Educn
    220-3 Psychological IssuesEducation
    REGULAR SUMMER SESSION 1984
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    INSTRUCTOR: Dr. John F. Ellis
    WEDNESDAYS 1:00 - 3:50
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    LOCATION: ?
    On Campus
    CALENDAR DESCRIPTION: Human variability; relationships between motivation,
    learning and development.
    COURSE CONTENT:
    The course will contain two elements: psychological information which bears upon
    the practice of education and current educational issues which contain psychological
    components.
    Psychological topics will include the following: learning theory, motivation,
    individual differences, assessment.
    Educational issues will be selected from among the following: class size, provision
    for learning disabilities (and other forms of human variability), public versus
    professional control, conflicting views of schooling.
    BACKGROUND:
    Teachers, parents, taxpayers and politicians are continuously dealing with educational
    issues. They take actions, express opinions, cast votes and develop policies on the
    basis of their analysis of an issue. Most typically the analyses are incomplete,
    unconsciously biased or ill-informed. Sometimes, regrettably, analysis is ignored
    and emotion or ideology takes its place. -
    Almost every issue is complex and is interrelated and intertwined with other issues.
    The issue of class size, for example, involves economic, political, social, psycho-
    logical and ideological questions. In addition, it is interrelated with other issues
    such as teacher preparation, the nature of learning and provisions for learner
    variability.
    EXPECTATIONS:
    It is expected that students who successfully complete this course will be able to
    do the following:
    1.
    To demonstrate knowledge of specific psychological matters which bear
    upon education.
    2.
    To comment knowledgeably on the psychological aspects of major educa-
    tional issues.
    3.
    To demonstrate an awareness of the complexity of an educational issue.
    RECIUIREMENTS:
    1.
    Three short papers (300 words, typed, double-spaced) - 1 for practice. 30 pts.
    2. Mid-term exam - short essay - based on lectures and text readings to
    date. ?
    20 pts.
    3.
    Longer paper (1000 words, typed, double-spaced). ?
    30 pts.
    4. Final exam - short essay - based on lectures and text readings.
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    20pts.
    TEXTBOOK: (required)
    Gage and Berliner. Educational Psychology (2nd ed.). Rand McNally, 1975.
    (15 each)

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