KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
(10/02/2002)
Course Number/Program Name ECE 9330 Cognitive Processes and Educational Practice
Department Elementary and Early Childhood Education
Degree Title (if applicable) Ed. D.
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
_____
Date
Not Approved Approved
Approved Not Approved
Department Curriculum Committee Date
Department Chair Date
Not Approved Approved
Approved
Approved
Approved
Not Approved
Not Approved
Not Approved
School Curriculum Committee Date
School Dean Date
GPCC Chair
Dean, Graduate Studies
Date
Date
Approved
Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
President Date
Page 1 of 15

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 ECE 9330 _____________________
Course Title __ Cognitive Processes and Educational Practice
Credit Hours 3
Prerequisites Acceptance to the Ed D. program
Description (or Proposed Degree Requirements)
This course will present the basic challenges of applying scientific cognitive research to learning in educational settings. This course is designed for students who want to explore children’s cognitive development and the links between cognition and learning. As key players in curriculum decision making and implementation, teacher must make informed decisions about learning based on some of the latest and most accepted research about neurological and cognition that underlie learning.
III.
Justification
This course will serve as a central “touch stone” for understanding the link between teaching and learning as well as curriculum development and implementation. The greater the understanding of the cognitive process that teachers possess, the more accurately they will be able to modify instruction, develop meaningful curriculum, and understand the inner world of the learning process
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IV.
Additional Information (for New Courses only)
Instructor: To be assigned
Text:
Gardner, H. (1999). The disciplined mind. New York: Penguin Books.
Gazzaniga, M., Ivery, R. & Mangun, G. (2002). Cognitive neuroscience: The biology of the mind. New York: W. W. Norton & Co.
Mestre, J. (Ed.) (2005). Transfer of Learning: Research and perspectives (current
Perspective on Cognition, Learning and Instruction. Greenwich, Connecticut:
International Age Publishers.
Prerequisites:
Admission to the Ed D. program
Objectives:
Course Objectives
Develop an understanding of cognitive development develop an understanding of Howard
Gardner’s Multiple Intelligence
Theories and its application to learning and development develop an understanding of the early stages of numerical knowledge ( describe the neurological component involved in numerical processing
Doctoral
KSDs
1A
1A, 4A Curriculum, Instruction &
Assessment Leader
Learning & Development
Leader
Change Leader, Operations
Leader,
Performance Leader
1A
Distributed School
Leadership Roles
Curriculum, Instruction &
Assessment Leader
Learning & Development
Leader
Learning & Development
Leader
Performance Improvement
Leader
1A, Learning & Development
Leader
Performance Improvement
Leader
PSC/NCATE
Standards
1.1, 1.2, 1.3,
1.4, 1.5
1.1, 1.3, 1.4,
1.7, 1.6
1.1, 1.2, 1.3,
1.4, 1.5
1.1, 1.2, 1.3,
1.4, 1.5
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1.
identify the central role of Chomsky’s ides and the development of language skills in early childhood
1A
2.
explore connection between language and literacy
1A
Learning & Development
Leader
Performance Improvement
Leader
Learning & Development
Leader
Performance Improvement
Leader
1.1, 1.2, 1.3,
1.4, 1.5
1.1, 1.2, 1.3,
1.4, 1.5
Instructional Method

Technology: Students in Module I are expected to examine uses of instructional technology, including calculators, projected visual technology, audio and video technology, computer technology, and Internet resources in the teaching and learning of science. They are expected to incorporate technology into their lessons when appropriate – development of lesson, implementation of lesson, assessment of lesson, analysis of teaching, etc.

Field Experience

Individual and Group Assignments
 Lecture
Method of Evaluation
Individual Assignment

Write a paper that will compare and contrast the learning strategies in mathematics used by students at risk with those who are functioning at acceptable levels—100 points

Write a paper identifying factors external to the student that drive (or dissuade) motivation in education context and postulate activities to counteract negative external factors --100 points

After observing the expression of emotions and analyzing it using emotion theories and concepts write a paper –100 points
Group Assignment

Contribute quality content to large/small group discussions S/U
 Three points will be subtracted from the final average for each “U” received.
A:
B:
92% - 100%
84% - 91%
C: 75% - 83%
F: 75% or lower
V.
Resources and Funding Required (New Courses only)
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* Course funding is addressed in a comprehensive manner in the comprehensive proposal for the umbrella
Ed.D degree for the Bagwell College of Education.
Resource
Faculty
Other Personnel
Equipment
Supplies
Travel
Amount
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
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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
EECE
ECE 9330
Cog. Processes 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?
3
Fall 2006
Regular
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
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Elementary and Early Childhood Education
Education Specialists Program
ECE 9330 Cognitive Processes and Educational Practice
Kennesaw State University
Bagwell College of Education
Department of Elementary and Early Childhood Education
Semester Fall 2006
I.
II.
ECE 9330 Cognitive Processes and Educational Practice
III.
IV:
CLASS MEETINGS: TBA
TEXTS
Gardner, H. (1999). The disciplined mind. New York: Penguin Books.
Gazzaniga, M., Ivery, R. & Mangun, G. (2002). Cognitive neuroscience: The biology of the mind. New
York: W. W. Norton & Co.
Mestre, J. (Ed.) (2005). Transfer of Learning: Research and perspectives (current Perspective on
Cognition, Learning and Instruction. Greenwich, Connecticut: International Age Publishers.
Also you will need to bring an APA Style Manual to class everyday. Those students who own laptop computers should bring those to class, too,
V. CATALOG COURSE DESCRIPTIONS:
ECE 9330 Cognitive Processes and Educational Practice
This course will present the basic challenges of applying scientific cognitive research to learning in educational settings. This course is designed for students who want to explore children’s cognitive development and the links between cognition and learning. As key players in curriculum decision making and implementation, teacher must make informed decisions about learning based on some of the latest and most accepted research about neurological and cognition that underlie learning.
VI.
INSTRUCTOR: xxxxx
Kennesaw Hall Room xxx
Office Phone- xxxxx e-mail xxxxx
PURPOSE/RATIONALE:
This course will serve as a central “touch stone” for understanding the link between teaching and learning as well as curriculum development and implementation. The greater the understanding of the cognitive process that teachers possess, the more accurately they will be able to modify instruction, develop meaningful curriculum, and understand the inner world of the learning process.
Page 7 of 15

CONCEPTUAL FRAMEWORK SUMMARY
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 endstate. 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. GOALS AND OBJECTIVES: The Professional Teacher Education Unit prepares learning facilitators who understand their disciplines and principles of pedagogy, who reflect on their practice, and who apply these understandings to making instructional decisions that foster the success of all learners. As a result of the satisfactory fulfillment of the requirements of these courses, the candidate will demonstrate the following outcomes:
ECE 9330 Cognitive Process and Educational Practice
Course Objectives
Develop an understanding of cognitive development
Doctoral
KSDs
1A
Distributed School
Leadership Roles
Curriculum,
Instruction &
PSC/NCATE
Standards
1.1, 1.2, 1.3,
1.4, 1.5
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develop an understanding of Howard
Gardner’s Multiple Intelligence Theories and its application to learning and development develop an understanding of the early stages of numerical knowledge (KSDs 1a) describe the neurological component involved in numerical processing (KSDs 1a) identify the central role of Chomsky’s ides and the development of language skills in early childhood (KSDs 1a) explore connection between language and literacy (KSDs 1a)
1A, 4A
1A
1A,
1A
1A
Assessment Leader
Learning &
Development Leader
Curriculum,
Instruction &
Assessment Leader
Learning &
Development Leader
Change Leader,
Operations Leader,
Performance Leader
Learning &
Development Leader
Performance
Improvement Leader
Learning &
Development Leader
Performance
Improvement Leader
Learning &
Development Leader
Performance
Improvement Leader
Learning &
Development Leader
Performance
Improvement Leader
1.1, 1.3, 1.4,
1.7, 1.6
1.1, 1.2, 1.3,
1.4, 1.5
1.1, 1.2, 1.3,
1.4, 1.5
1.1, 1.2, 1.3,
1.4, 1.5
1.1, 1.2, 1.3,
1.4, 1.5
Georgia's Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
VIII. COURSE REQUIREMENTS AND ASSIGNMENTS:
Individual Assignment
Write a paper that will compare and contrast the learning strategies in mathematics used by students at risk with those who are functioning at acceptable levels—100 points
Write a paper identifying factors external to the student that drive (or dissuade) motivation in education context and postulate activities to counteract negative external factors --100 points
Page 9 of 15

IX.
After observing the expression of emotions and analyzing it using emotion theories and concepts write a paper –100 points
Group Assignment
Contribute quality content to large/small group discussions S/U
Three points will be subtracted from the final average for each “U” received.
EVALUATION AND GRADING:
A:
B:
92% - 100%
84% - 91%
C: 75% - 83%
F: 75% or lower
Note: All written work should reflect careful organization of material and the high standards of investigation associated with college-level studies. Papers should be typewritten, on 8 1/2 x 11 in. paper. All work submitted should follow APA format. Manuscripts must be proof-read to ensure accuracy in spelling, punctuation, and grammar. Written work should be attractive and neat -- ESPECIALLY WITH MATERIALS INTENDED FOR
STUDENT USE.
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.
Page 10 of 15

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.
XI.
REFERENCES AND BIBLIOGRAPHY
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Baron, J. B, & Sternberg, R. J. (Eds.) (1987). Teaching thinking skills: Theory and practice. New York: Freeman.
Bartlett, F.C. (1932, Republished 1995). Remembering: A study in experimental and social psychology. New
York: Cambridge University Press.
Blair, Clancy. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57(2), 111-127.
Bransford, J. D. & Stein, B. S. (1984). The IDEAL problem solver. New York: Freeman.
Bruner, J. S. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge: Harvard University Press.
Bruner, J. S. (1983). In search of mind. New York: Harper.
Bruner, J. (1971). The course of cognitive growth. In Sears, P.S. (Ed.), Intellectual development (pp.255-282).
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Bruer, J. (1997). Education and the brain: A bridge too far. Educational Researcher, 26 (8), 4-16.
Bourne, L. E., Dominowski, R. L., Loftus, E. F., & Healy, A. F. (1986). Cognitive processes, second edition.
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Chipman, S. F., Segal, J. W., & Glaser, R. (Eds.) (1985). Thinking and learning skills. Volume 2: Research and open questions. Hillsdale, NJ: Erlbaum.
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Carey, S. (1990). Cognitive development. In Osherson, D.N. & Smith, E.E. (Eds.). Thinking: An invitation to cognitive science, Vol. 3, 147-172. Cambridge, MA: MIT Press.
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Covington, M.V. (2000) Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200.
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Dillon, R. F., & Sternberg, R. J. (1986). Cognition and instruction. New York: Academic Press.
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