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Faculty
Director, Experiential Learning & Developmental Research
at the Center for Social Concerns
Associate Professor of Psychology (Concurrent)
Fellow, Institute for Educational Initiatives
Email: Jay.W.Brandenberger.1@nd.edu
Other developmental sections are offered by E. Vázquez, D. Narvaez, and D. Lapsley
Course Overview
This course is a graduate seminar on adolescent development in the context of high school. The course integrates a systematic treatment of cognitive, social, biological, and personality development with an examination of the theoretical and research bases for moral education, with an emphasis on later adolescence.
Mastery of the theoretical and empirical literatures of developmental psychology is critical to effective teaching. This is recognized by the Indiana Professional Standards Board, which requires prospective teachers to demonstrate mastery of a set of developmental standards as a condition for teacher licensure. In this seminar we will critically examine a variety of topics and issues derived from these standards.
There are three other sections of the course, each focusing on a slightly different periods of adolescence and schooling. We will join with the other sections at times for speakers and dialogue.
Required Texts
Goodman, J. & Lesnick, H. (2001). The Moral Stake
in Education
(Longman/Pearson Education)
Course packet of readings (vol. #14 at the LaFortune Copy
Shop)
Additional readings will be assigned as needed
Recommended Texts
Theories of Adolescence by Rolf E. Muss (McGraw-Hill, 1996, 6th edition)
Moral Psychology by D. K. Lapsley (Boulder, CO: Westview Press; 1996)
Lawrence Kohlberg's Approach to Moral Education,
by F. C. Power et al. (New York: Columbia University
Press;
1989)
Education for Character: How Our Schools Can Teach
Respect and Responsibility
by T. Lickona (New York: Bantam, 1991)
Educating for Life: A Spiritual Vision for Every Teacher
and Parent
by T. Groome (Thomas Moore Press; 1998; ISBN: 0883473836)
An Aristocracy of Everyone: The Politics of Education
and the Future of America
by B. R. Barber (New York: Oxford Univ. Press, 1992).
Moral Classrooms, Moral Children: Creating a Constructivist
Atmosphere in Early Education
by R. DeVries, R. B. Zan (New York: Teachers College
Press, 1994).
The Students Are Watching: Schools and the Moral
Contract
by T. Sizer et al. (Beacon Press; 1999; ISBN: 0807031208)
You may purchase books at the Notre Dame bookstore or
other source
(at http://www.barnesandnoble.com
or http://www.amazon.com).
State Developmental Standards
The Indiana Professional Standards Board (IPSB) has adopted a set of developmental (e.g., “Early Adolescence Generalist Teacher”) and content (e.g., “mathematics”) standards that prospective teachers must meet in order to be licensed to teach in the state of Indiana. These standards are based on the “INTASC Principles” that many states have now adopted as a framework for teacher licensure. In order to demonstrate mastery of these standards, and hence one’s fitness for a teaching license, it will no longer suffice simply to present a transcript of one’s course work. One must, in addition, demonstrate various competencies in authentic performances that are documented in a portfolio. Copies of the relevant standards are available on the IPSB website.
Here is the URL: http://www.IN.gov/psb/archive/standards/
The goal of the course is to provide a structure for you to master the relevant developmental literatures and to demonstrate mastery of the standards in authentic performance.
The set of standards that will be addressed in this course
are found in tables below. The standards are grouped into three sections.
One section will be covered during each week of the class. A fourth
set of standards will be addressed by other class activities (e.g., the
poster project).
The Pillars of ACE
The Conceptual Framework that guides teacher education in the Alliance for Catholic Education graduate program is based on three pillars:
Spirituality Understanding the developmental bases of moral and spiritual formation of children.
Professional/ Mastery of
literatures relevant to teaching and instructional practice
Academic
Community Understanding
the ecological bases of development and education, and hence the role of
family, school,
community, peers and culture.
Assignments / Requirements (546A,
Brandenberger)
Three Papers (due each Monday)
Poster Session Project and Presentaton
See course syllabus and Frequently Asked Questions
for further information.
Internet Misc
Course Listserve — The course listserve will enable participants to communicate effectively by email.
The address to post to the entire class is: <edu546a-01-su03@listserv.nd.edu>
You must be a member of the class to post to the list.
Important: When posting to the
list, use a Notre Dame email address in the "From", "Sender" and/or "Reply
to" fields.
Use of another email address for posting will not be accepted.
Course
Archive — Our postings to the listserve will be archived for ongoing
consultation. One must be a member of the class to view the archive. The
URL for the archive is:
http://listserv.nd.edu/archives/edu546a-01-su03.html
Class Presentations
Moral Development and Education
Cognitive, Intelligence, and Instruction
Youth,
Poverty, and Development
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