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b. Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.

  1. Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable

accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.

It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.

d. Late Work: Students are expected to meet the deadlines. Late papers will only be accepted in case of extenuating circumstances. Student athletes will submit the papers in advance to avoid penalty. There will be five points deducted per day for the assignments submitted past the due date.
e. Grading Scale:























Below 60


f. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
g. Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes. Please contact me in case of any confusion, concern or question. I am always at your beck and call. My success lies in your success.

10. References:

Aboud, F. E. (1993). The developmental psychology of racial prejudice. Transcultural Psychiatric Research Review, 30, 229-242.

Bar-On, R. (1997) EQ-i: Bar-On emotional quotient inventory: A measure of emotional intelligence: Technical manual Toronto, ON: Multi-Health Systems Inc.

Bell, M. (2007).

Betancourt, H., & Lopez, S. R. (1993). The study of culture, ethnicity, and race in American psychology. American Psychologist, 48, 629-637.

Brewer, M. B. (1999). The psychology of prejudice: Ingroup love or outgroup hate? Journal of Social Issues, 55, 429-444.

Davidman, L., & Davidman, P. T. (2001). Teaching with a multicultural perspective: A practical guide (3rd ed.). New York: Addison-Wesley.

Duarte, Eduardo M., & Smith, Stacy. (2000). Foundational Perspectives in Multicultural Education. New York: Longman.

Grant, Jim (2003). Differentiating for Diversity. Kansas: Principal.

Graves, Donald H. (2002). Testing Is Not Teaching: What Should Count in Education. New Hampshire: Heinemann.

Greene, B. (1994). Lesbian and gay sexual orientations: Implications for clinical training, practice, and research. In B. Greene & G. M. Herek (Eds.), Lesbian and gay psychology: Theory ,research, and clinical applications (pp. 1-24). Newbury Park, CA: Sage.

Goleman, D. (1995) Emotional intelligence. New York: Bantam Books.

Goleman, D. (1998) Working with emotional intelligence. London: Bloomsbury Publishing.

Guidelines for Providers of Psychological services to Ethnic, Linguistic, and Culturally Diverse Populations. (1993). American Psychologist, 48, 45-48.

Hinckley, June M. (2001). A Sound Education. Virginia: Association for Supervision and Curriculum Development.

Human Rights Watch (2001). Hatred in the Hallways: Violence and Discrimination Against Lesbian, Gay, Bisexual, and Transgender Students in U.S. Schools. [Note: find at www.hrw.org/reports/2001/uslgbt/toc.htm]

Knapp, M. S., Shields, P. M., & Turnbull, M. J. (1995). Academic Challenge in High-Poverty Classrooms. Phi Delta Kappan, 76, 770-776.

Kozol, J. (1991). Savage Inequalities: Children in America's Schools. New York: Crown Publishers.

Larke, P. J. (1990). Cultural Diversity Awareness Inventory: Assessing the Sensitivity of Preservice Teachers. Action in Teacher Education, 12(3), 23-30.

Liston, Daniel P., & Zeichner, Kenneth M. (1996). Culture and Teaching. Mahwah: Lawrence Erlbaum Associates.

Mayer, J., Salovey, P., & Caruso, D. (2000). Emotional intelligence as zeitgeist, as personality, and as a mental ability. In R. Bar-On & J.D.A. Parker (Eds.), The handbook of emotional intelligence. New York: Jossey-Bass.

Noel, Jana. (2000). Notable Selections in Multicultural Education. Guilford: Dushkin/McGraw-Hill.

Ovando, Carlos J., & McLaren, Peter. (2000). The Politics of Multiculturalism and Bilingual Education. Boston: McGraw Hill.

Steffy, Betty E. Wolfe, Michael P., Pasch, Suzanne H. & Enz, Billie J. (2000). Life Cycle of the Career Teacher. Thousand Oaks, CA: Kappa Delta Pi and Corwin Press.

Schutte, N & Malouff, J. (1999). Measuring emotional intelligence and related constructs. New York: The Edwin Mellon Press.

Thorne, B. (1999). Boys and girls together… but mostly apart. In R. Arum and I. R. Beattie (Eds.), The structure of schooling: Readings in the sociology of education (pp. 338-346). Mountain View, CA: Mayfield Publishing.

Tiedt, P. L., & Tiedt, I. M. (1999). Multicultural teaching (5th ed.). Boston: Allyn and Bacon.

Wallace, B. (2000). A Call for Change in Multicultural Training at Graduate Schools of Education: Educating to End Oppression and for Social Justice. [Electronic version]. Teachers College Record, 102 (6), 1086-1111. [Note: find at www.tcrecord.org/Content.asp?ContentID=10703]

White, M. S. (1970). Women in the professions: Psychological and social barriers to women in science. Science, 170, 413-416.



http://www.vanderbilt.edu/cft/resources/teaching_resources/interactions/diversity. htm



11. Assignments:

Notebook 20% identify, define & describe

Paper 35% describe & demonstrate

Presentation 45% describe, demonstrate, apply & analyze

12. Calendar: Topics/Learning Activities and Due Dates for Assignments.


Topics/Learning Activity


Week One

Introduction, Orientation, Syllabi review (purpose, scope & sequence, competencies/expectancies)


Week Two

Definition of Diversity-group test in class, analysis paper

Implicit Bias Test, keep in 2 pocket folder

Ekman, reading (keep in folder)

F.E. Test reading,   

Week Three

Jane Elliot video, article

Elliot  review

Week Four

Body Image reference for class http://www.tolerance.org/images/teach/activities/Reshaping_Body_Image2.ppt

Implicit tests due in folder

Week Five

Statistics for paper/presentations

Refer to web page for additional sites

Week Six


Paper Due

Week Seven



To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”

EDC 230

Educational Psychology Spring, 2012

Mon/Wed/Fri 9:15-10:05

Dr. Rich Bonde

Course Description

This core education course is required of all licensure areas. The course explores the developmental areas of cognition, socialization, morality, emotions, and personality. Students will study language acquisition, group and individual differences, intelligence, and behavior theories. Students will develop workshops in problem-based learning, constructivism, and critical thinking.

Education Department Sequence

EDC 230 is a core course for all education students and should be taken early as a professional course.

Required Textbook

Eggen, Paul and Kauchak, Don (2010) Educational Psychology: Windows on Classrooms.

Upper Saddle, NJ: Pearson/Merrill/Prentice Hall.
Links to Conceptual Framework

Knowledge of pedagogy

The preservice student will be able to use information on student learning for instructional design and delivery

Human Growth and Development

The preservice student will be able to:

  • display knowledge of how students learn and the developmental characteristics of age groups;

  • To understand what students know and are able to do;

  • To recognize characteristics of gifted students, students with disabilities, and at-risk students

Course Objectives

Knowledge: The preservice candidate completing this course will be able to explain pertinent theories of intellectual development, learning, motivation, and S/he will be able to discuss how such theories can be applicable to classrooms. S/he will be able to show that all students can learn.

Skills: To be able to make applicable decisions and lesson planning relative to learning theories discussed in class.

Dispositions: It is absolutely critical that each preservice candidate completing EDC 230 have a committed belief that all students can learn and that all students have an inherent motivation to learn. It is part of the LEC Conceptual Framework and essential for this course.
LEC Unit Assessment Data Collection:

None in this course.

Course Expectations:

Attendance: Daily attendance is required. In the event of an absence, please e-mail the instructor and make arrangements to make work up.

Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie College and the Education Department. In addition, it is a violation of the dispositions required by the department. Consequences as severe as dismissal from the college, a failing grade, and jeopardizing continuation of professional development in education may result.

Disabilities: Any LEC preservice candidate with an identified disability or impairment should contact the Success Center. Any and all modification required for success in this course will be honored.

Late Work: Work is due as assigned. Any late work may be accepted by contacting the instructor. A pattern of late work is not a fair option to the candidate or to the quality of discussion in class and will result in a reduced grade.

Grading Scale: Follow scale in Teacher Education Handbook

Assignments :

Learning Organizer: Binder with all classwork, chapter organizers, handouts, etc

Mid Term Exam Assessment of basic knowledge and skills

Presentation Presentation to class on your topic. Be creative!!!

Mini-Workshops Student-led workshops on specific topics and opposing viewpoints

Term Paper 5-7 page term paper (3-5 sources) investigating a topic of interest to the student relative to educational psychology.

NOTE: All papers in the Education Department are

to be written in APA style.

Final Exam An opportunity to synthesize theories, ideas, concepts, and practical applications. It will be assigned many weeks in advance.
Grading: Attendance & Participation 20%

Content Log 15%

Mid-Term Exam (In Class) 20%

Term Paper & Presentation 20%

Final Exam (Take-Home) 25%


Date: Topic/Activity/Assignment Readings:
M Jan 23 Introductions

Course Overview & Requirements

W Jan 25 Is a good teacher born or made?

Characteristics of a good teacher; how Educ Psych fits.

F Jan 27 The Development of Cognition an Language Chap. 2

Principles of Development & Learning and the Brain

M Jan 30 Vygotsky Chap. 2
W Feb 1 Language Acquisition Chap. 2

F Feb 3 Personal, Social, Emotional Development Chap. 3

Personal & Social Development

Identify & Self-Concept: Erikson

M Feb 6 Moral Development: Kohlberg

Clashing Views: Retention?
W Feb 8 Group & Individual Differences Chap 4

Intelligence: Spearman/ Gardner

F Feb 10 Intelligence: Sternberg Chap 4

Learning Style

M Feb 13 SES Chap 4


Clashing Views: Gardner: Multiple Intelligences??
W Feb 15 Students At Risk Chap 4
F Feb 17 Panel Discussion: ESL Students
M Feb 20 Behaviorism & Social Cognitive Theory Chap. 6

Behaviorist Views

W Feb 22 Social Cognitive Theory Chap. 6

Clashing Views: Self-Esteem
F Feb 24 Guest Presenter: Behavioralism Chap. 6
M Feb 27 Cognitive Perspectives on Learning Chap. 6

W Feb 29 Memory – Info Processing System Chap. 7

F Mar 2 Metacognition Chap. 8
M Mar 5 Outcomes of Knowledge Construction


W Mar 7 Students Lessons on Memory
F Mar 9 Mid Term Exam - In Class
M Mar 12-F 16 No Class – Spring Break
M Mar 19 Complex Cognitive Processes Chap. 9


W Mar 21 Problem-Based Learning Chap. 9
F Mar 23 Critical Thinking Chap 9
M Mar 26 Team Workshops
W Mar 28 Team Workshops

F Mar 30 Chap 10: Theories of Motivation Chap. 10

What is Motivation?

Humanistic Views

Behavioral Views

M Apr 2 Cognitive Views Chap. 10

Expectancy X Value Theory


Goal Orientation



W Apr 4 - Affective Factors in Motivation Chap. 10


Arousal and Anxiety

Clashing Views: Class Size

F Apr 6 No Class
M Apr 9 Motivation in the Classroom

Student-Led Mini-Workshop

W Apr 11 Chap 11: Motivation Chap. 11

Student-Led Workshop

Final Exam Assigned
F Apr 13 School Visit
M Apr 16 ` Bebrief – School Visit and Ed Psych Topics

W Apr 18 Classroom Management – Tentative Panel Discussion

F April 20 Student Presentations

Content Organizer Due
M April 23 Student Presentations
W April 25 TBA

F April 27 TBA

M April 30 TBA
W May 1 TBA
F May 2 Final Exam Due

Borich, Gary D. & Tombari, Martin. (2001). Educational Psychology: A Contemporary Approach (4th Edition) New York: Addison Wesley Longman, Inc.
Garbarino, James (1999). Lost Boys. New York: Anchor Books
Gardner, Howard (1993). Multiple Intelligences: The Theory in Practice. New York: Harper Books.
Goleman, Daniel (1995). Emotional Intelligence. New York: Bantam Books, Inc.
Good, Thomas K & Brophy, Jere (2002). Contemporary Educational Psychology. New York: Longman.
Healy, Jane M (1990). Endangered Minds. New York: Touchstone Publishers.
Hersch, Patricia (1998). A Tribe Apart. New York: Fawcett Columbine Publishers.
Lehmann, Nicholas (2000). The Big Test: The Secret History of the American Meritocracy. New York: Farrar, Straus, Giroux
Ormrod, Jeanne Ellis (2005). Educational Psychology: Developing Learners. Upper Saddle, NJ: Merrill/Prentice Hall.
Wolfe. Patricia (2001). Brain Matters: Translating Research into Classroom Practice. Alexandria, VA: Association for Supervision and Curriculum Development.


“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”

EDC 321: Phonetic Approaches to Reading

Fall 2011

Tuesdays and Thursdays 9:50am-11:05am

Garfield Center A1

Dr. Katharine R. Delavan

Asst. Professor of Education

Garfield Center B9



Office Hours: Mondays 9:30am-11:00am Wednesdays 9:30am-11:00am, Tuesday and Thursday 4pm-5pm or by appointment
Course Description:

This course deals with letter-sound correspondences, segmenting processes, spelling, morphology, and syllabication. Word pronunciation, vocabulary building, and comprehension are highlighted. Effective application of phonetic strategies, understanding diacritical markings, English grammar, structural analysis, and context are covered.

Education Department Sequence:

This course is a pre-requisite for EDC 324 Reading Diagnosis: Assessment, Analysis and Instruction.

Required Textbooks:

Bear, D., & Invernizzi, M., & Templeton, S., & Johnston, F. (2011). Words their way:

Word study for phonics, vocabulary and spelling instruction. (5th ed.). Upper

Saddle River, NJ: Merrill.
Course Objectives:

The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).

Knowledge: (Learning and Cognition) The pre-service candidate will:

  • Demonstrate knowledge of what phonics is and how it is learned. Develop vocabulary and its appropriate placement in text (grammar).

  • Develop an understanding of the role of phonics in spelling, morphology, and vocabulary enhancement.

Skills: (Effective Teaching) The pre-service candidate will:

  • Become familiar with appropriate methods and materials for instructing children. Identify problems in phonetic pronunciation, segmentation, syllabication, and spelling. Develop an understanding of the various approaches to the teaching of phonics and how its components interact.

  • Demonstrate an ability to plan for and teach phonics in a small or large group. Be able to select appropriate materials for various levels and design materials suitable for needed phonics and related areas of instruction.

  • Develop appropriate lesson plans, activities, and learning centers. Be able to use and to model correct English in oral and written communication.

Dispositions: The pre-service candidate will:

  • Become familiar with the current professional literature dealing with phonics. Develop an understanding of the effect of culture; race, and socioeconomics can have upon the teaching of phonics.

Commitment to Diversity:

Assignments and daily activities allow pre-service candidates to demonstrate their understanding through a variety of methods. There are multiple opportunities for collaborative group work; and hands-on activities that are intended to put theory into practice, making the content more concrete. Throughout the course pre-service candidates are encouraged to share their individual life experiences in relation to the course content. This helps to build a sense of community while respecting individual similarities and differences.

Commitment to Technology:

The content of this course will provide the pre-service candidate the knowledge they need to make appropriate choices in regards to incorporating technology to support the reading process. They will be introduced to a variety of quality websites to aid their depth and breadth of teaching strategies.

Commitment to Reflection:

Through participation in this course the pre-service candidate will build their ability to reflect upon lessons. They are expected to complete the reflection portion of the long lesson plan and provide constructive feedback for their peers.

Course Expectations
Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than three (3) missed classes. An automatic failure is imposed with six (6) or more absences.

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