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ED 532 Teaching and Learning: Theory into Practice
Lawrence, Dennis Patrick

Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.


ED 532 Teaching and Learning: Theory into Practice


S1P 2007 DL


Lawrence, Dennis Patrick


Adjunct Faculty



Office Hours



Semester Dates

Spring I 2007

Class Days


Class Time




Credit Hours



We will be using a text edited by Abbeduto (2006), Taking Sides:  Clashing Views on Controversial Issues in Educational Psychology as a springboard for advanced studies in educational psychology.  A 1998 text by Jackson and Ormrod Case Studies:  Applying Educational Pscyhology will provide scenarios for an application of these principles.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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Course Description:
Current theories and research on the topics of learning, motivation, teacher thinking, and effective teachings are reviewed and updated. Classroom applications will be stressed; students must complete an application project in which they apply current theory in teaching and learning to an actual classroom problem. 3 cr.

Educational Philosophy:

  We are all learners here, and I expect to learn much from each of you during this class.

 In the same manner, each of you will learn from each other.    Some of you may have been in your field for a short time; we look to your “fresh eyes” to help us see the issues in a way we may have forgotten. To those of you with many years in the field, we look forward to your “experienced eyes” revealing your lessons of life to us.

 Some of you bring valuable lessons learned from working in education. Others bring stories of the business world. Some have a perspective from social areas. Others may be working on their own projects outside of work. We need all of these perspectives and all of your stories to create a collaborative learning environment here.

 This course is based on multiple texts. There are the texts that I ask you to consider, and the text that each of you brings through your perspectives. Each is important here as is the dialogue each sparks.

  What will matter here is the quality of the idea, not who presents it. With that understanding, colleagues, let us begin the conversation.

Learning Outcomes:
  Core Learning Outcomes

  1. Read and discuss literature and research on teaching and learning during class in a critically reflective manner. (MoStep 1.2.1 & 1.2.9)
  2. Understand the basic assumptions pertaining to the most influential theoretical perspectives in education and recognize the implications for current theory and practice by incorporating into application project. (MoStep1.1, 1.2.2)
  3. Apply theory and research in educational psychology to actual classroom practice in teacher research project. (MoStep 1.2.4 & 1.2.6)
  4. Appreciate the role that historical antecedents have in our understanding of both theory and practice in education as evidenced by participation grade. (MoStep 1.2.10 & 1.1)
  5. Construct and reflect upon personal connections, in class discussion, between theory and practice as they relate to motivating those with diverse learning styles. (MoStep 1.2.3 & 1.2.8)
  6. Model problem-solving for their present and future students as evidenced by teacher research project. (MoStep 1.2.7 & 5)

Core Assessment:

Class Assessment:

Three Pro and Con papers, weekly discussions and group activities, final exam.




Point Distribution:

Assignment Points Each Course Total
Three Pro and Con Papers 100 300
Eight Weeks Participation 25 200
Final Exam 100 100

Total Points


Course Grading Scale - The grading scale will be traditional percentage.

Letter Grade        A       B         C       D     F
90-100 80-89







360-419 0- 418

Submission of Late Work: Postings will not be accepted after date required but papers will be counted as 10% off each day they are late.

Late Submission of Course Materials:

Submission of Late Work: Postings will not be accepted after date required but papers will be counted as 10% off each day they are late.

Classroom Rules of Conduct:

Collegial and timelt correspondence is esential.

Course Topic/Dates/Assignments:

Dsicussions - Each Week
Pro and Con papers - Weeks 3, 5, 7
Final Exam - Week 8

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Graduate Catalog Page 23-24


Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2006-2007 Graduate Catalog Page 23-24

Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2006-2007 Graduate Catalog Page 27

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .


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Last Updated:1/12/2007 1:00:12 PM