Psychology Assignment | Online Homework Help

One in-depth case study, related to at least two topics presented in class (cognitive and emotional theories of development must be included)Instructions, Topics and Rubric
· One in-depth case study , related to at least two topics presented in
class (cognitive and emotional theories of development must be
included). In the report include:
1) two pages critically reviewing the adolescent developmental
theories that might predict, explain or resolve the issue/problem
experienced by one of the students observed during fieldwork (see
below);
2) one page describing the school setting and the classroom climate
where the observations have been done (the information collected on
the Internet-based school comparison report can be used);
3) one page supplying one student’s personal and academic
background information;
4) two pages objectively describing issues or behaviors on the basis
of observations and/or interviews, and/or relative documentation; and
5) two pages of conclusions that include connections to the theories
analyzed at 1), supplemented with personal recommendations to
improve or solve the student’s problematic issue or behavior.
6) At least five REFERENCES from professional journals, books,
classroom readings, expanding on the material presented and
discussed in class. (10 pages total – double spaced)
Topics Presented in Class
Thu 02/06 Major theories of development, learning, and teaching
Reading: The Effects of Poverty on Mental, Emotional, and Behavioral
Health
Thu 02/13 PHYSICAL DEVELOPMENT Adolescence Physical Development
Reading: Notes on Fetal Development, Physical Development through
Puberty
Thu 02/20 PHYSICAL DEVELOPMENT Sexual gender identity development
Reading: Understanding normal development of adolescent sexuality;
Reducing Harassment of Lesbian, Gay, Bisexual, Transgender, and
Questioning Youth in Schools; Patterns of Gender Development;
Tue 02/27 COGNITIVE DEVELOPMENT Language and culture, bilingualism
Reading: Language Acquisition; How does culture affect language
development;
Supporting secondary school students with language impairment.
Thu 03/05 COGNITIVE DEVELOPMENT IN CLASS Brain, memory and
intelligence
Reading: Adolescent Brain Development; Are Teenage Brains different;
Memory Psychology; Gardner Intelligence; Sternberg Triarchic Theory
Prepare your own personal model of intelligence (be inspired but do not
copy models discussed in class or read in articles) and bring it to class or
post it on BB discussion. THIS ASSIGNMENT IS NOT GRADED
Thu 03/12 COGNITIVE DEVELOPMENT Cognitivism Piaget and Vygotzky
Reading: Stages of Intellectual Development; Piaget’s formal stage; The
Significance of Piaget’s Formal Operations in Education; Cognitive and
Social Constructivism: Developing Tools for an Effective Classroom.
Thu 03/19 COGNITIVE DEVELOPMENT Learning Disabilities, Autism and
ADHD
Reading: Motivating children with Disabilities (under MOTIVATION in
handbook)
Thu 03/26 COGNITIVE DEVELOPMENT Effects of Technology on Adolescent
Development And Academic Achievement
Reading: Children, Wired: For Better and for Worse
Thu 04/09-04/16 NO CLASS SPRING RECESS
THU 04/23 EMOTIONAL DEVELOPMENT Creativity
Readings: Young at Art; How to Look at Art Works and Lincoln Center
Capacities for Imaginative learning POSTED ONLINE
Thu 04/30 SOCIAL DEVELOPMENT Morality; Peers, Bullying; Development of
Racism
Reading Origins and Development of Morality; Adolescent Bullying;
Racism Learned;
What is Anti-Bias Education AND Families and Parental Involvement
Helping children from Changing Families; Development during
Adolescence: Impact of
Environment on Adolescents Experiences In Schools and Families
Thu 05/07 EMOTIONAL DEVELOPMENT ATTACHMENT RESILIENCE
Reading: Attachment theory; Attachment to Parents and Adolescents;
Understanding implications of self-concept on academic self-concept
AND ADOLESCENTS FACING CLIMATE CHANGE
Readings to be assigned
Rubric
Rubric for OBSERVATION BASED FINAL CASE STUDY PAPER
Conceptual
Framework
Theme
Target A+ to B+
Work shows:
Acceptable B to
C+
Work shows:
Unacceptable C
to F
Work shows:
B. Becoming
skillful,
reflective
practitioners
–Demonstrate
a deep
knowledge of
human
development/
learning
Proficient
understanding of
all theoretical
concepts in
educational and
developmental
psychology
Developing
understanding of
theoretical
concepts
Confused,
minimal or no
understanding of
theoretical
concepts
–Demonstrate
competence
in applying
theory and
knowledge to
practice in
real-world
situations
Frequent and
thoughtful
connections
between course
content and own
teaching and
learning
Some connections
between course
content and own
teaching and
learning, but some
are simplistic
No connections
between course
content and own
teaching and
learning, or
connections made
are simplistic
C. Educating
for and about
diversity
–Build on the
varied
strengths of
all learners
Complete
awareness of
differing students’
needs, learning
styles, and cultures,
and of ways to use
used these
differences in
instruction
Developing
awareness of
differing students’
needs, learning
styles, and
cultures
Indifferent to
students’ needs,
learning styles,
and cultures
–Responding
to the needs
and
perspectives
of those from
diverse
socio-cultural
backgrounds
Empathy for
students and their
families with
different life
situations and
backgrounds
Recognition of
students and their
families with
different life
situations and
backgrounds
Minimal to no
recognition of
students and their
families with
different life
situations and
backgrounds
–Know how
issues of
diversity can
best be used
to support
student
learning
Ability to
accommodate for
differences in
learning styles and
needs through
differentiated
instruction
Understanding of
the need to
accommodate for
differences in
learning styles and
needs
Minimal to no
understanding of
the need to
accommodate for
differences in
learning styles and
needs
Use of sources
and references,
appropriate to
purpose of the
text
Proficient use of
sources/references,
with all or most
explicitly
connected to
narrative
Not all sources
always explicitly
connected to
narrative
Sources rarely or
never explicitly
connected to
narrative or
missing.
Conventions of
academic
writing
Proficient ability to
consistently follow
conventions for
citation, grammar,
spelling and
punctuation
Ability to follow
most conventions
for citation,
grammar, spelling
and punctuation;
most uncorrected
errors do not
interfere with
comprehensibility
of text
Lack of ability to
follow many
conventions for
citation, grammar,
spelling and
punctuation;
uncorrected errors
interfere with
comprehensibility
of text