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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.

School For Education Mission Statement
The 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.

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.

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: Theory into Practice


S1P 2008 DL


Lawrence, Dennis Patrick


Adjunct Faculty



Office Location


Office Hours


Daytime Phone



Semester Dates

Spring I

Class Days


Class Time



Per catalog

Credit Hours



Required Text:

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

0-07-351521-3Author:Jackson and Ormrod
Title: Case Studies:  Applying Educational Psychology
ISBN:  0135691206


Order Texts at:

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:


I am pleased you have enrolled in this course, and I look forward to facilitating an interactive discussion on education. 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 education 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 and the classroom to us.

Some of you bring valuable lessons learned from working with elementary or secondary students. Others bring stories of special need students. Some have a perspective from college level  or teacher education. Others may be working in administration, counseling, or other areas of education. Others may work in a corporate setting.  We need all of these perspectives and all of your stories to create a collaborative learning environment here.

             This course is based, then 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 on how to improve the education of those in our charge.

Take Care


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.

  Instructor Learning Outcomes
  1. And this is
Core Assessment:

Class Assessment:

  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.   There wil be a proctored 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

Late Submission of Course Materials:

 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:

This course is offered on-line, over the Internet and the World Wide Web, using eCollege technology and courseware, which allows you to participate at any time, form any location.  Because of this flexibility, it is important to plan your time carefully.  Students are expected to sign in to the class conference forum (your "virtual classroom") and participate in discussions and other activities at least four times per week.  You should expect to spend a minimum of five hours per class week on-line, which is about the same amount of time you'd spend in the physical classroom  You'll be sending and receiving E-mail, performing on-line research and participating in Web explorations and "tours," and interacting socially and professionally with classmates.

A class week will be defined as the period of time between Monday and Sunday.  The first week begins the first day of the semester and ends at midnight during the following Sunday.  Assignments scheduled for completion during a class week should be completed and successfully submitted, or postmarked, so that they are in my possession on the due date.  This applies to papers submitted on-line and mailed assignments.  If you ever have any problems submitting an assignment telephone me immediately so we can get the problem solved.

Course Topic/Dates/Assignments:
Each week there will be a thread set up for your group. (In all weeks except week one, the group discussion will take place in the Pro and Con discussion based on Taking Sides.)

     Each week the role of group leader will be rotated.   You will go alphabetically by last names.  It is the leader’s responsibility to start the thread and make sure that a synthesis of discussions is posted by midnight Sunday. (Leaders:  It will often be left up to you to synthesize the ideas presented.  Do this in a concise 100 word or so entry that includes the citations and references  that support the ideas.)

    In addition, each student is required to participate individually in discussions each week. (In week one this will be the Pro and Con discussion; after that, the individual discussions will take place in the Case Studies discussion group.) Follow the rubric below for each of these discussions

 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 take a proctored final during the last week.

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 Graduate Catalog Page 24-26


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 2007-2008 Graduate Catalog Page 24-26

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 2007-2008 Graduate Catalog Page 28

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:1/11/2008 10:43:59 AM