EDF 619 Educational Psychology

Marshall University South Charleston Campus Graduate School of Educational and Professional Development Elementary and Secondary Education Preparing the Experienced Professional as Specialist 100 Angus E. Peyton Drive South Charleston, WV 25303-1600 Instructor: Name: Elbert Davis Office: 230H Graduate Offices Office Hours: Mon., Tues, Wed. 9:30am-3:30pm E-mail: davis513@marshall.edu Phone:304-746-2024 (use in-course email for regular correspondence) This online course is designed to be completed within one semester. The beginning and ending dates for this semester are reflected in Marshall University's Academic Calendar. 3 hours Woolfolk, A. (2012). Educational Psychology, 12th Edition. Boston, MA: Allyn and Bacon. Cost estimate: $118.00 (used) - $130.00 (new) Visit the Marshall University Graduate College Bookstore online or call, 1-800-642-9842 ext. 2501. Refer to MUOnline for information regarding "minimum requirements" for Web-based courses. In addition, all word-processed assignments for this course must be submitted in Microsoft Word format. For minimum hardware/software requirements please see: http://www.marshall.edu/muonline/hardwaresoftwar

Meeting time: Credit hours: Required text:

Computer requiremen ts:

echeck.asp Be sure to run the free web browser tuneup: http://www.marshall.edu/muonline/support/tuneup.a sp If you have technical problems, please go to the Help Desk: http://www.marshall.edu/muonline/technicalfaq.asp HELP DESK PHONE NUMBERS: (304) 696-3200 (Huntington, WV) (304) 746-1969 (Charleston, WV) (877) 689-8638 (Toll free) None

Prerequisit es: Description :

This course examines how educational psychology is applied to learning and teaching. Learning theories, instructional approaches, learning environments, and student assessment are studied. On the one hand, educational psychology involves the application of psychological principles in educational settings and thus requires in-depth knowledge of basic psychological principles. On the other hand, educational psychology is more than simply the application of psychological principles in educational settings. The nature of educational settings demands a consideration of the effects of settings on the psychology of diverse and exceptional participants. The field of educational psychology is therefore concerned with the application of knowledge as well as the generation of knowledge. Educational psychology "Studies what people think, do, and feel as they teach and learn a particular curriculum in a particular environment where education and training are intended to take place" (Berliner, 1992 p. 145). Objectives: At the end of this course, students will be able to: 1. Identify the methods used to conduct research in the field of educational psychology, including experimental, correlational, and descriptive research. 2. Explain how research in educational psychology is applied to teaching. 3. Explain how the principles/stages presented in Piagets

theory of cognitive development and Vygotskys theory of development influence current educational research and practice. 4. Describe the processes underlying development of language and the consequences of learning a second language. 5. Discuss what happens when children develop two languages. 6. Discuss whether English immersion or bilingual instruction is better for English language learners. 7. Discuss the special educational needs of students with learning challenges and students who are gifted and talented. 8. Explain how intelligence is measured and what these measurements tell teachers. 9. Distinguish between positive and negative reinforcement and presentation and removal punishment. 10. Apply behavioral approaches to modifying behavior in and out of the classroom. 11. Describe newer approaches to applied behavioral analysis, including functional behavioral assessment and self-management. 12. Discuss contemporary challenges to behavioral theories of learning and concerns about their application. 13. Differentiate between behavioral and cognitive views of learning. 14. Explain early information processing models of memory and recent cognitive science models, including working memory and cognitive load theory. 15. Discuss the role of different kinds of knowledge in learning and remembering. 16. Describe the processes involved in storing and retrieving different types of information from long-term memory. 17. Describe processes and strategies involved in becoming knowledgeable. 18. Identify some individual, developmental, and cultural differences in memory. 19. Describe several learning and study strategies that help students be more metacognitive. 20. Explain the processes involved in problem solving and the factors that can interfere with successful problem solving.

Major topics:

21. Explain different perspectives on constructivism as a theory of learning and teaching. 22. Identify the common elements in most contemporary constructivist theories. 23. Apply constructivist principles to classroom practice. 24. Define motivation and differentiate among five theoretical explanations for learner motivation. 25. Explain how learners needs influence their motivation to learn. 26. Describe the different kinds of goal orientations and their influences on motivation. 27. Discuss how students beliefs and attributions can influence motivation. 28. Describe the roles of interests, curiosity, and anxiety in motivation. 29. Explain how teachers can influence and encourage students motivation to learn. 30. Describe the processes involved in planning a lesson and differentiate among basic formats for putting plans into action. 31. Discuss the appropriate uses of direct instruction, homework, questioning, and group discussion. 32. Define differentiated instruction and adaptive teaching, and apply the approach to teaching a diverse group of students Content for this course is organized into four major categories:

Introduction: Teachers, Teaching and Educational Psychology (Chapter 1) Part 1: Students (Chapters 2-6) Part 2: Learning and Motivation (Chapters 7-12) Part 3: Teaching and Assessing (Chapters 13-15) Assignments are as follows: answering content-related questions, analyzing case studies, evaluating a research article. Assignments will be scored according to one or more of the following criteria: correct grammar and correct spelling, promptness, quantity, quality, and correctness. Varying point values are assigned to each assignment, with a cumulative total of 665

Requiremen ts:

points. There are 8 online quizzes for the course. Access to each quiz is provided at the conclusion of each chapter. Each quiz may be attempted twice, with the highest score on either attempt serving as your final score for the assessment. Quizzes are multiple choice. Quiz question are randomized by the course software. You may or may not have different questions on your second attempt. Additional detail follows: APA Quiz Chapter 1 Chapters 2, 5, 6 Chapters 3, 4 Chapters 7, 8, 9 Chapter 10 Chapters 11-12 Chapters 13-15 10 10 30 20 30 10 20 30 items items items items items items items items x x x x x x x x 1 1 1 1 1 1 1 1 pt = 10 pt = 10 pt = 30 pts = 20 pts = 30 pts = 10 pts = 20 pts = 30 1 1 3 2 3 1 1 3 hour hour hours hours hours hour hour hours

Each quiz is designed with the first ten questions taken from the first chapter listed, the second ten questions taken from the second chapter listed, and so forth. For example, the quiz on chapters 7, 8, and 9 consists of 30 questions. The first ten questions (110) are from chapter 7, the second ten questions (11-20) are from chapter 8, and the third ten questions (21-30) are from chapter 9. You can track your status in the course throughout the semester by accessing My Grades on the Table of Contents on the left after you log onto the course. Assignments are described in detail within each of the major sections of the course. Corresponding due dates for all assignments and quizzes, are outlined below and on the Assignment Schedule This course begins January 14, 2013. 1/24 Orientation assignments are due: 1) introductory email to Instructor,

2) bio discussion posting, 3) contact info dropbox, 4) APA Quiz 1/31 2/7 Chapter 1 quiz is due Chapter 1 discussion is due

2/14 Chapters 2, 5, and 6 quiz is due 2/21 Chapters 2, 5, and 6 assignment is due Chapters 2, 5, and 6 discussion is due 2/28 3/7 3/14 3/28 4/4 4/11 4/18 4/25 5/2 Chapters 3, 4 quiz is due Chapters 3-4 assignment is due Chapters 7, 8, and 9 quiz is due Chapters 7, 8 and 9 discussion is due: Chapter 10 quiz is due Chapter 10 discussion is due Chapters 11 and 12 quiz is due Chapters 11 and 12 assignment is due Chapters 13, 14, and 15 quiz is due Bonus dropbox assignment is due 5/9 Grading: A= B= C= D= F= Chapters 13, 14, and 15 assignment is due 93-100% 83-92% 73-82% 65-72% 0-64% = = = = = 613-660 547-612 481-546 429-480 0-428

Marshall University Plagiarism Policy - The Marshall University graduate catalog (p. 53) states, "Plagiarism (submitting as one's own work or creation any oral, graphic, or written material wholly or in part created by another) is a form of academic

dishonesty. Sanctions for academic dishonesty may range from an instructor-imposed sanction such as a failing grade in the course in which plagiarism has been documented to dismissal from the university." Refer to the graduate catalog for additional details. Copyright Policy - Students should be aware that portions of this online course may contain copyright protected material. Distribution outside the confines of this specific course is not permissible. It is the policy of Marshall University to take affirmative action to provide equal opportunities to all prospective and current members of the student body, faculty, and staff on the basis of individual qualifications and merit without regard to race, color, sex, sexual orientation, religion, age, national origin, ancestry, veteran status, or disability. Marshall University neither affiliates nor grants recognition to individuals, groups or organizations that do not comply with federal, state or local equal opportunity regulations. Marshall University is committed to equal opportunity in education for all students, including those with physical, learning and psychological disabilities. University policy states that it is the responsibility of students with disabilities to contact the Office of Disabled Student Services (DSS) in Prichard Hall 117 (304.696.2271) to provide documentation of their disability. Following this, the DSS Coordinator will send a letter to each of the student's instructors outlining the academic accommodation he/she will need to ensure equality in classroom experiences, outside assignment, testing, and grading. The instructor and student will meet to discuss how the accommodation(s) requested will be provided. For more information, access the website for the Office of Disabled Student Services. Dropbox and discussion assignments are subject to a 10% late penalty if not completed by the listed due date. Assignments more than 7 calendar days (1 week) will not be accepted. Chapter 14 Dropbox assignment and the bonus assignment are not subject to the late policy. Late assignments on those 2 assignments cannot be accepted. I normally begin

NonDiscriminat ion Policy:

Policy for Students with Disabilities:

Late Policy:

my day at 5am. Assignments received by 5am will be considered on-time. 5:01am is considered late and will receive a 10% penalty. Except for Chapter 13, 14, 15 Dropbox assignment and the bonus assignment, the dropbox and discussion assignments are available for resubmission. If a student did not perform to his/her expectations, a student may resubmit the assignment to improve his/her grade. There are two conditions: 1) The assignment must be completed on-time. 2) The assignment must be completed in full. Students have turned-in assignments with one question answered, and I will complete the rest of this on the resubmission. This is not considered complete, and will be ineligible for resubmission. Quizzes are not subject to the late policy. Those must be completed on time, as the software closes the quiz automatically. The following resources were reviewed during the development of content for this course: Anastasi, A. & Urbina, S. (1997). Psychological testing (7th ed.). New York, NY: Macmillan. Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Education Research, 64, 287-310. Ashcraft, M. H. & Radvansky, G.A. (2009). Cognition (5th ed.). Upper Saddle River, NJ: Prentice-Hall. Baddeley, A. (1998). Human memory: Theory and practice (Rev. ed.). Boston, MA: Allyn and Bacon. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman. Berk, L. (2007). Infants, children, and adolescents (6th ed.). Boston, MA: Allyn and Bacon.

Bibliograph y:

Berk, L. E. (2008). Child development (8th ed.) Boston, MA: Allyn and Bacon. Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1 (2). Los Angeles, CA: University of California, Center for the Study of Evaluation of Instructional Programs. Bruner, J. S., Goodnow, J. J., & Austin, G. A. (1956). A study of thinking. New York, NY: Wiley. Charles, C. M. (2002). Essential elements of effective discipline. Boston, MA: Allyn and Bacon. Driscoll, M. P. (2004). Psychology of learning for instruction (2nd ed.). Boston, MA: Allyn and Bacon. Gagne, E. D. (1985). The cognitive psychology of school learning. Boston, MA: Little, Brown. Gardner, H. (1983). Frames of mind: the theory of multiple intelligences. New York, NY: Basic Books. Gronlund, N. E. (2000). How to write and use instructional objectives (6th ed.). Columbus, OH: Merrill Kohlberg, L. (1984). Essays on moral development. San Francisco, CA: Harper & Row. McInerney, D. M. (2005). Educational psychology theory, research, and teaching: A 25year retrospective. University of Western Sydney, Australia. Norman, D. P. (1982). Learning and memory. San Francisco, CA: Freeman. Piaget, J. (1963). Origins of intelligence in children. New York, NY: Norton. Schunk, D. H. (2011). Learning theories: An educational perspective (6th ed.). Columbus, OH: Merrill/Prentice-Hall.

Skinner, B. F. (1953). Science and human behavior. New York, NY: Macmillan. Slavin, R. E. (1995). Cooperative learning (2nd ed.). Boston, MA: Allyn and Bacon. Sternberg, R. J. (2000). Handbook of human intelligence. New York, NY: Cambridge University Press. Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press. Woolfolk, A. (2010). Educational Psychology, (11th ed.). Boston, MA: Allyn and Bacon