(EDI 635) Development and Needs of Adolescents
Syllabus of Record
Catalog Description: This course addresses the impact on teaching of student
development, needs and characteristics (cognitive, social, physical, emotional, and
character); how family, peers, and society influence students; and the application of
developmental and learning theories to school structure, classroom management, and
teaching and learning activities. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Course Standards and Assessments
Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Standards for Advanced Programs Preparing Teachers: National Board for Professional
Teaching Standards (NBPTS)
Course Standards and Assessments:
NBPTS Proposition #1 – Teachers are Committed to Students and Their Learning
 Recognize student differences and adjust practice
 Understand how students develop and learn
 Treat students equitably
 Mission extends beyond developing cognitive capacity
National Middle School Association Standards #1- Young Adolescent Development.
Middle level teacher candidates understand the major concepts, principles, theories, and
research related to young adolescent development, and they provide opportunities that
support student development and learning.
National Middle School Association Standards #6- Family and Community
Involvement.
Middle level teacher candidates understand the major concepts, principles, theories, and
research related to working collaboratively with family and community members, and they
use that knowledge to maximize the learning of all young adolescents.
Common Assessment: Adolescent Research Project
Major Topics:
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Perspectives and adolescence
Puberty and biology
Cognitive growth and education
Identity and socio-emotional development
Family relationships
Peers and youth culture
Teenage sexuality
Problem behaviors and interventions
Course Knowledge Base:
Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: Association of
Supervision and Curriculum Development.
Bruer, J.T. (1999). In search of brain-based education. Phi Delta Kappan. 80(9), 649-657.
Caine, R. N. & Caine, G. (1994). Making connections: Teaching and the human brain. Menlo
Park, CA: Addison-Wesley.
Dubas, J.S., Garber, J.A., & Peterson, A.C. (1991). The effects of pubertal development on
achievement during adolescence. American Journal of Education. 99(4), 444-458.
Duffy, Karen G. (2004). Adolescent Psychology. (4th ed.). Dubuque, IO: Mc Graw-Hill
Dunn, R. (1995). Strategies for educating diverse learners. Fastback 384. Bloomington, IN:
Phi Delta Kappa Educational Foundation.
Eccles, J.S., Midgley, D., Wigtield, A., Buchanan, C.M., Reuan, D., Flanahan, C., & Maclver,
D. (1993). Development during adolescence: the impact of stage-environment fit in
young adolescents’ experiences in schools and in families. American Psychologies,
48, 90-101.
Fitzgerald, R. (1996). Brain-compatible teaching in a block schedule. School Administrators,.
53(8), 20-21, 24.
Gardner, H. (1996). Multiple intelligences: myths and messages. International Schools
Journal. 15(2), 8-22.
Goodlad, J., Soder, R., & Sirotnik, K. (Eds.). (1990). The moral dimensions of teaching. San
Francisco: Jossey-Bass.
Laziar, D. G. (1992). Teaching for multiple intelligences. Bloomington, IN: Phi Delta Kappa
Educational Foundation.
Marzano, R.J. (1992). A different kind of classroom: Teaching with dimensions of learning.
Alexandria, VA: Association of Supervision and Curriculum Development.
Schurr, S.L. (1995). Prescriptions for success in heterogeneous classrooms. Columbus, OH:
National Middle Schools Association.
Stinberg, L. (1996). Beyond the classroom: Why school reform has failed and what parents
need to do. New York: Simon & Schuster.
Vaughn, S., Bos, C. S. Schumm, S. (1997). Teaching mainstreamed, diverse, and at risk
students in the general education classroom. Needham Heights, JA: Allyn & Bacon.
Walker, H. (1998). First steps to prevent antisocial behavior. Teaching Exceptional
Children. 30(4), 17-19.