform. (2013). The Purpose of PISA. Retrieved from: https://www.edreform.com/edspresso-shots/the-purpose-of-pisa/

                                                                                                                                                                                                  • This site explains the purpose of PISA and how it plays in creating policy.

                                                                                                                                                                                                    3. Progress in International Reading Literacy Study (PRLS). (n.d.) Overview. IES. NCES. Retrieved from: https://nces.ed.gov/surveys/pirls/

                                                                                                                                                                                                    • ‘Overview’ is an overview of the PIRLS

                                                                                                                                                                                                    4. Trends in Mathematical and Science Study (TIMSS) (n.d.) Overview. IES. NCES. Retrieved from: https://nces.ed.gov/timss/

                                                                                                                                                                                                    • ‘Overview’ is an overview of the TIMSS

                                                                                                                                                                                                    5. TIMSS & PIRLS (n.d.) About TIMSS 2019. IEA. Retrieved from: https://timssandpirls.bc.edu/timss2019/

                                                                                                                                                                                                    • ‘About TIMSS 2019’ is an overview of the planned 2019 TIMSS.

                                                                                                                                                                                                    6. Watts, Andrew(n.d.) International Surveys TIMSS, PISA, PIRLS. Cambridge Assessment, International Education. Retrieved from: http://www.cambridgeinternational.org/images/271193-international-surveys-pisa-timss-pirls.pdf

                                                                                                                                                                                                    • ‘International Surveys TIMSS, PISA, PIRLS’ is a brief overview of the three international assessments.

                                                                                                                                                                                                    7. The Guardian. (2014) OECD and PISA tests are damaging education worldwide-academics. Retrieved from: https://www.theguardian.com/education/2014/may/06/oecd-pisa-tests-damaging-education-academics

                                                                                                                                                                                                    • ‘OECD and PISA tests are damaging education worldwide-academics’ is a letter to the Director of OECD’s PISA from academicians from around the world who express deep concern about the impact of Pisa tests and call for a halt to the next round of testing.

                                                                                                                                                                                                    8. Baird, J., Isaacs, T., Johnson, S., Stobart, G., Yu, G., Sprague, T., Daugherty, R. (2011) Policy effects of PISA. Oxford University Centre for Educational Assessment. Retrieved from: http://oucea.education.ox.ac.uk/wordpress/wp-content/uploads/2011/10/Policy-Effects-of-PISA-OUCEA.pdf

                                                                                                                                                                                                    • ‘Policy effects of PISA’ is an analysis of PISA and an assessment of the PISA results in six countries

                                                                                                                                                                                                    9. Carnoy, Martin (2015) International test score comparisons and educational policy: a review of the critiques. National Education Policy Center (NEPC).  Retrieved from: https://files.eric.ed.gov/fulltext/ED574696.pdf

                                                                                                                                                                                                    • ‘International test score comparisons and educational policy’ is a review of the main critiques that have been made of international tests, as well as the rationales and education policy analyses accompanying these critiques, particularly the policy analyses generation by PISA.

                                                                                                                                                                                                    10. Bennett, R.E., Gitomer, D. (2008) Transforming K-12 assessment: integrating accountability testing, formative assessment, and professional support. Educational Testing Service (ETS).  Pp 1-30.  Retrieved from:  https://www.ets.org/Media/Home/pdf/CBAL_TransformingK12Assessment.pdf

                                                                                                                                                                                                    • ‘Transforming K-12 assessment’ is an analysis of the integration of technology with formative assessments.  Read pp 12-18.

                                                                                                                                                                                                      11. Zalasnick, M. (2017) K12 makes assessment shifts, districts increase formative testing to generate real-time data and reduce high-stakes exams. District Administration. Retrieved from:  https://www.districtadministration.com/article/k12-makes-assessment-shifts

                                                                                                                                                                                                      • ‘K12 makes assessment shifts’ examines the use of adaptive learning software to generate formative assessments and argues that “computer-based formative assessments allow students to keep track of their own test data and, interviewing with educators, monitor their own progress toward learning targets”.

                                                                                                                                                                                                      12. Shute, V., Rahimi, s.  (2017) Review of computer-based assessment for learning in elementary and secondary education.  Journal of Computer Assisted Learning. V. 33. Pp1-19.  Retrieved from: http://myweb.fsu.edu/vshute/pdf/jcal.pdf

                                                                                                                                                                                                      • ‘Review of computer-based assessment for learning in elementary and secondary education’ Is a review of these electronic assessments and of their benefits.

                                                                                                                                                                                                        13. Western and Northern Canadian Protocol for Collaboration in Education (2006) Rethinking classroom assessment with purpose in mind.  Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                                        • ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom.  In this Unit, you need to read Chapter 4.

                                                                                                                                                                                                        Optional Video

                                                                                                                                                                                                        1. OECD (n.d.) How does PISA work? Retrieved from:   (2:45)

                                                                                                                                                                                                        • ‘How does PISA work?’ is a visual explanation of this assessment by OECD

                                                                                                                                                                                                        2. Molinar, M. (2017) The market is booming for digital formative assessments. Education Week.  Retrieved from: https://www.edweek.org/ew/articles/2017/05/24/market-is-booming-for-digital-formative-assessments.html?print=1 (2:00)

                                                                                                                                                                                                        • ‘The market is booming for digital formative assessments’ reports on how certain school districts in the US are turning to and purchasing digital assessment platforms for their formative assessments.
                                                                                                                                                                                                        3. Scantlebury, T. (2018) Informal assessment tool: formative computer-based test.  Retrieved from:
                                                                                                                                                                                                         (7:13) 

                                                                                                                                                                                                        •  ‘Informal assessment tool: formative computer-based test’ is an overview of the positive and negative aspects of computer-based formative assessments. 

                                                                                                                                                                                                         Unit 7: The Role of Assessment in Improving Teacher Performance

                                                                                                                                                                                                        • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                        • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                        • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                        • Complete and submit the Written Assignment
                                                                                                                                                                                                        • Complete the Group Activity

                                                                                                                                                                                                        Reading Assignment


                                                                                                                                                                                                        1. Western and Northern Canadian Protocol for Collaboration in Education (2006) Rethinking classroom assessment with purpose in mind.  Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

                                                                                                                                                                                                        • In this Unit you may need to review Chapter 4, ‘Assessment AS Learning’, pp 41-54, and 
                                                                                                                                                                                                        • Read Chapter 7, ‘Building Capacity for Enhancing Classroom Assessment’pp 75-81. This chapter analyzes how effective professional development occurs in a) daily attention to classroom assessment practices, b) assessment study groups at school, c) assessment learning walks, d) assessment collaboration, etc.  It also argues that the aforementioned professional learning practices require effective leadership in schools and districts.

                                                                                                                                                                                                          2. Marshall, Kim (2018) In praise of assessment (done right). Marshallmemo.   Retrieved from:
                                                                                                                                                                                                          https://marshallmemo.com/articles/Assessment%20March%202018.pdf

                                                                                                                                                                                                          • ‘In praise of assessment (done right)’, the author argues that assessment ‘done right’ helps teachers improve learning in real time.

                                                                                                                                                                                                          3. Angelo, T. and Cross, P. (n.d.) Classroom assessment techniques.  From Classroom Assessment Techniques, A Handbook for College Teachers, 2nd Ed.  Retrieved from: https://www.csn.edu/sites/default/files/u12306/cats_angelo_cross.pdf

                                                                                                                                                                                                          • ‘Classroom assessment techniques’ Is an overview of classroom assessment techniques and of the benefits of these techniques for both students and teachers.

                                                                                                                                                                                                          4. British Columbia Institute of Technology (n.d.) Assessing your teaching effectiveness.  Instructional aid.  Retrieved from:  http://www.northernc.on.ca/leid/docs/ja_teacheffect.pdf

                                                                                                                                                                                                          • ‘Assessing your teaching effectiveness’ is a straightforward guide to help teachers assess their effectiveness.

                                                                                                                                                                                                            5. DuFour, Richard (n.d.)  What is a professional learning community. All Things PLC.   Retrieved from: http://www.allthingsplc.info/files/uploads/DuFourWhatIsAProfessionalLearningCommunity.pdf

                                                                                                                                                                                                            • In ‘What is a professional learning community’ the author the benefits of professional learning communities (PLCs).

                                                                                                                                                                                                              6. Owen, S. (2014) Teacher professional learning communities: going beyond contrived congeniality toward challenging debate and collegial learning and professional growth. Australian Journal of Adlt Learning. V. 54, #2. Pp 54-77.  Retrieved from: https://files.eric.ed.gov/fulltext/EJ1033925.pdf

                                                                                                                                                                                                              • ‘Teacher professional learning communities’ offers valuable insights about nurturing more learning-focused PLCs, with significant benefits for teacher professional growth and ultimately for student learning.

                                                                                                                                                                                                              7. Bovell, M (2014). Using student assessment to improve teaching.  Australian Council for Educational Research (ACER).  Retrieved from: https://rd.acer.org/article/using-student-assessment-to-improve-teaching

                                                                                                                                                                                                              • Using student assessment to improve teaching’ in this article the author examines how monitoring the learning progress of students also enables teachers monitor and improve their own teaching.

                                                                                                                                                                                                              8. Timperley, H. (2009) Using assessment data for improving teaching practice.   Research Conference. Australian Council for Educational Research (ACER).   Retrieved from: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1036&context=research_conference

                                                                                                                                                                                                              • In ‘Using assessment data for improving teaching practice’ the author argues that teachers can improve their teaching practice by using assessment data.
                                                                                                                                                                                                              Optional Videos

                                                                                                                                                                                                                1. Wiliam, Dylan (2014) Teacher reflective practice. Retrieved from:   (3:53)

                                                                                                                                                                                                                • In ‘Teacher reflective practice’ Dr. Wiliam argues that the teaching profession is the most difficult and the best of professions because you can always improve.

                                                                                                                                                                                                                2. Classwatch (2012) Self-evaluation and training of teachers. Retrieved from:   (3:13)

                                                                                                                                                                                                                • 'Self-evaluation and training of teachers’ is about teachers using the software ‘classwatch’ to video their classroom teaching and how much they and their students learned through their self-assessment and reflection.

                                                                                                                                                                                                                3. William, Kenneth (2014) Using common formative assessments to help teachers reflect on their teaching practice.  Retrieved from:    (8:49)

                                                                                                                                                                                                                • In ‘Using common formative assessments to help teachers reflect on their teaching practice’, Kenneth William shares his experience of reflecting on this teaching practice with a Professional Learning Community (PLC) at his school.

                                                                                                                                                                                                                Unit 8: Fair, Non-Discriminatory Classroom Assessments

                                                                                                                                                                                                                • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                                                • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                                                1. Ford, D. and Whiting, G. (2006). Under-representation of diverse students in gifted education: recommendations for nondiscriminatory assessment. Gifted Education Press Quarterly, Vol.20.  Retrieved from: http://www.giftededpress.com/GEPQSPRING2006.pdf

                                                                                                                                                                                                                • ‘Under-representation of diverse students in gifted education: recommendations for non-discriminatory assessment’ is a critique of traditional educational testing and a discussion of alternative assessment, primarily non-verbal measures.

                                                                                                                                                                                                                2. Ortiz, S. (2002) Best practices in non-discriminatory assessments. Best Practices in School Psychology (pp. 1321-1336). Bethesda, MD: National Association of School Psychologist. Retrieved from: http://axwin13.pbworks.com/w/file/fetch/63727656/Best%20Practices%20Nondiscriminatory.pdf

                                                                                                                                                                                                                • ‘Best practices in non-discriminatory assessments’ is an analysis of non-discriminatory assessments from the perspective of a school psychologist.

                                                                                                                                                                                                                  3. Siegel, M., Wisserh, C., Halverson, K. (2008) A framework for equitable assessment. The Science Teacher, Vol. 44.    Retrieved from:  http://people.uncw.edu/kubaskod/nc_teach/class_5_assessment/sounds_like_success_equitable_assessment.pdf

                                                                                                                                                                                                                  • ‘A framework for equitable assessment’, in this article the authors address the fact that ‘teachers have many dilemmas when it comes to assessing a classroom of diverse students. Teachers need to find out what students really know while being fair to all students. They also need to learn how to alter assessments without watering down content’.  In response to this the authors describe ‘The Five Principles of Equitable Assessment’.

                                                                                                                                                                                                                  4. Klenovsky, V. and Gertz, T. (2009) Culture fair assessment: addressing equity issues in the context of primary mathematics teaching and learning. Australian Research Council (ARC). Retrieved from: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1044&context=research_conference

                                                                                                                                                                                                                  • ‘Culture fair assessment: addressing equity issues in the context of primary mathematics teaching and learning’, this article provides the background and context to the important issue of assessment and equity in relation to Indigenous students in Australia.  The authors highlight how teachers need to distinguish the ‘funds of knowledge’ that Indigenous students draw on and how teachers need to adopt culturally responsive pedagogy to open up the curriculum and assessment practice to allow for different ways of knowing and being.

                                                                                                                                                                                                                  5. Colorin Colorado (n.d.) Using informal assessment for English language learners.  Retrieved from: http://www.colorincolorado.org/article/using-informal-assessments-english-language-learners

                                                                                                                                                                                                                  • ‘Using informal assessment for English language learners’ is a review of many forms of informal assessments and about how informal assessments can provide a more well-rounded picture of their skills, abilities, and ongoing progress

                                                                                                                                                                                                                  6. Abedi, J. (2006). Psychometric issues in the ELL assessment and special education eligibility. Teachers College Record, 108(11), 2282–2303. Retrieved from: http://www.ncaase.com/docs/Abedi_TCRE782_2006.pdf

                                                                                                                                                                                                                  •  ‘Psychometric issues in the ELL assessment and special education eligibility’, is an article that discusses the impact of linguistic factors on assessment and the classification of ELL students.  The author states that the major threats to the validity  of classifying ELL students is the indistinct line between ELL students at the lower levels of English proficiency and students with learning disabilities.

                                                                                                                                                                                                                  7. Carjuzaa, J., Ruff, W. (2016) American Indian English language learners: misunderstood and under-served. Cogent Education. Education Policy | Review Article.  Retrieved from: https://scholarworks.montana.edu/xmlui/bitstream/handle/1/12658/Ruff_CE_2016.pdf?sequence=1&isAllowed=y

                                                                                                                                                                                                                  • ‘American Indian English language learners: misunderstood and under-served ‘, this article is about the complicated situation of  American Indian schoolchildren who do not necessarily speak their heritage languages; yet, their academic English skills are inadequate to support content mastery. Students whose first language is an American Indian language and who are learning English as a second language (ESL) are easier to identify as ELLs. Students who do not speak a heritage language but have not acquired academic English proficiency are harder to identify. This unique group of ELLs had their English acquisition framed by parents/grandparents or guardians themselves who were ELLs who did not fully acquire Standard English and currently speak and model a non-standard or non-academically proficient variety of English.

                                                                                                                                                                                                                  8. Alrubail, R. (2016) Equity for English-language learners. Education Equity. EDUTOPIA.  Retrieved from: https://www.edutopia.org/blog/equity-for-english-language-learners-rusul-alrubail

                                                                                                                                                                                                                  • ‘Equity for English-language learners’. In this article the author addresses and explains the need for equitable assessment practices.


                                                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                                                  Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                  Group Activities
                                                                                                                                                                                                                  During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                                  Reflective Portfolio Activities
                                                                                                                                                                                                                  Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                                  Research and Practice Portfolio
                                                                                                                                                                                                                  Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                                  • Reflective Portfolio Activities
                                                                                                                                                                                                                  • Research
                                                                                                                                                                                                                  • Teaching and Learning Resources

                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

                                                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                  Discussion Assignments  20%
                                                                                                                                                                                                                  Written Assignments    30%
                                                                                                                                                                                                                  Group Activity  25%
                                                                                                                                                                                                                  Reflective Portfolio Activities  25%
                                                                                                                                                                                                                  TOTAL 100%


                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                  C- 70-72 0.00
                                                                                                                                                                                                                  D+ 68-69 0.00
                                                                                                                                                                                                                  D 63-67 0.00
                                                                                                                                                                                                                  D- 60-62 0.00
                                                                                                                                                                                                                  F Under 60 0.00
                                                                                                                                                                                                                  CR N/A N/A
                                                                                                                                                                                                                  NC N/A N/A
                                                                                                                                                                                                                  NF N/A N/A
                                                                                                                                                                                                                  W N/A N/A


                                                                                                                                                                                                                  Grade Appeal

                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                  EDUC 5710 Understanding Barriers to Learning

                                                                                                                                                                                                                  UoPeople logo


                                                                                                                                                                                                                  EDUC 5710: Understanding Barriers to Learning


                                                                                                                                                                                                                  Credits: 3

                                                                                                                                                                                                                  Prerequisites: EDUC 5210, EDUC 5220, and EDUC 5240


                                                                                                                                                                                                                  Course Description:  

                                                                                                                                                                                                                  This course will consider the myriad of ways in which students in a single classroom can differ and how it can impede learning.  The characteristics and implications of physical and sensory disabilities and health impairments; cognitive, emotional and psychological differences; and racial/ethnic, gender, cultural, socio-economic and linguistic variability will be discussed.  External and internal forces driving instructional adaptation and their implications for teachers will be covered.


                                                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                  • This course does not contain a main textbook; all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                                  To access some of the resources, you must log into Moodle and go to Resources and then to the UoPeople Library and Resource Center. From there click Access to Library and Information Resource Network in order to get into LIRN. Once you are in LIRN, Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc.). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. 

                                                                                                                                                                                                                  For more information on navigating the UoPeople Library resources review the Library and Information Resources Network (LIRN) and JSTOR instructional document. If you have any problems, please contact library@uopeople.edu. 


                                                                                                                                                                                                                  Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                  Learning Objectives and Outcomes:

                                                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                                                  1. Critically appraise the need for diversity, equity, and inclusion in a complex and contested environment.
                                                                                                                                                                                                                  2.  Analyze the external and internal forces driving instructional adaptation for physical and sensory disabilities and health impairments and their implications for teachers.
                                                                                                                                                                                                                  3. Analyze the external and internal forces driving instructional adaptation for racial/ethnic, cultural, socio-economic, linguistic and gender differences and their implications for teachers.
                                                                                                                                                                                                                  4. Apply instructional adaptations tailored to students displaying behavioral, psychological, cognitive and/or academic difficulties and create opportunities for transformational change in instructional content and delivery in the classroom.
                                                                                                                                                                                                                  5. Examine the concept of diversity and the differences between traditional classrooms vs diverse classrooms including the physical environment and emotional environment.

                                                                                                                                                                                                                  Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                                  Week 1: Unit 1 - Introduction to Diversity in the Classroom

                                                                                                                                                                                                                  Week 2: Unit 2 - Physical and Sensory Impairments

                                                                                                                                                                                                                  Week 3: Unit 3 - Instructional Adaptations for Physical and Sensory Impairments

                                                                                                                                                                                                                  Week 4: Unit 4 - Cognitive, Psychological, and Emotional Differences 

                                                                                                                                                                                                                  Week 5: Unit 5 - Instructional Adaptations for Cognitive, Psychological, and Emotional Differences

                                                                                                                                                                                                                  Week 6: Unit 6 - Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic Diversity

                                                                                                                                                                                                                  Week 7: Unit 7 - Instructional Adaptations for Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic Diversity

                                                                                                                                                                                                                  Week 8: Unit 8 - Diversity in the Classroom


                                                                                                                                                                                                                  Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                                                                  Unit 1: Introduction to Diversity in the Classroom

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Complete the Portfolio Activity

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  1. The growing diversity in today’s classroom, Digital Promise Global, retrieved from
                                                                                                                                                                                                                  http://digitalpromise.org/wp-content/uploads/2016/09/lps-growing_diversity_FINAL-1.pdf

                                                                                                                                                                                                                  • ‘The growing diversity in today’s classroom’ is an article with data from the US.  It has relevant information for many aspects of this course.

                                                                                                                                                                                                                  2. Pierre du Plessis and Tom Bisschoff, (2007) Diversity and complexity in the classroom: valuing racial and cultural diversity, Educational Research and Review Vol. 2 (9), pp. 245-254, September 2007 
                                                                                                                                                                                                                  Available online at http://www.academicjournals.org/journal/ERR/article-full-text-pdf/89639A33699

                                                                                                                                                                                                                  • ‘Diversity and complexity in the classroom: valuing racial and cultural diversity’, is an article on diversity and learning styles from South Africa.

                                                                                                                                                                                                                  3. Rama Cousik (2015). Cultural and functional diversity in the elementary classroom: strategies for teachers. Journal of Multicultural Education.9 (2), 54-67. Emerald Group Publishing Limited.   Retrieved from: https://core.ac.uk/download/pdf/47231034.pdf

                                                                                                                                                                                                                  • ‘Cultural and functional diversity in the elementary classroom’, is article with several strategies for teachers. 

                                                                                                                                                                                                                  4. Garibay, Juan. (2014) Diversity in the classroom. UCLA Diversity and Faculty Development. UCLA, Los Angeles. Retrieved from: https://equity.ucla.edu/wp-content/uploads/2016/06/DiversityintheClassroom2014Web.pdf

                                                                                                                                                                                                                  • ‘Diversity in the classroom’, even though this pamphlet addresses university faculty, it contains valuable information that can be applied to the K-12 context, especially with regards to the benefits of a diverse classroom.

                                                                                                                                                                                                                  5. Hurtado, Sylvia (2001), Linking diversity and educational purpose: how diversity affects the classroom environment and student development, Diversity Challenged: Evidence on the Impact of Affirmative Action,Cambridge, Harvard Education Publishing Group. Retrieved from: https://files.eric.ed.gov/fulltext/ED456199.pdf

                                                                                                                                                                                                                  • ‘Linking diversity and educational purpose’, examines how diversity affects the classroom environment and student development.

                                                                                                                                                                                                                  6. Chambers Associate (2018) 10 diversity organizations and initiatives you should know about. Retrieved from: http://www.chambers-associate.com/where-to-start/commercial-awareness/10-diversity-organizations-and-initiatives-you-should-know-about

                                                                                                                                                                                                                  • ‘10 diversity organizations and initiatives you should know about’, provides examples of diversity in the workplace

                                                                                                                                                                                                                  Optional Videos

                                                                                                                                                                                                                  In this unit, you will watch two videos.  One where teens express their thoughts about diversity. The other is about diversity in a classroom at a Houston, Texas high school.  In this second video, both girls and boys of different race/ethnicities and cultures sincerely express their difficulties at school.

                                                                                                                                                                                                                  • USA TODAY, (12/10/2014) Teens talk about diversity.  Retrieved from: 

                                                                                                                                                                                                                  • Fox 26 Report,(4/14/2015)  Diversity in the classroom, Houston, The New Face of America, retrieved from: 

                                                                                                                                                                                                                  Unit 2: Physical and Sensory Impairments

                                                                                                                                                                                                                  • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Complete the Portfolio Activity

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  1. House with no Steps (2018) Types of disabilities. Retrieved from: https://www.hwns.com.au/Resource-centre/Types-of-disabilities/sensory-disability

                                                                                                                                                                                                                  • The Australian website, ‘House with no Steps’ (below), has some basic and valuable information on disabilities and impairments.

                                                                                                                                                                                                                  2. Australian Disability Clearinghouse on Education and Training (ADCET) (2018) Physical disability.  Retrieved from:
                                                                                                                                                                                                                  https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/physical-disability/

                                                                                                                                                                                                                  • ‘ADCET’ is another Australian website that has explicit descriptions on the impact of physical disabilities on students. When you are on this website please also read about the blind and visually impaired student, the deaf and hearing impaired student and students with other health conditions.

                                                                                                                                                                                                                  4. Becker, S., Palladino, J. (2016).  Assessing faculty perspectives about teaching and working with students with disabilities. Journal of Postsecondary Education and Disability, 29(1), 65-82. Retrieved from https://files.eric.ed.gov/fulltext/EJ1107476.pdf

                                                                                                                                                                                                                  • ‘Assessing faculty perspectives about teaching and working with students with disabilities’ provides insight into what teachers think about working students with disabilities.

                                                                                                                                                                                                                  5. Algahtani, F. (2017) Teaching students with intellectual disabilities: Constructivism or behaviorism?,
                                                                                                                                                                                                                  Educational Research and Reviews, Vol. 12(21), pp. 1031-1035.  Retrieved from: https://files.eric.ed.gov/fulltext/EJ1160452.pdf

                                                                                                                                                                                                                  • Teaching students with intellectual disabilities: Constructivism or behaviorism’ is a critique of these approaches when implemented with students with intellectual disabilities.

                                                                                                                                                                                                                  Optional Videos:

                                                                                                                                                                                                                  1. Teaching students with visual impairments (2018) retrieved from 

                                                                                                                                                                                                                  2. Batrack, Natalie (2018) Assessment for the visually impaired. Retrieved from: 

                                                                                                                                                                                                                  3. . Holzrichter, R. (2015) Deaf and hard of hearing students in the classroom. Retrieved from: 

                                                                                                                                                                                                                  4. Millar, B.  (2017) Orthopedic impairments. Retrieved from 

                                                                                                                                                                                                                  5. Selectivor. (2017) How to keep our classroom safe from food allergy.  Retrieved from: 

                                                                                                                                                                                                                  Unit 3: Instructional Adaptations for Physical and Sensory Impairments

                                                                                                                                                                                                                  • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Begin the Group Activity (Due Unit 6)

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  1. Venn, J. (1989) Students with Physical Disabilities and Health Impairments ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. ERIC Digest #459.  Retrieved from: https://www.ericdigests.org/pre-9213/health.htm

                                                                                                                                                                                                                  • Students with Physical Disabilities and Health Impairments’ is an informative article about how physical disability or orthopedic impairment includes severe disabilities that adversely affect educational performance

                                                                                                                                                                                                                   2. Heller, K., Swinehart-Jones, D. (2003) Supporting the educational needs of students with orthopedic impairments. Education and Related Services, v22 n1 p3-24 Fall 2003. ERIC. Retrieved from:  https://eric.ed.gov/?id=EJ678650

                                                                                                                                                                                                                  •  Supporting the educational needs of students with orthopedic impairments’ provides information on orthopedic impairments and the unique knowledge and skills required to provide these students with an appropriate education. Information on current practice is provided, as well as training and technical assistance models that can be used to help provide teachers with the necessary training

                                                                                                                                                                                                                  3. Shaw, S., et al. (2010). Responding to Students’ Chronic IllnessesPrincipal Leadership, 12. National Association of Secondary School Principals.   

                                                                                                                                                                                                                  • This article is about students with chronic illnesses, such as asthma, cancer, insulin-dependent diabetes, HIV, cystic fibrosis, who are having a growing presence in schools and about their educational needs.

                                                                                                                                                                                                                  4. Østensjø,S., et al, (2007) Everyday functioning in young children with cerebral palsy: functional skills, caregiver assistance, and modifications of the environment. Developmental Medicine & Child Neurology45: 603–612. Retrieved from: http://onlinelibrary.wiley.com/doi/10.1111/j.1469-8749.2003.tb00964.x/pdf

                                                                                                                                                                                                                  • Everyday functioning in young children with cerebral palsy’ provides information on the functional skills of children with CP.

                                                                                                                                                                                                                  5. Gebhardt, M., et al. (2015) General and special education teachers’ perceptions of teamwork in inclusive classrooms at elementary and secondary schools. Journal for Educational Research Online, Journal für Bildungsforschung Online Volume 7 (2015), No. 2, 129–146.  Retrieved from:
                                                                                                                                                                                                                  https://www.pedocs.de/volltexte/2015/11493/pdf/JERO_2015_2_Gebhardt_et_al_General_and_special_education.pdf

                                                                                                                                                                                                                  • This article examines secondary and elementary school teachers’ attitudes towards teamwork between general education and special education teachers in the classroom.

                                                                                                                                                                                                                  6. Dev, Poona, (1997) Intrinsic motivation and academic achievement, what does their relationship imply for the classroom teacher?   Remedial and special education, Volume 18, Number 1, Pages 12-19.  Retrieved from:  https://pdfs.semanticscholar.org/f364/a526307f73cbf8bbc44622d22449dcd5a406.pdf

                                                                                                                                                                                                                  • Intrinsic motivation and academic achievement’ examines the very important aspect of intrinsic motivation with students with learning disabilities.

                                                                                                                                                                                                                  Videos

                                                                                                                                                                                                                  1. The National Center for Learning Disabilities (NCLN), (2012, Aug. 30). What is an IEP?  Retrieved from: 

                                                                                                                                                                                                                  • This video explain the meaning and implementation of the Individual Educational Plan (IEP)

                                                                                                                                                                                                                  2. Understood (2015, Oct. 27). What is an IEP?  Retrieved from: 

                                                                                                                                                                                                                  • Modifications vs accommodations: difference and examples’, this video explains and clarifies the difference between modifications vs. accommodations and their respective use:
                                                                                                                                                                                                                  3. Arella, F. (2017, Aug. 26). Modifications vs. Accommodations: Differences and Examples. Retrieved from: 

                                                                                                                                                                                                                  • This video talks about the importance of accommodations and how they differ from modifications (IEP):

                                                                                                                                                                                                                  4. ECACorg (2016, Jan. 25). Accommodations and modifications for students with disabilities.  Retrieved from:   

                                                                                                                                                                                                                  • This video is about the implementation of modifications and accommodations:

                                                                                                                                                                                                                  5. PBS News Hour (2010, Jun 9). Engaging students with learning disabilities early on. Retrieved from: 

                                                                                                                                                                                                                  Unit 4: Cognitive, Psychological, and Emotional Differences 

                                                                                                                                                                                                                  • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Continue to participate in the Group Activity
                                                                                                                                                                                                                  • Complete the Portfolio Activity

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  1. Graetz, J., Sisson, L. (2016) Autism spectrum disorder in the classroom. Oakland University, Oakland, CA. Retrieved from http://wwwp.oakland.edu/Assets/Oakland/cetl/files-and-documents/PowerPoints/Winter2016Workshops/ASDintheClassroom.pdf

                                                                                                                                                                                                                  • This is a manual for teachers about autism spectrum disorder in the classroom.  Pages 1-25 explains the characteristics of the disorder, pages 26-40 provides strategies for the classroom.

                                                                                                                                                                                                                  2. Gabrieli, J. (2009). Dyslexia: A New Synergy between Education and Cognitive Neuroscience. Science,325(5938). 280-283. Retrieved from http://www.jstor.org/stable/20536638

                                                                                                                                                                                                                  • This article discusses possible interventions at a young age to correct dyslexia and possible ways cognitive neuroscience can possibly prevent it.

                                                                                                                                                                                                                  3. Alexander-Passe, N. (2006). How dyslexic teenagers cope: an investigation of self-esteem, coping and depression. DYSLEXIA 12. 256–275. Wiley InterScience Online DOI: 10.1002/dys.318.  Retrieved from  http://www.marklemessurier.com.au/main/workshops/teacher/articles/dyslexic%20teenagers%20coping.pdf

                                                                                                                                                                                                                  • This article discusses the coping mechanisms of teenage students with dyslexia.

                                                                                                                                                                                                                  4. Wilson, A. (n.d.). About dyscalculia. Retrieved from  http://www.aboutdyscalculia.org

                                                                                                                                                                                                                  •  This website, authored by Dr. A Wilson provides information on dyscalculia, its definition, causes, symptoms, and diagnosis, and offers strategies for teachers.

                                                                                                                                                                                                                  5. Juvenile Bipolar Research Foundation Website (n.d.) The educational issues of students with bipolar disorder.  Retrieved from http://www.bpchildresearch.org/edu_forums/issues.html

                                                                                                                                                                                                                  •  This website has complete information on Juvenile Bipolar Disorder and how it manifests itself in the classroom

                                                                                                                                                                                                                  6. Bipolar Children Website. (n.d.). Retrieved from  http://www.bpchildren.com/teachers

                                                                                                                                                                                                                  •  This is another valuable information for teachers about how bipolar disorder affects a child in the classroom

                                                                                                                                                                                                                  7. Campbell, J., et al. (2003). Changing student teachers’ attitudes towards disability and inclusion.  Journal of Intellectual & Developmental Disability, 8(4) 369-379. Retrieved from  https://eprints.qut.edu.au/4305/1/4305.pdf

                                                                                                                                                                                                                  • In this article, the author analyzes how a study with teachers demonstrated that raising awareness of one disability may lead to changes in attitudes towards disability in general.

                                                                                                                                                                                                                  Videos

                                                                                                                                                                                                                  1. Glaeser, B., UCTV. (2012). Neurological Basis for learning disabilities: implication for educational practice.  Retrieved from 

                                                                                                                                                                                                                  • In this video, Barbara Glaesar provides clear information for teachers about the neurological basis for learning disabilities

                                                                                                                                                                                                                  2. Brighthighways. (2016). Dear Teacher: heartfelt advice for teachers from students with autism. Retrieved from 

                                                                                                                                                                                                                  • In this video students with autism speak out to teachers about how they want to be treated.

                                                                                                                                                                                                                  Unit 5: Instructional Adaptations for Cognitive, Psychological, and Emotional Differences

                                                                                                                                                                                                                  • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Continue to participate in the Group Activity
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Complete the Portfolio Activity

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  1. Larkey, Sue. (2006). Strategies for teaching students with autism spectrum disorder and other students with special needs. Learning Links. Retrieved from 
                                                                                                                                                                                                                  http://www.hdesd.org/files/2015/06/A-LLIS-03_Autism-Strategies.pdf

                                                                                                                                                                                                                  • Sue Larky has taught students with Autism Spectrum Disorder in a mainstream and in a Specialist Autism School in Australia. In Learning Links she provides many practical strategies for teachers for students with ASD.

                                                                                                                                                                                                                  2. Purdie, N., et al. (2002). A review of the research on interventions for attention deficit hyperactivity disorder: what works best? Review of Educational Research, 72(1). 61-99. Academic Research Library. Retrieved from http://www.sfu.ca/~jcnesbit/EDUC220/ThinkPaper/PurdieHattie2002.pdf

                                                                                                                                                                                                                  • This is a thorough review of ADHD and of the interventions for the disorder. It also demonstrates that the effects on educational outcomes were greater for educational interventions than for other types of intervention

                                                                                                                                                                                                                  3. LD Online Website. (n.d.). The educator's guide to learning disabilities and ADHD. Retrieved from http://www.ldonline.org/ldbasics

                                                                                                                                                                                                                  • This website is a significant source of information about and strategies for students with ADHD and learning disabilities in general.

                                                                                                                                                                                                                  4. Michaelson, M.T. (2007). An overview of dyscalculia. The Australian Mathematics Teacher, 63(3), Retrieved from https://files.eric.ed.gov/fulltext/EJ776577.pdf

                                                                                                                                                                                                                  • This paper defines dyscalculia; considers the origins of dyscalculia in psychological, biological, and pedagogical contexts; describes the criteria required to diagnose students with dyscalculia; and delineates practical methods and instructional designs that can be implemented in the classroom to address the specific learning needs of dyscalculic learners.

                                                                                                                                                                                                                  5. McLoone, J., Hudson, J., & Rapee, R. (2006). Treating anxiety disorders in a school setting. Education and Treatment of Children, 29(2), 219-242. Retrieved from http://www.jstor.org/stable/42899883

                                                                                                                                                                                                                  • To access this resource, you will need to free create an account. In response to recent work that identifies school is an important setting for both the treatment and prevention of anxiety in children, this article reviews three school-based programs to treat anxiety in the classroom.

                                                                                                                                                                                                                  6. Sutherland, K. et al. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education 41(223). Semantic Scholar extracted view retrieved from
                                                                                                                                                                                                                  https://pdfs.semanticscholar.org/7a19/2891bc5fc2e0eeaa4239c5fa8928abce2c88.pdf?_ga=2.112056332.903190876.1520472425-1545629052.1520472425

                                                                                                                                                                                                                  • The authors detail ways whereby teacher instructional behaviors and classroom contexts may contribute to the relationship between learning and behavior problems of students with emotional and behavior problems (EBD).

                                                                                                                                                                                                                  Videos

                                                                                                                                                                                                                  1. ResearchAutism. (2013). Understanding autism: a guide for secondary school teachers (part 1). Retrieved from
                                                                                                                                                                                                                   (18:33)

                                                                                                                                                                                                                  • This video is designed to provide general education teachers with strategies for supporting their middle and high school students with autism.

                                                                                                                                                                                                                  2. Reallookautism. (2011). Anxiety in school. Retrieved from  (3:37)

                                                                                                                                                                                                                  • This video shows a method to control anxiety in a third-grader.

                                                                                                                                                                                                                  3. Numberphile. (2011). Dyscalculia. Retrieved from  (11:02)

                                                                                                                                                                                                                  • This video is a down-to-earth conversation about dyscalculia

                                                                                                                                                                                                                  4. Help with ADHA. (2011). ADHD in the classroom: management strategies and student supports. Retrieved from
                                                                                                                                                                                                                  (1:06:04)

                                                                                                                                                                                                                  • This video offers an solid information on classroom strategies and supports for students with ADHD

                                                                                                                                                                                                                  5. Inideadha. (2011). ADHD Classroom Strategies. Retrieved from   (6:28)

                                                                                                                                                                                                                  • This video offers practical strategies for teachers for their ADHD students

                                                                                                                                                                                                                  Unit 6: Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic Diversity

                                                                                                                                                                                                                  • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete the Group Activity 
                                                                                                                                                                                                                  • Complete the Portfolio Activity

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  Socioeconomic Status (SES)

                                                                                                                                                                                                                  1. Evans, W., Wolf, B., & Alder, N. (2012). The income health gradient. Focus, 30(1), 6-7. Retrieved from https://www.irp.wisc.edu/publications/focus/pdfs/foc301b.pdf

                                                                                                                                                                                                                  • The authors analyze poverty’s impact on health. Of particular importance for this unit is: Research focused on children.

                                                                                                                                                                                                                  2. Hackman, D., et al. (2010). Socioeconomic status and the brain: mechanistic insights from human and animal research. Nature Reviews: Neuroscience, 11. 651. Retrieved from https://neuroethics.upenn.edu/wp-content/uploads/2015/06/HackmanFarahMeaney2010NRN.pdf

                                                                                                                                                                                                                  • The authors analyze how human brain development occurs within a socioeconomic context and childhood socioeconomic status (SSS) influences neural development — particularly of the systems that subserve language and executive function.

                                                                                                                                                                                                                  Gender

                                                                                                                                                                                                                  3. Coniglio, R. (n.d.) Why gender matters in the classroom, the differences between boys and girls.
                                                                                                                                                                                                                  TeachHub.com. K-12 Teachers Alliance. Retrieved from: http://www.teachhub.com/why-gender-matters-classroom

                                                                                                                                                                                                                  • This brief article points out the differences in characteristics and needs of boys and girls that are sometimes overlooked in elementary teacher training programs.

                                                                                                                                                                                                                  4. Rudy, S. (2017). Responding to issues of sexual orientation and gender identity in school. Perspectives on Urban Education PennGSE. Retrieved from https://files.eric.ed.gov/fulltext/EJ1143312.pdf

                                                                                                                                                                                                                  • This is a reflection by a high school teacher in Philadelphia about whether school systems are creating improved experiences for students as they navigate issues of Sexual Orientation, Gender Identity (SOGI) in the school environment.

                                                                                                                                                                                                                  5. Ithaca College. (n.d.). Retrieved April 11, 2018, from https://www.ithaca.edu/wise/https://www.ithaca.edu/wise/

                                                                                                                                                                                                                  • This is a website that provides information on sexual orientation and gender identity.

                                                                                                                                                                                                                  Race/Ethnicity

                                                                                                                                                                                                                  6. Juvonen, J. et al. (2006). Ethnic diversity and perceptions of safety in urban middle schools. Psychological Science, 17(5). Retrieved from http://stopyouthviolence.ucr.edu/pubs_by_topic/8.Ethnic%20diversity.pdf

                                                                                                                                                                                                                  • This study reports that ethnic diversity is associated with feelings of safety and social satisfaction in school. Students felt safer, less harassed, and less lonely in more ethnically diverse contexts

                                                                                                                                                                                                                  7. Benner, A. D., & Yan, N. (2015). Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School. Applied Developmental Science, 19(3), 127–138. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4633067/

                                                                                                                                                                                                                  • Race/ethnic diversity and children’s development.

                                                                                                                                                                                                                  Optional Videos:  

                                                                                                                                                                                                                  1. Carter, Prudence. (2014). Why diversity is not enough to reach real integration in schools. TEDxStanford. Retrieved from
                                                                                                                                                                                                                   (12:59)

                                                                                                                                                                                                                  2. Cummins, J. (2011). Implementing Multiliteracies Pedagogy within Multilingual School Communities. University of Ottawa, Canada. Retrieved from
                                                                                                                                                                                                                   (53:29)

                                                                                                                                                                                                                  3. Dr. J. Cummins, a pioneer in multilingual schools, examines multiliteracies in Canada Schwarzer, D. et al. (2003). Fostering Multiliteracy in a Linguistically Diverse Classroom. National Council of Teachers of English. Retrieved from http://www.csun.edu/~bashforth/305_PDF/305_ME3/LanguageVarieties/LanguageVarities_LangArts/FosteringMultiliteracyMonolingualTeacher_LA_Jul2003.pdf

                                                                                                                                                                                                                  • The purpose of this article is to describe the authors’ collaborative work within the multiliterate classroom and to provide some suggestions for mainstream teachers who are interested in supporting linguistic diversity.

                                                                                                                                                                                                                   Unit 7: Instructional Adaptations for Racial, Ethnic, Gender. Socioeconomic, and Cultural/Linguistic Diversity

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  Socio-Economic Status Diversity

                                                                                                                                                                                                                  1. What should teachers understand in order to address student diversity in their classrooms? (n.d.). Retrieved from https://iris.peabody.vanderbilt.edu/module/div/cresource/q2/p06/

                                                                                                                                                                                                                  • This page offers a clear explanation of the socio-economic diversity in a classroom and analysis of the need of low-income children.

                                                                                                                                                                                                                  2. Devlin, M., et al. (2012). Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff. Australian Government Office for Learning and Teaching. Retrieved from http://www.lowses.edu.au/assets/Practical%20Advice%20for%20Teaching%20Staff.pdf

                                                                                                                                                                                                                  • This report provides classroom strategies for low-income students.

                                                                                                                                                                                                                  3. Koball, Heather, Jiang, Yang. (2018). Basic facts about low-income children: children under 18 years, 2016. National Center for Children in Poverty. Columbia University. Retrieved from http://www.nccp.org/publications/pub_1194.html

                                                                                                                                                                                                                  • On this website you will find very current data on poverty in the United States and how poverty cuts across all races/ethnicities. Download the 10 page report, Basic Facts about Low Income Children.

                                                                                                                                                                                                                  4. Izard, E. (2016). Teaching children from poverty and trauma. National Education Association (NEA). Retrieved from https://www.nea.org/assets/docs/20200_Poverty%20Handbook_flat.pdf

                                                                                                                                                                                                                  • This report contains valuable information and strategies for teachers with low-income students

                                                                                                                                                                                                                  Cultural/Linguistic Diversity

                                                                                                                                                                                                                  5. Cummins, J., et al. (n.d.). ELL students speak for themselves: identity texts and literacy engagement in multilingual classrooms. Retrieved from http://www.curriculum.org/secretariat/files/ELLidentityTexts.pdf

                                                                                                                                                                                                                  • This article analyzes the use of identity texts in the classroom.

                                                                                                                                                                                                                  6. The Multiliteracies Project. (n.d.). Retrieved from http://multiliteraciesproject.com/

                                                                                                                                                                                                                  • Website for resources for teachers in multilingual classrooms

                                                                                                                                                                                                                  Gender Diversity

                                                                                                                                                                                                                  7. Bonomo, V. (2010). Gender matters in elementary education. Educational Horizons. 257-264. Retrieved from https://files.eric.ed.gov/fulltext/EJ895692.pdf

                                                                                                                                                                                                                  • The author analyzes in great detail the behavior characteristics and academic needs of boys and girls.

                                                                                                                                                                                                                  8. Edmunds, C. (2016). Gender and sexuality diverse student inclusive practices: challenges facing educators. Journal of Initial Teacher Inquiry, 2. Retrieved from
                                                                                                                                                                                                                  https://ir.canterbury.ac.nz/bitstream/handle/10092/12841/Edmunds%20Journal%20of%20Initial%20Teacher%20Inquiry_2016.pdf?sequence=1

                                                                                                                                                                                                                  • The author examined the literature on gender and sexuality and the recommendation is that schools need to learn strategies to make GSD students feel safe, teachers need to learn how to integrate GSD topics into their curriculum and address GSD issues within the school, and students need to learn how to understand the gender and sexuality diverse environments in which they are growing up.

                                                                                                                                                                                                                  Racial/Ethnic Diversity

                                                                                                                                                                                                                  9. Rivera, D. (2013). How School Diversity, Peer-Relations, and Ethnic Identity Shape Ethnocultural Empathy Among Latino and Asian American Students. McNair Scholars Journal, (15)
                                                                                                                                                                                                                  http://www.csus.edu/mcnair/_all-scholars-articles-photos-webpage/15_2013_2014/jounal_2013-14/dominic-rivera-mcnairjournal15-2013-14_single-page.pdf

                                                                                                                                                                                                                  • This article is an example of how research of race and ethnicity is turning to the study of ethnocultural empathy. The author examines ethnic differences in school diversity; proportion of cross-race friendships; ethnic identity; and ethnocultural empathy.

                                                                                                                                                                                                                  Unit 8: Diversity in the Classroom

                                                                                                                                                                                                                  • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete the Portfolio Activity
                                                                                                                                                                                                                  • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  1. Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry. 43(1), 48-70. The Ontario Institute for Studies in Education of the University of Toronto. Retrieved from https://www.wou.edu/~kaguzman11/curi12002.pdf

                                                                                                                                                                                                                  • The author analyzes the need to restructure teacher attitudes and beliefs about cultural, ethnic, and racial diversity by centering culture and difference in the teaching process and establishing pedagogical connections between culturally responsive teaching and subjects and skills routinely taught in schools

                                                                                                                                                                                                                  2. Williams, R. (n.d.). Effective diversity practices in the classroom. LGHS, 1-4. Retrieved from https://www.polk-fl.net/districtinfo/departments/humanresourceservices/documents/diversity_ReginaWilliams.pdf

                                                                                                                                                                                                                  • The author is a high school teacher. She analyzes effective diversity practices from a teacher’s perspective.

                                                                                                                                                                                                                  3. Ruggs, E. & Hebl, M. (2012) Diversity, inclusion, and cultural awareness for classroom and outreach education. In B. Bogue & E. Cady (Eds.). Apply Research to Practice (ARP) Resources,1-16. Retrieved from http://teach.ufl.edu/wp-content/uploads/2016/07/ARP_DiversityInclusionCulturalAwareness_Overview.pdf

                                                                                                                                                                                                                  • The article is an in-depth analysis of diversity and existing barriers for minority students in the US.

                                                                                                                                                                                                                  4. Howard, Gary (2007) As diversity grows, so must we. Educational Leadership, Volume 64 | Number 6: Responding to Changing Demographics Pages 16-22. Retrieved from http://www.pathway.hpschools.net/UserFiles/Servers/Server_107102/File/As%20Diversity%20Grows,%20So%20Must%20We.pdf

                                                                                                                                                                                                                  • This article describes professional development activities in specific suburban school districts that are experiencing rapid growth in their proportions of students of color, culturally and linguistically diverse students, and students from low-income families. As the author has worked with these districts, he has identified five phases of professional development that help transform school staffs to meet the challenge of changing demographics: (1) building trust; (2) engaging personal culture; (3) confronting issues of social dominance and social justice; (4) transforming instructional practices; and (5) engaging the entire school community.

                                                                                                                                                                                                                  5. Alsubaie, Merfat Ayesh (2015) Examples of current issues in the multicultural classroom. Journal of Education and Practice, 6(10) 86-89, Retrieved from https://files.eric.ed.gov/fulltext/EJ1081654.pdf

                                                                                                                                                                                                                  • The author analyzes how classrooms are becoming increasingly multicultural, and this leads to new challenges for teachers.

                                                                                                                                                                                                                  6. Miguel, E. (2004). Tribe or nation? Nation building and public goods in Kenya versus Tanzania. Retrieved from http://emiguel.econ.berkeley.edu/assets/assets/miguel_research/47/_Paper__Tribe_or_Nation_-_Nation_Building_and_Public_Goods_in_Kenya_versus_Tanzania.pdf

                                                                                                                                                                                                                  • This article examines how central government nation-building policies affect interethnic cooperation, by comparing the relationship between local ethnic diversity and public goods across two nearby rural districts, one in western Kenya and one in western Tanzania, using colonial-era national boundary placement as a "natural experiment."

                                                                                                                                                                                                                  7. Jackson, R. (2017). Policy, research, and practice for ‘inclusive’ religious education. Presentation of a Council of Europe Project. Journal of Humanities and Social Science Education Nordidactica, 3, 111-115.. Retrieved from https://www.diva-portal.org/smash/get/diva2:1145344/FULLTEXT01.pdf

                                                                                                                                                                                                                  • This short article explains the Council of Europe Project’s aims to extend well beyond increasing tolerance of religious and non-religious diversity. As the Project proposal notes, adding the dimension of religion ‘…requires revisiting and updating the concept of intercultural education in general, to ensure that all education contributes harmoniously to the four pillars of education for the twenty-first century outlined in the Delors Report’ (Council of Europe 2003). These are: learning to know, learning to do, learning to live together and learning to be (UNESCO 1996).

                                                                                                                                                                                                                  Optional Video

                                                                                                                                                                                                                  1. Fox 26 Report(2015). Diversity in the classroom, Houston, The New Face of America, retrieved from 

                                                                                                                                                                                                                  •  In this video, high school students express their thoughts about the challenges of being in a very diverse school environment.


                                                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                                                  Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                  Group Activities
                                                                                                                                                                                                                  During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                                  Portfolio Activities
                                                                                                                                                                                                                  Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                                  The Research and Practice Portfolio
                                                                                                                                                                                                                  Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                                  • Reflective Portfolio Activities
                                                                                                                                                                                                                  • Research
                                                                                                                                                                                                                  • Teaching and Learning Resources

                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                  Discussion Assignments  20%
                                                                                                                                                                                                                  Written Assignments    25%
                                                                                                                                                                                                                  Group Activity  30%
                                                                                                                                                                                                                  Reflective Portfolio Activities  25%
                                                                                                                                                                                                                  TOTAL 100%


                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                  C- 70-72 0.00
                                                                                                                                                                                                                  D+ 68-69 0.00
                                                                                                                                                                                                                  D 63-67 0.00
                                                                                                                                                                                                                  D- 60-62 0.00
                                                                                                                                                                                                                  F Under 60 0.00
                                                                                                                                                                                                                  CR N/A N/A
                                                                                                                                                                                                                  NC N/A N/A
                                                                                                                                                                                                                  NF N/A N/A
                                                                                                                                                                                                                  W N/A N/A


                                                                                                                                                                                                                  Grade Appeal

                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                  EDUC 5270 Instructional Techniques - Elementary


                                                                                                                                                                                                                  EDUC 5270: Instructional Techniques for the Elementary and Middle School Classroom


                                                                                                                                                                                                                  Credits: 3


                                                                                                                                                                                                                  Course Description: 

                                                                                                                                                                                                                  This course will focus on building a repertoire of pedagogical strategies that support student learning.  Emphasis on the delivery of intellectually challenging and inclusive instruction in the elementary and middle school curriculum in the areas of reading and language arts, mathematics, sciences, and the social sciences.  Special attention will be given to organizing group work and maximizing its benefits for students.  Design of teacher-led and student-initiated learning activities to support conceptual understanding and skill development will be covered.


                                                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                  • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                                  Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                  Learning Objectives and Outcomes:

                                                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                                                  1. Create a repertoire of pedagogical strategies that support student learning
                                                                                                                                                                                                                  2. Develop strategies for the delivery of intellectually challenging and inclusive instruction in the elementary and middle school curriculum in the areas of reading and language arts, mathematics, sciences, and the social sciences
                                                                                                                                                                                                                  3. Develop techniques for organizing group work and maximize its benefits for students
                                                                                                                                                                                                                  4. Examine teacher-led and student-initiated learning activities to support conceptual understanding and skill development

                                                                                                                                                                                                                  Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                                  Week 1: Unit 1 - What is Constructivism?

                                                                                                                                                                                                                  Week 2: Unit 2 - Teaching for Learning: Research-based Pedagogical Approaches 

                                                                                                                                                                                                                  Week 3: Unit 3 - Inquiry as a Pedagogical Approach in Schools

                                                                                                                                                                                                                  Week 4: Unit 4 - Primary Sources in the Classroom

                                                                                                                                                                                                                  Week 5: Unit 5 - Engaging Learners with Literacy Instruction

                                                                                                                                                                                                                  Week 6: Unit 6 - Literacy Across the Curriculum

                                                                                                                                                                                                                  Week 7: Unit 7 - International Baccalaureate (IB) Schools, PYP, and MYP: Instructional Practices and Research

                                                                                                                                                                                                                  Week 8: Unit 8 - Best Practices in Early Education


                                                                                                                                                                                                                  Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students. The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc.  

                                                                                                                                                                                                                  Unit 1: What is Constructivism?

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment

                                                                                                                                                                                                                  Unit 2: Teaching for Learning: Research-based Pedagogical Approaches 

                                                                                                                                                                                                                  • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                  Unit 3: Inquiry as a Pedagogical Approach in Schools

                                                                                                                                                                                                                  • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Begin and participate in the Group Activity (Due Unit 6)
                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                  Unit 4: Primary Sources in the Classroom

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Continue to participate in the Group Activity
                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                  Unit 5: Engaging Learners with Literacy Instruction

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Continue to participate in the Group Activity
                                                                                                                                                                                                                  • Complete and submit the Written Assignment

                                                                                                                                                                                                                   Unit 6: Literacy Across the Curriculum

                                                                                                                                                                                                                  • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Submit the finalized Group Activity 
                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                  Unit 7: International Baccalaureate (IB) Schools, PYP, and MYP: Instructional Practices and Research

                                                                                                                                                                                                                  • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                  Unit 8: Best Practices in Early Education

                                                                                                                                                                                                                  • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                                                  • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                                                  Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                  Group Activities
                                                                                                                                                                                                                  During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                                  Reflective Portfolio Activities
                                                                                                                                                                                                                  Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods. 

                                                                                                                                                                                                                  Research and Practice Portfolio
                                                                                                                                                                                                                  Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                                  • Reflective Portfolio Activities
                                                                                                                                                                                                                  • Research
                                                                                                                                                                                                                  • Teaching and Learning Resources

                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                  Discussion Assignments 20%
                                                                                                                                                                                                                  Written Assignments   30%
                                                                                                                                                                                                                  Group Activity 25%
                                                                                                                                                                                                                  Reflective Portfolio Activities 25%
                                                                                                                                                                                                                  TOTAL100%


                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                  Grade ScaleGrade Points
                                                                                                                                                                                                                  A+98-1004.00
                                                                                                                                                                                                                  A93-974.00
                                                                                                                                                                                                                  A-90-923.67
                                                                                                                                                                                                                  B+88-893.33
                                                                                                                                                                                                                  B83-873.00
                                                                                                                                                                                                                  B-80-822.67
                                                                                                                                                                                                                  C+78-792.33
                                                                                                                                                                                                                  C73-772.00
                                                                                                                                                                                                                  C-70-720.00
                                                                                                                                                                                                                  D+68-690.00
                                                                                                                                                                                                                  D63-670.00
                                                                                                                                                                                                                  D-60-620.00
                                                                                                                                                                                                                  FUnder 600.00
                                                                                                                                                                                                                  CRN/AN/A
                                                                                                                                                                                                                  NCN/AN/A
                                                                                                                                                                                                                  NFN/AN/A
                                                                                                                                                                                                                  WN/AN/A


                                                                                                                                                                                                                  Grade Appeal
                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                  Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.


                                                                                                                                                                                                                  EDUC 5271 Advanced Practices for Teaching Elementary and Middle School Literacy

                                                                                                                                                                                                                  UoPeople logo


                                                                                                                                                                                                                  EDUC 5271: Advanced Practices for Teaching Elementary and Middle School Literacy


                                                                                                                                                                                                                  Credits: 3

                                                                                                                                                                                                                  Prerequisites:  EDUC 5270


                                                                                                                                                                                                                  Course Description: This course covers the cognitive foundations and curricular implications for the teaching of reading and language arts in elementary grades with an emphasis on understanding the theoretical and research bases for classroom practice.  The theory and practice of writing and its development are explored, and the racial, social, cultural, and linguistic implications for the development of literacy are examined.  The specific genres of children’s literature are discussed, and the increasing role of technology in mediating literacy is considered.


                                                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                  • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                                  To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.


                                                                                                                                                                                                                  Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                  Learning Objectives and Outcomes:

                                                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                                                  1. Analyze the theoretical and research bases for classroom practice in teaching reading and language arts. 
                                                                                                                                                                                                                  2. Explore the racial, social, cultural and linguistic implications for literacy development in education.
                                                                                                                                                                                                                  3. Investigate and analyzes the different genres of children’s literature in an elementary and middle school environment.
                                                                                                                                                                                                                  4. Assess the role of technology in mediating literacy to enhance teaching and learning in the classroom.

                                                                                                                                                                                                                  Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                                  Week 1: Unit 1 - Cognitive Foundations and Curricular Implications of Teaching Reading and Language Arts

                                                                                                                                                                                                                  Week 2: Unit 2 - Theoretical Perspectives and Technology:  the New Literacies

                                                                                                                                                                                                                  Week 3: Unit 3 - Teaching Reading, Part I

                                                                                                                                                                                                                  Week 4: Unit 4 - Selecting Children's Literature: grades K-8th 

                                                                                                                                                                                                                  Week 5: Unit 5 - Teaching Reading, Part II:  Teaching in the Digital Age

                                                                                                                                                                                                                  Week 6: Unit 6 - Teaching Writing, Part I: Story Making

                                                                                                                                                                                                                  Week 7: Unit 7 - Teaching Writing, Part II: Poetry

                                                                                                                                                                                                                  Week 8: Unit 8 - Reading Strategies


                                                                                                                                                                                                                  Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                                                                  Unit 1: Cognitive Foundations and Curricular Implications of Teaching Reading and Language Arts

                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  1. Nikolajeva, M. (2014). Reading for learning: cognitive approaches to children's literature. Retrieved from eBook Central (Having trouble accessing eBook Central resources? Please review the instructions: Finding a chapter in eBook Central Academic)

                                                                                                                                                                                                                  • Read pages: 1-49; 75-101; 141-155; and 225-229. Focuses on children’s literature (including other media), children’s culture and cognition, thus encouraging interdisciplinary and multidisciplinary research in this expanding field.

                                                                                                                                                                                                                  Unit 2: Theoretical Perspectives and Technology:  the New Literacies

                                                                                                                                                                                                                  • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  1. Gurian, M., & Gurian, M. (2000). Boys and girls learn differently! : a guide for teachers and parents. Retrieved from eBook Central

                                                                                                                                                                                                                  • Read pages 1-68: focuses on the differences between girls and boys and their brains including the multiple intelligences as a guide for these differences.

                                                                                                                                                                                                                  2. Richards, J. C., & McKenna, M. C. (2003). Integrating multiple literacies in k-8 classrooms: cases, commentaries, and practical applications. Retrieved from eBook Central (accessed through LIRN).

                                                                                                                                                                                                                  • Read pages 1-37: focuses on the integration of the new theoretical perspectives with literacy. 

                                                                                                                                                                                                                  Unit 3: Teaching Reading, Part I

                                                                                                                                                                                                                  • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                  • Begin and participate in the Group Activity (Due Unit 6)

                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                  1.  DeCandido, G. A., & Office, F. L. A. O. S. (2000). Literacy and libraries: learning from case studies. Retrieved from eBook Central (accessed through LIRN)

                                                                                                                                                                                                                  • Case studies #7, 12, or 16 on teaching reading: for use in the Written Assignment

                                                                                                                                                                                                                    2. Richards, J. C., & McKenna, M. C. (2003). Integrating multiple literacies in k-8 classrooms: cases, commentaries, and practical applications. Retrieved from eBook Central (accessed through LIRN)

                                                                                                                                                                                                                    • Read pp. 41-56; 57-79; 80-100; 150-171; 210-233 (focuses on the integration of the new literacies of visual arts, music, dance, dramatic arts, and technology into teaching reading and selecting literature)

                                                                                                                                                                                                                    Unit 4: Selecting Children's Literature: grades K-8th 

                                                                                                                                                                                                                    • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                    • Continue to participate in the Group Activity
                                                                                                                                                                                                                    • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                    Reading Assignment

                                                                                                                                                                                                                    Trim, M. (2005). Growing and knowing: a selection guide for children's literature. Retrieved from eBook Central (accessed through LIRN)

                                                                                                                                                                                                                    Read:

                                                                                                                                                                                                                    • pp. xiii-xxiv (Introduction that focuses on the significance of books in the overall development of the child
                                                                                                                                                                                                                    • pp. 3-31 (focuses on the developing child and how literature plays a part in the development)
                                                                                                                                                                                                                    • pp. 37-61 (focuses on the Knowing Child and what they learn from the literature)
                                                                                                                                                                                                                    • PP. 80-104 (focuses on the child growing with genres from fiction to realistic fiction to historical fiction)
                                                                                                                                                                                                                    • pp. 113-140 (focuses on how every child deserves the best especially when it comes to selecting literature
                                                                                                                                                                                                                    • pp. 183-200 (focuses on selecting activities for the literature chosen and gives examples of literature to use)

                                                                                                                                                                                                                    Unit 5: Teaching Reading, Part II:  Teaching in the Digital Age

                                                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                    • Continue to participate in the Group Activity
                                                                                                                                                                                                                    • Complete and submit the Written Assignment

                                                                                                                                                                                                                    Reading Assignment

                                                                                                                                                                                                                    1. Watts-Taffe, S. M., Gwinn, C. B., Watts-Taffe, S., & Watts, T. S. (2014). Integrating literacy and technology: effective practice for grades k-6. Retrieved from eBook Central (accessed through LIRN)

                                                                                                                                                                                                                    •  Read pp. 1-75 and 91-116 (each chapter focuses on the learning environment and the different stages of effectively integrating literacy and technology)

                                                                                                                                                                                                                    Unit 6: Teaching Writing, Part I: Story Making

                                                                                                                                                                                                                    • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                    • Complete and submit the Written Assignment
                                                                                                                                                                                                                    • Post finalized Group Presentation
                                                                                                                                                                                                                    • Review the presentations and leave feedback for other groups
                                                                                                                                                                                                                    • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                    Reading Assignment

                                                                                                                                                                                                                    1. Bowkett, S. (2010). Developing literacy and creative writing through storymaking: story strands for 7-12-year-olds. Retrieved from eBook Central (accessed through LIRN)

                                                                                                                                                                                                                    •  Read pp. 1-100 (focuses on activities that can be used across the content areas in particular literacy and writing)

                                                                                                                                                                                                                     Unit 7: Teaching Writing, Part II: Poetry

                                                                                                                                                                                                                    • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                    • Complete and submit the Written Assignment
                                                                                                                                                                                                                    • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                    Reading Assignment

                                                                                                                                                                                                                    1. Carter, J. (2014). Page to stage: developing writing, speaking and listening skills in primary schools. Retrieved from eBook Central (accessed through LIRN).

                                                                                                                                                                                                                    • Read pages ix-xi (focuses on the introduction of why poetry writing is important in the classroom)
                                                                                                                                                                                                                    • Read pages 2-119 (focuses on different strategies of poetry writing and the creation of a poetry writing workshop)

                                                                                                                                                                                                                    Unit 8: Reading Strategies

                                                                                                                                                                                                                    • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                    • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                                                    • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                    Reading Assignment

                                                                                                                                                                                                                    1. Popp, M. S. (2006). Teaching language and literature in elementary classrooms: a resource book for professional development. Retrieved from eBook Central (accessed through LIRN).

                                                                                                                                                                                                                    • pp. 39-56 (focuses on reading aloud)
                                                                                                                                                                                                                    • pp. 57-76 (focuses on Independent reading)
                                                                                                                                                                                                                    • pp. 77-106 (focuses on Literature-based instruction)
                                                                                                                                                                                                                    • pp. 107-134 (focuses on Guided reading)
                                                                                                                                                                                                                    • pp. 135-154 (focuses on Mini-Lessons)


                                                                                                                                                                                                                    Course Requirements:

                                                                                                                                                                                                                    Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                    Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                    Written Assignments & Assessment Forms
                                                                                                                                                                                                                    Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                    Group Activities
                                                                                                                                                                                                                    During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                                    Reflective Portfolio Activities
                                                                                                                                                                                                                    Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                                    The Research and Practice Portfolio 
                                                                                                                                                                                                                    Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                                    • Reflective Portfolio Activities
                                                                                                                                                                                                                    • Research
                                                                                                                                                                                                                    • Teaching and Learning Resources

                                                                                                                                                                                                                    Course Forum
                                                                                                                                                                                                                    The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                    Course Policies:

                                                                                                                                                                                                                    Grading Components and Weights
                                                                                                                                                                                                                    Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                    Discussion Assignments  20%
                                                                                                                                                                                                                    Written Assignments    30%
                                                                                                                                                                                                                    Group Activities  25%
                                                                                                                                                                                                                    Reflective Portfolio Activities  25%
                                                                                                                                                                                                                    TOTAL 100%


                                                                                                                                                                                                                    Grading Scale
                                                                                                                                                                                                                    This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                    Letter Grade
                                                                                                                                                                                                                    Grade Scale Grade Points
                                                                                                                                                                                                                    A+ 98-100 4.00
                                                                                                                                                                                                                    A 93-97 4.00
                                                                                                                                                                                                                    A- 90-92 3.67
                                                                                                                                                                                                                    B+ 88-89 3.33
                                                                                                                                                                                                                    B 83-87 3.00
                                                                                                                                                                                                                    B- 80-82 2.67
                                                                                                                                                                                                                    C+ 78-79 2.33
                                                                                                                                                                                                                    C 73-77 2.00
                                                                                                                                                                                                                    C- 70-72 0.00
                                                                                                                                                                                                                    D+ 68-69 0.00
                                                                                                                                                                                                                    D 63-67 0.00
                                                                                                                                                                                                                    D- 60-62 0.00
                                                                                                                                                                                                                    F Under 60 0.00
                                                                                                                                                                                                                    CR N/A N/A
                                                                                                                                                                                                                    NC N/A N/A
                                                                                                                                                                                                                    NF N/A N/A
                                                                                                                                                                                                                    W N/A N/A


                                                                                                                                                                                                                    Grade Appeal

                                                                                                                                                                                                                    If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                    Participation
                                                                                                                                                                                                                    Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                    • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                    • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                    • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                    • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                    Academic Honesty and Integrity
                                                                                                                                                                                                                    When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                    Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                    Code of Conduct
                                                                                                                                                                                                                    University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                    Analyzes the theoretical and research bases for classroom practice in teaching reading and language arts

                                                                                                                                                                                                                    EDUC 5272 Advanced Practices for Teaching the STEM Fields at the Elementary and Middle School Levels

                                                                                                                                                                                                                    UoPeople logo

                                                                                                                                                                                                                    EDUC5272: Advanced Practices for Teaching the STEM Fields at the Elementary and Middle School Levels


                                                                                                                                                                                                                    Credits: 3

                                                                                                                                                                                                                    Prerequisites:   EDUC 5270


                                                                                                                                                                                                                    Course Description:

                                                                                                                                                                                                                    This course focuses on the mathematical and scientific concepts taught in the elementary and middle school, with an emphasis on research on the teaching and learning of mathematics and the theoretical and empirical foundations of the teaching and learning of science.  Attention will be given to how students acquire mathematical understandings and to how different groups experience mathematics instruction.  Methods for teaching the scientific method, doing laboratory work as inquiry-based learning, and exploring the relationship of science, technology and society will be discussed.  Use of technology in teaching discrete areas of science (life, physical, earth) as well as in an integrated science approach will be covered.


                                                                                                                                                                                                                    Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                    • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                                    To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.


                                                                                                                                                                                                                    Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                    Learning Objectives and Outcomes:

                                                                                                                                                                                                                    By the end of this course students will be able to:

                                                                                                                                                                                                                    1. Analyze ways in which the developmental needs of students and the classroom environment impact mathematics and science learning.
                                                                                                                                                                                                                    2. Apply research-based curriculum, assessment, and differentiated instruction to a diverse elementary and middle school mathematics and science classroom environment.
                                                                                                                                                                                                                    3. Analyzes the advantages of using a developmentally appropriate, active learning approach for teaching STEM at various age levels.
                                                                                                                                                                                                                    4. Apply a problem-solving, critical thinking, active learning, and the scientific method to teaching STEM.
                                                                                                                                                                                                                    5. Integrate technology into mathematics, science, and engineering teaching and learning.
                                                                                                                                                                                                                    6. Engage in ongoing development as a teacher of STEM.

                                                                                                                                                                                                                    Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                                    Week 1: Unit 1 - Setting the Stage for Mathematics and Science Learning

                                                                                                                                                                                                                    Week 2: Unit 2 - Creating a Critical Thinking Frame for Learning

                                                                                                                                                                                                                    Week 3: Unit 3 - STEM Curriculum in Elementary and Middle Schools

                                                                                                                                                                                                                    Week 4: Unit 4 - Authentic Assessment of STEM Learning

                                                                                                                                                                                                                    Week 5: Unit 5 - STEM Instruction in Early Elementary School

                                                                                                                                                                                                                    Week 6: Unit 6 - STEM Instruction in Upper Elementary School

                                                                                                                                                                                                                    Week 7: Unit 7 - STEM Instruction in the Middle School

                                                                                                                                                                                                                    Week 8: Unit 8 - Developing as a STEM Professional


                                                                                                                                                                                                                    Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for studentsThe Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                                                                    Unit 1: Setting the Stage for Mathematics and Science Learning

                                                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                    • Complete and submit the Written Assignment
                                                                                                                                                                                                                    • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                    Reading Assignment

                                                                                                                                                                                                                    1. Kohlberg’s Theory of Moral Development (2015). Retrieved from https://www.psychologynoteshq.com/kohlbergstheory/ 

                                                                                                                                                                                                                    • Kohlberg was influenced by Piaget and developed his theory of the way that children behave and learn.

                                                                                                                                                                                                                    2. Learning Theories (n.d.). Retrieved from www.learning-theories.com. This website contains a comprehensive collection of learning theories and models.

                                                                                                                                                                                                                    • Investigate some of the theories and models that seem interesting to you that are detailed on this site.

                                                                                                                                                                                                                    3. McLeod, S. (2018). Erik Erikson’s stages of psychosocial development. Retrieved from https://www.simplypsychology.org/Erik-Erikson.html

                                                                                                                                                                                                                    • Although less well known than Piaget, Erickson also theorized about the stages through which children progress as they grow and learn.

                                                                                                                                                                                                                    4. Seifert, K., & Sutton, R. (2009). Educational psychology (2nd ed.). The Saylor Foundation. Retrieved from https://www.saylor.org/site/wp-content/uploads/2012/06/Educational-Psychology.pdf 

                                                                                                                                                                                                                    • Read chapter 2 (The Learning Process), chapter 3 (Student Development), and chapter 4 (Student Diversity). In these chapters, you will consider how knowledge of students’ developmental stages and diverse characteristics are a part of educating the whole child.                                                                                                 

                                                                                                                                                                                                                    5. Vygotsky’s Sociocultural Theory of Cognitive Development (2018). Retrieved from https://www.psychologynoteshq.com/vygotsky-theory/

                                                                                                                                                                                                                    • Vygotsky was a Russian psychologist in the 1920s. His sociocultural theory suggests that learning is based on social interaction. Vygotsky’s work was largely kept in the Soviet Union after his death in the 1930s. His work became popular in the 1980s when it became more available to worldwide audiences.

                                                                                                                                                                                                                    Optional Video

                                                                                                                                                                                                                    6. Khan Academy Medicine (2013). Piaget’s Stages of Cognitive Development: Processing the Environment. Retrieved from 

                                                                                                                                                                                                                    • In this video, you will learn about Piaget’s theory of how children develop and learn. Examples of children’s behaviors at various stages are given. (5:51)

                                                                                                                                                                                                                    Unit 2: Creating a Critical Thinking Frame for Learning

                                                                                                                                                                                                                    • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                    • Complete and submit the Written Assignment
                                                                                                                                                                                                                    • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                    Reading Assignment

                                                                                                                                                                                                                    1. Adams, C. (2017). The 7 most important STEM skills we should be teaching our kids. Retrieved from https://www.weareteachers.com/important-stem-skills-teaching-kids/

                                                                                                                                                                                                                    • The author interviewed STEM experts, who identified the most critical skills that students must learn in order to be successful in the future. The skills they identified support all four STEM content areas.

                                                                                                                                                                                                                    2. Bacolor, R., Peterman, T., Chowning, J., & Bell, P. (2015).  Why focus on science and engineering practices—and not “inquiry?” Why is “the scientific method” mistaken? STEM Teaching Tools, 32. Retrieved from http://stemteachingtools.org/assets/landscapes/STEM-Teaching-Tool-32-Practices-Not-Scientific-Method.pdf

                                                                                                                                                                                                                    • This resource provides an alternative approach to the traditional scientific method. Read it, then compare and contrast the two approaches.

                                                                                                                                                                                                                    3. Foundation for Critical Thinking (2017). Critical Thinking: Where to Begin. Retrieved from  http://www.criticalthinking.org/pages/critical-thinking-where-to-begin/796

                                                                                                                                                                                                                    • The Foundation for Critical Thinking is an organization that provides a comprehensive website dedicated to developing critical thinking skills in individuals of all ages. There, you will gain a deep understanding of critical thinking – what it is, why we should develop it, and the dimensions of critical thinking. Review the information provided in the following links:
                                                                                                                                                                                                                      • “For Elementary Teachers (Kindergarten-3rd grade)”
                                                                                                                                                                                                                      • “For Elementary Teachers (Grades 4-6),” and “For Jr. High School Teachers”.
                                                                                                                                                                                                                    • Each of these pages provides links to other critical thinking content – specifically related to teaching students in elementary and middle grades. You might also investigate the “Library” tab, as there are many interesting topics there, specifically “K-12 Instruction Strategies and Samples”.

                                                                                                                                                                                                                    4. Gilliam, M., Bouris, A., Hill, B., & Jagoda, P. (2016). The source: An alternate reality game to spark STEM interest and learning among underrepresented youth. Journal of STEM Education, 17(2), 14-20. Retrieved from https://www.jstem.org/jstem/index.php/JSTEM/article/view/2079/1750

                                                                                                                                                                                                                    • Gaming is one way to develop critical thinking skills in students and to motivate them to solve problems in STEM areas. In this article, the authors described an alternate reality game that they developed to engage students who have traditionally been underrepresented in STEM fields.

                                                                                                                                                                                                                    5. Holmes, V. (2012). Depth of teachers’ knowledge: Frameworks for teachers’ knowledge of mathematics. Journal of STEM Education, 13(1), 55-71. Retrieved from http://www.jstem.org/index.php/JSTEM/article/view/1510/1414

                                                                                                                                                                                                                    • As you think about the ways that students learn and develop higher-order thinking skills, you may also consider how teachers do the same. In this article, the author discusses seven teacher knowledge frameworks. She identifies frameworks specifically associated with mathematics; however, as you read, consider how they might also apply to the engineering, technology, and science knowledge bases of teachers.

                                                                                                                                                                                                                    7. Kaldor, T. (2017). The T in STEM: Creating play-based experiences that support children’s learning of coding and higher-order thinking. Retrieved from https://www.naeyc.org/resources/blog/creating-play-based-experiences.

                                                                                                                                                                                                                    • In this article, the author suggests hands-on, engaging learning activities in which young children can engage that will help them develop higher-order thinking skills and prepare them for coding in the future.

                                                                                                                                                                                                                    8. Katsioloudis, P. (2015). Aligning technology education teaching with brain development. Journal of STEM Education, 16(2). Retrieved from https://pdfs.semanticscholar.org/54cd/4644c112443577428518a154ac509f831440.pdf

                                                                                                                                                                                                                    • In this article, the author examines several different cognitive theories. After a discussion of brain development in a child’s elementary school years, the author advocates for learning about and using technology at an early age, in order to take advantage of students’ cognitive development.

                                                                                                                                                                                                                    9. Lange, S. (2014). Strategies to promote critical thinking in elementary school. Retrieved from http://www.p21.org/news-events/p21blog/1435-strategies-to-promote-critical-thinking-in-the-elementary-classroom.

                                                                                                                                                                                                                    • This resource provides teachers with specific strategies for enhancing their students’ critical thinking skills. The author emphasizes moving to a non-traditional, active learning approach to instruction.

                                                                                                                                                                                                                    10. McDougal, T., & Takahashi, A. (2014). Teaching mathematics through problem-solving. Retrieved from https://www.nais.org/magazine/independent-teacher/fall-2014/teaching-mathematics-through-problem-solving/.

                                                                                                                                                                                                                    • In this article, the authors offer examples of ways to teach mathematics through a problem-solving approach – one in which the students lead in the process of solving problems, rather than the teacher directing the students in ways to problem-solve.

                                                                                                                                                                                                                    11. Moaveni, S., & Chou, K.C. (2016). Using the five whys method in the classroom: How to turn students into problem solvers. Journal of STEM Education, 17(4), 35-41. Retrieved from https://www.jstem.org/jstem/index.php/JSTEM/article/download/2171/1817/

                                                                                                                                                                                                                    • The Five Whys technique has long been used in engineering and industry to determine the root cause of a problem. In this article, the authors discuss the Five Whys technique and how it was used in undergraduate engineering classes to help the students become better problem-solvers. As you read, think about how the Five Whys could be implemented in your classroom in all STEM areas.

                                                                                                                                                                                                                    12. Sundararajan, N., Adesope, O., & Cavagnetto, A. (2018). The process of collaborative concept mapping in kindergarten and the effect on critical thinking skills. Journal of STEM Education, 19(1), 5-13.  Retrieved from https://pdfs.semanticscholar.org/90d3/5b209573c9247f0a5a383efeafb6c6129c10.pdf?_ga=2.27634172.1922241973.1576356434-1586767829.1576356434

                                                                                                                                                                                                                    • Some teachers think that young children are not able to think critically and engage in logical reasoning. In this study, the authors investigated the use of concept mapping in kindergarten as an instructional strategy in science and mathematics.

                                                                                                                                                                                                                    13. Science Buddies (n.d.). What is the scientific method? Retrieved from https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method.

                                                                                                                                                                                                                    • Read about the scientific method – a traditional approach to learning in the sciences. The model on this resource is appropriate for approaching STEM subjects in a problem-solving way.

                                                                                                                                                                                                                    Optional Video

                                                                                                                                                                                                                    1. Hyman, D. (2015). What happens when classrooms meet higher-order thinking? Retrieved from . (12:08)

                                                                                                                                                                                                                    • Educator Dylan Hyman discusses the transformative power of small changes that teachers can make to engage students in higher-order thinking activities.

                                                                                                                                                                                                                    Unit 3: STEM Curriculum in Elementary and Middle Schools

                                                                                                                                                                                                                    • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                    • Complete and submit the Written Assignment
                                                                                                                                                                                                                    • Begin and participate in the Group Activity (Due Unit 7)

                                                                                                                                                                                                                    Reading Assignment

                                                                                                                                                                                                                    1. Achieve (2013). Next Generation Science Standards. Retrieved from http://www.nextgenscience.org/understanding-standards/understanding-standards

                                                                                                                                                                                                                    • The Next Generation Science Standards were released in 2013 in the United States. The science curriculum includes traditional science areas such as earth science and life science but also includes engineering content as well.
                                                                                                                                                                                                                    • Read:
                                                                                                                                                                                                                      • How to Read the Next Generation Science Standards (NGSS)
                                                                                                                                                                                                                      • Topic Arrangements of the Next Generation Science Standards
                                                                                                                                                                                                                      • Why Standards Matter
                                                                                                                                                                                                                      • NGSS Fact Sheet
                                                                                                                                                                                                                    • Explore the search function that you can use to explore science standards and topics in various grade levels.

                                                                                                                                                                                                                    2. Community for Advancing Discovery Research in Education (n.d.). Improving STEM Curriculum and Instruction: Engaging Students and Raising Standards. Retrieved from https://successfulstemeducation.org/resources/improving-stem-curriculum-and-instruction-engaging-students-and-raising-standards

                                                                                                                                                                                                                    • In this article, research and promising practices in STEM are described, specifically related to curriculum and instruction.

                                                                                                                                                                                                                    3. International Society for Technology in Education (n.d.). ISTE Standards. Retrieved from https://www.iste.org/standards

                                                                                                                                                                                                                    • First, explore the standards for students. There, you will learn about the 7 ways that students become empowered by using technology. Be sure to click on the “View Indicators” tab for each, so that you understand the components of each. Then, explore the standards for educators in the same way.

                                                                                                                                                                                                                    4. Krajcik, J., & Ibrahim, D. (2017). How to support learners in developing usable and lasting knowledge of STEM. International Journal of Mathematics, 5(1), 21-28. Retrieved from https://files.eric.ed.gov/fulltext/EJ1124938.pdf

                                                                                                                                                                                                                    • In this article, the authors emphasize the importance of design in engineering learning at the K-12 levels. They present a framework for incorporating design into science and engineering content.

                                                                                                                                                                                                                      5. National Governors Association (2010). Standards for Mathematical Practice. Retrieved from http://www.corestandards.org/Math/Practice/

                                                                                                                                                                                                                      • This website contains the Common Core State Standards’ math curriculum. Familiarize yourself with the standards by reading the Introduction, then investigating the standards in grades K through 8.

                                                                                                                                                                                                                      6. Pearson, G., & Schweingruber, H. (2014). STEM Integration in K-12 Education: Status, prospects, and an agenda for research. Washington, D.C.: The National Academies Press. Retrieved from  https://www.nap.edu/read/18612/chapter/1

                                                                                                                                                                                                                      • This resource can be downloaded as a guest. You may need to submit your email address and agree to terms and services.
                                                                                                                                                                                                                      • Read chapter 1, Introduction, pages 13-30.  In this chapter, the authors provide a historical view of STEM education and present a case for an integrated approach to STEM curriculum and instruction.
                                                                                                                                                                                                                      • Read chapter 2, A Descriptive Framework for Integrated STEM Education¸ pages 31-50. This chapter details four primary features of integrated STEM education: (a) goals, (b) outcomes, (c) nature and scope of integration, and (d) implementation.

                                                                                                                                                                                                                      7. Pinnell, M., Rowly, J., Preiss, S., Franco, S., Blust, R., & Beach, R. (2013). Bridging the gap between engineering design and PK-12 curriculum development through the use of the STEM Education Quality Framework. Journal of STEM Education, 14(4), 28-35. Retrieved from https://www.jstem.org/jstem/index.php/JSTEM/article/download/1804/1562/

                                                                                                                                                                                                                      • In this article, the authors detail a partnership between a university’s department of education and a school of engineering and a regional STEM center. Individuals from these areas collaborated to write a STEM curriculum that focused on engineering design and innovation, and engineering faculty-mentored teachers through learning about engineering and design through hands-on, engaging activities.

                                                                                                                                                                                                                      Optional Videos

                                                                                                                                                                                                                      1. Achieve (2013). Next Generation Science Standards. Retrieved from http://www.nextgenscience.org/understanding-standards/understanding-standards

                                                                                                                                                                                                                        • How to Read the Next Generation Science Standards (6:51)            
                                                                                                                                                                                                                        • Next Generation Science Standards (2:27)

                                                                                                                                                                                                                      Unit 4: Authentic Assessment of STEM Learning

                                                                                                                                                                                                                      • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                                      • Continue to participate in the Group Activity
                                                                                                                                                                                                                      • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                                      1. Bell, P., Van Horne, K., Penuel, B., & Stromholt, S. (2016). How can assessments be designed to engage students in the range of science and engineering practices? Retrieved from http://stemteachingtools.org/brief/26

                                                                                                                                                                                                                      • In this reading, the authors suggest that students need multiple opportunities to demonstrate their learning and that the tasks should be complex and contain several components. They offer recommendations for developing assessment tasks for students in science and engineering.

                                                                                                                                                                                                                      2. Brualdi, A. (2000). Implementing performance assessment in the classroom. Retrieved from http://www.ascd.org/publications/classroom-leadership/feb2000/Implementing-Performance-Assessment-in-the-Classroom.aspx

                                                                                                                                                                                                                      • In this article, the author describes the steps for using performance assessment in K-12 classrooms. She includes strategies for providing feedback in either a narrative way or through a grade.

                                                                                                                                                                                                                      3. Darling-Hammond, L. (2014). Next generation assessment: Moving beyond the bubble test to support 21st-century learning. San Francisco, CA: Jossey-Bass. Retrieved from eBook Central (accessed through LIRN),

                                                                                                                                                                                                                      • Chapter 1: Beyond the Bubble Test: How Performance Assessment Can Support Deeper Learning (p. 1-14). In this chapter, the author provides a historical view of testing and describes the influence that testing has had on student learning. An initial discussion of performance assessment is provided, along with several examples.
                                                                                                                                                                                                                      • Chapter 2: Defining Performance Assessment (pages 15-29). Performance assessment allows teachers to assess higher-order thinking skills (application, analysis, synthesis, and evaluation), whereas traditional assessments focus on lower-level thinking (knowledge and comprehension). Performance assessment has become such an important part of teaching and learning that high-stakes tests have now begun to include constructed-response tasks as a portion of the assessment. Performance tasks are thoroughly discussed in this chapter, including samples from high-stakes assessments.
                                                                                                                                                                                                                      • Chapter 3: Experiences with Performance Assessment in the United States and Abroad (pages 31-41). Testing in several states and countries have begun to include performance assessment as an important part of their testing process. Examples of performance assessments in Finland, Australia, and Singapore highlight STEM areas.
                                                                                                                                                                                                                      • Chapter 4: How Performance Assessment Can Support Student and Teacher Learning (pages 43-55). In this chapter, the author explains how assessments can structure learning opportunities for students and teachers alike. The ways that assessments illuminate student thinking and support teaching of deeper learning skills are discussed, along with how performance assessment creates a culture of inquiry in schools.
                                                                                                                                                                                                                      • Chapter 5: Meeting the challenges of performance assessments (pages 57-74). Moving from a primarily traditional style of assessment to authentic, performance-based assessment is not without challenges. The author discusses the challenges involved in this shift, including reliability and validity of assessment through task development, field testing the task, and standardizing scoring. Fairness of performance assessment is also considered, specifically as it relates to diverse learners, such as those who are learning English.

                                                                                                                                                                                                                      4. Developing Rubrics (n.d.). Retrieved from https://assess.pages.tcnj.edu/files/2011/06/Developing-Rubrics.pdf.

                                                                                                                                                                                                                      • Rubrics are guides that teachers use to assess student learning as evidenced through a performance or product. In this document, foundational information about rubrics is offered, including the two types of rubrics and how to write them. At the end of the document, there are many other resources related to rubrics.

                                                                                                                                                                                                                      5. Gale, J., Koval, J., Wind, S., Ryan, M., & Usselman, M. (2016). Exploring student understanding of force and motion using a simulation-based performance assessment. Journal of Research in STEM Education, 2(1), 39-58. Retrieved from http://j-stem.net/wp-content/uploads/2017/08/gale.pdf

                                                                                                                                                                                                                      • In this article, the authors described the effectiveness of a simulation-based performance assessment in physical science, using an engineering curriculum.

                                                                                                                                                                                                                      6. Mueller, J. (2016). Authentic Assessment Toolbox. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

                                                                                                                                                                                                                      • This website provides a guide for creating authentic, engaging learning tasks and ways to assess student learning through them. STEM fields quite naturally lend themselves to hands-on, performance learning, so authentic assessment is an appropriate form of measuring student learning. Click on each “bubble” (What is it?, Why do it?, How do you do it?, Standards, Tasks, etc.) to learn about authentic, performance-based assessment.

                                                                                                                                                                                                                      7. Wees, D. (n.d.). 56 different ways to gather evidence of student achievement. Retrieved from https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?slide=id.p.

                                                                                                                                                                                                                      • This document is a presentation by David Wees, a formative assessment specialist. It contains 56 different types of small, formative assessments that can be used to determine student progress toward learning goals. 

                                                                                                                                                                                                                      Unit 5: STEM Instruction in Early Elementary School

                                                                                                                                                                                                                      • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                      • Continue to participate in the Group Activity
                                                                                                                                                                                                                      • Complete and submit the Written Assignment

                                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                                      1. American Association for the Advancement of Science (2018). STEM activities and resources for K-12 teachers and students.  Retrieved from http://www.gk12.org/resources/stem-activities-and-resources-for-k-12-teachers-and-students/

                                                                                                                                                                                                                      • This resource contains a collection of links for teachers and students – all related to STEM education and activities. You will find this list helpful as you consider creating STEM learning activities for elementary and middle school students.

                                                                                                                                                                                                                      2. Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education, 12(5), 23-37. Retrieved from https://www.jstem.org/jstem/index.php/JSTEM/article/download/1509/1394

                                                                                                                                                                                                                      •  This article is a meta-analysis of the literature on integrating instruction in STEM subjects, and the effect that has on student learning. As you read, think about ways that you could integrate STEM topics to maximize student learning. You will be using an integrated approach in the instructional unit that you are developing in this course. 

                                                                                                                                                                                                                      3. Boston Children’s Museum (n.d.) STEM sprouts: Science, technology, engineering, and math teaching guide. Retrieved from http://www.bostonchildrensmuseum.org/sites/default/files/pdfs/STEMGuide.pdf

                                                                                                                                                                                                                      • This resource is a guide for teaching STEM to very young children, at the preschool level. One feature of this guide is a discussion of the importance of asking appropriate questions, primarily “what” questions that enhance children’s observational and communication skills. The guide contains many STEM-based activities that are easily incorporated into everyday classroom learning.

                                                                                                                                                                                                                        4. McClure, E., Guernsey, L., & Ashbrook, P. (2017). Where’s Spot? Finding STEM opportunities for young children in moments of dramatic tension. American Educator, 41(3), 12-15. Retrieved from https://files.eric.ed.gov/fulltext/EJ1156381.pdf

                                                                                                                                                                                                                        • The authors of this article detailed ways to incorporate STEM skills in everyday classroom activities, such as "read-alouds". This article may serve to inspire teachers to look for new ways to develop observation skills, prediction skills, and communication abilities through learning activities that they do every day in their instruction.

                                                                                                                                                                                                                        5. Sneideman, J. (2013). Engaging children in STEM education EARLY! Retrieved from http://naturalstart.org/feature-stories/engaging-children-stem-education-early

                                                                                                                                                                                                                        • In this article, the author offers strategies for engaging young children in STEM, specifically getting children outside into nature. There are several links related to studying nature as part of STEM education on this site.

                                                                                                                                                                                                                        6. The Ultimate STEM Guide for Kids: 239 Cool Site About Science, Technology, Engineering, and Math (2014). Retrieved from http://www.mastersindatascience.org/blog/the-ultimate-stem-guide-for-kids-239-cool-sites-about-science-technology-engineering-and-math/ 

                                                                                                                                                                                                                        • This comprehensive resource contains STEM resources for K-12 students. The site has collections of websites, contests, awards, games and apps, career resources, contests, and camps for students, group by elementary level, middle school level, and high school level.

                                                                                                                                                                                                                        Optional Resources

                                                                                                                                                                                                                        These resources may be useful for completing Step 2 of the Group Activity.

                                                                                                                                                                                                                        1. (n.d.), http://rubistar.4teachers.org/index.php

                                                                                                                                                                                                                        • This website provides an online rubric generator.

                                                                                                                                                                                                                        2. Wees, D., (n.d.) 56 different ways to gather evidence of student achievement. Licensed under Creative Commons Share-alike. Retrieve from https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?slide=id.p

                                                                                                                                                                                                                        • This presentation provides ideas for different types of assessments. 

                                                                                                                                                                                                                        Unit 6: STEM Instruction in Upper Elementary School

                                                                                                                                                                                                                        • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                        • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                        • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                        • Complete and submit the Written Assignment
                                                                                                                                                                                                                        • Continue to participate in the Group Activity
                                                                                                                                                                                                                        • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                        Reading Assignment

                                                                                                                                                                                                                        1. Camiling, M.K. (2017). The flipped classroom: Teaching the basic science process skills to high-performing 2nd grade students of Miriam College Lower School. IAFOR Journal of Education, 5, 213-227.  Retrieved from https://iafor.org/journal/iafor-journal-of-education/volume-5-special-issue/article-10/

                                                                                                                                                                                                                        •   In this article, the authors present an excellent review of literature on flipped learning, including the four pillars on which it is built and the advantages and challenges of flipped classrooms. Little empirical research has been conducted in early elementary school classrooms, but the researchers in this article investigated flipped learning in science in a second-grade classroom. Students were grouped in control and experimental groups and the topic to be learned was basic science process skills. Using a pre-test/post-test design, the researchers learned that students in the flipped learning (experimental) group scored significantly higher than students in the traditional learning (control) group.

                                                                                                                                                                                                                        2. Code.org: Elementary School (n.d.). Retrieved from https://code.org/educate/curriculum/elementary-school

                                                                                                                                                                                                                        • This website contains beginning coding activities for students from kindergarten through fifth grade. Learning activities are contained within “courses” for students; each course contains lesson plans for teachers to use to teach beginning coding to students, from loops and events through functions and conditionals. Take some time in this unit to review some of the courses and lesson plans so that you can gain a good understanding of coding learning and instruction.

                                                                                                                                                                                                                        3. Flipped Learning Network (n.d.). Flip learning. Retrieved from https://flippedlearning.org/category/how_to/

                                                                                                                                                                                                                        • This website is a comprehensive collection of all things related to flipped learning. Read the “How To’s and Getting Started” and “F-L-I-P Pillars” sections located in the yellow navigation bar at the top of the page.Be sure to spend some time investigating other parts of the site that are interesting to you.

                                                                                                                                                                                                                        4. Hour of Code Activities (n.d.). Retrieved from https://code.org/learn

                                                                                                                                                                                                                        • This website contains hour-long tutorials designed for students from preschool through high school. Tutorials are in 45 languages. Coding activities can be sorted by content area topics, activity types (tutorials and lesson plans), length of activity, and the classroom technology to be used. Take some time in this unit to try out some of the elementary level coding tutorials.

                                                                                                                                                                                                                        5. Hudson, P., English, L., King, D., & Baker, S. (2015). Exploring links between pedagogical knowledge practices and student outcomes in STEM education for primary schools. Australian Journal of Teacher Education, 40(6). Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2704&context=ajte

                                                                                                                                                                                                                        • In this article, the authors detail a project in which year 4 students engaged in an integrated STEM unit. Specifically, they used math and science knowledge to complete a design project. The article demonstrates how a STEM unit may be planned and taught, the content knowledge that will be developed, and teaching skills required – including promoting problem-solving, guiding students through strong questioning, managing the classroom adequately, and assessing student learning.

                                                                                                                                                                                                                        6. Kelly, D., & Denson, C. (2017). STEM teacher efficacy in flipped classrooms. Journal of STEM Education, 18(4), 43-50. Retrieved from https://jstem.org/index.php/JSTEM/article/view/2188/1884

                                                                                                                                                                                                                        • The perceptions of flipped learning of STEM teachers from an innovative charter school were studied in this article. The school uses a flipped model of learning and also uses a BYOD (Bring Your Own Device) approach, so students have access to technology at all times. Researchers learned that one of the main factors that challenge them in implementing flipped learning is time. Although they gain more time in the classroom by students doing some initial learning as homework, creating videos and finding online homework resources takes a good deal of time, particularly during a teacher’s first year doing flipped learning.

                                                                                                                                                                                                                        7. Lin, J. (2016). How robotics is transforming STEM in elementary schools. Retrieved from http://www.gettingsmart.com/2016/01/how-robotics-is-transforming-stem-education-in-elementary-schools/

                                                                                                                                                                                                                        • In this article, the author spotlights an elementary classroom in which the teacher incorporates robotics. She believes that robotics is an innovative platform that students can use to create; as elementary students are digital natives (they have never been without technology), they are not afraid or intimidated to try. This online article contains several links related to robotics in the classroom, robotics competition, and tips for teachers.

                                                                                                                                                                                                                        8. Monson, D., & Besser, D. (2015). Smashing milk cartons: Third-grade students solve a real-world problem using the engineering design process, collaborative group work, and integrated STEM education. Science and Children, 52(9), 38-43. Retrieved from https://www.stthomas.edu/media/servicelearning/pdf/Monson4-30-15.pdf

                                                                                                                                                                                                                        •  The authors of this article detail a collaborative project among a kindergarten teacher, a third-grade teacher, and a sixth-grade teacher. The project had the same overall theme, but the projects and skills were different at each grade level. Kindergarteners learned about engineering, composting, and individual composters. Third graders used the engineering design cycle to build machines to crush milk cartons. Sixth graders build a storage unit for the crushed milk cartons. All of the students learned the process through defining a problem, generating alternatives, developing and analyzing solutions, and creating/testing/improving options.

                                                                                                                                                                                                                        9, Yuen, T.T., Boecking, M., Stone, J., Tiger, E., Gomez, A., Guillen, A., & Arreguin, A. (2014). Group tasks, activities, dynamics, and interactions in collaborative robotics projects with elementary and middle school children. Journal of STEM Education, 15(1), 39-45. Retrieved from https://www.jstem.org/jstem/index.php/JSTEM/article/download/1853/1585

                                                                                                                                                                                                                        • In this article, the authors examined how elementary and middle school students collaborated together during a summer robotics camp. The researchers observed students in their robotics tasks and found that students were on-task for a significant part of the time, primarily due to the hands-on nature of the tasks they were given. They also learned that discussion among students in groups was a large part of the robotics project.  This informs STEM teaching by helping teachers determine effective ways to design collaborative projects for students. 

                                                                                                                                                                                                                         Unit 7: STEM Instruction in the Middle School

                                                                                                                                                                                                                        • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                        • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                        • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                        • Complete and submit the Written Assignment
                                                                                                                                                                                                                        • Post finalized Group Activity 

                                                                                                                                                                                                                        Reading Assignment

                                                                                                                                                                                                                        1. Billiar, K., Hubelbank, J., Oliva, T., & Camesano, T. (2014). Teaching STEM by design. Advances in Engineering Education, 4(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1076147.pdf

                                                                                                                                                                                                                        • Developing and implementing engaging STEM learning opportunities is a challenge in the middle grades, as teachers are often faced with conflicting pedagogical objectives and time and content challenges. In this article, the authors promote the engineering design process as a way to develop K-12 STEM lessons. The authors collaborated with 15 middle school teachers to create STEM learning modules for students, and they describe how teachers can use the engineering design process to develop STEM units of instruction.

                                                                                                                                                                                                                        2. Brown, P.L., Concannon, J.P., Marx, D., Donaldson, C.W., & Black, A. (2016). An examination of middle school students’ STEM self-efficacy with relation to interest and perceptions of STEM. Journal of STEM Education, 17(3), 27-38. Retrieved from  https://www.jstem.org/jstem/index.php/JSTEM/article/view/2137/1784

                                                                                                                                                                                                                        • Promoting students’ engagement in STEM in the middle grades can affect their perception of STEM fields and ultimately, their decision to pursue further study in STEM areas later on. In this article, the researchers engaged 6th grade students in learning about space science and the solar system. They used a two-prong approach: virtual, synchronous online group work and hands-on, field-based work. There were differences in students’ responses before and after their experience, with the biggest increase in students’ perceptions of the usefulness of STEM.

                                                                                                                                                                                                                        3.Burrows, A., Lockwood, M., Borowczak, M., Janak, E., & Barber, B. (2018). Integrated STEM: Focus on informal education and community collaboration through engineering. Educational Sciences, 8(4). doi: 10.3390/educsci8010004. Retrieved from https://files.eric.ed.gov/fulltext/EJ1174955.pdf

                                                                                                                                                                                                                        • In this article, the researchers provided middle school female students with an open-ended, complex, community problem to solve. The authors learned that it is important to engage students in informal authentic science in order to promote STEM learning and to encourage community involvement in K-12 education. Of particular interest in this article is that all the participants were girls in middle school, as women have typically been underrepresented in STEM fields.

                                                                                                                                                                                                                        4. Capraro, M.M., Whitfield, J.G., Etchells, M.J., & Capraro, R.M. (2016). A companion to interdisciplinary STEM project-based learning: For educators by educators (2nd ed.). Boston, MA: Sense Publishers.  Retrieved from eBook Central  (accessed through LIRN).

                                                                                                                                                                                                                        • This book contains examples of STEM instructional units.  The unit topics are problem-based and are organized in the areas of construction and design, water, environment, mixtures, technology, nutrition, and genetics. Take some time during this unit to review some of the instructional units. This will provide you with background information that will help you with this unit’s discussion and written assignment.

                                                                                                                                                                                                                        5. Jolly, A. (2014). Engineer a great middle school STEM curriculum. Retrieved from  https://www.middleweb.com/13942/engineer-great-middle-school-stem-curriculum/

                                                                                                                                                                                                                        • In this blog post, the author recommends eight things that teachers should consider when creating or a STEM curriculum in middle school.  Teachers would find these guidelines helpful both in creating and evaluating STEM instruction.

                                                                                                                                                                                                                        6. Lyon, G.H., Jafri, J., & St. Louis, K. (2012). Beyond the pipeline: STEM pathways for youth development. Afterschool Matters, 16, 48-57. Retrieved from https://files.eric.ed.gov/fulltext/EJ992152.pdf

                                                                                                                                                                                                                        • In this article, the authors indicate that research suggests that students who are not engaged in meaningful STEM learning in the early grades (by middle school), they do not pursue STEM beyond the classes they are required to take in high school. The article details Project Exploration, an organization that is dedicated to engaging students from underrepresented groups in STEM (girls and students of color).

                                                                                                                                                                                                                        7. Niehoff, M. (2018). 7 real-world issues that can allow students to tackle big challenges. Retrieved from http://www.gettingsmart.com/2018/03/7-real-world-projects-that-allow-students-to-tackle-big-problems/

                                                                                                                                                                                                                        • In this online article, the author identifies seven real-world issues that lend themselves to STEM projects with students. For each identified issue, the author includes links for more information and examples.

                                                                                                                                                                                                                        Optional Video

                                                                                                                                                                                                                        1. San Marcos Unified School District (2016). STEM comes alive at San Marcos Middle School. Retrieved from(6:13)

                                                                                                                                                                                                                        • In this video, teachers and students discuss the STEM approach used at San Marcos Middle School. One interesting component of the STEM approach at this school is the community support by adults in STEM fields, through visits and presentations by them into the middle school classrooms. As you watch this video, think about ways to engage individuals from the community into your STEM classroom. 

                                                                                                                                                                                                                        Unit 8: Developing as a STEM Professional

                                                                                                                                                                                                                        • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                        • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                        • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                        • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                                                        • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                        Reading Assignment

                                                                                                                                                                                                                        1. Barchenger, C., & Peterman, T. (2015). Professional development that supports teacher learning about the new vision for science education. Retrieved from http://stemteachingtools.org/brief/13

                                                                                                                                                                                                                        •  In this short practice brief, the authors make recommendations for effective professional development for teachers in regard to STEM. One of the areas they discuss is addressing the equity of learning for all students, including students with disabilities. The resource provides links to other professional development strategies and models.

                                                                                                                                                                                                                        2. Ejiwale, J.A. (2013). Barriers to successful implementation of STEM education. Journal of Education and Learning, 7(2), 63-74. Retrieved from http://journal.uad.ac.id/index.php/EduLearn/article/view/220/pdf_2

                                                                                                                                                                                                                        • In this article, the author examines ten barriers to successful STEM education in schools. Several of these have to do with the preparation and development of teachers.

                                                                                                                                                                                                                        3. Fulton, K., & Britton, T. (2011). STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching. Retrieved from https://www.wested.org/resources/stem-teachers-in-professional-learning-communities-from-good-teachers-to-great-teaching/

                                                                                                                                                                                                                        • Professional learning communities (PLCs) are an increasingly common form of learning and collaboration for teachers. In this document, the authors synthesize the research on learning communities in STEM and they discuss the important characteristics and design of STEM learning teams. 

                                                                                                                                                                                                                        4. Hall, P. (2017). Professional Development for STEM Educators. Retrieved from https://www.wested.org/online_pubs/resource1097.pdf

                                                                                                                                                                                                                        • In this blog post, the author shares resources for online PD opportunities and STEM conferences for teachers.

                                                                                                                                                                                                                        5. Koba, S., & Wojnowski, B. (Eds.) (2013). Exemplary science: Best practices in professional development (revised 2nd ed.). Arlington, VA: National Science Teachers Association. Retrieved from eBook Central (accessed through LIRN).

                                                                                                                                                                                                                        • Read Chapter 1, “Less and More Emphases and Supporting Research for Professional Development,” pages 14-23. In this chapter, the editors of the book synthesize research that supports the professional learning of teachers, specifically in science, but applicable to all STEM areas. They detailed the characteristics of teaching and learning that should exemplify today’s classrooms.
                                                                                                                                                                                                                        • Chapters 6-15 describe different models of professional development in STEM areas. Select two of these chapters to read, based on your interest in the professional development model described or based on a specific grade level (elementary school, middle school, etc.). This information will help inform your discussion for this unit.

                                                                                                                                                                                                                        6. Nadelson, L. S., & Seifert, A. (2013). Perceptions, engagement, and practices of teachers seeking professional development in place-based integrated STEM. Teacher Education and Practice, 26, 242-263. Retrieved from eBook Central (accessed through LIRN).

                                                                                                                                                                                                                        • Incorporating resources outside of the school classroom is an important part of making STEM instruction relevant to students. In this article, the authors described an intensive summer institute for STEM teachers, in which they investigated teachers’ perceptions and practices related to using community resources to enhance STEM learning.


                                                                                                                                                                                                                        Course Requirements:

                                                                                                                                                                                                                        Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                        Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                        Written Assignments & Assessment Forms
                                                                                                                                                                                                                        Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                        Group Activities
                                                                                                                                                                                                                        During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                                        Reflective Portfolio Activities
                                                                                                                                                                                                                        Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                                        The Research and Practice Portfolio 
                                                                                                                                                                                                                        Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                                        • Reflective Portfolio Activities
                                                                                                                                                                                                                        • Research
                                                                                                                                                                                                                        • Teaching and Learning Resources

                                                                                                                                                                                                                        Course Forum
                                                                                                                                                                                                                        The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                        Course Policies:

                                                                                                                                                                                                                        Grading Components and Weights
                                                                                                                                                                                                                        Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                        Discussion Assignments  20%
                                                                                                                                                                                                                        Written Assignments    30%
                                                                                                                                                                                                                        Group Activities  25%
                                                                                                                                                                                                                        Reflective Portfolio Activities  25%
                                                                                                                                                                                                                        TOTAL 100%


                                                                                                                                                                                                                        Grading Scale
                                                                                                                                                                                                                        This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                        Letter Grade
                                                                                                                                                                                                                        Grade Scale Grade Points
                                                                                                                                                                                                                        A+ 98-100 4.00
                                                                                                                                                                                                                        A 93-97 4.00
                                                                                                                                                                                                                        A- 90-92 3.67
                                                                                                                                                                                                                        B+ 88-89 3.33
                                                                                                                                                                                                                        B 83-87 3.00
                                                                                                                                                                                                                        B- 80-82 2.67
                                                                                                                                                                                                                        C+ 78-79 2.33
                                                                                                                                                                                                                        C 73-77 2.00
                                                                                                                                                                                                                        C- 70-72 0.00
                                                                                                                                                                                                                        D+ 68-69 0.00
                                                                                                                                                                                                                        D 63-67 0.00
                                                                                                                                                                                                                        D- 60-62 0.00
                                                                                                                                                                                                                        F Under 60 0.00
                                                                                                                                                                                                                        CR N/A N/A
                                                                                                                                                                                                                        NC N/A N/A
                                                                                                                                                                                                                        NF N/A N/A
                                                                                                                                                                                                                        W N/A N/A


                                                                                                                                                                                                                        Grade Appeal

                                                                                                                                                                                                                        If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                        Participation
                                                                                                                                                                                                                        Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                        • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                        • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                        • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                        • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                        Academic Honesty and Integrity
                                                                                                                                                                                                                        When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                        Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                        Code of Conduct
                                                                                                                                                                                                                        University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                        EDUC 5711 Teaching for Diverse and Inclusive Classrooms

                                                                                                                                                                                                                        UoPeople logo


                                                                                                                                                                                                                        EDUC 5711: Teaching for Diverse and Inclusive Classrooms


                                                                                                                                                                                                                        Credits: 3

                                                                                                                                                                                                                        Prerequisites:  EDUC 5210, EDUC 5220, and EDUC 5240


                                                                                                                                                                                                                        Course Description: This course will focus on creating an equitable learning environment that sensitively approaches differences.  Emphasis will be on considering decisions about curriculum, instructional materials, learning activities, and student groupings in the multicultural, multilingual classroom.  The use of adaptive technology, learning analytics and personalized learning, compensatory and remedial methods, and inquiry-based procedures to teach content to students with academic and/or behavioral difficulties will be discussed.


                                                                                                                                                                                                                        Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                        • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                                        To access some of the learning resources, you must log into Moodle and go to Resources and then to the UoPeople Library and Resource Center. From there click Access to Library and Information Resource Network in order to get into LIRN. Once you are in LIRN, Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc.). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. 

                                                                                                                                                                                                                        For more information on navigating the UoPeople Library resources review the Library and Information Resources Network (LIRN) and JSTOR instructional document. If you have any problems, please contact library@uopeople.edu.  


                                                                                                                                                                                                                        Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                        Learning Objectives and Outcomes:

                                                                                                                                                                                                                        By the end of this course students will be able to:

                                                                                                                                                                                                                        1. Utilize and apply cultural theory concepts to educational institutions to ensure equitable access to learning environments and inclusive practices.
                                                                                                                                                                                                                        2. Design and adapt curriculum components and instructional settings in the multicultural, multilingual learning environment to promote and enhance cultural awareness and sensitivity.
                                                                                                                                                                                                                        3. Develop and implement technology-enhanced learning opportunities, in consideration of the individual needs of each student, to include adaptive and assistive technologies.
                                                                                                                                                                                                                        4. Assess and analyze learner needs in diverse and inclusive settings through inquiry-based procedures to teach content and optimize learning.
                                                                                                                                                                                                                        5. Apply research of differentiated instructional theories to facilitate inclusive education and support of cultural differences and academic and/or behavioral needs.

                                                                                                                                                                                                                        Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                                        Week 1: Unit 1 - Components of Diverse and Inclusive Classrooms

                                                                                                                                                                                                                        Week 2: Unit 2 - Organizing Instruction of Diverse Students

                                                                                                                                                                                                                        Week 3: Unit 3 - Curriculum for Diverse and Inclusive Settings

                                                                                                                                                                                                                        Week 4: Unit 4 - Instructional Approaches for Diverse and Inclusive Settings

                                                                                                                                                                                                                        Week 5: Unit 5 - Creating Lesson Plans for Diverse and Inclusive Settings

                                                                                                                                                                                                                        Week 6: Unit 6 - Adaptations and Groupings for Diverse Learners

                                                                                                                                                                                                                        Week 7: Unit 7 - Adaptive/Assistive Technology & Compensatory/Remediated Instruction 

                                                                                                                                                                                                                        Week 8: Unit 8 - Learner Analytics for Personalized Learning 


                                                                                                                                                                                                                        Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                                                                        Unit 1: Components of Diverse and Inclusive Classrooms

                                                                                                                                                                                                                        • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                        • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                        • Complete and submit the Written Assignment
                                                                                                                                                                                                                        • Complete the Portfolio Activity

                                                                                                                                                                                                                        Reading Assignment

                                                                                                                                                                                                                        1. Adams, D., Harris, A., & Jones, M.S. (2016). Teacher-parent collaboration for an inclusive classroom: Success for every child. Malaysian Online Journal of Educational Sciences, 4(3), 58-71. Retrieved from ERIC through LIRN.

                                                                                                                                                                                                                        • This peer-reviewed journal article presents an outline of study results focused upon the collaborative efforts of parents and teachers in schools with inclusive education.

                                                                                                                                                                                                                        2. Anderson, A. (2018). 7 ways to create an inclusive classroom environment. Association for Supervision and Curriculum Development (ASCD). Retrieved from http://inservice.ascd.org/7-ways-to-create-an-inclusive-classroom-environment/

                                                                                                                                                                                                                        • This educational resource reviews various methods and ways for an educator to implement and create inclusive academic settings. (This would be a good resource to include in your portfolios.) Links to supporting documents, resources, and articles are included.

                                                                                                                                                                                                                        3. Avcioglu, H. (2017). Classroom teachers' behaviors and peers' acceptance of students in inclusive classrooms. Educational Sciences: Theory and Practice, 17(2), 463-492. Retrieved from ERIC through LIRN.

                                                                                                                                                                                                                        • This qualitative research study focused on information related to how teachers inclusive classroom settings react towards students with disabilities in their classrooms. Peer acceptance rates in inclusive settings is also reviewed.

                                                                                                                                                                                                                        4. Bray, W.S. (2005). Supporting diverse learners: Teacher collaboration in an inclusive classroom. Teaching Children Mathematics, 11(6), 324-329. Retrieved from JSTOR.

                                                                                                                                                                                                                        • This article explores teacher reflections on the expectation of all learners to be successful in math content, no matter their background or learning level. NCTM principles are used for discussion and equity education access for all students.

                                                                                                                                                                                                                        5. Castro, A., Germain, E., & Gooden, M. (2018). Increasing diversity in K-12 school leadership. Policy Brief 2018-3. Retrieved from ERIC through LIRN.

                                                                                                                                                                                                                        • This policy brief resource discussed how K-12 school leadership does not represent the diversity of school populations and how to incorporate overall changes.

                                                                                                                                                                                                                        6. Hill, M. (2017). Creating the culturally diverse classroom. Association for Supervision and Curriculum Development (ASCD). Retrieved from http://inservice.ascd.org/creating-the-culturally-diverse-classroom/

                                                                                                                                                                                                                        • This resource is an online inservice development guide from ASCD. The article provides a first-hand account and ideas to create an environment that is culturally responsive to all students.

                                                                                                                                                                                                                        7. Inclusive Schools Network. (2015). Together we learn better: Inclusive schools benefit all children. Retrieved from https://inclusiveschools.org/together-we-learn-better-inclusive-schools-benefit-all-children/

                                                                                                                                                                                                                        • This resource discusses components of a differentiated school environment and defines an inclusive environment for diverse learners.

                                                                                                                                                                                                                        8. Juvonen, J., Nishina, A., & Graham, S. (2006). Ethnic diversity and perceptions of safety in urban middle schools. Psychological Science, 17(5), 393-400. Retrieved from JSTOR.

                                                                                                                                                                                                                        • This journal article resource review student perceptions from 11 urban middle schools that have varied ethnic diversity. An interesting find in this research study presented that is supportive of inclusive and diverse educational environments is that safety in diverse settings.

                                                                                                                                                                                                                        9. K12 Academics. (n.d.) Inclusion Classroom. Retrieved from https://www.k12academics.com/educational-philosophy/inclusion-classroom

                                                                                                                                                                                                                        • This resource reviews needed principle and practice guidelines for creating an inclusive classroom environment.

                                                                                                                                                                                                                        10. Lee, G. (2018). The benefits of racial diversity in the classroom. Think Inclusive. Retrieved from https://www.thinkinclusive.us/benefits-racial-diversity-classroom/

                                                                                                                                                                                                                        • This article reviews how diversity in classrooms can foster higher academic achievement and better collaboration among all students.

                                                                                                                                                                                                                        11. Mohan, P. (2010). Learning in inclusive schools. Economic and Political Weekly, 45(46), 16-18. Retrieved from JSTOR.

                                                                                                                                                                                                                        • This resource provides a first-hand account from a teacher in an inclusive environment as the educator shares the move to an inclusive classroom setting and how it has changed student perceptions and participation.

                                                                                                                                                                                                                        12. Mwangi, M. (2012). 5 benefits of diversity in a 21st-century classroom. Tides Inc. Retrieved from http://www.tidesinc.org/2012/09/30/5-benefits-of-diversity-in-a-21st-century-classroom/

                                                                                                                                                                                                                        • This resource discusses the role of diversity as being more involved than just having students of different races in a school. (Please note the use of people first language.) Further discussion involves how a school environment can provide diversity and inclusion through proper planning that encourages communication and collaboration among all students.

                                                                                                                                                                                                                        13. National Education Association (NEA) (n.d.). Diversity toolkit introduction. Retrieved from http://www.nea.org/tools/diversity-toolkit-introduction.html

                                                                                                                                                                                                                        • This toolkit was created by the NEA to present the main issues regarding diversity established by the NEA and strategies to address diversity issues.

                                                                                                                                                                                                                        14. Seltzer, R., Frazier, M., & Ricks, I. (1995). Multiculturalism, race, and education. The Journal of Negro Education, 64(2), 124-140. Retrieved from JSTOR.

                                                                                                                                                                                                                        • This peer-reviewed article offers insight into issues related to multiculturalism. Reading focus centers on interracial interactions, oppositions to multicultural and diverse classrooms, and some issues related to the implementation of a diverse educational setting.

                                                                                                                                                                                                                        15. Stewart, M.M., Crary, M., & Humberd, B.K. (2008). Teaching value in diversity: On the folly of espousing inclusion, while practicing exclusion. Academy of Management & Learning, 7(3), 374-386. Retrieved from JSTOR.

                                                                                                                                                                                                                        • This peer-reviewed journal article reviews common practices related to teaching diversity and teaching inclusion. Strategies for inclusive and diverse settings are reviewed.

                                                                                                                                                                                                                        16. University of Arizona. (n.d.). Creating Inclusive Learning Environments. Retrieved from http://live-uarizona-diversity.pantheon.arizona.edu/sites/default/files/creating_inclusive_learning_environments._a_project_of_sap_di_and_oie.pdf

                                                                                                                                                                                                                        • This resource provides an exhaustive series of explanations and lists relate to creating an inclusive learning environments related to several levels of education. This resource has some items related to higher education learning, but many of the concepts covered and listed are relevant to the K-12 educational settings.

                                                                                                                                                                                                                        Optional Video

                                                                                                                                                                                                                        Schwartz, I. (2015). The power of inclusive education. TEDxEastsidePrep. Retrieved from 

                                                                                                                                                                                                                        • This video is a TedTalk on the classroom as a complex environment that needs management and planning to be an inclusive setting.

                                                                                                                                                                                                                        Unit 2: Organizing Instruction of Diverse Students

                                                                                                                                                                                                                        • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                        • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                        • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                        • Complete and submit the Written Assignment
                                                                                                                                                                                                                        • Complete the Portfolio Activity

                                                                                                                                                                                                                        Reading Assignment

                                                                                                                                                                                                                        1. Bray, W. (2005). Supporting diverse learners: Teacher collaboration in an inclusive environment. Teaching Children Mathematics, 11(6), 324-329. Retrieved from JSTOR.

                                                                                                                                                                                                                        • This article reviews challenges to and methods to overcome obstacles to inclusive environments for diverse students. Flexible student grouping and academic learning choices for students are reviewed.

                                                                                                                                                                                                                        2. Flores, R.P., Monroy, G.V., Fabela, A.M.R. (2015). Compensatory policies attending equality and inequality in Mexico educational practice among vulnerable groups in higher education. Journal of Education and Learning, 4(4), 53-63. Retrieved from https://files.eric.ed.gov/fulltext/EJ1097791.pdf

                                                                                                                                                                                                                        • This resource presents a discussion of how social inequality exists in accessing higher education among lower socioeconomic groups and diverse populations in Mexico. 

                                                                                                                                                                                                                        3. Howard, E. R., & Christian, D. (2002). Two-way immersion 101: Designing and implementing a two-way immersion education program at the elementary level. Santa Cruz, CA: Center for Research, Diversity, and Excellence, University of California, Santa Cruz. Retrieved from https://files.eric.ed.gov/fulltext/ED473082.pdf

                                                                                                                                                                                                                        • This resource introduces an innovative instructional approach for integrating native English speakers and non-native English speakers in inclusive classrooms. Concepts of planning and content design to meet diverse student needs are discussed.

                                                                                                                                                                                                                        4. McFarland-McDaniels, M. (n.d.). How to organize a classroom for diverse learners. Classroom. Retrieved from https://classroom.synonym.com/organize-classroom-diverse-learners-8235933.html

                                                                                                                                                                                                                        • This online resource discusses how a teacher can organize a classroom to meet diverse learning needs. Means of identifying student learning needs are presented. Creating classroom environments that are adapted to student needs and differentiated learning centers are reviewed.

                                                                                                                                                                                                                          5. Stanford, B. & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit framework, and Universal Design for Learning. TEACHING Exceptional Children Plus, 5(6), 1-9. Retrieved from ERIC.

                                                                                                                                                                                                                          • This resource reviews how the traditional classroom environment does not always work well with diverse learners. Aspects of differentiated instruction retrofit framework and Universal Design for Learning are introduced. The article offers vignettes for learning application.

                                                                                                                                                                                                                          6. Taylor, B.K. (2015). Content, process, and product: Modeling differentiated instruction. Kappa Delta Pi Record, 51(1), 13-17. Retrieved from ERIC.

                                                                                                                                                                                                                          • This resource discussed how differentiated instruction is an instructional strategy to meet the meets of diverse learners through their unique needs, interests, and learning styles. The focus of the article is how preservice teachers can learn to incorporate differentiated instruction by adapting content, process, and products of instruction.

                                                                                                                                                                                                                          7. Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction and Understanding by Design: Connecting content and kids. Association for Supervision and Curriculum Development. Retrieved from https://chca-oh.instructure.com/files/3649/download?download_frd=1

                                                                                                                                                                                                                          • Read Chapter 1. This resource provides an in-depth look at how an educator can combine elements of differentiated instruction and Understanding by Design to create and maintain an inclusive academic environment. The article reviews how to adapt learning materials to respond to student learning levels and styles. Combination of different learning techniques is discussed.

                                                                                                                                                                                                                          Optional Videos
                                                                                                                                                                                                                          1. Halverson, H. (2012). Educational innovation at UW-Madison: The "Backward Design" framework. Retrieved from 

                                                                                                                                                                                                                          • This video resource discusses how to identify learning goals for students while working to teach what is needed. Halverson discusses how to redesign and adapt curricula components through "backward design" framework to meet student needs.

                                                                                                                                                                                                                          2. Harte, H. (2015). UDL at a glance. TED-Ed. Retrieved from https://ed.ted.com/on/BvQYgiBX

                                                                                                                                                                                                                          • This video explains Universal Design for Learning and aspects of UDL to implement to create inclusive environments.

                                                                                                                                                                                                                          Unit 3: Curriculum for Diverse and Inclusive Settings

                                                                                                                                                                                                                          • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                          • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                          • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                          • Complete and submit the Written Assignment
                                                                                                                                                                                                                          • Begin and participate in the Group Activity (Due Unit 6)
                                                                                                                                                                                                                          • Complete the Portfolio Activity

                                                                                                                                                                                                                          Reading Assignment

                                                                                                                                                                                                                          1. Ainscow, M. & Sandill, A. (2010). Developing inclusive education systems: The role of organizational cultures and leadership. International Journal of Inclusive Education, 14(4), 401-416. Retrieved from Google Scholar.

                                                                                                                                                                                                                          ● This resource discusses how inclusive education programming for all students in the environment can be a challenge for teachers. The paper reviews how some organizational changes can occur in inclusive environment to foster learning practices for diverse populations throughout the entire educational system. 

                                                                                                                                                                                                                          2. Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. Modern Language Journal, 89(4) 585-592. Retrieved from JSTOR.

                                                                                                                                                                                                                          ● This resource reviews how some curricula of mainstream classrooms and relates resources that can be utilized to activate student learning. The discussion is related to bilingual student instruction in public schools and academic achievement. 

                                                                                                                                                                                                                          3. Devlin, M., & McKay, J. (2014). Reframing ‘the problem’: Students from low socio-economic status backgrounds transitioning to university. In Brook H., Fergie D., Maeorg M., & Michell D. (Eds.), Universities in Transition: Foregrounding Social Contexts of Knowledge in the First Year Experience (pp. 97-126). South Australia: University of Adelaide Press. Retrieved from http://www.jstor.org/stable/10.20851/j.ctt1t304xh.8

                                                                                                                                                                                                                          ● This book chapter discusses how students of lower socioeconomic backgrounds need more when leaving the secondary setting to go to college. One component heavily reviewed in his chapter is the approach of the importance of teaching and academic framing to assist the student of lower socioeconomic backgrounds in experience academic success. 

                                                                                                                                                                                                                          4. Enet, E. (2004). Learning from difference: An action research guide for capturing the experience of developing inclusive education. Manchester, UK: University of Manchester. Retrieved from https://www.eenet.org.uk/resources/docs/Learning%20from%20Difference%20Guidelines.pdf

                                                                                                                                                                                                                          The main focus should be on pages 18-33. This online resource is an action guide to develop inclusive education. Framework diagrams are provided for educator use. Activities and ideas to adapt curriculum are reviewed. 

                                                                                                                                                                                                                          5. Florian, L., Young, K., Rouse, M. (2010). Preparing teachers for inclusive and diverse educational environments: Studying curricular reform in an initial teacher education course. International Journal of Inclusive Education, 14(7), 709-722. Retrieved from ERIC.

                                                                                                                                                                                                                          ● This journal article is a great resource. It identifies key concepts associated with inclusive education and discusses them in relation to issues in the education reform from the perspective of teacher training. One point of interest in this article is how to work to achieve educational equity in an inclusive setting. 

                                                                                                                                                                                                                          6. Keyes, C.S., Puzio, K., Jiménez, R.T. (2014). Collaborative translations: Designing bilingual instructional tools. Journal of Education, 194(2), 17-24. Retrieved from ERIC. 

                                                                                                                                                                                                                          ● This resource discussed how the role of collaboration and multilingual literacy through the integration of 21st-century skills can be used to adapt curriculum for students of diverse backgrounds. 

                                                                                                                                                                                                                          7. Opertti, R. & Brady, J. (2011). Developing inclusive teachers from an inclusive curricular perspective. Prospects: Quarterly Review of Comparative Education, 41(3), 459-472. Retrieved from ERIC.

                                                                                                                                                                                                                          ● This resource discusses the “Education for All” agenda related to inclusive curricula. Considerations educators need to make are outlined for an inclusive curriculum. 

                                                                                                                                                                                                                          8. Ronan, B. (2018). Standards-based technology integration for emergent bilinguals. Multicultural Education. Retrieved from Gale database in LIRN. Search for the title of this article in the Gale database.

                                                                                                                                                                                                                          ● This article concentrates on the challenge of a standards-based framework with technology integration for emergent bilingual students. How to adapt a standards-based framework with technology to meet diverse student learning needs is discussed. This article also has activity suggestions to assist teachers in adapting, designing, and planning lessons for a multicultural student population.

                                                                                                                                                                                                                          9. Terzi, L. (2014). Reframing inclusive education: Educational equality as capability equality. Cambridge Journal of Education, 1-15. Retrieved from https://www.researchgate.net/publication/268284133_Reframing_inclusive_education_educational_equality_as_capability_equality 

                                                                                                                                                                                                                          ● This paper seeks to encourage educators to think about how inclusive education effects and allows educational equity for diverse learners. Rethinking how schools systems are set up and are carried forth are discussed in terms of curriculum, teaching, and learning strategies. 

                                                                                                                                                                                                                          Unit 4: Instructional Approaches for Diverse and Inclusive Settings

                                                                                                                                                                                                                          • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                          • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                          • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                          • Complete and submit the Written Assignment
                                                                                                                                                                                                                          • Continue to participate in the Group Activity
                                                                                                                                                                                                                          • Complete the Portfolio Activity

                                                                                                                                                                                                                          Reading Assignment

                                                                                                                                                                                                                          1. Cullen, K.A. (2016). Culturally responsive disciplinary literacy strategies instruction. In K. Munger (Ed.), in Steps to success: Crossing the bridge between literacy research and practice (chapter 12). United States, SUNY Online. Retrieved from https://textbooks.opensuny.org/steps-to-success/ 

                                                                                                                                                                                                                          • Read chapter 12 of this textbook. The end of the chapter is of particular focus on how to apply culturally responsive teaching practices.

                                                                                                                                                                                                                          2. Ebersole, M., Kanahele-Mossman, H., & Kawakami, A. (2016). Culturally responsive teaching: Examining teachers’ understandings and perspectives. Journal of Education and Training Studies, 4(2), 97-104. Retrieved from https://files.eric.ed.gov/fulltext/EJ1080851.pdf

                                                                                                                                                                                                                          • This research study reviews a course related to ethnicity and education and how teachers perceive culturally responsive teaching. Culturally responsive teaching was recognized to be about conceptualizing culture and enhancing teaching activities.

                                                                                                                                                                                                                          3. Fennell, F. (2007). Curriculum focal points: What's your focus and why? Teaching Children Mathematics, 14(5), 315–316. Retrieved from https://www.jstor.org/stable/pdf/41199914.pdf?refreqid=search%3Ae83a09b7683ee625fa024eba70221e8f

                                                                                                                                                                                                                          • The article helps the educator to focus on what is important in the classroom. Content is centered on defining what differentiated instruction is and the challenges that can occur with differentiated instruction. Practical methods to deal with challenges and create tasks for diverse academic need groups that are meaningful are discussed.

                                                                                                                                                                                                                          4. Ginsberg, M.B. & Wlodkowski, R.J. (2009). Diversity & motivation: Culturally responsive teaching in college (2nd ed.). San Francisco, CA: Jossey-Bass. Retrieved from https://books.google.com/books/about/Diversity_and_Motivation.html?id=_wDcBgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q=facilitating%20equitable&f=false

                                                                                                                                                                                                                          • Review and read Resource E: Facilitating equitable discussions within a multicultural classroom. This book responds to how to consistently support students across diverse student groups. There are many resources available at the end of the book which would benefit an inclusive setting.

                                                                                                                                                                                                                          5. Katz, J. & Sokal, L. (2016). Universal Design for Learning as a bridge to inclusion: A qualitative report of student voices. International Journal of Whole Schooling, 12(2), 36-63. Retrieved from https://files.eric.ed.gov/fulltext/EJ1118092.pdf

                                                                                                                                                                                                                          • This resource is a qualitative report in which the practice of inclusive education is examined from the perspective of the students involved in the learning processes. Focus is centered on how educators can be mindful of the effects of inclusive practices on students.

                                                                                                                                                                                                                            6. Ohio State University. (2017). What is Inclusive Teaching? University Center for the Advancement of Teaching. Retrieved from https://ucat.osu.edu/inclusive-teaching/what-is-inclusive-teaching/

                                                                                                                                                                                                                            • This resource discusses inclusive teaching practices as a range of approaches to teaching that ensures diverse needs and backgrounds of students are met in the learning environment. Inclusive teaching principles are reviewed.

                                                                                                                                                                                                                            7. Samuels, A. (2018). Exploring culturally responsive pedagogy: Teachers' perspectives on fostering equitable and inclusive classrooms. SRATE Journal, 27(1), 22-30. Retrieved from https://files.eric.ed.gov/fulltext/EJ1166706.pdf

                                                                                                                                                                                                                            • This article discusses educator perspectives on culturally responsive pedagogy. Strategies for use in the K-12 setting are reviewed.

                                                                                                                                                                                                                            8. Stanford, B. & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit framework, and Universal Design for Learning. TEACHING Exceptional Children Plus, 5(6), 1-9. Retrieved from ERIC.

                                                                                                                                                                                                                            • This resource reviews how the traditional classroom environment does not always work well with diverse learners. Aspects of differentiated instruction retrofit framework, and Universal Design for Learning are introduced. The article offers vignettes for learning application.

                                                                                                                                                                                                                            9. Taylor, B.K. (2015). Content, process, and product: Modeling differentiated instruction. Kappa Delta Pi Record, 51(1), 13-17. Retrieved from ERIC.

                                                                                                                                                                                                                            • This resource discussed how differentiated instruction is an instructional strategy to meet the meets of diverse learners through their unique needs, interests, and learning styles. Focus of the article is how preservice teachers can learn to incorporate differentiated instruction through adapting content, process, and products of instruction.

                                                                                                                                                                                                                              Infographics
                                                                                                                                                                                                                              1. Association for the Supervision of Curriculum Development (ASCD). (2015). What is (and is not) differentiated instruction? Retrieved from 
                                                                                                                                                                                                                              http://www.ascd.org/ASCD/pdf/siteASCD/publications/Differentiation_Is-IsNot_infographic.pdf

                                                                                                                                                                                                                              • This infographic resource is created to define the components of differentiated instruction. Concepts that are often confused for being differentiated instruction are reviewed.

                                                                                                                                                                                                                              Optional Videos

                                                                                                                                                                                                                              1. Bennett-Alexander, D. (2015). Practical Diversity: Taking Inclusion from Theory to Practice. TEDxUGA. Retrieved from  . (16:52)

                                                                                                                                                                                                                              • This video resource from TEDTalks discusses how inclusion, in theory, can be applied to practice. Educators can use this resource to assist in identifying personal bias(es) of their own perceptions to use to eliminate discrimination in practice.

                                                                                                                                                                                                                              2. Vanderbilt University. (2017). Understanding by Design. Retrieved from   (10:51)

                                                                                                                                                                                                                              • In this video resource, Educator Grant Wiggins discusses the instruction model of Understanding by Design (UbD). Discussion is focused on how to improve student achievement, clarify learning goals, create assessments for true student comprehension of instructional concepts, and generate effective learning activities.

                                                                                                                                                                                                                              Unit 5: Creating Lesson Plans for Diverse and Inclusive Settings

                                                                                                                                                                                                                              • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                              • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                              • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                              • Continue to participate in the Group Activity
                                                                                                                                                                                                                              • Complete and submit the Written Assignment
                                                                                                                                                                                                                              • Complete the Portfolio Activity

                                                                                                                                                                                                                              Reading Assignment

                                                                                                                                                                                                                              1. Brewer, D., Augustine, C., Zellman, G., Ryan, G., Goldman, C., Stasz, C., & Constant, L. (2007). Developing the curriculum standards and supporting their implementation. In Education for a new era: Design and implementation of K–12 education reform in Qatar (pp. 99-110). Santa Monica, CA; Arlington, VA; Pittsburgh, PA: RAND Corporation. Retrieved from http://www.jstor.org/stable/10.7249/mg548qatar.

                                                                                                                                                                                                                              • This book chapter discusses a standards-based education system and how the educator can define expectations for student learning and performance. Discussion on how to implement the standards for all students to learn and develop some learning autonomy is provided.

                                                                                                                                                                                                                                2. Lloyd, G. (2008). Curriculum use while learning to teach: One student teacher's appropriation of mathematics curriculum materials. Journal for Research in Mathematics Education, 39(1), 63-94. Retrieved from http://www.jstor.org/stable/30034888

                                                                                                                                                                                                                                • This resource provides a first-hand account from one teacher within her preservice experiences. The educator reflects on how she had to adapt materials and planning to meet the needs of different groupings of students.

                                                                                                                                                                                                                                3. Olinghouse, N. (2008). Designing lessons for diverse learners. Retrieved from http://education.msu.edu/te/secondary/pdf/Designing-Lessons-for-Diverse-Learners.pdf.

                                                                                                                                                                                                                                • This online resource discussed in-depth how to adapt content students are exposed to, the learning process, the product students produce, and the learning environment. Steps and guidelines are provided for guidance for implementing each element. A unique table is provided with distinct learning problems with information provided on how to meet the needs of the inclusive environment and diverse students.

                                                                                                                                                                                                                                4. Treahy, D., & Gurganus, S. (2010). Models for special needs students. Teaching Children Mathematics, 16(8), 484-490. Retrieved from http://www.jstor.org/stable/41199522

                                                                                                                                                                                                                                • This resource reviews models of instruction and classroom placement that can be used for students with special education needs. It is important to note that practices for students in special education that are discussed in this article are also useful for many students with other diverse learning needs. Inclusive classroom methods and inclusive lesson planning is discussed.

                                                                                                                                                                                                                                Unit 6: Adaptations and Groupings for Diverse Learners

                                                                                                                                                                                                                                • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                • Post finalized Group Activity 
                                                                                                                                                                                                                                • Complete the Portfolio Activity

                                                                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                                                                1. Cirillo, M., Drake, C., Herbel-Eisenmann, B., & Hirsch, C. (2009). Curriculum vision and coherence: Adapting curriculum to focus on authentic mathematics. The Mathematics Teacher, 103(1), 70-75. Retrieved from http://www.jstor.org/stable/20876521

                                                                                                                                                                                                                                • To access this resource, you must be logged into Moodle and the Library and Information Resource Network (LIRN) This resource discusses ways to adapt curriculum materials such as your subject textbooks. Many educators adapt curriculum materials to use in combination with the school textbook to meet student needs.

                                                                                                                                                                                                                                2. Cox, J. (2015). Flexible grouping as a differentiated instruction strategy. Teach Hub. Retrieved from http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy

                                                                                                                                                                                                                                • Flexible grouping is described in this resource. Use of flexible grouping arranging is described for how to use grouping techniques with differentiated instruction and to meet inclusive classroom needs.

                                                                                                                                                                                                                                3. Ford, M.P. (2005). Differentiation through flexible grouping: Successfully reaching all readers. Retrieved from https://files.eric.ed.gov/fulltext/ED489510.pdf

                                                                                                                                                                                                                                • Reading should be concentrated on pages 1-29 to become knowledge of the different types of groupings that can be used in reading instruction. How to use the groups effectively is reviewed in-depth.

                                                                                                                                                                                                                                4. Gomez, C. L., Kurz, T.L., & Jimenez-Silva, M. (2011). Your inner English teacher. Mathematics Teaching in the Middle School, 17(4), 238-243. Retrieved from https://www.jstor.org/stable/pdf/10.5951/mathteacmiddscho.17.4.0238.pdf?refreqid=excelsior%3A908affbf76b2b38cf80ba3c835076dc7

                                                                                                                                                                                                                                • This article provides an overview of how teachers can meet the needs of English Language Learners in the classroom by adjusting phrases and wording of instructional materials.

                                                                                                                                                                                                                                5. Scanlon, D., & Baker, D. (2012). An accommodations model for the secondary inclusive classroom. Learning Disability Quarterly,35(4), 212-224. Retrieved from http://www.jstor.org/stable/41702375

                                                                                                                                                                                                                                • This resource provides discussion into the application and use of accommodations in inclusive classrooms. Assessments, effective practice, regular and special education teacher perspectives, and an accommodation model for best practice are reviewed.

                                                                                                                                                                                                                                6. Ward, B.A. (1987). Instructional grouping in the classroom. Retrieved from https://educationnorthwest.org/sites/default/files/InstructionalGrouping.pdf

                                                                                                                                                                                                                                • This is an older resource, but it has many great ideas in it about how an educator can use different arrangements of groups in the classroom to meet student needs and increase student achievement.

                                                                                                                                                                                                                                7. Cohen, R. & Barzyk, R. (2015). Adapting materials to meet your classroom needs. American English. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/webinar_15.2_-_slides_for_ae.pdf

                                                                                                                                                                                                                                • This webinar focuses on the aspect of finding a resource to use or a portion of a textbook that is suitable for the topic of a lesson of instruction, but not suitable to meet the needs of all students in the classroom. Adapting materials is discussed from the aspect of meeting student learning levels, context of topics, cultural awareness, and so forth. Focus should be on slides 3-51.

                                                                                                                                                                                                                                 Unit 7: Adaptive/Assistive Technology & Compensatory/Remediated Instruction 

                                                                                                                                                                                                                                • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                • Complete the Portfolio Activity

                                                                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                                                                1. Adebisi, R.O., Liman, N.A., & Longpoe, P.K. (2015). Using assistive technology in teaching children with learning disabilities in the 21st century. Journal of Education and Practice, 6(24), 14-20. Retrieved from https://files.eric.ed.gov/fulltext/EJ1078825.pdf

                                                                                                                                                                                                                                • This resource paper reviews the application of assistive technology in classrooms when used with students with learning disabilities. Types of assistive technology reviewed for application are technologies designed to assist “written language, reading, listening, memory and mathematics problems.” Ideas and strategies discussed could be applied to all diverse learners to access the inclusive curriculum.

                                                                                                                                                                                                                                2. Ahmad, F. H. (2015). Use of assistive technology in inclusive education. Transcience, 6(2), 62-77. Retrieved from https://www2.hu-berlin.de/transcience/Vol6_No2_62_77.pdf

                                                                                                                                                                                                                                • Using assistive and adaptive technology in the inclusive classroom to meet student diversity needs is reviewed in-depth in this resource.

                                                                                                                                                                                                                                3. Beecher, M. & Sweeny, S.M. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school’s story. Journal of Advanced Academics, 19(3), 502–530. Retrieved from https://files.eric.ed.gov/fulltext/EJ810785.pdf

                                                                                                                                                                                                                                • The article summarizes how one school reduced the achievement gap through the use of a differentiated curriculum that originated in a remedial program for students of different ethnic groups and lower socioeconomic groups. An enrichment program was initiated.

                                                                                                                                                                                                                                4. Flores, R.P., Monroy, G.V., Fabela, A.M.R. (2015). Compensatory policies attending equality and inequality in Mexico educational practice among vulnerable groups in higher education. Journal of Education and Learning, 4(4), 53-63. Retrieved from https://files.eric.ed.gov/fulltext/EJ1097791.pdf

                                                                                                                                                                                                                                • This resource presents a discussion of how social inequality exists in accessing higher education among lower socioeconomic groups and diverse populations in Mexico.

                                                                                                                                                                                                                                5. Natriello, G. (2013). Adaptive Educational Technologies: Tools for Learning and for Learning about Learning. Retrieved from https://files.eric.ed.gov/fulltext/ED574477.pdf

                                                                                                                                                                                                                                • This resource is a National Academy of Education guide that discusses in-depth adaptive technology tool application in the public school setting and how adaptive technology enhances learning. reading should be focused upon pages 7-14.

                                                                                                                                                                                                                                6. Reyes, A. (2006). Texas state compensatory education. Journal of Education Finance, 31(3), 221-237. Retrieved from http://www.jstor.org/stable/40704262

                                                                                                                                                                                                                                • This journal article focuses on the effects of compensatory education in Texas. Reflection of how compensatory educational practices make learning more accessible for all is a focus.

                                                                                                                                                                                                                                8. Stanford, B. & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit framework, and Universal Design for Learning. TEACHING Exceptional Children Plus, 5(6), 1-9. Retrieved from ERIC.

                                                                                                                                                                                                                                • This resource reviews how the traditional classroom environment does not always work well with diverse learners. Aspects of differentiated instruction retrofit framework for meeting remedial instructional needs is reviewed.

                                                                                                                                                                                                                                9. Wahl, L. & Duffield, J. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. Knowledge Brief. WestED, pages 1-12. Retrieved from https://www.wested.org/online_pubs/kn-05-01.pdf

                                                                                                                                                                                                                                • Schools are being accountable for how all students learn and responsible for all students to have access to learning materials. Assistive and adaptive technology can help meet the needs of a diverse student population.

                                                                                                                                                                                                                                10. William & Mary University (W&M). (2010). Planning for technology integration to meet the needs of diverse learners. Retrieved from https://education.wm.edu/centers/ttac/documents/packets/planning_for_tech_integration_to_meet_the_needs_of_diverse_learners.pdf

                                                                                                                                                                                                                                • Teachers are required to plan for inclusive classroom of diverse students. They are also required to integrate technology into their instruction. The resource provides an overview “to guide instructional planning supported by technology that is matched to outcomes and students’ learning needs.”

                                                                                                                                                                                                                                Optional Videos

                                                                                                                                                                                                                                1. Alberta Education. (2015). Using assistive technology to support learning. Retrieved from   (4:49)

                                                                                                                                                                                                                                • This video offers is a part of a video series that discusses how to use assistive technology in the inclusive classroom setting.

                                                                                                                                                                                                                                2. Woolley-Wilson, J. (2012). Blending technology and classroom learning: Jessie Woolley-Wilson at TEDxRainier. Retrieved from   (11:38)

                                                                                                                                                                                                                                • Jessie Woolley-Wilson is an expert leader in technology applications for individualized learning. She discusses how technology can be applied to all students at any level of learning to become better learners.

                                                                                                                                                                                                                                Unit 8: Learner Analytics for Personalized Learning 

                                                                                                                                                                                                                                • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                • Complete the Portfolio Activity
                                                                                                                                                                                                                                • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                                                                1. Baker, R. (2016). Using learning analytics in personalized learning. In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 165–174). Philadelphia, PA: Temple University, Center on Innovations in Learning. Retrieved from www.centeril.org

                                                                                                                                                                                                                                • This chapter discusses learning analytics applied in the context of how it affects and can guide personalized learning. Some examples of success are shared, as well as occasions failures could occur. Action principles for education agencies of all levels is introduced and explained.

                                                                                                                                                                                                                                2. Buckingham-Shum, S. & Crim, R.D. (2016). Learning analytics for 21st-century competencies. Journal of Learning Analytics, 3(2), 6-21. Retrieved from https://files.eric.ed.gov/fulltext/EJ1126768.pdf

                                                                                                                                                                                                                                • This special section brings together a diverse range of learning analytics tools and techniques that can be deployed in the service of building 21st-century competencies. We introduce the research and development challenges and introduce the research and practitioner papers accepted to this section, before concluding with some brief reflections on the collection and relevance of a complex systems perspective for framing this topic.

                                                                                                                                                                                                                                3. Lawrence, K.S. (2016). Identifying data-driven instructional systems. Research to Practice Brief. SWIFT Center. Retrieved from https://files.eric.ed.gov/fulltext/ED571845.pdf

                                                                                                                                                                                                                                • The resource is a brief overview of the study "Creating data-driven instructional systems in school: The new instructional leadership," by Halverson, Grigg, Pritchett, and Thomas in 2015. The study reviewed investigated student outcome improvements linked to analyzing data in K-12 classrooms.

                                                                                                                                                                                                                                4. Mims, W.M. & Lockley, J. (2017). Action research and differentiating reading instruction in Mississippi: Fourth-grade students' reading success. Retrieved from https://files.eric.ed.gov/fulltext/ED571755.pdf

                                                                                                                                                                                                                                • A fourth-grade teacher applied research to analyze learner data in her fourth-grade classroom to make data-driven decisions about reading instruction and interventions to apply to improve reading skills for students. Inclusive instructional methods were applied using learner data analytics with inclusive reading instruction.

                                                                                                                                                                                                                                5. Patrick, S., Worthen, M., Frost, D., & Gentz, S. (2016). Promising state policies for personalized learning. International Association for K-12 Online Learning. Retrieved from https://files.eric.ed.gov/fulltext/ED567893.pdf

                                                                                                                                                                                                                                • This resource is a publication by the International Association for K–12 Online Learning (iNACOL). This report is written for state educational policymakers regarding policies that support personalized learning. Reading should be contained through pages 5-9 and 42.

                                                                                                                                                                                                                                6. Possi, M.K. & Milinga, J.R. (2017). Learner diversity in inclusive classrooms: The interplay of language of instruction, gender and disability. Malaysian Online Journal of Educational Sciences, 5(3), 28-45. Retrieved from https://files.eric.ed.gov/fulltext/EJ1150435.pdf

                                                                                                                                                                                                                                • This research resource reviewed the impact of data analytics in relation to student diversity in inclusive classrooms that focused on “the language of instruction, gender and disability issues, and their implications for educational practices.”

                                                                                                                                                                                                                                7. Rijumol, K.C., Thangarajathi, S., &Ananthasayanam, R. (2011). Factor analytic study of cognitive processing and self-perception of learning disabilities among the elementary inclusive school children. Journal of Educational Psychology, 5(1), 32-38. Retrieved from https://files.eric.ed.gov/fulltext/EJ1102286.pdf

                                                                                                                                                                                                                                • This resource explored cognitive processing and self-perception of learning disabilities in elementary inclusive school children was reviewed.


                                                                                                                                                                                                                                Course Requirements:

                                                                                                                                                                                                                                Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                                Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                                Written Assignments & Assessment Forms
                                                                                                                                                                                                                                Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                                Group Activities
                                                                                                                                                                                                                                During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                                                Portfolio Activities
                                                                                                                                                                                                                                Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                                                The Research and Practice Portfolio
                                                                                                                                                                                                                                Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                                                • Reflective Portfolio Activities
                                                                                                                                                                                                                                • Research
                                                                                                                                                                                                                                • Teaching and Learning Resources

                                                                                                                                                                                                                                Course Forum
                                                                                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                                Course Policies:

                                                                                                                                                                                                                                Grading Components and Weights
                                                                                                                                                                                                                                Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                                Discussion Assignments  20%
                                                                                                                                                                                                                                Written Assignments    30%
                                                                                                                                                                                                                                Group Activities  25%
                                                                                                                                                                                                                                Reflective Portfolio Activities  25%
                                                                                                                                                                                                                                TOTAL 100%


                                                                                                                                                                                                                                Grading Scale
                                                                                                                                                                                                                                This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                                Letter Grade
                                                                                                                                                                                                                                Grade Scale Grade Points
                                                                                                                                                                                                                                A+ 98-100 4.00
                                                                                                                                                                                                                                A 93-97 4.00
                                                                                                                                                                                                                                A- 90-92 3.67
                                                                                                                                                                                                                                B+ 88-89 3.33
                                                                                                                                                                                                                                B 83-87 3.00
                                                                                                                                                                                                                                B- 80-82 2.67
                                                                                                                                                                                                                                C+ 78-79 2.33
                                                                                                                                                                                                                                C 73-77 2.00
                                                                                                                                                                                                                                C- 70-72 0.00
                                                                                                                                                                                                                                D+ 68-69 0.00
                                                                                                                                                                                                                                D 63-67 0.00
                                                                                                                                                                                                                                D- 60-62 0.00
                                                                                                                                                                                                                                F Under 60 0.00
                                                                                                                                                                                                                                CR N/A N/A
                                                                                                                                                                                                                                NC N/A N/A
                                                                                                                                                                                                                                NF N/A N/A
                                                                                                                                                                                                                                W N/A N/A


                                                                                                                                                                                                                                Grade Appeal

                                                                                                                                                                                                                                If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                                Participation
                                                                                                                                                                                                                                Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                                • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                                • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                                • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                                • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                                Academic Honesty and Integrity
                                                                                                                                                                                                                                When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                                Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                                Code of Conduct
                                                                                                                                                                                                                                University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                                EDUC 5810 Living and Learning Globally

                                                                                                                                                                                                                                UoPeople logo

                                                                                                                                                                                                                                EDUC 5810: Living and Learning Globally


                                                                                                                                                                                                                                Credits: 3

                                                                                                                                                                                                                                Prerequisites: EDUC 5710: Understanding Barriers to Learning

                                                                                                                                                                                                                                Recommended: 


                                                                                                                                                                                                                                Course Description:

                                                                                                                                                                                                                                This course will focus on exploring the global competence that students need to thrive in today's increasingly interconnected and rapidly changing world. It will focus on creating learning environments and opportunities that value the world as the broadest context for learning, ensuring that students are exposed to real world questions and concerns both within and beyond their local contexts. There will be consideration of ways that teachers can foster students' awareness of and engagement with global issues, develop open-mindedness to the perspectives of others and encourage reflection on their role as active and engaged global citizens. There will also be discussion of how language acquisition and multilingualism can provide particularly rich opportunities for the development of intercultural understanding and of an appreciation of different languages, cultures, and worldviews


                                                                                                                                                                                                                                Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                                • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                                                To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource, into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.


                                                                                                                                                                                                                                Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                                Learning Objectives and Outcomes:

                                                                                                                                                                                                                                By the end of this course students will be able to:

                                                                                                                                                                                                                                1. Articulate a clear conceptual understanding of global competence in order to design, implement, monitor, and evaluate one’s own instruction and instructional programs that intentionally integrates issues of global significance in classroom learning
                                                                                                                                                                                                                                2. Demonstrate the disposition and capacity to understand and act on issues of global significance as well as the attributes of global competence (core concepts, values and attitudes, skills, and behaviors) to find ways to foster them in students to become globally competent by nourishing critical thinking, and expanding their understanding of the world around them.
                                                                                                                                                                                                                                3. Examines how language acquisition and multilingualism can provide rich opportunities for the development of intercultural understanding and utilize students’ different worldviews as assets in classroom learning.
                                                                                                                                                                                                                                4. Examine the purposes and quality indicators of assessment (a range of informal and formal assessments) as they relate to living and learning globally, and how to use results to plan instruction.
                                                                                                                                                                                                                                5. Demonstrate the ability to plan and provide instruction that systematically integrates language and content/culture based on the evaluation of student’s language proficiency and social or academic needs by designing an instructional unit that reflects the needs of students in the selected setting.

                                                                                                                                                                                                                                Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                                                Week 1: Unit 1 - Overview of the concepts and practices of global competence, including sociocultural issues and diversity

                                                                                                                                                                                                                                Week 2: Unit 2 - Overview of the concepts and practices of global competence, including sociocultural issues and diversity

                                                                                                                                                                                                                                Week 3: Unit 3 - Inquiry into the Global World: Global issues, critical questions, and social justice

                                                                                                                                                                                                                                Week 4: Unit 4 - Issues of Global Competence Assessment, Advocacy and Life-Long Learning

                                                                                                                                                                                                                                Week 5: Unit 5 - Cultural and Linguistic Diversity, Accommodation, and Support

                                                                                                                                                                                                                                Week 6: Unit 6 - Issues of identity and belonging in a Global Community and Implications for Educating CLD Learners in Our Schools

                                                                                                                                                                                                                                Week 7: Unit 7 - Innovations in Schools: What are the Elements of a Globally-Oriented School or Classroom?

                                                                                                                                                                                                                                Week 8: Unit 8 - Teachers as Reflective Learners, Educational Leaders, Decision Makers and Change Agents

                                                                                                                                                                                                                                Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                                Unit 1: Overview of the concepts and practices of global competence, including sociocultural issues and diversity

                                                                                                                                                                                                                                • Introduce yourself in the Course Forum
                                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                Reading Assignment

                                                                                                                                                                                                                                1. Aydin, H, Ozfidan, B, Carothers, D. (2017). Meeting the Challenges of Curriculum and Instruction in School Settings in the United States. Journal of Social Studies Education Research, 8 (3), 76-92. Retrieved from http://dergipark.gov.tr/jsser/issue/32449/360844

                                                                                                                                                                                                                                • The article explores the impact of unprecedented demographic changes on the curriculum and instruction provided in U.S. schools, as well as other factors that are also influencing curriculum and instruction including 1) policy changes, 2) emerging new technologies, 3) globalization, and 4) the refugee and immigration issue. The article also examines pertinent challenges needed to be addressed for both school settings and teacher educators.

                                                                                                                                                                                                                                  2. Evans, M., Montemurro, D., Gambhir, M., & Broad, K. (Eds.).  (2014). Inquiry into Practice: Learning and Teaching Global Matters in Local Classrooms.  Ontario Institute for Studies in Education of the University of Toronto (OISE). Retrieved from: http://www.oise.utoronto.ca/oise/UserFiles/File/TEACHING_GLOBAL_MATTERS_FINAL_ONLINE.pdf

                                                                                                                                                                                                                                  • Read pages 3-19 from Educator Perspectives,. This Inquiry into Practice publication, Learning and Teaching Global Matters in Local Classrooms, is the most recent addition to the series. It examines and shares varied perspectives, curricula, instructional practices, and resources intended to enhance student learning related to the infusion of global and international dimensions of education into classroom and school-wide teaching and learning. It is organized into three sections: Educator Perspectives, Inquiry into Practice, and Resources. In this introduction, we briefly discuss how the text is organized, common themes that emerged across the sections, and concluding reflections.

                                                                                                                                                                                                                                  3. Robinson WI (2007) Theories of globalization. In: Ritzer G (ed.) Blackwell Companion to Globalization. Oxford: Blackwell. Retrieved from https://cloudfront.escholarship.org/dist/prd/content/qt9c21h2pv/qt9c21h2pv.pdf

                                                                                                                                                                                                                                  • This article is intended as an appraisal of Wallerstein’s œuvre in the context of the debate on global transformations in the late 20th and early 21st centuries and from the vantage point of the present author’s own critical globalization perspective. The first three parts summarize and assess Wallerstein’s theoretical system and his many contributions to macro, historical and comparative sociology, to development studies and international political economy. The fourth discusses Wallerstein’s assessment of the evolution of the world capitalist system in recent decades, including his views on the concept of globalization, and the fifth focuses on earlier and more recent critical appraisals of his work, including the present author’s own, in light of the recent transformations in world capitalism identified with globalization.

                                                                                                                                                                                                                                  4. Teacher Guide, K-12 Global Competence Grade-Level Indicators, Partnership for 21st Skills, Retrieved from http://www.p21.org/storage/documents/Global_Education/P21_K-12_Global_Ed_Indicators.pdf

                                                                                                                                                                                                                                  • Global competence is critical for innovation in the 21st century. Educational approaches sensitive to our changing world infuse global awareness and cultural understanding into everyday classroom practices, while also utilizing the technological resources available to teachers and students today. These global competence indicators were created by VIF International Education in order to provide grade-level frameworks for integrating global awareness into classroom practices. In combination with professional development and curricular resources, global competence indicators support teachers in creating classrooms that are open to the world. 

                                                                                                                                                                                                                                  Unit 2: Overview of the concepts and practices of global competence, including sociocultural issues and diversity

                                                                                                                                                                                                                                  • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                                  1. Butler, F. (1978). The Concept of Competence: An Operational Definition. Educational Technology, 18(1), 7-18. Retrieved fromhttp://www.jstor.org/stable/44418395.   

                                                                                                                                                                                                                                  • You must log into Moodle and navigate to the link Resources link at the top of the page to access this material from JSTOR. Click on the JSTOR icon and search for the article.
                                                                                                                                                                                                                                  • This article is concerned with the meaning of the word competence itself, the role of educational technology, and a functional relationship between them.

                                                                                                                                                                                                                                  2. Globalization in Education: Process and Discourse, Jürgen Schriewer. Policy Futures in Education, Vol 1, Issue 2, pp. 271 – 283 First Published June 1, 2003. Retrieved from https://doi.org/10.2304/pfie.2003.1.2.6

                                                                                                                                                                                                                                  • The article draws on comparative analyses meant to investigate both the degree and the dimensions of the ‘internationalization’ of educational knowledge in societies that differ considerably in terms of civilizational background and modernization path.

                                                                                                                                                                                                                                  3. Leading for Global Competency, Retrieved from http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx

                                                                                                                                                                                                                                  • This article states that the purpose of schooling is to prepare students for life in the real world in their communities and societies, both in the present—while students are in school—and in the future—after they leave school behind.

                                                                                                                                                                                                                                  4. Mansilla, V. B., & Jackson, A. (2013). Educating for Global Competence: Learning Redefined for an   Interconnected World. In H. Jacobs (Ed.), Mastering Global Literacy (5-27). New York: Solution Tree. Retrieved from http://pz.harvard.edu/sites/default/files/Educating%20for%20Global%20Competence%20Short%20HHJ.pdf

                                                                                                                                                                                                                                  • This article points out that to succeed in this new global age, our students will need capacities that include but go beyond reading, mathematics and science – they will need to be far more knowledgeable and curious about world regions and global issues, attuned to diverse perspectives, able to communicate across cultures and in other languages, and disposed to acting toward the common good.

                                                                                                                                                                                                                                  5. Mansilla, V., & Jackson, A. (2011). Educating for global competence. New York, NY: Asia Society. Retrieved from https://asiasociety.org/files/book-globalcompetence.pdf  

                                                                                                                                                                                                                                  • Read Chapters I & VII. This document introduces a definition of global competence that is the capacity and disposition to understand and act on issues of global significance.

                                                                                                                                                                                                                                  6. Global Competence matrix. Retrieved from https://static1.squarespace.com/static/541b08ace4b03814779bda86/t/5425b0ade4b0a13786495f02/1411756205854/World+Savvy+Global+Competence+Matrix+2014.pdf

                                                                                                                                                                                                                                  • Global competence is the disposition and capacity to understand and act on issues of global significance. The article discusses qualities, characteristics, and abilities the globally competent individuals possess and apply to learn about and engage with the world. Educators who aspire to help students become globally competent must both develop these attributes in themselves and find ways to foster them in students.

                                                                                                                                                                                                                                  7. Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. New York, N.Y.: Portfolio. Retrieved from https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action/transcript?language=en

                                                                                                                                                                                                                                  • Sinek purports that great organizations seem to create their foundation by first addressing why they exist, then how they go about their mission, and then finally, What they do. The purpose here is to challenge you critically think about how you can apply these core questions of Why and How to What you do in education. 

                                                                                                                                                                                                                                  Unit 3: Inquiry into the Global World: Global issues, critical questions, and social justice

                                                                                                                                                                                                                                  • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Begin and participate in the Group Activity (Due Unit 6)
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                                  1. Boix Mansilla, V. & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. New York: Asia Society. Retrieved from

                                                                                                                                                                                                                                                 https://asiasociety.org/files/book-globalcompetence.pdf

                                                                                                                                                                                                                                  • Read Chapters II, III, IV, & V. This document introduces a definition of global competence that is the capacity and disposition to understand and act on issues of global significance.

                                                                                                                                                                                                                                  2. Evans, M., Montemurro, D., Gambhir, M., & Broad, K. (Eds.).  (2014). Inquiry into Practice: Learning and Teaching Global Matters in Local

                                                                                                                                                                                                                                              Classrooms. Ontario Institute for Studies in Education of the University of Toronto (OISE)

                                                                                                                                                                                                                                              URI:http://www.oise.utoronto.ca/oise/UserFiles/File/TEACHING_GLOBAL_MATTERS_FINAL_ONLINE.pdf

                                                                                                                                                                                                                                  • Read:

                                                                                                                                                                                                                                    • Global Citizenship and Indigenous Worldview: Strategies for K to12 Classrooms Pamela Toulouse. pg 22-25

                                                                                                                                                                                                                                    • Learning about Self and the World Beyond: Cultural, Religious, and Social Justice Clubs in High Schools.  pg 58-67

                                                                                                                                                                                                                                    • Sharing Global Classrooms: An International Experience Robert Lato. pg. 67-77

                                                                                                                                                                                                                                  • This Inquiry into Practice publication, Learning and Teaching Global Matters in Local Classrooms, is the most recent addition to the series. It examines and shares varied perspectives, curricula, instructional practices, and resources intended to enhance student learning related to the infusion of global and international dimensions of education into classroom and school-wide teaching and learning. It is organized in three sections: Educator Perspectives, Inquiry into Practice, and Resources. In this introduction, we briefly discuss how the text is organized, common themes that emerged across the sections, and concluding reflections.


                                                                                                                                                                                                                                  3. Olds, K. (2012). Global Citizenship – What are we talking about and why does it matter. Inside Higher Ed. Retrieved from https://www.insidehighered.com/blogs/globalhighered/global-citizenship-%E2%80%93-what-are-we-talking-about-and-why-does-it-matter

                                                                                                                                                                                                                                  • This article defines Global Citizenship explores the concept of Global Citizenship as a choice and a way of thinking; as self-awareness and awareness of others; as they practice cultural empathy; as the cultivation of principled decision making; and as participation in the social and political life of one's community. Also, the article poses a question of why Global Citizenship matters.


                                                                                                                                                                                                                                  4. McLeod, S. (2011). Ten reasons your educators are resisting your change initiative. Education Week. Retrieved from

                                                                                                                                                                                                                                                 http://blogs.edweek.org/edweek/LeaderTalk/2011/05/10_reasons_your_educators_are.html

                                                                                                                                                                                                                                  • The article discusses 10 reasons educators are resisting change initiates.

                                                                                                                                                                                                                                  Unit 4: Issues of Global Competence Assessment, Advocacy, and Life-Long Learning

                                                                                                                                                                                                                                  • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Continue to participate in the Group Activity
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                                  1. Asia Society/OECD (2018), Teaching for Global Competence in a Rapidly Changing World, Asia Society, New York, URL: https://doi.org/10.1787/9789264289024-en. (pp. 10-22)

                                                                                                                                                                                                                                  • This new publication sets forward the Program for International Student Assessment (PISA) framework for global competence developed by the Organization for Economic Co-operation and Development (OECD), which aligns closely with the definition developed by the Center for Global Education at Asia Society. Based on the Center’s extensive experience supporting educators in integrating global competence into their teaching, the publication also provides practical guidance and examples of how educators can embed global competence into their existing curriculum, instruction, and assessment.  

                                                                                                                                                                                                                                  2. Field, J. & Leicester, M. (Eds.). (2001). Lifelong Learning. London: Routledge. URL: https://www.taylorfrancis.com/books/9781135699390

                                                                                                                                                                                                                                  • 'Lifelong Learning' is a hot issue for educators across the world, as societies everywhere are concerned with developing a literate, skilled and flexible workforce and to widen participation in education at all levels and for all age-groups. This book covers all the major issues, with well-known academic contributors working in the field and covering the topics of theoretical, global and curriculum perspectives, widening participation and the industrial university. With contributors from China, Africa, USA, Canada, UK and other European countries, Lifelong Learning offers a comprehensive and challenging account of issues arising from varying lifelong learning decisions, and exposes the impact these decisions have on such a large majority of the population.

                                                                                                                                                                                                                                  3. Kaufman, J., Hamilton, L., Stecher, B., Naftel, S., Robbins, M., Garber, C., . . . Opfer, D. (2015). What Are Teachersʹ and School Leadersʹ Major Concerns About New K–12 State Tests?: Findings from the American Teacher and American School Leader Panels. In What Are Teachers' and School Leaders' Major Concerns About New K–12 State Tests?: Findings from the American Teacher and American School Leader Panels (pp. 1-8). RAND Corporation. Retrieved from http://www.jstor.org/stable/10.7249/j.ctt19w72c7.1

                                                                                                                                                                                                                                  • This text reveals that most teachers expressed moderate to major concerns about test difficulty, low student performance on the tests, and test score accuracy for special needs students.  Teachers with students taking Partnership for Assessment of Readiness for College and Careers (PARCC) tests were more likely to be concerned about testing issues than teachers with students taking other state tests. Teachers at low-income schools were more likely to be concerned about testing issues, particularly for their English Language Arts state tests, than teachers in other schools.

                                                                                                                                                                                                                                  Unit 5: Cultural and Linguistic Diversity, Accommodation, and Support

                                                                                                                                                                                                                                  • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Continue to participate in the Group Activity
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                                  1. Brisk, M. E., Barnhardt, R., Herrera, S., & Rochon, R. (2002). Educators' preparation for cultural and linguistic diversity: A call to action. Washington, DC: American Association of Colleges for Teacher Education. (ERIC Document Reproduction Service No. ED477737). Retrieved from https://files.eric.ed.gov/fulltext/ED477737.pdf

                                                                                                                                                                                                                                  • This policy paper provides information about issues surrounding the education of culturally and linguistically diverse (CLD) student populations, and stresses the need for teachers who can deliver classroom practice that respects the language and culture of the child and effective, accommodative instruction that results in literacy and academic success for second language learners.

                                                                                                                                                                                                                                  2. Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice, 42(3), 181-187. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.460.7961&rep=rep1&type=pdf

                                                                                                                                                                                                                                  • In this article, the authors argue that developing personal and professional critical consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education.

                                                                                                                                                                                                                                  3. Huddart, D. (2014). English in the Conversation of Mankind: World Englishes and Global Citizenship. In Involuntary Associations: Postcolonial Studies and World Englishes (pp. 52-74). Liverpool: Liverpool University Press. Retrieved from http://www.jstor.org/stable/j.ctt18kr776.6

                                                                                                                                                                                                                                  • The article states that English allows us to advance toward global exchange and solidarity among the institutions of civil society, extending bonds between citizens everywhere across the globe. For this reason, considering English as an international language can also bring a sense of possibility in terms of strengthening what might be called ‘planetary citizenship’, i.e. alliances among citizens with a universalist intent.  

                                                                                                                                                                                                                                  4. The New London Group (1996) A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review: April 1996, Vol. 66, No. 1, pp. 60-93. Retrieved from https://doi.org/10.17763/haer.66.1.17370n67v22j160u

                                                                                                                                                                                                                                  • In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies."

                                                                                                                                                                                                                                  Optional Videos

                                                                                                                                                                                                                                  1. TED Talk: Brené Brown: The power of vulnerability (excerpt attached)

                                                                                                                                                                                                                                                   The Danger of a Single Storyby Chimamanda Ngozi Adichie- TED Talks (excerpt attached)

                                                                                                                                                                                                                                  Unit 6: Issues of identity and belonging in a Global Community and Implications for Educating CLD Learners in Our Schools

                                                                                                                                                                                                                                  • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Post or submit finalized Group Activity 
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                                  Bauböck, R. (2006). Citizenship and migration – concepts and controversies. In Bauböck R. (Ed.), Migration and Citizenship: Legal Status, Rights and

                                                                                                                                                                                                                                                Political Participation (pp. 15-32). Amsterdam: Amsterdam University Press. Retrieved from http://www.jstor.org/stable/j.ctt46mvkf.6

                                                                                                                                                                                                                                  • The article discusses that migration highlights the political core and the boundaries of citizenship. You must log into Moodle and navigate to the link to access this material from JSTOR.

                                                                                                                                                                                                                                  Dighe, A. 2000. “Diversity in Education in an Era of Globalization.” in Learning Societies: A Reflective and Generative Framework. Edited by M. Jain. Udaipur,

                                                                                                                                                                                                                                                 Shikshantar: The People’s Institute for Rethinking Education and Development. Retrieved from http://www.learndev.org/dl/VS3-00q-Diversity.PDF

                                                                                                                                                                                                                                  • This article examines that globalization is reinforcing and perpetuating the existing unequal relationships of power and income between the advanced and developing World, and creating massive upheavals in communities. Thus, the rapid changes that are now occurring in all countries are requiring that knowledge and skills be updated continuously.

                                                                                                                                                                                                                                  McGavin, K. (2017). (Be)Longings: Diasporic Pacific Islanders and the meaning of home. In TAYLOR J. & LEE H. (Eds.), Mobilities of Return: Pacific

                                                                                                                                                                                                                                               Perspectives (pp. 123-146). Australia: ANU Press. Retrieved from http://www.jstor.org/stable/j.ctt20krz1j.8

                                                                                                                                                                                                                                  • This article describes experiences of diasporic Pacific islanders journey “back to home” and the different consequences and impacts upon identity, sense of belonging, and ‘home’. You must log into Moodle and navigate to the link to access this material from JSTOR.

                                                                                                                                                                                                                                  Tavangar, H. S. (2009). Growing up global: Raising children to be at home in the world. Ballantine Books. URL: https://books.google.com/books?id=F5-HCHWkW1IC&printsec=frontcover&dq=Tavangar,+H.+S.+(2009).+Growing+up+global:+Raising+children+to+be+at+home+in+the+world.+Ballantine+Books.&hl=en&sa=X&ved=0ahUKEwigz6zO07DcAhUk7IMKHXc2DBYQ6AEIODAD#v=onepage&q&f=false

                                                                                                                                                                                                                                  • Read-xi-xvii. Introduction-Make Yourself at Home in the World. This book describes a North American family life in West Africa and explores issue of identity, self, and others in feeling at home in world.

                                                                                                                                                                                                                                  Veenkamp, T. (2007). People Flow revisited: Constructive management of changing patterns of migration. In Jandl M. (Ed.), Innovative Concepts for Alternative Migration Policies: Ten Innovative Approaches to the Challenges of Migration in the 21st Century (pp. 37-46). Amsterdam: Amsterdam University Press. Retrieved from http://www.jstor.org/stable/j.ctt46msqg.7

                                                                                                                                                                                                                                  • This is “People Flow Report” of changing patterns of migration with its opportunities and challenges.

                                                                                                                                                                                                                                   Unit 7: Innovations in Schools: What are the Elements of a Globally-Oriented School or Classroom?

                                                                                                                                                                                                                                  • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                                  1. Guo, Y. (2006). Why Didn't They Show Up? Rethinking ESL Parent Involvement in K-12 Education. TESL Canada Journal, 24(1), 80 - 95. doi:https://doi.org/10.18806/tesl.v24i1.29

                                                                                                                                                                                                                                  • This article inquires into "Why don't they show up at school?" The absence of ESL parents from school is often misinterpreted as parents' lack of concern about their children's education. However, many ESL parents indicated that they cared passionately. Instead of assuming that ESL parents do not care, educators need to understand the barriers that hinder some parents from participating in their children's education.

                                                                                                                                                                                                                                  2. Juvonen, J., Le, V., Kaganoff, T., Augustine, C., & Constant, L. (2004). Whole-School Reform Models. In Focus on the Wonder Years: Challenges Facing the American Middle School (pp. 98-111). Santa Monica, CA; Arlington, VA; Pittsburgh, PA: RAND Corporation. Retrieved from https://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG139.sum.pdf

                                                                                                                                                                                                                                  • This text is concerned with innovations and programs designed to improve student outcomes and addresses other perceived problems at the middle school level. The following questions are addressed in this reading: (1) What are the major reform efforts at work in the middle school? (2) What are their goals and primary features? and (3) Do the reform show promise for addressing the challenges middle schools face today?

                                                                                                                                                                                                                                  3. Hoover‐Dempsey, K., Walker, J., Sandler, H., Whetsel, D., Green, C., Wilkins, A., & Closson, K. (2005). Why Do Parents Become Involved? Research FIndings and Implications. The Elementary School Journal, 106(2), 105-130. doi:10.1086/499194. JSTOR, JSTOR www.jstor.org/stable/10.1086/499194

                                                                                                                                                                                                                                  • This article inquires into “Why do parents become involved in children’s education?” Based on this review, the authors offer suggestions for (1) research that may deepen understanding of parents’ motivations for involvement and (2) school and family practices that may strengthen the incidence and effectiveness of parental involvement across varied school communities.

                                                                                                                                                                                                                                  4. Pilegaard, M., Moroz, P., & Neergaard, H. (2010). An Auto-Ethnographic Perspective on Academic Entrepreneurship: Implications for Research in the Social Sciences and Humanities. Academy of Management Perspectives, 24(1), 46-61. Retrieved from http://www.jstor.org/stable/25682383

                                                                                                                                                                                                                                  • This paper offers insight into (a) how socio spatial contexts may be structured to better evaluate the entrepreneurial facilitation process and (b) why academic entrepreneurship in the social sciences and humanities may differ from that in the hard sciences. The findings illustrate the importance of bridging innovation using twin skills to balance research and commercial goals, and the need for codifying knowledge capacities and creating new or changing existing institutional structures to legitimize and facilitate entrepreneurial activity. The research also demonstrates the great value of auto-ethnographic techniques to bring fresh insight to the study of entrepreneurship.

                                                                                                                                                                                                                                  Unit 8: Teachers as Reflective Learners, Educational Leaders, Decision Makers and Change Agents

                                                                                                                                                                                                                                  • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                                                                  • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                                  1. Glisson, L., McConnell, S., Palit, M., Schneiderman, J., Wiseman, C., & Yorks, L. (2014). Looking in the Mirror of Inquiry: Knowledge in Our Students and in Ourselves. Teaching & Learning Inquiry: The ISSOTL Journal, 2(1), 7-20.  Retrieved fromhttps://www.jstor.org/action/doBasicSearch?Query=Looking+in+the+Mirror+of+Inquiry%3A+Knowledge+in+Our+Students+and+in+Ourselves&filter=

                                                                                                                                                                                                                                  • This article is based on the findings of a group of instructors at a Northeast Community College who study the concept of Collaborative Inquiry (CI) in an effort to practice this method in the classroom with their students.  The narrative shares this group’s process, the conclusions they reached, a set of reflections, and considerations that others using the CI process for professional development oriented inquiries may find useful.

                                                                                                                                                                                                                                  2. ASCD. (2017). How to Be a Global Thinker. Educational Leadership, 74I(4). Retrieved from http://www.ascd.org/publications/educational-leadership/dec16/vol74/num04/How-to-Be-a-Global-Thinker.aspx

                                                                                                                                                                                                                                  • This article suggests the routines, teachers use to cultivate classroom cultures that nurture global competence. It is stated that educating for global competence is no longer a luxury, but a necessity. and it will demand that we revisit two foundational questions: (1) What kind of learning are we actually after? and (2) How can we best nurture such learning?

                                                                                                                                                                                                                                  3. Fullan M. (1993). Why teachers must become change agents. Educational Leadership, 50(6). pp. 12-17. Retrieved from http://www.ascd.org/publications/educational-leadership/mar93/vol50/num06/Why-Teachers-Must-Become-Change-Agents.aspx

                                                                                                                                                                                                                                  4. Gatumu, J. C. (2011) Reflective Teaching. URI: http://oer.avu.org/handle/123456789/155

                                                                                                                                                                                                                                  • This module is skill oriented; in that, you must be able to undertake reflective teaching. It focuses on aspects of reflective teaching at work. It attends to the nature of reflective teaching, self evaluation, action research, peer mentoring, micro teaching and professional development.

                                                                                                                                                                                                                                  5. Leading for Global Competency - Educational Leadership. Retrueved from: http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx#.W0-KIXFv9f8.email

                                                                                                                                                                                                                                  • Now more than ever, education should prepare students for global civility and peace. So what in the world are we waiting for? This article states that good teachers and principals, in the United States and elsewhere, know that good education begins with clarity of purpose. The purpose of schooling is to prepare students for life in the real world in their communities and societies, both in the present—while students are in school—and in the future—after they leave school behind.


                                                                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posted by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                                                                  Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                                  Group Activities
                                                                                                                                                                                                                                  During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                                                  Reflective Portfolio Activities
                                                                                                                                                                                                                                  Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                                                  Research and Practice Portfolio
                                                                                                                                                                                                                                  Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                                                  • Reflective Portfolio Activities
                                                                                                                                                                                                                                  • Research
                                                                                                                                                                                                                                  • Teaching and Learning Resources

                                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

                                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                                  Discussion Assignments  20%
                                                                                                                                                                                                                                  Written Assignments    30%
                                                                                                                                                                                                                                  Group Activities  25%
                                                                                                                                                                                                                                  Reflective Portfolio Activities  25%
                                                                                                                                                                                                                                  TOTAL 100%


                                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                                  Grade Scale Grade Points
                                                                                                                                                                                                                                  A+ 98-100 4.00
                                                                                                                                                                                                                                  A 93-97 4.00
                                                                                                                                                                                                                                  A- 90-92 3.67
                                                                                                                                                                                                                                  B+ 88-89 3.33
                                                                                                                                                                                                                                  B 83-87 3.00
                                                                                                                                                                                                                                  B- 80-82 2.67
                                                                                                                                                                                                                                  C+ 78-79 2.33
                                                                                                                                                                                                                                  C 73-77 2.00
                                                                                                                                                                                                                                  C- 70-72 0.00
                                                                                                                                                                                                                                  D+ 68-69 0.00
                                                                                                                                                                                                                                  D 63-67 0.00
                                                                                                                                                                                                                                  D- 60-62 0.00
                                                                                                                                                                                                                                  F Under 60 0.00
                                                                                                                                                                                                                                  CR N/A N/A
                                                                                                                                                                                                                                  NC N/A N/A
                                                                                                                                                                                                                                  NF N/A N/A
                                                                                                                                                                                                                                  W N/A N/A


                                                                                                                                                                                                                                  Grade Appeal

                                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                                  Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                                  EDUC 5280: Instructional Techniques for the Secondary Classroom


                                                                                                                                                                                                                                  EDUC 5280: Instructional Techniques for the Secondary Classroom


                                                                                                                                                                                                                                  Credits: 3


                                                                                                                                                                                                                                  Course Description: This course will examine the intersection of curricular relevance, teaching style, and instructional techniques on academic attitudes and learning in the secondary school classroom.  When and how to employ teacher-led/whole-group activities, small/cooperative learning groups, and independent learning will be covered, along with the role of technology, particularly as it relates to concept of active learning.  It will focus on collaborative, inquiry-based, student-centered teaching and project-based learning, with students actively involved in their own knowledge acquisition.  


                                                                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                                  • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                                                  Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                                  Learning Objectives and Outcomes:

                                                                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                                                                  1. Examine the relevance and appropriateness of different types of activities (cooperative learning, whole group learning, etc) to encourage active learning.
                                                                                                                                                                                                                                  2. Design lessons that focus on active, inquiry, and project-based learning where students are actively involved in their own knowledge acquisition.
                                                                                                                                                                                                                                  3. Evaluate and create appropriate curricular materials given the developmental and personal contexts of individual learner needs.
                                                                                                                                                                                                                                  4. Develop holistic instructional design strategies which include the consideration of curriculum and pedagogy and support learning goals in the secondary school classroom.

                                                                                                                                                                                                                                  Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                                                  Week 1: Unit 1 - Defining Instructional Design in Education

                                                                                                                                                                                                                                  Week 2: Unit 2 - Basic Processes in Learning and Instruction

                                                                                                                                                                                                                                  Week 3: Unit 3 - Setting Learner Goals, Meeting Instructional Needs

                                                                                                                                                                                                                                  Week 4: Unit 4 - Creating Objectives and Choosing Instructional Activities

                                                                                                                                                                                                                                  Week 5: Unit 5 - Evaluating Instructional Techniques

                                                                                                                                                                                                                                  Week 6: Unit 6 - Instructional Approaches and Technologies

                                                                                                                                                                                                                                  Week 7: Unit 7 - The Role of Technology in Instructional Practices

                                                                                                                                                                                                                                  Week 8: Unit 8 - How Critical Thinking Can Drive Instructional Design


                                                                                                                                                                                                                                  Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                                                                                  Unit 1: Defining Instructional Design in Education

                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Unit 2: Basic Processes in Learning and Instruction

                                                                                                                                                                                                                                  • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Unit 3: Setting Learner Goals, Meeting Instructional Needs

                                                                                                                                                                                                                                  • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Unit 4: Creating Objectives and Choosing Instructional Activities

                                                                                                                                                                                                                                  • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Begin and participate in the Group Activity (Due Unit 6)
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Unit 5: Evaluating Instructional Techniques

                                                                                                                                                                                                                                  • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Continue to participate in the Group Activity
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Unit 6: Instructional Approaches and Technologies

                                                                                                                                                                                                                                  • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Complete and Submit the Group Activity 
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                   Unit 7: The Role of Technology in Instructional Practices

                                                                                                                                                                                                                                  • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Unit 8: How Critical Thinking Can Drive Instructional Design

                                                                                                                                                                                                                                  • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                                                                  • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                                  Course Requirements:

                                                                                                                                                                                                                                  Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                                  Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                                  Written Assignments & Assessment Forms
                                                                                                                                                                                                                                  Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                                  Group Activities
                                                                                                                                                                                                                                  During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                                                  Reflective Portfolio Activities
                                                                                                                                                                                                                                  Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                                                  Research and Practice Portfolio Activities
                                                                                                                                                                                                                                  Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice. Students begin building their portfolio right from start. It serves as a repository for research findings and sample units and lessons. Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment. The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience. The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                                                  • Reflective Portfolio 
                                                                                                                                                                                                                                  • Activities Research 
                                                                                                                                                                                                                                  • Teaching and Learning Resources

                                                                                                                                                                                                                                  Course Forum
                                                                                                                                                                                                                                  The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                                  Course Policies:

                                                                                                                                                                                                                                  Grading Components and Weights
                                                                                                                                                                                                                                  Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                                  Discussion Assignments 20%
                                                                                                                                                                                                                                  Written Assignments   30%
                                                                                                                                                                                                                                  Group Activities 25%
                                                                                                                                                                                                                                  Reflective Portfolio Activities 25%
                                                                                                                                                                                                                                  TOTAL100%


                                                                                                                                                                                                                                  Grading Scale
                                                                                                                                                                                                                                  This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                                  Letter Grade
                                                                                                                                                                                                                                  Grade ScaleGrade Points
                                                                                                                                                                                                                                  A+98-1004.00
                                                                                                                                                                                                                                  A93-974.00
                                                                                                                                                                                                                                  A-90-923.67
                                                                                                                                                                                                                                  B+88-893.33
                                                                                                                                                                                                                                  B83-873.00
                                                                                                                                                                                                                                  B-80-822.67
                                                                                                                                                                                                                                  C+78-792.33
                                                                                                                                                                                                                                  C73-772.00
                                                                                                                                                                                                                                  C-70-720.00
                                                                                                                                                                                                                                  D+68-690.00
                                                                                                                                                                                                                                  D63-670.00
                                                                                                                                                                                                                                  D-60-620.00
                                                                                                                                                                                                                                  FUnder 600.00
                                                                                                                                                                                                                                  CRN/AN/A
                                                                                                                                                                                                                                  NCN/AN/A
                                                                                                                                                                                                                                  NFN/AN/A
                                                                                                                                                                                                                                  WN/AN/A


                                                                                                                                                                                                                                  Grade Appeal
                                                                                                                                                                                                                                  If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                                  Participation
                                                                                                                                                                                                                                  Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                                  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                                  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                                  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                                  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                                  Academic Honesty and Integrity
                                                                                                                                                                                                                                  When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                                  Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                                  Code of Conduct
                                                                                                                                                                                                                                  University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.


                                                                                                                                                                                                                                  EDUC 5281 Advanced Practices for Teaching Literature and Writing at the Secondary Level

                                                                                                                                                                                                                                  UoPeople logo


                                                                                                                                                                                                                                  EDUC 5281: Advanced Practices for Teaching Literature and Writing at the Secondary Level


                                                                                                                                                                                                                                  Credits: 3

                                                                                                                                                                                                                                  Prerequisites:  EDUC 5280


                                                                                                                                                                                                                                  Course Description:  

                                                                                                                                                                                                                                  This course will explore adolescent literature and the variety of formats in which it exists.  Attention will be given to understanding how students comprehend content material and to the socio-cultural influences on reading, reading/writing relationships, and assessment of content reading.  Ways to teach students to critically read and create media will be discussed.  Research on writing will be reviewed and methods of teaching writing for and models for responding to and evaluating student writing will be explored.


                                                                                                                                                                                                                                  Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                                  • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                                                  To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.


                                                                                                                                                                                                                                  Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                                  Learning Objectives and Outcomes:

                                                                                                                                                                                                                                  By the end of this course students will be able to:

                                                                                                                                                                                                                                  1. Identify with their experiences in the reading and writing process and how that experience affects their own teaching style.
                                                                                                                                                                                                                                  2. Explore issues related to teaching reading, writing, and literacy practices in secondary classrooms.
                                                                                                                                                                                                                                  3. Familiarize themselves with culturally diverse texts to incorporate global thinking into secondary classrooms.
                                                                                                                                                                                                                                  4. Plan units that incorporate reading and writing strategies in a secondary classroom.

                                                                                                                                                                                                                                  Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                                                  Week 1: Unit 1 - Our Literacy Story

                                                                                                                                                                                                                                  Week 2: Unit 2 - Choosing Appropriate Reading Sources 

                                                                                                                                                                                                                                  Week 3: Unit 3 - Teaching Strategies: Literature 

                                                                                                                                                                                                                                  Week 4: Unit 4 - Nonfiction: Reading Strategies 

                                                                                                                                                                                                                                  Week 5: Unit 5 - Teaching Strategies: Creative Writing 

                                                                                                                                                                                                                                  Week 6: Unit 6 - Teaching Strategies: Essays

                                                                                                                                                                                                                                  Week 7: Unit 7 - Putting It into Practice: Creating Reading & Writing Activities

                                                                                                                                                                                                                                  Week 8: Unit 8 - Putting it into Practice: Creating Reading & Writing Assessments


                                                                                                                                                                                                                                  Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                                                                                                                                                                                                                                  Unit 1: Our Literacy Story

                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                                  1. UNICEF (January 2018). Literacy data. Retrieved from https://data.unicef.org/topic/education/literacy/#.

                                                                                                                                                                                                                                  • Consider the data from this site, which explores literacy statistics around the world.

                                                                                                                                                                                                                                  2. Institute of Education Sciences (2017). Teaching secondary students to write effectively.  Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_secondary_writing_110116.pdf.

                                                                                                                                                                                                                                  • Read pages 1-42 in this document to gain a better understanding of best practices in secondary classrooms, as well as today’s definitions of literacy. These studies will guide your understanding of an appropriate selection of texts and strategies in secondary educational contexts.

                                                                                                                                                                                                                                  3. What Works Clearinghouse (2008). Improving adolescent literacy: Effective classroom and intervention practices. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_082608.pdf.

                                                                                                                                                                                                                                  • Read pages 11-36 of this document to better understand literacy best practices. To effectively teach literature and writing at the secondary level, we must first know what research says about best practice, as well as the process learners have been taught for reading before they enter our classroom. 

                                                                                                                                                                                                                                  Unit 2: Choosing Appropriate Reading Sources 

                                                                                                                                                                                                                                  • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                                  1. Urquhart, V., & Frazee, D. (2012). Teaching reading in the content areas: If not me, then who? Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.

                                                                                                                                                                                                                                  • Read pages 1-9 which provide some important research and theories on the importance of student reading.
                                                                                                                                                                                                                                  2. Schoenbach, R. Greenleaf, C. Murphy, L., Cziko, C. & Hurwitz, L. (2012). Reading for understanding: How reading apprenticeship improves disciplinary learning in secondary and college classrooms. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.
                                                                                                                                                                                                                                  • Read pages 135-166 which explain some of the background information on the importance of academic reading in addition to strategies for using and choosing texts.
                                                                                                                                                                                                                                  3. Berger, R., Woodfin, L., Vilen, A., & Mehta, J. (2016). Learning that lasts: Challenging, engaging, and empowering students with deeper instruction. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.

                                                                                                                                                                                                                                  • Read pages 68-83 and 353-355 where the authors focus on process and factors of choosing texts.
                                                                                                                                                                                                                                  4. Woodfin, L., Berger, R., Plaut, S.N., & Dobbertin, C.B. (2014). Transformational literacy: Making the Common Core shift with work that matters. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.
                                                                                                                                                                                                                                  • Read pages 22-46 which discuss the importance of choosing texts that are ‘worthy’ of student use, including different examples.
                                                                                                                                                                                                                                  Optional Video

                                                                                                                                                                                                                                  1. Teaching Channel (n.d.). Assessing text complexity. Retrieved from https://www.teachingchannel.org/video/assess-text-complexity-parcc (4:02)
                                                                                                                                                                                                                                  • This video explains the importance of text complexity and how it can be applied in the classroom.

                                                                                                                                                                                                                                  Unit 3: Teaching Strategies: Literature 

                                                                                                                                                                                                                                  • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Begin and participate in the Group Activity (Due Unit 7)
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                                  1. Urquhart, V., & Frazee, D. (2012). Teaching reading in the content areas: If not me, then who? Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.

                                                                                                                                                                                                                                    • Read pages 66-92 which outlines and describes a wide variety of strategies for teaching literature.

                                                                                                                                                                                                                                  2. Ontario Ministry of Education (n.d.). Think literacy: Cross-curricular approaches, grades 7-12. Retrieved from http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/Reading.pdf

                                                                                                                                                                                                                                    • Read pages 8-79 explore this list of reading strategies for pre-reading, during reading and after reading of multiple text types, focusing on the literary text ideas.

                                                                                                                                                                                                                                  Optional Videos

                                                                                                                                                                                                                                  1. Teaching Channel (2018). Preparing for literature circles with a jigsaw. Retrieved from https://www.teachingchannel.org/videos/literature-circle-prep-sfusd  (3:20)

                                                                                                                                                                                                                                    • Watch this video which focuses on preparing learners for literature circles using a jigsaw activity. Consider how a jigsaw can increase learner engagement?

                                                                                                                                                                                                                                  2. Teaching Channel (2018). Deepening text analysis through student talk. Retrieved from https://www.teachingchannel.org/videos/text-analysis-lesson-ousd (8:10)

                                                                                                                                                                                                                                    • Watch this video which focuses on analyzing and interpreting characters’ actions within a text.

                                                                                                                                                                                                                                  3. Teaching Channel (2018).  Remember it with a bookmark. Retrieved from https://www.teachingchannel.org/videos/simple-reading-strategy. (3:01)

                                                                                                                                                                                                                                    • Watch this video which focuses on providing learners with reading tips on a bookmark. As you watch, also consider how else bookmarks could be used to support reading.

                                                                                                                                                                                                                                  4. Teaching Channel (2018). Rising to the challenge with literature circles. Retrieved from https://www.teachingchannel.org/videos/literature-circles-in-action (9:04)

                                                                                                                                                                                                                                    • Watch this video which focuses on the benefits of analyzing texts using a literature circle model. Consider the differences between a literature circle and typical group work.

                                                                                                                                                                                                                                  5. Teaching Channel (2018). Analyzing and adapting text. Retrieved from https://www.teachingchannel.org/videos/analyze-adapt-text (10:16)

                                                                                                                                                                                                                                    • Watch this video which focuses on analyzing a speech using varying strategies. As you watch, think about the different ways the teacher makes this text relevant to learners.

                                                                                                                                                                                                                                  6. Teaching Channel (2018). Vocabulary paint chips. Retrieved from https://www.teachingchannel.org/videos/build-student-vocabulary (1:41)

                                                                                                                                                                                                                                    • Watch this video which focuses on a strategy for enhancing learner vocabulary.

                                                                                                                                                                                                                                  7. Teaching Channel (2018). Post Its: Little notes for big discussions. Retrieved from https://www.teachingchannel.org/videos/enhance-student-note-taking (1:41)

                                                                                                                                                                                                                                    • Watch this video which focuses on helping learners take notes to guide their reading and classroom discussions.

                                                                                                                                                                                                                                  8. Teaching Channel (2018).  Thinking notes: A strategy to encourage close reading. Retrieved from https://www.teachingchannel.org/videos/student-annotated-reading-strategy (1:42)

                                                                                                                                                                                                                                    • Watch this video which focuses on helping learners track their thinking using “thinking notes.”

                                                                                                                                                                                                                                  9. Teaching Channel (2018). Scaffolding for Socratic seminar. Retrieved from https://www.teachingchannel.org/videos/prepare-for-socratic-seminar-ousd (10:26)

                                                                                                                                                                                                                                    • Watch this video which focuses on using controversial texts to engage students in conversation.

                                                                                                                                                                                                                                  10. Teaching Channel (2018).  Poetry visualization: Draw what you hear. Retrieved from https://www.teachingchannel.org/videos/teaching-poetry-with-visualization (5:04)

                                                                                                                                                                                                                                    • Watch this video which focuses on using varied modalities of teaching to analyze poetry.

                                                                                                                                                                                                                                  Unit 4: Nonfiction: Reading Strategies 

                                                                                                                                                                                                                                  • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Continue to participate in the Group Activity
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                                  1. Wray, D. (2005). Teaching and learning literacy: Reading and writing texts for a purpose. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.

                                                                                                                                                                                                                                  • Read chapter 4 (pages 89-114) which focuses on strategies to use for getting students actively involved in nonfiction reading.
                                                                                                                                                                                                                                  2. Ceranic, H. (2009). English teacher’s handbook. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.
                                                                                                                                                                                                                                  • Read pages 79-84 which provide some focus points for teaching nonfiction, including media.
                                                                                                                                                                                                                                  3. Hamilton, B. (2015). Integrating technology in the classroom: Tools to meet the need of every student. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.
                                                                                                                                                                                                                                  • Read chapters 5 & 6 (pages 81-101) which discusses ways to utilize technology with students; many of these can be used for nonfiction reading.
                                                                                                                                                                                                                                  4. Einstein, C. (2003). Activating comprehension: Non-fiction in the classroom. Retrieved from https://eps.schoolspecialty.com/EPS/media/Site-Resources/Downloads/articles/Nonfiction.pdf
                                                                                                                                                                                                                                  • This article provides some common yet effective strategies for improving reading comprehension of nonfiction texts.
                                                                                                                                                                                                                                  Optional Video
                                                                                                                                                                                                                                  1. Teaching Channel (n.d.). Comic book templates: An entry point into nonfiction. Retrieved from https://www.teachingchannel.org/video/teaching-nonfiction-entry-points (8:21)
                                                                                                                                                                                                                                  • This video shows how comic books can be used to introduce students to the genre of nonfiction.
                                                                                                                                                                                                                                  2. Teaching Channel (n.d.). Inquiry-based teaching: Discussing non-fiction. Retrieved from https://www.teachingchannel.org/video/inquiry-based-teaching-discussing-non-fiction (6:11)
                                                                                                                                                                                                                                  • This video focuses on strategies for student discussion on nonfiction texts.

                                                                                                                                                                                                                                  Unit 5: Teaching Strategies: Creative Writing 

                                                                                                                                                                                                                                  • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Continue to participate in the Group Activity
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                                  1. Morrissey, F.A. (n.d.). Write on!- Creative writing as language practice. Retrieved from http://www.teachingenglish.org.uk/article/write-creative-writing-language-practice
                                                                                                                                                                                                                                  • This document outlines and discusses some benefits of creative writing.

                                                                                                                                                                                                                                  2. Henderson, J. (2008). Developing students’ creative skills for 21st century success. Retrieved from http://www.ascd.org/publications/newsletters/education-update/dec08/vol50/num12/Developing-Students'-Creative-Skills-for-21st-Century-Success.aspx

                                                                                                                                                                                                                                  • This article focuses on how creative thinking and creative writing can benefit modern students.

                                                                                                                                                                                                                                  3. Graves, D. (n.d.). Creating a productive writing environment. Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/creating-productive-writing-environment/

                                                                                                                                                                                                                                  • This article provides some strategies for making your classroom creative writing-friendly; it is geared towards grades 1-8 but can easily be adapted to high school.

                                                                                                                                                                                                                                  4. Drapeau, P. (2014). Sparking student creativity: Practical ways to promote innovative thinking and problem-solving. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic. 

                                                                                                                                                                                                                                  • Read pages 59-142 which give strategies and methods for incorporating creative thinking and writing into your curriculum.

                                                                                                                                                                                                                                  5. Fisher, R. & Williams, M. (2005). Unlocking creativity: A teacher’s guide to creativity across the curriculum. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic. 

                                                                                                                                                                                                                                  • Read chapter 3 (pages 37-54) which provides some theories, strategies, and methods for using creative writing in the classroom.

                                                                                                                                                                                                                                  6. Wyman, K. (2017). 6 strategies to motivate reluctant readers. Retrieved from https://education.cu-portland.edu/blog/classroom-resources/teaching-strategies-reluctant-writers/

                                                                                                                                                                                                                                  • This blog provides strategies for working with students who don’t want to write.

                                                                                                                                                                                                                                  Optional Videos

                                                                                                                                                                                                                                  1. Teaching Channel (2018). Creating digital stories. Retrieved from https://www.teachingchannel.org/video/create-digital-story-ypp (10:04)

                                                                                                                                                                                                                                  • This video shows a method for integrating technology into creative writing.

                                                                                                                                                                                                                                  2. Teaching Channel (2018). Writing Commentaries: The power of youth voice. Retrieved from https://www.teachingchannel.org/video/writing-commentaries-ypp (9:04)

                                                                                                                                                                                                                                  • This video shows an example of a creative writing activity that promotes students to share their own stories.

                                                                                                                                                                                                                                  3. Teaching Channel (2018). Creating found poems. Retrieved from https://www.teachingchannel.org/video/creating-found-poems-lesson (5:26)

                                                                                                                                                                                                                                  • This video explains how to use found poems as a method for creative writing.

                                                                                                                                                                                                                                  Unit 6: Teaching Strategies: Essays 

                                                                                                                                                                                                                                  • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                  • Complete and submit the Written Assignment
                                                                                                                                                                                                                                  • Continue to participate in the Group Activity
                                                                                                                                                                                                                                  • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                  Reading Assignment

                                                                                                                                                                                                                                  1. Benjamin, A (2005). Writing in the content areas. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.

                                                                                                                                                                                                                                  • Read pages 3-60 and 105-122 which focus on how, even if you are not an English teacher, you can teach writing in your classroom.

                                                                                                                                                                                                                                  2. Wray, D. (2005). Teaching and learning literacy: Reading and writing texts or a purpose. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.

                                                                                                                                                                                                                                  • Read pages 115-148 which focus on strategies for supporting students in their writing endeavors.

                                                                                                                                                                                                                                  3. Cutler, D. (2014). To teach effective writing, model effective writing. Retrieved from https://www.edutopia.org/blog/teach-and-model-effective-writing-david-cutler

                                                                                                                                                                                                                                  • This resource provides a first-hand account of how one teacher approaches the writing process with his students.
                                                                                                                                                                                                                                  Optional Videos

                                                                                                                                                                                                                                    1. Teaching Channel (2018). Strategies: Writing to learn. Retrieved from https://www.teachingchannel.org/video/writing-to-learn (2:00)

                                                                                                                                                                                                                                    • This video demonstrates a strategy that can be used as a prewriting tactic or to get students accustomed to writing.

                                                                                                                                                                                                                                    2. Teaching Channel (2018). Spark your persuasive writing: 3 simple prompts. Retrieved from https://www.teachingchannel.org/video/persuasive-story-starters-ypp (2:45)

                                                                                                                                                                                                                                    • This video offers some ideas on how to easily incorporate persuasive essay writing into your curriculum.

                                                                                                                                                                                                                                    3. Teaching Channel (2018). Five steps to revision: Using warm and cool feedback. Retrieved from https://www.teachingchannel.org/video/revising-essays-nea (9:49)

                                                                                                                                                                                                                                    • This video provides some ideas for using revision with students to improve their writing.

                                                                                                                                                                                                                                    4. Teaching Channel (2018). Small group writing. Retrieved from https://www.teachingchannel.org/video/high-school-writing-lesson-idea (4:21)

                                                                                                                                                                                                                                    • This video demonstrates how student collaboration can be incorporated into the writing process.

                                                                                                                                                                                                                                    5. Teaching Channel (2018). The writing recipe: Essay structure for ELLs. Retrieved from https://www.teachingchannel.org/video/ell-essay-structure-lesson (7:21)

                                                                                                                                                                                                                                    • This video provides a strategy for helping non-native English speakers with their writing.

                                                                                                                                                                                                                                     Unit 7: Putting It into Practice: Creating Reading & Writing Activities

                                                                                                                                                                                                                                    • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                    • Complete and submit the Written Assignment
                                                                                                                                                                                                                                    • Submit the final Group Activity 
                                                                                                                                                                                                                                    • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                    Reading Assignment

                                                                                                                                                                                                                                    1. McKnight, K.S. (2014). Common Core literacy strategies for ELA, history/social studies, and the humanities, grades 6-12: Strategies to deepen content knowledge (grades 6-12). Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.

                                                                                                                                                                                                                                    • Read chapters 7 & 8 (page 153-171) which focus on using technology in your activities and ensuring that you are using activities that prepare students for the future.

                                                                                                                                                                                                                                    2. Parlin, R.L. (2009). Classroom teacher’s survival guide: Practical strategies, management techniques, and reproducibles for new and experienced teachers. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.

                                                                                                                                                                                                                                    • Read chapters 4 and 5 (pages 134-240) which provide multiple examples of activities to use in your lessons.

                                                                                                                                                                                                                                    3. Ullman, E. (2011). How to plan effective lessons. Retrieved from http://www.ascd.org/publications/newsletters/education-update/oct11/vol53/num10/How-To-Plan-Effective-Lessons.aspx

                                                                                                                                                                                                                                    • This article outlines the different aspects to consider when creating an effective lesson for your students.

                                                                                                                                                                                                                                    Optional Videos

                                                                                                                                                                                                                                    1. Teaching Channel (2018). Writing about math. Retrieved from https://www.teachingchannel.org/video/writing-in-math-ells (1:35)

                                                                                                                                                                                                                                    • This video focuses on writing support and strategies specifically for mathematics.

                                                                                                                                                                                                                                    2. Teaching Channel (2018). Literary analysis through interactive stations. Retrieved from https://www.teachingchannel.org/video/increase-engagement-and-understanding (4:43)

                                                                                                                                                                                                                                    • This video demonstrates an activity to help students with connecting text to discussion and writing.

                                                                                                                                                                                                                                    Unit 8: Putting it into Practice: Creating Reading & Writing Assessments

                                                                                                                                                                                                                                    • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                    • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                                                                    • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                                    Reading Assignment

                                                                                                                                                                                                                                    1. Anderson, L.W. (2003). Classroom assessment: Enhancing the quality of teacher decision making. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.

                                                                                                                                                                                                                                    • Read chapters 1-4 (pages 1-94) which provide a solid introduction to assessment usage and application.                                                                                                                 

                                                                                                                                                                                                                                    2. Berry, R., & Kennedy, K.J. (2008). Assessment for learning. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.

                                                                                                                                                                                                                                    • Read chapter 6 (pages 105-122) which focuses on creating assessments that speak to diverse students.                                                                                                                                                      
                                                                                                                                                                                                                                    3. University of Colorado (2006). Creating a rubric: An online tutorial for faculty. Retrieved from http://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/Tutorials/Rubrics/index.htm
                                                                                                                                                                                                                                    • This site gives a thorough overview of how to create a rubric for use in alternative assessments. Be sure to look through all 6 modules.   
                                                                                                                                                                                                                                    Optional Videos                                                  

                                                                                                                                                                                                                                      1. Teaching Channel (2018). Tweet to share your learning. Retrieved from https://www.teachingchannel.org/video/formative-assessment-twitter-ypp (2:14).

                                                                                                                                                                                                                                      • This video shows how to use Twitter as a formative assessment method; it can be adapted for other social media as well.                                                                                                                 

                                                                                                                                                                                                                                      2. Teaching Channel (2018). Using tech tools for formative assessment. Retrieved from https://www.teachingchannel.org/video/student-assessment-with-tech (2:36).

                                                                                                                                                                                                                                      • This video demonstrates other types of technology and apps teachers can use for assessment.                                                                                                                                                 

                                                                                                                                                                                                                                      3. Teaching Channel (2018). Making feedback meaningful. Retrieved from https://www.teachingchannel.org/video/personalize-feedback-for-students (10:06).

                                                                                                                                                                                                                                      • This video shows how a teacher uses feedback as a formative assessment strategy.              

                                                                                                                                                                                                                                      4. Teaching Channel (2018). Designing rubrics. Retrieved from https://www.teachingchannel.org/video/designing-rubrics (2:11).

                                                                                                                                                                                                                                      • This video shows how to use a rubric as a formative assessment in the middle of an activity.

                                                                                                                                                                                                                                      Course Requirements:

                                                                                                                                                                                                                                      Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                                      Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                                      Written Assignments & Assessment Forms
                                                                                                                                                                                                                                      Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                                      Group Activities
                                                                                                                                                                                                                                      During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                                                      Reflective Portfolio Activities
                                                                                                                                                                                                                                      Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                                                      The Research and Practice Portfolio 
                                                                                                                                                                                                                                      Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                                                      • Reflective Portfolio Activities
                                                                                                                                                                                                                                      • Research
                                                                                                                                                                                                                                      • Teaching and Learning Resources

                                                                                                                                                                                                                                      Course Forum
                                                                                                                                                                                                                                      The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                                      Course Policies:

                                                                                                                                                                                                                                      Grading Components and Weights
                                                                                                                                                                                                                                      Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                                      Discussion Assignments  20%
                                                                                                                                                                                                                                      Written Assignments    30%
                                                                                                                                                                                                                                      Group Activities  25%
                                                                                                                                                                                                                                      Reflective Portfolio Activities  25%
                                                                                                                                                                                                                                      TOTAL 100%


                                                                                                                                                                                                                                      Grading Scale
                                                                                                                                                                                                                                      This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                                      Letter Grade
                                                                                                                                                                                                                                      Grade Scale Grade Points
                                                                                                                                                                                                                                      A+ 98-100 4.00
                                                                                                                                                                                                                                      A 93-97 4.00
                                                                                                                                                                                                                                      A- 90-92 3.67
                                                                                                                                                                                                                                      B+ 88-89 3.33
                                                                                                                                                                                                                                      B 83-87 3.00
                                                                                                                                                                                                                                      B- 80-82 2.67
                                                                                                                                                                                                                                      C+ 78-79 2.33
                                                                                                                                                                                                                                      C 73-77 2.00
                                                                                                                                                                                                                                      C- 70-72 0.00
                                                                                                                                                                                                                                      D+ 68-69 0.00
                                                                                                                                                                                                                                      D 63-67 0.00
                                                                                                                                                                                                                                      D- 60-62 0.00
                                                                                                                                                                                                                                      F Under 60 0.00
                                                                                                                                                                                                                                      CR N/A N/A
                                                                                                                                                                                                                                      NC N/A N/A
                                                                                                                                                                                                                                      NF N/A N/A
                                                                                                                                                                                                                                      W N/A N/A


                                                                                                                                                                                                                                      Grade Appeal

                                                                                                                                                                                                                                      If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                                      Participation
                                                                                                                                                                                                                                      Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                                      • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                                      • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                                      • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                                      • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                                      Academic Honesty and Integrity
                                                                                                                                                                                                                                      When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                                      Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                                      Code of Conduct
                                                                                                                                                                                                                                      University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                                      EDUC 5282 Advanced Practices for Teaching STEM at the Secondary Level

                                                                                                                                                                                                                                      UoPeople logo


                                                                                                                                                                                                                                      EDUC 5282: Advanced Practices for Teaching STEM at the Secondary Level


                                                                                                                                                                                                                                      Credits: 3

                                                                                                                                                                                                                                      Prerequisites: EDUC 5280


                                                                                                                                                                                                                                      Course Description:  

                                                                                                                                                                                                                                      This course will review current research in STEM education.  Emphasis will be on the methods for teaching computer programming and the use of technology in the teaching of science, mathematics and pre-collegiate engineering.  



                                                                                                                                                                                                                                      Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                                      • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                                                      To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.


                                                                                                                                                                                                                                      Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                                      Learning Objectives and Outcomes:

                                                                                                                                                                                                                                      By the end of this course students will be able to:

                                                                                                                                                                                                                                      1. Apply concepts of science, technology, engineering, and math into classroom lessons based on research.
                                                                                                                                                                                                                                      2. Identify methods for teaching STEM in the secondary classroom. 
                                                                                                                                                                                                                                      3. Research and apply the use of computer technology in teaching STEM concepts in the secondary classroom.
                                                                                                                                                                                                                                      4. Research methods for teaching computer programming to students.

                                                                                                                                                                                                                                      Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                                                      Week 1: Unit 1 - Emerging Issues in STEM Education

                                                                                                                                                                                                                                      Week 2: Unit 2 - Methods for Teaching STEM

                                                                                                                                                                                                                                      Week 3: Unit 3 - Planning and Teaching STEM Lessons

                                                                                                                                                                                                                                      Week 4: Unit 4 - Approaches to Teaching Computer Programming

                                                                                                                                                                                                                                      Week 5: Unit 5 - Using Computer Technology in Teaching STEM

                                                                                                                                                                                                                                      Week 6: Unit 6 - Planning and Using Computer Technology in Teaching STEM

                                                                                                                                                                                                                                      Week 7: Unit 7 - Collaboration in Teaching and Learning STEM

                                                                                                                                                                                                                                      Week 8: Unit 8 - Professional Development for STEM Teachers


                                                                                                                                                                                                                                      Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc.

                                                                                                                                                                                                                                      Unit 1: Emerging Issues in STEM Education

                                                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                                                      • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                                                      1. Erickson, L. (2012). Concept-Based Teaching and Learning. Retrieved 21 June 2016, from http://www.ibmidatlantic.org/Concept_Based_Teaching_Learning.pdf

                                                                                                                                                                                                                                      • This paper examines the characteristics of concept-based curriculum instructional models and identifies the International Baccalaureate (IB) programs as a three-dimensional, concept-based model. A discussion of the benefits of concept-based instruction supports the majority of attributes in the IB learner profile. Concept-based instruction requires an understanding of synergistic thinking, transfer of knowledge and social construction of knowledge. This paper addresses these areas and discusses them in the context of the required IB pedagogy. It concludes with a review of the challenges in implementing a concept-based model and a summary of the rewards (Erickson, 2012).

                                                                                                                                                                                                                                      2. Lantz, H. (2009). Science, Technology, Engineering, and Mathematics (STEM) Education. What Form? What Function? Retrieved from https://dornsife.usc.edu/assets/sites/1/docs/jep/STEMEducationArticle.pdf

                                                                                                                                                                                                                                      • STEM education is greater than any interdisciplinary paradigm. It is actually trans-disciplinary in that it offers a multi-faceted whole with greater complexities and new spheres of understanding that ensure the integration of disciplines (Lantz, 2009). STEM education offers students one of the best opportunities to make sense of the world holistically, rather than in bits and pieces. STEM education removes the traditional barriers erected between the four disciplines, by integrating them into one cohesive teaching and learning paradigm (Morrisom, 2006). 

                                                                                                                                                                                                                                      3. Dasgupta, N., & Stout, J. G. (2014). Girls and Women in Science, Technology, Engineering, and Mathematics: STEMing the Tide and Broadening Participation in STEM Careers. Policy Insights from the Behavioral and Brain Sciences1(1), 21–29. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/2372732214549471

                                                                                                                                                                                                                                      • This article describes how specific learning environments, peer relations, and family characteristics become obstacles to STEM interest, achievement, and persistence in each period. Evidence-based policies and programs promise to eliminate these obstacles, increasing girls' and women’s participation in STEM.

                                                                                                                                                                                                                                      4. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1

                                                                                                                                                                                                                                      • Unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process (Kirschner et al., 2006).

                                                                                                                                                                                                                                      5. Learner profile for IB students. (n.d.). Retrieved 16 February 2018, from http://www.ibo.org/benefits/learner-profile/

                                                                                                                                                                                                                                      • This website shares the philosophy of the IB organization and the qualities and skills included in an IB education.

                                                                                                                                                                                                                                      6. Constructivism as a Paradigm for Teaching and Learning. (2004). Retrieved 20 February 2018, from http://www.thirteen.org/edonline/concept2class/constructivism/

                                                                                                                                                                                                                                      • The view that knowledge cannot be transmitted but must be constructed by the mental activity of learners underpins contemporary perspectives on science education. In the classroom, the constructivist view of learning can point towards a number of different teaching practices (‘Constructivism as a Paradigm for Teaching and Learning’, 2004). In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.

                                                                                                                                                                                                                                      7. Morrison, J. (2006). TIES STEM education monograph series, attributes of STEM education. Retrieved from https://www.partnersforpubliced.org/uploadedFiles/TeachingandLearning/Career_and_Technical_Education/Attributes%20of%20STEM%20Education%20with%20Cover%202%20.pdf

                                                                                                                                                                                                                                      • This article outlines the tools, qualities, and skills students should develop as the result of the implementation of STEM education

                                                                                                                                                                                                                                      Optional Reading

                                                                                                                                                                                                                                      Koopman, P. (1997). How to write an abstract. Carnegie Melon University. Retrieved from https://users.ece.cmu.edu/~koopman/essays/abstract.html

                                                                                                                                                                                                                                      • This webpage explains what an abstract is and provides instructions on how to write an abstract. 

                                                                                                                                                                                                                                      Unit 2: Methods for Teaching STEM

                                                                                                                                                                                                                                      • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                                                      • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                                                      1. Bybee, R. (2009). The BSCS 5E instructional model and 21st century skills. Retrieved 7 July 2016, from http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_073327.pdf

                                                                                                                                                                                                                                      • This paper addresses potential connections between the development of 21st century skills and an instructional model used by the Biological Sciences Curriculum Study (BSCS). That model is referred to as the BSCS 5E instructional model. This paper draws upon a report for the National Institutes of Health, Office of Science Education (Bybee, 2009).

                                                                                                                                                                                                                                      2.  Empowering students: The 5e model explained. (n.d.) Lesley University. Retrieved from https://lesley.edu/article/empowering-students-the-5e-model-explained

                                                                                                                                                                                                                                      • Lesley University explains what the 5e Model is and how teachers can integrate it into their classroom instruction. In addition to applying the model to classroom practice, the effectiveness of using this model is also explained and explored.

                                                                                                                                                                                                                                      3. Longfield, J. (2009). Discrepant teaching events: Using an inquiry stance to address students’ misconceptions. International Journal of Teaching and Learning in Higher Education21(2), 266. Source: https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1000&context=ct2-facpubs

                                                                                                                                                                                                                                      • This article defines what a discrepant teaching event is and compares and contrasts discrepant science events and discrepant teaching events (Longfield, 2009). Examples of discrepant teaching events useful in mathematics and social studies are also provided. The article concludes with a discussion of the utilization of an “inquiry stance” to teaching as a way to address students’ misconceptions of discipline-specific concepts.

                                                                                                                                                                                                                                      4. Wang, H.-H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER)1(2), 2. Source: https://docs.lib.purdue.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1036&context=jpeer

                                                                                                                                                                                                                                      • This article reports research findings showing that problem-solving process is a key component to integrate STEM disciplines; teachers in different STEM disciplines have different perceptions about STEM integration and that leads to different classroom practices; technology is the hardest discipline to integrate in these cases; and teachers are aware of the need to add more content knowledge in their STEM integration (Wang et al., 2011).

                                                                                                                                                                                                                                      Optional Videos

                                                                                                                                                                                                                                      1. Pham, T. (2014). The 5E Model: A Strategy for the High School Chemistry Classroom. SadBdo City Schools. Retrieved from(9:09)

                                                                                                                                                                                                                                      • This video explains using the 5E Model of teaching to develop a lesson where students figure out how to propel a model car by a chemical reaction. 

                                                                                                                                                                                                                                      2. ‘Heavy Newspaper’. (2011). Heavy Newspaper - Sick Science! #025. Retrieved from  

                                                                                                                                                                                                                                      • This discrepant event can be used as a demonstration by the teacher or as a class activity. On the other hand, students can watch the video followed by class discussion.

                                                                                                                                                                                                                                      Unit 3: Planning and Teaching STEM Lessons

                                                                                                                                                                                                                                      • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                                                      • Begin and participate in the Group Activity (Due Unit 6)
                                                                                                                                                                                                                                      • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                                                      1. Edwards, G. J. (2002). Make Your Own Project-Based Lesson Plan. Educator and Curriculum Development Specialist Unlimited Learning, 12–13. Source: http://scpdc.tiu11.org/articulate/PBL%20Articulate/data/downloads/pbl%20lesson%20template.pdf

                                                                                                                                                                                                                                      •  Some learners perceive their “world” as a whole, where all things are interconnected and dependent upon each other (Edwards, 2002). These “integrated” students face major challenges in coping with our dominant educational, social, and economic systems, which tend to present information in a linear fashion without the necessity of integration into meaningful contexts. This resource is a guide on how to make your own project-based lesson plan. It can be used to develop an educational project that includes a specific outcome while teaching academic skills.

                                                                                                                                                                                                                                      2. Lamberg, T., & Trzynadlowski, N. (2015). How STEM academy teachers conceptualize and implement STEM education. Journal of Research in STEM Education1(1), 45–58. Source: http://j-stem.net/wp-content/uploads/2015/10/4_Lamberg.pdf

                                                                                                                                                                                                                                      • This study specifically seeks to understand how teachers in STEM schools interpret what the word “STEM” represents and how they implement STEM in the classroom (Lamberg & Trzynadlowski, 2015). This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms.

                                                                                                                                                                                                                                      3. Eisenkraft, A. (2003a). A Brief Overview of the 7E Inquiry Model. Retrieved 3 March 2018, from https://prezi.com/il1ej-tcmwh6/a-brief-overview-of-the-7e-inquiry-model/

                                                                                                                                                                                                                                      •  Sometimes a current model must be amended to maintain its value after new information, insights, and knowledge have been gathered. Such is now the case with the highly successful 5E learning cycle and instructional model (Eisenkraft, 2003).

                                                                                                                                                                                                                                      4. IBO. (2018). Approaches to teaching and learning in the Diploma Programme: Self-reflection tool. Retrieved 28 February 2018, from https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/

                                                                                                                                                                                                                                      • Approaches to teaching and learning in the Diploma Programme reflection tool has been designed to help Diploma Programme (DP) teachers “audit” and reflect upon approaches to teaching and learning in their classrooms (IBO, 2018). It is intended as a tool to help individual teachers reflect on their current practice, as well as a way to promote and stimulate discussion among colleagues within and across departments.

                                                                                                                                                                                                                                      5. IBO. (2014). Chemistry guide (first assessment 2016) - Chemistry - DP resources - Home - IB programme resources. Retrieved 27 February 2018, from http://www.ibchem.com/root_pdf/Chemistry_guide_2016.pdf

                                                                                                                                                                                                                                      • Read about Group 4 Projects (pages 184-189 ) -This publication is intended to guide the planning, teaching, and assessment of the subject in schools. Subject teachers are the primary audience, although it is expected that teachers will use the guide to inform students and parents about the subject.

                                                                                                                                                                                                                                      6. Thomas, J. W. (2000). A review of research on project-based learning. Retrieved from https://documents.sd61.bc.ca/ANED/educationalResources/StudentSuccess/A_Review_of_Research_on_Project_Based_Learning.pdf

                                                                                                                                                                                                                                      • Project-based learning (PBL) is a model that organizes learning around projects (Thomas, 2000). Teachers who employ PBL are able to set complex tasks, based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time, and culminate in realistic products or presentations.

                                                                                                                                                                                                                                      Optional Videos

                                                                                                                                                                                                                                      1. St. Clare’s, Oxford. (2014). IB Science Group 4 Project Video. Retrieved from (8:01)

                                                                                                                                                                                                                                      • This video clip is about group 4 project done by a group of DP students. A group 4 project is an interdisciplinary activity in which all Diploma Programme science students must participate. The intention is that students from different group 4 subjects analyze a common topic or problem. The exercise should be a collaborative experience where the emphasis is on the processes involved in, rather than the products of, such an activity. In most cases, students in a school would be involved in the investigation of the same topic. Where there are large numbers of students, it is possible to divide them into several smaller groups containing representatives from each of the science subjects. Each group may investigate the same topic or different topics—that is, there may be several group 4 projects in the same school (IBO, 2014, p. 185).

                                                                                                                                                                                                                                      2. Smithsonian Science Education Center. (2016). Effective Inquiry-Based STEM Education. Retrieved from(5:32)

                                                                                                                                                                                                                                      •  The Smithsonian Science Education Center addresses systemic change in STEM Education within a school, district, region or state. We do this by supporting education leaders, including teachers, through superior professional development and leadership training to ultimately see a measurable increase in student achievement.

                                                                                                                                                                                                                                      Unit 4: Approaches to Teaching Computer Programming

                                                                                                                                                                                                                                      • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                                                      • Continue to participate in the Group Activity
                                                                                                                                                                                                                                      • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                                                      1. What’s wrong with this picture? (2015). Retrieved from https://code.org/promote

                                                                                                                                                                                                                                      • Computers and software are changing everything yet the majority of schools do not teach computer science (‘What’s wrong with this picture?’, 2015). It seems that our education system today is not set up for everyone to participate in the emerging economy and opportunities. Computer science is not widely taught in our schools. The irony is that parents want their children to learn computer science. Our education system clearly needs to evolve to bring computer science to students that want to learn this subject.

                                                                                                                                                                                                                                      2. Gokce, S., Yenmez, A. A., & Ozpinar, I. (2017). An Analysis of Mathematics Education Students’ Skills in the Process of Programming and Their Practices of Integrating It into Their Teaching. International Education Studies10(8), 60. https://files.eric.ed.gov/fulltext/EJ1150292.pdf

                                                                                                                                                                                                                                      • There is need to appraise approaches to teaching computer science in secondary classrooms. This is necessitated by recent developments in technology have changed the learner’s profile and the learning outcomes. Today, with the emergence of higher-order thinking skills and computer literacy skills, teaching through traditional methodologies likely to fail to achieve the learning outcomes (Gokce et al., 2017).

                                                                                                                                                                                                                                      3. Mallios, N., & Vassilakopoulos, M. G. (2015). Evaluating Students’ Programming Skill Behaviour and Personalizing Their Computer Learning Environment Using‘ The Hour of Code’ Paradigm. International Association for Development of the Information Society. Retrieved from https://files.eric.ed.gov/fulltext/ED562457.pdf

                                                                                                                                                                                                                                      • One of the most intriguing objectives when teaching computer science to students in secondary school is attracting and mainly maintaining their concentration within the limits of the class. In this paper, an empirical study is performed with the support of the “Hour of Code” initiative. The initiative was presented to a number of students as a motivation for teaching computer programming to them. An evaluation of the students’ programming skills is attempted with the aid of a questionnaire and a simple personalization framework is presented in order to adapt to the students’ personal needs.

                                                                                                                                                                                                                                      4. European Schoolnet. (2016). ICT in STEM Education - Impacts and Challenges: Setting the scene. A STEM Alliance Literature Review. Retrieved from http://www.stemalliance.eu/documents/99712/104016/STEM_Alliance_ICT-in-STEM-Edu-Setting_the_Scene_Nov2016.pdf/4d276d53-b339-4955-a7fb-e162dfeaf5a8

                                                                                                                                                                                                                                      • Due to the fast developments in Information and Communication Technologies (ICT), many young people are constantly connected to digital devices and the Internet. This has changed the way they receive and process information, and the education system is slowly starting to adjust and explore the opportunities that ICT can bring for students’ learning and development (European Schoolnet, 2016).

                                                                                                                                                                                                                                      Optional Video

                                                                                                                                                                                                                                      1. TEDx Talks. (2016). Smashing STEM stereotypes with coding | Fiona Quin | TEDxTownsville. Retrieved from  (11:52)

                                                                                                                                                                                                                                      • We live in a rapidly changing technological world. Technology dependence and jobs are increasing but the STEM (Science, Technology, Engineering, Mathematics) workforce isn’t (TEDx Talks, 2016). What if YOU – parents and families – hold the key to the STEM workforce diversity and growth issues? You Can Code! Everyone can code! Let’s setup Workplace Maker Spaces and watch the imagination, creativity, innovation, and collaboration grow. It’s good for you, your kids, your business, your country, and the STEM workforce.

                                                                                                                                                                                                                                      Unit 5: Using Computer Technology in Teaching STEM

                                                                                                                                                                                                                                      • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                      • Continue to participate in the Group Activity
                                                                                                                                                                                                                                      • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                                                      1.  Wu, Y.-T., & Anderson, O. R. (2015). Technology-enhanced stem (science, technology, engineering, and mathematics) education. Journal of Computers in Education2(3), 245–249. https://doi.org/10.1007/s40692-015-0041-2

                                                                                                                                                                                                                                      • With the rapid development of information and communication technology, educators and researchers increasingly highlight the potential merits of using educational technology to improve STEM learning outcomes. It is argued that video games have the potential to be used as a route to large-scale STEM education (Wu & Anderson, 2015).

                                                                                                                                                                                                                                      2. Bryant, A. (2016). Technology vs Teachers: Can technology replace teachers? Retrieved 10 March 2018, from https://fedena.com/blog/2018/05/teachers-vs-technology-can-technology-replace-teachers.html

                                                                                                                                                                                                                                      •  The range of technology used inside the classroom has boomed, with the rise of smartboards, digital textbooks and, most notably, the tools offered on the Internet (Bryant, 2016). But what does this continuing growth in education technology mean for teachers? Can technology replace the teachers? While many teachers are excited by technology and interested in the ways in which they can use it to enhance their teaching, others are concerned by its rapid development and wonder whether they themselves could eventually be replaced. 

                                                                                                                                                                                                                                      3. Cox, M. J. ;Cox. (2000). What factors support or prevent teachers from using ICT in their classrooms? Retrieved 11 March 2018, from http://www.leeds.ac.uk/educol/documents/00001304.htm

                                                                                                                                                                                                                                      •  This paper report on the findings of a small project set up to investigate the factors which have contributed to the continuing use of ICT by teachers in their teaching. The factors which were found to be most important to teachers in their teaching were: making the lessons more interesting, easier, more fun for them and their pupils, more diverse, more motivating for the pupils and more enjoyable. Additional more personal factors were improving the presentation of materials, allowing greater access to computers for personal use, giving more power to the teacher in the school, giving the teacher more prestige, making the teachers' administration more efficient and providing professional support through the Internet (Cox, 2000).

                                                                                                                                                                                                                                      4. Adams, K. I., & Petty, P. (2003). Preparing Teachers for the Challenge of Teaching and Learning with Technology: Standards, Strategies, and Statistics. Retrieved from http://assets.pearsonschool.com/asset_mgr/legacy/200727/2003_06Adams_401_1.pdf

                                                                                                                                                                                                                                      •  Research indicates that teachers must use computers competently in their classrooms, both as vehicles of pedagogically sound instruction and for classroom management (Adams & Petty, 2003). However, the lack of time, access, and support needed for teachers to feel competent using technology in instruction may keep them from becoming comfortable with technology in their classrooms. The usual one-shot workshops organized to prepare teachers to teach with technology is inadequate.

                                                                                                                                                                                                                                      5. UNESCO. (2002). Information and Communication Technology in Teacher Education. Retrieved from http://unesdoc.unesco.org/images/0012/001295/129533e.pdf

                                                                                                                                                                                                                                      • The success of computer education in secondary schools depends on teacher preparation. However, research shows that a number of essential conditions that are necessary for successfully integrate ICTs into teacher education programmes are not in place. Teacher educators express frustration by stating, "I am having problems implementing our plan for infusion of ICTs because…" (UNESCO, 2002, pp. 72–114).

                                                                                                                                                                                                                                      6. SETDA. (2008). Science, Technology, Engineering, & Math - STEM Report. Retrieved from http://www.setda.org/wp-content/uploads/2013/11/Science-Technology-Engineering-and-Mathematics-STEM-Report.pdf

                                                                                                                                                                                                                                      • This article introduces the importance for preparing our students for the 21st century by teaching them the importance of gaining knowledge in science, technology, engineering, and math (STEM).

                                                                                                                                                                                                                                      7. Microsoft (2018) What is STEM? CS? Retrieved from https://www.microsoft.com/en-us/digital-skills/stem-cs

                                                                                                                                                                                                                                      • This website explores the importance of STEM and computer science and how they relate to each other.

                                                                                                                                                                                                                                      Optional Videos

                                                                                                                                                                                                                                      1. Baxter, J. (2011). Robot vs Teacher. Retrieved from  (4:29)

                                                                                                                                                                                                                                      • This is an animated video that debates teaching children by using a robot vs. using a human teacher. The debate includes concerns and compassion for students vs. focusing on students passing tests.

                                                                                                                                                                                                                                      2. Mahajan, S. (2014). Principle-based use of digital technology to improve STEM learning. Retrieved from(1:01:38)

                                                                                                                                                                                                                                      • Introduces the concept of massive online open courses (MOOC) and the need for digital technology in teaching STEM. Based on principles of educational research and cognitive psychology, Mahajan explains how digital tools can help us improve teaching in a distance learning environment.

                                                                                                                                                                                                                                      Unit 6: Planning and Using Computer Technology in Teaching STEM

                                                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                                                      • Submit finalized Group Activity 
                                                                                                                                                                                                                                      • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                                                      1. Goundar, S. (2014). The distraction of technology in the classroom. Journal of Education & Human Development, 3(1), 211–229. Retrieved from http://jehdnet.com/journals/jehd/Vol_3_No_1_March_2014/14.pdf

                                                                                                                                                                                                                                      • ICT devices have dramatically changed the ecology of education from "learner-plus-learning-material" into "learner-plus-learning-material-plus-technology-and-distraction" (Goundar, 2014). The writing skills and old-fashioned brain have been replaced with ICT devices. Students no longer need to write notes, as online course materials are a click away. They perhaps no longer need to use their brains (and powers of cognition, perception, and attention) to the extent they once did in order to understand what is being taught.

                                                                                                                                                                                                                                      2. Cheng, H. (n.d.). Teaching math with computer programming can help narrow the achievement gap. Retrieved 12 March 2018, from https://edsource.org/2016/teaching-math-with-computer-programming-can-help-narrow-achievement-gap/563371

                                                                                                                                                                                                                                      • Teaching math with computer programming can give mathematical concepts context and relevance while still requiring the same amount of rigor as traditional mathematics instruction (Cheng, n.d.). By integrating computer programming we can further students’ logical and critical thinking skills by developing their ability to identify variable components abstractly, pay attention to the precision of integer and decimal numbers in a program, develop a mathematical model, and create algorithms with patterns.

                                                                                                                                                                                                                                      STEM is an approach to educating students in four specific disciplines – science, technology, engineering, and mathematics – in an interdisciplinary and applied way. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a coordinated curriculum based on real-world applications and hands-on student participation (NanoSonic Technology, 2015).

                                                                                                                                                                                                                                      3. Creating STEM Lesson Plans on Any Topic In 5 Simple Steps. (2017). Retrieved 15 March 2018, from https://www.steampoweredfamily.com/education/stem-lesson-plans/

                                                                                                                                                                                                                                      • When getting started with STEM the first thing that needs to happen is developing the lessons and activities (‘Creating STEM Lesson Plans On Any Topic In 5 Simple Steps’, 2017). STEM lesson plans may seem complex and complicated to develop, but once you start applying STEM principles to lessons it becomes second nature to bring in those pillars of Science, Technology, Engineering, Math and even Arts! STEM is about integration and bringing all the pillars together to work as a whole, rather than as independent subjects.

                                                                                                                                                                                                                                      4. Bergmann, J., & Sams, A. (2012). The flipped classroom. Retrieved from https://my.uopeople.edu/pluginfile.php/645994/mod_book/chapter/220601/5282FlippedClassroom.pdf

                                                                                                                                                                                                                                      • Read Chapter 1-4 (pp.1-50), Chapter 8 and Chapter 9 (pp. 95-112) Computer technology enables teachers to use innovative approaches to teaching, such as the “flipped classroom”(Bergmann & Sams, 2012). In a flipped classroom, the lesson time is used for activities that focus on the application of the concept learned by students before the lesson. What is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class. 

                                                                                                                                                                                                                                      5. Mooij, T.(2009).  Education and ICT-based self-regulation in learning: Theory, design, and implementation.  Education and Information Technology, 14: 3. https://doi.org/10.1007/s10639-008-9066-8

                                                                                                                                                                                                                                      • Research shows that ICT can be used to design instruction for students who deviate considerably from their peers with respect to cognitive, social, or learning abilities. (Mooij, 2007). Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students.

                                                                                                                                                                                                                                       Unit 7: Collaboration in Teaching and Learning STEM

                                                                                                                                                                                                                                      • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                                                      • Complete the Reflective Portfolio Assignment

                                                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                                                      1. Kain, D. L. (1997). Critical incidents in teacher collaboration on interdisciplinary teams. Research in Middle-Level Education Quarterly, 21(1), 1–29. Retrieved 19 March 2018, from https://www.tandfonline.com/doi/pdf/10.1080/10848959.1997.11670111?needAccess=true

                                                                                                                                                                                                                                      • This study utilized the critical incident technique to investigate the conditions that encourage and those that discourage such teacher collaboration. Following an explanation of the critical incident technique, this paper describes the conduct, analysis, and findings of teachers’ collaboration (Kain, 1997).

                                                                                                                                                                                                                                      2. Tran. (2015). If You Want Better Collaboration Around STEM, Build Infrastructure. Retrieved 19 March 2018, from http://www.advanc-ed.org/source/if-you-want-better-collaboration-around-stem-build-infrastructure

                                                                                                                                                                                                                                      • The structure for collaboration between STEM teachers already exists at most schools. The most recent Teachers Know Best survey suggests that upwards of 68 percent of teachers have dedicated collaboration time with peers. However, the same data suggests that this time is not well used, with only 7 percent of teachers reporting having strong collaborative structures in place (Tran, 2015).

                                                                                                                                                                                                                                      3. IBO. (2014). Fostering interdisciplinary teaching and learning in the MYP. Retrieved from https://www.tacomaschools.org/foss/MYP%20Documents1/MYP_Interdisciplinarity.pdf

                                                                                                                                                                                                                                      • Secondary education usefully organizes learning into disciplinary compartments (as a response to increasing specialization), an ever-changing world also demands education that empowers people to integrate disciplines in novel and creative ways. As knowledge and information multiply, critical thinkers must successfully integrate disciplinary perspectives to understand complex issues and ideas.

                                                                                                                                                                                                                                      Optional Video

                                                                                                                                                                                                                                      1. Edutopia. (2015). Teacher Collaboration: Spreading Best Practices School-Wide. Retrieved from(3:26)

                                                                                                                                                                                                                                      • At Wildwood IB World Magnet School, teacher collaboration fosters a supportive professional culture, lessens teacher conflict, and provides students with school-wide best practices (Edutopia, 2015).

                                                                                                                                                                                                                                      Unit 8: Professional Development for STEM Teachers

                                                                                                                                                                                                                                      • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                      • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                                                                      • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                                                      1. Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success. Journal of Technology and Teacher Education, 10(1), 95–100. Source: https://www.learntechlib.org/p/9304/

                                                                                                                                                                                                                                      • There are many issues related to the successful use of technology in the classroom. An often-overlooked but crucial determinant of whether technology succeeds or fails in the classroom is the skill and attitude of the teacher (Bitner & Bitner, 2002).

                                                                                                                                                                                                                                      2. Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5),  Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.393.8634&rep=rep1&type=pdf

                                                                                                                                                                                                                                      • Research does not support professional development that relies on the one-shot workshop model (Darling-Hammond & Richardson, 2009). Professional development is more effective when schools approach it not in isolation (as in the traditional one-shot workshop) but rather as a coherent part of a school reform effort.

                                                                                                                                                                                                                                      3. Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. IIEP. (67-118). Retrieved from http://unesdoc.unesco.org/images/0013/001330/133010e.pdf

                                                                                                                                                                                                                                      • Read pages 67 - 118. Professional development opportunities can be created together by teachers and support people, either by choosing to focus on a new task which the teacher is interested in learning about or by focusing on a practice which the teachers implement regularly but would like to change (Villegas-Reimers, 2003, pp. 67–118).

                                                                                                                                                                                                                                      Optional Video

                                                                                                                                                                                                                                      Dr. Diana Wehrell-Grabowski. (2011). STEM Teacher Training Workshop Investigation: Designing and Constructing Parachutes. Retrieved from(5:18)

                                                                                                                                                                                                                                      • This video is of teachers being introduced to parachute design in a STEM teacher training workshop. To begin the investigation teachers analyze seeds and seed dispersal. They make connections to biomimicry concepts (seeds to parachutes). They further explore Leonardo da Vinci's triangular shaped parachute inspired from nature (seed dispersal). Teachers then analyze and test a variety of pre-made parachutes. They are given a wide array of materials to build their own parachutes from. Teachers then design, construct, and test their own designs. Re-designing if necessary (Dr. Diana Wehrell-Grabowski, 2011).


                                                                                                                                                                                                                                      Course Requirements:

                                                                                                                                                                                                                                      Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                                      Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                                      Written Assignments & Assessment Forms
                                                                                                                                                                                                                                      Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                                      Group Activities
                                                                                                                                                                                                                                      During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                                                      Reflective Portfolio Activities
                                                                                                                                                                                                                                      Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                                                      The Research and Practice Portfolio 
                                                                                                                                                                                                                                      Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                                                                                                                                                                                                                                      • Reflective Portfolio Activities
                                                                                                                                                                                                                                      • Research
                                                                                                                                                                                                                                      • Teaching and Learning Resources

                                                                                                                                                                                                                                      Course Forum
                                                                                                                                                                                                                                      The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                                      Course Policies:

                                                                                                                                                                                                                                      Grading Components and Weights
                                                                                                                                                                                                                                      Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                                      Discussion Assignments  20%
                                                                                                                                                                                                                                      Written Assignments    30%
                                                                                                                                                                                                                                      Group Activity  25%
                                                                                                                                                                                                                                      Reflective Portfolio Activities  25%
                                                                                                                                                                                                                                      TOTAL 100%


                                                                                                                                                                                                                                      Grading Scale
                                                                                                                                                                                                                                      This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                                      Letter Grade
                                                                                                                                                                                                                                      Grade Scale Grade Points
                                                                                                                                                                                                                                      A+ 98-100 4.00
                                                                                                                                                                                                                                      A 93-97 4.00
                                                                                                                                                                                                                                      A- 90-92 3.67
                                                                                                                                                                                                                                      B+ 88-89 3.33
                                                                                                                                                                                                                                      B 83-87 3.00
                                                                                                                                                                                                                                      B- 80-82 2.67
                                                                                                                                                                                                                                      C+ 78-79 2.33
                                                                                                                                                                                                                                      C 73-77 2.00
                                                                                                                                                                                                                                      C- 70-72 0.00
                                                                                                                                                                                                                                      D+ 68-69 0.00
                                                                                                                                                                                                                                      D 63-67 0.00
                                                                                                                                                                                                                                      D- 60-62 0.00
                                                                                                                                                                                                                                      F Under 60 0.00
                                                                                                                                                                                                                                      CR N/A N/A
                                                                                                                                                                                                                                      NC N/A N/A
                                                                                                                                                                                                                                      NF N/A N/A
                                                                                                                                                                                                                                      W N/A N/A


                                                                                                                                                                                                                                      Grade Appeal

                                                                                                                                                                                                                                      If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                                      Participation
                                                                                                                                                                                                                                      Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                                      • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                                      • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                                      • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                                      • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                                      Academic Honesty and Integrity
                                                                                                                                                                                                                                      When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                                      Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                                      Code of Conduct
                                                                                                                                                                                                                                      University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                                      Apply concepts of science, technology, engineering, and math into classroom lessons based on research

                                                                                                                                                                                                                                      EDUC 5470 Research in Education

                                                                                                                                                                                                                                      UoPeople logo


                                                                                                                                                                                                                                      EDUC 5470: Research in Education


                                                                                                                                                                                                                                      Credits:3


                                                                                                                                                                                                                                      Course Description:  

                                                                                                                                                                                                                                      This course will introduce important challenges in teaching and learning and discuss current research on these topics.  Models of practitioner research and modes of inquiry appropriate to applied research will be analyzed to provide insights into the uses and limitations of these approaches and tools.  Human subject rules and regulations and the ethics of school-based research will be discussed.  Students will identify a topic for investigation and develop an applied research proposal.  The proposal will frame the question, discuss the rationale for the question, include a review of the literature on the topic, and describe the planned data collection and analysis activities.


                                                                                                                                                                                                                                      Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                                      • Teaching & Learning, Ohio State University Libraries. (n.d.). Choosing & using sources: A guide to academic research. Licensed under a Creative Commons Attribution 4.0 International License.  Retrieved from https://osu.pb.unizin.org/choosingsources/
                                                                                                                                                                                                                                        • Full PDF is available on the course home page under Textbooks

                                                                                                                                                                                                                                      Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                                      Learning Objectives and Outcomes:

                                                                                                                                                                                                                                      By the end of this course students will be able to:

                                                                                                                                                                                                                                      1. Analyze the ethics of school-based research in relation to human subject rules and regulations.
                                                                                                                                                                                                                                      2. Develop an applied research proposal based on an identified topic for investigation.
                                                                                                                                                                                                                                      3. Examine and critique educational research to better understand its issues and complexities.
                                                                                                                                                                                                                                      4. Apply the scientific method to develop a proposal based on a research question.
                                                                                                                                                                                                                                      5. Consider the importance of applied research to the classroom setting.

                                                                                                                                                                                                                                      Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                                                      Week 1: Unit 1 - Introduction to Applied Research

                                                                                                                                                                                                                                      Week 2: Unit 2 - The Annotated Bibliography

                                                                                                                                                                                                                                      Week 3: Unit 3 - Literature Review

                                                                                                                                                                                                                                      Week 4: Unit 4 - Data Collection

                                                                                                                                                                                                                                      Week 5: Unit 5 - Ethics in Research

                                                                                                                                                                                                                                      Week 6: Unit 6 - Data Collection Evaluation and Analysis

                                                                                                                                                                                                                                      Week 7: Unit 7 - Applied Research Proposal

                                                                                                                                                                                                                                      Week 8: Unit 8 - Bringing It All Together


                                                                                                                                                                                                                                      Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc.  

                                                                                                                                                                                                                                      Unit 1: Introduction to Applied Research

                                                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                      • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                                      • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                                      • Complete and submit the Written Assignment
                                                                                                                                                                                                                                      • Complete and submit the Portfolio Activity

                                                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                                                      1. Teaching & Learning, Ohio State University Libraries. (n.d.). Choosing & Using Sources: A guide to academic research. Licensed under a Creative Commons Attribution 4.0 International License. 
                                                                                                                                                                                                                                        • Chapter 1 - Research Questions
                                                                                                                                                                                                                                        • We will be using this book throughout the first half of the course, so it is highly recommended that you download a copy for quick reference.  You can download the book from the Textbook page located on the course homepage.  This book covers the basics of research. 
                                                                                                                                                                                                                                           2. Aylesworth, G. (2005, September 30). Postmodernism. Stanford Encyclopedia of Philosophy. Retrieved from http://plato.stanford.edu/archives/sum2013/entries/postmodernism/

                                                                                                                                                                                                                                          • The above article defines what Postmodernism is and why it is an important term to understand.
                                                                                                                                                                                                                                             3.  Author Unknown. (n.d.) Education trends. George Lucas Educational Foundation. Edutopia. Retrieved from https://www.edutopia.org/blogs/beat/education-trends

                                                                                                                                                                                                                                            • The above website has over a dozen links to current trends in education from the dissolving of letter grades to teacher evaluation. This website will help you with your topic selection. 

                                                                                                                                                                                                                                               4.  Baron, M. A. (2008). Guidelines for writing research proposals and dissertations. Retrieved from http://www.regent.edu/acad/schedu/pdfs/residency/su09/dissertation_guidelines.pdf
                                                                                                                                                                                                                                              • The above resource provides an overall review of the research proposal process. However, please note that you will not be going into the depth of the dissertation process, this is only meant as a review of pieces of requirements that we will be discussing in this course.
                                                                                                                                                                                                                                                5.  Hine, G. (2013) The importance of action research in teacher education programs. Retrieved from http://clt.curtin.edu.au/events/conferences/tlf/tlf2013/refereed/hine.html
                                                                                                                                                                                                                                              • This is an excellent overview of the action (applied) research practice in teacher education programs. 
                                                                                                                                                                                                                                                6.  Painter, D. (1999) Teacher research could change your practice. Retrieved from http://www.nea.org/tools/17289.htm
                                                                                                                                                                                                                                                • In this article, Painter discusses why it is important to conduct research as an educator. 
                                                                                                                                                                                                                                                  7.  Teaching & Learning, Ohio State University Libraries. (n.d.). Choosing & using sources: A guide to academic research. Retrieved from https://osu.pb.unizin.org/choosingsources/

                                                                                                                                                                                                                                                  • We will be using this book throughout the first half of the course, so it is highly recommended that you download a copy for quick reference. This book covers the basics of research. For this Unit, read Chapter 1: Research Questions

                                                                                                                                                                                                                                                     8.  TeAchnology. (2012). Current trends in education. Retrieved from http://www.teach-nology.com/currenttrends/

                                                                                                                                                                                                                                                    • The above article will help you explore possible topics for your applied research proposal. It also discusses current trends in education around the globe from technology to students teaching teachers. 

                                                                                                                                                                                                                                                  Supplemental Readings

                                                                                                                                                                                                                                                       1.  Guerrero, Y.Y.G. (2012). Exploring the Effect of Exposure to LD through Activities inside the Classroom.  The University of Pamplona, School of Education. Retrieved from: https://www.slideshare.net/yeisonguerra/applied-research-proposal-2012

                                                                                                                                                                                                                                                      • This is an example of an applied research project done in a foreign language classroom.

                                                                                                                                                                                                                                                    Unit 2: The Annotated Bibliography

                                                                                                                                                                                                                                                    • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                                    • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                    • Complete the Portfolio Activity

                                                                                                                                                                                                                                                    Reading Assignment

                                                                                                                                                                                                                                                    1.  Teaching & Learning, Ohio State University Libraries. (n.d.). Choosing & Using Sources: A guide to academic research. Licensed under a Creative Commons Attribution 4.0 International License. 
                                                                                                                                                                                                                                                      • Chapter 2 - Types of Sources
                                                                                                                                                                                                                                                      • Chapter 5 - Search Tools
                                                                                                                                                                                                                                                      • Chapter 6 - Evaluating Sources
                                                                                                                                                                                                                                                      • Chapter 8 - How to Cite Sources
                                                                                                                                                                                                                                                    2.  American University (n.d.) Literature review tutorial: Why do a lit review. Retrieved from https://subjectguides.library.american.edu/c.php?g=175218&p=1154280
                                                                                                                                                                                                                                                      • The above article discusses the top reasons why one would do a literature review prior to conducting research. 

                                                                                                                                                                                                                                                      Optional Video

                                                                                                                                                                                                                                                      1.  Uwlibraries.  (2011, July 19). What is a scholarly journal article?  [Video file]. Retrieved from  (2:55)

                                                                                                                                                                                                                                                        • This video gives you a specific explanation and examples of what scholarly articles include and shows you how to locate them.

                                                                                                                                                                                                                                                        Unit 3: Literature Review

                                                                                                                                                                                                                                                        • Peer-assess Unit 2 Assignment 
                                                                                                                                                                                                                                                        • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                        • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                                                        • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                                                        • Complete and submit the Written Assignment 
                                                                                                                                                                                                                                                        • Begin Group Activity

                                                                                                                                                                                                                                                        Reading Assignment

                                                                                                                                                                                                                                                        1. Teaching & Learning, Ohio State University Libraries. (n.d.). Choosing & Using Sources: A guide to academic research. Licensed under a Creative Commons Attribution 4.0 International License. 
                                                                                                                                                                                                                                                        • Chapter 7 - Ethical Use of Sources
                                                                                                                                                                                                                                                        • Chapter 8 - How To Cite Sources
                                                                                                                                                                                                                                                        • Chapter 9 - Making an Argument
                                                                                                                                                                                                                                                        • Chapter 10 - Writing Tips
                                                                                                                                                                                                                                                          2. Lencioni, P. (2007). Conquer team dysfunction. Retrieved from https://www.tablegroup.com/imo/media/doc/Conquer_Team_Dysfunction.pdf
                                                                                                                                                                                                                                                            • In the above article, the author discusses how trust is developed over time and what creates distrust in teams. 
                                                                                                                                                                                                                                                              Optional Video (Watch both parts of the video).

                                                                                                                                                                                                                                                              1. Taylor, D. (28, June 2010) Writing the literature review (part one): Step by step tutorial for graduate students. [Video file] Retrieved from    (5:21)  and:

                                                                                                                                                                                                                                                              2. Taylor, D. (28, June 2010) Writing the literature review (part two): Step by step tutorial for graduate students. [Video file] Retrieved from(7:40)

                                                                                                                                                                                                                                                              Unit 4: Data Collection

                                                                                                                                                                                                                                                              • Peer-assess Unit 3 Assignment 
                                                                                                                                                                                                                                                              • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                              • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                                                              • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                                                              • Continue working on the Group Activity

                                                                                                                                                                                                                                                              Reading Assignment

                                                                                                                                                                                                                                                              1. Belmont Report:  https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/index.html
                                                                                                                                                                                                                                                                • This is a complete list of all ethical concerns discussed when conducting research.
                                                                                                                                                                                                                                                                2. Everheart. J. (2004) A study of kindergarten and first-grade special education students’ recall of color words. Retrieved from https://my.uopeople.edu/pluginfile.php/260171/mod_book/chapter/146817/5470KindergartenStudy.pdf
                                                                                                                                                                                                                                                                  • The above is a complete Master's thesis that you will be reviewing in your PLC. 
                                                                                                                                                                                                                                                                  3. Trochim, W. (2006). Descriptive statistics.  Research Methods Knowledge Base. Retrieved from http://www.socialresearchmethods.net/kb/statdesc.php

                                                                                                                                                                                                                                                                    • The resource above is a review of descriptive statistics is provided. Along with examples of how to complete descriptive statistics in your own research study. 

                                                                                                                                                                                                                                                                    Unit 5: Ethics in Research

                                                                                                                                                                                                                                                                    • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                                                    • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                                                    • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                    • Complete and submit the Group Activity
                                                                                                                                                                                                                                                                    • Complete and submit the Portfolio Activity

                                                                                                                                                                                                                                                                    Reading Assignment

                                                                                                                                                                                                                                                                    1. California State University, Long Beach. (n.d.). Data collection strategies II: Qualitative research. Retrieved from http://web.csulb.edu/~msaintg/ppa696/696quali.htm

                                                                                                                                                                                                                                                                      • The above website from CSU-Long Beach describes the difference between Qualitative and Quantitative research and what data collection methods are applicable to each method. 
                                                                                                                                                                                                                                                                      2. Everheart. J. (2004) A study of kindergarten and first-grade special education students’ recall of color words. Retrieved from https://my.uopeople.edu/pluginfile.php/646085/mod_book/chapter/220754/5470KindergartenStudy.pdf
                                                                                                                                                                                                                                                                        • The above is a complete Master's thesis that you will be reviewing in your PLC. 
                                                                                                                                                                                                                                                                        3. Trochim, W. (2006). Descriptive statistics.  Research Methods Knowledge Base. Retrieved from http://www.socialresearchmethods.net/kb/statdesc.php

                                                                                                                                                                                                                                                                          • The resource above is a review of descriptive statistics is provided. Along with examples of how to complete descriptive statistics in your own research study. 

                                                                                                                                                                                                                                                                          Unit 6: Data Collection Evaluation and Analysis

                                                                                                                                                                                                                                                                          • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                                                                          • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                                                          • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                                                          • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                          • Complete the Portfolio Activity

                                                                                                                                                                                                                                                                          Reading Assignment

                                                                                                                                                                                                                                                                          1. Albez, C. & Ada, S. (2017, April) School administrator’s skills in organizing the parent participation studies. Journal of Education and Training Studies, v5 n4 p165-177. Retrieved from https://files.eric.ed.gov/fulltext/EJ1139107.pdf

                                                                                                                                                                                                                                                                            • The objective of this study was to ascertain administrator, teacher and parent opinions on the level of school administrators' skills in organizing parent participation efforts.

                                                                                                                                                                                                                                                                            2. Dupuis, D. ( 2015) The association between elementary school start time and students' academic achievement in Wayzata public schools. Retrieved from: https://files.eric.ed.gov/fulltext/ED574378.pdf

                                                                                                                                                                                                                                                                              • The Center for Applied Research and Educational Improvement (CAREI) conducted two analyses for the purpose of examining the association between elementary school start time and students' academic achievement in mathematics and reading in Wayzata Public Schools.

                                                                                                                                                                                                                                                                              3. Holmes, K. (2017) Research at colleges in Ontario: Learning from the past and looking towards the future. College Quarterly, v20.n3. Retrieved from https://files.eric.ed.gov/fulltext/EJ1161893.pdf

                                                                                                                                                                                                                                                                                • This article provides history and context for the emergence of Ontario colleges as institutions engaging in applied research activities, examines the barriers and limitations that researchers at Ontario colleges face, and identifies some implications for research practice at Ontario colleges in the future.

                                                                                                                                                                                                                                                                                4. Homsin, N.; Chantarasombat, C.; & Yeamsang, T. ( 2015) The result of developing secondary school students' public conscience through process-knowledge management in Thailand. International Education Studies. V8 n7 p240-249. Retrieved from https://files.eric.ed.gov/fulltext/EJ1070801.pdf

                                                                                                                                                                                                                                                                                  • This research uses Mixed-Methodology applied research and development together with participatory action research.

                                                                                                                                                                                                                                                                                  5. Rakhimzhanova, L; Issabayeva, D.; Khakimova, T; & Bolyskhanova, M. (2015) Methodical approaches to the teaching of computer modeling in computer science course. International Education Studies, v8 n8 p166-173. Retrieved from https://files.eric.ed.gov/fulltext/EJ1070807.pdf

                                                                                                                                                                                                                                                                                    • The purpose of this study was to examine the formation technique of representation of modeling methodology in computer science lessons.

                                                                                                                                                                                                                                                                                    6. Stark, E. ( 2013, Fall-Win) Real-life solutions to real-life problems: Collaborating with a non-profit foundation to engage honors students in applied research. Journal of National Collegiate Honors Council. B14 n2 p129-145. Retrieved from https://files.eric.ed.gov/fulltext/EJ1082009.pdf

                                                                                                                                                                                                                                                                                      • Applied research opportunities for honors students were incorporated in two different settings: a course on research methods and an independent study research experience. Each approach was successful at building students' confidence in their research skills, giving them experience with applied research practices, and broadening their understanding of what constitutes research. This article describes the pros and cons of each approach and provides recommendations for how to form connections with community groups.

                                                                                                                                                                                                                                                                                       Unit 7: Applied Research Proposal

                                                                                                                                                                                                                                                                                      • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                                                                      • Complete and submit the Written Assignment

                                                                                                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                                                                                                      1. Ash, S. L., & Clayton, P. H. (2004). The articulated learning: An approach to guided reflection and assessment. Retrieved from https://scholarworks.iupui.edu/bitstream/handle/1805/9644/The%20Articulated%20Learning%20-%20An%20Approach%20to%20Guided%20Reflection%20and%20Assessment%20-%20Ash%20and%20Clayton.pdf;sequence=1

                                                                                                                                                                                                                                                                                      • The above journal article discusses the need for reflection in teaching practices. 

                                                                                                                                                                                                                                                                                      2. Minott, M. (2009, Winter). The role of reflection in the differentiated instructional process. College Quarterly, 12(1). Retrieved from http://collegequarterly.ca/2009-vol12-num01-winter/minott.html

                                                                                                                                                                                                                                                                                      • The above article addresses how teachers must become leaders in the school, and one way to do this is through applied research being done in the school. 

                                                                                                                                                                                                                                                                                      Recommended Reading

                                                                                                                                                                                                                                                                                      1. Drill, K., Miller, S., and Behrstock-Sherratt, E. (2012, March). Teachers’ perspectives on education research. American Institutes for Research. Retrieved from http://www.air.org/files/1781_Teachers_Use_of_Research_Study1_Study2Combined_ed_March2012.pdf

                                                                                                                                                                                                                                                                                      Unit 8: Bringing It All Together

                                                                                                                                                                                                                                                                                      • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                                                                                      • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                                                                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                                                                      • Complete the Portfolio Activity
                                                                                                                                                                                                                                                                                      • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                                                                                      Reading Assignment

                                                                                                                                                                                                                                                                                       1. Dynarski, M. (2015, December 10). Using research to improve education under The Every Student Succeeds Act. Retrieved from https://www.brookings.edu/research/using-research-to-improve-education-under-the-every-student-succeeds-act/

                                                                                                                                                                                                                                                                                      • The above is an executive summary discussing how research can be used to ensure that the Every Student Succeeds Act

                                                                                                                                                                                                                                                                                      2. Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1). Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html

                                                                                                                                                                                                                                                                                      • The above article discusses the need for collaboration in the school to ensure critical thinking is transpiring.

                                                                                                                                                                                                                                                                                       3. Kane, T. (2016, Spring) Connecting to practice. Retrieved from http://educationnext.org/connecting-to-practice-put-education-research-to-work/

                                                                                                                                                                                                                                                                                      •  This article discusses how we can use research to connect to practice.

                                                                                                                                                                                                                                                                                       4. Shared values for effective communication. (n.d.). In The Basic Principles for a Collaborative Workplace, Retrieved from https://ch319.pbsmartmobile.com/public/sites/1399/2699/assets/7a1c76fa24845de679b9a7620407e9bc.pdf

                                                                                                                                                                                                                                                                                      • The above article reviews the key principals to effective collaboration in the workplace, specifically in regard to research.

                                                                                                                                                                                                                                                                                      5. Stogios, P. (2014, November 14). Why sharing your research with the public is as necessary as doing the research itself. [blog post]. Retrieved from https://www.digital-science.com/blog/guest/why-sharing-your-research-with-the-public-is-as-necessary-as-doing-the-research-itself/

                                                                                                                                                                                                                                                                                      • In this blog, Stogios discusses how sharing research is important in the academic community as it brings forth answers to questions other researchers may have.

                                                                                                                                                                                                                                                                                      6. Mind Tools, Inc. (2014). The leadership motivation assessment. Retrieved from http://www.mindtools.com/pages/article/newLDR_01.htm

                                                                                                                                                                                                                                                                                      • This is an assessment to determine your motivation as a leader. Something that is important to understand when conducting research with a team.  


                                                                                                                                                                                                                                                                                      Course Requirements:

                                                                                                                                                                                                                                                                                      Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                                                                                      Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posted by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                                                                                      Written Assignments & Assessment Forms
                                                                                                                                                                                                                                                                                      Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                                                                                      Group Activities
                                                                                                                                                                                                                                                                                      During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                                                                                                                                                                                                                                                                                      Reflective Portfolio Activities
                                                                                                                                                                                                                                                                                      Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                                                                                                                                                                                                                                                                                      Course Forum
                                                                                                                                                                                                                                                                                      The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                                                                                      Course Policies:

                                                                                                                                                                                                                                                                                      Grading Components and Weights
                                                                                                                                                                                                                                                                                      Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                                                                                      Discussion Assignments  15%
                                                                                                                                                                                                                                                                                      Written Assignments  (Units 1, 2, 3, 5, 6)  25%
                                                                                                                                                                                                                                                                                      Applied Research Paper (Unit 7)  20%
                                                                                                                                                                                                                                                                                      Group Activity  20%
                                                                                                                                                                                                                                                                                      Reflective Portfolio Activities  20%
                                                                                                                                                                                                                                                                                      TOTAL 100%


                                                                                                                                                                                                                                                                                      Grading Scale
                                                                                                                                                                                                                                                                                      This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                                                                                      Letter Grade
                                                                                                                                                                                                                                                                                      Grade Scale Grade Points
                                                                                                                                                                                                                                                                                      A+ 98-100 4.00
                                                                                                                                                                                                                                                                                      A 93-97 4.00
                                                                                                                                                                                                                                                                                      A- 90-92 3.67
                                                                                                                                                                                                                                                                                      B+ 88-89 3.33
                                                                                                                                                                                                                                                                                      B 83-87 3.00
                                                                                                                                                                                                                                                                                      B- 80-82 2.67
                                                                                                                                                                                                                                                                                      C+ 78-79 2.33
                                                                                                                                                                                                                                                                                      C 73-77 2.00
                                                                                                                                                                                                                                                                                      C- 70-72 0.00
                                                                                                                                                                                                                                                                                      D+ 68-69 0.00
                                                                                                                                                                                                                                                                                      D 63-67 0.00
                                                                                                                                                                                                                                                                                      D- 60-62 0.00
                                                                                                                                                                                                                                                                                      F Under 60 0.00
                                                                                                                                                                                                                                                                                      CR N/A N/A
                                                                                                                                                                                                                                                                                      NC N/A N/A
                                                                                                                                                                                                                                                                                      NF N/A N/A
                                                                                                                                                                                                                                                                                      W N/A N/A


                                                                                                                                                                                                                                                                                      Grade Appeal

                                                                                                                                                                                                                                                                                      If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                                                                                      Participation
                                                                                                                                                                                                                                                                                      Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                                                                                      • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                                                                                      • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                                                                                      • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                                                                                      • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                                                                                      Academic Honesty and Integrity
                                                                                                                                                                                                                                                                                      When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                                                                                      Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                                                                                      Code of Conduct
                                                                                                                                                                                                                                                                                      University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                                                                                      EDUC 5910 Applied Professional Inquiry


                                                                                                                                                                                                                                                                                      EDUC 5910: Applied Professional Inquiry


                                                                                                                                                                                                                                                                                      Credits: 3

                                                                                                                                                                                                                                                                                      Prerequisites: All courses within the M.Ed. program. 


                                                                                                                                                                                                                                                                                      Course Description:

                                                                                                                                                                                                                                                                                      Students will conduct the planned data collection and analysis activities contained in their applied research proposal and prepare a written report that describes the results of their research and interprets these results in terms of what they have learned during their time in the program.  Implications for new instructional practices and further professional development should also be discussed.


                                                                                                                                                                                                                                                                                      Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                                                                                      • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                                                                                                                                                                                                                                                                                      Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                                                                                      Learning Objectives and Outcomes:

                                                                                                                                                                                                                                                                                      By the end of this course students will be able to:

                                                                                                                                                                                                                                                                                      1. Analyze data collected from a previous research project 
                                                                                                                                                                                                                                                                                      2. Design a report based on data analysis describing the results of the research
                                                                                                                                                                                                                                                                                      3. Apply knowledge gained throughout the M.Ed. program of study to the interpretation of results in research
                                                                                                                                                                                                                                                                                      4. Analyze implications for professional development opportunities and new instructional strategies in the classroom


                                                                                                                                                                                                                                                                                        Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                                                                                                                                                                                                                                                                                        Week 1: Unit 1 - Capstone Deadlines and Project Tracking

                                                                                                                                                                                                                                                                                        Week 2: Unit 2 -The Portfolio Presentation 

                                                                                                                                                                                                                                                                                        Week 3: Unit 3 - The Portfolio Presentation, Part 2

                                                                                                                                                                                                                                                                                        Week 4: Unit 4 - Research and Practice Portfolio

                                                                                                                                                                                                                                                                                        Week 5: Unit 5 - Research and Practice Portfolio, Part 2

                                                                                                                                                                                                                                                                                        Week 6: Unit 6 - Applied Research Report

                                                                                                                                                                                                                                                                                        Week 7: Unit 7 - Applied Research Report, Part 2

                                                                                                                                                                                                                                                                                        Week 8: Unit 8 - Reflection on Capstone Experience


                                                                                                                                                                                                                                                                                        Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                                                                                        Unit 1: Capstone Deadlines and Project Tracking

                                                                                                                                                                                                                                                                                        • Read through the Course Syllabus, Reading Assignment, and Learning Guide
                                                                                                                                                                                                                                                                                        • Complete the Discussion Assignment by posting in the Discussion Forum (required)
                                                                                                                                                                                                                                                                                        • Respond to three of your fellow classmates’ posts in the Discussion Forum (required)
                                                                                                                                                                                                                                                                                        • Complete and submit the Written Assignment (submitting one tracking tool for each of the three tasks)

                                                                                                                                                                                                                                                                                        Unit 2: The Portfolio Presentation 

                                                                                                                                                                                                                                                                                        • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                        • Complete the Discussion Assignment by posting in the Discussion Forum (required)
                                                                                                                                                                                                                                                                                        • Respond to three of your fellow classmates’ posts in the Discussion Forum (required)
                                                                                                                                                                                                                                                                                        • Begin creating your Portfolio Presentation - Due by the end of Unit 3 

                                                                                                                                                                                                                                                                                          Unit 3: The Portfolio Presentation, Part 2

                                                                                                                                                                                                                                                                                          • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                          • Complete the Discussion Assignment by posting in the Discussion Forum (optional)
                                                                                                                                                                                                                                                                                          • Respond to any of your peers' posts (optional)
                                                                                                                                                                                                                                                                                          • Submit your final Portfolio Presentation

                                                                                                                                                                                                                                                                                            Unit 4: Research and Practice Portfolio

                                                                                                                                                                                                                                                                                            • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                            • Complete the Discussion Assignment by posting in the Discussion Forum (required)
                                                                                                                                                                                                                                                                                            • Respond to any of your peers' posts (required)
                                                                                                                                                                                                                                                                                            • Continue working on the Written Assignment - Research and Practice Portfolio - Due at the end of Unit 5
                                                                                                                                                                                                                                                                                            • Continue collecting data and working on the Applied Research project  - Due at the end of Unit 7

                                                                                                                                                                                                                                                                                              Unit 5: Research and Practice Portfolio, Part 2

                                                                                                                                                                                                                                                                                              • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                              • Complete the Discussion Assignment by posting in the Discussion Forum (optional)
                                                                                                                                                                                                                                                                                              • Respond to any of your peers' posts (optional)
                                                                                                                                                                                                                                                                                              • Submit the Written Assignment - Research and Practice Portfolio 
                                                                                                                                                                                                                                                                                              • Continue working on your Applied Research paper 

                                                                                                                                                                                                                                                                                              Unit 6: Applied Research Report

                                                                                                                                                                                                                                                                                              • Peer-assess the Unit 5 Written Assignment - Portfolio
                                                                                                                                                                                                                                                                                              • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                              • Complete the Discussion Assignment by posting in the Discussion Forum (required)
                                                                                                                                                                                                                                                                                              • Respond to any of your peers' posts (required)
                                                                                                                                                                                                                                                                                              • Prepare the Written Assignment - Applied Research Report - Due by the end of Unit 7

                                                                                                                                                                                                                                                                                                 Unit 7: Applied Research Report, Part 2

                                                                                                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum (optional)
                                                                                                                                                                                                                                                                                                • Respond to any of your peers' posts (optional)
                                                                                                                                                                                                                                                                                                • Submit the Written Assignment - Applied Research Report

                                                                                                                                                                                                                                                                                                Unit 8: Reflection on Capstone Experience

                                                                                                                                                                                                                                                                                                • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                                                                                • Participate in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Complete the Reflective Portfolio Assignment
                                                                                                                                                                                                                                                                                                • Complete and submit the anonymous Course Evaluation

                                                                                                                                                                                                                                                                                                Course Requirements:

                                                                                                                                                                                                                                                                                                Discussion Forums

                                                                                                                                                                                                                                                                                                In this course, Discussion Forums are provided as spaces to reflect and connect.  Discussion Forums are not graded but students are encouraged to use them often to exchange ideas, collaborate, get and give feedback, etc. from each other. 

                                                                                                                                                                                                                                                                                                Written Assignments & Assessment Forms
                                                                                                                                                                                                                                                                                                Most units in this course require that you complete Written Assignments, which may come in many forms (presentation, case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                                                                                                Reflective Portfolio Activity

                                                                                                                                                                                                                                                                                                Reflective Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. 

                                                                                                                                                                                                                                                                                                Course Forum
                                                                                                                                                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                                                                                                Course Policies:

                                                                                                                                                                                                                                                                                                Grading Components and Weights
                                                                                                                                                                                                                                                                                                Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:


                                                                                                                                                                                                                                                                                                Discussion Forums  5%
                                                                                                                                                                                                                                                                                                Unit 1 Project Plan15%
                                                                                                                                                                                                                                                                                                Unit 3 Portfolio Presentation20%
                                                                                                                                                                                                                                                                                                Unit 5 Research and Practice Portfolio                              25%
                                                                                                                                                                                                                                                                                                Unit 7 Applied Research Report25%
                                                                                                                                                                                                                                                                                                Unit 8 Portfolio Activity

                                                                                                                                                                                                                                                                                                10%

                                                                                                                                                                                                                                                                                                 Total  100%

                                                                                                                                                                                                                                                                                                Grading Scale

                                                                                                                                                                                                                                                                                                This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                                                                                                Letter Grade
                                                                                                                                                                                                                                                                                                Grade ScaleGrade Points
                                                                                                                                                                                                                                                                                                A+98-1004.00
                                                                                                                                                                                                                                                                                                A93-974.00
                                                                                                                                                                                                                                                                                                A-90-923.67
                                                                                                                                                                                                                                                                                                B+88-893.33
                                                                                                                                                                                                                                                                                                B83-873.00
                                                                                                                                                                                                                                                                                                B-80-822.67
                                                                                                                                                                                                                                                                                                C+78-792.33
                                                                                                                                                                                                                                                                                                C73-772.00
                                                                                                                                                                                                                                                                                                C-70-721.67
                                                                                                                                                                                                                                                                                                D+68-691.33
                                                                                                                                                                                                                                                                                                D63-671.00
                                                                                                                                                                                                                                                                                                D-60-620.67
                                                                                                                                                                                                                                                                                                FUnder 600.00


                                                                                                                                                                                                                                                                                                Grade Appeal

                                                                                                                                                                                                                                                                                                If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                                                                                                Participation
                                                                                                                                                                                                                                                                                                Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                                                                                                • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                                                                                                • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                                                                                                • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                                                                                                • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                                                                                                Academic Honesty and Integrity
                                                                                                                                                                                                                                                                                                When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                                                                                                Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                                                                                                Code of Conduct
                                                                                                                                                                                                                                                                                                University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.


                                                                                                                                                                                                                                                                                                Business Administration

                                                                                                                                                                                                                                                                                                The Business Administration degree educates students for success in a dynamic global economy within the context of sustainable business environments. The discipline’s foundation covers accounting, economics, finance, entrepreneurship, management, and marketing analytics, cultivating responsible leaders to serve as architects and agents in organizational decision-making, using advanced quantitative approaches for foundations for success in the international business community.

                                                                                                                                                                                                                                                                                                BUS 1101 Principles of Business Management

                                                                                                                                                                                                                                                                                                UoPeople logo


                                                                                                                                                                                                                                                                                                BUS 1101: PRINCIPLES OF BUSINESS MANAGEMENT


                                                                                                                                                                                                                                                                                                Syllabus


                                                                                                                                                                                                                                                                                                Prerequisites: None.


                                                                                                                                                                                                                                                                                                Course Description: All forms of business require the involvement of managers to enable the successful operation of the organization.  This course will present a survey of the basic methods by which managers have operated businesses, large and small. Foremost are the basic concepts of planning, leading, organizing, and controlling. Embedded within these key concepts are numerous skills that, when mastered, will allow you to embark on a career in business management.


                                                                                                                                                                                                                                                                                                Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                                                                                                • Carpenter, M., Bauer, T., Erdogan, B. (2010). Management Principles 1.1. This book is licensed under a Creative Commons by-nc-sa 3.0 license. You can download the PDF version here

                                                                                                                                                                                                                                                                                                Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                                                                                                Course Learning Objectives:

                                                                                                                                                                                                                                                                                                By the end of this course students will be able to:

                                                                                                                                                                                                                                                                                                1. Discuss the history of management theory and practice
                                                                                                                                                                                                                                                                                                2. Identify one's strengths and weaknesses in leadership and interpersonal skills.
                                                                                                                                                                                                                                                                                                3. Create and characterize good goals and objectives
                                                                                                                                                                                                                                                                                                4. Examine the scope and changing role of strategic human resource management
                                                                                                                                                                                                                                                                                                5. Compare and contrast need-based and process-based theories of motivation

                                                                                                                                                                                                                                                                                                Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

                                                                                                                                                                                                                                                                                                Week 1: Unit 1 - Introduction to the Principles of Management 

                                                                                                                                                                                                                                                                                                • Managers and the nature of their work.
                                                                                                                                                                                                                                                                                                • Overview of leadership, entrepreneurship, and strategy.
                                                                                                                                                                                                                                                                                                • The planning-organizing-leading-controlling (P-O-L-C) framework.
                                                                                                                                                                                                                                                                                                • Economic, social, and environmental performance.
                                                                                                                                                                                                                                                                                                • Individual and group level performance.
                                                                                                                                                                                                                                                                                                • Goal setting using SMART, —specific, measurable, aggressive, realistic, and time-bound.

                                                                                                                                                                                                                                                                                                Week 2: Unit 2 - Psychology and Work Behaviors

                                                                                                                                                                                                                                                                                                • The roles of personality and values in determining work behaviors.
                                                                                                                                                                                                                                                                                                • The process of perception and how it affects work behaviors.
                                                                                                                                                                                                                                                                                                • The major work attitudes that affect work behaviors.
                                                                                                                                                                                                                                                                                                • The concept of person-organization fit and how it affects work behaviors.
                                                                                                                                                                                                                                                                                                • The key set of behaviors that matter for organizational performance.


                                                                                                                                                                                                                                                                                                Week 3: Unit 3 - Globalization and Leadership

                                                                                                                                                                                                                                                                                                • The history of principles of management.
                                                                                                                                                                                                                                                                                                • The context for contemporary principles of management.
                                                                                                                                                                                                                                                                                                • Key global trends.
                                                                                                                                                                                                                                                                                                • Globalization’s effects on management principles and practices.
                                                                                                                                                                                                                                                                                                • Value-based leadership (ethics) in management.


                                                                                                                                                                                                                                                                                                Week 4: Unit 4
                                                                                                                                                                                                                                                                                                - Mission, Vision, and Values

                                                                                                                                                                                                                                                                                                • The Roles of Mission, Vision, and Values Mission and Vision
                                                                                                                                                                                                                                                                                                • Creativity and Passion
                                                                                                                                                                                                                                                                                                • Stakeholders
                                                                                                                                                                                                                                                                                                • Crafting Mission and Vision Statements

                                                                                                                                                                                                                                                                                                Week 5: Unit 5 - Strategic Management

                                                                                                                                                                                                                                                                                                • How strategies emerge.
                                                                                                                                                                                                                                                                                                • Strategy as trade-offs, discipline, and focus.
                                                                                                                                                                                                                                                                                                • Internal and external analysis to develop strategy.
                                                                                                                                                                                                                                                                                                • The strategy diamond

                                                                                                                                                                                                                                                                                                Week 6: Unit 6 - Goals and Objectives

                                                                                                                                                                                                                                                                                                • The nature of goals and objectives and why they are important.
                                                                                                                                                                                                                                                                                                • Characterizes good goals and objectives.
                                                                                                                                                                                                                                                                                                • The roles of goals and objectives in employee performance reviews.
                                                                                                                                                                                                                                                                                                • The relationships among economic, social, and environmental goals and objectives.
                                                                                                                                                                                                                                                                                                • Personal goals and objectives.

                                                                                                                                                                                                                                                                                                Week 7: Unit 7 - Organizational Structure and Change

                                                                                                                                                                                                                                                                                                • Organizational structure and its basic elements.
                                                                                                                                                                                                                                                                                                • Matrix, boundary-less, and learning organizations.
                                                                                                                                                                                                                                                                                                • Organizational change.
                                                                                                                                                                                                                                                                                                • Resistance to change.
                                                                                                                                                                                                                                                                                                • Strategies for planning and executing change effectively.

                                                                                                                                                                                                                                                                                                Week 8: Unit 8 - Organizational Culture

                                                                                                                                                                                                                                                                                                • Organizational culture its importance for an organization.
                                                                                                                                                                                                                                                                                                • The dimensions that make up a company’s culture.
                                                                                                                                                                                                                                                                                                • Five signs of organizational culture

                                                                                                                                                                                                                                                                                                Week 9: Unit 9 - Course Review and Final Exam


                                                                                                                                                                                                                                                                                                Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                                                                                                Unit 1: Introduction to the Principles of Management

                                                                                                                                                                                                                                                                                                • Thoroughly review the course syllabus
                                                                                                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                                • Complete the Introductory Discussion post (in the Course Forum)
                                                                                                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                                                                                                Unit 2: Psychology and Work Behaviors

                                                                                                                                                                                                                                                                                                • Peer-assess Unit #1 Written Assignment
                                                                                                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                                                                                                Unit 3: Globalization and Leadership

                                                                                                                                                                                                                                                                                                • Peer-assess Unit #2 Written Assignment
                                                                                                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Take the Self-Quiz
                                                                                                                                                                                                                                                                                                • Take the Graded Quiz

                                                                                                                                                                                                                                                                                                Unit 4: Mission, Vision, and Values

                                                                                                                                                                                                                                                                                                • Peer-assess Unit #3 Written Assignment
                                                                                                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                                                                                                Unit 5: Strategic Management

                                                                                                                                                                                                                                                                                                • Peer-assess Unit #4 Written Assignment
                                                                                                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                                                                                                • Take  the Self-Quiz

                                                                                                                                                                                                                                                                                                Unit 6: Goals and Objectives

                                                                                                                                                                                                                                                                                                • Peer-assess Unit #5 Written Assignment
                                                                                                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                                                                                                • Take the Self-Quiz
                                                                                                                                                                                                                                                                                                • Take the Graded Quiz

                                                                                                                                                                                                                                                                                                Unit 7: Organizational Structure and Change

                                                                                                                                                                                                                                                                                                • Peer-assess Unit #6 Written Assignment
                                                                                                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                                                                                                • Take the Self-Quiz

                                                                                                                                                                                                                                                                                                Unit 8: Organizational Culture

                                                                                                                                                                                                                                                                                                • Peer-assess Unit #7 Written Assignment
                                                                                                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Complete and submit the Learning Journal
                                                                                                                                                                                                                                                                                                • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                                                                                                • Take the Self-Quiz
                                                                                                                                                                                                                                                                                                • Take the Practice Exam

                                                                                                                                                                                                                                                                                                Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                                                                                                • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                                                                                                • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                                                                                                • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

                                                                                                                                                                                                                                                                                                Course Requirements:

                                                                                                                                                                                                                                                                                                Written Assignments & Assessment Forms
                                                                                                                                                                                                                                                                                                Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                                                                                                Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                                                                                                Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                                                                                                Learning Journal
                                                                                                                                                                                                                                                                                                Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                                                                                                Quizzes
                                                                                                                                                                                                                                                                                                This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

                                                                                                                                                                                                                                                                                                Final Exam
                                                                                                                                                                                                                                                                                                The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                                                                                                Course Forum
                                                                                                                                                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                                                                                                Course Policies:

                                                                                                                                                                                                                                                                                                Grading Components and Weights
                                                                                                                                                                                                                                                                                                Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                                                                                                Discussion Assignments 10%
                                                                                                                                                                                                                                                                                                Written Assignments 15%
                                                                                                                                                                                                                                                                                                Learning Journals  15%
                                                                                                                                                                                                                                                                                                Graded Quizzes 30%
                                                                                                                                                                                                                                                                                                Final Exam 30%
                                                                                                                                                                                                                                                                                                TOTAL 100%

                                                                                                                                                                                                                                                                                                Grading Scale

                                                                                                                                                                                                                                                                                                This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                                                                                                Letter Grade
                                                                                                                                                                                                                                                                                                Grade Scale Grade Points
                                                                                                                                                                                                                                                                                                A+ 98-100 4.00
                                                                                                                                                                                                                                                                                                A 93-97 4.00
                                                                                                                                                                                                                                                                                                A- 90-92 3.67
                                                                                                                                                                                                                                                                                                B+ 88-89 3.33
                                                                                                                                                                                                                                                                                                B 83-87 3.00
                                                                                                                                                                                                                                                                                                B- 80-82 2.67
                                                                                                                                                                                                                                                                                                C+ 78-79 2.33
                                                                                                                                                                                                                                                                                                C 73-77 2.00
                                                                                                                                                                                                                                                                                                C- 70-72 1.67
                                                                                                                                                                                                                                                                                                D+ 68-69 1.33
                                                                                                                                                                                                                                                                                                D 63-67 1.00
                                                                                                                                                                                                                                                                                                D- 60-62 0.67
                                                                                                                                                                                                                                                                                                F Under 60 0.00

                                                                                                                                                                                                                                                                                                Grade Appeal
                                                                                                                                                                                                                                                                                                If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                                                                                                Participation
                                                                                                                                                                                                                                                                                                Non-participation is characterized by a lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                                                                                                • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                                                                                                • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                                                                                                • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                                                                                                • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                                                                                                Academic Honesty and Integrity
                                                                                                                                                                                                                                                                                                When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                                                                                                Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                                                                                                Code of Conduct
                                                                                                                                                                                                                                                                                                University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                                                                                                BUS 1102 Basic Accounting

                                                                                                                                                                                                                                                                                                UoPeople logo


                                                                                                                                                                                                                                                                                                BUS 1102: BASIC ACCOUNTING


                                                                                                                                                                                                                                                                                                Syllabus


                                                                                                                                                                                                                                                                                                Prerequisites: BUS 1101 Principles of Business Management.


                                                                                                                                                                                                                                                                                                Course Description: The Basic Accounting course introduces students to financial reporting and financial management concepts and practices. The primary focus of this course is the preparation, use, and analysis of general purpose financial statements in support of the capital market decision-making process. In addition, certain financial accounts concepts related to current assets will be covered.


                                                                                                                                                                                                                                                                                                Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.


                                                                                                                                                                                                                                                                                                Software Requirements/Installation: No special requirements.


                                                                                                                                                                                                                                                                                                Learning Objectives and Outcomes:

                                                                                                                                                                                                                                                                                                By the end of this course students will be able to:

                                                                                                                                                                                                                                                                                                1. Explain how accounting information is used.
                                                                                                                                                                                                                                                                                                2. Complete journal entries using the accrual basis of accounting.
                                                                                                                                                                                                                                                                                                3. Explain the steps of the accounting cycle.
                                                                                                                                                                                                                                                                                                4. Prepare income statements, statements of owner's equity, and balance sheets using generally accepted accounting principles.
                                                                                                                                                                                                                                                                                                5. Illustrate accounting for cash, receivables, and inventories and merchandise transactions.

                                                                                                                                                                                                                                                                                                Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).

                                                                                                                                                                                                                                                                                                Week 1: Unit 1 - Introduction to the Course and Principles of Financial Accounting

                                                                                                                                                                                                                                                                                                Week 2: Unit 2 - The Accounting Cycle: Analyzing and Recording Transactions

                                                                                                                                                                                                                                                                                                Week 3: Unit 3 - The Accounting Cycle: Adjusting Entries and Preparing Financial Statements

                                                                                                                                                                                                                                                                                                Week 4: Unit 4 - Completing the Accounting Cycle: The Closing Process

                                                                                                                                                                                                                                                                                                Week 5: Unit 5 - Accounting for Merchandising Operations

                                                                                                                                                                                                                                                                                                Week 6: Unit 6 - Cash and Internal Controls

                                                                                                                                                                                                                                                                                                Week 7: Unit 7 - Accounting for Receivables

                                                                                                                                                                                                                                                                                                Week 8: Unit 8 - Inventories and Cost of Goods Sold

                                                                                                                                                                                                                                                                                                Week 9: Unit 9 - Course Review and Final Exam


                                                                                                                                                                                                                                                                                                Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.

                                                                                                                                                                                                                                                                                                Unit 1: Introduction to the Course and Principles of Financial Accounting

                                                                                                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Make entries to the Learning Journal

                                                                                                                                                                                                                                                                                                Unit 2: The Accounting Cycle: Analyzing and Recording Transactions

                                                                                                                                                                                                                                                                                                • Peer assess Unit 1 Written Assignment
                                                                                                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Make entries to the Learning Journal

                                                                                                                                                                                                                                                                                                Unit 3: The Accounting Cycle: Adjusting Entries and Preparing Financial Statements

                                                                                                                                                                                                                                                                                                • Peer assess Unit 2 Written Assignment
                                                                                                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Make entries to the Learning Journal
                                                                                                                                                                                                                                                                                                • Take the Graded Quiz

                                                                                                                                                                                                                                                                                                Unit 4: Completing the Accounting Cycle: The Closing Process

                                                                                                                                                                                                                                                                                                • Peer assess Unit 3 Written Assignment
                                                                                                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Make entries to the Learning Journal

                                                                                                                                                                                                                                                                                                Unit 5: Accounting for Merchandising Operations

                                                                                                                                                                                                                                                                                                • Peer assess Unit 4 Written Assignment
                                                                                                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Make entries to the Learning Journal

                                                                                                                                                                                                                                                                                                Unit 6: Cash and Internal Controls

                                                                                                                                                                                                                                                                                                • Peer assess Unit 5 Written Assignment
                                                                                                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Make entries to the Learning Journal
                                                                                                                                                                                                                                                                                                • Take the Graded Quiz

                                                                                                                                                                                                                                                                                                Unit 7: Accounting for Receivables

                                                                                                                                                                                                                                                                                                • Peer assess Unit 6 Written Assignment
                                                                                                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments (complete various textbook exercises)
                                                                                                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment
                                                                                                                                                                                                                                                                                                • Make entries to the Learning Journal

                                                                                                                                                                                                                                                                                                Unit 8: Inventories and Cost of Goods Sold

                                                                                                                                                                                                                                                                                                • Peer assess Unit 7 Written Assignment
                                                                                                                                                                                                                                                                                                • Read the Learning Guide and Reading Assignments
                                                                                                                                                                                                                                                                                                • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                                                                                                                                                                                                                                                                                                • Complete the Learning Journal
                                                                                                                                                                                                                                                                                                • Read the Unit 9 Learning Guide carefully for instructions on the Final Exam
                                                                                                                                                                                                                                                                                                • Take the Review Quiz

                                                                                                                                                                                                                                                                                                Unit 9: Course Review and Final Exam

                                                                                                                                                                                                                                                                                                • Read the Learning Guide and take the Review Quiz, if you haven't already done so
                                                                                                                                                                                                                                                                                                • Prepare for, take, and submit the Final Exam
                                                                                                                                                                                                                                                                                                • The Final Exam will take place during the Thursday and Sunday of Week/Unit 9 (UoPeople time); exact dates, times, and other details will be provided accordingly by your instructor

                                                                                                                                                                                                                                                                                                Course Requirements:

                                                                                                                                                                                                                                                                                                Written Assignments & Assessment Forms
                                                                                                                                                                                                                                                                                                Some units in this course require that you complete a Written Assignment. You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                                                                                                                                                                                                                                                                                                Discussion Assignments & Response Posts/Ratings
                                                                                                                                                                                                                                                                                                Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                                                                                                                                                                                                                                                                                                Learning Journal
                                                                                                                                                                                                                                                                                                Your instructor may choose to assign specific topics and/or relevant questions as a weekly Learning Journal entry for you to complete, but you are still encouraged to also use it to document your activities, record questions/problems you may have encountered, reflect on the learning process, and draft answers for other course assignments. The Learning Journal must be updated on a weekly basis because its entries will be assessed by your instructor directly as a part of your final grade. The Learning Journal will only be seen by your instructor.

                                                                                                                                                                                                                                                                                                Quizzes
                                                                                                                                                                                                                                                                                                This course will contain three types of quizzes – the Self-Quiz, the Graded Quiz, and the Review Quiz. These quizzes may contain multiple choice, true/false, or short answer questions. The results of the Self-Quiz will not count towards your final grade. However, it is highly recommended that you complete the Self-Quiz to ensure that you have adequately understood the course materials. Along with the Reading Assignments, the results of the Self-Quiz should be used as part of an iterative learning process, to thoroughly cover and test your understanding of course material. You should use the results of your Self-Quiz as a guide to go back and review relevant sections of the Reading Assignments. Likewise, the Review Quiz will not count towards your final grade, but should also be used to assist you in a comprehensive review and full understanding of all course material, in preparation for your Final Exam. Lastly, the results of the Graded Quiz will count towards your final grade. Specific instructions on the format and content of the Graded Quiz will be provided by your instructor.

                                                                                                                                                                                                                                                                                                Final Exam
                                                                                                                                                                                                                                                                                                The Final Exam will take place during the Thursday and Sunday of Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically. Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.

                                                                                                                                                                                                                                                                                                Course Forum
                                                                                                                                                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


                                                                                                                                                                                                                                                                                                Course Policies:

                                                                                                                                                                                                                                                                                                Grading Components and Weights
                                                                                                                                                                                                                                                                                                Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

                                                                                                                                                                                                                                                                                                Discussion Assignments 25%
                                                                                                                                                                                                                                                                                                Written Assignments 25%
                                                                                                                                                                                                                                                                                                Learning Journals 10%
                                                                                                                                                                                                                                                                                                Two Graded Quizzes 20% (10% each)
                                                                                                                                                                                                                                                                                                Final Exam 20%
                                                                                                                                                                                                                                                                                                TOTAL 100%

                                                                                                                                                                                                                                                                                                Grading Scale
                                                                                                                                                                                                                                                                                                This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

                                                                                                                                                                                                                                                                                                Letter Grade
                                                                                                                                                                                                                                                                                                Grade Scale Grade Points
                                                                                                                                                                                                                                                                                                A+ 98-100 4.00
                                                                                                                                                                                                                                                                                                A 93-97 4.00
                                                                                                                                                                                                                                                                                                A- 90-92 3.67
                                                                                                                                                                                                                                                                                                B+ 88-89 3.33
                                                                                                                                                                                                                                                                                                B 83-87 3.00
                                                                                                                                                                                                                                                                                                B- 80-82 2.67
                                                                                                                                                                                                                                                                                                C+ 78-79 2.33
                                                                                                                                                                                                                                                                                                C 73-77 2.00
                                                                                                                                                                                                                                                                                                C- 70-72 1.67
                                                                                                                                                                                                                                                                                                D+ 68-69 1.33
                                                                                                                                                                                                                                                                                                D 63-67 1.00
                                                                                                                                                                                                                                                                                                D- 60-62 0.67
                                                                                                                                                                                                                                                                                                F Under 60 0.00

                                                                                                                                                                                                                                                                                                Grade Appeal
                                                                                                                                                                                                                                                                                                If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

                                                                                                                                                                                                                                                                                                Participation
                                                                                                                                                                                                                                                                                                Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

                                                                                                                                                                                                                                                                                                • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
                                                                                                                                                                                                                                                                                                • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
                                                                                                                                                                                                                                                                                                • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
                                                                                                                                                                                                                                                                                                • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                                                                                                Academic Honesty and Integrity
                                                                                                                                                                                                                                                                                                When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                                                                                                Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                                                                                                Code of Conduct
                                                                                                                                                                                                                                                                                                University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

                                                                                                                                                                                                                                                                                                BUS 1103 Microeconomics

                                                                                                                                                                                                                                                                                                UoPeople logo


                                                                                                                                                                                                                                                                                                BUS 1103  MICROECONOMICS


                                                                                                                                                                                                                                                                                                Syllabus


                                                                                                                                                                                                                                                                                                Prerequisites: BUS 1101 Principles of Business Management


                                                                                                                                                                                                                                                                                                Course Description:


                                                                                                                                                                                                                                                                                                This is an introductory course in Microeconomics. In this course, we will learn about basic elements of consumer and firm behavior, different market structures and their effects on welfare, and the direct and indirect role of the government in determining economic outcomes.


                                                                                                                                                                                                                                                                                                Required Textbook and Materials:


                                                                                                                                                                                                                                                                                                OpenStax EconomicsPrinciples of Economics. OpenStax CNX. May 18, 2016 http://cnx.org/contents/69619d2b-68f0-44b0-b074-a9b2bf90b2c6@11.330

                                                                                                                                                                                                                                                                                                Software Requirements/Installation

                                                                                                                                                                                                                                                                                                1. A reliable internet connection
                                                                                                                                                                                                                                                                                                2. Microsoft Office Suite (including Word and Excel) or Open Office Suite (including Writer and Calc) and a pdf reader.

                                                                                                                                                                                                                                                                                                Learning Objectives and Outcomes:


                                                                                                                                                                                                                                                                                                Upon completion of the course, a student will be able to

                                                                                                                                                                                                                                                                                                1. Apply the critical thinking skill learned in this course to deal with economic problems
                                                                                                                                                                                                                                                                                                2. Identify the direction of price movements when the market environment changes
                                                                                                                                                                                                                                                                                                3. Realize the unintended consequences of well meaning government intervention in markets
                                                                                                                                                                                                                                                                                                4. Identify market structures and its effect on market efficiency
                                                                                                                                                                                                                                                                                                5. Realize the distinction between equity and efficiency
                                                                                                                                                                                                                                                                                                6. Active role of the government in situations of market failures

                                                                                                                                                                                                                                                                                                Course Schedule and Topics


                                                                                                                                                                                                                                                                                                 This course will cover the following topics in eight learning sessions, with one Unit per week. The Final Exam will take place during Week/Unit 9 (UoPeople time).


                                                                                                                                                                                                                                                                                                Unit 1: Introduction to Economic Principles
                                                                                                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                                                                                                • Economics as a social science and its applications
                                                                                                                                                                                                                                                                                                • Difference between micro end macro economics
                                                                                                                                                                                                                                                                                                • Marginal analysis—economic logic
                                                                                                                                                                                                                                                                                                • Mathematical Prerequisites: Graphs and slopes
                                                                                                                                                                                                                                                                                                • Choice under Scarcity: PPF and Opportunity Cost
                                                                                                                                                                                                                                                                                                • Globalization


                                                                                                                                                                                                                                                                                                Unit 2: Economic Models: Supply and Demand
                                                                                                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                                                                                                • Definition and Example of demand and supply curve.
                                                                                                                                                                                                                                                                                                • Difference between quantity demanded and demand.
                                                                                                                                                                                                                                                                                                • Equilibrium; definition and examples.
                                                                                                                                                                                                                                                                                                • Shifts of the demand and supply curves under environmental changes.
                                                                                                                                                                                                                                                                                                • Examples of non-equilibrium situations, like price ceiling and price floors.
                                                                                                                                                                                                                                                                                                • Consumer Surplus
                                                                                                                                                                                                                                                                                                • Producer Surplus and efficiency
                                                                                                                                                                                                                                                                                                • Dead weight loss due to taxation

                                                                                                                                                                                                                                                                                                Unit 3: Elasticity

                                                                                                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                                                                                                • Price Elasticity of demand: Definition and examples
                                                                                                                                                                                                                                                                                                • Income Elasticity, Cross price Elasticity : Definition and examples
                                                                                                                                                                                                                                                                                                • Price Elasticity of Supply
                                                                                                                                                                                                                                                                                                • Relationship between Elasticity and revenue and taxation


                                                                                                                                                                                                                                                                                                Unit 4: Consumer Choices
                                                                                                                                                                                                                                                                                                Topics: 

                                                                                                                                                                                                                                                                                                • Introduction to Consumer Choices
                                                                                                                                                                                                                                                                                                • Total Utility and Diminishing Marginal Utility
                                                                                                                                                                                                                                                                                                • Choosing with Marginal Utility
                                                                                                                                                                                                                                                                                                • Utility Maximization Rule
                                                                                                                                                                                                                                                                                                • How Changes in Income and Prices Affect Consumer Choices
                                                                                                                                                                                                                                                                                                • Demand Curves and Marginal Utility

                                                                                                                                                                                                                                                                                                Unit 5: The Theory of the Firm

                                                                                                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                                                                                                • Explicit and Implicit Costs, and Accounting and Economic Profit
                                                                                                                                                                                                                                                                                                • The Structure of Costs in the Short Run
                                                                                                                                                                                                                                                                                                • The Structure of Costs in the Long Run 

                                                                                                                                                                                                                                                                                                Unit 6: Market Structures: Perfect Competition and Monopoly
                                                                                                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                                                                                                • Perfect competition and the assumptions needed to fulfill the conditions
                                                                                                                                                                                                                                                                                                • Examples from the real world in competitive markets
                                                                                                                                                                                                                                                                                                • Profit maximizing conditions in a  competitive market
                                                                                                                                                                                                                                                                                                • Shut down condition-long run and the short run
                                                                                                                                                                                                                                                                                                • Relationship between short run supply and marginal cost curve
                                                                                                                                                                                                                                                                                                • Competitive markets and the Zero Profit condition in the long run
                                                                                                                                                                                                                                                                                                • Monopolies and the assumptions needed to fulfill the conditions of a monopoly
                                                                                                                                                                                                                                                                                                • Examples from the real world of monopoly markets and sources of monopoly power
                                                                                                                                                                                                                                                                                                • Profit maximizing conditions of monopolies
                                                                                                                                                                                                                                                                                                • Efficiency losses due to monopoly markets

                                                                                                                                                                                                                                                                                                Unit 7: Monopolistic Competition and Oligopoly

                                                                                                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                                                                                                • Other market structures: monopolistic competition, Oligopoly
                                                                                                                                                                                                                                                                                                • Differences between the three major market structures and the similarities
                                                                                                                                                                                                                                                                                                • Various models of Oligopoly
                                                                                                                                                                                                                                                                                                • Examples of monopolistic competition
                                                                                                                                                                                                                                                                                                • Real-Life examples of the three major market structures

                                                                                                                                                                                                                                                                                                Unit 8: Poverty and Economic Inequality

                                                                                                                                                                                                                                                                                                Topics:

                                                                                                                                                                                                                                                                                                • Lorenz Curve and its implications
                                                                                                                                                                                                                                                                                                • Absolute measures, relative measures of Inequality and their difference
                                                                                                                                                                                                                                                                                                • Demographics of Poverty and Inequality in the United States
                                                                                                                                                                                                                                                                                                • Income inequality globally

                                                                                                                                                                                                                                                                                                Unit 9: Final Exam



                                                                                                                                                                                                                                                                                                Study Guide


                                                                                                                                                                                                                                                                                                Unit 1: Introduction to Economic Principles

                                                                                                                                                                                                                                                                                                • Read the Learning Guide and Professor's Notes.
                                                                                                                                                                                                                                                                                                • Respond to the Discussion Forum Question.
                                                                                                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your fellow students.
                                                                                                                                                                                                                                                                                                • Complete the Self-Quiz.
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment for Unit 1.
                                                                                                                                                                                                                                                                                                • Complete Learning Journal Tasks.
                                                                                                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapters 1 and 2 of the text. (The answers are after Appendix D in the book.) 

                                                                                                                                                                                                                                                                                                Unit 2: Economic Models: Supply and Demand

                                                                                                                                                                                                                                                                                                • Peer Assess Unit 1 Written Assignment 
                                                                                                                                                                                                                                                                                                • Read the Learning Guide and required readings for Unit 2.
                                                                                                                                                                                                                                                                                                • Respond to the Discussion Forum Question for Unit 2.
                                                                                                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your fellow students.  
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment for Unit 2
                                                                                                                                                                                                                                                                                                • Complete the Self-Quiz for Unit 2.
                                                                                                                                                                                                                                                                                                • Make entries to the Learning Journal for Unit 2.
                                                                                                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapters 3 and 4 of the text. (The answers are after Appendix D in the book.) 

                                                                                                                                                                                                                                                                                                Unit 3: Elasticity

                                                                                                                                                                                                                                                                                                • Peer-assess Unit 2 Written Assignment  
                                                                                                                                                                                                                                                                                                • Read through the Learning Guide and the Reading Assignment
                                                                                                                                                                                                                                                                                                • Complete the Discussion Assignment by posting in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Respond to three of your fellow classmates’ posts in the Discussion Forum
                                                                                                                                                                                                                                                                                                • Take and submit the Self-Quiz
                                                                                                                                                                                                                                                                                                • Take and submit the Graded Quiz
                                                                                                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapter 5 of the text. (The answers are after Appendix D in the book.)

                                                                                                                                                                                                                                                                                                Unit 4: Consumer Choices

                                                                                                                                                                                                                                                                                                • Read the Learning Guide and required readings for Unit 4.
                                                                                                                                                                                                                                                                                                • Respond to the Discussion Forum Question for Unit 4.
                                                                                                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your fellow students. 
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment for Unit 4
                                                                                                                                                                                                                                                                                                • Complete the Self-Quiz for Unit 4.
                                                                                                                                                                                                                                                                                                • Make entries to the Learning Journal for Unit 4.
                                                                                                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapter 6 of the text. (The answers are after Appendix D in the book.) Do not hand these in.

                                                                                                                                                                                                                                                                                                Unit 5: The Theory of the Firm

                                                                                                                                                                                                                                                                                                • Peer Assess Unit 4 Written Assignment.
                                                                                                                                                                                                                                                                                                • Read the Learning Guide and required readings for Unit 5.
                                                                                                                                                                                                                                                                                                • Respond to the Discussion Forum Question for Unit 5.
                                                                                                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your fellow students.
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment for Unit 5.
                                                                                                                                                                                                                                                                                                • Complete the Self-Quiz for Unit 5
                                                                                                                                                                                                                                                                                                • Make entries to the Learning Journal for Unit 5
                                                                                                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapter 7 of the text. (The answers are after Appendix D in the book.) Do not hand these in.


                                                                                                                                                                                                                                                                                                Unit 6:
                                                                                                                                                                                                                                                                                                 Market Structures: Perfect Competition and Monopoly

                                                                                                                                                                                                                                                                                                • Peer Assess Unit 5 Written Assignment
                                                                                                                                                                                                                                                                                                • Read the Learning Guide and required readings for Unit 6.
                                                                                                                                                                                                                                                                                                • Respond to the Discussion Forum Question for Unit 6.
                                                                                                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your fellow students.
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment for Unit 6
                                                                                                                                                                                                                                                                                                • Complete the Self-Quiz for Unit 6
                                                                                                                                                                                                                                                                                                • Complete the Graded Quiz for Unit 6
                                                                                                                                                                                                                                                                                                • Make entries to the Learning Journal for Unit 6
                                                                                                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapters 8 and 9 of the text. (The answers are after Appendix D in the book.) Do not hand these in.

                                                                                                                                                                                                                                                                                                Unit 7: Monopolistic Competition and Oligopoly

                                                                                                                                                                                                                                                                                                • Peer Assess Unit 6 Written Assignment 
                                                                                                                                                                                                                                                                                                • Read the Learning Guide and required readings for Unit 7
                                                                                                                                                                                                                                                                                                • Respond to the Discussion Forum Question for Unit 7
                                                                                                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your
                                                                                                                                                                                                                                                                                                • fellow students. 
                                                                                                                                                                                                                                                                                                • Complete and submit the Written Assignment for Unit 7
                                                                                                                                                                                                                                                                                                • Complete the Self-Quiz for Unit 7
                                                                                                                                                                                                                                                                                                • Make entries to the Learning Journal for Unit 7
                                                                                                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapter 10 of the text. (The answers are after Appendix D in the book.) Do not hand these in.

                                                                                                                                                                                                                                                                                                 

                                                                                                                                                                                                                                                                                                Unit 8: Poverty and Economic Inequality

                                                                                                                                                                                                                                                                                                • Peer Assess Unit 7 Written Assignment
                                                                                                                                                                                                                                                                                                • Read the Learning Guide and required readings for Unit 8
                                                                                                                                                                                                                                                                                                • Respond to the Discussion Forum Question for Unit 8
                                                                                                                                                                                                                                                                                                • Respond to at least three Discussion Forum answers written by your fellow students.
                                                                                                                                                                                                                                                                                                • Complete the Self-Quiz for Unit 8
                                                                                                                                                                                                                                                                                                • Make entries to the Learning Journal for Unit 8
                                                                                                                                                                                                                                                                                                • Complete the “Self-Check Questions” at the end of Chapter 14 of the text. (The answers are after Appendix D in the book.) Do not hand these in.


                                                                                                                                                                                                                                                                                                Unit 9: Final Examination

                                                                                                                                                                                                                                                                                                • Prepare for and submit the final examination.
                                                                                                                                                                                                                                                                                                • The final exam will take place in Week 9. (Exact date and other details will be announced.)

                                                                                                                                                                                                                                                                                                 


                                                                                                                                                                                                                                                                                                Course Requirements


                                                                                                                                                                                                                                                                                                Assignments
                                                                                                                                                                                                                                                                                                There is an Assignment to be completed for each of the study units in this course except for Unit 8. You will be required to upload your assignments by the indicated deadline and in addition, to assess three of your classmates’ assignments according to the instructions provided. Failure to submit assignments may result in failure of the course.

                                                                                                                                                                                                                                                                                                Discussion Forum
                                                                                                                                                                                                                                                                                                There are Discussion Forum questions to be completed for each study unit in this course. In each unit, you will be required to post your response to the question in the forum. In addition, you must provide constructive commentary on at least three of your peers’ postings and rate their work between one and five according the guidelines provided.

                                                                                                                                                                                                                                                                                                Discussion Forums are only active for the relevant learning week and it is not possible to contribute to a discussion forum once the learning week has come to an end. Failure to participate in the Discussion Forums may result in failure of the course.

                                                                                                                                                                                                                                                                                                Course Forum
                                                                                                                                                                                                                                                                                                The Course Forum is the place to raise issues and questions relating to the course. It is monitored by the instructors. It is a good place to meet fellow students taking the same course. While it is not required to participate in this forum, it is highly recommended.

                                                                                                                                                                                                                                                                                                Classroom Forum
                                                                                                                                                                                                                                                                                                The Classroom Forum is a small forum available only to students in the same classroom or group. Participation in this forum is an excellent way to get to know your peers and is also a platform for raising issues and questions relating to the course. While it is not required to participate in this forum, it is highly recommended.

                                                                                                                                                                                                                                                                                                Learning Journal
                                                                                                                                                                                                                                                                                                The Learning Journal is a tool for self-reflection on the learning process. In addition to completing directed tasks, you should use the Learning Journal to document your activities, record problems you may have encountered and to draft answers for Discussion Forums and Assignments. The Learning Journal should be updated regularly (on a weekly basis), as the learning journals will be assessed by your instructor as part of your Final Grade.

                                                                                                                                                                                                                                                                                                Quizzes
                                                                                                                                                                                                                                                                                                For each unit of work, there is a self-quiz consisting of multiple choice and True/False questions.. You will have multiple attempts to take the quiz and improve your results. The results of the self-quiz do not count towards your Final Grade. There are also two graded quizzes in the course, one in Unit 3 and the other in Unit 6 It is recommended that you complete the self-quiz to ensure that you have adequately understood the course materials.

                                                                                                                                                                                                                                                                                                Final Examination
                                                                                                                                                                                                                                                                                                The Final Exam will take place during Week/Unit 9, following the completion of eight units of work. The format of the Final Exam is similar to that of the quizzes, and may contain a combination of different question types. You will have one attempt to take the exam, and it will be graded electronically.
                                                                                                                                                                                                                                                                                                Specific instructions on how to prepare for and take the Final Exam will be provided during Week 8 (located inside the Unit 9 Learning Guide). Final Exams must be taken without the use of course learning materials (both those inside and outside the course). If particular materials are allowed for use during the exam, these will be noted in the exam’s instructions.


                                                                                                                                                                                                                                                                                                Policies


                                                                                                                                                                                                                                                                                                The University has established the following grading scale. All faculty members are expected to comply with this scale:

                                                                                                                                                                                                                                                                                                Grade Scale Grade Points
                                                                                                                                                                                                                                                                                                A+ 98-100 4.00
                                                                                                                                                                                                                                                                                                A 93-97 4.00
                                                                                                                                                                                                                                                                                                A- 90-92 3.67
                                                                                                                                                                                                                                                                                                B+ 88-89 3.33
                                                                                                                                                                                                                                                                                                B 83-87 3.0
                                                                                                                                                                                                                                                                                                B- 80-82 2.67
                                                                                                                                                                                                                                                                                                C+ 78-79 2.33
                                                                                                                                                                                                                                                                                                C 73-77 2.00
                                                                                                                                                                                                                                                                                                C- 70-72 1.67
                                                                                                                                                                                                                                                                                                D+ 68-69 1.33
                                                                                                                                                                                                                                                                                                D 63-67 1.00
                                                                                                                                                                                                                                                                                                D- 60-62 0.67
                                                                                                                                                                                                                                                                                                F Under 60 0.00


                                                                                                                                                                                                                                                                                                Grades will be based on a standard 100-point scale with the following values and ranges:

                                                                                                                                                                                                                                                                                                Grading Components and Weights

                                                                                                                                                                                                                                                                                                Learning Journal 10%
                                                                                                                                                                                                                                                                                                Written Assignments 25%

                                                                                                                                                                                                                                                                                                Discussion Forums

                                                                                                                                                                                                                                                                                                25%

                                                                                                                                                                                                                                                                                                Graded Quizzes (2)

                                                                                                                                                                                                                                                                                                20% (10% each)

                                                                                                                                                                                                                                                                                                Final Exam 20%
                                                                                                                                                                                                                                                                                                TOTAL 100%


                                                                                                                                                                                                                                                                                                Grade Appeal
                                                                                                                                                                                                                                                                                                Final Grades may be appealed when you believe that the grade you have been assigned for a course is unjust or unfair. For more information on the Grade Appeal procedure, please refer to the Student Handbook.

                                                                                                                                                                                                                                                                                                Participation
                                                                                                                                                                                                                                                                                                Non-participation is characterized by lack of assignment submission and/or inadequate contribution in discussion forum postings.

                                                                                                                                                                                                                                                                                                • Assignments must be submitted on or before the deadline. A course time-line is provided in the course schedule. The instructor will specify the deadline for each assignment.
                                                                                                                                                                                                                                                                                                • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time late assignments will not be accepted, and there will be no make-up assignments. Students should review the Late Assignment Policy appearing in the Student Handbook.

                                                                                                                                                                                                                                                                                                Any student showing non-participation for 2 weeks (consecutive or non-consecutive) is likely to automatically fail the course.

                                                                                                                                                                                                                                                                                                All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

                                                                                                                                                                                                                                                                                                Academic Honesty and Integrity

                                                                                                                                                                                                                                                                                                When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

                                                                                                                                                                                                                                                                                                Unless otherwise stated, any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several style and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

                                                                                                                                                                                                                                                                                                Code of Conduct
                                                                                                                                                                                                                                                                                                University of the People expects that students conduct themselves in a respectful, collaborative and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted.

                                                                                                                                                                                                                                                                                                Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. Please see the Student Handbook for more information.


                                                                                                                                                                                                                                                                                                BUS 1104 Macroeconomics

                                                                                                                                                                                                                                                                                                UoPeople logo


                                                                                                                                                                                                                                                                                                BUS 1104: MACROECONOMICS


                                                                                                                                                                                                                                                                                                Syllabus


                                                                                                                                                                                                                                                                                                Prerequisites: BUS 1101: Principles of Business Management


                                                                                                                                                                                                                                                                                                Course Description: This course provides a solid overview of the field of macroeconomics with the intent to develop a general understanding and appreciation of the factors and methods used to manage macroeconomic policy and the impact of these policies on the global economy. Macroeconomics is oriented largely toward national economic policy. The topics in this course appear regularly in the news. This course will help you to understand how a nation's economy works and how macroeconomic policy impacts a nation's economy. It will help you to judge what policies you, as an informed member of society and participant in the economy, will or will not support.


                                                                                                                                                                                                                                                                                                Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                                                                                                                                                                                                                                                                                                • Additionally, students may find the CEO Express website of value for completing their written assignments and for accessing information. It may be accessed via: http://www.ceoexpress.com

                                                                                                                                                                                                                                                                                                Software Requirements/Installation: No special requirements.