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Dropout Dilemma

EDUC 600

Course Syllabus and Assignments

Credit Hours:  3 Semester Credits (post-baccalaureate professional development credits)                                         Grade Type: Letter Grade

Course Readings:   Dropout Dilemma: A Framework for Understanding 

by Joseph C'de Baca. (2003) Denver, CO: Kit, 50 Power Point Slides and 2 DVD's. 125pages.

Course Description:   

This course will examine the statistical, educational, and social issues associated with the school dropout dilemma. Statistical analyses of dropout rates and demographics will be presented. Statistical correlations between economic cycles and dropouts rates and social class relationships are analyzed. This course will focus on educator perspectives and experiences regarding these issues. Causes and reasons why students drop out of school will be examined and categorized. Teacher dropout interventions and prevention strategies will be examined. Alternative schools, dropout programs and social adjustments that address the dropout dilemma will also be presented.


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Course Objectives:

 

1. Students will have a working knowledge of the statistical magnitude and the social demographic characteristics related to the dropout issue at national, state and local levels.

2. Educators read and review publishes articles on the dropout problem and view movie

segments that examine dropout issues and the corresponding social issues.

3. Students will learn to categorize and label the causes associated with dropping out of

school into the various areas of social responsibility and authority.

4. Participants will analyze the social and psychological dynamics involving family systems

and the numerous issues that cause students to drop out of school.

5. Teachers will develop dropout interventions, solutions and prevention strategies that can reduce the likelihood of students dropping out of school.

Chapter Review/Reflections: Write several paragraphs summarizing the main ideas or information you thought was significant from each chapter in the book. Extended bullet points of main issues are also acceptable. See rubric for guidelines.

Chapters:

1. Introduction: Definitions and Codes: State and Federal Statistics

2. Causes and Reasons: Student Issues, Teacher Concerns

3. School Administrators Issues: Government and Public Perceptions

4. The Brain during Adolescence: Making Sense of Technology, Media, Social 

5. Hispanic Dropout Issues: Female Dropout Issues, Tardiness and Truancy          

6. Solutions and Interventions: Areas of Responsibility

7. Student and Parental Responsibilities, Teacher & Administrator Responsibility

8. Political and Governmental Responsibilities, Voucher Promoters

9. Valid Dropouts, Re-Enrollments 

10. Dropout Prevention Programs and Alternative Schools.  

 

Writing Assignments:            

After the chapter reviews, write a two-page paper linking key concepts from the book Dropout Dilemma: A Framework for Understanding by Joseph C'de Baca., to your specific classroom context. Compose your writings on areas of interest that are relevant to your teaching discipline or professional experience. This will enhance your capacity to apply the new concepts learned in this course. Focus your writings and activities on the concepts and strategies from the book and related assignments on how you can apply them to your school environment, teaching methodology and instructional practice.    

Required assignments include: 1. Book readings 2. Chapter reviews 3. Research article review 4. Final application essay 5. project or activity (APA or MA writing style format.)

Email Assignments: teacherslearningcenter@gmail.com Instructor: Joseph C'de Baca 727-258-7233

Mail registration:  Teachers Learning Center, 11246 68th Avenue. Seminole, FL   33772

Grading                                                                            Grade Distribution      

Chapter Reviews & Reflections            30%                              90 - 100 = A          

Research Article Review                             20%                                       80 - 89 = B                  

Project or Activity                               30%                             70 - 79   = C                   

Application Essay                                20%                                  0- 69 = D - F                                     

                                      Total           100%                                       

Letter Grade

%

Possible Points                       Points Earned

A

90-100

    100

B

80-89

      70

C

70-79

      50

Re-Write Assignments

 

Based on Rubric                Score

 

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Dropout Dilemma

Course Assignments and Rubric with Video Assignment:

Chapter Reviews/Reflections

Chapter Reviews

Basic (50 pts.)

Proficient (60 pts.)

Advanced (70 pts.)

Read the book and write chapter reviews and reflections for each chapter.

Write 3 to 6 paragraphs summarizing the ideas, knowledge, and information that you thought was significant from each chapter.

Consider reflecting on a paragraph or a concept that was enlightening and applicable to teaching.

Address or apply any state, district, or national academic standards.

Expanded bullet points of main issues are also acceptable.

Include your personal

experiences, ideas, and critical analysis.

Writes a basic narrative of the chapters’ contents.

Includes major points expressed by the author.

Includes at least one citation or example.

Writes a general narrative of the chapters' contents with limited personal reflection.

Expresses major points of each chapter.

Writing includes any state, district, or national academic standards that apply.

Includes several citations or examples.

Writes a complete narrative of the main points of each chapter.

Writes personal reflections that include the student's experiences with these issues as they relate to their personal classroom experience.

Expresses major points of each chapter and provides in-depth elaboration.

Includes any state, district, or national academic standards that apply.

Includes critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.

Error-free.

Academic Standards: Academic standards that apply to this course will vary from state to state. Visit your district or state educational websites for academic standards that may apply to specific courses or subject areas and apply them as needed.

Research Article Review Rubric Assignment:

Article Review

Basic (10 pts)

Proficient (15 pts)

Advanced (20 pts)

Research course topic and locate a relevant article that relates to the course content.

Write an article   review and personal reflection connecting article with the course content and school environment.

(3 to 6 pages)

*Include a copy of the article utilized in this assignment.

Writes review of article with basic citation information and briefly shows connection between course and article content.

Writes review of article with a few references of information.

Some critical analysis and solutions.

Explores the connection between course and article content, showing full understanding of both interrelationship for teaching considerations.

Writes review of article with several informative references and thoroughly demonstrates the connection between article and course content.

Reflection incorporates abstract and critical analysis and alternatives or solutions. 

Personal experiences and perspectives are included. 

Review applies information learned to potential classroom situations.

Final-Application Essay Rubric Assignment

Final-Application Essay

Basic (10 pts.)

Proficient (20 pts.)

Advanced (30 pts.)

Write an essay

(3 to 6 pages ) combining  all the course content or assignments and show how they can be applied to teaching students, schools settings and staff and personal development.

Writes an essay addressing how the course content can be applied to classroom instruction, student achievement, and the overall school environment.

Writes an essay with one or two examples of how various course concepts can be developed and implemented in the classroom and school environments.

Writing addresses any state, district, or national academic standards.

 Addresses instructional methods, teaching strategies and effective lessons as well as students' affective needs and academic achievement.

Writes a thorough essay with multiple examples of how various course concepts can be developed and implemented in classroom and schools.

Includes student's personal and experiential reflections and any state, district, or national academic standards that apply.

Writing has critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.

Addresses instructional methods, teaching strategies and effective lessons as well as the affective needs of students along with academic achievement.

Required Lesson/Unit Plan or Activity Rubric (replaces the essay)

Activity Lesson/Unit Plans

Basic (10 pts.)

Proficient (20 pts.)

Advanced (30 pts.)

Write a unit or lesson plan, project or activities that demonstrate the course concepts in a school classroom or instructional environment.

(3 to 6 pages)

Other activities include: staff development,

state academic standards, parent outreach, department or committee work, curriculum development, presentations, and school events.

Creates a minimal activity and lesson plan that briefly demonstrates a simple application of a course concept or strategy that can be utilized in classrooms for instructional and/or evaluative applications.

Creates a general activity and lesson plan or unit plan that demonstrates two or more course applications of the various topics or concepts.

Includes any state, district, or national academic standards that apply.

Contains a variety of teaching or learning styles and concrete or abstract practical applications of a concept from the course

materials.

Creates a detailed activity and lesson plan or unit plan that includes a variety of teaching and learning styles.

Contains concrete and abstract activities for practical classroom applications of several concepts from the course content.

Addresses any state, district, or national academic standards in the activity.

Creates a lesson plan or activity that helps students utilize course content to apply the knowledge or skills to school curriculum for their affective needs and improving academic achievement.


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Feel free to email or call the instructor
Joseph C'de Baca with any questions.

teacherslearningcenter@gmail.com
1-727-258-7233
To pay by check remit to:
Teacher's Learning Center
11246 68th Ave.
Seminole, FL 33772

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