01.502 (201)
Child Development and Assessment of
Learning/Elementary
Summer II, 2005
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Instructor: |
Doreen Arcus, Ph.D. |
Days: |
Mon Thu |
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Office: |
Mahoney Hall, Room 7 |
Times: |
1:30-4:40 |
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Phone: |
978-934-4172 |
Place: |
OL 517 |
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E-mail: |
doreen_arcus@uml.edu |
Office hours: |
MTh 12:30-1:30 |
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http://faculty.uml.edu/darcus/01.502
From the University
Catalogue: “The elementary section of
this course examines the complex interaction of heredity and environmental
factors from conception through middle school. Implications are considered for
elementary and middle school curriculum, instruction and assessment.”
This course will provide
students with exposure to current research in child development from conception
through middle childhood with a focus on implications for teaching, learning,
and assessment. A special unit will
help to synthesize the materials covered in the course with respect to the
purposes of classroom and standardized assessments for instruction and
accountability as well as the place of assessment accommodations in promoting
inclusive educational practice.
The objectives of course are
aligned with the commitment of the UML Graduate School of Education to Education
for Transformation.
Graduates will demonstrate excellent knowledge, judgment, and skills in their professional fields.
·
Students will
demonstrate understanding of the foundations of normative social and cognitive
development across the childhood years influenced by the complex interplay of
biology and experience and characterized by important individual differences.
Graduates will promote equity of educational experience for all learners.
·
Students will
demonstrate understanding of important individual differences among children as
they apply to teaching and learning and, especially, with respect to the need
for accommodations in assessment.
Graduates will collaborate with other educators, parents, and community representatives to support educational excellence.
·
Students will apply an
ecocultural lens to the study of child development and identify various
interrelated ecological systems that influence, and are influenced by,
development.
Graduates will use inquiry and research to address educational challenges.
· Students will demonstrate an understanding of the fundamental approaches to research used in child development as well as the strengths and limitations of empirical support for ideas about development and applications to educational settings.
(a) The following topics will be addressed on the Foundations of Reading test:
1. Reading
theory, research, and practice
c. Diagnosis and assessment of reading skills using standardized, criterion-referenced, and informal assessment
4. Theories of first and second language acquisition and development.
(b) The following topics will be addressed on the
General Curriculum test:
5. Child
Development
a. Basic theories of cognitive, social,
emotional, language, and physical development from childhood through
adolescence
b. Characteristics and instructional implications
of moderately and severely disabling conditions.
The following books are
required reading and have been ordered from the UMass Lowell bookstore.
McDevitt,
T.M. & Ormrod, J.E. (2004). Child Development: Educating and working with children and
adolescents (2nd edition).
Upper Saddle River, NJ: Prentice
Hall.
Pelligrino,
J.W., Chudowsky, N. and Glaser, R. (Eds).
(2001). Knowing What Students
Know: The Science and Design of Educational Assessment. Washington, DC: National Academy Press. This
text is also available from http://www.nap.edu
online to browse or read (free), as printable PDF file ($24 for the book or
$4.50 per chapter), and for purchase as a text ($32) or PDF with text.
Students are expected to
keep pace with the assigned reading and come to class prepared to ask questions
and participate in discussion.
·
Every chapter in
McDevitt & Ormrod has a brief self-quiz on the companion website http://www.prenhall.com/mcdevitt. Complete the self-quiz for each assigned chapter
when you have read the chapter and hand in the corrected self-quiz for that
chapter at the beginning of class on the day the reading is due. Completed quizzes will be recorded and
returned. Grades will not be kept; this
is entirely a learning assignment.
·
Four observationally
based assignments will be due over the course of the summer. Each will require students to apply material
from class to an actual or videotaped observation of a child or children, and
turn in a 2 page reflection paper summarizing the observation and its
illustration of relevant class material.
There will be two short
take-home exams consisting of short answer questions.
Finally, students will
create a public information module (presentation and brochure) on a developmental
topic as if he or she were being asked to present to a group of parents or
fellow teachers. The module will be
presented at the last class. Topics must be approved. More details will follow.
Cheating or plagiarism in
any form will not be tolerated; please consult the graduate school catalogue
for academic policies.
It is the policy of the UML
Graduate School of Education that no more than one class meeting during the
summer may be missed due to absence of any sort.
Students should check our
class website at least once each week for updates: http://faculty.uml.edu/darcus.
Grades will be based on
completion of formative assessments (35% for prepared participation,
observation assignments, and self quizzes) and performance on summative
assessments (65% for exams and final project).