Revised 08/2010

7481 COLLEGE OF EDUCATIONGRADUATE DEPARTMENTAL COURSE SYLLABUS

The following are the required elements of a Departmental Syllabus in the College of Education. This syllabus should be representative of EVERY section of the course offered in the department. All MAT programs; Ph.D. programs in School Psychology, Educational Measurement and Research, Guidance and Counseling, and Educational Leadership; M.A. programs in Early Childhood Education, Elementary Education, Secondary Education, Special Education, and Physical Education; and all programs that teach courses for majors in the above listed programs need to include the following Conceptual Framework statement at the beginning of the syllabus:

“The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity (CARE).  These are key tenets in the Conceptual Framework of the College of Education.  Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.” 

1. Course Prefix and Number: ESE 7690 Credit Hours: 3

2. Course Title: Design and Evaluation of Teacher Education Programs

3. Regular Instructor(s): Allan Feldman

4. Course Prerequisites (if any): None

Include only those prerequisites listed in the University catalog.

5. Course Description:

Students in this course will examine theories for design and evaluation of teacher education programs. The course uses a problem-based approach in which instruction is structured around the design and evaluation of model teacher education programs.

6. Course Goals and Objectives:

1) Students will learn how to design teacher education programs and associated evaluation plans, and write proposals, either unsolicited or in response to RFPs.

2) Students will be introduced to the theory of program development. Much of this will draw upon the significant work done in teacher education, but the course will also draw upon scholarly work in informal, international, and development education.

3) Students will be introduced to the theories and methods of program evaluation.

Revised 08/20107. Content Outline:

TopicIntroduction to the courseOverview of USF grant proceduresReview of an RFPReadings: http://www.research.usf.edu/files/rr/quickreference.pdfhttp://www.grad.usf.edu/funding-challenge-grants.aspOverview of ProgramsIRB InformationReadings: Eisner (1992); Eisner (1994) Chapter 3; Tyler (1949) Ch1; http://www.research.usf.edu/cs/quickstart.htmAssignments: Program topic; Reading assignmentDesigning programs: Elements of teacher education programsReadings: Goodlad; Tyler (1949) Chs 2-3; NRC ch. 8Assignments: report on professional standards; Program objectives; Reading assignmentPolicy, Research, and Practice of Programs and Enacting ChangeReadings: STEMACT White Papers, Churchill Report (2003); Rothkopf (2009)Assignments: Reading assignmentMulticultural teacher educationReadings: Martin; DuncanAssignments: Program prospectus; Reading assignmentProgram design workshopIntroduction to principles of evaluationReadings: NSF chs. 1, 7; UMass Program Review chs 1, 2; Tyler (1949) Ch 4Assignments: Program designEvaluation design: IntroductionReadings: NSF ch. 2; UMass Program Review ch. 3, 4Assignments: Reading assignment; Group Evaluation ComparisonsVarieties of evaluations (pt 1)Readings: Chen; Worthen & SandersAssignments: Group Evaluation Comparisons; Reading assignmentVarieties of evaluations (pt 2)Readings: Scriven “Goal-Free”; Worthen & Sanders ch. 5Assignments: Group Evaluation ComparisonsEvaluation design: Participatory and community-basedReadings: Quintanilla; Fetterman; NSF Culturally Responsive Evaluation; Turnball Assignments: Mini-proposal with literature review; Group Evaluation Comparisons"Scientifically-based research"Readings: Darling-Hammond; Cook; Ed Researcher special issue on Design Experiments Assignments: Reading assignmentReporting the evaluation & Evaluating evaluationsReadings: NSF ch. 4; UMass ch. 5; Weiss; Sample evaluation reports available on Canvas.Assignments: Evaluation design; Reading AssignmentPresentations and course evaluationAssignment: Final report

8. Evaluation of Student Outcomes:

Revised 08/2010

1) Program TopicWrite one paragraph that describes the focus and purpose of an educational program that you would like to design and evaluate.

2) Report on professional standardsMany professional and policy organizations have published standards for the preparation of teachers and other practitioners. Your assignment is to find those standards, summarize them in a table, and write a critical analysis of them. The analysis should be approximately 1-2 pages. Post the table and your analysis in the assignment section of Canvas.

3) Program prospectusA prospectus can be defined as "an official document giving details about something that is going to happen, for example, a stock offering, a forthcoming publication, a new business, or a proposed project." For this assignment you will need to produce a prospectus for your proposed program. The prospectus should include: 1. An abstract of no more than 50 words. 2. A rationale in which you argue why this program is needed (no more than 500 words).

3. A brief description of the proposed program, including a set of objectives or goals. This should include enough information so that a reader can understand what it is that you intend to do. Include activities and a timeline. Feel free to use diagrams, charts, etc. This should be no more than 3 pages in length.

4) Program designThe program design is a more fully executed description of the project. There should be sufficient detail so that a reader would be able to assess whether your planned activities would enable you to meet the your objectives and those of the funding agency and/or the professional or policy organization. You may need 10 pages or so to provide enough detail. Be prepared to discuss your design with your peers.

5) Group evaluation comparisonsThe class will be divided into three groups to compare and contrast the evaluation models in each of the three weeks' readings. Structure your comparison so that you look at the pros and cons of using each type for your project. Be prepared to present your comparison in class.

6) Mini-proposal with literature review.This assignment combines the abstract, rationale and program design that you prepared earlier (with appropriate revisions) with a literature review that supports your objective and design. The literature review should be between 7 and 10 pages in length and reference theoretical, empirical, and policy documents.

7) Evaluation designThe evaluation design should describe ways that you will gather formative and summative information to improve the program during its lifetime, and evaluate its successes and failures at the end of the funding period. Your design should include multiple methods.

8) Final ProposalOn the last day of class you will be responsible for handing in a complete "proposal" that includes an abstract, rationale, literature review, program design, and evaluation plan. The contents can be

Revised 08/2010modified to fit the requirements of an RFP. You will also need to “pitch” your program.

9. Grading Criteria:

Grades in this course will be determined by the level of completion of all assignments and participation in the class. Participation in class, including preparedness to discuss readings and attendance, is an important component of the grade. The final grades will be calculated based on the percentage of points accumulated by the student compared to the total number of points.

A+ 100 PlusA 95-100 A- 90-94 B+ 87-89B 84-86B- 80-83C+ 77-79C 74-76C- 70-73D+ 67-69D 64-66D- 60-63F Below 60 points

10. Textbook(s) and Readings:

Fitzpatrick, J., Sanders, J.and Worthen, B. (2010) Program evaluation: Alternative approaches and practical guidelines (4th Edition). Boston: Pearson.

Tyler, R. W. (1969). Basic principles of curriculum and instruction: University of Chicago Press.All other textual materials (see below) are made available to the students through the USF library

system and Canvas.Course readings:Ball, S., & Et al. (1970). The first year of Sesame Street: An evaluation (pp. 442). New York:

Educational Testing Service.Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation

literature review in research preparation. Educational Researcher, 34(6), 3-15. Calhoun, E. (2002). Action Research for School Improvement. Educational Leadership, 59(6),

18-24. Chen, H.-T. (1996). A comprehensive typology for program evaluation. Evaluation Practice,

17(2). Chen, Huey-Tsyh. (1996). A Comprehensive Typology For Program Evaluation. Evaluation

Practice, 17(2), 121-30. [Note – special issue on formative/summative] Churchill, Andrew and Halsey, Heather (2003). Improving Design And Evaluation Of Programs

Preparing Math And Science Teachers. Sponsored by the University of Massachusetts President’s Office.

Clinical Design Sciences: A View from Sister Design Efforts. Zaritsky, Raul; Kelly, Anthony E.; Flowers, Woodie; Rogers, Everett; O'Neill, Patrick; Educational Researcher, v32 n1 p32-34 Jan-Feb 2003 (EJ667313)

Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design Experiments in

Revised 08/2010Educational Research. Educational Researcher, 32(1), 9-13.

Cook, T. D. (2002). Randomized experiments in educational policy research: A critical examination of the reasons the educational evaluation community has offered for not doing them.

Cook, Thomas. (2002). Randomized Experiments in Education: Why Are They So Rare? Educational Evaluation and Policy Analysis, 24(3), 175-99.

Darling-Hammond, Linda and Youngs, Peter (2002). Defining “Highly Qualified Teachers”: What Does “Scientifically-Based Research” Actually Tell Us? Educational Researcher, 31(9).

Design Experiments and Laboratory Approaches to Learning: Steps toward Collaborative Exchange. McCandliss, Bruce D.; Kalchman, Mindy; Bryant, Peter; Educational Researcher, v32 n1 p14-16 Jan-Feb 2003 (EJ667308)

Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, v32 n1 p5-8 Jan-Feb 2003 (EJ667306)

Eisner, E. W. (1992a). Curriculum ideologies. In P. Jackson (Ed.), Handbook of research on curriculum (pp. 302-326). NY: Macmillan Publishing Company.

Eisner, E. W. (1992b). Educational reform and the ecology of schooling. Teachers College Record, 93(4), 610-627.

Eisner, E. W. (1994). The educational imagination: On the design and evaluation of school programs. NY, Macmillan. Chapter 3

Exploring Modeling Aspects of Design Experiments. Sloane, Finbarr C.; Gorard, Stephen; Educational Researcher, v32 n1 p29-31 Jan-Feb 2003 (EJ667312)

Feldman, A. (1993). "Promoting equitable collaboration between university researchers and school teachers." International Journal of Qualitative Studies in Education, 6(4): 341-357.

Feldman, A. (2007). Validity and Quality in Action Research. Educational action research, 15(1). Fetterman, D. and Wandersman, A. (2007). Empowerment Evaluation: Yesterday, Today, and

Tomorrow. American Journal of Evaluation, 28(2), 179-198.Fetterman, D. M. (2007). Empowerment evaluation.

http://homepage.mac.com/profdavidf/documents/Canberra.pdfFitzpatrick, J., Sanders, J. and Worthen, B. (2010) Program evaluation: Alternative approaches

and practical guidelines (4th Edition). Boston: Pearson.Frierson, H. Hood, S. and Hughes, G. NSF Guide To Conducting Culturally Responsive

Evaluations. Arlington, VA, National Science Foundation. Goodlad, J. I. (1994). Chapter 3: Unpacking the Postulates Educational renewal: Better teachers,

better schools. San Francisco, CA: Jossey-Bass Publishers.How Design Experiments Can Inform a Rethinking of Transfer and Vice Versa. Lobato, Joanne;

Educational Researcher, v32 n1 p17-20 Jan-Feb 2003 (EJ667309)Martin, Renee J. and Van Gunten, Dawn M. (2002). Reflected Identities: Applying Positionality

and Multicultural Social Reconstructionism in Teacher Education. Journal of Teacher Education, 53(1). 44-54.

Montecinos, C. (1995). Multicultural teacher education for a culturally diverse teaching force. Practicing what we teach: Confronting diversity in teacher education. R. J. Martin. Albany, NY, SUNY Press.

Montecinos, C., V. Cnuddea, et al. (2002). "Relearning the meaning and practice of student teaching supervision through collaborative self-study." Teaching and Teacher Education 18(7): 781-793.

National Science Foundation. (2002). The 2002 User-Friendly Handbook for Project Evaluation. Arlington, VA: National Science Foundation.

NRC (1999). How people learn: Brain, mind, experience and schools. Washington, DC, National

Revised 08/2010Academy Press. Link to chapter 8

On the Science of Education Design Studies. Shavelson, Richard J.; Phillips, D. C.; Towne, Lisa; Feuer, Michael J.; Educational Researcher, v32 n1 p25-28 Jan-Feb 2003

Quintanilla, G., & Packard, T. (2002). A participatory evaluation of an inner-city science enrichment program. Evaluation and Program Planning, 25(1), 15-22.

Quintanilla, Glenda and Packard, Thomas (2002), A participatory evaluation of an inner-city science enrichment program, Evaluation and Program Planning, 25(1), 15-22.

Rothkopf, E. Z. (2009). An Immodest Proposal: Pedagogic Information Supports for Teachers. Teachers College Record, 111(1), 164-179.

Scriven, M. (undated). Goal-free evaluation. Shavelson, R. J., Phillips, D. C., Towne, L., & Feuer, M. J. (2003). On the Science of Education

Design Studies. Educational Researcher, 32(1), 25-28. Stassen, M. L. A. (2001). Program-based review and assessment. Amherst, University of

Massachusetts. The Role of Design in Research: The Integrative Learning Design Framework. Bannan-Ritland,

Brenda; Educational Researcher, v32 n1 p21-24 Jan-Feb 2003 (EJ667310)Turnbull, B. (1999). The mediating effect of participation efficacy on evaluation use. Evaluation

and Program Planning, 22, 131-140. Tyler, R. W. (1969). Basic principles of curriculum and instruction: University of Chicago Press.

11. Academic Dishonesty:  

Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.

Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.

12. Detection of Plagiarism:

The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized.

13. Web Portal Information:

Revised 08/2010Every newly enrolled USF student receives an official USF e-mail account that ends with "mail.usf.edu." Every official USF correspondence to students will be sent to that account. Go to the Academic Computing website and select the link "Activating a Student E-mail Account" for detailed information.  Information about the USF Web Portal can be found at: http://www.acomp.usf.edu/portal.htm.

14. ADA Statement:

Students in need of academic accommodations for a disability may consult with the office of Services for Students with Disabilities to arrange appropriate accommodations. Students are required to give reasonable notice (typically 5 working days) prior to requesting an accommodation

15. USF Policy on Religious Observances: (Use the statement below)

Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.

Revised 08/2010

ATTACHMENT I

This attachment must be completed for the following graduate programs: all MATs; MA and PhD in School Psychology;, Educational Measurement and Evaluation; Guidance and Counseling; Educational Leadership; MA programs in Early Childhood Education, Elementary Education, Secondary Education, Special Education, and Physical Education; and all programs that teach courses for majors in the above listed programs. This attachment is to be completed on a separate page(s) since it is for the College of Education files only.

Course Prefix and Number: ESE 7690Course Name: Design and Evaluation of Teacher Education ProgramsCredit Hours: 3

Briefly describe the following:

• The nature and duration of any field-based experiences.None

• Any experiences that include instruction, observation, practice, and/or competency demonstration in any of the following: instructional strategies that address various learning styles, exceptionalities, achievement levels, and other specialized circumstances.

None

• Activities and assessments that assess the impact on pk-12 student learning.The evaluation plan for the teacher education program that the students prepare may have measures to assess the impact of PK-12 student learning. However, having such a measure is not a requirement of the assignment for this course.

• Any components of the course that prepare candidates in the use of technology in instruction, record-keeping, and other professional responsibilities.

The evaluation plan for the teacher education program that the students prepare may use technology for record-keeping or other professional responsibilities. However, having such a component is not a requirement of any assignment for this course.

• Any components of the course designed to prepare teacher candidates to help pk-12 students achieve the Sunshine State Standards?

None• How issues of diversity are addressed in this course? Indicate which aspect(s) of the course (e.g.,

instructional strategies and/or experiences) provide the teacher candidates the opportunity to acquire and/or apply knowledge, skills, and/or dispositions necessary to help all students learn. (“all students” includes students with various learning styles, students with exceptionalities and different ethnic, racial, gender, language, religious, socioeconomic, regional/geographic origins, and achievement levels)

The teacher education program that the students prepare may address issues of diversity. However, it is not a requirement of this course.