SiMON FRASER UNIVERSITY
MEMORANDUM
To..........enate
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Graduate Curriculum Changes, New Cours
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.. .Ed.uc. B03.-5........................
Date........
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Action undertaken by the Executive Committee of the Senate Graduate
Studies Committee, at its meeting on May 9, 1983, gives rise to the follow-
ing motion-
MOTION:
"That Senate approve and recommend approval to the Board of Governors,
as set forth in S.83
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, the proposed new graduate course,
Educ 803-5, Educational Program Supervision."
John M. Webster
Dean of Graduate Studies.
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1MON FRASER UNIVERSITY
New
(raduate Course Proposal Form
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Form G.S. 8
'ALENDAI_JNIORM/\'[ION:
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ri men
I.
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Education
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Course Number:
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803-5
Title: ?
Educational Program Supervision
Description:
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The course systematically examines school-based variables amenable
to administrative manipulation and associated with student achievement,
Credit Hours:
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5
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Vector:
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-- ?
Prerequisite(s) if any: --
2. ENROLLMENT AND SCHEDULING:
Etimated Enrollment:
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10-12
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When will the course first he offered: Spring 1984(84-1)
Hew of`-ten will the course be offered:
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Each year in the Spring semester
3. JUSTIFICATION:
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To be effective program supervisors in school districts, school administrators need to
understand recent research on the correlates of student achievement. This course has
been offered under a Special Topics number on two separate occasions and has been
well received by students.
4. RESOURCES
Which Faculty member will normally teach the course: P. Coleman
or M. Manley-Casimir
What are the budgetary implications of mounting the course:
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0.5 F.T.E. in semester
in which course is taught.
Are there sufficient Library resources (append details):
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Yes
Appended: a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the course
c)
Library resources
Approved: Departmental Graduate Studies Committee:
Faculty Graduate Studies Committee:
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Faculty:
cnate Craduate Studies Committee:
Senate:
Dat /
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Date____
Date
Date_________
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look
a) Outline of the Course
This course rests on the assumption that the supervision of instructional
programs has as its main purpose maximising student achievement or growth
on a variety of cognitive and affective
,
dimensions. The course is built
around a set of interrelated elements that are manipulable by administrators.
Recent attempts to build models of "school effects" have focused on
relatively few variables. Even fewer seem manipulable by administrators
and hence relevant for the course.
A. Institutional Factors
1.
Goal Implementation and Assessment
2.
Program Sequences and Time Allocations
B. Teacher Characteristics
1.
Qualifications, I.Q., Experience, Personality
2.
Teacher Assignment
C. Student Characteristics
1.
I.Q., Age, Socio-Economic Status, and Previous Achievement
2.
Self-Esteem and Student Motivation
Processes
D. Institutional Factors
1.
School District and School Setting
2. Physical Facilities and Their Impact
3.
Administrator Influences
4.
School Climates
E. Teaching Practices
1. Time on Task
2. Expectations
3.
Classroom Management
4. Instructional Strategies
F. Students in Groups
1.
Peer Groups and Cognitive Learning
2.
Classroom Organization
3.
Classroom Climate
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.
Effects
G. Long Term Effects
1.
Enduring
p ersonal Effects
2.
Economic Effects
H. Short Term Effects
1.
Achievement Tests
2.
Affective Outcomes
b)
Competence of Faculty
Dr. P. Coleman has taught this course twice as a Special Topics course.
He is also the designer of the course. With experience as a school
superintendent and as a researcher into the effects of school climate on
student learning, Dr. Coleman is well qualified to offer this course.
Dr. M. Manley-Casimir is also qualified to teach the course. With
experience as a school principal and with knowledge of educational policy,
Dr. Manley-Casimir will teach this course alternately with Dr. Coleman.
c)
Library Resources
The library holdings are sufficient to support this course. See
attached assessment from Gail Tesch.
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1.
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Anderson, C. The search for school climate.
Basic Readings
Review
?
of Educational Research, 1982,
0
523, 368-420.
Anderson, L.A., Evertson, C.M., & Emmer, E.T. Dimensions in classroom management
derived from recent research. Journal of Curriculum Studies, 1980, 12, 343-356.
Asbury, CA. Selected factors influencing over- and under-achievement in young school-
age children. Review of Educational Research, 1974, 44, 409-426.
Barth, It. Home-based reinforcement of school behavior: A review and analysis. Review
of Educational Research, 1979, 49, 436-458.
Berliner, D. Tempus Educare. In P.L. Peterson & H.J. Walberg (Eds.), Research on
?
Teaching. Berkeley, California- McCutchan Publishing Corporation, 1979.
Berliner, D.C. Using research on teaching for the improvement of classroom practice.
Theor y
Into Practice, 1979, XIX, 302-308.
Bidwell, C.E., & Kasarda, J.D. The relationship between school district organization and
student achievement. Administrator's Notebook, 1974-75, XXIII, 1-4.
Bossert, S.T. et al. The instructional management role of the principal. Educational
Administration Quarterly, 1982, 18(3), 34-64.
Brookover, W.R. Productivity of school social systems. A paper presented at the Annual?
Meeting of the American Educational Research Association, Los Angeles, April
1981.
,
Brookover, W., et al. School Social Systems & Student Achievement, New York, NY:
Praeger Publishers, 1979,135-148.
Calf ee, R., & Brown, R. Grouping students for instruction. In D.L. Duke (Ed.),
Classroom Management. Chicago, Ill.: Universit
y
of Chicago Press, 1979.
Centra, J.A., & Potter, D.A. School and teacher effects: An interrelational model.
Review of Educational Research, 1980,
50, 273-291.
Chase, F.S. The administrator as implementor of the goals of education for our time.
Administrator's Notebook, 1976-77, XXV, 1-4.
Coleman,
P
Organizational effectiveness in education: Its measurement and
enhancement. Interchange, 197?, 3, 42-52.
Coleman, P. The improvement of aggregate teaching effectiveness in a school district.
Educational Administration Quarterly, 1973, 9, 98-45.
Coleman, P. The improvement of aggregate teaching effectiveness in a school district.
Educational Administration Quarterly, 1973, ! 28-45.
Cooper, H.M. Pygmalion grows up: A model for teacher expectation communication and
performance influence. Review of Educational Research, 1979, 49, 389-410.
2.
Harnischfeger, A. & Wiley, D. The teaching-learning process in elementary schools: A
synoptic view. Curriculum Inquiry, 1976, 6, 543. (See Basic Readings).
Holmes, M. Instructional time and cognitive achievement. Un
p
ublished manuscript,
?
Ontario Institute for the Study of Fducation, Toronto, Ontario, no date.
Hyman, H.H., Wright, C.R., & Reed, J.S. The Enduring Effects of Education. Chicago,
Illinois: The University of Chicago Press, 1975, 42-49, 109-117, & 132-135.
Jackson, G.B. The research evidence on the effects of grade retention. Review of
Educational Research, 1975, 45(4), 613-635.
Leithwood, K.A., & Montgomery, D.J. The role of the elementary school principal in
program improvement. Review of Educational Research, 1982, 52(3), 309-339.
Levin, H.M. A cost-effectiveness analysis of teacher selection. The Journal of Human
Resources, 1970, V. 24-33.
McDill, E.L., Rigsby, L.C., Meyers (Jr.), E.D. Educational climates of high schools:
Their effects and sources. In D.A. Erickson (Ed.), Educational Organization and
Administration. Berkeley, California: McCutchan Publishing Corporation, 1977.
Murnane, R.J. Interpreting the evidence on school effectiveness. Teachers College
Record, 1981, 83(1),19-35.
Peterson, P.L. Direct instruction reconsidered. In P.L. Peterson & H.J. Walberg (Eds.),
Research on Teaching. Berkeley, California: MeCutchan Publishing (orporation,
.-: ?
1979.
Potter, E.F. The classroom environment and children's oarticlpatlon. Administrator's
Notebook, 1975-76, XXTV(8), 1-4.
Scheirer, M.A., & Kraut, R.E. Increasing educational achievement via self-concept
change. Review of Educational Research, 1979, 49, 131-150.
Shoemaker, J., & Fraser, H.W. What principals can do. Phi Delta Kapoan, 1981, 64(3),
178-182.
Slavin, R.E. Synthesis of research on cooperative learning. Educational Leadership, 1981,
! 655-659.
Soar, R.S., & Soar, R.M. Emotional climate and management. In P.L. Peterson & H.J.
Walberg (Eds.), Research on Teaching. Berkeley, California: McCutchan Publishing
Corporation, 1979.
Stallings, J. Allocated academic learning time revisited, or beyond time on task.
Educational Researcher, 1980, 9, 11-16.
Walberg, H.J. & Marjoribanks, K. Family environment and cognitive development:
Twelve analytic models. Review of Educational Research, 1976, , 527-551.
Webb, N. Student interaction and learning in small groups. Review of Educational
Research, 1982, 52(3), 421-445.
Weikart, D. Effects of different curricula in early childhood intervention. Educational
Evaluation and Policy Analysis. ?
40
Weinstein, C.S. The physical environment of the school: A review of the research.
Review of Educational Research, 1971, 41, 577-610.
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