Syllabus
Course Prefix/Number:
EDF 6691
Course Title: Educational Foundations: Bio-Psycho-Social Issues
Course Credit Hours: 3
Instructor Name and Contact Information:
Robert Markowitz, Ph.D.
Office Phone: 850-474-2158
rmarkowitz@uwf.edu
Office Location: Bldg. 85, Room 179
Office Hours: By appointment (encouraged)
Prerequisites/Co-requisites: none
Course Description: In this course we will examine current issues in education from a
multi-perspective point of view, grounded in our understanding of different theories of
learning and development. Issues may include factors affecting school achievement,
standardized testing, motivation, social, economic, and political conditions, character
education, diversity, new technologies, and critical thinking. Through the lenses of various
theories of learning and development, we will focus on understanding the biological,
psychological and social factors that inform one’s understanding of these issues and
application in the classroom.
Purpose of the Course:
Conceptual Framework
The Empowered Professional Making a Difference is the theme of the Professional
Education Unit’s conceptual framework. This theme focuses learning experiences on
activities that permit the candidate to examine what he/she does and to make a difference
in the instructional process. The subject matter, class activities, and skill development of
this course were selected to assist your professional growth in one or more of the following
Empowered Professional Making a Difference characteristics: a) critical thinker, b) lifelong
learner, c) counselor/mentor, d) decision maker, e) problem solver, and f) ethical/moral
professional.
CAST
In order to monitor, maintain, and assist students in overcoming knowledge, skill, and or
disposition deficiencies early in their education program, the CAST (Culture of
Achievement through System of Tiered Support) process has been implemented. The
faculty member/advisor notes the student’s performance need(s) and completes a referral
form. The student is then contacted and advised to work with the faculty member in order
to identify the appropriate remedy for the particular concern(s). The faculty member(s) in
question also perform a review to determine if there are any course/assignment
adjustments that should be considered. CAST is a tiered process and students may expect
an incremental increase in the level of remedy or intervention based on the duration and or
frequency of the deficiency. Please go to the following website and follow the CAST link for
more detailed information. http://uwf.edu/education/
-Course Student Learning Outcomes (SLOs):
Upon completion of the course, students will be able to:
1. Identify the major psychological theories of human development and learning and relate these to
educational practice.
2. Critically evaluate and distinguish programs and practices based on scientific research from
those based upon opinion or "common sense". Critical thinking
3. Use these theories as tools to critically evaluate current issues in development, teaching, and
learning.
4. Identify the psychological person as one that exists with a unique biological template and within
a social context. Apply principles of human ecology to the evaluation of classroom students.
5. Through reflection and a Social Ecology analysis of "diversity", learn to identify teacher
behaviors that indicate sensitivity to, value, and respect for differences among people. The
UWF catalogue lists the following categories: race, color, ethnicity, religion, gender, sexual
orientation, age, national origin, or disability. I add socio-economic status. These labels are
problematic and will be discussed.
Goals: This course is designed to prepare students in alignment with the following standards:
Florida Educator Accomplished Practices (Professional): 4, 5, and 7
Sunshine State Standards: This graduate course does not address the SSS’s
National Council for Accreditation of Teacher Education (NCATE) Standard 1: 1.c, 1.f
Specialized Program Area (SPA [ACEI]): 1, 3.1, and 3.2
National Board Professional Teaching (NBPT): 1, 2, 4, and 6
Course Alignments by Assessments, Outcomes, and Standards
Project Name and
Conceptual
Course Program
Assessment Tool Framework Outcomes SLOs SLOs
(Characteristics)
Theory
Critical Thinker
1.2, 3.1
summary/application
papers
Social Ecology /
Counselor/Mentor:
4, 5
3.1, 6.1,
Diversity paper
Ethical Moral
6.2
2.1,6.1
(Key Assignment - Problem Solver
Critical Thinker
Bronfenbrenner
Rubric)
Quizzes
Critical thinker
1, 2, 3, 1.2, 2.1,
Counselor/Mentor
4, 5
NCATE
FEAPs
Standard 1 (Professional)
Indicator
1.c
4, 7
SPA
NBPTS
(ACEI)
1, 3.1
1, 2, 6
1, 4
1, 3, 6
1c, 1.f,
1c, 4a
4, 5
5, 6, 7
3.2
1, 3.2
1.c, 1.f
4, 7
1, 3.1
Topics Covered, and proposed schedule are below
Week
Topics
1
Nature of Scientific Knowledge
2
Locke and Rousseau
3
Montessori and Gesell
4
Piaget and Vygotsky
5
Erikson – Study Guide 1
6
Quiz 1
7
Kohlberg and Bronfenbrenner
8
Behaviorism – Pavlov/Skinner
9
Bandura and Motivation
10
Neuroscience
11
Slot saved for expansion of any of the above
12
Work on papers and PowerPoint
13
Work on papers. Post PowerPoint
14
Ecology/Diversity papers due. Study Guide 2
15
Study
16
Quiz 2
Texts:
The primary text is;
Crain, W. (2011) Theories of Development: Concepts and Applications. 6th Edition.
Prentice Hall.
The publisher’s suggested price is ~ $108.
The publisher and I have created a custom version that contains only the chapters
that are required for this course!
**************
UWF Custom: Theories of Development Edition: N/A
Author: Crain-Markowitz
ISBN: 9781269286336
Copyright Year: 2014
Publisher: Pearson Learning Solutions
It is available at the UWF bookstore for $75.60.
http://www.bkstr.com/webapp/wcs/stores/servlet/booklookServlet?bookstore_id1=645&term_id-1=201401&div-1=&dept-1=EDF&course-1=6691&section-1=0642
Required: There is a required Teacher Education Program Tk20 Assessment
system subscription. The Tk20 Subscription is available directly at
http://uwf.tk20.com or through the UWF campus bookstore - Student Access Kits
(ISBN 0-9774408-1-8). The subscription takes time to activate and there may be a
bit of a learning curve for first-time users. DO NOT WAIT until the last week to
purchase. Students taking this course, but who are not in a Teacher Education
program, may be exempt from this requirement.
Readings: Links to additional reading materials will be provided in the course Sessions.
Tutorials: Useful tutorials and Demos are available at the eLearning site for distance
learning students and face-to-face students in blended courses. These address the
software and systems required for the use of the eLearning site.
https://elearning.uwf.edu/.
Grading/Evaluation System:
Course Requirements:
Students are advised to log into this course at least every other day to stay
apprised of new information that may be available in NEWS [Home page].
KEY ASSIGNMENT: (Note: Key Assignments must be submitted in TK20. You must
earn 70% or better on the identified student learning outcomes of this assignment to
pass this course and continue in this Teacher Education program.)
Paper: “Socio-ecologic Analysis of Diversity, Theory to Application.”
Students will prepare a research paper utilizing Bronfenbrenner’s Social Ecology Model
to analyze the world of a student, real or hypothetical, who is a member of a traditionally
“othered” community. The analysis will focus on those Bio-Psycho-Social elements of
the student’s world that might affect the student’s development, educational experiences
and achievement. Your analysis will provide a thorough description/picture of the
demographic community under discussion. Drawing upon the theories and theorists you
have studied, describe how they might inform your understanding of the student and
suggest positive interventions. You will receive more detailed information.
This paper must be uploaded to TK20.
OTHER ASSIGNMENTS
Summary and application papers:
Summary and application papers of the required for each theory/theorist. Papers are to be
no longer than 1 typed page for the summary and 1 page for classroom application. If
there are two theories or theorists discussed in the chapter (or week), then you will
submit one summary and one response for each - 4 pages. Combine all summaries
and responses into one document for the purposes of uploading. There will be 9 such
papers over the duration of the course. Preferred font is 12 point Times New Roman.
Cambria 12 is acceptable.
As feedback is only available in Tk20 after an entire Binder is submitted, these
papers will be uploaded to folders in D2L. You will have the opportunity to upload
the final Summary and Application paper to Tk20 for practice, if you wish.
SUGGESTION: Consider preparing these documents as study/review aids for the
quizzes. They need not be “prosy”. Av
QUIZZES
Two quizzes based on the assigned readings, lectures/online content, and class/online
discussions will be administered. Tests will be a combination of multiple-choice
application questions, and brief essay questions. Make-up exams are not permitted except
with instructor approval. If you are absent or late on a test day, you may (with
permission) take an alternate test during dead week or final exam week.
Those in online courses must contact the instructor prior to the quiz date if scheduling
problems are anticipated. Accommodations will be made for time zone differences.
PARTICIPATION
o In class - Please be on time, in attendance for each class meeting, and involved in
class activities and discussion. Participation, including periodic quizzes and group
activities will be considered in assigning a final grade
o Online – participation in the discussions is important. It is integral to the overall
learning goals of this course. "Participation" in discussions does not mean, "I really
agree with what s/he said." It means creating your own, original, and thoughtful post.
DO NOT FALL BEHIND READING NEW POSTINGS.
Grading Criteria:
Detailed rubrics are available within TK20.
Course Grade Determination:
Assignment
Ecology/Diversity paper
Summary/Application papers
Value
25%
30%
Two quizzes
Participation
Total
40%
5%
100%
PERCENT
94 - 100
90 - 93.9
87 – 89.9
84 – 86.9
80 – 83.9
77 – 79.9
74 – 76.9
70 – 73.9
LETTER GRADE
A
AB+
B
BC+
C
C-
60 – 69.9
D
< 60
F
Key Assignment
9 papers * 3.33
points
20 points each
Online discussions
References/Bibliography:
Berliner, David C. Our Impoverished View of Educational Reform, August 2005. Available at
Teachers College Record, http://www.tcrecord.org/content.asp?contentid=12106
Bronfenbrenner, Urie. Toward an Experimental Ecology of Human Development. American
Psychologist, July 1977
Bronfenbrenner, Urie. The Ecology of Human Development. 1979, Harvard University Press.
Bronfenbrenner, Urie. Developmental Ecology Through Space and Time: A Future Perspective.
in Moen, P., G. H. Elder, Jr., & K. Luscher (Eds.), Examining lives in context: Perspectives on
the ecology of human development (pp. 619-647). Washington, DC: American Psychological
Association.
Erikson, Erik H. Childhood and Society: 2nd Edition, 1963. W. W. Norton & Co., Inc., New
York, NY
Kohn, Alfie. How not to Teach Values: A Critical Look at Character Education, Phi Delta
Kappan, February, 1997. http://www.alfiekohn.org/teaching/hnttv.htm
Kohn, Alfie. Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise,
and Other Bribes., January 1999, Houghton Mifflin, Boston,
Thomas, Murray R. Comparing Theories of Child Development 5th ed., 2000,
Wadsworth/Thomson Learning. Belmont, CA
Willingham, Daniel T. Should Learning Be Its Own reward? American Educator, American
Federation of Teachers, Vol 31, No. 4, Winter 2007-2008.
Each UWF Student is expected to:




Activate a UWF ArgoNet email account
Access email at least two to three times weekly
Have basic word processing knowledge
Purchase and activate a TK20 account
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets
forth the rules, regulations and expected behavior of students enrolled at the University of West
Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student’s responsibility to read the Student Code
of Conduct and conduct themselves accordingly. You may access the current Student Code of
Conduct at http://www.uwf.edu/judicialaffairs.
Expectations for Academic Conduct/Plagiarism Policy: Academic Conduct Policy: (Web
Format) | (PDF Format) (RTF Format)
Assistance: Students with special needs who require specific examination-related or other
course-related accommodations should contact the Student Disability Resource Center (SDRC),
sdrc@uwf.edu, 850.474.2387. SDRC will send an email to the instructor that specifies any
recommended accommodations.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.
Additional Resources:
Student Success Programs http://uwf.edu/StudentSuccess/
Gear Up for Online Learning http://onlinecampus.uwf.edu/gearup/
Library Resources http://onlinecampus.uwf.edu/services/library.cfm
and tutorials http://library.uwf.edu/Research/OnlineTutorials/
Writing Lab http://uwf.edu/writelab/
ITS Help Desk http://uwf.edu/helpdesk/
Online Campus http://onlinecampus.uwf.edu/