Cambridge University Press et al v. Patton et al

Filing 327

DEPOSITION of Ann Cale Kruger, Ph.D. taken on April 22, 2011 by Cambridge University Press, Oxford University Press, Inc., Sage Publications, Inc.. (Attachments: # 1 Exhibit 1, # 2 Exhibit 2, # 3 Exhibit 3, # 4 Exhibit 4, # 5 Exhibit 5)(Rains, John)

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E X H I B I T 3 of Education College State Georgia University and Scholarship Focused Leadership EPY 7090 Psychology on Learning and Development of Learning and the Learner CMP Education Early Childhood 2009-2010 Instructor Dr Ann E-Mail Phone Office 818 Fax This course covers enhance for The the psychological of these goals practice are to that underlie Hours By Appointment 404 404 413-8314 413-8043 and the teaching to learn the principles The two ECE program How understand the core and They Learn and concepts is Critically apply them and on reflect goals that the course that learning prompts insights into teachers processes are of Children and Knowledge objectives principles principles of the course professional are Course Office Education school Knowledge students Cale Kruger and how they in can relevant particularly Reflective occur of theft those Thinking appropriately Course Content Knowledge Core of Children theorists and emotional Social and concepts Bowlby foundations other locus Application rapport building relevant Establishing Dweck Ainsworth understanding of self and of control for learning and motivation community Steele attachment stereotype creating anxiety threat emotionally safe and environments for learning Constructivism Core way their theorists children and concepts solve Piaget and the neo-Piagetians developmental changes in the problems stages of development children as with theories scientists of own Application The understanding role science of the child in learning and math contexts for learning expectations for education Socio-constructivism Core theorists and concepts processes or ways Vygotsky of thinking language socio-cultural theory mediating thought cultural basis for cognitive zone of proximal development scaffolding RU6ttTX r.Jr1 41 ESQUIRE GaStateOO66O44 Exhibit 3 - 1 Application Role culturalism how of relationships culture affects in the learning facilitating ways children tell in the classroom and think stories multi in diversity thinking Processing Models Information Core concepts memory General models and knowledge attention Transmission Application problem-solving of attention and and memory metacognition and assessment in developmental changes self-regulated in of knowledge learning the classroom and study strategies Theories/Behaviorism Learning Core and concepts Pavlov punishment theorists aversive reinforcement observational Classical and Skinner control and Operant stimulus-response Conditioning associations learning Classroom management Application Direct Precision Instruction Teaching Course Requirements For most class sessions Readings textbooks Eres and to the are accessed Directions Go and articles for through the Accessing Electronic Click on the tab Arrow down to View at Reserves the top find beside Enter the password be active and the are are on electronic taken Library from Reserves web Reserves ERes reflect in on The readings that Course Course Reserve says staff with questions Coordinator you It homework are concerns task will be assigned The purpose you to read the assigned children homework should be You or with regard to your teaching observing should include Class participation 7090 will require ideas especially written by Instructor Pages you would like to view that For most class sessions your learning the Materials ----TBD assignments will involve theories and name Krugers name Media and Reserves Homework to that the library reserves contact Library be assigned The readings for the course Krugers Click on the course page Please will readings readings http// Click on Electronic Click web The where 2-3 in material not facilitate including is for process you it During the school experiences your classroom to pages in length actively year the application of the references to the applicable expected to contribute to class discussions of the issues raised in GaStateOO66O45 Exhibit 3 - 2 the lectures readings homework and The will note instructor and your contributions provide feedback Performance Assessment The of your homework quality rubric grading developed will be assessed through the web class participation and Grading based on the is cohort for the Technolo2v you will be asked that address and fmd sources In class this to access are readings email use your student on the internet Course Context RELATIONS TO OF COURSE assumptions that guide the College of Educations class are base and knowledge to programs Two gain understanding greater learning that of diversity changes process There an active will among that will be emphasized in society and and an expanding programs to adapt continually is learning College of Educations the must learning/teaching FRAMEWORK CONCEPTUAL UNIT Two are several in be emphasized and learners outcomes candidate in in class are for students this understanding greater of the environment OF COURSE TO STANDARDS RELATIONS This course provides the underlying theoretical educational professional Performance organizations and GPS INCLUDING contexts by which for standards teachers by most identified may approach the Georgia Standards Course Policies POLICY ON ATTENDANCE Attendance described The is required in the GSU that activities take course requirements at all class meetings unless there Policy on Class place Attendance compelling is in the reason for absence College of Education during class meetings are important to successful If classes are missed students will arrange Graduate completion with the instructor to as Bulletin of make up assignments POLICY ON ACADEMIC HONESTY Students in all courses at Georgia State University For explicit coverage expected honesty academic honesty in the General Catalog for the University on examinations credit without unauthorized of are academic collaboration this policy students falsification to demonstrate the highest are This policy and degree advised to read the section multiple discusses of on plagiarism cheating submissions of material for pennission POLICY ON DISABILITIES Students Disability with disabilities requiring Services at accommodations Georgia State before must be registered an instructor can modify with the Office instruction or of expectations GaStateOO66O46 Exhibit 3 - 3 The of Disability Office disability the instructor be made Services who may require the at of the course according to the Universitys Disability POLICY ON DISRUPTIVE behavior GSU to According behavior policy or pages of disruptive to arrangements can self-identify so that provided by the Office is personal or other For purposes of this and professor while with other the word course class of or to to exhibit is repeated obscenities absence in the threatening text of notice and persisting tardiness defined as one the entire the disrupts personal phone calls classmates outside class which defined by the ins tructor class frequently excessive students other classroom or in members For purposes student refers is making/receiving entering toward the instructor word purpose circumstances behavior for document the and this or physical threats to verbal leaving extenuating conversations behavior behavior for class not limited behavior student and off-campus locations with class discussion be considered disruptive inappropriate both on is and with instructors interacting behavior student include during class illness appropriately Disruptive but interference instructor also must guidelines with BEHAVIOR includes Disruptive includes unreasonable messages also environment learning educational process Such and requested with student make an appointment to Services Professional other is Students policies Any 404-463-9044 at accommodations special beginning be contacted can of this policy intimidating it to in may or other of class specflc meeting of students section Course Outline COURSE STRUCTURE The format of the and writing reflective course will include lectures Class whole group June discussions small group discussions 2009 Thinking about the Nature of the Child Individual writing class discussion Introduction Lecture to Social discussion Homework due at Class and Emotional Foundations film Handout during Class GaStateOO66O47 Exhibit 3 - 4 June 16 2009 Class of Social and Emotional Foundations Continuation QA reflection Homework due at lecture Class film discussion Handout Class during Class June 18 2009 Thinking about Learning QA reflection Introduction discussion Lecture Readings on Piaget due McDevitt Piaget Teresa and Whitenack Class Child Psychologist Ormrod pp Vygotsky Merrill-Prentice for at 2002 Seymour Papert and Constructivism to Piaget Homework Knipping Nancy Joy Chapter The Constructivist on Piaget due Novinger Sue reasoning about tens and 14 19 20 26 Constructivist Cognitive and Education Development Columbus OH Underwood ones The story Gail 2002 of Aunt Contexts Marys 14 5-li Class at Handout during Class TBD September 2009 of Piaget Readings and QA The Hall Class Review 2004 Jeanne 139-163 Child Development childrens mathematical Candies Jean Piaget Homework reflection Introduction to Vygotsky and Social Constructivism Lecture_discussion Readings on Vygotsky McDevitt Piaget and Processes due Teresa Vygotsky at Class Omirod Jeanne pp pp.225-228 163-183 Chapter Child Development 2004 Chapter Cognitive Cognitive Development and Education Columbus Development Cognitive OH Merrill-Prentice GaStateOO66O48 Exhibit 3 - 5 Hall Elena Bodrova NJ Englewood the Mind cognitive Barak Carla education Homework on Vygotsky knowledge due QA Introduction on for teaching Ed Readings in higher-level Educational Quiroz Blanca through explicit training Handout at Class TBD 1999 Bridging cultures Paper presented at SRCD Class during October 2009 Homework reflection to Information and Metacognition Processing Information Processing and Metacognition McDevitt Teresa Cognitive Processes Merrill-Prentice Ormrod pp McDevitt 2004 Teresa Cognitive Processes Ormrod strategies at Class Chapter Child Development 184-200 Chapter 12 Long term 4th Edition Learning Merrill-Prentice 2004 Jeanne due Cognitive and Education Development Columbus OH Hall Jeanne Ellis Ormrod Human Press Chapter discussion Lecture Readings Oxford University scaffolds Woolfolk Carrie and Readings and of Vygotsky NY The use of Anita Class Review Development Education Bacon Rothstein-Fisch Implicit 1998 In 137-145 Boston Allyn Greenfield Patricia in Early Childhood to 181-2 19 pp Meister pp strategies Psychology The Zone of Proximal Chapter Approach Vygoskian Awakening Childrens Minds Learning in Classrooms Rosenshine The Merrill 2001 Berk Laura 1996 Deborah Leong pp 34-46 Tools of pp Ormrod pp 200-2 Memory III Retrieval forgetting 297-321 Jeanne 16 2004 Chapter Child Development Cognitive and Education Development Columbus OH Hall Jeanne Ellis Human 2004 Learning Chapter 13 Metacognition 4th Edition pp self-regulated learning and study 322-359 GaStateOO66O49 Exhibit 3 - 6 Homework on Information Processing and Metacognition due at Class Handout during Class TBD November Class Review of Information QA and Homework to Learning Theories Behaviorism discussion Lecture on Behaviorism Woolfolk Anita Allyn and Ormrod and Metacognition Processing reflection Introduction Readings 2009 Bacon due 2001 jp Jeanne Ellis at Class Behavioral views of learning Educational Psychology Boston MA 198-237 2004 Instructional Human objectives Learning Fourth Edition Pp 82-86 Fredrick Laura Deitz Samuel Bryceland John Behavior Analysis Education and Effective Instructional Precision Teaching Homework on Strategies Behaviorism pp 79-84 due at Class Review Handout Class NV 92-100 during 2000 Context Press Chapter Direct Instruction Class TBD December 2009 of Learning Theories/Behaviorism QA reflection General Reflection Note Schooling Hunimel John Reno This course on Course Content syllabus should be considered tentative and is subject to change GaStateOO66O5O Exhibit 3 - 7

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