DFST 6113: Application of Developmental Theories in Research
Department of Educational Psychology
University of North Texas
Fall 2010—WH 318
Wednesday, 5:30-8:20pm
Instructor:Dr. Wendy MiddlemissOffice: Matthews Hall 304H
Phone:940 369 8870Office hours:
e-mail: Monday and Wednesday, 9:30am -10:30am;
Wednesday,4:15 -5:15 pm
Text:Bornstein, M, & Lamb, M.E. (2005). Developmental Science. An Advanced Textbook, 5th Ed.New York: Psychology Press, Taylor & Francis.
Catalogue description. DFST 6113. Application of Developmental Theories in Research. 3 hours. Scholarly application of theory to research regarding growth and change across the lifespan, including an ecological perspective. A review of socio-historical influences on theory development as well as practical issues associated with operationalization of theories and their use in professional and research settings.
Course Requirements
In-Class Research Review.
Steps to Completing an In-Case Research Review
Each student will chose or be assigned a week. Prior to that week, the student will chose a reading and provide the citation for the class. The class will be responsible for reading the paper prior to the following class time. In addition to the paper, the student will present a question for consideration. All students will prepare a 1-page consideration of the question based on materials in the article, other research, and information in the textbookThe purpose of the paper is not to summarize the research as much as it is to identify the theoretical presumptions that are part of the paper. The student who proposed the reading will then be given time during class to organize a discussion concerning the reading, supporting the approach used by the researchers and addressing questions and other options regarding research structure/organization/methods that may lead to different questions, hypothesis, presumptions, or outcomes.
Presentation of research question and leading of discussion. 50 points
Assessment of an Applied Research project or program.
Steps to Construction of Applied Research Project or Program Criteria
We will discuss, through the semester, developmental theories, how different conceptions of development and theoretical constructs affect how research is constructed, what analyses are completed, and what outcomes are measured, and how they are measured. In this assignment, you will identify an area of research concerning an intervention program, discuss the presumptions that are part of how this area is conceived, and then discuss assessment of that intervention program or prevention program in that based on the presumptions. So for instance, we will talk about Head Start as an example… it was considered unsuccessful under the first rubric of assessment. Then, the focus of assessment changed and the program went from being unsuccessful to successful. What changed? What aspects of theoretical definition changed. Was that for the betterment of the outcome or no?
Formal Presentation of project/program as a proposal: 100 points
Materials and structure for implementation: 50 points
Summary of Chapter Point. The importance of our textbook will only be truly understood by taking the time to think of whether we agree, disagree, have some thoughts about, what is written based on what we know, what we have discussed, and how we think of development. Thus, for each chapter, a summary paper (1 to 2 pages) will be requested. The paper needs to address a topic, point, or element of the chapter. Papers should briefly summarize that material, in APA style and with appropriate references, and then discuss your perspective…with explanation and expansion.
Steps for completing Chapter Points… Each week you will receive in class or by e-mail a question that addresses points in the chapter. You will be asked to present information about the chapter as it applies to that question or issue.
10 Chapter Points required (10 points each):100 points
Statement regarding Discriminatory Practices: The University of North Texas’ College of Education does not discriminate on the basis of disability in the recruitment and admission of students, the recruitment or employment of faculty and staff, and the operation of any of its programs and activities, as specified by Federal laws and regulations. The designated liaison for the Department of Educational Psychology is Devin Callahan, Room 316, Matthews Hall 204. The student has the responsibility of informing the course instructor of any disabling condition which will require modifications to avoid discrimination.
Eagle mail. All Students should activate and regularly check their Eagle Mail (e-mail account). Eagle Mail is used for official communications from the University to students. Many important announcements for the University and College are sent to students via Eagle Mail. For information about Eagle Mail, including how to activate an account and how to have Eagle Mail forwarded to another e-mail address, visit:
Academic honesty. It is expected that students will conform to the University of North Texas’ Code of Student Conducted and Discipline as outlined in the undergraduate catalog (see also the Student Handbook which can be found on line at This states in part that all instances of cheating, fabrication and plagiarism are prohibited and will be reported. Any student who assists in any form of dishonesty is equally as guilty as the student who accepts such assistance. Any work submitted to me with your name alone on it should represent your work alone. To the extent that others contribute ideas, suggestions, they must be directly credited by name (and full cite as appropriate). Disciplinary action will be taken against any student found in violation of the Code, which may include failure in the course and possible expulsion from the University.
COURSE SCHEDULE DFST 6113
Fall, 2010, Dr. Middlemiss
WEEKDATEHAVE PREPAREDHAND-IN**
Week 1Sept. 1Chapter 1. Concepts and Theories
Week 2Sept. 8Ch 2. Culture in Development
Week 3Sept. 15Ch 3. Design, Measurement, and Analysis
Week 4Sept. 22Ch 4. Developmental Neuroscience
Week 5Sept. 29Ch. 5. Physical and Motor Development
Week 6Oct. 6Ch. 6. Perceptual Development
Week 7Oct. 13Ch. 7. Cognition and Intellectual Abilities
NAME
Week 8Oct. 20Ch. 8. Language Development
Week 9Oct. 27Ch. 9. Temperament, Emotion, Self-Personality
NAME
Week 10 Nov. 3Ch. 10. Role of Parent-Child Relationships
NAME
Week 11Nov. 10Ch. 12. School and Community
NAME
Week 12Nov. 17Ch. 11. Peer Relationships in Childhood Influences
NAME
Week 13Nov. 23Ch. 13. Scholarship, Practice, Policy
NAME
Week 14Dec. 1Presentations
Week 15 Dec. 8Presentations
Week 16
Grading Scale
To earn a(n):
Arequires 300-270
Brequires 269-240
Crequires 239-210
Earning less than 210 results in a failing grade.