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50 points _____ of 50 Exam #2 50 points _____ of 50 Page 7 of 17
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Exam #3 50 points _____ of 50 Exam #4 50 points _____ of 50 Field Experience Notes ( 32 sections) 160 No credit if submitted late ------- of 160 Developmental Research Project- 4 developmental stages & Research Activity 100 points No credit if submitted late _____ of 100 Curriculum Evaluation Project (group project) 100 points No credit if submitted late _____ of 100 Attendance/Participation 100 points -10 points for class missed excused or unexcused _____ of 100 Total Points ------- of 840 points GRADING SCALE % GRADE CRITERIA 756---840 90-100 A Exceptional achievement, demonstrated in mastery of course competencies 755---672 80-89 B High achievements, demonstrated in work of consistent effort and completion of course requirements 671---588 70-79 C Minimal completion of course requirements or incomplete competencies 587---504 60-69 D Less than satisfactory work with incomplete sections of course requirements 503 and below 59 & below F Failure to complete required work or meet course competencies Bibliography Bandura, A. (1965). Influence of model's reinforcement contingencies on the acquisition of imitative responses. Journal of Personality and Social Psychology, 1, 589-595. Bandura, A. (1977). Social Learning Theory. Englewoood Cliffs, NJ: Prentice Hall. Bandura, A., Ross, D. & Ross, S.A. (1961). Transmission of aggressions through imitation of aggressive models. Journal of Abnormal Social Psychology, 63, 575-582. Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43 -88. Blatt, M. M., & Kohlberg, L. (1975). The effects of classroom moral discussion upon children’s Page 8 of 17
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level of moral judgments. Journal of Moral Education, 4, 129-161. Erikson, Erik (1950). Childhood and Society . New York: W W Norton & Company. Fischer, K.W., & Immordino-Yang, M.H. (2008). The fundamental importance of the brain and learning for education. In Jossey-Bass reader on the brain and learning (pp. xvii-xi). San Francisco: Jossey-Bass. Fischer, K. W., & Fusaro, M. (2007). Using student interests to motivate learning. In R. P. Fink & J. Samuels (Eds.), Inspiring success: Reading interest and motivation in an age of high-stakes testing (pp. 62-74). Newark DE: International Reading Association. Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action, thought, and emotion. In R. M. Lerner (Ed.), Handbook of child psychology. Vol 1: Theoretical models of human development(6th ed., pp. 313-399 ). New York: Wiley. Gesell, A. (1925). The Mental Growth of the Pre-school Child. New York: Macmillan. Kohlberg, L. (1969). Continuities and discontinuities in childhood and adult moral development. Human Development , 12 , 93-120. Lillard, A. S. (2005). Montessori: The Science behind the Genius . Oxford: Oxford University Press. Luria, A. (1976). Cognitive Development: Its Cultural and Social Foundations. (M. Lopez-Morillas & L. Solotaroff, Trans.). Cambridge: Harvard University Press. Maccoby, E. (1974). The Psychology of Sex Differences . Stanford, CA: Stanford University Press. McShane, J. (1991). Cognitive Development: An Information-Processing Approach . Cambridge, MA: Basil Blackwell.
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