EMU | NCSS Rejoinder Strand 4

Eastern Michigan University

College of Arts and Sciences

NCSS/Social Studies Education

XI. Matrix

Matrix Item 1.4 Theme Four: Individual Development and Identity

Social Studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Individual Development and Identity.

Indicators of Capabilities for Teaching Social Studies

Teachers of Social Studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of ideas associated with individual human development and identity. They should:

* assist learners in articulating personal connections to time, place, and social/cultural systems;

* help learners to identify, describe, and express appreciation for the influences of various historical and contemporary cultures on an individual’s daily life;

* assist learners to describe the ways family, religion, gender, ethnicity, nationality, socioeconomic status, and other group and cultural influences contribute to the development of a sense of self;

* have learners apply concepts, methods, and theories about the study of human growth and development, such as physical endowment, learning, motivation, behavior, perception, and personality;

* guide learners as they examine the interactions of ethnic, national, or cultural influences in specific situations or events;

* enable learners to analyze the role of perceptions, attitudes, values, and beliefs in the development of personal identity;

* have learners compare and evaluate the impact of stereotyping, conformity, acts of altruism, and other behaviors on individuals and groups;

* assist learners as they work independently and cooperatively within groups and institutions to accomplish goals;

* enable learners to examine factors that contribute to and damage one’s mental health and analyze issues related to mental health and behavioral disorders in contemporary society.

1.4 Theme Four: Individual Development and Identity

The program prepares Social Studies teachers who possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Individual Development and Identity.

1.4.1 Programmatic Evidence

For Social Studies, History, Economics, Political Science and Geography majors, this theme is addressed in five ways:

1. All students are required take EDPS 322. This course studies childhood psychology from birth through adolescence with a focus on intellectual and psychosocial behavior and the role of parents and teachers in fostering learning and development. This course is approximately 50% human development, birth through adolescence, and 50% information on learning and motivation. There is considerable focus on the impact of cultural and other environmental factors on development and learning. The required assessment is a group diversity project that requires students to work together to research the impact of specific variables on learning (race, gender, sexual orientation, etc.) and the types of school interventions that can enhance learning.

2. EDPS 322 has a co-requisite field experience in which students visit a Comer school in Detroit to investigate how children learn in an urban school context, and the effect of school climate on learning.

3. All students must take SPGN 251 Teaching Exceptional Children. This class in the Department of Special Education teaches about the development and needs of students with a variety of exceptionalities (both educational disabilities and gifts and talents). It includes information on appropriate classroom adaptations.

4. All students are required to take SOFD 328 Schools in a Multicultural Society. This course examines social, political, and economic influences on schooling and emphasizes the teacher’s role in preparing diverse students to succeed in school and participate in a democratic society.

5. The topics of individual identity are also addressed in the Social Studies Methods Class, HIST 481.

For psychology majors, this theme is addressed in the following six ways:

1. In the psychology major, this theme is addressed in the following required classes, and the following electives:

PSY 101 or PSY 102 (General Psychology)

PSY 205 (Quantitative Methods)

PSY 301 (Experimental Psychology)

PSY 453 (History and Systems in Psychology)

The objectives of PSY 101 and PSY 102 include:

Upon completion of this course students will:

1. Demonstrate knowledge of a general overview of different areas, principles and theories of psychology.

2. Demonstrate a basic knowledge of psychological systems and their applications to daily life.

3. Demonstrate basic abilities to integrate principles and applications of psychology.

4. Demonstrate knowledge of the following concepts and topics in psychology: Historical Foundations, Different Approaches of the last century, Learning Principles: Behaviorism, Classical. Conditioning, Operant Conditioning, Observational Learning, Personality: Differences between people, Psychoanalysis, Personality: Humanism, Personality: Social-Cognitive Theory, Personality: Trait Theory, Social Influence of Behavior, Social cognition (thinking, Brain Physiology, Sensation & Perception, Consciousness: Sleep, Consciousness: Drugs, Stress & Illness, Clinical Psychology: Depression, and Personality Disorders.

The objectives of PSY 205 include:

Students will be able to:

1. Describe, analyze and apply mathematical and statistical techniques which psychologists employ.

2. Describe, analyze and apply basic mathematical concepts and descriptive statistics, and inferential statistical procedures.

3. Apply statistical techniques in the context of research examples

4. Students will be able to describe and apply the following concepts: Frequency Distributions, Percentiles and Graphs, Measures of Central Tendency and Dispersion, Measures of Dispersion and the Standard Normal Distribution, Probability, Correlation, Regression and Prediction, Statistical Inference: Single Samples, Statistical Inference: Two-Sample Case, Two Factor ANOVA, and Statistical Inference with Categorical Variables.

The objectives of PSY 301 include:

Students will be able to:

1. Describe, analyze and evaluate psychology research.

2. Describe, analyze and evaluate the different methodologies employed by psychologists (e.g., descriptive, experimental).

3. Apply the American Psychological Association's ethical and manuscript preparation guidelines.

4. Apply search skills in the psychological literature (library skills!), and the application of statistics in the research process.

5. Apply SPSS to analyze data.

6. Generate their own research proposal.

The objectives of PSY 453 include:

Students will be able to recall and apply:

1. Concepts of psychology in pre-20th century philosophy, science, and culture.

2. Developments in psychology in Europe and North America during the 20th century.

3. Concepts and theories such as Psychology in Ancient Greece, the Structuralism, William James: Forerunner of Functionalism, Functionalism, Modern Associationism, Early Behaviorism, Gestalt Psychology, Field Theory, Psychoanalysis, and Later Behaviorism (Guthrie, Hull, Kantor, Skinner, Bandura).

All psychology majors must also take a series of restricted electives to give them a broad base in the different psychological methods and approaches. These include one class on Adjustment and Psychology, one class in Biological psychology, one class in Learning and Motivation, one class in Developmental and Social Psychology and 2 more open electives. A list of classes for each restricted elective is below:

Restricted electives (take one course from each group):

Group A: Adjustment and personality

PSY 360 Abnormal psychology

PSY 451 Dynamics of personality

Group B: Biological psychology

PSY 357 Sensation and perception

PSY 457 Physiological psychology

PSY 458 Comparative animal behavior

Group C: Learning and motivation

PSY 304 Learning

PSY 356 Motivation and emotion

Group d: Developmental and social

PSY 321 Child psychology

PSY 309 Social psychology

Electives:

Two more psychology courses in areas that are relevant to your goals: some electives commonly taken:

PSY 203 Self analysis and control

PSY 207 Psychology of adjustment

PSY 240 Psychology of sex

PSY 242 Psychology of women

PSY 322 Psychology of adolescence

PSY 351 Industrial psychology

PSY 365 Behavior modification

2. All students are required take EDPS 322. This course studies childhood psychology from birth through adolescence with a focus on intellectual and psychosocial behavior and the role of parents and teachers in fostering learning and development. This course is approximately 50% human development, birth through adolescence, and 50% information on learning and motivation. There is considerable focus on the impact of cultural and other environmental factors on development and learning. The required assessment is a group diversity project that requires students to work together to research the impact of specific variables on learning (race, gender, sexual orientation, etc.) and the types of school interventions that can enhance learning.

3. EDPS 322 has a co-requisite field experience in which students visit a Comer school in Detroit to investigate how children learn in an urban school context, and the effect of school climate on learning.

4. All students must take SPGN 251 Teaching Exceptional Children. This class in the Department of Special Education teaches about the development and needs of students with a variety of exceptionalities (both educational disabilities and gifts and talents). It includes information on appropriate classroom adaptations.

5. All students are required to take SOFD 328 Schools in a Multicultural Society. This course examines social, political, and economic influences on schooling and emphasizes the teacher’s role in preparing diverse students to succeed in school and participate in a democratic society.

6. The topics of individual identity are also addressed in the Social Studies Methods Class, HIST 481.

1.4.2 Test Evidence

Grade evidence for Social Studies majors:

Grade range	SPGN 251	RDNG 311	Psy 101	EDPS 322	SOFD 328
A to A-	19	23	4	18	15
B- to B+	5	1	2	5	9
C- to C+	0	0	1	2	0
D- to D+	0	0	0	0	0
E	0	0	0	0	0
Transfer credit granted (not below C)	1	0	18	0	1

Grade evidence for history majors:

Course

EDPS 322

B+

SOFD 328

RDNG 311

PSY 101

SPGN 251

Grade evidence for political science majors

Course		Student grades
EDPS 322		B+	A-
SOFD 328		B+	Not yet taken
RDNG 311		A	Not yet taken
	PSY 101	CR		A
	SPGN 251	B		CR

Grade evidence for geography majors

Course

Student grades

EDPS 322

B+

SOFD 328

A-

RDNG 311

PSY 101

SPGN 251

B+

Grade evidence for psychology majors

Course		Grade
	PSY 101		B
	SPGN 251		B+
	PSY 205		C+
	PSY 301		C
	PSY 453		B
EDPS 322		A
SOFD 328		A-
RDNG 311		A

State test data for psychology:

Of the four 2002-3 graduates with a major in Psychology for Secondary Education, four student took the Psychology MTTC, and received scores of 236, 239, 244, 248. The passing score for the MTTC is 220. This equals a pass rate of 100%, as compared to a state pass rate of 79%.

State test data for Social Studies

Of the twenty two 2002-3 graduates with a major in History for Secondary Education, seventeen student took the Social Studies MTTC, and received a scores of 217, 220, 228, 228, 236, 241, 247, 255, 257, 263, 267, 268, 271, 271, 276, 276, 276. The passing score for the MTTC is 220. This equals a pass rate of 94% for the exam, as compared to a state rate of 78%.

1.4.3 Performance Evidence

Students scored as follows on the supplemental evaluation form on this strand:

Score	Social Studies	History	Political Science	Geography
5- Excellent	1	1	1	0
4 – Very Good	2	1	0	2
3 Average	6	2	0	0
2 Minimally acceptable	3	1	0	0
1 Inadequate	0	0	0	0
N Not applicable to this student	6	5	1	1

Note: Neither psychology nor economics had any students complete student teaching in Winter 2003 when the supplemental form was instituted.