Celebrating Learner Differences: Creating Inclusive Classrooms Using Research
EDST 335
Spring 2024
| Section:
01
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| Crosslisting:
PSYC 304 |
| Course Cluster and Certificates: Disability Studies |
How do humans develop the capacity to learn? This course will focus on the dynamic influence of the cognitive, social emotional, and demographic factors involved in this process, using a research-based framework. Students will be encouraged to evaluate the learning process throughout K-12 educational settings and will explicitly learn to read and critique research in the learning sciences. Students will also evaluate the utility of research in different learning settings and the effectiveness of associated pedagogical tools and strategies.
The course will begin with a discussion on learning sciences research and explicit instruction for research evaluation. Topical considerations will include the development of human memory, executive function, attention, and other cognitive processes that underlie learning and information processing. Students will also explore background factors, including socioeconomic status, and social emotional factors, including motivation and emotion, as predictive and associated factors for learning and information processing.
This course fulfills the Category 1 requirement for the Education Studies Major and Minor. It satisfies the ELECTIVE only requirement for the PSYC major. |
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| Credit: 1 |
Gen Ed Area Dept:
SBS EDST |
| Course Format: Lecture / Discussion | Grading Mode: Graded |
| Level: UGRD |
Prerequisites: None |
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Fulfills a Requirement for: (EDST-MN)(EDST)(HRAD-MN)(PSYC) |
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Past Enrollment Probability: Not Available |
| SECTION 01 |
Major Readings: Wesleyan RJ Julia Bookstore
Curated journal articles and chapters available via Moodle. Sample readings include: Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235-251. Anda, R. F., Felitti, V. J., Bremner, J. D., Walker, J. D., Whitfield, C. H., Perry, B. D., ¿ Giles, W. H. (2006). The enduring effects of abuse and related adverse experiences in childhood. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174-186. Berninger, V., Abbott, R., Cook, C. R., & Nagy, W. (2017). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of Learning Disabilities, 50(4), 434-449. Chyl, K., Fraga-González, G., Brem, S., & Jednoróg, K. (2021). Brain dynamics of (a) typical reading development¿a review of longitudinal studies. Science of Learning, 6(1), 1-9. Hecht, S. A. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual differences, 20(2), 110-122. Jernigan, M. M., & Daniel, J. H. (2011). Racial trauma in the lives of Black children and adolescents: Challenges and clinical implications. Journal of Child & Adolescent Trauma, 4(2), 123-141. Keller, A. S., Davidesco, I., & Tanner, K. D. (2020). Attention matters: How orchestrating attention may relate to classroom learning. CBE¿Life Sciences Education, 19(3). Williams, A. M., & Prince, P. (2017). How does anxiety influence fluid reasoning? Applied Neuropsychology, 6(3), 248-254. Embedded reading: Rademacher, T. (2017). It Won't be Easy: An Exceedingly Honest (and Slightly Unprofessional) Love Letter to Teaching. U of Minnesota Press.
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Examinations and Assignments:
Weekly readings: Students should expect 1-2 book chapters and 2-3 journal articles peer week Book Club Critique of Curricular Program/Intervention: Students will critique a curricular program or educational intervention using research frameworks Final research paper/literature review. |
Additional Requirements and/or Comments:
This course may count towards the Category 1 or Pedagogy requirement for the Education Studies major and/or minor. This course can satisfy the ELECTIVE requirement for the PYSC Major |
| Instructor(s): Besharat Mann,Rachel Times: ...W... 01:20PM-04:10PM; Location: FISK121; |
Permission of Instructor Required
Enrollment capacity: 18 | Permission of instructor approval will be granted by the instructor during pre-registration through the Electronic Portfolio. Click "Add to My Courses" and "To request a POI electronically, click here" to submit your request. |
| Drop/Add Enrollment Requests | | | | | |
| Total Submitted Requests: 3 | 1st Ranked: 0 | 2nd Ranked: 0 | 3rd Ranked: 1 | 4th Ranked: 1 | Unranked: 1 |
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