Case Study Response Considerations Please note that not .docx

Case Study Response Considerations
*Please note that not all of these questions may be applicable to
your case. Please use these
questions and structure to help you evaluate and frame your
case response.
Recognize the problem:
family, and the community?
expectations and actual events?
Reframe the problem:
erlying assumptions, values, or beliefs do
individuals involved hold about each
of the problems?
individuals or groups
involved?
individuals or groups hold in
common?

Search for alternatives:
have experience and
expertise?
in the case?
- and long-term consequences will each alternative
have for the student,
school, family, and community?
Develop and implement a plan of action?
implementation?
included in the plan of action
to address the goals?
the plan of action?
e progress?
Evaluate progress:
Research Paper: There will be a required research paper in this

course. The writing requirements for the paper are included
below. Students will choose from the following list of topics for
their paper. The key deadline dates are listed below:
1. October 9: A draft Works Cited page in APA format is due.
Email the document to the professor. It should include all
sources used as of this due date.
1. November 20: Research paper is due.
Research Paper Topic Choices
Students will choose one of the following topics for their
research paper. Some suggestions on key questions to answer in
the research are provided as guidance. Students should expand
their inquiry beyond these few questions based on their own
individual research and interests. The textbook is an excellent
source.
1. What is the impact of illegal immigration on homeland
security?
0. Students will research both illegal and legal immigration
contemporary statistics in the United States and identify
patterns and evaluate their impact on homeland security.
0. Students will research and report on the activities of the
Department of Homeland Security (DHS) agencies involved
with immigration and evaluate the effectiveness of
philosophies, methods, and strategies of border security.
0. Students will analyze the impact illegal immigration, if any,
has on the threat of terrorism in the United States and also the
movement of illegal goods over our borders.
0. Students will make recommendations as to how DHS can
improve its effort in safeguarding our borders and combating
illegal immigration to reduce the threat from terrorism.
Research Paper Writing Requirements:
1. Submit your document only as a WORD or Rich Text (RTF)
file. Papers saved in other file formats (such as WORKS or

WORDPERFECT) will not be accepted.
1. Use 12 pt. font, Times New Roman, Courier, or Arial only.
1. Double-space your paper.
1. Insert page numbers in the footer of each page.
1. Insert your name and paper title on the header of each page.
1. Each paper should have a title page, abstract, and works cited
page.
1. Cite your works and list your references in the APA
(American Psychological Association) style format. This
includes in text citations. There will be a minimum of 5
references for each paper. No online encyclopedia references!
(Wikepedia etc.) The following website is an excellent
reference for APA style references:
http://owl.english.purdue.edu/owl/resource/560/01/
1. The paper shall be no less than eight pages and no more than
twelve pages, not including the title page, abstract, and works
cites pages. Remember quality of writing is more important than
quantity. Use in text citations to avoid plagiarism. Also, no cut
and paste plagiarism using internet sources. Read, synthesize,
and paraphrase your research. I want to read what you have
written. Plagiarized papers will be dealt with severely.
Course syllabus subject to change at instructor's discretion
ETAP 201 Fall 2014
Exploring Teaching as a Profession
Instructor: Christina M. Nash
[email protected]
ETAP Office: 442-5024 (office hours Thursdays by
appointment)

Course Description: This course serves as an orientation to
careers in elementary and secondary
education. Students will examine their motivation to teach and
their current and emerging
understanding of teaching throughout the semester. Upon
completion of this course, students
should be able to make an informed decision regarding teaching
as a career with a proper
understanding of the nature of formalized education and the
history that informs its current
practice. This is not a class that provides instruction in how to
teach.
This course will serve as the foundation to aid students in the
following course objectives:
contemporary issues in education
tand the incorporation of special education in the
general education process
My Expectations
Let’s face it, online courses are not the “easy, do
as little work as possible and slide by”
courses that some people may believe, and many have come to
the conclusion that online courses
may be more difficult because of the increased expectations of
autonomy, vigilance, and
diligence.

As this class is half the length of a typical
fall/spring course, I expect that you’ll be
actively involved roughly every other day. In terms of time, I
expect that you will devote three to
six hours per week for the course readings, assignments,
discussions, etc. Online courses require
regular, consistent visitation and work, as well as the ability to
stay focused and organized. You
are responsible for keeping track of discussion dates and due
dates for assignments. Please
stay on top of things and don’t fall behind.
I have four suggestions that should help you well in this course:
1. Make sure you read and highlight discussion and assignment
due dates. More
importantly, read the Discussion Guidelines. The guidelines
specifically address issues
of both quality and quantity of discussion posts and responses.
It is your responsibility to
understand and follow these guidelines.
2. Read critically. PLEASE keep up with the readings, but
don’t read just to memorize.
Read to reflect, look for strengths and weaknesses in the
authors’ ideas.
3. Learn actively. There are lots of opportunities for action in
the course: highlight your
mailto:[email protected]
readings, making your own notes, discussions, a case study and

self-evaluation. Action is
the best way to learn.
4. Don’t disappear. Whatever you do, don’t disappear. I
can’t find you if you don’t come
online. I’m not sympathetic when someone disappears,
misses several deadlines, then
tries to catch up. It never works.
Contact
If you have general questions about course logistics,
please use the “Ask a Question”
discussion in Blackboard as your question may be one that other
students have as well or one
that they can answer. For personal correspondence, please
contact me via email through my
UAlbany email ([email protected]). I will respond to emails
until 8 p.m. Any emails sent after 8
p.m. will be replied to the next day.
Please note the dubious nature of email. Studies have shown
that we write email as
though we are speaking and read it as though it is formal text.
Things such as tone, emotion, and
connotations are interpreted at the whim of the reader without
any input from the writer.
Complicating this further, we bring our previous educational
experiences into our current ones,
so please try to be patient with an impatient and imperfect
communication medium.
I am also happily available for Skype or Google Hangouts if
you prefer F2F contact. I
can also make arrangements to speak by phone as well. You can
email me with a request and we
can determine a mutually agreeable day and time.

Readings
A. Any readings, websites, videos, included in a discussion.
B. Two required texts that will serve as the basis for discussion.
Required books (These are available at the SUNY Albany
bookstore.)
Friedman, A. A., & Reynolds, L. (Eds.). (2011). Burned in:
Fueling the fire to teach. New York:
Teachers College Press.
Palmer, P. (1998). The courage to teach: Exploring the
inner landscape of a teacher’s life. San
Francisco: Jossey-Bass.
* For discussions you will be in smaller groups, which I will
assign. You will find your
discussion group assignment on the left-hand side of
Blackboard, below the course buttons.
Course Learning Activities
The course has several activities including discussions, a case-
study paper, which will be revised,
and an annotated bibliography. All written assignments must be
submitted as attachments in
.doc, .docx, or .rtf format only, unless otherwise noted.
Please label all files with your name and assignment:
Cari_Smith_Assignment_Name.doc. Please
double-space, use 12 pt New Times Roman font and 1”
margins.
Online Discussions
During the semester, you are expected to respond to that
week’s assigned readings. Each

discussion week is noted in the syllabus calendar. It is
imperative that you understand my
expectations for these discussions. Please refer to the
Discussion Guidelines, which are located
in the Course Documents portion of BlackBoard. These
guidelines specify what is required
and how posts are graded.
Please note the Discussion Dates carefully. These can be found
on the far left-hand-side of the
syllabus. The first discussion week starts on 8/25 and ends on
9/1. The second discussion week
starts on 9/2 and ends on 9/7, etc.
irst week of class: Meet-and-greet discussion.
variety of articles about
education. These articles will be provided for you in Module 1.
For these discussions,
you will be in one of two smaller groups, which I will assign.
Case Study: You will be presented with several case studies
based on real educational situations.
You will choose one and write a response. This response will be
peer reviewed as well as
reviewed by me. You will then revise and resubmit this paper at
the end of the semester.
Annotated Bibliography: You will create an annotated

bibliography for this course, based on a
topic of interest in the field of education and a related problem
statement and research question.
Details for this assignment can be found in the Course
Documents.
How You Will Be Evaluated
ETAP 201 is designated as an A-E graded course. Grades are
determined by performance in the
course and by class involvement. Non-participation will lower
your grade for the course. Late
work will be penalized unless you have a compelling reason for
the lateness and you have made
arrangements in advance. I require official documentation of
extenuating circumstances that
require extended absences from the course, or a request for the
extention of a deadline that has
already passed. This includes death, illness, travel, etc.
I believe that every teacher is responsible for helping their
students become better writers,
regardless of content area or grade level (K-12 and higher
education). Proficiency in writing is a
skill that takes decades in which to become proficient and being
comfortable with providing
writing instruction is also a skill that I hope you will choose to
embrace if you decide to pursue a
career in teaching. Therefore, you will receive writing feedback
from me as needed.
Your overall grade for the course will be based on the following
percentages:
Discussions 30%
Case Study Paper 20%
Revised Case Study Paper 25%
Annotated Bibliography 25%

All work for the course must be original. Assignments done for
other courses may not be used
for credit in this course. Turning in work that has been used in
another course may result in
failure of the course and dismissal from your undergraduate
program. Plagiarism (using work
that is not your own and not citing it) from Internet sites or
from other sources may also result in
dismissal from the course and from the program.
I require the use of APA citation format. If you are not familiar
with APA, there is a website
listed in the Webliography section of BlackBoard. There is also
an APA manual available at any
local bookstore.
I do not offer extra credit of any kind.
Accommodations for Disabilities
Reasonable accommodations will be provided for students with
documented physical, sensory,
systemic, cognitive, learning and psychiatric disabilities. If you
believe you have a disability
requiring accommodation in this class, please notify the
Director of Disabled Student Services
(Campus Center 137, 442-5490). That office will provide the
course instructor with verification
of your disability, and will recommend appropriate
accommodations.

Discussion
Week Dates
Topics Assignments
Due
Notes
8/25-8/31 Introduction to the course, review
course documents, participate in the
Meet Your Classmates Discussion.
Meet your Classmates Discussion
Due 8/31
Please carefully read all course
documents, especially the syllabus and
Discussion Guidelines.
Introduce yourself to the class and
respond to at least three other
classmates. Be sure to include a

picture.
Date Module 1: Current Challenges in the
Teaching Profession
Due Notes
9/2-7
(9/1 is Labor
Day)
The Debate over School Choice Go to Module 1 for the
readings and to
participate in this discussion.
9/8-14 Teaching in Urban Schools
Problem Statement and Research
Questions
Due 9/14
Go to Module 1 for the readings and to
Please submit this in Assignments in
accordance with the written
assignment instructions in the
syllabus.

9/15-9/28* The Rising Tide of Testing Go to Module 1 for the
readings and to
9/29-10/5 Challenges of 21st Century Teaching
and Learning
10/6-12 Teacher Evaluation
Case Study Paper
Due 10/12
syllabus.
Date Module 2: Teachers Narratives Due Notes

10/13-19 Discussion Reading: Burned in,
chapters 1-4
Go to Module 2 Discussions area to
chapters 5-9
First Four Annotations
Due 10/26
syllabus.
10/27-11/2 Discussion Reading: Burned in,
chapters 10-13
chapters 14-end

Date Module 3: Teacher Reflectivity Due Notes
11/10-16 Discussion Reading: Courage to teach,
chapters I, II, & III
chapters IV & V
11/24-11/30 THANKSGIVING BREAK
chapters VI & VII
Revised Case Study Paper

Due 12/7
This will be submitted to a discussion.
participate in this discussion. View and
comment at least three other projects.
syllabus.
12/12/14 Annotated Bibliography Due 12/12 Late Annotated
Bibliographies will
not be accepted
* Please note that this discussion week is extended due to the
holiday.
Please note: These scenarios are fictional. Although they refer

to real schools and school
districts, the names and situations described in them are entirely
fictional. The references to real
schools and districts are intended to provide a realistic context
for the scenarios and
are not intended as criticisms of or commentary about schools
or school districts.
Scenario for Group 5: Ability Grouping (Tracking)
Background. Recently, the administration at Vorheesville High
School, with the approval of the
school board, has proposed a revised curriculum that would
eliminate all formal tracking or
ability grouping at the school, with the exception of official
Advanced Placement (AP) courses
that follow the prescribed AP curriculum. The proposed action
would eliminate both honors and
accelerated classes in all subjects as well as remedial or "basic"
classes. Special needs students
would still have access to various pull-out programs and special
assistance, as required by the
state of New York, but mainstream students would now all be
grouped heterogeneously--that is,
students of all ability levels would be mixed together in all
regular classes. The school
administration proposed this effort to "de-track" its curriculum
after a two-year study of the issue
that was prompted by complaints among some parents that
students who were not placed in
honors or accelerated classes were disadvantaged by the
existing curriculum and did not receive
the same instructional benefits as those who were placed in
advanced or honors classes. The
proposal to detrack is supported by these parents and by

research that seems to indicate that there
are many drawbacks to ability grouping or tracking. However,
the proposal has sparked an
uproar among many other parents in the district who believe
that detracking would weaken the
curriculum and leave high-achieving students (especially
college-bound students) at a significant
disadvantage. Many teachers agree. They worry that detracking
would make their jobs more
difficult and result in the need to "water down" their lessons in
order to address the needs of low-
achieving students in their classes. They also point out that by
most measures, Vorheesville High
School students are successful, with high rates of graduate and
college attendance and
consistently high scores on the Regents exams. They see no
need to change the longstanding
policies to group students according to ability and to provide
"enrichment" to more advanced
students. The intense protests have prompted the School Board
to postpone a decision on the
proposal and to revisit the issue.
Group Task. You have been assigned to chair a district-wide
committee at the request of the
School Board to re-examine the issue of ability grouping at the
high school and to offer a
recommendation about whether the school should adopt the
proposal to detrack its curriculum.
You have been specifically asked to identify the main
advantages and disadvantages of a tracked
versus a detracked curriculum in the context of the school's
stated mission and your committee's
fundamental beliefs about the purposes of education.
In your case study response, be sure to address the following:

1. Identify the specific contextual factors that come into play in
this scenario (e.g. social and
demographic factors, historical factors related to education and
testing, political factors,
community and school characteristics, professional factors,
beliefs about learning and
education) and examine how these factors influence the
situation.
2. Connect this specific scenario to the ongoing controversy
about tracking and ability
grouping in American education and to the broader debates
about the purposes of public
education.
3. In your report, identify the advantages and disadvantages of
the proposal to detrack the
curriculum at Vorheesville High School. Include in your report
a general statement of the
educational principles that inform your group's analysis of the
situation--that is, your
group's sense of the overall goals of education and of your
school. Consider how the
various approaches to address the current situation (including
the principal's new
approach) might impact students, teachers, school
administrators, and others.
Resources. The course readings included with this case study
will help you to get started with
your research.

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