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NU HDSP 402 - HDSP 402 Syllabus

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Professor P. Lindsay Chase-LansdaleProfessor P. Lindsay Chase-LansdaleChase-Lansdale, P. L., Moffitt, R. A., Lohman, B. J., Cherlin, A. J., Coley, R. L., Pittman, L. D., Roff, J., & Votruba-Drzal, E. (2003). Mothers’ transitions from welfare to work and the well-being of preschoolers and adolescents. Science, 299(5612), 1548-1552.CHILD DEVELOPMENTHuman Development 402Social Policy 402Professor P. Lindsay Chase-LansdaleHuman Development and Social Policy ProgramSchool of Education and Social PolicyWinter Quarter 2007Tuesdays, 1:30-4:00Annenberg 303Office: 203 Annenberg Hall; 467-6913; or 617 Library Place; 467-6906 [email protected] Hours: by appointment; email anytime for an appointmentCourse goals and description. Children and families are in the public policy spotlight in this new millenium more than ever before. How can our society improve the lives of children and families? Research and policy aimed at this goal require an in-depth understanding of how and why children develop the way they do. This course is designed to provide an intensive overview of the science of child development, with an emphasis on young children. Students will come away with an understanding of the key factors in healthy child development. In addition, we will apply the scientific knowledge of child development to several major policy and programmatic issues, such as marriage promotion, welfare reform, and Head Start. This course also highlights the role of context: family, peers, child care, school, and policy environments. Theoretical perspectives and measurement (i.e., the tools of the science) will be stressed. In addition, a multidisciplinary perspective is a central theme.The course will combine lecture and seminar format. The 2.5-hour course period will typically be divided into Session I and Session II. Session I will usually be an integrativeshort lecture based upon assigned readings, also involving extensive class discussion. Session II will vary depending upon our topics. Some Session IIs will involve class discussion with individual students assigned as lead discussants for particular articles. Other second sessions will include demonstrations of developmental testing or assessments, either live or on videotape. Finally, some Session IIs will be utilized for student presentations.Readings. A coursepack of required readings is available for sale from Ms. Mary Lou Manning, Administrator for the Human Development and Social Policy Program, Annenberg 201 ([email protected]).Course requirements. Student participation, debate, and critique are strongly encouraged and welcome. Much of the class sessions will be used to discuss and critique the assigned readings. What are the substantive findings? What is the methodological approach? How do they bear on public policy? The active participation of all members of the class is essential to the course’s success.Each student will write a 12-page, double-spaced paper, critically reviewing the work of any major scientist from the syllabus. The purpose of the paper is to master the research program of a particular scientist, to learn how individual researchers develop research programs, and to see how scientists move subfields and fields forward. More details will be given later in the quarter, but the general idea is to read an individual’s very first published work and to follow that individual’s work up to the present time. The potential or existing policy implications of your scientist’s work should also be featured. Students will choose their individual scientist and submit their choice by email to Professor Chase-Lansdale by January 23rd. Papers are due on February 6th by email to Professor Chase-Lansdale and in hard copy in her HDSP mailbox. Each student will do an oral presentation (15 minutes with 10 minutes of questions) on their scientist during second sessions of February 13th, 20th, 27th, and March 6th.There will be a 2-hour, in-class final exam on Tuesday, March 13th from 1:30-3:30 pm. The final exam will cover the entire course and will contain a mixture of short-answer and essay questions, with some built-in choice. The grade for the course will be determined by the following: 20% for general class discussion; 40% for the final exam; and 40% for the paper and presentation.2CHILD DEVELOPMENTHuman Development 402Social Policy 402Professor P. Lindsay Chase-LansdaleHuman Development and Social Policy ProgramSchool of Education and Social PolicyWinter Quarter 2007Tuesdays, 1:30 - 4:00Annenberg 303Office: 203 Annenberg Hall; 467-6913; or 617 Library Place; 467-6906 [email protected] Hours: by appointment; email anytime for an appointmentJanuary 9: Introduction Session I: Overview of CourseSession II: Key Websites on Children, Families, and Social PolicyNational: Administration for Children, Youth, and Families:; American Educational Research Association:; Association for Policy Analysis and Management:; Child Trends:; Board on Children, Youth, and Families:; Forum on Child and Family; Foundation for Child Development:; Future of Children:; Guide to Careers in Child and Family Policy:; Manpower Demonstration Research Corporation:; National Center for Education Statistics:; National Institute for Child Health and Human Development:; Population Association of America:; Society for Research in Child; Society for Research on Adolescence:; U.S. Department of Education:; William T. Grant Foundation: www.wtgrantfoundation.orgIllinois: Action for Children:; Early Learning Council:; Ounce of Prevention Fund:; Voices for Illinois Children:; State of and Evanston: Chicago Community Trust:; Joyce Foundation:; John D. and Catherine T. MacArthur Foundation:; McCormick Tribune Foundation:; Spencer Foundation:; City of Chicago:; Evanston Community Foundation: www.evcommfdn.org3January 16: Theoretical Perspectives in Developmental PsychologySession I: Lecture and

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