EDEC 6623 - Advocacy/Activism in Early Childhood StudiesFall 2017

Instructor: Dr. Dina C. Castro206 U Matthews HallDina.Castro@unt.edu Office Hours: Mon. & Th.: 2:00pm-5:00pm

Graduate Assistant: Nydia Prishker – nydiaprishker@my.unt.edu

Fall 2017: 8/28-12/15/2017Class meeting time:M: 5:30 PM-8:20 PMWooten Hall - 316

Course DescriptionThis course examines advocacy issues in early childhood education focusing on the political agendas, perspectives, and program and policy issues involved in early childhood initiatives and service systems. Readings and discussions focus on the ways that advocates can influence emerging policies and programs to strengthen support systems and programs for young children and their families.

PurposeThis course is designed to identify current advocacy issues in the field of Early Childhood Studies and to design advocacy plans to address these problems. Students will actively discuss effective advocacy plans and determine how to raise awareness for improving local, state, and national early childhood education systems as well as how to encourage the involvement of parents and the community in children’s and families’ issues. Students will critically analyze current research in advocacy issues and conduct a pilot research study with local and state level advocacy organizations. By the end of this class, students will be ready to submit proposals to educational conferences and academic journals to share their findings.

Required Text

Cannella, G. S. & Soto Diaz, L. (2010). Childhoods: A Handbook. New York: Peter Lang. (ISBN 978-1-4331-0450-3)

EDEC 6623- Fall 2017

COURSE ASSIGNMENTS

Class Participation (10%)–on-going1) Attendance: All students are expected to attend class and actively participate in

online/class discussion.2) Demonstrate knowledge of preparation for class through the reading 3) Display in-depth knowledge in discussions as a participant and when asked to

lead discussions.4) This course is operated in a seminar format. A discussion leader is assigned for

each week. The leader facilitates class discussions with Dr. Castro.5) Students are expected to navigate all the links on the websites indicated on the

“Reading list” and come to class with discussion questions.

Protecting Human Research Participants Certificate (5%)–due Sept. 11 by 11:59pmStudents are required to participate on the online training provided by NIH Office of Extramural Research. At the end of this training you will be provided with a certificate of completion, make sure you save it as a PDF and submit it on Blackboard by the date specified in the class schedule at the end of this document. This training is available at: https://phrp.nihtraining.com/users/login.php?l=3

Introduction to Advocacy Organizations Assignment (5%): In-class activity, you must be present on September 18 (class 3) to participate in this activity. Please plan ahead.

1) Find the organizations that advocate for children (nationally, or globally) and present make a presentation about their history, mission, achievements, and advocacy agenda. Choose from the following groups to narrow your search of organizations that focus specifically on one the following groups (you can also make a suggestion): Children with disabilities; Children living in poverty; Children from immigrant families; Children from the military; LGBT families and their children.

IRB Submission and Approval (10%)—Application due September 25 by 11:59PMStudents are required (from the activity above) to develop a research proposal and submit an IRB application to be able to interview advocacy organization leaders and complete their final research project. Students’ IRB application need to be submitted by faculty member, therefore you need to send the completed application to Dr. Castro, so she can submit it for you the IRB office. DO NOT SUBMIT THE IRB APPLICATION ON YOUR OWN.

Readings Discussion Questions and Responses (10%)—on-goingStudents generate three higher order thinking questions from three (3) of the assigned articles to bring to class for discussion during face to face meetings (Total 9 questions = 3 questions x 3 articles). For online meetings students must post these questions on Blackboard for the class to engage in a fruitful discussion. These questions should generate an academic discussion, and should not generate “yes” or “no” answers, both during face to face, as well as online meetings. These questions are due at the beginning of the class, both face to face and online, so everyone have time to participate during the scheduled class time.

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In-Class and Online Discussion Reflection (10%)—on-goingEvery week, students choose one (1) recently published articles relating to advocacy issues. After summarizing the article in a critical reflection, students will talk/present their article in class. For online discussions, students write reflections synthesizing what should be discussed and post the reflections on Blackboard. Note. Students have to make sure for Internet access and connection before the discussions (NO EXCUSE FOR INTERNET ACCESSIBILITY AND CONNECTION).

Book Report Presentation (10%)—due in class on October 9 by 5:30 PMStudents introduce a book related to child advocacy and activism to class, focusing content and applicability to early childhood education. Students select a book for presentation. After getting approved by Dr. Castro, they prepare a 15-minute Power point presentation for class. Students are required to provide classmates with a handout for the presentation.

Quality Indicators1. Technology Use: Prepare a presentation (Post your presentation on Blackboard) 2. Thoroughness in presentation of content 3. Clarity of presentation4. Accuracy in content presentation 5. Organization6. Creativity on organizing and demonstrating contents7. Discussion facilitation and responses

Books Suggested for Book Report:

Berson, I. R., Berson, M.J., & Cruz, B.C. (2001). Cross cultural perspectives in child advocacy. Charlotte, NC: Information Age Publishing, Inc.

Darling-Hammond, L. (2015). The flat world and education: How America's commitment to equity will determine our future. Teachers College Press.

Fennimore, B. S. (2014). Standing up for something every day: Ethics and justice in early childhood classrooms. Teachers College Press.

Kendall, V.M., Funk, T.M., & Posner, R.A. (2012). Child exploitation and trafficking: Examining the global challenges and U.S. responses. Lanham, ML: Rowman & Littlefield Publishers, Inc.

Murnane, R., & Duncan, G. (2011). Whither opportunity? Rising inequality, schools, and children's life chances. New York: Russell Sage Foundation Press.

Payne, B.J., & Gainey, R.R. (2009). Family violence and criminal justice: A life-course approach. New Providence, NJ: Matthew Bender & Company, Inc.

Pink, D. H. (2012). To sell is human: The surprising truth about moving others. New York: Penguin Group INC.

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Waters, E., Swinburn, B., Seidell, J., & Uauy, R. (2010). Preventing childhood obesity: Evidence policy and practice. West Sussex: Blackwell Publishing Ltd.

Woodhouse, B. B. (2008). Hidden in plain sight: The tragedy of children's rights from Ben Franklin to Lionel Tate. Princeton, NJ: Princeton University Press.

Final Project Peer Review (10%)—First draft is due on Blackboard on November 13, peers have a week to review and make comments and suggestions by November 20 by 11:59 PM.Students first submit the first draft of their final project. This should be mostly based on the literature reviewed. Every student is expected to read and review their peers’ draft project and make comments about the content and format aligned with the requirements.

Presentation of Final Project: Research Paper (10%)—In class due December 4This presentation will serve as a practice to present your final project in a conference make sure your presentation includes the following:

1. Technology Use: Prepare a presentation (Post your presentation on Blackboard) 2. Thoroughness in presentation of content 3. Clarity of presentation4. Accuracy in content presentation 5. Organization6. Creativity on organizing and demonstrating contents7. Discussion facilitation and responses

Final Project: Research Paper (20%)—due on Blackboard December 11 by 11:59PMStudents are expected to write a 20-25-page research paper on a topic related to child advocacy and search an appropriate publisher and educational conference for submission.

Students are expected to:1. Write a proposal targeting a particular educational conference2. Generate an article for publication3. Complete the final project reflecting other students’ comments 4. Post it on Blackboard

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Your Grades in the ClassTotal percent in the course are distributed as follows

Class Participation (attendance & active participation) 10%

Introduction to Advocacy Organizations Assignment 5%

Protecting Human Research Participants Certificate 5%

IRB Submission and Approval 10%

Discussion Questions and Responses 10%

One Article Discussion Reflection 10%

Book Report Presentation 10%

Peer Review 10%

Presentation of Final Draft of Class Project 10%

Final Project 20%

Total Points 100%

Letter Grades:A 92%-100%B 80%-91%C 70%-79%D 60%-69%F 59% and below

Policy on Releasing Grades:Professor Castro does not release grades by email. In addition, Professor Castro does not release final grades. Final grades are posted online through UNT’s myUNT portal. The URL is http://www.my.unt.edu.

Academic Honesty and Integrity:Professor Castro expects you to conform to the University of North Texas Code of Student Conduct and Discipline as outlined in the Student Handbook, online at www.unt.edu. This states in part that all instances of cheating, fabrication and plagiarism are prohibited and will be reported. Any student who assists in any form of dishonesty is equally as guilty as the student who accepts such assistance. Professor Castro will take disciplinary action against any student found in violation of the Code.

Academic Integrity is defined in the UNT Policy on Student Standards for Academic Integrity. Any suspected case of Academic Dishonesty will be handled in accordance with the University Policy and procedures. Possible academic penalties range from a

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verbal or written admonition to a grade of “F” in the course. You will find the policy and procedures at: http://vpaa.unt.edu/academic-integrity.htm.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at www.deanofstudents.unt.edu

Classroom Decorum: Professor Castro expects you to exhibit appropriate classroom behavior. Please refrain from answering cell phones, text messaging, tweeting, surfing the internet, answering email, talking to classmates, eating, and other behaviors that are disruptive in the classroom. Please keep our classroom neat and orderly by picking up your things as you leave.

Attendance:It is important for you to come to class every Monday. Not attending class will impact your participation grade. Excused absences include medical or immediate family emergencies.

Use of Technology and Media:Professor Castro encourages you to use your laptops, PDAs, etc., to take class notes; follow the lecture power point; and to search for information related to class lectures. Please abstain from checking your social media or doing work that is not related to the class.

Eagle Mail:All students should activate and regularly check their Eagle Mail (e-mail) account. Eagle Mail is used for official communications from the University to students. Many important announcements including university closings are sent to students via Eagle Mail. For information about Eagle Mail, including how to activate an account and how to have Eagle Mail forwarded to another e-mail address, visit https://eaglemail.unt.edu.

Mozilla Firefox Mozilla Firefox is recommended by both the University of North Texas and the College of Education for all Blackboard Learn activities. Make sure you are running the latest version of Firefox.

Non-Discrimination Policy:It is the policy of the University of North Texas not to discriminate on the basis of race, color, religion, sex, age, national origin, disability, disabled veteran status or veterans of the Vietnam era status in the university’s educational programs, activities, admissions or employment policies. The university complies with federal and state equal opportunity

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laws and regulations, through its diversity policy; the university declares harassment, which is based on individual differences (including sexual orientation) to be inconsistent with the University’s mission and educational goals.

Americans with Disabilities Act:The University of North Texas does not discriminate on the basis of an individual’s disability and complies with Section 504 of the Rehabilitation Act and the American with disabilities Act in its admissions, accessibility treatment and employment of individuals in programs and activities. The university provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law, who are otherwise qualified to meet the institutions academic and employment requirements. For information, call the Office of Disability Accommodation 940-565-4323. The student has the responsibility of informing Professor Castro of any disabling condition which requires modification to avoid discrimination. Copies of the College of Education ADA Compliance Documents are available in the Dean’s Office, Matthews 214. Professor Castro provides accommodations for all University approved recommendations for student accommodation.

Blackboard Learn:Professor Castro will keep in touch with you, and you can keep in touch with them through the Blackboard Learn site for this course. Please read carefully and understand the following:

In order to access course materials, you will have to login to Blackboard Learn at https://learn.unt.edu/

If you do not have a home computer with Internet access, there are several labs across campus you may use. The computer lab at Willis Library is open 24 hours.

You will need to know your EUID in order to use Blackboard Learn. To find out your EUID, go to https://ams.unt.edu/whatsmyeuid.php

Always have the Student Helpdesk number with you when using Blackboard Learn. Call for help immediately if you experience problems with submitting an assignment, quiz, or exam. The contact information is:

Blackboard Student Help Desk: Email: helpdesk@unt.eduPhone: 940-565-2324Mon.-Thurs. 8am - midnightFriday 8am - 8pm Saturday 9am - 5pm Sunday Noon - midnight

It is your responsibility to contact the Blackboard Student Help Desk to immediately resolve all Blackboard issues. Be sure to obtain a case # for verification and tracking purposes. Use this case # in correspondences with Professor Castro.

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Class Agenda with Assignment Due

All assignments are due by MIDNIGHT, 11:59PM!!

* Gray Dates indicate online classes*Date Class Agenda with Assignment Due

August 28Class 1

3 Discussion Questions Due

Topic: What is advocacy?Syllabus Review Reading list:Dever, M. T. (2006). Advocating for young children: A preservice teacher education project. Journal of Early Childhood Teacher Education, 27(4), 391-399.

Goffin, S. G., & Lombardi, J. (1988). Speaking Out: Early Childhood Advocacy. National Association for the Education of Young Children, Washington, DC. (NAEYC Publication No. 270).

Takanishi, R. (1978). Childhood as a social issue: Historical roots of contemporary child advocacy movements. Journal of Social Issues, 34(2), 8-28.

September 4 Labor Day – No Class / School Closed

September 11Class 2

Online discussion

Protecting Human Research Participants Training – Certificate of Completion to be uploaded on Blackboard - https://phrp.nihtraining.com/users/login.php?l=3

3 Discussion Questions Due Online discussion

Topic: Why should we advocate?

Reading list:Cherney, I., Greteman, A., & Travers, B. (2008). A cross-cultural view of adults’ perceptions of children’s rights. Social Justice Research, 21(4), 432-456.

Shdaimah, C.S. & Palley, E. (2012). Baby steps or big steps? Elite advocate perspectives on US childcare advocacy. Journal of Policy Practice, 11(3), 158-177.

United Nations International Children's Emergency Fund. (2014). UNICE’s Strategic Plan 2014-2017: Realizing the rights of every child. Retrieved from https://www.unicef.org/strategicplan/files/UNICEF_Strategic_Plan__2014-2017_e-version.pdf

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Class 3 Bring/Post 1 article about advocacy organizations to discuss in class

Activities: Research Design on Early Childhood Advocacy Bring your laptop for in class research. IRB Design

Reading list:Cascardi, M., Brown, C., Shpiegel, S., & Alvarez, A. (2015). Where have we been and where are we going? A conceptual framework for child advocacy. Sage Open, 5(1), 2158244015576763.

September 25Class 4

3 Discussion Questions Due Bring/Post 1 article about “How to advocate?” to discuss in class IRB Application due today by 11:59PM on Blackboard and email to Dr.

Castro: Dina.Castro@unt.edu

Topic: How to advocate?

Reading list:

Annie E. Casey Foundation (2017). 2017 KIDS COUNT Data Book. Retreived from : http://www.aecf.org/m/resourcedoc/aecf-2017kidscountdatabook.pdf

Association for Supervision and Curriculum Development. (2008). ASCD Advocacy guide. Retrieved from: http://www.ascd.org/ASCD/pdf/newsandissues/ascdadvocacyguide.pdf

Dalrymple, J. (2004). Developing the concept of professional advocacy. Journal of Social Work, 4(2), 179-197.

Davey, L. D. (2000). Teaching for leadership and advocacy in early childhood: Exploring messages in a college classroom. Journal of Early Childhood Teacher Education, 21(2), 179-184.

Take a look at the following resources:

Rules for Nonprofit Lobbying (2-page document in your readings CD) Advocacy and Communications Solutions:

http://www.advocacyandcommunication.org/ NAEYC: Build Your Advocacy Skills and Knowledge.

http://www.naeyc.org/policy/advocacy

October 2Class 5Online

Webinar- Planting Seeds in Fertile Ground. Go to: https://www.zerotothree.org/resources/1221-planting-seeds-in-fertile-ground-steps-every-policymaker-should-take-to-advance-infant-and-early-childhood-mental-health

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Discussion 3 Discussion Questions Due Bring/Post 1 article on “Child mental health” Post a 500 word online reflection about what you learned from the

webinar above.

Topic: Child mental health

Reading list:Crusto, C.A., Whitson, M.L., Feinn, R., Gargiulo, J., Holt, C., Paulicin, B., Simmons, W., & Lowell, D.I. (2013). Evaluation of a mental health consultation intervention in preschool settings. Best Practice in Mental Health, 9(2), 1-21.

Hoagwood, K.E., Green, E., Kelleher, K., Schoenwald, S., Rolls-Reutz, J., Landsverk, J., Glisson, C., & Mayberg, S. (2008). Family advocacy, support and education in children’s mental health: Results of a national survey. Administration & Policy in Mental Health & Mental Health Services Research, 35(1/2), 73-83.

Horwitz, S.M., Hurlburt, M.S., Heneghan, A., Zhang, J., Rolls-Reutz, J., Fisher, E., Landsverk, J., Stein, R.E.K. (2012). Mental health problems in young children investigated by U.S. Child Welfare Agencies. Journal of the American Academy of Child & Adolescent Psychiatry, 51(6), 572-581.

Nelson, F., & Mann, T. (2011). Opportunities in public policy to support infant and early childhood mental health. American Psychologist, 66(2), 129-139.

October 9Class 6

Post Presentations on Blackboard Due By Midnight

Book Report PresentationsRound table discussion about final project (Q&A)

October 16Class 7

3 Discussion Questions Due Bring/Post 1 article on “P-3 alignment”

Topic: P-3 alignment

Reading list:Hakuta, k., Santos, M., & Fang, Z. (2013). Challenges and opportunities for language learning in the context of the CCSS and the NGSS. Journal of Adolescent & Adult Literacy, 56(6), 451-454.

Kauerz, K. (2006). Ladders of Learning: Fighting fade-out by advancing PK-3 alignment. Washington, DC: New America Foundation. Retrieved from http://ccf.tc.columbia.edu/pdf/kauerz_alignment_paper_06.pdf

Rust, T. (2012). Common Core standards. Technology & Engineering Teacher, 72(3), 32-36.

The NAESP Foundation Task Force On Early Learning. (2011). Building & supporting an

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aligned system: A vision for transforming education across the Pre-K-Grade three years. Retrieved from http://www.naesp.org/resources/1/NAESP_Prek-3_C_pages.pdf

U.S. Department of Education. (2016, August). Preschool Through Third Grade Alignment and Differentiated Instruction: A Literature Review. Retrieved from: https://www2.ed.gov/rschstat/eval/disadv/p-3-alignment-differentiated-instruction/report.pdf

October 23Class 8Online

Discussion

3 Discussion Questions Due Bring/Post 1 on “Poverty”

Topic: PovertyReading List:Barnett, W.S. (2011). Effectiveness of early educational intervention. Science 333, 975-978.

Books, S. (2010). Why and how poverty matters in the USA. In Cannella, G.S. (Eds.), Childhoods: A Handbook (pp. 157-171). New York: Peter Lang. (Your book)

Lamy, C.E. (2013). How preschool fights poverty. Educational Leadership, 70(8), 32-36

October 30Week 9

3 Discussion Questions Due Bring/Post 1 on “Diversity”

Topic: Diversity – Section One from “Childhoods : A Handbook”

Reading list:Section One: Diversity, Multiplicity And Childhoods (pp. 9-97).Cannella, G.S. & Diaz Soto, L. (2010). Childhoods: A Handbook. New York: Peter Lang.

November 6Class 10Online

Discusion

3 Discussion Questions Due Online Training

o Register for a free account at http://www.nationalcac.org/online-training-catalog/

o Complete Online Webinar: Prevention: The Ultimate Victim Advocacy

Online discussion reflection

Topic: Child abuse, victim, and witness

Reading list:Cross, T. P., Jones, L. M., Walsh, W. A., Simone, M., & Kolko, D. (2007). Child forensic interviewing in Children's Advocacy Centers: Empirical data on a practice model. Child

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abuse & neglect, 31(10), 1031-1052.

Russell, A. (2010). Documentation and assessment of children’s forensic interview statements. Widener Law Review, 16, 305-333.

Perona, A. R., Bottoms, B. L., & Sorenson, E. (2005). Research-based guidelines for child forensic interviews. Journal of Aggression, Maltreatment & Trauma, 12(3), 81-130

Fang, X., Brownb, D.S., Florencea, C.S., & Mercya, J.A. (2012). The economic burden of child maltreatment in the United States and implications for prevention. Child Abuse & Neglect, 36(2), 156-165.

November 13Class 11Online

Discussion

First Draft of Class Project Due by Midnight for Peer Review Watch The National Academy of Sciences roundtable –Exploring Early

Childhood Care and Education Levers to Improve Population Health:A Workshop. Check for the link on Blackboard.

3 Discussion Questions Due Online discussion reflection

Topic: Children’s physical health issues

Reading list:Afzal, A. S., & Gortmaker, S. (2015). The relationship between obesity and cognitive performance in children: a longitudinal study. Childhood Obesity, 11(4), 466-474.

Bzostek, S. H., & Beck, A.N. (2011). Familial instability and young children’s physical health. Social Science & Medicine, 73(2), 282–292.

Donoghue, E. A. (2017). Quality Early Education and Child Care From Birth to Kindergarten. Pediatrics, 140(2), e20171488. Retrieved from: http://pediatrics.aappublications.org/content/140/2/e20171488

Gibbs, B. G., & Forste, R. (2013). Socioeconomic status, infant feeding practices and early childhood obesity. Pediatric Obesity. doi: 10.1111/j.2047-6310.2013.00155.x

Sherman, A. & Mitchel, T. (2017). Economic Security Programs Help Low-Income Children Succeed Over Long Term, Many Studies Find. Center on Budget and Policy Priorities. Washington, D.C. Retrieved from https://www.cbpp.org/research/poverty-and-inequality/economic-security-programs-help-low-income-children-succeed-over

Vivier, P., Hauptman, M., Weitzen, S., Bell, S., Quilliam, D., & Logan, J. (2011). The important health impact of where a child lives: Neighborhood characteristics and the burden of lead poisoning. Maternal & Child Health Journal, 15(8), 1195-1202. DOI: 10.1007/s10995-010-0692-6.

November 20Class 12

Peer Review Due by Today, 11:59PM 3 Discussion Questions Due

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Bring/Post 1 on “How to collaborate with parents to involve in child advocacy?”

Topic: Collaborating with parents on child advocacy

Reading list:Chew, C. (n.d.). Zero to Three: Encouraging parents to be a big voice for little kids™. Retrieved from http://main.zerotothree.org/site/DocServer/Parents_as_Advocates.pdf?docID=13761

Ryan, S. & Cole, K.R. (2009). From advocate to activist? Mapping the experiences of mothers of children on the autism spectrum. Journal of Applied Research in Intellectual Disabilities, 22, 43–53.

Davis, T.S., Scheer, S.D., Gavazzi, S.M., & Uppal, R. (2010). Parent advocates in children’s mental health: Program implementation processes and considerations. Administration & Policy in Mental Health & Mental Health Services Research, 37(6), 468-483.

Health Resources and Services Administration. (n.d.). Maternal, infant, and early childhood home visiting program. Visit the following page to learn more about this program:

https://mchb.hrsa.gov/maternal-child-health-initiatives/home-visiting-overviewisit

November 27Class 13

3 Discussion Questions Due Bring/Post 1 on “Current issues on research, policy, and practice in child

advocacy”

Topic: Current issues on research, policy, and practice in child advocacyDiscuss about presentations Reading list:Administration for Children and Families. (2016) Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings. Retrieved from https://www.acf.hhs.gov/sites/default/files/ecd/expulsion_ps_numbered.pdf

Brown, E. (2017, July). NAACP: School choice not the answer to improving education for black students. Washington Post. Retrieved from: https://www.washingtonpost.com/local/education/naacp-school-choice-is-not-the-answer-to-improving-education-for-black-students/2017/07/26/7b4edcf0-721c-11e7-9eac-d56bd5568db8_story.html?utm_term=.20b97fcb84bc

Conners-Burrow, N. A., Patrick, T., Kyzer, A., McKelvey, L. (2017). A Preliminary Evaluation of REACH: Training Early Childhood Teachers to Support Children’s Social and Emotional Development. Early Childhood Education Journal. 45(2), 187-199.

United Nations International Children's Emergency Fund. (2014, November). Eliminating

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Discrimination Against Children and Parents Based on Sexual Orientation and/or Gender Identity. UNICEF Current Issues, No. 9. Retrieved from https://www.unicef.org/videoaudio/PDFs/Current_Issues_Paper-_Sexual_Identification_Gender_Identity.pdf

Zero to Three. (2017). The Child Development Case for a National Paid Family and Medical Leave Program. Retrieved from: https://www.zerotothree.org/resources/204-the-child-development-case-for-a-national-paid-family-and-medical-leave-program

December 4Class 14

Final Class Project Presentations (Final Paper DUE BY DEC. 11)

Work on your final project and communicate with Dr. Castro with questions before the due date.

Further Suggested Readings:

Alexander, K.E., Brijnath, B., & Mazza, D. (2013). ‘Can they really identify mental health problems at the age of three?’ Parent and practitioner views about screening young children’s social and emotional development. Australian & New Zealand Journal of Psychiatry, 47(6), 538-545.

Brown, C.A., & Wright, T.S. (2011). The rush toward universal public Pre-K: A media analysis. Educational Policy, 25(1), 115-133.

Dettlaff, A. J., & Earner, I. (2012). Children of immigrants in the child welfare system: Characteristics, risk, and maltreatment. Families in Society, 93(4), 295-303.

Friedman, M. S., Marshal, M. P., Guadamuz, T. E., Wei, C., Wong, C. F., Saewyc, E. M., & Stall, R. (2011). American Journal of Public Health, 101(8), 1481-1494.

Fritz, G. K. (January 2007). How effective is your state's mental health system for children? Mental Health Weekly, 17(5), 5.

Glauser, W. (2011). United States still too lenient on "faith healing" parents, say children's rights advocates. CMAJ: Canadian Medical Association Journal, 183(11), E709-E710.

Griner, A.C., & Stewart, M.L. (2012). Addressing the achievement gap and disproportionality through the use of culturally responsive teaching practices. Urban Education, 48(4), 585-621.

Halpern, R. (2013). Tying early childhood education more closely to schooling: Promise, perils and practical problems. Teacher College Record, 115(1), 1-28.

Hymowitz, K. (Feburary 2013). Universal pre-k not the solution. USA TodayJiang, Y., Granja,M., Koball, H. (2017). Basic Facts about Low-Income Children Children

under 3 Years, 2015. National Center for Children in Poverty. Retrieved from http://www.nccp.org/publications/pdf/text_1171.pdf

Kendig, S. M., Mattingly, M. J., & Bianchi, S. M. (2014). Childhood poverty and the transition to adulthood. Family relations, 63(2), 271-286.

Lasser, J., & Fite, K. (2011). Universal preschool’s promise: Success in early childhood and beyond. Early Childhood Education Journal, 39, 169-173.

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Lawrence, C., Zuckerman, M., Smith, B. D., & Liu, J. (2012). Building cultural competence in the child welfare workforce: A mixed-methods analysis. Journal of Public Child Welfare, 6(2), 225-241.

McKown, C. (2013). Social equity theory and racial-ethnic achievement gaps. Child Development, 84, 1120-1136.

Mithaiwala, A. (2004). Universal preschool: A solution to a special education law dilemma. Brigham Young University Education & Law Journal, 2, 373-392.

National Association for the Education of Young Children. Effective advocacy resources. Retrieved from http://www.naeyc.org/policy/advocacy

Osterberg, A.M. (2009). Removing the dead hand on the future: Recognizing citizen children’s rights against parental deportation. Lewis & Clark Law Review, 13(3), 751-786.

Palley, E. (2012). Expected struggles: U.S. child care policy. Children and Youth Services Review, 34(4), 628–638.

Park, J.M., Fertig, A.R., & Allison, P.D. (2011). Physical and mental health, cognitive development, and health care use by housing status of low-income young children in 20 American cities: A prospective cohort study. American Journal of Public Health, 101(S1), S255-S261.

Sticht, T.G. (2009). Will universal preschool increase achievement gap? Reading Today, 27(1), 16.

Williams, A. (2011). A Call for change: Narrowing the achievement gap between white and minority students. The Clearing House, 84, 65-71.

Yatvin, J. (2013). Warning: The Common Core standards may be harmful to children. Phi Delta Kappan, 94(6), 42-44.

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EDEC 6623- Fall 2017

The Educator as Agent of Engaged Learning:

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.

Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in

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advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.

A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

Ethical Behavior and Code of Ethics: The Teacher Education & Administration Department expects that its students will abide by the Code of Ethics and Standard Practices for Texas Educators (Chapter 247 of the Texas Administrative Code www.sbec.state.tx.us) and as outlined in Domain IV: Fulfilling Professional Roles and Responsibilities of the Pedagogy and Professional Responsibilities (PPR) Texas Examination of Educator Standards (TExES); and as also addressed in codes of ethics adopted by professionals in the education field such as the National Education Association (NEA) and the American Federation of Teachers (AFT).

Submitting Work: All assignments will be submitted via Blackboard Learn. Assignments posted after the deadline will be considered late and points will be deducted from the final grade.

Grading and Grade Reporting: Grading rubrics for all assignments can be found on the course Blackboard Learn website with the assignment. Students are encouraged to review the grading rubrics to guide them in successfully completing all assignments.

Writing Policy: Teachers are judged on the accuracy of everything they write, whether it is a letter to parents or an email to a principal or a worksheet for students. Your written products – including, but not limited to, papers, lesson plans, and emails – should include appropriate and accurate spelling, grammar, punctuation, syntax, format, and English usage. You should expect that all assignments will be evaluated on these writing skills, in addition to any other expectations of a particular assignment. The UNT Writing Lab (Sage Hall 152) offers one-on-one consultation to assist students with their writing assignments. To use this resource, call (940) 565-2563 or visit https://ltc.unt.edu/labs/unt-writing-lab-home.

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Teacher Education & AdministrationDepartmental Policy Statements

UNT Career Connect: All undergraduate students are expected to participate in “UNT Career Connect.” Each student needs to set up a UNT e-portfolio for this purpose. As a UNT student engages in real-life, career-related experiences in curricular and/or co-curricular settings, s/he should upload documentation of these experiences into his/her UNT e-portfolio. Course instructors will help students identify appropriate experiences and accompanying documentation/artifacts for inclusion in the e-portfolio. Through their respective e-portfolios, students are able to make connections across their student experiences and reflect upon their learning and skills in order to prepare them with marketable skills for careers and graduate degrees. The e-portfolio also serves as a useful device for future job interviews. Career Connect places emphasis on important job skills such as communication, teamwork, and critical thinking. For students seeking teacher certification, these on-the-job skills will be evaluated during student teaching using the North Texas Appraisal of Classroom Teaching (NTACT) or its successor instrument. Follow this link to learn more and to set up your personal e-portfolio: http://careerconnect.unt.edu/default .

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.” Dr. Jemimah Young is the compliance officer and contact person for the Department of Teacher Education & Administration.

Observation of Religious Holidays: If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on Student Standards of Academic Integrity: http://policy.unt.edu/sites/default/files/untpolicy/pdf/7-Student_Affairs-Academic_Integrity.pdf. Academic dishonesty, in the form of plagiarism, cheating, or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all

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instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at https://deanofstudents.unt.edu/conduct.

Attendance: See the instructor’s attendance policy.

Eagle Connect: All official correspondence between UNT and students is conducted via Eagle Connect and it is the student's responsibility to read their Eagle Connect Email regularly.

Cell Phones and Laptops: Students should turn off cell phones when they are in class unless the phones are being used for learning activities associated with the course. Similarly, laptops should be turned off, unless they are being used to take class notes and/or participate in class activities.

SPOT: The Student Perceptions of Teaching (SPOT) is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SPOT to be an important part of your participation in this class.

Collection of Student Work: In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

TK20: Some undergraduate and graduate education courses require assignments that must be uploaded and assessed in the UNT TK20 Assessment System. This requires a one-time purchase of TK20, and student subscriptions are effective for seven years from the date of purchase. Please go to the following link for directions on how to purchase TK20: http://www.coe.unt.edu/tk20-campus-tools. Announcements regarding TK20 will also be posted on this website.

Comprehensive Arts Program Policy. The Elementary Education program area supports a comprehensive arts program to assist preservice and inservice teachers to design and implement curricular and instructional activities which infuse all areas of the arts (visual, music, theater, and movement) throughout the elementary and middle school curriculum.

Technology Integration Policy. The Elementary, Secondary, and Curriculum & Instruction program areas support technology integration to assist preservice and inservice teachers to design and implement curricular and instruction activities which infuse technology throughout the K-12 curriculum.

TExES Test Preparation. To meet state requirements for providing 6 hours of test preparation for teacher certification candidates, the UNT TExES Advising Office (TAO) administers the College of Education TExES Practice Exams. Students who want to take a practice exam should contact the TAO (Matthews Hall 103). Students may take up to

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two exams per session that relate to their teaching track/field at UNT. Students should also plan accordingly, as they are required to stay for the entire testing period. Current students must meet the following criteria in order to sit for the TExES practice exams: Students must (1) be admitted to Teacher Education, (2) have a certification plan on file with the COE Student Advising Office, and (3) be enrolled in coursework for the current semester. For TExES practice exam information and registration, go to: http://www.coe.unt.edu/texes-advising-office/texes-exams. If you need special testing accommodations, please contact the TAO at 940-369-8601or e-mail the TAO at coe-tao@unt.edu. The TAO website is www.coe.unt.edu/texes. Additional test preparation materials (i.e. Study Guides for the TExES) are available at www.texes.ets.org .

“Ready to Test” Criteria for Teacher Certification Candidates. Teacher certification candidates should take the TExES exams relating to their respective certification tracks/teaching fields during their early-field-experience semester (i.e. the long semester or summer session immediately prior to student teaching).

Six Student Success Messages. The Department of Teacher Education & Administration supports the six student success messages on how to succeed at UNT: (1) Show up; (2) Find support; (3) Get advised; (4) Be prepared; (5) Get involved; and (6) Stay focused. Students are encouraged to access the following website: https://success.unt.edu. The site contains multiple student resource links and short videos with student messages.

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