KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 8100
Department Bagwell College of Education
Degree Title (if applicable) Doctor of Education
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ________EDUC 8100________________________
Course Title ______Advanced Study of Learning____
_
Credit Hours 3-0-3
Prerequisites Admission to Doctoral Program
Description (or Proposed Degree Requirements)
The course deepens experienced educators’ knowledge of research-based best practices in diverse classrooms. This is an
advanced course with in-depth study of classic and current research on learning theories and related topics in educational
psychology as they relate to teaching and learning in schools. Focus is on those theories and research which have
transformed and are reforming educational practice.
III.
Justification
Knowledges, skills and dispositions developed in this course are consistent with the distributed leadership roles which
candidates will be expected to fulfill as leaders for learning in schools today. As a leader for learning in schools, the doctoral
student in education must possess and display critical-mindedness, sensitivity, and social analysis skills to participate in shaping
educational policies and to determine the best equitable classroom practices for all students. This course will promote an
analysis of historical and current research on learning theory, human development and educational psychology with the aim of
preparing educational leaders who can guide colleagues to develop classrooms and teaching practices which are based on
research-based best practices. The information and activities of the course will provide a basis for a clear understanding of best
practices in teaching and learning with practical applications to improve P-12 classroom instruction.
IV.
Additional Information (for New Courses only)
Instructor: Varied
Text:
1. Schunk, D. H. (2004) Learning Theories: An Educational Perspective. Upper Saddle River, NJ:
Pearson Prentice Hall.
2. Daniels, H. & Bizar, M. (1998) Methods That Matter: Six Structures for Best Practice Classrooms. York, ME:
Stenhouse Publishers
AND at least two of the following (#1-3)
1. Elementary Level:
Copple, C. & Bredekamp, S. (1997) Developmentally Appropriate Practice in Early Childhood
Programs AND Scully, P. A., Seefeldy, C. & Barbour, N. (2003) Developmental Continuity Across
Preschool and Primary Grades: Implications for Teachers. (These two publications must be
purchased together. Students must also select from one of the following)
2. Middle School Level:
National Middle School Association (2001). This We Believe and Now We Must Act. Westerville, OH:
Author.
3. Secondary Level:
National Association of Secondary School Principals. (2001). Breaking Ranks: Changing an
American
Institution. A Report of the National Association of Secondary School Principals. Reston, VA: Author.
Prerequisites: Admission to Doctoral program
Objectives:
The objectives of this course are consistent with the Bagwell College of Education KSDs for Doctoral Candidates.
Students will be able to:
Course objective
Analyze and evaluate reform recommendations from
national associations
Doctoral
KSDs
1A, 1B, 1C,
Distributed School
Leadership Roles*
Curriculum, Instruction
& Assessment Leader
PSC/NCATE
Standard
1.1
Learning &
Development Leader
Evaluate and design instruction which is consistent with
research based-best practices
2B, 2D, 2E,
3A, 3B, 3C,
Change Leader
Curriculum, Instruction
& Assessment Leader
1.1, 1.3, 1.4,
1.7
Change Leader
Learning &
Development Leader
Identify classroom or school-wide
practices/products/processes in need of differentiation
5B, 5C, 5D
Learning &
Development Leader
1.1, 1.3, 1.4,
1.7
and suggest effective, appropriate means of meeting the
needs of all students.
Synthesize and evaluate current research on a specific
educational issue related to teaching or learning.
Performance
Improvement Leader
1A, 1B, 1C
Operations Leader
Curriculum, Instruction
& Assessment Leader
1.1
Learning &
Development Leader
Examine social and psychological factors influencing
learning their implications for practice
Analyze one’s impact on student learning in diverse
classrooms and schools and make suggestions for
enhancement and/or improvement.
2B, 2D, 2E,
3A, 3B, 3C,
4A, 4B, 4D,
4E, 4F, 5C,
5E
Explain major theoretical perspectives of learning
(cognitive, developmental, social, behavioral and
information processing) and their impact on learning
2B, 2D, 2E,
3A, 3B, 3C,
Understand the impact of classroom and school climate
on learning and work with colleagues to positively impact
that environment
2A, 2B,2C,
2D, 2E, 3A,
3B, 3C, 4E,
5B, 5C, 6A,
6D
Plan, implement and evaluate instruction which
incorporates a variety of learning theories and
assessment techniques
4A, 4C, 4D,
4E, 4F
Collaborate with peers and colleagues in evaluating
teaching practices and leadership activities in schools.
1A, 1B, 1C,
2A, 2C, 2D,
2E, 4A
Data Analysis Leader
Curriculum, Instruction
& Assessment Leader
Learning &
Development Leader
Curriculum, Instruction
& Assessment Leader
Learning &
Development Leader
Curriculum, Instruction
& Assessment Leader
Learning &
Development Leader
Relationship
Development Leader
1.3, 1.4, 1.7
1.3, 1.4, 1.6,
1.7
1.3, 1.4, 1.7
1.4, 1.6, 1.7
Process Improvement
Leader
Change Leader
Curriculum, Instruction
& Assessment Leader
1.3, 1.4
Learning &
Development Leader
Data Analysis Leader
Curriculum, Instruction
& Assessment Leader
1.4, 1.6
Learning &
Development Leader
Conduct an analysis of current teaching practices in
schools and using research based best practice, either
justify maintaining current practice OR propose changes
which are consistent with research based best practices.
1A, 1B, 1C,
4A, 4C, 4D
Relationship
Development Leader
Curriculum, Instruction
& Assessment Leader
Learning &
Development Leader
Data Analysis Leader
1.1, 1.3, 1.4,
1.7
*Georgia's Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
Instructional Method
Socratic dialog and seminars, case-study and problem-based learning,
small group and whole group instruction and discussion, multimedia
presentation, individual research
Method of Evaluation
Research paper, seminar participation and preparation, policy papers,
analysis of work samples
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
EDUCATION (EDUC)
8100
Adv. Learning
3-0-3
Fall 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
I.
Course Number: EDUC 8100
Course Title:
Advanced Study of Learning
College:
Bagwell College of Education
Semester:
Room:
II.
Instructor & Contact Info:
III.
IV.
Class Meeting Time:
Texts:
Required:
1. Schunk, D. H. (2004) Learning Theories: An Educational Perspective. Upper Saddle River, NJ:
Pearson Prentice Hall.
2. Daniels, H. & Bizar, M. (1998) Methods That Matter: Six Structures for Best Practice Classrooms. York,
ME: Stenhouse Publishers
AND at least two of the following (#1-3)
1. Elementary Level:
Copple, C. & Bredekamp, S. (1997) Developmentally Appropriate Practice in Early Childhood
Programs AND Scully, P. A., Seefeldy, C. & Barbour, N. (2003) Developmental Continuity Across
Preschool and Primary Grades: Implications for Teachers. (These two publications must be
purchased together. Students must also select from one of the following)
2. Middle School Level:
National Middle School Association (2001). This We Believe and Now We Must Act. Westerville, OH:
Author.
3. Secondary Level:
National Association of Secondary School Principals. (2001). Breaking Ranks: Changing an
American
Institution. A Report of the National Association of Secondary School Principals. Reston, VA: Author.
V.
VI.
Catalog Course Description: EDUC 8XXX. 3-0-3. Prerequisite: Admission to Doctoral Program.
The course deepens experienced educators’ knowledge of research-based best practices in
diverse classrooms. An advanced course with in-depth study of classic and current research on
learning theories and related topics in educational psychology as they relate to teaching and
learning in schools. Focus is on those theories and research which have transformed and are
reforming educational practice.
Purpose and Rationale:
Rationale for Course
Knowledges, skills and dispositions developed in this course are consistent with the distributed leadership roles which
candidates will be expected to fulfill as leaders for learning in schools today. As a leader for learning in schools, the doctoral
student in education must possess and display critical-mindedness, sensitivity, and social analysis skills to participate in shaping
educational policies and to determine the best equitable classroom practices for all students. This course will promote an
analysis of historical and current research on learning theory, human development and educational psychology with the aim of
preparing educational leaders who can guide colleagues to develop classrooms and teaching practices which are based on
research-based best practices. The information and activities of the course will provide a basis for a clear understanding of best
practices in teaching and learning with practical applications to improve P-12 classroom instruction.
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among
candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate
high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who
enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress
through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is
viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must
embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can
all students construct meaning and reach high levels of learning. In that way, candidates at the doctoral level develop into
leaders for learning and facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and
demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large.
Through this collaboration with professionals in the university, the public and private schools, parents and other professional
partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service,
renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to
analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept of expertise is central to
preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers
progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their
teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all
candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and use instructional media. They will master use
of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, and create WWW resources.
VII.
Course Objectives:
The objectives of this course are consistent with the Bagwell College of Education KSDs for Doctoral Candidates.
Students will be able to:
Course objective
Analyze and evaluate reform recommendations from
national associations
Doctoral
KSDs
1A, 1B, 1C,
Distributed School
Leadership Roles*
Curriculum, Instruction
& Assessment Leader
PSC/NCATE
Standard
1.1
Learning &
Development Leader
Evaluate and design instruction which is consistent with
research based-best practices
2B, 2D, 2E,
3A, 3B, 3C,
Change Leader
Curriculum, Instruction
& Assessment Leader
1.1, 1.3, 1.4,
1.7
Change Leader
Learning &
Development Leader
Identify classroom or school-wide
practices/products/processes in need of differentiation
and suggest effective, appropriate means of meeting the
needs of all students.
5B, 5C, 5D
Synthesize and evaluate current research on a specific
educational issue related to teaching or learning.
1A, 1B, 1C
Learning &
Development Leader
1.1, 1.3, 1.4,
1.7
Performance
Improvement Leader
Operations Leader
Curriculum, Instruction
& Assessment Leader
1.1
Learning &
Development Leader
Examine social and psychological factors influencing
learning their implications for practice
2B, 2D, 2E,
3A, 3B, 3C,
Analyze one’s impact on student learning in diverse
classrooms and schools and make suggestions for
enhancement and/or improvement.
4A, 4B, 4D,
4E, 4F, 5C,
5E
Explain major theoretical perspectives of learning
(cognitive, developmental, social, behavioral and
information processing) and their impact on learning
2B, 2D, 2E,
3A, 3B, 3C,
Understand the impact of classroom and school climate
on learning and work with colleagues to positively impact
that environment
2A, 2B,2C,
2D, 2E, 3A,
3B, 3C, 4E,
5B, 5C, 6A,
6D
Plan, implement and evaluate instruction which
incorporates a variety of learning theories and
assessment techniques
4A, 4C, 4D,
4E, 4F
Collaborate with peers and colleagues in evaluating
teaching practices and leadership activities in schools.
1A, 1B, 1C,
2A, 2C, 2D,
2E, 4A
Data Analysis Leader
Curriculum, Instruction
& Assessment Leader
Learning &
Development Leader
Curriculum, Instruction
& Assessment Leader
Learning &
Development Leader
Curriculum, Instruction
& Assessment Leader
Learning &
Development Leader
Relationship
Development Leader
1.3, 1.4, 1.7
1.3, 1.4, 1.6,
1.7
1.3, 1.4, 1.7
1.4, 1.6, 1.7
Process Improvement
Leader
Change Leader
Curriculum, Instruction
& Assessment Leader
1.3, 1.4
Learning &
Development Leader
Data Analysis Leader
Curriculum, Instruction
& Assessment Leader
Learning &
Development Leader
Relationship
1.4, 1.6
Conduct an analysis of current teaching practices in
schools and using research based best practice, either
justify maintaining current practice OR propose changes
which are consistent with research based best practices.
1A, 1B, 1C,
4A, 4C, 4D
Development Leader
Curriculum, Instruction
& Assessment Leader
1.1, 1.3, 1.4,
1.7
Learning &
Development Leader
Data Analysis Leader
*Georgia's Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
Course Requirements and Assignments
1. Policy Analysis and Proposal Paper-Case study analysis and problem- based learning.
2. Work Sample with Critical Analysis
3. Analysis and Synthesis of Research on selected learning theory/topics
4. In-Class Quizzes
VIII. Grading
93-100%
85-92 %
A
B
77-84%
C
69-76%
D
<69%
F
Assignments are due on date assigned. All written assignments must be typed in 12 point font with standard
margins. Work that is unedited or presented with little thought or planning will not be accepted.
IX. Policies
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of
diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula
for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising
candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes
of multicultural populations influence decisions in employing specific methods and materials for every student. Among these
attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion,
sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the
consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section
504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to
support students with disabilities within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the
multicultural variables outlined above.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in an ethical,
professional manner. Faculty of the EdS and EdD programs abide by the policies and guidelines established by the university in
their expectations for candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of academic
honesty as stated in the graduate catalog. Any candidate who is found to have violated these guidelines will be subject to
disciplinary action consistent with university policy. For example, plagiarism or other violations of the University’s Academic
Honesty policies could result in a grade of “F” in the course and a formal hearing before the Judiciary Committee.
Professionalism- Participation, and Attendance: Part of your success in this class is related to your ability to provide peer
reviews and feedback to your editing groups regarding their research and their writing. Furthermore, responding effectively and
appropriately to feedback from your peers and the professor is another measure of one’s professionalism. In addition, since
each class meeting represents a week of instruction/learning, failure to attend class will likely impact your performance on
assignments and final exams. Please be prepared with all readings completed prior to class. We depend on one another to ask
pertinent and insightful questions.
Course Topics
Learning: Issues, Historical Perspectives and Current Political and Cultural Influences
Methods of assessing, critical issues, relationship of learning to instruction,
Development and learning: Neural processing and brain development, theories of cognitive development (Piaget, Bruner, etc.)
contemporary themes in development and learning, developmentally appropriate instruction, familial influences
Behaviorism and Teacher-centered instruction self-regulation, self-instruction, self-reinforcement, programmed instruction and
applications to diverse classrooms.
Social Cognitive Theory- inactive/vicarious learning, modeling, cognitive skill learning, social influences on learning and
performance, goals and outcome expectations, self-efficacy with applications and case studies from practices in diverse
classrooms.
Information processing, Dual coding theory of memory, levels of processing, attention, perception, models of memory, retrieval,
forgetting, mental imagery, individual differences and differentiation of instruction.
Cognitive learning processes: Conditional knowledge and metacognition, concept learning, problem-solving, transfer, learning
strategy and strategy selection including cultural and gender differences.
Cognition and Instruction: Discovery and Inquiry learning and models of instruction. Characterisitcs of “expert teachers” and
“expert learners”.
Technology and instruction; how technology is changing cognitive processing, learning and development of learners.
Constructivism: Assumptions, Vygotsky’s Sociocultural constructivism, constructivist learning environments
Motivation: Models of and historical perspectives of. Achievement motivation, attribution theory, Goal theory, perceptions of
control, intrinsic motivation and self-regulation.
Differentiation of instruction
Learning in the Content areas: Domain specific knowledge, individual differences, Novice-to-expert research, language
comprehension, reading-decoding and comprehension, writing- composition and reviewing processes, mathematicscomputational skills, problem-solving skills, science- expert/novice differences, reasoning, scientific beliefs, social studies- issues
and trends.
X. References and additional readings
Classics
Ausubel, D. (1968). Educational Psychology: A Cognitive View. NY: Holt, Rinehart and Winston.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
Bruner, J. (1960). The Process of Education. NY: Random House.
Dewey, J. (1916). Democracy and Education. NY: MacMillan.
Gagne, E. (1985). The Cognitive Psychology of School Learning. Boston: Little Brown and Co.
Gagne, R. M. (1985). The Conditions of Learning. Fort Worth: Holt, Rinehart, and Winston.
Piaget, J. (1952). The Origins of Human Intelligence. NY: International Universities Press.
Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24, 86-97.
Thorndike, R.L. & Hagen, E. (1961). Measurement and Evaluation in Psychology and Education. (2nd ed.). NY: John Wiley and
Sons.
Others
Gardner, H. (1991). The Unschooled Mind. NY: Basic Books.
George, P.S., McEwin, C. K., & Jenkins, J. M. (2000) The Exemplary High School. Orlando, FL: Harcourt College
Publishers.
Grant, C.A. (1994). Best practices in teacher preparation for urban schools: Lessons from the multicultural teacher
education
literature. Action in Teacher Education, 16(3), 1-18.
Herman, J.H., Aschbacher, P.R., & Winters, L. (1992). A Practical Guide to Alternative Assessment. Alexandria, VA: ASCD.
Kubiszyn, T., & Borich, G. (1993). Educational Testing and Measurement. (4th ed.)., NY: Harper Collins.
Payne, D.A. (1992). Measuring and Evaluating Educational Outcomes. NY: Merrill.
Shulman, L. (1999). Taking learning seriously. Change. July/August. 11-17.
Stiggins, R.J. & Conklin, N.F. (1992). In Teacher’s Hands: Investigating the Practices of Classroom Assessment.
NY: State University of the New York Press.
White, R. & Gunstone, M. R. (1992). Probing Understanding. London: Falmer Press.
Albany,