Early Childhood Development and Social Poli cy PSYCO 423, Section A1
Fall 2019
Instructor: Jeff Bisanz
Office: P-235 Biological Sciences Phone: 780-492-5258
E-mail: [email protected]
Office Hours: Tuesdays and Thursdays, 1:00 – 2:00 p.m., or by appointment
Teaching Assistant: Anahita Shokrkon
Office: P-319G Biological Sciences Email: [email protected]
Room & Time: VVC 1-622 Tuesday/Thursday 11:00 – 12:20
Course Description
We will examine the relation between research on early childhood and social policy related to early learning and care. The course comprises three sections. In the first we will briefly review issues surrounding early learning and care in the public domain, as well as some of the problems in connecting research and social policy generally. We also will review attempts to package research on child development so as to influence public and social policy related to young children. In the second section we will critically examine research on the effectiveness of interventions designed to optimize early development. In the third section we will examine the current state of public policy on early learning and care, especially in Alberta and Canada, and evaluate the extent to which research is influencing policy. People with expertise from our local community will join some of our classroom discussions in this third section.
Our class may include both undergraduates (PSYCO 423) and graduate students (PSYCO 622). Be sure that you are using the syllabus appropriate for your course.
Course Prerequisites: STAT 141 or 151, and PSYCO 323, 327, or 329
It is important to prepare yourself for this course through a review of the prerequisite material. Students who do not have the required prerequisites at the time of taking this course should not expect supplementary support or special consideration from the instructor.
Course Objectives and Expected Learning Outcomes
Students should expect to gain competence in
Understanding many of the issues related to how we, as a society, think about early childhood and early learning and care,
Evaluating psychological research on early childhood and on early learning and care that is intended to influence policy and practice, and recognizing the limits of existing psychological research for this purpose, and
Using the skills above to critically analyze existing literature and to generate ideas for connecting research, policy, and practice.
Format
Classes will consist primarily of discussion of readings but will also include lectures and guest presentations.
Readings and Schedule
Readings include articles from the research literature as well as technical reports and position papers. A list of readings and class assignments is available on eClass. If you have difficulty accessing any of the readings, consult your friendly librarian.
Note that information about readings for Section 3 will be available later in the semester. The structure for this section of the course depends on the schedule of guest experts, which is still being arranged.
Assignments and Evaluation
Evaluation will be based on three forms of assessment: critiques, exams, and a term paper.
Critiques. To help improve the skill with which articles are read and
comprehended, and to help you prepare for classroom discussion, you will prepare a written critique of (at least) four articles on the reading list. Each critique must be no more than 3.5 pages in length (printed in 12-point font and double spaced) and should reflect your analysis and evaluation of the research or arguments described in the reading. Each of these critiques must be turned in no later than the beginning of the class period during which the article is to be discussed.
Critiques submitted late will not be accepted. At least one critique must be
submitted before the first exam (October 1) and at least one more before the second exam (October 29). Your grade will be based on your top three critiques.
Note that you must turn in at least four critiques; if you submit fewer than four, your will receive a zero for all your critiques. Please note that readings marked on the reading list with cannot be used as the focus of a critique. Additional
information can be found on eClass.
Exams. To provide you with opportunities to reflect on and integrate the material we cover, we will have three exams. Exam 1 will be based on material from Sections 1, Exam 2 will be focused on Section 2 but may include material from the earlier section, and Exam 3 (during the Final Examination period) will be focused on Section 3 but may cover some material from the previous sections. Each exam will consist of short-answer and essay questions. Note that anything that is covered in class or in our readings could be tested on an exam. Exam questions from past years will not be supplied.
Term Paper. The intent of this assignment is to allow you to explore any topic of interest to you that is related to early child development and social policy on early learning and care. You could, for example, examine in detail the research being cited to support certain kinds of policies or practices, or you could explore an area of research that ought to have implications for policy and practice, or you could identify policies or practices that currently lack a research base and propose an appropriate research project. This paper is to be no more than 12 pages in length (printed in 12-point font and double spaced), not including the cover page and references. This paper is due at the beginning of the last day of class. I encourage you to discuss the topic of your paper with me by the end of October. Additional information can be found on eClass.
Assignments must be submitted in paper form.
Assessment Weight Covers Due Date
Critiques 15% variable variable
Exam 1 20% Sections 1-2 1 October
Exam 2 20% Section 3 (plus 1-2) 29 October
Exam 3 20% Section 4 (plus 1-3) 16 December, 2:00 p.m.*
Term Paper 25% 5 December
* It is your responsibility to verify this date on Bear Tracks when the Final Exam Schedule is posted.
Grading and Criteria
Grades for critiques, exams, and the term paper will be given in letter form (e.g. B-, B, B+), and converted to standard numeric equivalents (for example, B- = 2.67, B = 3.0, and B+ = 3.33; see below). Your final grade for the course will be computed by weighting the numeric grades for each assessment using the weights above and
converting the result to the corresponding letter grade. Criteria for grading are described in the table below
Letter Numeric Descriptor
A+ 4.00 Outstanding, excellent work. Exceptional performance with strong evidence of original thinking, good organization, meticulous concern for documented evidence, and obvious capacity to analyze, synthesize, evaluate, discern, justify, and elaborate; thoughtful and clear writing; masterful grasp of subject matter and its implications. Gives evidence of an extensive and detailed knowledge base.
A 4.00
A- 3.67
B+ 3.33 Good, competent work; laudable performance with evidence of some original thinking, careful organization; solid critical and analytical capacity; reasonably error-free expository written expression, with clear, focused thesis and well-supported, documented, relevant arguments; reasonably good grasp of subject matter but an occasional lack of depth of discernment;
evidence of reasonable familiarity with course subject matter, both concepts and key issues. Exhibits a serious, responsible engagement with the course content.
B 3.00
B- 2.67
C+ 2.33 Adequate, reasonably satisfactory work; fair performance but infrequent evidence of original thinking or the capacity to analyze, synthesize, or evaluate course material; undue reliance on rote memory; difficulty in applying knowledge in unfamiliar contexts; fairly clear but somewhat uninspiring written
expression with occasional problems in mechanics or syntax;
weak in provision of documented, illustrative, or descriptive evidence; satisfactory grasp of basic elements of the course but lapses in detailed understanding. Satisfies the minimum
requirements of the course.
C 2.00
C- 1.67
D+ 1.33 Minimally acceptable work; relatively weak performance with little evidence of original thinking or ability to analyze or synthesize course material; written expression frequently exhibits difficulty in articulating a central thesis or sustaining a coherent argument; ideas are elementary and/or not well articulated. Shows inadequate grasp of some basic elements of the course.
D 1.00
D- 0.67
F or F4 0 Inadequate work; poor performance that indicates a lack of understanding or misunderstanding of essential subject matter;
seems easily distracted by the irrelevant; written expression is poorly organized, sometimes incoherent, and rife with
grammatical and stylistic errors. Shows little evidence of basic competency in the course content or skills.
Adapted from https://www8.twu.ca/academics/calendar/2014-2015/academic- information/grading-practices/.
Rules for Exams
Your OneCard is required at exams to verify your identity. Students will not be allowed to begin an examination after anyone in class has finished and left the room. Students must remain in the exam room until at least 30 minutes has elapsed.
Cell phones must be turned off during class and exams. During exams cell phones must be stowed so that they are not accessible.
Missed Exams
Regular attendance is essential for optimal performance in any course. In cases of potentially excusable absences from an exam due to illness or domestic affliction, notify your instructor within 2 days. Regarding absences that may be excusable and procedures for addressing course components missed as a result, consult the sections on Attendance and Examinations under Academic Regulations in the University
Calendar. Note that the opportunity to make up a missed exam is a privilege and not a right; there is no guarantee that such an opportunity will be granted. Also note that misrepresentation of facts to make up for a missed exam is a serious breach of the Code of Student Behaviour.
Access to Past or Representative Evaluative Material
Access to previous exams will not be provided, but potential exam questions will be discussed in class prior to each exam.
Policy on Late Work
Critiques submitted late will not be accepted. Term papers submitted late, for any reason, will be penalized at a rate of one-third grade per calendar day. For example, an assignment that would be graded as a B (3.0) would receive a B- (2.67) if submitted one day late and a C (2.0) if submitted three days late.
Deferred Final Examination
Students have access to their final exam schedule through Bear Tracks and on the Registrar’s website will in advance. Having multiple exams and closely scheduled final exams is not a valid excuse for a deferral of one or more final exams.
A student who cannot write the final examination due to incapacitating illness, severe domestic affliction or other compelling reasons can apply for a deferred final
examination. Students who failed at the start of term to request exam
accommodations for religious beliefs are expected to follow the normal deferred final examination process. Such an application must be made to the student’s Faculty office
within two working days of the missed examination and must be supported by a Statutory Declaration or other appropriate documentation (Calendar section 23.5.6).
Deferred examinations are a privilege and not a right; there is no guarantee that a deferred examination will be granted. Misrepresentation of facts to gain a deferred examination is a serious breach of the Code of Student Behaviour.
A deferred final examination will not be approved if a student (a) has not been in regular attendance where attendance and/or participation are required, and/or (b) excluding the final exam, has completed less than half of the assigned work, as stated in the University of Alberta Calendar section Academic Regulations: Attendance:
Absence from Final Exams.
The deferred exam date will be Tuesday, January 7, 2020, at 10:00 a.m. Students eligible to write a deferred exam must write it at this time unless other arrangements are made with the instructor.
If a student has a valid reason for not writing their deferred exam on the date specified, he or she may apply to their Faculty Office for a Special Deferred Exam. This must be written before the end of March and is the student’s final opportunity to write a deferred exam.
For useful information about deferred exams, see this document from the Faculty of Arts.
STUDENT RESPONSIBILITIES Academic Integrity
"The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence.
Academic dishonesty is a serious offence and can result in suspension or expulsion from the University."
All forms of dishonesty are unacceptable at the University. Any offence will be
reported to the Associate Dean of the faculty who will determine the disciplinary action to be taken. Cheating, plagiarism and misrepresentation of facts are serious offences.
Anyone who engages in these practices will receive at minimum a grade of zero for the exam or paper in question and no opportunity will be given to replace the grade or redistribute the weights. As well, in the Faculty of Science/Faculty of Arts the sanction for cheating on any examination will include a disciplinary failing grade (NO
EXCEPTIONS) and senior students should expect a period of suspension or expulsion from the University of Alberta.
All students should consult the Academic Integrity website at
https://www.ualberta.ca/provost/dean-of-students/faculty-staff-resources/academic- integrity. If you have any questions, ask your instructor.
A handy source of information about what constitutes cheating and plagiarism can be found at https://www.ualberta.ca/science/-/media/science/research-and-
teaching/documents/dont-do-it-2014.pdf.
If I am convinced that a student that has handed in work that he or she could not possibly reproduce without outside assistance, I am obliged, out of consideration and fairness to other students, to report the case to the Associate Dean of the Faculty.
Information about the academic discipline process is available at Student Conduct and Accountability.
Recording and/or Distribution of Course Materials
Audio or video recording of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Recorded material is to be used solely for
personal study, and is not to be used or distributed for any other purpose without prior written consent from the instructor.
STUDENT RESOURCES
Learning and Work Environment
The Department of Psychology is committed to ensuring that all students, faculty and staff are able to work and study in an environment that is safe and free from
discrimination and harassment. It does not tolerate behavior that undermines that environment. The Department urges anyone who feels that this policy is being violated to discuss the matter with the person whose behavior is causing concern. If that
discussion is unsatisfactory, or if there is a concern that direct discussion is
inappropriate or threatening, discuss it with the instructor or, in cases of dispute with the instructor, with the Chair of the Department.
For additional advice or assistance regarding this policy you may contact the student ombudservice. Information about the University of Alberta Discrimination and Harassment Policy and Procedures is described in UAPPOL.
Policy about course outlines can be found in the section on Course Requirements, Evaluation Procedures and Grading in the University Calendar.
Accessibility Resources (1 – 80 SUB)
The University of Alberta is committed to creating work and learning communities that inspire and enable all people to reach their full potential. Accessibility Resources promotes an accessible, inclusive, and universally designed environment. For general information to register for services visit the Accessibility Resources webpage.
The Academic Success Centre (1-80 SUB)
The Academic Success Centre offers a variety of workshops on effective study and exam strategies. There are in-person and online sessions available for a modest fee.
The Centre for Writers (1-42 Assiniboia Hall)
The Centre for Writers offers free one-on-one writing support to students, faculty, and staff. Students can request consultation for a writing project at any stage of
development. Instructors can request class visits and presentations.
Health and Wellness Support. There are many health and community services available to current students. For more information visit the Health and Wellness Support webpage.
Office of the Student Ombuds
The Office of the Student Ombuds offers confidential interviews, advice and support to students facing academic, discipline, interpersonal and financial difficulties.
Disclaimer
Any typographical errors in this syllabus are subject to change and will be announced in class. The date of the final examination is set by the Registrar and takes precedence over the final examination date reported in this syllabus.
