Educati S20-3
Fall, 1985
Tuesdays & Thursdays,
8:30 - 9:20 & a 1 hour
tutorial per week
Psychological Issues injcation
INSTRUCTOR: Dr. John Ellis
LOCATION: C9002
/
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 di fferences, 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.
RArk(RflhINfl•
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 idealogy 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, psychological and idealogical questions. In addition, it is inter---
-
related 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.
REQUIREMENTS:
1.
Three short papers (300 words, typed, double-spaced) - ?
30pts. (15 each)
1 for practice
2.
Mid-term exam - short essay - based on lectures and
?
20 pts.
text readings to date.
3.
Longer paper (1000 words, typed, double-spaced) ?
30 pts.
4.
Final exam - short essay - based on lectures and
? 20 pts.
text readings.
TEXTBOOK: (required)
Gage and Berliner. Educational Psychology (2nd ed.) Rand McNally, 1975.
Simon
DIRECTED
Fraser
INDEP
UnivdWy
DENT STUDY COURSE
?
/ (
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 components of each study session make up the work to learn
about educational psychology.
GENERAL OUTLINE OF TOPICS
A.
?
Introduction to Learning Theories
1. Behavioral Theories
2. Information Processing Theories
3. Social Learning Theory
B. ?
Individual Differences Among Learners
1. Motivation and Learning
2.
Personality
3.
Intelligence
ii. Development
5. Special Students
C. ?
Teaching
1. Instructional Design
2. Method and Models of Teaching
D. Measurement of Learning
1.
The Nature of Measurement
2.
Standardized Tests
3.
Teacher-Made Tests
PREREQUISITE None
REQUIRED TEXTS
Brierly, M.M., D.C. Berliner, and N.L. Gage. 1984. Study Guide:
Educational Psychology, 3rd edition, Houghton Miffin.
Gage, N.L. and D.C. Berliner. 1984. Educational Psychology, 3rd edition,
Houghton Miff in.
COURSE REQUIREMENTS
1.
A midterm examination of 60 multiple-choice items (25 points).
2.
A final examination of 60 multiple-choice items (25 points)
3.
Three Think Papers (20 points in total).
LI.
A Tutoring Project or a Term Paper (30 points).
COURSE INSTRUCTOR RESERVES THE RIGHT TO MAKE CHANGES
WITHOUT NOTICE.