Research Proposal Early Childhood Education

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Research Proposal Early Childhood Education Powered By Docstoc
					HD FS 525          Theories and Research in Early Childhood Education                   Fall 2009
Susan Hegland                                       (515) 294-4616
HD FS 525. Theories and Research in Early Childhood Education. (3-0) Cr. 3. Analysis of
contemporary and historical models, including early intervention programs. Examination of
relationships among physical environment, programming, teacher effectiveness, and child
                         LEARNING OUTCOMES: Participants will
1. Review research evidence supporting professional standards for developmentally appropriate
   practices that are individually, developmentally, and culturally appropriate.
2. Apply research-based criteria in evaluating early childhood education activities, strategies,
   and materials for young children.
3. Review evidence-based curricula supporting the development of motor skills, approaches to
   learning, language & literacy, mathematics, science, and creative arts in young children.
4. Identify useful observational assessment tools for effective teaching, interactions, materials,
   and environmental supports.
Bredekamp, S. & Copple, C. (1997). Developmentally appropriate practice in early childhood
   programs: Revised Ed. Washington, DC: National Association for the Education of Young
Groak, C. J., Mehaffie, K., McCall, R., & Greenberg, M. (2007). Evidence-based practices and
   programs for early childhood care and education. Thousand Oaks, CA: Corwin Press.
Course Website: ISU Web CT;
Please address any special needs or special accommodations with me at the beginning of the
semester or as soon as you become aware of your needs. Those seeking accommodations based
on disabilities should obtain a Student Academic Accommodation Request (SAAR) form from
the Disability Resources (DR) office (515-294-6624). DR is located in 1076 Students Services
       HD FS 525: Theories & Research in Early Childhood Education               Fall 2009    page 2

Date     Topic and Assignment
 8-26    Discussion: Getting to Know You
  9-2    Due: Looking for High Quality Early Childhood Education
         Discussion: What is High Quality Early Childhood Education? What is
            Developmentally Appropriate Practice (DAP)? What is Developmentally
            Inappropriate Practice (DIP)?
         Bredekamp & Copple, Part I- II: (pp. 3-51).
         Empirical Study:
         Goldstein, L. (2007). Beyond the DAP versus standards dilemma: Examining the
            unforgiving complexity of kindergarten teaching in the United States. Early
            Childhood Research Quarterly, 22, 39 – 54.
  9-9    Review: School Readiness
         Groark et al., Introduction (pp. xix – xxiii)
         Groark et al., Chapter 1: School Readiness: Definitions, best practices, assessments, and
            costs (pp. 3 – 24).
          Empirical Study:
         Duncan, G. J., Dowsett, C. J., Cleaessens, A., Magnuson, K., Huston, A. C., Klebanov,
            Pl, Pagani, L. S., Feinstein, L., Engel, M.., Brooks-Gunn, J., Sexton, H., Duckworth,
            K., & Japel, C. (2007). School readiness and later achievement. Developmental
            Psychology, 41 (6), 1428 – 1446.
 9-16    Review: Early Intervention
         Groark et al., ch. 2: Early intervention practices for children with and at risk for delays.
         Empirical Study:
         Barnett, W. S., Yarosz, D. J., Thomas, J., Jung, K., & Blanco, D. (2007). Two-way and
            monolingual English immersion in preschool education: An experimental
            comparison. Early Childhood Research Quarterly, 22, 277 – 293.
       HD FS 525: Theories & Research in Early Childhood Education                  Fall 2009   page 3

Date     Topic and Assignment
 9-23    Review: Transitions.
         Groark et al., Ch. 3. Best practices for transitions into kindergartens.
         Empirical Study:
         Locasale-Crouch, J., Mashburn, A. J., Downer, J. T., & Pianta, R. C. (2008). Pre-
            kindergarten teachers’ use of transition practices and children’s adjustment to
            kindergarten. Early Childhood Research Quarterly, 23, 124 – 139.
 9-30    Review: Publicly Funded Programs; Demonstration Programs
         Groark et al., Ch. 4. Publicly funded programs and their benefits for children.
         Groark et al., Ch. 5. Demonstration programs and successful outcomes.
         Empirical Study:
         Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., & Burns,
            S. (2008). Educational effects of the Tools of the Mind curriculum: A randomized
            trial. Early Childhood Research Quarterly, 23, 299 – 313.
 10-7    Review: Professional Development Programs; Effective Literacy Programs
         Groark et al., Ch. 9. Professional Development and Higher Education Systems to
            Develop Qualiifed Early Childhood Educators.
         Empirical Studies:
         Dickinson, D. K. & Caswell, L. (2008). Building support for language and early literacy
            in preschool classrooms through in-service professional development: Effects of the
            Literacy Environment Enrichment Program (LEEP). Early Childhood Research
            Quarterly, 22, 243 – 260.
         Landry, S. H., Swank, P. HR., Smith, K. E., Assel, M. A., & Gunnewig, S. B. (2006).
            Enhancing early literacy skills for preschool children: Bringing a professional
            development model to scale. Journal of Learning Disabilities, 39 (5), 306 – 324.
10-14    Due: Evidence-Based Practices Paper I
       HD FS 525: Theories & Research in Early Childhood Education           Fall 2009    page 4

Date     Topic and Assignment
10-21    Due: Proposal Topics: 10-15 powerpoint slides summarizing topic, including related
           theory and research
         Review: Evidence-Based Early Mathematics Curricula
         National Research Council. (2009). Chapter 7: Standards, assessment, instruction, and
            assessment. In C. Cross, T. Woods, and H. Schweingruber (Eds.) Mathematics
            learning in early childhood: Paths toward excellence and equity (pp. 217 - 284).
            Washington, DC. National Academy Press. (Available at
         Empirical Study:
         Clements, D. H. & Sarama, J. (2008). Experimental evaluation of a research-based early
            mathematics curriculum. American Educational Research Journal,45 (2),443 – 494.
10-28    Empirical Study:
         Bierman, K. L., Domitrovich,.C. E., Nix, R. L, Gest, S. D., Welsh, J. A., Greenberg, M.
            T., Blair, C., Nelson, K. E., & Gill, S. (2008). Promoting academic and social-
            emotional school readiness: The Head Start REDI Program. Child Development, 79
            (6), 1802 – 1817.
 11-4     Empirical Study: Child Care Quality and Child Outcomes.
         Burchinal, M. & Cryer, D. (2003). Diversity, child care quality, and developmental
            outcomes. Early Childhood Research Quarterly, 18 (1), 401 – 426.
11-11    Review: Measuring quality in early care and education
         Groark, C. et al., Overviews and descriptions of the Early Childhood Environmental
            Rating Scale and the Family Day Care Rating Scale, pp. 110 – 111.
         Empirical Study:
         Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant,
           D., Burchinal, M., Early, D., M., Howes, C. (2008). Measures of classroom quality
           in prekindergarten and children’s development of academic, language, and social
           skills. Child Development, 79 (3), 732 – 749.
       HD FS 525: Theories & Research in Early Childhood Education              Fall 2009     page 5

Date       Topic and Assignment
11-18      Due: Two copies of proposal (for reviewers)
           Review: Home-Based And Family Child Care
           Groark et al., Ch. 6: Home-based and family child care: Characteristics and quality
           Empirical Study:
           Dowsett, C. J., Huston, A. C., Imes, A. E., Gennetian, L. (2008). Structural and process
             features in three types of child care for children from high and low income families.
             Early Childhood Research Quarterly 23, 69–93.
    12-2   Due: Two Paper Reviews
           Review: School-Age Services
           Groark et al., Ch. 7: School-age services: Programs that extend the benefits of early care
              and education services
           Groark et al., Ch. 8: Out-of-School-Time Programs that Promote Academic and
              Behavioral Achievement for Children Ages Six to Eight
           Empirical Study:
           Kvoch, K., Reynolds, R. E., & Parker, R. P. (2008). Full-day kindergarten and student
              literacy growth: Does a lengthened school day make a difference? Early Childhood
              Research Quarterly, 23 (1), 94 – 107.
    12-9   Due: Evidence-Based Practice Paper 2
           Due: Looking for High Quality Early Childhood Education - Revised
12-16      Due: Revised Proposal; Proposal Presentations

Grade      % Maximum Earned Points
A-             90%
B-             80%
C-             70%
D-             60%
F             <60%
     HD FS 525: Theories & Research in Early Childhood Education                  Fall 2009    page 6

                         ASSIGNMENTS, DUE DATES, & WEIGHTS
Points                                   Assignment                                           Due
      5 1.      Getting To Know You                                                                 8-28
     10 2.      Looking for High Quality Early Childhood Education                                  8-28
     10 3.      Looking for High Quality Early Childhood Education - Revised                        12-9
     25 4.      Evidence Based Practices Paper I                                                10-20
     25 5.      Evidence Based Practices Paper II                                               12-16
     15 6.      Research Presentation                                                                 ??
     10 7.      Early Childhood Program Concept                                                 10-21
     90 8.      Early Childhood Program Proposal                                                11-18
     20 9.      Peer Reviews of Early Childhood Program Proposal                                    12-2
     10 10.     Revised Early Childhood Program Proposal                                            12-9
     25 11.     Early Childhood Program Proposal Presentation                                       12-9
      5 12.     Feedback to other proposals                                                     12-16
     75 13.     On-line participation: threaded comments                                       Weekly
    325         TOTAL

                            CLASS SUMMARY AND LOGISTICS:
•   Questions or concerns: Feel free to send questions or concerns to my e-mail
    ( If I believe that the answer has relevance to the entire class, I will
    remove any identifying information, and forward the question and response to the entire
•   Assignments: All assignments described above are posted on Web CT
•   On-line Reading Assignments. Every week, you will have an assigned chapter in the
    textbook to read, as well as an empirical study that you can access on-line through the ISU
    library e-journals. All of the assigned articles are available in Adobe Acrobat files (.pdf).
    You can download a free copy of Adobe Reader that will allow you to download a .pdf
    version of these articles. The fastest way to find these articles is to go to the Index section of
    the ISU on-line library. Select Google Scholar, and type in the title of the article you are
    seeking. Please let me know if you have difficulty accessing the assigned on-line references;
    I will help you arrange access through another means.
     HD FS 525: Theories & Research in Early Childhood Education             Fall 2009    page 7

•   Research Presentations:
    o Each student will present one of the assigned empirical studies as the author. Students
      should choose one of the articles and notify me as soon as possible, but no later than
      August 31. I will honor requests on a first come, first served basis, and will post the
      presentation schedule by September 2.
    o Every week that you’re not presenting, you will need to post one question for the
      presenter Monday night at 9 PM.
•   Evidence-Based Practices Papers I & II
    o Twice during the semester, you will need to prepare a summary of evidence-based
      practices based on the readings. Each time you will need to post a five- to eight-page
      (double-spaced, 12-pt) Evidence-Based Practices Paper that describes five key evidence-
      based practices. You should choose specific practices that you believe is important for
      practitioners and policy makers.
    o Within one week, I will return your paper to you, evaluated according to the criteria
      described below.
•   Early Childhood Program Proposal: For your final project, you will need to propose an
    early childhood program or intervention (e.g., new curriculum, new professional
    development program) in the area of early childhood education. Your proposal will also need
    to describe the evidence that you would gather to show that the program is implemented as
    designed and is effective in improving child or teacher practices. You should follow the
    outline on page 9, and self-evaluate your proposal against the criteria identified.
    o Concept Paper: In later October you will need to post 12-15 Powerpoint slides outlining
      your topic and approach.
    o Draft Proposal: In November, you will need to submit your draft proposal. I will assign
      it to two other classmates to review and make suggestions for improvement.
    o Peer Reviews: In early December you will need to turn in reviews of the two proposals
      you have been assigned. I will then forward these anonymous reviews to the respective
    o Final Proposal: In mid December, you will need to submit your revised proposal that
      incorporates the suggestions from your reviewers. In addition, you will need to post a 12-
      15 slide Powerpoint presentation of your proposal, including the key concepts,
      implementation, evaluation, and at least 3 key references.
•   Getting in touch with me:
    o On weekdays, I will respond to e-mails within 24 hours. On weekends, I will generally
      respond to e-mails within 48 hours.
     HD FS 525: Theories & Research in Early Childhood Education               Fall 2009    page 8

    o Weekdays I am available by appointment at 515.294.4616.
    o Every Wednesday from 6 to 8:30 PM (unless announced), I will be live on WebCT to be
      available for optional on-line discussions.
    o On Wednesday nights from 6 to 8:30 PM (unless announced), I will also be available by
      telephone (515.231.8915) if you would like to speak directly with me.
    o For those of you who can get to Ames, I am available for individual conferences in my
      office (2361B Palmer) or off-campus by appointment.
•   Late assignments. Assignments that are late will receive an automatic 5-point penalty. Only
    projects turned in by the November 18 will be reviewed; only students who have turned their
    projects in by the November 18 deadline will be assigned projects to review. Therefore,
    projects that are not turned in by the November 17 deadline will not receive peer reviews,
    which will result in a 30-point penalty.
•   Final Deadlines The final deadline for all course assignments except for the final project is
    Friday December 11 at 5 PM. The final deadline for the final project is 5 PM, Friday
    December 18 at 5 PM.

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