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ED 532 Teaching and Learning: Theory into Practice
Wentz, C. Ann

New Page 1 ED 532       Teaching and  Learning: Theory to Practice- 3hr. Spring  2005        March 14- May 8 Dr. C.  Ann Wentz, Assistant Professor of Education, Office Copley 213 Wednesday, 5:00- 9:30   Copley, home- 913-642-6432, office 816-741-2000, ext. 6323

Office hours: Check schedule on door, or make an appointment.

C. Ann



Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.


Vision Statement:  Park University will be a renowned international leader in providing innovative educational opportunities for learners in the global society.


Course Description: 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 and application project in which they apply current theory in teaching and learning to an actual classroom problem.


Faculty Philosophy:  Graduate work is more extensive than undergraduate work. We will read extensively. Relating the readings in theory to our daily experiences and teaching will be a key element of class. Class sessions will focus on class discussion, teacher input, presenting to the class, and generating knowledge about questions related to learning, motivation, teacher thinking, and effective teaching.


General Course Objectives: On completion of this course, students should be able to –

  1. Read and discuss literature and research on teaching and learning in a critical reflective manner. ( MoStep 1.2.1, 1.2.9,1.2.11)
  2. Be able to discuss and write about the basic assumptions pertaining to the most influential theoretical perspectives in education and recognize the implications for current theory and practice. (MoStep 1.1, 1.2.2)
  3. Apply theory and research in educational psychology to actual classroom practice. (MoStep 1.2.4, 1.2.6)
  4. Appreciate the role that historical antecedents have in our understanding of both theory and practice in education. (MoStep 1.2.10, 1.1)
  5. Construct and reflect upon personal connections between theory and practice as they relate to motivating those with diverse learning styles.(MoStep 1.2.3,1.2.8)
  6. Model problem- solving for their present and future students. (MoStep 1.2.7,1.2.5)






Course Texts: Approaches to Teaching,  Gary Fenstermacher (2004) Teacher’s College


Perspectives on Learning, by D.C. Phillips (2004) Teacher’s College Press

Elements of Learning, by James Banner & Harold Cannon(1999) Yale University Press

Elements of Teaching, by James Banner & Harold Cannon(1991 Yale University Press



Academic Honesty: “Academic Honesty is required of all members of a learning community. Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments. Students who engage in such dishonesty may be given failing grades or expelled from Park.”


Plagiarism: Plagiarism- the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work- sometimes occurs through carelessness or ignorance. Students who are uncertain about proper documentation of sources should consult their instructors.


                                                Course Requirements and Grading

l. Participation /Attendance: This is an especially important in an accelerated course of this kind. Any single class cannot be made up fully, so avoid absences and/or being tardy if at all possible. A make up assignment may be assigned at the instructor’s discretion for one excused absence (the final grade will be affected subsequently).  Constructive classroom participation is a part of this grade.  As a result attendance and participation is needed for class. This part will count 30%.   In addition, a presentation of a portion of one of the four texts read in class will be equal to 20 % of final grade.  Instructors are required to keep attendance records and report absences. Excused absences can be granted by the professor for medical reason, school sponsored activities, and employment –related demands including temporary duty. The student is responsible for missed work. Absences in excess of 2 in an 8wk term will be reported to the Dean or Director of the individual graduate program for appropriate action. Any student failing to attend a class for two consecutive weeks, without approved excuse will be institutionally withdrawn (unofficially withdrawn) and notified that an  “F” will be recorded unless the student initiates official withdrawal from the class.


2. Teacher Research Focus Project:  This final project  will include a description of action research and its various  goals with two outside resources on the topic,  your  proposed action research problem, rationale, and critiques and a  bibliography of six juried articles on that problem area. This project will be adapted for those learners not currently teaching in a classroom.  The instructor will be available for individual assistance on this assignment. Final projects are due during the final week of class and the class will present their findings to others during   a discussion.  A resource for this project is-     Another possibility among many is to use Ebsco Host and type in key words for your topic. There are many sites based  on Action Research for reading. This core project will count 40% of your final grade.




3. Course Assignments:  A presentation of the research articles relevant to your topic will be assigned. Each student will have a portion of time depending on the number of students in class. As a result of the preliminary reading you will decide on focus areas or domains that are of interest within your focus topic and relate these the class. Prepare a handout of focus areas or domains to share with the class   You must use juried articles. Research searches in the journals can be conducted in the library or on line. In the library at Park you can sometimes get entire articles. They can also access other library systems. You can go to-(, and, and ( This in class presentation will count 10% of the final grade. 


Assessment and Late Submission of Course Work :

A traditional percentage grading scale will be utilized. 100-90 = A, 89-80 = B.  Lower grades are not acceptable for graduate credit.  Late work will be docked points equal to twenty percent each week late. Work written in class will not be made up.





Weekly Assignments

 March 16-      Introduction to the course, discussion on “Teaching and Culture”, and “The

Reflective Teacher”. Pick a topic for Action Research.


March 23-       “ Teaching for Social Change” and “Critical Thinking”.  Be ready to discuss Approaches to Teaching,  Fenstermacher,  Chp. 1-4.


March 30-       Discuss  Approaches to Teaching, Fenstermacher, Chp.  5-6  finished.

                        Library research as a class for articles on action research topic.


April 6             Discuss The Elements of Teaching of Teaching-Banner  -Entire text.

                        Collect the critique of  two research articles.


April 13           Begin readings on Perspectives on Learning, Phillips. Entire text.


April 20           Time if needed to finish Perspectives, and move to  Elements of Learning,

                        Banner & Cannon  Chp. 1-8.


April 27           Finish Elements, Chp. 9-17. Begin Presentations of Action Research.

                        Time will be determined based on class size.

May 2             Presentations continue and evaluations. Celebrations too!!  Your graded

                        Work will be saved and you may pick up in the fall.