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Education Major Version

ED 527 Growth/Development of Childrenand Adolescents
Longenecker, Dale


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


Course

ED 527 Growth and Development of Children and Adolescents

Semester

U1P 2011 ED

Faculty

Longenecker, Dale

Title

Adjunct Faculty

Degrees/Certificates

Ed.D. - University of Kansas
M.A. - University of Kansas
B.S. - Oklahoma Wesleyan University

Daytime Phone

816-359-5700

E-Mail

Dale.Longenecker@pirate.park.edu

LongeneckerD@parkhill.k12.mo.us

Semester Dates

June 6 to July 31

Class Days

Tuesdays

Class Time

5:00 - 9:00 PM

Credit Hours

3


Textbook:

Required Texts/Materials:
 
McDevitt, T.M., & Ormrod, J.E. (2007). Child development: Educating and working with children and adolescents, (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.     ISBN # 0-13-118817-8

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

  American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

See http://captain.park.edu/education/Resources/resources.htm for general info about APA guidelines

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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
A developmental approach to the study of the growth and development of children and adolescents. This course explores the cognitive, personality, emotional, social and physical changes that occur in children from conception through adolescence. It will review research on how children learn, solve problems, and function in home and school environments. 3 cr.

Educational Philosophy:
The instructor’s educational philosophy is one of interaction based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The instructor will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues, and contradictions. The student will be responsible for the development of projects, presentations, class discussion(s) and other learning activities that demonstrate their knowledge of the development of children and adolescents.

Learning Outcomes:
  Core Learning Outcomes

  1. Compare and contrast the major theories of child development
  2. Summarize developmental stages and processes in the three development domains, including physical development, cognitive development, and social-emotional development, in the developmental periods of infancy through late adolescence.
  3. Describe and assess research strategies for investigating child development
  4. Analyze the impact of context and culture on child development
  5. Analyze the interrelatedness of theory, research, and practice in working with children and adolescents
  6. Analyze the interaction of hereditary/constitutional and environmental factors on child development.
  7. Identify and apply developmental research findings to educational practices.
  8. Practice critical analysis to reflect upon their own and others' professional and ethical practice for continual renewal and improvement of teaching performance.
  9. Utilize effective professional communication skills (i.e., reading, writing, listening, and speaking).


Core Assessment:

The core assessment for this course is an Observational Study and will account for 20% of the total grade. The Observational Study assesses students’ mastery of ED 527 core learning outcomes 1, 2, 3, 4, 5, 7, and 8.

To complete the Observational Study, students must observe two children of different ages to apply developmental theories and constructs. Specifically, students must:

A.)     Select two children who each represent different age groups and conduct an observation of each child. The ages groups include: infant (birth to 2 years), preschool age (ages 3 to 6), an elementary-school age (ages 5 – 11), OR middle-school age (ages 11 – 15). Each observation should be for a period of approximately 45-minutes. The following elements must be observed and recorded:

a.       Setting: Describe the setting of the observation, including place and situation. Who are the people present and what are their roles? What type of activity is occurring? What is the time of day and day of the week? Include anything necessary that may enhance the reader’s understanding of the setting.

b.      Child: Provide ALL information possible to give the reader a full description of the child, including his/her physical characteristics, age, expressions, and appearance; personality, mood, and activity level. To preserve confidentiality, assign each child a name that represents the child (e.g., Child A, Child B).

c.       Behavior: Record ALL of the behavior (i.e., each action) exhibited by the child over a period of 45 minutes. Indicate strength or quality of activity level. Include interactions, movements, activities, and even silence. Be objective! Describe only the behavior. Do not interact with the child or try to interpret “why” he/she may be doing something.

B.)     After completing the two observations, students must provide a written comparative analysis of their two observations. Using APA style, the written analysis should consist of the following sections:

I.       Title Page

II.      Introduction

The introduction should capture the reader's attention, give background on the topic, develop interest in the topic, and guide the reader to the thesis or purpose of the paper.

III.    Observation Summary

This section contains the typed version of the handwritten records of the observation, including setting, child, and behavior, of each child. The original, handwritten records must be included at the back of the paper in         Appendix A.

IV.    Analysis of Observed Behaviors

In this section, students must provide their analysis of the observed behaviors of each child using a least three (3) theoretical perspectives of child development per child. These areas may include, but are not limited to, theories of social development, moral development, cognition, etc.

V.     Compare and Contrast Observed Behaviors

In this section, students must compare and contrast the two children observed according to their developmental abilities in (at least) three (3) concepts, constructs, or milestones (e.g., conservation, etc.) in any of the three developmental domains (i.e., physical development; cognitive development, and social-emotional development). For example, compare          and contrast the play activities between a preschool and a middle-school child. This section may also include any other comments, questions, or concerns students may have about either child observed – here is where students may draw judgments or conclusions based upon their observations.

VI.    Analysis of Research Methods

Students are to provide an analysis of the pros and cons of using observation as a research method to study child development. Discuss how other types of research methods may add to one’s knowledge of child development. Discuss how data received from observation and other possible research methods may guide one’s decisions in working with children.

VII.   Summary

The conclusion should stress the importance of the thesis or purpose of the paper, give the essay a sense of completeness, and leave a final impression           on the   reader.

VIII. References

Using APA format, students must list all references used to support their analysis.

IX.    Appendix A

This section contains the original, handwritten observation records.

Note: Each section (section II – VII) of the article should start with a heading.

 

C.)     Students must be prepared to present their Observational Study and defend their analysis to other students in class.

Link to Class Rubric

Class Assessment:

  • In-class Participation/Discussion      (Core learning outcomes 1 – 8)
  • Assigned Readings (Core learning outcomes 1 – 8)
  • Field Experience (Core learning outcomes 2, 3, 4, 5, 6, 7, & 8)
  • Observational Study (Core Assessment) (Core learning outcomes 1, 2, 3, 4, & 5)
  • Group Project (Core learning outcomes 2, 4, 5, 6, 7, & 8)
  • Final Exam (Core learning outcomes 1 – 8)

Grading:

Assignment                                     Point Value                      Due Date                Percentage 
                                                                                                                               of Grade
Article Summaries                            100 pts                           June 14 to June 28          10%
(2 x 50 pts each)

Observational Study                         300 pts                         July 12                         30%

Attendance/Participation                   200pts (8 x 25 pts)       July 24                         20%

Group Project                                  300 pts                          July 17             30%

Final                                                 100pts                            July 24                         10%

                                                      1000 total points

Late Submission of Course Materials:

It is important that students attend every class.  If you are unable to attend class, you must notify the Instructor the reason for your absence. Attendance will be considered in determining the final course grade. If you have two (2) absences for the term, your final grade will be lowered by one grade, for example, an "A" will become a "B". If you have three (3) or more absences during the term, it is strongly recommended that you withdraw from the class and re-enroll during another term. Two late arrivals or early departures will equal one missed class.  All assignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points of 10% per calendar days x total points possible of assignment.

Classroom Rules of Conduct:

Students are expected to:

§     Attend class on a regular basis. Come to class on time. (See Instructor's attendance    

            policy).

  • Turn in assignments to the Instructor on time (see course map for more specific information regarding due dates).
  • Read, understand, and follow the course syllabus.
  • Check your PirateMail on a regular basis for current information about what is happening in the course, the Graduate School of Education, and the University in general. With Park moving towards using a "paperless" system, it is critical that you be able to receive and send important communication via Park's PirateMail.

§         Complete reading assignments prior to the class session, bring textbook(s)/materials to class, and consistently contribute meaningfully to class discussions. Students are expected to fully participate in all class activities, including lectures and discussions, demonstrations, presentations, small group projects, and any other type of in-class activities that may occur.

§         Computers make writing and revising much easier and more productive.  Students must recognize though that technology can also cause problems.  Printers run out of ink and hard drive crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

§         Conduct themselves in a highly professional manner. In addition to those guidelines about student conduct established by the University (e.g., cheating, plagiarism), professionalism includes such things as establishing positive relationships and engaging in positive interactions with peers, colleagues, and instructors, attending respectfully to others who are sharing information with the class or group, being flexible to unforeseen changes in the course syllabus, etc.

§         Use current APA style in all aspects of written assignments (e.g., page set-up/format, citations, references, etc.).  Failure to demonstrate appropriate use of current APA style will result in a reduction of points for the assignment, as will style, spelling, and format errors. In professional writing, past tense is generally accepted.  Avoid using contractions, personal pronouns, or slang expressions. Must use people-first language (e.g., individuals with disabilities; students with learning disabilities). Students are encouraged to use the services of the Academic Support Center (Mabee 406, near the Library, 584-6330) for assistance in developing written reports and for editing and style assistance.  .

  • Follow academic regulations detailed in Park University's graduate catalog.
  • Students will respect confidentiality of discussions.  The instructor may use former cases or examples from experiences gained while serving in public school settings.  All care and concern will be given to obscure the identity of the district or student discussed.  Students are required to maintain the contents of these discussions or examples as confidential.

Course Topic/Dates/Assignments:

Week            Date                                  Topics/Assignments

Week 1         June 7                               Chaps 1-2 McDevitt/Omrod 

Week 2         June 14                             Chaps 3-5- McDevitt/Omrod 
                                                               Article Summary #1 and Presentations

Week 3         June 21                              Chaps 6-10 McDevitt/Omrod 
                                                               Article Summary #1 and Presentations
Week 4          June 28                              Chaps 11-14 McDevitt/Omrod 
                                                               Article Summary #2 and Presentation

Week 5          July 5                              Article Summary #2 and Presentation

Week 6           July 12                           Group Presentations
                                                             Observational Study Due
 
Week 7          July 17                            Group Presentations

Week 8          July 24                              Final Exam 





 

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 2010-2011 Graduate Catalog Page 20

Plagiarism:

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 2010-2011 Graduate Catalog Page 20


Attendance Policy:

Instructors 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 2010-2011 Graduate Catalog Page 24

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Application                                                                                                                                                                                                                                                
Outcomes
3,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
? Student used observation as a research methodology to study child development. All four (4) components of the observation are present: *Student observed two children of different ages for 45 minutes each. *Description of each setting provided. *Description of each child provided. * Description of each child's behaviors provided. Student used observation as a research methodology to study child development.  Three (3) components of the observation are present. Student used observation as a research methodology to study child development.  Three (3) components of the observation are present. Student used observation as a research methodology to study child development.  Two (2) components of the observation are present. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Using the perspective of different development theories, students analyzed and interpreted observed behaviors.  Student provided analysis and interpretation of the observed behaviors of each child based on at least three (3) theoretical perspectives. Using the perspective of different development theories, students analyzed and interpreted observed behaviors.  Student provided analysis and interpretation of the observed behaviors of each child based on two (2) theoretical perspectives. Using the perspective of different development theories, students analyzed and interpreted observed behaviors.  Student provided analysis and interpretation of the observed behaviors of each child based on two (2) theoretical perspectives. Using the perspective of different development theories, students analyzed and interpreted observed behaviors.  Student provided analysis and interpretation of the observed behaviors of each child based on one (1) theoretical perspectives. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2,3,4,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Student compared and contrasted the two children observed according to their developmental abilities in (at least) three (3) concepts, constructs, or milestones in any of the developmental domains. Student compared and contrasted the two children observed according to their developmental abilities in two (2) concepts, constructs, or milestones in any of the developmental domains. Student compared and contrasted the two children observed according to their developmental abilities in two (2) concepts, constructs, or milestones in any of the developmental domains. Student compared and contrasted the two children observed according to their developmental abilities in only one (1) concepts, constructs, or milestones in any of the developmental domains. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
3,5,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
All four (4) components of the research evaluation are present: Student provided analysis of the pros of using observation as a research method to study child development. *Student provided analysis of the cons of using observation as a research method to study child development. *Student discussed other types of research methodologies. *Student discussed the applicability of using research data to influence practice.

 
Three (3) components of the research evaluation are present. Three (3) components of the research evaluation are present. Two (2) components of the research evaluation are present.

 
Technical/Professional Skills                                                                                                                                                                                                                              
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact as a whole demonstrates the ability to effectively communicate key growth and development concepts through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components.  0 factual errors and 1-3 writing errors in the artifact. 1-2 factual errors and 4-6 writing errors in the artifact 1-2 factual errors and 4-6 writing errors in the artifact ? 3-4 factual errors and 7-9 writing errors in the artifact

 

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Last Updated:5/15/2011 8:42:25 AM