School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementTThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
EDE 205 Child Psychology
FA 2007 HO
Brian J. Cowley, Ph.D., BCBA
Associate Professor of Developmental Psychology
B.S. - Psychology - Utah State UniversityM.S. - Behavior Analysis and Therapy - Southern Illinois University at CarbondalePh.D. - Developmental and Child Psychology - University of Kansas
M – 11:00 a.m. - 1:00 p.m.; TWRF – 9:00 a.m.-10:00 a.m.
August 20, 2007 to December 14, 2007
10:00 - 10:50 AM
Lodico, M. G. & Voegtle, K. H. (2005). Child & adolescent life stories: Perspectives from youth, parents, and teachers. Thousand Oaks, CA: Sage.
Novak, G. & Palaez, M. (2004). Child and adolescent development: A behavioral systems approach. Thousand Oaks, CA: Sage.
Textbooks can be purchased through the Parkville Bookstore
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: Doctor Cowley’s educational philosophy is based on bringing the student to the table for critical thinking. A variety of teaching methods are employed according to the learning objectives and the available environmental setting. Students will be required to engage, explore, explain, elaborate, and evaluate topics in child psychology.
Learning Outcomes: Core Learning Outcomes
·Research Paper. Each student will conduct five 3 hour observations/interviews with adults in various stages of their development. One topic area will be about the view of aging in different cultures in and out of the United States. The following table will show what stages will be required:
Minimum Duration of Observation/Interview
Prenatal Development and Birth
The First 2 Years
The Play Years
The School Years
Public Policy – Child Development
Views of Child Development in different cultures.
These observations can occur in any setting where children or adolescence can be found. When interviewing, be sure to have your questions developed before the interview. If your child can not speak, interview the caregiver. Each student will be required to write a paper that will be an analysis of their observations. Each paper will need to have the observation sheets and interview questions and their responses attached as appendixes. The 3 hours used for the observation and interview need to be recorded. Each paper will need to be double spaced. Each paper will need to use APA style when citing references and will need an APA style references list. Each paper will need to have 7 references including the textbook. 3 of the 7 references will need to be empirically based research reports from a refereed professional journal. The student will need to synthesize, analyze, and evaluate these observations and the literature that they have cited. Each student will need to identify research question based on their observations and literature search. They will propose a plausible developmental research design for the research question and discuss why that design was selected. The paper will be worth up to 300 points. To see what is required and how the points will be distributed, see the Core Assessment Rubric at the end.
Link to Class RubricClass Assessment:
· Weekly Quiz. There will be weekly quizzes administered throughout the semester. Each quiz will made up of essay questions about the reading assignment for a given week and will be given on Wednesdays. Each quiz will be worth up to 10 points.
· Midterm. A midterm will be administered on the readings assigned for the first half of the semester. The questions will be made up of essay questions. The midterm will be worth up to 100 points.
· Final. A Final will be administered covering the readings from the entire semester (comprehensive). The questions will be made up of essay questions. The final will be worth up to 200 points.
· Bi-Weekly Journal Discussion. Each student will be required to volunteer 6 hours of their time at an agency or organization that serves children (These observations can be used as observations for topic areas in the research paper). They will be required to keep a journal about their volunteer service. Each student will enter their journal entry into a discussion thread on e-companion and then will be required to respond to two fellow classmates. The responses will need to be a synthesis between the journal entry and the student’s own voluntary experience. Statements like “good job”, “I agree” and so on, will not count. The response must be thoughtful and evaluative. The journal entry discussion thread activity will be worth up to 50 points each.
Entry 30, 1st Response 10, 2nd Response 10.
· Bi-Weekly Group Projects/Case Studies. Each student will be paired with another student. They will make a 2 minute presentation to the class using PowerPoint that selects an aspect of the assigned Case Study and uses the textbook plus 2 research articles from refereed journals to analyze the selected="true" topic. Each pair will be graded as a group. Each Bi-Weekly Group Project/Case Study will be worth up to 50 points.
Group Projects/Case Study Elements
Introduces Aspect of Case Study
PowerPoint is not read to the class as the presentation but offers graphic representation that strengthens presentation. Presentation is 2 minutes long.
1st Reference Analysis
2nd Reference Analysis
Total per Assignment
Total Points for the Semester
· Classroom Presentation: The classroom presentation will be on the research paper (Core Assessment). This presentation will be detailed report of the student’s findings in the research paper. The classroom presentation will be worth up to 100 points. Each student will present a 5 minute summary of each paper to the class. This will require two forms of media (power point, handout, etc.).
Observations: Prenatal Development, First Two Years, The Play Years, The School Years, and Adolescence.
Each paper consistently uses developmental terms appropriately with less than 5 errors.
The research paper contains the following sections: APA citations, Introduction, Analysis, Conclusion, and APA formatted references page.
A student created graph (not a copy of someone else’s graph) is included to make a point to argue for your arguable claim.
The student develops a plausible research question that is a natural extension of the literature reviewed in the paper. This does not have to be the major theme of the paper, but should be included seamlessly in the paper.
The research paper will also include the following: Focus (arguable claim, original idea, & clear controlling idea), Development (full discussion, smooth style, & personal experiences), Organization (smooth transitions, clear paragraphing, & logical sequence of topics), Mechanics (proper grammar, punctuation, and spelling).
The research paper identified cultural variations found in child development in relation to the first four topic areas.
The research paper identified public policy issues that affect the first five topic areas.
Compared and contrasted 5-6 topic areas and corresponding literature.
7 or more references from the literature. The student cited references that provide evidence from the literature on the topic being examined in the research paper. Three of the references were empirical and refereed research articles.
Total x 3
% for Grade
Bi-Weekly Journal Discussions
Group Projects/Case Studies
Late Submission of Course Materials: Any assignment turned in after the date it is due can be given up to half credit for that assignment. No course materials will be accepted after the last class meeting.
Classroom Rules of Conduct:
Ch. 1 N & P
Journal Discussion 1
Modern Developmental Theory
Ch. 2 N & P
Case Study 1
Ch. 3 N & P
Journal Discussion 2
Prenatal, Birth, and Postnatal Periods
Ch. 4 N & P
Ch. 1 L & V
Case Study 2
Learning 1: Habituation and Respondent Learning
Ch. 5 N & P
Journal Discussion 3
Ch. 6 N & P
Ch. 2 L & V
Case Study 3
Ch. 7 N & P
Journal Discussion 4
The Development of Communication
Ch. 8 N & P
Ch. 4 L & V
Case Study 4
Personality and the Self
Ch. 9 N & P
Quiz 9, Miller
Journal Discussion 5, Lewis
Social and Emotional Development
Ch. 10 N & P
Quiz 10, Lappin
Nicole & Brooke
Ch. 5 L & V
Case Study 5, Rennack
Development of Antisocial Behaviors
Ch. 11 N & P
Quiz 11, Roth
Journal Discussion 6, Hilton
The Family System
Ch. 12 N & P
Quiz 12, Siedlik
Ch. 7 L & V
Case Study 6, Hentzen
Ch. 13 N & P
Quiz 13, Tebbe
Ch. 14 N & P
Quiz 14, Floyd
Behavior Disorders of Childhood
Ch. 15 N & P
Quiz 15, Crocker
Final from 10:15-12:15
Final from 10:15-12:15, Rich, Chrostowski, Stark
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 2007-2008 Undergraduate Catalog Page 85-86
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2007-2008 Undergraduate Catalog Page 87-88
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: http://www.park.edu/disability .
Last Updated:8/3/2007 11:18:58 AM