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 StatementThe 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 2012 DL
Singer, Marietta N.
Adjunct Faculty, Teacher Leadership, Ed. Leadership
Ph.D. Administration, Curriculum and Instruction, University of Nebraska - LincolnM.Ed. Administration, University of Nebraska - LincolnB.S. Elementary Education - Missouri Western State University
January 16-March 11, 2012
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.
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.Online Classroom Technical Support - For technical assistance with the Online classroom, email firstname.lastname@example.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.FAQ's for Online Students - You might find the answer to your questions here.
Learning Outcomes: Core Learning Outcomes
Three Pro and Con Papers
Eight Weeks Participation
Course Grading Scale - The grading scale will be traditional percentage.
Grading: 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.
E-Mail Procedures and Submitting
· General e-mail: When sending e-mail other than assignments, you must identify yourself fully by name and class in all e-mail sent to me and/or other members of our class.
· My Response Policy:I will check my e-mail frequently. I will respond to course-related questions within 24-48 hours (unless I notify you previously that I will be unavailable).
Group and Case Studies Discussion Rubric
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.
First discussion post made by Tuesday to all discussions so colleagues can respond; all discussion posts done by Sunday midnight of the lesson week. Assignments turned in on time.
First discussion post not made by Tuesday to all discussions so colleagues can respond, or all discussion posts not done by Sunday midnight of the lesson week, or assignments not turned in on time.
First discussion post not made by Tuesday to all discussions so colleagues can respond and/or all discussion posts not done by Sunday midnight of the lesson week Or Assignments not turned in on time
No posts made on relevant
Relevant and insightful discussions using quotes from the resources of the week. Examples from practice or beliefs used to support. Follows the instructions given in the discussion question.
Relevant discussions using a quote from the resources of the week. One example from practice or beliefs used to support. Follows the instructions given in the discussion question.
Relevant discussions using no quotes from the resources of the week. No example or weak or irrelevant example from practice or beliefs used to support. Does not clearly follow instructions given in the discussion question.
(Leader each week must post a synthesis of the group’s discussion.)
One original post made with at least two follow up posts in each discussion. Answered questions about original post made.
One original post made with at least one follow up posts in each discussion. Answered questions about original post made.
No original post made or no follow up posts in one or more discussions.
No grammatical, spelling or punctuation errors. APA citation used correctly. Collegial voice used.
Some grammatical, spelling or punctuation errors. APA citation used correctly.
Collegial voice used
Many grammatical, spelling, or punctuation errors. APA citation not used correctly.
Collegial voice not used.
A = 23-25
B = 20-22
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.
This is a theoretical and practical conclusion creating a guide for you to abide by as you teach. Make a clear statement of conclusion so that there is no doubt what your stance is. You may choose to incorporate parts of both sides depending on the issue. Be specific in how your conclusion will enhance the learning or well being of students in your charge. Use examples from the literature that you feel support your conclusion in light of your specific situation or philosophy. Personal examples from your experience, references to the Case Study book, and quotes from your colleagues will also help to substantiate this section.
Pro & Con Rubric
Quality of Information
Information clearly relates to the issue chosen; literature is used to synthesize theory and practice.
Information clearly relates to the issue chosen; literature is used to connect theory and practice.
Information clearly relates to the issue chosen; literature is used to explain theory and practice
Information does not clearly relate to the issue chosen; literature is not used in a discussion of theory and practice.
Amount of Information
Issues are thoroughly discussed and analyzed in terms of practice and theory.
Issues are somewhat discussed and analyzed in terms of practice and theory.
Issues are discussed but not analyzed in terms of practice and theory.
One or more major topics were not addressed in discussion of the issues.
Resources include texts, suggested sources in texts, articles from MacAfee database articles, and colleague’s discussions in a comprehensive review.
Resources include texts, suggested sources in texts, articles from MacAfee database articles, and colleague’s discussions in a summary review.
Resources include texts, sources from texts, MacAfee database articles, and/or colleague’s discussions in an acceptable review.
Resources lack texts, sources from texts, MacAfee database articles, and/or colleague’s discussions in an incomplete review.
All sources are accurately documented in the APA format in the text and on the reference page.
Minor errors in APA format in the text and/or on the reference page.
Multiple errors in APA format in the text and/or on the reference page.
Sources are not accurately documented in APA format.
No grammatical, spelling or punctuation errors. Professional voice and word choice used exclusively.
Almost no grammatical, spelling or punctuation errors.
Professional voice and word choice dominates.
A few grammatical spelling or punctuation errors.
Professional voice and word choice lacking in spots.
Many grammatical, spelling, or punctuation errors.
Professional voice and word choice not used.
A = 90-100
B = 80-89
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 2011-2012 Graduate Catalog Page 21
Plagiarism is 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 2011-2012 Graduate Catalog Page 21
Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.Park University 2011-2012 Graduate Catalog Page 25
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 .
Please Note: Park University School for Education graduate students seeking a degree in some areas of study must purchase Foliotek, the School for Education's electronic portfolio system. Students in Teacher Leadership are not required to purchase or use the Foliotek system. Most other masters degree programs in education require use of the Foliotek system for their portfolios. If you are unsure whether or not you have to complete a portfolio, check the appropriate graduate catalog or your advisor.
If your program of study requires a portfolio, you should go ahead and purchase it if you have not already done so. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.
Per Student (Prepaid)
2. Send an email to Carol Williams (email@example.com) with the following information:
a. Your Name
b. The Contract Period you wish to purchase
c. Your student identification number
Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).
3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.
4. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (firstname.lastname@example.org), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step.
Last Updated:1/19/2012 8:47:56 PM