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    Education 220-3 Psychological Issues in Education
    SPRING, 1984
    Tuesdays, Thursdays, 8:30 - 9:30 a.m.
    (+ 1 hour of tutorial per week -
    certain tutorials will be used for
    consultation on assignments)
    INSTRUCTOR:
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    Dr. John F. Ellis
    LOCATION: on campus
    CALENDAR DESCRIPTION
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    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:
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    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 examples, involves economic, political, social, psychological
    and ideological questions.
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    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
    educational issues.
    3.
    To demonstrate an awareness of the complexity of an educational
    issue.
    REQUIREMENTS:
    I. Four short papers (300 words, typed, double-spaced) - 1 for practice.
    2.
    Mid-term exam - short essay - based on lectures and assigned readings
    to date.
    3.
    Longer paper (1000 words, typed, double-spaced).
    TEXTBOOK: ?
    (required)
    Gage and Berliner. Educational Psychology (
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    2nd ed.). Rand McNally, 1975.
    15 pts. (15 each)
    25 pts.
    30 pts.
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    S
    DIRECTED
    INDEPENDENT STUDY COURSE
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    Simon Fraser University
    EDUCATION 220-3 (DISC)
    Psychological
    Issues in Education
    This course will survey a number of issues and topics in educational
    psychology, treating educational psychology both as a discipline of
    scientific study and as a body of knowledge that can inform teachers
    about their craft.
    The course has been
    divided into 24
    study sessions. Each study
    session consists of readings from the textbook study exercises
    presented In the Student Study Guide, and an activity that provides
    an opportunity to experience and elaborate one of the ideas central
    to the study session. All three compon *
    'nis of each ;tudy SeSrion
    make up
    the work to learn about educational psychology.
    General Outline of Topics:
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    A. ?
    Introduction to Educational Psychology Leirninq
    1.
    Behavioral Theories
    2.
    Information Processing Theories
    3.
    Social Learning Theory
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    B. ?
    Individual Differences Among Learners
    1.
    Motivation and' Learning
    2. Personality
    3. Intelligence
    4. Development
    5.
    Special Students
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    C. ?
    Teaching
    1. Instructional Design
    2.
    Method and Models of Teaching
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    D. ?
    Measurement of Learning
    1.
    The Nature of Measurement
    2. Standardized Tests
    3. Teacher-Made Tests
    Required Texts:
    Gage, N.L. and D.C. Berliner. Educational Pychoiojy, 2nd edition,
    Chicago: Rand McNally, 1979.
    Brierly, M.M., D.C. Berliner, and N.L. Gage, Study Guide: Educational
    Psychology, 2nd edition, Chicago: Rand McNally,
    _979
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    Grading
    1.
    A midterm examination of 36 m
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    lti p
    le-choice items covering
    study sessions 1-12 inclusive (25 points).
    2.
    A final exmination of 36 multiple-choice item:; covering study
    sessions 13-24 inclusive (25 points).
    3.
    Three Think Papers (20 points as a group).
    4. A
    Tutoring Project or a Term Paper (30 points).

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