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SYLLABUS: EDE 6521, EDM 6411, ESE 6343, EEX6222
Practical Applications in Assessment & Classroom Management
Online Fall 2008
Course Description: Comprehensive knowledge base concerning classroom assessment &
classroom management including structuring the classroom for success, assessing and managing
individual and group behavior/academic achievement, and motivating and managing exceptional
and at-risk students.
Instructor: Dr. Trudi Gaines
Office Phone: 474-2848
Email: tgaines@uwf.edu
Office Hours: To be announced.
Purpose of Course: The “empowered person and professional taking action” (EPP) is the theme
of the College of Professional Studies’ conceptual framework. This theme focuses learning
experiences on activities that permit the teacher to examine what he/she does and to take an
active role in the instructional process. The subject matter, class activities, and skill development
of this course were selected to assist your personal growth in the following EPP taking action
characteristics: a) critical thinker, b) lifelong learner, c) counselor/mentor, d) decision maker, e)
problem solver, and f) ethical/moral professional.
The State of Florida has responded to national and state initiatives in education reform and
accountability by creating legislative policies relative to the preparation of teachers. Florida's
Accomplished Practices, Sunshine State Standards, and Curriculum Frameworks outline the
skills, abilities, and knowledge-base that teachers and students require to be successful in
Florida's educational system. Within diverse learning environments, teachers require skills in and
knowledge of classroom management and assessment techniques.
Goals:
 To prepare students to meet the following Accomplished Practices mandated by the State of
Florida: #1, #2, #4, #5, #6, #7, #8, #9, #11
 To prepare students to use appropriate Sunshine State Standards.
 To prepare students to meet portions of the National Board for Professional Teaching
Standards.
 To prepare students to pass the items related to varying exceptionalities on the Florida
Department of Education Professional Examination
Student Learning Outcomes: Students will demonstrate proficiency in the following areas,
upon completing the course:
1. knowledge of purpose and types of assessment.
2. knowledge of the effective use of the assessment process related to decision making.
3. knowledge of methods to create and maintain positive learning environments in which
students are actively engaged in learning (in independent and collaborative settings), social
interaction, and self-motivation
4. knowledge of a variety of disciplinary methods and behavioral procedures to use with
individuals and groups
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5. knowledge of working with other professionals and with parents in an interdisciplinary effort
in the management of behavior
Course Texts:
Banks, S. R. (2004). Classroom Assessment: Issues and Practices, Boston, MA: Allyn & Bacon.
Hardin, C. J. (2007). Effective Classroom Management: Models and Strategies for Today’s
Classrooms, 2nd ed., Upper Saddle River, NJ: Merrill
Web Sites and Tutorial:
Council for Exceptional Children: www.cec.sped.org
Assessment and School Performance www.firn.edu/doe/sas/sasshome.htm
IDEA: http://www.ideapractices.org
Children and Adults with Attention Deficit Disorder: http://www.chadd.org
Special Education Law Resources: http://www.edlaw.net and
http://www.ed.gov/offices/OSERS/IDEA/
Resources in emotional or behavioral disorders: http://www.gwu.edu/~ebdweb/index.html
http://www.behavioradvisor.com
http://www.wrightslaw.com/ (Wright’s Law, Up-to-date info on ESE laws & issues)
Course Requirements:
1. Participation: You will be expected to participate in all threaded discussions and to
submit any written assignments to the respective dropbox according to that week’s
assignment.
2. Tests: Two tests on the assigned readings will be given. Make-up exams are not
permitted except with instructor approval in advance. The format for the tests will be
a combination of objective and essay unless otherwise indicated.
3. Assessment Project: Select a topic or specific area within classroom assessment that is
relevant to your needs. Clear this topic with the Instructor before beginning work.
Develop a professional presentation as if you were to deliver it to a group of your peers.
See the Assessment Project Description in the Course Requirements section of the
content page.
4. Journal Article Reports. Find 2 articles from peer-reviewed journals that report findings
from a research study on some aspect of educational assessment and classroom behavior
management. Write a 2 page critique of each article. Format will be APA. Include an
electronic copy as an attachment to your submission. For non online articles, scan the
article, save it as an Adobe document and include it as an attachment to your submission.
5. Classroom Management Project: A maximum 10 page paper describing in detail your
personal classroom management approach. See the Classroom Management Project
description in the Course Requirements section of the content page for details.
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Course Grade Determination:
Two tests @ 10 points
Participation
Assessment Project
Classroom Management Project
2 Journal Article Critiques @ 10 pts
TOTAL
20
20
20
20
20
100
points
points
points
points
points
points
Grading System:
93-100
90-92
87-89
83-86
80-82
A
AB+
B
B-
77-79
73-76
70-72
67-69
60-66
0-59
C+
C
CD+
D
F
Assignments may be cancelled or changed at the instructor’s discretion. Grades will be
based on the total points earned/possible.
Incompletes (I) will not be given except under very extreme circumstances. Please see
college catalog for rules about Incompletes and course withdrawals.
Expectations for Academic Conduct/Plagiarism Policy:
As members of the University of West Florida, we commit ourselves to honesty. As we strive for
excellence in performance, integrity—personal and institutional—is our most precious asset.
Honesty in our academic work is vital, and we will not knowingly act in ways which erode that
integrity. Accordingly, we pledge not to cheat, nor to tolerate cheating, nor to plagiarize the work
of others. We pledge to share community resources in ways that are responsible and that comply
with established policies of fairness. Cooperation and competition are means to high
achievement and are encouraged. Indeed, cooperation is expected unless our directive is to
individual performance. We will compete constructively and professionally for the purpose of
stimulating high performance standards. Finally, we accept adherence to this set of expectations
for academic conduct as a condition of membership in the UWF academic community.
Assistance:
Students with special needs who require specific examination-related or other course-related
accommodations should contact Barbara Fitzpatrick, Director of Disabled Student Services
(DSS), dss@uwf.edu, (850) 474-2387. DSS will provide the student with a letter for the
instructor that will specify any recommended accommodations.
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Class Schedule
Wk
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Mon-Sun
8/25-31
9/1-7
9/8-14
9/15-21
9/22-28
9/29-10/5
10/6-12
10/13-19
10/20-26
10/27-11/2
11/3-9
11/10-16
11/17-23
11/24-30
12/1-5
Topic
Banks Ch 1 & 2
Banks Ch 3, 5 & 8
Banks Ch 6 & 7
Banks Ch 9 & 10
Banks Ch 11, 12, & 13
Banks NCLB Appendix
------Hardin Ch 1 & 2
Hardin Ch 3 & 4
Hardin Ch 5 & 6
Hardin Ch 7 & 8
Hardin Ch 9 & 10
Hardin Ch 11 & 12
Hardin Ch 13, 14 & 15
-------
Major Assignments Due
Journal Critique 1
Assessment Project
Test 1
Journal Critique 2
Classroom Mgmnt Project
Test 2
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Note: This syllabus is subject to change. Any changes will be announced either on the
course homepage News section or via email from the instructor.
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Resources:
Alberto, P. A., & Troutman, A. C. (2003). Applied behavior analysis for teachers (6th ed.). Columbus, OH: Merrill.
Algozzine, B. (1993). Fifty simple ways to make teaching more fun. Longmont, CO: Sopris West.
Bender, W. N., & McLaughlin, P. J. (1997). Violence in the classroom. Preventing School Failure, 32(4), see all
articles in this issue.
Charles, C. M. (1999). Building classroom discipline (6th ed.). New York: Longman.
Emmer, E. T., Evertson, C. M., Clements, B. S., & Worsham, M. E. (1997). Classroom management for secondary
teachers (4th ed.). Boston: Allyn and Bacon.
Evans, S. S., Evans, W. H., & Gable, R. G. (1989). An ecological survey of student behavior. Teaching Exceptional
Children, 21(4), 12-15.
Evertson, C. M., Emmer, E. T., Clements, B. S., & Worsham, M. E. (1997). Classroom management for elementary
teachers (4th ed.). Boston: Allyn & Bacon.
Freedman, M. (1993). The kindness of strangers. San Francisco: Jossey-Bass.
Freiberg, H. (1999). Beyond behaviorism. Boston: Allyn & Bacon.
Good, T., & Brophy, J. (1987). Looking in classrooms (4th ed.). New York: Harper and Row.
Hall, R. V. (1971). Behavior modification: Basic principles. Austin, TX: Pro-Ed.
Johns, B., & Carr, V. (1995). Techniques for managing verbally and physically aggressive students. Denver: Love
Publishing Co.
Jones, V. F., & Jones, L. S. (1998). Comprehensive classroom management (5th ed.). Boston: Allyn & Bacon.
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Kauffman, J. M., Mostert, M. P., Trent, S. C., & Hallahan, D. P. (1998). Managing classroom behavior – A
reflective case-based approach (2nd ed.). Boston: Allyn & Bacon.
Kazdin, A. E. (2001). Behavior Modification in Applied Settings (6th ed.). Belemont, CA: Wadsworth.
Larrivee, B. (1999). Authentic classroom management. Boston: Allyn & Bacon.
Levin, J., & Nolan, J. F. (2000). Principles of classroom management (3rd ed.). Boston: Allyn & Bacon.
Long, N. J., & Morse, W. C. (1996). Conflict in the classroom. Austin, TX: Pro-Ed.
Malott, R., Whaley, D., & Malott, M. (1997). Elementary principles of behavior. Upper Saddle River, NJ: Prentice
Hall.
Maag, J. (1999). Behavior management - from theoretical implications to practical applications. San Diego: Singular
Publishing Group, Inc.
Mercer, C. D., & Mercer, A. R. (1998). Teaching students with learning problems (5th ed.). Columbus, OH: Merrill.
Nelson, D., Rutherford, R., Center, D., & Walker, H. (1991). Do public schools have an obligation to serve troubled
children and youth? Exceptional Children, March/April, 406-415.
Paine, S., Radicchi, J., Rosellini, L., Deutchman, L., & Darch, C. (1983). Structuring your classroom for academic
success. Champaign, IL: Research Press.
Poteet, J. A., Choate, J. S., & Stewart, S. C. (1993). Performance assessment and special education: Practices and
prospects. Focus on exceptional children, 26(1), 1-20.
Pryor, K. (1984). Don’t shoot the dog! New York: Bantam Books.
Rettig, E. B., & Paulson, T. L. (1975). ABC’s for teachers. Van Nuys, CA: Associates for Behavior Change.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book. Longmont, CO: Sopris West.
Savage, T. (1999). Teaching self-control through management and discipline (2nd ed.) Boston: Allyn and Bacon.
Smith, D., & Rivera, D. (1995). Discipline in special education and general education settings. Focus on Exceptional
Children, 27(5), 1-15.
Sprick, R. S. (1981). The solution book: A guide to classroom discipline. Chicago: Science Research Associates.
Stewart, S. C., Evans, W. H., & Kaczynski, D. J. (1997). Setting the stage for success: Assessing the instructional
environment. Preventing School Failure, 41(2), 53-56.
Walker, J., & Shea, T. (1999). Behavior management: A practical approach for educators (7th ed.). Englewood
Cliffs, NJ: Merrill.
Weinstein, C. S., & Mignano, A. J. (1997). Elementary classroom management – Lessons from research and
practice (2nd ed.). New York: McGraw Hill.
Williams, P. A., Alley, R. D., & Henson, K. T. (1999). Managing secondary classrooms. Boston: Allyn and Bacon.
Wolfgang, C. (1999). Solving discipline problems (4th ed.). Boston: Allyn & Bacon.
Wolfgang, C., Bennett, B., & Irvin, J. (1999). Strategies for teaching self-discipline in the middle grades. Boston:
Allyn & Bacon.
Wong, H., & Wong. R. (1998). The first days of school. Mountain View, CA: Harry K. Wong Publications.
Workman, E. A., & Katz, A. M. (1995). Teaching behavioral self-control to students (2nd ed.). Austin, TX: Pro-Ed.