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)

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

ackrugergsu.edu

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

libreserveslangate.gsu.edu

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//reserves.gsu.edu

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