ED532 Teaching and Learning: Theory into Practice

for S1P 2009

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School For Education Vision Statement
The 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


ED 532 Teaching and Learning: Theoryinto Practice


S1P 2009 DL


Choi, Dong Hwa


Assistant Professor


Ph. D

Office Location


Daytime Phone




Semester Dates

Jan 12-Mar 08

Class Days


Class Time


Credit Hours



Author:Abbeduto, Leonard
Title: Taking Sides:  Clashing Views on Controversial Issues in Educational Psychology, 5th Edition.
ISBN: 0-07-351521-3

Title: Case Studies: Applying Educational Psychology, 2nd ed.
Authors: Ormrod,
ISBN-13: 9780131980464


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Course Description:
ED 532 Teaching and Learning: Theory into Practice: 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.

Learning Outcomes:
  Core Learning Outcomes

  1. Read and discuss literature and research on teaching and learning during class in a critically reflective manner.
  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.
  3. Apply theory and research in educational psychology to actual classroom practice in teacher research project.
  4. Appreciate the role that historical antecedents have in our understanding of both theory and practice in education as evidenced by participation grade.
  5. Construct and reflect upon personal connections, in class discussion, between theory and practice as they relate to motivating those with diverse learning styles.
  6. Model problem-solving for their present and future students as evidenced by teacher research project.

Core Assessment:

Class Assessment:

1.     Participation/Attendance:   Professors are required to keep attendance records and report absences.  If you will be unable to participate in the online classroom due to medical reasons or employment-related demands including temporary duty, please contact me immediately to make arrangements.   The student is responsible for all missed work.   Any student failing to login to this online class for two consecutive weeks, without an approved excuse, will be institutionally withdrawn (unofficially withdrawn) and notified by email that an "F" will be recorded.

In order for your online attendance to be properly tracked, you must login to your course and use the "Exit" button on the left-hand menu of your courses.  This part of your grade will account for 33% of your total grade.  (See also "Guidelines for On-Line Participation" above).

2. Pro and Con Papers

            At the end of lessons three, five and seven, you will turn in a Pro and Con paper based on an issue discussed in the section of Taking Sides relevant to those lessons.  You will examine both sides of the issue and come to a conclusion and a practical application of that conclusion in a classroom.  The papers will follow APA format and be at least three - five pages long, not counting the cover page and the reference page.   The number of sources will vary, but in general 10-15 will be needed to support your positions and assumptions in this paper. The following sections must be included in your paper.


        In this section you will name the issue and discuss why it is important to your practice that you study it and come to a conclusion.  Begin by defining the issue as used in the literature.  There are many parts to each issue.  Make sure it is clear exactly what the issue is. In doing this you will refer to the texts and other sources to define the issue.  In text citations to the texts of the course and other sources must be used in defining the issue.

            You must justify and explain its importance as a part of your philosophy of education.   Use practical examples from the classroom you have or will have to demonstrate its importance.  Synthesize these examples with references from the literature.

Pro & Con:

       In these two separate sections of your paper, you will examine each side of the issue.  You will build a case for the issue in the one section then build a case against the issue in the second section.  Both of these sections must make extensive use of research beyond the texts of the course. Taking Sides provides numerous links and leads.   Use the data bases online of the McAfee Memorial Library.  You should also quote from your colleagues?post in the discussion forums for the appropriate lesson. You may find relevant examples in the Case Studies text. In both sections you will be an unbiased reporter with the aim of examining both sides of the issue.



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


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.

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25


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 2008-2009 Graduate Catalog Page 25

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 for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29

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 .


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Last Updated:1/2/2009 5:04:21 PM