EDS225 Psych of Education & Adolescence

for SP 2013

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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


EDM 225 Psych of Education & Adolescence


SP 2013 HO


Reyes, Christine M.


Assistant Professor


B.A. Telecommunications / English - Texas Tech University  1993
M.A. Bilingual / ESL Education - Texas Tech University  2002
Ph.D. Curriclum & Instruction - Kansas State University 2013

Office Location

Herr House # 304

Office Hours

Tu & Th 9:00-11:00; W 9:00-11:30 (or by appointment)

Daytime Phone


Other Phone

816 382-5638




Semester Dates

January 14, 2013- May 10, 2013 (final exam May 9th @ 10:15)

Class Days


Class Time

11:35 - 12:50 PM

Credit Hours


Ormrod, J.E.(2010). 7th Ed. Educational Psychology: Developing Learners. Boston, MA: Pearson Education, Inc.

 0131381105  978-0131381100

Additional Course readings will be supplemented throughout the semester.  These readings will be available on our course website located in E-Companion.

Required: All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education's electronic portfolio system.  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.

 Contract Period   
  Contract Fee
Per Student (Prepaid)
 Cost Breakdown
Per Student, Per Year
 1 year  $30.00 $30.00
 2 years  $59.00 $29.50
 3 years  $87.00 $29.00
 4 years  $112.00  $28.00
 5 years  $120.00 $24.00
 6 years  $125.00 $20.83

2. Send an email to Carol Williams (cwilliams@park.edu) with the following information:

·      Your Name

·      Your Major (Early Childhood Education, Elementary Education, etc.)

·      The Contract Period you wish to purchase

·      Your student identification number

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 (carol.williams@park.edu), requesting she provide your current education professors and academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Additional  Resources that become available will be posted in the doc sharing and/or webilography potions of the e-companion course shell.  The instructor will direct students to the location when resources are available and  necessary.

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:
EDM/S 225 Psychology of Education & Adolescence: Through a study of the developmental factors and problems common to the period from puberty to adulthood, including self-identity, sexuality, parent, peer, and adolescent relationships, and conditions leading to optimal development, this course guides the student to apply the fundamental principles of adolescent psychology to the teaching-learning process. 3:0:3

Educational Philosophy:
The goal for this course is to develop critical thinking, group and individual problem-solving techniques and reflection to apply these practices to the  newly learned theories and concepts into the practice of teaching.  Students will develop practical and efficient tools for decision making in a timely matter.  Teaching requires us to be quick thinkers and experience gives us the tools in which to be successful.  As you facilitator, I will guide you in a safe environment in which we can collaborate, learn from each other and apply our knowledge in helpful and meaningful ways for our future students.

Class Assessment:
Student learning will be assessed by way of a final paper project; two exams which correlate with Park University's School for Education portfolio rubric and performance indicators; electronic essay assignments; two presentations; regular quizzes; attendance and active participation in activities and discussions.

In Addition, all Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is the Final Project and written reflection. The final project will account for 20% of the total grade. The reflection paper should be completed in APA format and should include at least 4 professional references. The topic for this paper is at the student's discretion as long as it is mentioned somewhere in the course textbook. It must be approved by the instructor (e.g. to insure that it is neither too broad not too narrow) so will need to be submitted by a date specified by the instructor.

E-Companion: In order to succeed in this course, you must be minimally proficient in the use of E-Companion. All E-Entries and Exams MUST be submitted through their respective E-companion Drop Boxes, and grades will be updated regularly and available for your viewing. All handouts and power point presentations will be available in the Document Sharing section of the course website through E-Companion.


Type text here


Points Total

Percentage of Grade




E-Entries (6 x 25)

150 pts


Exams      (2 x 50)

100 pts


Quizzes    (6 x 25)

150 pts


Research Paper

100 pts


Participation / Attendance

250 pts


Final Project

250 pts




Grading Scale:

A = 900 - 1000

B = 800 - 899

C = 700 – 799

D = 600 – 699

F = below 699

Late Submission of Course Materials:
With the exception of exams and the final paper, I do not accept late work. Because of the amount of work required for this class, I highly recommend you attack each assignment as soon as it is posted, allowing time for any technological "glitches" that might arise. Most assignments will be submitted through email or E-companion, however exceptions may be made on occasion if necessary (e.g. If your computer dies, you are more than welcome to submit a paper copy to me - as long as it is received on time).

Classroom Rules of Conduct:
 Pair and group discussions are a crucial component of our class. In order for these conversations to be as fruitful as possible, you are expected to be respectful of one another, open to your colleagues' ideas and perspectives, and ready to talk about given topics in a professional manner.

Cell Phone Use/Text Messaging: Please refrain from text messaging during class, as it is a major distraction to the professor as well as to your neighbors. Active participation is a course requirement and if you are distracted by incoming text messages you are unable to fully benefit from course discussions and presentations and thereby will receive an absence for that class . I understand that on occasion you may need to make or take an emergency phone call. If such a situation arises, please try to alert me of this possibility before class, and please leave the classroom to make or receive your call.

Course Topic/Dates/Assignments:

Course Topic/Dates/Assignments:




Assignments DUE




Expectations/ Syllabus  -   Foliotek

Pass out 411 Sheets


Learning, Leading, & Teaching Styles à la Gregorc Style Delineator

Personality BINGO

In class: 411 Sheet


 1/22, 1/24

Cognitive & Linguistic Development

Due 1/24 (midnight): E-Entry #1

Ormrod, Ch. 1 & 2


1/29, 2/1

Discuss DESE website assignment  - looking at MoSPE’s & Common Core Standards

Missouri GLEs & Alignment with Cognitive Ability

Due 2/1 in class: DESE assignment

Ormrod, Ch. 1 & 2


2/5, 2/7

The Science of Adolescent Development , Development of Self, Social Skills, and Morality

Identity, Emotions, Intimacy & Personality

       Motivation/ Motivation Theory

(This topic may carry into the next week)

Ormrod, Ch. 3& 11

Moods – Assignment due 2/12


 2/12,  2/14

Individual Differences & Special Needs (in class participation project)


Intelligence/ Intelligence Theory

Introduce: Individual Presentations on Disabilities & Teaching Strategies ( handout info)

Due: 2/14 (midnight) E-Entry #2

Ormrod Ch. 5

Decide groups (2-3) and topic (2/14) – based on info through Motivation Theory


2/19,  2/22 

EXAM #1  - in class


2/26,  3/1

Gender Differences & Brain Research

DISCUSS: Minor research paper – give rubric / APA style guide

Due: Individual Presentations & Handouts (negotiable due date).

 Due: 3/1 (midnight) E-Entry #3

Ormrod, Ch. 4, 9, 10


3/5, 3/7

Peer Evaluation/Feedback  for  presentation

 Cognitive Psychology - How People Learn

Ormrod Ch. 6 & 7

Due: 3/7 (midnight) E-Entry#4


3/11, 3/15



3/19, 3/21

  Adolescent Anxiety

Fear & Safety: Affects on Learning

Due 3/21 in class: Research paper



3/26, 3/28


Due 3/28 (midnight): E-Entry #5


4/2, 4/4

Bullying/Cyberbullying continued

Creating a Positive Learning Environment - Classroom Culture 

 Ormrod Ch. 12 & 13


4/9, 4/11


Draw names for Final Presentation time

Classroom Assessment Strategies

 Due 4/11 (midnight): E-Entry #6

Ormrod Ch. 14 & 15


4/16, 4/18

Putting it All Together



4/23, 4/25

4/30, 5/2

Final Presentations

Artifact  uploaded to FOLIOTEK

Due 5/2 (midnight): E-Entry #8


5/8, 5/10

Final Presentations

Reminder – Complete Student Surveys  - online

Due 5/9 FINAL EXAM REFLECTION – due at the time of the exam

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96

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. from Park University 2011-2012 Undergraduate Catalog Page 95

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 98
As active participation is a course requirement, attendance is mandatory and worth 25% of your final grade.  You will receive 10 point deductions for each of your first 2 absences and 15 point deductions for each additional absence. As I do not give excused absences, I recommend you save your absences for emergencies!

Late Arrival:
Arriving late to class makes it impossible for you to fully participate in the class and benefit from the entire lesson. For this reason, you will lose 5 participation points for arriving to class 10-20 minutes late and an additional 2 points for arriving more than 20 minutes late.

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 .
I wish to fully include persons with disabilities in this course.  If you have special circumstances that you believe may affect your performance in this course, please meet with me to make necessary accommodations that will enable you to fully participate. I will do my best to maintain complete confidentiality of any information you share with me.

Additional Information:



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Last Updated:12/28/2012 3:45:30 PM