Leadership for Diverse Communities
Our candidates are Ethical, Reflective, Critical Thinkers,
Valuing Diversity and Life-Long Learning
The faculty of the Kremen School of Education and Human Development foster the
development of the following candidate dispositions. Candidates will increasingly
reflect these dispositions in their work with students, families, and communities.
CI 285 Advanced Seminar in Educational Psychology
Dr. Pamela Lane-Garon
http://www.csufresno.edu/mediatormentors/
http://www.csufresno.edu/bonnercenter/
FALL 2010
Office ED 365
Campus Phone 278-0320
e-mail pamelalg@csufresno.edu
Office Hours: Mon. 6:30, Wed. 11:30-12:30 INTERESC; Fridays
12:00 ED 215 and also by appointment.
Class Meets on Mondays 7:00-9:50 ED 153
Principles of the psychology of human learning are critical to understanding and
effecting all interpersonal change—where it is the intention to assist, lead, counsel,
teach, or design instruction.
Course Description
This graduate seminar is designed to allow you to explore educational psychology concepts in depth.
Discussion, group and partner work, independent reading, brief weekly quizzes, video analysis, and a
final mini-research paper/presentation will engage you in the subject matter pertinent to your discipline.
In seminars, student and instructor construct knowledge (interpretation: you teach too!)
Prerequisites Minimum 3 units from the following: CI 130, 152; COUN 174, PSYCH 101
or enrollment in the Masters in Education program with permission of program advisor.
Note: This class is one of the core course requirements for the Masters in Education. This course is also an elective for the
PPS Counseling program.
Purchase:
Required Text #1: Driscoll, M.P. (latest edition). Psychology of Learning for Instruction,
Allyn & Bacon: Boston.
Additional readings are supplied by the instructor from Freakonomics and Readings in Educational Psychology.
Primary Learning Outcomes:
The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation
Programs adopted by the California Commission on Teacher Credentialing (CCTC), the Teaching Performance Expectations
(TPE), the National Council for Accreditation of Teacher Education (NCATE) Standards, and the KSOEHD Dispositions:
Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, Life-Long Learning.
This course aims to provide the advanced student with opportunities to:
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•
•
•
Explore previously-learned, research-based psychological frameworks important to explaining and planning
behavior.
Identify psychological principles that operate in human learning.
Become more conversant with a variety of psychological theories implicated in development, learning and
design/implementation of instruction or intervention. Such as:
Behavioral Learning Theories (& implications for practice)
Cognitive-Behavioral Theories (& implications for practice)
Interactional Theories of Learning (& implications for practice)
Family Systems Theory (& implications for practice)
Biological Bases of Learning and Behavior (&implications for practice)
The Neurophysiology of Learning (& implications for practice)
Theories of Motivation (& implications for practice)
Issues of Language (Theories & Practice)
Culturally-based Theories of Learning (and implications for practice)
Constructivism (& implications for practice)
Principles of Assessment (& implications for practice)
Professional Ethics (& implications for practice)
Positive Psychology (& implications for practice)
•
•
•
•
Identify a context for brief intervention, develop an assessment plan, collect data, interpret results, and describe
implications for planning and change.
Examine, design and implement a method of measurement.
Review and summarize the literature base around your discipline-specific topic.
Implement your plan in your current setting, summarize the experience by writing up your mini-research project and
present your process and findings to your peers.
Special Needs:
Upon identifying themselves to the instructor, students with disabilities will receive reasonable accommodations. For
more info, contact services in Madden Library 1049 at 278-2811.
Honor Code: "Members of the CSU Fresno academic community adhere to principles of academic integrity and
mutual respect while engaged in university work and related activities."
For more details, please check out APM-236 for the complete text of the Honor
Code. (http://www.csufresno.edu/aps/documents/apm/236.pdf) Major Assignments and
Examinations:
BlackBoard Documents explain assignments in further detail.
Cell Phones. Out of respect for everyone’s learning experience, cell phones are to be turned off during
class except when an emergency call is expected.
Confidentiality. The privacy and identity of children and their families should be protected in all written materials.
Therefore when writing about a child, the recommended language is “for the purpose of this study, I will refer to the
observed student as Child A.”
* Subject to Change: This syllabus and schedule are subject to change in the event of extenuating
circumstances. If you are absent from class, it is your responsibility to check on announcements made
while you were absent.
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University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students with disabilities
will receive reasonable accommodation for learning and evaluation. For more information, contact Services to
Students with Disabilities in University Center (UC) room 5 (278-2811).
Honor Code: “Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual
respect while engaged in university work and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this course (including no
cheating, plagiarism and inappropriate collaboration),
b) neither give nor receive unauthorized aid on examinations or other course work that is used by the instructor
as the basis of grading,
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other
appropriate official for action.
Cheating and Plagiarism: "Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose
of improving one's grade or obtaining course credit; such acts also include assisting another student to do so.
Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term
'cheating' not be limited to examination situations only, but that it include any and all actions by a student that are
intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of
cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the
material (i.e., their intellectual property) so used as one's own work." Penalties for cheating and plagiarism range from
a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more
information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices
on Cheating and Plagiarism) or the University Catalog (Policies and Regulations).
Make Up Policy for Planned and Unplanned Absences: In the case of an unplanned student absence, papers, tests,
and/or homework assignments due during the time the student is absent may be made up only if the student
contacts the instructor as soon as practicable after the absence occurs and works out a plan. In the case of
authorized absences due to university-sponsored activities, students should expect to submit their work to the
instructor on or before the due date, or as arranged with the instructor. This includes papers, tests, and/or
homework assignments. See grading policy in syllabus for additional information.
When a student is absent for an extended time period, a viable make-up plan may not be feasible. In these
circumstances, other options such as dropping the class for a serious and compelling reason or withdrawal from
the university may be appropriate.

Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In
the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources." Every
student is required to have a personal computer or access to a university computer.

Disruptive Classroom Behavior: "The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals
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of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in
terms which are supportive of the learning process, creating an environment in which students and faculty
may learn to reason with clarity and compassion, to share of themselves without losing their identities,
and to develop an understanding of the community in which they live . . . Student conduct which disrupts
the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class."
student behavior which disrupts the learning process shall not be tolerated.
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the material. The
copy in this course has been provided for private study, scholarship, or research. Other uses may require permission
from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S. (Title 17,
U.S. Code). To help you familiarize yourself with copyright and fair use policies, the University encourages you to
visit its copyright web page.
Digital Campus course web sites contain material protected by copyrights held by the instructor, other individuals or
institutions. Such material is used for educational purposes in accord with copyright law and/or with permission given
by the owners of the original material. You may download one copy of the materials on any single computer for noncommercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the
duration of this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, re-published, uploaded,
posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor
assumes no responsibility for individuals who improperly use copyrighted material placed on the web site. Ethical
behavior is expected of all students and especially of candidates seeking professional credentials (see university policy on
cheating and plagiarism in the catalogue and schedule of courses).
Anticipated Learning Outcomes: Some of the major NCATE/CTC/NAEYC Standards for Advanced Students that CI 285
Addresses are:

Advanced candidates collect and interpret research, translate research findings into practice, demonstrate
personal research skills, and implement applied research.

Advanced candidates understand the socio-cultural, historical, and political forces that influence the diverse
delivery systems through which programs are offered for children and their families (for example, social
service agencies, public schools, private enterprise).

Advanced candidates use their understanding of young children’s characteristics and needs,
and of multiple interacting influences on children’s development and learning to create
environments
that are healthy, respectful, supportive, and challenging for all children
(NAEYC Standard 1).

Advanced candidates know about understand and value the importance and complex characteristics of
children’s families and communities. They use this understanding to create respectful, reciprocal
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relationships that support and empower families, and involve all families in their children’s development and
learning (NAEYC Standard 2).

Advanced candidates apply theoretical and research knowledge to practice in appropriate settings—in the
context of field study projects, action research, curriculum projects, or observed clinical practice.

Advanced candidates know about and understand the goals, benefits and uses of assessment. They know
about and use systematic observations, documentation, and other effective assessment strategies in a
responsible way, in partnership with families and other professionals, to positively influence children’s
development and learning (NAEYC Standard 3)

Advanced candidates are reflective professionals capable of taking leadership roles in schools or programs,
mentoring novice teachers, and acting as advocates for children at local, state, and national levels.

Advanced candidates integrate their knowledge of academic disciplines to design, implement and evaluate
experiences that promote positive development and learning for all children (NAEYC Standard 4).

Advanced candidates identify and conduct themselves as members of their profession. They know and use
ethical guidelines and other professional standards related to their professional practice (NAEYC Standard
5).
Expectations & Grading
Mini-quizzes based on assignments…………………….. 40 pts
Participation (attendance, general engagement,
presentations of text material with colleagues)……….… 20 pts
Analysis of a Research Article (coloring)……………… 21 pts
Team, Thematic Mini-Research Project/Paper……….
18 pts
99 pts
Note: All students complete research mini-project. Students may select manner of presentation:
paper, power point, poster, etc…
90% of the possible pts. = A, 80%-89% of the possible pts. = B, 70-79% of the possible pts. = C,
below 70% = individual contract for improvement
*late assignments (before last day of instruction) will be subject to point deductions.
**late assignments (after last day of instruction) will not be graded.
Attendance-related Issues: You are expected to be present as there will only be make-up quizzes for doctor-excused
absences and documented family emergencies. Also, your colleagues cannot have meaningful learning experiences without
you. If you know you are going to be out for a religious holiday, please inform me in writing, three weeks before that date.
You are, of course, responsible for assignments missed. missed classes will result in loss of participation points.
Schedule of Assignments and Activities
This syllabus and schedule are subject to change in the event of extenuating circumstances.
Class
1 Aug 23.
Standards
CCTC
Relationships
Between
Today’s Topic/Activity
Reading Prep
Intro to Course Content,
Objectives & Expectations
(1) Read Preface, Ch. 1
and Ch. 2 in Driscoll
for the next class.
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Theory &
Practice
NAEYC
1a, 1b, 1c
Topic: Theory…
Interpretation of behavior
And how theoretical frames
affect practice.
(2) Theorists and Theories
on Blackboard
The Importance of Child Development
Knowledge to Your Practice
Video Review:
CACREP
Theory/History
NCATE 1.2; 1.5;1A,
NCATE 1B,
CACREP C.2.a., CACREP B.1,
CACREP C.2.h., CACREP B.7,
CACREP A.9., CACREP C.2.d
_______________________________________________________________________________
2
Aug.
30
Standards
CCTC 3, 4
NAEYC
1,a, 1b, 1c
4b, 4c
Topic:
Radical Behaviorism
To Social-Cognitive Behaviorism
(social learning theory)
(1) Classical &
Operant Conditioning
on Blackboard
(2) Behaviorism
on Blackboard
Behaviorism Video
Relevant Theory and Research
(3) Bandura on
Blackboard
Skinner to Bandura
CACREP
NCATE 1.2; 1.5; 1A; 1B
CACREP C.2.a., CACREP B.1,
CACREP C.2.h., CACREP B.7,
CACREP A.9, CACREP C.2.d
______________________________________________________________________________________
Sept 6 Labor Day No Class
_____________________________________________________________________________________
Class
Standards
Today’s Topic/Activity
3
Sept. 13
Assessing Change:
Reading Prep
(1) APA format website
http://www.docstyles.com/apacrib.htm
Measurement in Research
NAEYC
3, 4a, 4b
(2) Research Assists on
Blackboard
CACREP
NCATE 1.2; 1.5; 1B,
NCATE 1D.
CACREP C.1.a.,
Inquiry Skills & Research Methods
fun w/Freakonomics
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CACREP C.1.g.
______________________________________________________________________________________
4
Sept.
20
Standards
CCTC
3, 4, 14
Prep to
Teach
Special
Populations
NAEYC
4a, 4b
Topic: Inclusion
MINI QUIZ # 1 Behaviorism
(incl social cognitive)
(1) Syllabus Material on
Research & APA Style
(2) Read supplementals:
teaching exceptional
learners
Exercising Cultural Competence
CACREP
NCATE 1.6;4; 1B,
NCATE 1D.
CACREP C.1.a.,
CACREP C.1.g.
______________________________________________________________________________________
Topic:
Patrick Newell
(1) Be prepared with a topic,
5
Sept.
Standards
27
CCTC 11
Madden Library & ED Lab
two variables, a
Prep to
e- search methods
research question & a
hypothesis
Use
Educational
Ideas & Research
Inquiry Skills and Research Methods
NAEYC
3, 5, 6
CACREP
NCATE 1B,
NCATE 1D.CACREP C.1.a.,
CACREP C.1.g.
____________________________________________________________________________________
Topic:
Standards
Cognitive Views
(1) For this class prepare with
6
Oct. 4
Of Human Learning and Change
(team reading).
CCTC
How have cognitive frameworks
1/3 Class read Driscoll
3, 4, 6, 1
Influenced your practice?
pp. 71-112.
1/3 class read Driscoll pp.
Inclusion and Atypical Learners
pp. 183-200.
1/3 class read Woolfolk 2
*DUE Analysis of a Research Report (Coloring)
NAEYC
(2)
Theorists and Theories
1, 3
on Blackboard
______________________________________________________________________________________
Oct. 11
NO CLASS
Professor at Conference
______________________________________________________________________________________
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Standards
7
Oct. 18 CCTC
3,4 ,6, 11
NAEYC
1, 1.2; 1.5
Interactional Views &
Constructivism
(Vygotsky, Piaget and Bruner)
(1)
Relevant Theory and Research
MINI-QUIZ #2 Cognitive
Psychological
Frameworks
For this class prepare with
(team reading) 1/4 class
read Woolfolk
articles # 21 and #32.
(2) Theorists and Theories
on Blackboard
(3)
1/4Driscoll pp. 200-216.
and
1/4Driscoll pp. 218-255.
¼ Driscoll pp. 373-395
_____________________________________________________________________________________
8 Oct. 25
Attend CUMU Conference
_____________________________________________________________________________________
9
Nov. 1
Standards
3, 4, 5, 6, 10
CCTC
Topic:
Emotional Intelligence
& Biological Bases of Learning
(1)
“Environmental Encouragers”
For this class prepare by
reading supplemental
materials and Driscoll pp.
pp. 257-298
NAEYC
2, 3, 4a
Building Family & Community
(2)
Read Working w/Families
CACREP
Relationships
on Blackboard
A.1, A.6, B.2,
B.4, A.2, C.2.c.,
MINI-QUIZ #3 Piaget, Vygotsky, Bruner (take home)
C.3.a, A.3, A.4,
C.3.b., C.3.c., C.3.d.,
Exercising Cultural Competence
B.5, C.2.f., C.2.g.
Working with Families
NCATE 1.6;1.8; 4
____________________________________________________________________________________
(1)
10
Nov.
8
Standards
CCTC 10, 11
Topic:
More EQ & Positive Character
Development in Youth
Using Collaborative, Teaching and
Mentoring Skills
NAEYC
2, 3, 4a
MINI QZ #4
EQ & Biological
Bases of Learning
Show n’ Tell
Bring a program/example
from your setting
that incorporates EQ
notions—addressing
social-emotional
needs as well as
academic.
(2)
Education on
Read Character
NCATE
Blackboard
1.3; 1.6
______________________________________________________________________________________
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11 Nov.15
Standard
CCTC 11, 12
Professional
Perspectives
Professional Ethics
& Moral Maturity
(1) search the web for your
professional code of ethics
Interprofessional Collaboration
And Professional Identity
(2) Read Bebeau on Blackboard
NAEYC
1, 2, 4a, 4b
5a-5e
CACREP
NCATE 1C,
NCATE 1D,
CACREP A.11
CACREP A.7.
_____________________________________________________________________________________
12 Nov. 22
Class does not formally meet. This is your opportunity to finalize your research team
presentations.
---------------------------------------------------------------------------------------------------------------------------------13 Nov. 29
Topic:
Motivation & Self Regulation
(1)
Prepare for this class
Standards
In Learning
with team reading.
1/4 class read Driscoll
CCTC 3, 4,
pp. 299-317.
10, 11
1/4 class read Dr
Assessment as Motivation and
pp. 317-325.
NAEYC
“Reality Base” for Learner
1/4 class read Driscoll1, 2, 1, 2, 3, 4
self-regulation
pp. 325-337.
1/4 class read Woolfolk
pp. 167-192.
NCATE
1.2; 1.5
(2)
Read Motivation on
Blackboard
______________________________________________________________________________________
14 Dec. 6
CCTC
1.3.1; 2.1
NAEYC
1, 3, 4
Your Presentations
NAEYC Standards 1, 3, 4;
Essential Tools 3, 4, 5, 6;
CTC Standards 1.3.1, 2.1
Growing As A Professional
Demonstrating your Professional
Communication, Mastery of Research
And Leadership Skills in your specialization area
CACREP
NCATE 1C,
NCATE 1D,
CACREP A.11,
CACREP A.7
_____________________________________________________________________________________
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15 Dec. 13
Your Presentations and
Contributions of the “New” Positive Psychology to Education
_____________________________________________________________________________________
FINAL EXAMS = THEMATIC RESEARCH TEAM PRESENTATIONS
Topics Descriptions
Social, moral and cognitive development
To understand the characteristics of learners in childhood, adolescence, adulthood, and old age,
educational psychology develops and applies theories of human development. Often
represented as stages through which people pass as they mature, developmental theories
describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about
the nature of knowledge. Piaget, Vygotsky, Bruner, Kohlberg and Erikson are studied in this
regard.
Individual Differences Each person has an individual profile of characteristics, abilities and
challenges that result from predisposition, learning and development. These manifest as
individual differences in intelligence, creativity, cognitive style, motivation and the capacity to
process information, communicate, and relate to others. The most prevalent disabilities found
among school age children are attention-deficit hyperactivity disorder (ADHD), learning
disability, dyslexia, and speech disorder. Less common disabilities include mental retardation,
hearing impairment, cerebral palsy, epilepsy, and blindness. Individual differences and educator
approaches and accommodations are examined in terms of Multiple Intelligences and
Emotional Intelligence (Gardner and Goleman).
Learning and Cognition
Two fundamental assumptions that underlie formal education systems are that students (a)
retain knowledge and skills they acquire in school, and (b) can apply them in situations outside
the classroom. But are these assumptions accurate? Research has found that, even when
students report not using the knowledge acquired in school, a considerable portion is retained
for many years and long term retention is strongly dependent on the initial level of encoding.
Processes of learning and memory are discussed (Cognitive Information Processing).
Behavioral Perspective
Applied behavior analysis, a set of techniques based on the behavioral principles of operant
conditioning, is effective in a range of educational settings.For example, teachers can alter
student behavior by systematically rewarding students who follow classroom rules with praise,
stars, or tokens exchangeable for sundry itemDespite the demonstrated efficacy of awards in
changing behavior, their use in education has been criticized by proponents of selfdetermination theory, who claim that praise and other rewards undermine intrinsic motivation.
The benefits and detriments of Behaviorism are examined.
Developmental Perspective
Developmental psychology, and especially the psychology of cognitive development, opens a
special perspective for educational psychology. This is so because education and the
psychology of cognitive development converge on a number of crucial assumptions. First, the
psychology of cognitive development defines human cognitive competence at successive
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phases of development. Education aims to help students acquire knowledge and develop skills
which are compatible with their understanding and problem-solving capabilities at different
ages. Thus, knowing the students' level on a developmental sequence provides information on
the kind and level of knowledge they can assimilate, which, in turn, can be used as a frame for
organizing the subject matter to be taught at different school grades. Psychological, Social,
Emotional, Physical and Cognitive Development are explored at great length in this class.
Social Cognitive Perspective
Social cognitive theory is a highly influential fusion of behavioral, cognitive and social
elements that was initially developed by educational psychologist Albert Bandura. In its earlier,
neo-behavioral incarnation called social learning theory, Bandura emphasized the process of
observational learning in which a learner's behavior changes as a result of observing others'
behavior and its consequences. The theory identified several factors that determine whether
observing a model will affect behavioral or cognitive change. These factors include the
learner's developmental status, the perceived prestige and competence of the model, the
consequences received by the model, the relevance of the model's behaviors and consequences
to the learner's goals, and the learner's self-efficacy. The Early Childhood Educators and
Counselors in this class examine Bandura’s theories in detail.
Motivation
Motivation is an internal state that activates, guides and sustains behavior. Educational
psychology research on motivation is concerned with the volition or will that students bring to
a task, their level of interest and intrinsic motivation, the personally held goals that guide their
behavior, and their belief about the causes of their success or failure.
A form of attribution theory developed by Bernard Weiner describes how students' beliefs
about the causes of academic success or failure affect their emotions and motivations. For
example, when students attribute failure to lack of ability, and ability is perceived as
uncontrollable, they experience the emotions of shame and embarrassment and consequently
decrease effort and show poorer performance. In contrast, when students attribute failure to
lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and
consequently increase effort and show improved performance. Attribution theory and and
motivational elements such as locus of control and context stability are studied in depth in this
class.
Research methodology
The research methods used in educational psychology tend to be drawn from psychology and
other social sciences. There is also a history of significant methodological innovation by
educational psychologists, and psychologists investigating educational problems. Research
methods address problems in both research design and data analysis. Research design informs
the planning of experiments and observational studies to ensure that their results have internal,
external and ecological validity. Data analysis encompasses methods for processing both
quantitative (numerical) and qualitative (non-numerical) research data. Although, historically,
the use of quantitative methods was often considered an essential mark of scholarship, modern
educational psychology research uses both quantitative and qualitative methods. Mixed method
models are encouraged in this class for the Action Research assignment.
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Assignment: Analysis of a Research Article (coloring assignment)
Rationale: Before you become engaged in implementing your own mini-research (see next
assignment), you must become familiar with the typical research report format. As you know,
reading and writing are aligned skills, and the more research you read, the more you will become
an intelligent consumer, critical thinker and potential writer of your own research results.
Your Assignment:
Look at research journal articles in your area of interest.
Select one with “traditional, quantitative” format for this assignment.
Make a color key (like a map key). With highlighters, color the parts of the research report and
make notes in the margins when necessary. You will submit this colorful product to your
professor who will give you feedback on your recognition and identification of the elements of
the research report. Later in this class, you will be writing up your own research and will find
this “coloring” assignment most helpful in preparing you for that, more generative task.
Evaluation: You will earn up to 3 pts for each of the research report elements you identify
correctly.
Please identify: 1. Literature Review, 2. Statement of Hypothesis or Research Question, 3.
Method Section 4. operational and conceptual definitions, 5. Results including knowledge
claims, 6. limitations of the study, 7. Discussion and Implications for Practice and Future
Research
ASSESSMENT 5:
Action Research Project/Paper/Presentation
This Assignment Addresses These Specific Program Standards Affecting the Development of Both the Early Childhood
Teacher Leader and The Early Childhood Program Leader; NAEYC Standard 3; Essential Tools 4 & 6
Rationale: Every profession has a knowledge-base specific to the discipline. Early Childhood
Education is no exception. When a question is asked in our field, it is set in the context of research
findings and/or previously established best practices.
Your Assignment:
Is there a question about the profession you are entering that you are eager to
explore? Both basic research and action research are encouraged. Basic research typically
establishes new knowledge about developmental phenomena or learning. A basic research question:
“What effect does age of puberty onset have on peer relationships?” Action Research endeavors to
discover which ways of doing things yield the best results. An action research question: “What is the
relationship between classroom management model and student self-regulation?
1.
Find a partner/team (research is seldom done alone these days).
2.
Develop a question. Check its suitability with your professor.
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3.
Consult four research journal articles on your topic.
4.
Write a summary of previously-generated research findings (gleaned from your journal article reading).
5.
Think up a method for investigating your question (consult professor).
6.
Collect a small sample of data with your partner/team (consult professor).
7.
Analyze your data --make sense of what you gathered (consult).
8.
Relate your findings to the formal research reviewed earlier (#4).
9.
What implications does your research have for your profession?
If you are presenting, your research work is due on the day selected for your presentation. If you are writing a paper, the
paper is due on the last day of instruction. You will earn up to 3 pts for each of the sections of the mini research report
completed professionally: Intro/Literature Review, Method, Results, Discussion, and Conclusion and Implications (18 pts
possible…an additional 3 for writing quality).
Evaluation Criteria for Action Research Related Materials
Regardless of the mode in which you choose to “tell the story” of your research experience in this class (poster, paper, power
point presentation, video, etc…), you will need to adhere to scholarly standards for graduate work.
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ACTION RESEARCH PROJECT: Rubric for Judging Evidence of Meeting Standard
NAEYC Standard or
Tool Addressed
1. Characteristics of
Action Research
Needing
Improvement
2. Characteristics of
Action Research
Meeting Expectations
3. Characteristics of
Action Research
Exceeding
Expectations
Related to Standard Three:
Observing, Documenting
and Assessing to Support
Young Children and
Families
The action research method
is not appropriate, and/or
insensitive to child and
family privacy and/or
cultural communication.
The action research method
is generally appropriate and
addresses most issues of
ethical sensitivity.
The action research
methodology is appropriate
in all ways…including
ethical sensitivity to
participants.
Does the candidate’s work
demonstrate appropriate
observation,
documentation and
assessment methods on
behalf of children and
families? Does the
candidate's work
demonstrate mastery of
inquiry/research methods
appropriate to the
discipline? Does the
candidate’s inquiry and
assessment process
demonstrate the creation
of respectful, reciprocal
relationships that support
and empower families—
involving them in their
children’s development?
Related to Tool Four:
Mastery of Relevant Theory
and Research
In general, attention to
research ethics is absent.
Does the candidate's work
demonstrate appropriate
knowledge of theory-topractice research skills—
including the use of
inquiry measurement
instruments and protocol,
aligned with professional
roles and focus areas?
The Candidate has not yet
mastered skills essential for
competence in research
methods that are supportive
of family relationships in
which members are engaged
and involved in their child’s
development.
In the action research project,
the candidate's "voice" is
personal only and not
professional.
And/or there appears a
disconnect between gathered
data and application of
learning to the ECE setting.
Action research approaches
are somewhat systematic.
Inquiry protocol is loosely
aligned with standard
practice in this focus area?
Related to Tool Six: Inquiry
Skills and Knowledge of
Research Methods
Does the candidate
demonstrate inquiry skills,
showing ability to
investigate questions
relevant to practice and
professional goals?
The candidate appears
unaware of systematic,
professionally accepted
inquiry and assessment
approaches appropriate to the
field of practice.
The candidate evidences
many professional
communication skills
essential to the research
process and to family and
child advocacy.
SCORE
The candidate's
communication with all
constituents in the research
process is effective and
professional.
The result of the
assessment/inquiry process is
supportive of family
members’ engagement in the
children’s development.
In the action research project,
the candidate has
satisfactorily established
"professional voice" and
speaks as a member of her
profession.
And/or alignment across
data, analysis and application
to practice is clear.
The research and assessment
process the candidate is
engaged in demonstrates
many of the processes
common to their practice
discipline.
For the most part, the
candidate investigates
questions important to the
discipline and uses methods
common to professional
practice in their field.
Throughout the project, the
candidate's professional
identity is clear and the
action research process is
complete in that lessons
learned from analyzed data
have high potential for
informing practice. The
candidate’s inquiry process
demonstrates standard
practice in the profession.
The candidate demonstrates
knowledge of current and
classic discipline-specific
areas of inquiry and uses
methods relevant to practice
and well aligned with
professional goals.
Candidate inquiry methods
and findings have the
potential to inform the
knowledge base.
TOTAL
Analytic Scoring: Does Not Yet Meets Expectations = 1; Meets Expectations = 2;
Exceeds Expectations = 3
Holistic Scoring: Does Not Yet Meet Expectations = 1-2; Meets Expectations = 3-4
Exceeds Expectations = 5-6
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ACTION RESEARCH
ACTIVITY
GUIDE
CULMINATING SEMESTER PROJECT
Prepared for students by Dr. Pamela Lane-Garon
PLANNING YOUR
PAPER,
DISPLAY BOARD,
POWER POINT
AND/OR
PRESENTATION
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Literature Review and
Background
 Smith and Jones (1999) found …
 Garcia and Maya (2001) supported the
findings of earlier studies…
 Studies by Eaton and Xiong (2000;
2001) demonstrated that…
Some constructs or terms that require
explanation in order to interpret study results
are defined



In sum, a review of the research literature
suggests that…
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Method
The characteristics of my sample are
[age, gender, SES, geographic location, etc…]
In order to investigate my question, I
 Interviewed __________and _________
using the following protocol:
 Observed_____________noting the
following_______________. Data was
coded numerically (1-5).
 Obtained student scores on _________
with teacher permission.
[outline of procedure sequence…chart]
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Results
In my sample
Interview data revealed



Observational data yielded the following



Data based on scores indicated



In sum, my hypothesis was supported
(was not supported) by my data.
[Insert Visual Representations of Results…graphs ]
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Discussion
The results of my study appear to support
the previous work of ______and ______.
However,
One of the possible explanations for this
may be…
Generally,
Overall, my findings suggest…
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Conclusion & Implications
for Practice
My study is important because…
To the extent I can generalize my findings
(not very far), I can make the following
recommendations to my profession:


Further investigation is needed in this area
because
Finally, the implications of this research
investigation for my own professional
development are



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References
[APA style…look at the reference style in the back of your text]





Appendicies




artifacts from the research
process
assessments and/or
observation protocols
photographs (permission)
interview questions
scripts
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(Because of the Interprofessional Nature of this Advanced Educational Psychology Class,
references are made to interprofessional standards—primarily—counseling and early childhood
education.
CACREP STANDARDS FOR SCHOOL COUNSELING PROGRAMS
In addition to the common core curricular experiences outlined in Section II.K, the following curricular experiences and
demonstrated knowledge and skills are required of all students in the program.
A.
FOUNDATIONS OF SCHOOL COUNSELING
1.
history, philosophy, and current trends in school counseling and educational systems;
2.
relationship of the school counseling program to the academic and student services program in the school;
3.
role, function, and professional identity of the school counselor in relation to the roles of other professional and support
personnel in the school;
4.
strategies of leadership designed to enhance the learning environment of schools;
5.
knowledge of the school setting, environment, and pre-K–12 curriculum;
6.
7.
current issues, policies, laws, and legislation relevant to school counseling;
the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual
orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling;
8.
knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as
barriers that impede student academic, career, and personal/social success and overall development;
9.
knowledge and application of current and emerging technology in education and school counseling to assist students,
families, and educators in using resources that promote informed academic, career, and personal/social choices; and
10. ethical and legal considerations related specifically to the practice of school counseling (e.g., the ACA Code of Ethics and
the ASCA Ethical Standards for School Counselors).
B.
CONTEXTUAL DIMENSIONS OF SCHOOL COUNSELING
Studies that provide an understanding of the coordination of counseling program components as they relate to the total school
community, including all of the following:
1.
2.
advocacy for all students and for effective school counseling programs;
coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community
resources to promote program objectives and facilitate successful student development and achievement of all students;
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3.
integration of the school counseling program into the total school curriculum by systematically providing information and
skills training to assist pre-K–12 students in maximizing their academic, career, and personal/social development;
4.
promotion of the use of counseling and guidance activities and programs by the total school community to enhance a
positive school climate;
5.
methods of planning for and presenting school counseling-related educational programs to administrators, teachers,
parents, and the community;
6.
methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling
programs; and
7.
C.
knowledge of prevention and crisis intervention strategies.
KNOWLEDGE AND SKILL REQUIREMENTS FOR SCHOOL COUNSELORS
1.
Program Development, Implementation, and Evaluation
a.
use, management, analysis, and presentation of data from school- based information (e.g., standardized testing,
grades, enrollment, attendance, retention, placement), surveys, interviews, focus groups, and needs assessments to
improve student outcomes;
b.
design, implementation, monitoring, and evaluation of comprehensive developmental school counseling programs
(e.g., the ASCA National Standards for School Counseling Programs) including an awareness of various systems
that affect students, school, and home;
c.
d.
implementation and evaluation of specific strategies that meet program goals and objectives;
identification of student academic, career, and personal/social competencies and the implementation of processes
and activities to assist students in achieving these competencies;
e.
preparation of an action plan and school counseling calendar that reflect appropriate time commitments and priorities
in a comprehensive developmental school counseling program;
f.
g.
strategies for seeking and securing alternative funding for program expansion; and
use of technology in the design, implementation, monitoring and evaluation of a comprehensive school counseling
program.
2.
Counseling and Guidance
a.
individual and small-group counseling approaches that promote school success, through academic, career, and
personal/social development for all;
b.
individual, group, and classroom guidance approaches systematically designed to assist all students with academic,
career and personal/social development;
c.
approaches to peer facilitation, including peer helper, peer tutor, and peer mediation programs;
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d.
issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention
deficit hyperactivity disorder, childhood depression and suicide)
e.
developmental approaches to assist all students and parents at points of educational transition (e.g., home to
elementary school, elementary to middle to high school, high school to postsecondary education and career options);
f.
constructive partnerships with parents, guardians, families, and communities in order to promote each student’s
academic, career, and personal/social success;
g.
systems theories and relationships among and between community systems, family systems, and school systems,
and how they interact to influence the students and affect each system; and
h.
approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may
reside in a home where substance abuse occurs.
3.
Consultation
a.
b.
strategies to promote, develop, and enhance effective teamwork within the school and larger community;
theories, models, and processes of consultation and change with teachers, administrators, other school personnel,
parents, community groups, agencies, and students as appropriate;
c.
strategies and methods of working with parents, guardians, families, and communities to empower them to act on
behalf of their children; and
d.
knowledge and skills in conducting programs that are designed to enhance students’ academic, social, emotional,
career, and other developmental needs.
D.
CLINICAL INSTRUCTION
For the School Counseling Program, the 600 clock hour internship (Standard III.H) occurs in a school counseling setting, under the
supervision of a site supervisor as defined by Section III, Standard C.1-2. The requirement includes a minimum of 240 direct service
clock hours.
The program must clearly define and measure the outcomes expected of interns, using appropriate professional resources that
address Standards A, B, and C (School Counseling Programs).
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STANDARDS FOR STUDENT AFFAIRS PROGRAMS
In addition to the common core curricular experiences outlined in Section II.K, the following curricular experiences and
demonstrated knowledge and skills are required of all students in the program.
A.
FOUNDATIONS OF STUDENT AFFAIRS
1.
history and philosophy of student affairs in higher education;
2.
issues and problems in student affairs in higher education;
3.
the purpose and function of student affairs in higher education;
4.
legal and ethical considerations specifically related to the practice of student affairs;
5.
models for designing, managing, and evaluating student affairs programs, including the use of technological applications;
6.
models and methodologies of program development and implementation that use professional standards and other
resources; and
7.
the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual
orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in student affairs;
B.
C.
CONTEXTUAL DIMENSIONS OF STUDENT AFFAIRS
1.
historical and contemporary theories and student affairs;
2.
characteristics of traditional and nontraditional college students;
3.
impact of different kinds of college environments;
4.
methods of needs analysis that are applicable to college student populations;
5.
systematic assessment techniques that are applicable to higher education environments.
KNOWLEDGE AND SKILL REQUIREMENTS FOR STUDENT AFFAIRS PROFESSIONALS
1.
theories and models of organizational behavior, and consultation that include planning and evaluation of higher education
programs;
2.
theories, models and practices of leadership, organizational management, and program development;
3.
methods of and approaches to organizational change, decision making, and conflict resolution;
4.
strategies of group work that are applicable to the development of students in higher education and the management of
the organizational structure;
5.
theories and methods of personnel selection, supervision, and performance evaluation;
6.
history of current practices of policy making, budgeting, and finance in higher education;
7.
knowledge and skills related to personal and social planning and development for college student;
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8.
knowledge of issues that may affect the development and functioning of college students (e.g., attention deficit
hyperactivity disorder, sexual assault, various disabilities, eating disorders, substance abuse, stress) and the methods
and procedures for coping with and/or detering them and promoting healthful living;
9.
application of procedures to ensure academic success (e.g., study skills, tutoring, academic advising);
10.
methods and procedures for promoting positive interpersonal relationships (e.g.,, interventions for gender identity issues,
intimacy development);
11. methods and procedures for student leadership training and development; and
12. consultation skills for working with faculty, professional staff, and student families in areas related to student development
and welfare.
D.
CLINICAL INSTRUCTION
For the Student Affairs Program, the 600 clock hour internship
(Standard III.H) occurs in a students affairs setting, under
the supervision of a site supervisor, as defined by Section III, Standard C.1-2.
The requirement includes a minimum of
240 direct service clock hours.
The program must clearly define and measure outcomes expected of interns, using appropriate professional resources that
address Standards A, B, and C (Student Affairs Programs).
STANDARDS FOR COLLEGE COUNSELING PROGRAMS
In addition to the common core curricular experiences outlined in Section II.K, the following curricular experiences and
demonstrated knowledge and skills are required of all students in the program.
A.
B.
FOUNDATIONS OF COLLEGE COUNSELING
1.
history and philosophy of college counseling, student affairs, and higher education;
2.
issues, problems, and trends in student development in higher education;
3.
the purpose and function of college counseling in higher education;
4.
legal and ethical issues and standards of practice specifically related to college counseling;
5.
models for designing, managing, and evaluating college counseling programs, including the use of technological
applications;
6.
models and methodologies of program development and implementation that use professional standards and other
resources; and
7.
the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual
orientation, religious and spiritual beliefs, occupation, and physical and mental status, and equity issues in college
counseling.
CONTEXTUAL DIMENSIONS OF COLLEGE COUNSELING
1.
historical and contemporary theories of college counseling and student development;
2.
characteristics of traditional and nontraditional college students;
3.
impact of different kinds of college environments;
4.
methods of needs assessment that are applicable to college student populations;
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a.
systematic assessment techniques that are applicable to higher education environments; and
6. theories of adult development.
C.
KNOWLEDGE AND SKILL REQUIREMENTS FOR COLLEGE
COUNSELORS
1.
knowledge and skills related to personal, social, educational, and career planning and development for college students;
2.
methods and procedures in group work applicable to college
3.
small-group counseling approaches appropriate for the developmental stage and needs of traditional and nontraditional
college students;
4.
knowledge of issues that might affect the development and functioning of college students (e.g., attention deficit
hyperactivity disorder, sexual assault, various disabilities, eating disorders, substance abuse, stress) and the methods
and procedures that are designed to prevent, cope with, and/or deter them and promote healthful living;
5.
application of procedures to ensure academic success (e.g., study skills, tutoring, academic advising);
6.
methods and procedures to promote positive interpersonal relationships (e.g., interventions for gender identity issues,
intimacy development);
7.
theories, models, and practices of leadership, organizational management, program development, and conflict resolution.
8.
consultation skills for working with faculty, professional staff, and student families in areas related to student development
and welfare;
9.
principles and models of biopsychosocial assessment, case conceptualization, and concepts of psychopathology that lead
to diagnoses and appropriate counseling; and
populations;
10. appropriate referral systems for diagnosing and treating of disorders.
D.
CLINICAL INSTRUCTION
For the College Counseling Program, the 600 clock hour internship (Standard III.H) occurs in a counseling setting that serves
college students, and is under the clinical supervision of a site supervisor, as defined by Section III, Standard C.1-2. The
requirement includes a minimum of 240 direct service clock hours.
The program must clearly define and measure the outcomes expected of interns, using appropriate professional resources that
address Standards A, B, and C (College Counseling Programs).
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NAEYC Advanced Standards
Standard 1. Promoting Child Development and Learning
Candidates use their understanding of young children’s characteristics and needs, and
of
multiple interacting influences on children’s development and learning, to create
environments that are healthy, respectful, supportive, and challenging for all children.
Standard 2. Building Family and Community Relationships
Candidates know about, understand, and value the importance and complex
characteristics of children’s families and communities. They use this understanding to
create respectful, reciprocal relationships that support and empower families, and to
involve all families in their children’s development and learning.
Standard 3. Observing, Documenting, and Assessing to Support Young Children
and Families Candidates know about and understand the goals, benefits, and uses of
assessment. They know about and use systematic observations, documentation, and
other effective assessment strategies in a responsible way, in partnership with families
and other professionals, to positively influence children’s development and learning.
Standard 4. Teaching and Learning Candidates integrate their understanding of and
relationships with children and families; their understanding of developmentally
effective
approaches to teaching and learning; and their knowledge of academic disciplines to
design, implement, and evaluate experiences that promote positive development and
learning for all children.
Sub-Standard 4a. Connecting with children and families Candidates know, understand,
and use positive relationships and supportive interactions as the foundation for their
work with young children.
Sub-Standard 4b. Using developmentally effective approaches
Candidates know, understand, and use a wide array of effective approaches, strategies,
and tools to positively influence young children’s development and learning.
Sub-Standard 4c. Understanding content knowledge in early education
Candidates understand the importance of each content area in young children’s
learning.
They know the essential concepts, inquiry tools, and structure of content areas
including
academic subjects and can identify resources to deepen their understanding.
Sub-Standard 4d. Building meaningful Curriculum
Candidates use their own knowledge and other resources to design, implement, and
evaluate meaningful, challenging curriculum that promotes comprehensive
developmental and learning outcomes for all young children.
Standard 5. Growing as a Professional
Candidates identify and conduct themselves as members of the early childhood
profession. They know and use ethical guidelines and other standards related to early
childhood practice. They are continuous, collaborative learners who demonstrate
knowledgeable, reflective, and critical perspectives on their work, making informed
decisions that integrate knowledge from a variety of sources. They are informed
advocates for sound educational practices and policies.
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NAEYC Advanced Standards
1. Cultural Competence
Advanced program candidates demonstrate a high level of competence in
understanding and responding to diversity of culture, language, and ethnicity.
2. Knowledge and Application of Ethical Principles
Advanced program candidates demonstrate in depth knowledge and thoughtful
application of NAEYC’s Code of Ethical Conduct and other guidelines relevant to their
professional role.
3. Communication Skills
Advanced program candidates possess a high level of oral, written, and technological
communication skills, with specialization for the specific professional role(s)
emphasized in the program.
4. Mastery of Relevant Theory and Research
Advanced program candidates demonstrate in depth, critical knowledge of the theory
and
research relevant to the professional role(s) and focus area(s) emphasized in the
program.
5. Skills in Identifying and Using Professional Resources
Advanced program candidates demonstrate a high level of skill in identifying and
using the human, material, and technological resources
II. ESSENTIAL PROFESSIONAL TOOLS FOR ALL CANDIDATES IN ADVANCED
PROGRAMS
Candidates in advanced programs are also expected to demonstrate competence in
using each of the following professional tools, as these tools apply to their areas of
specialization and professional roles. needed to perform their professional roles and to
keep abreast of the field’s changing knowledge
base.
6. Inquiry Skills and Knowledge of Research Methods
Using systematic and professionally accepted approaches, Advanced program
candidates
demonstrate inquiry skills, showing their abilityto investigate questions relevant to
their practice professional goals.
7. Skills in Collaborating, Teaching, and Mentoring
Advanced program candidates demonstrate the flexible, varied skills needed to work
collaboratively and effectively with other adults in professional roles.
8. Advocacy Skills
Advanced program candidates demonstrate competence in articulating and advocating
for
sound professional practices and public policies
for the positive development and learning of all young children.
9. Leadership Skills
Advanced program candidates reflect on and use their abilities and opportunities to
think strategically, build consensus, create change, and influence
better outcomes for children, families, and the profession.
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