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    EDUCATION 220-3
    PSYCHOLOGICAL ISSUES IN EDUCATION
    SPRING, 1981
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    INSTRUCTOR: ?
    Dr. Philip H. Winne
    OFFICE: MPX 9611 PHONE: 291-3618
    CAMPUS ?
    Tuesdays, Thursdays 10:30 - 11:30
    (plus 1 hour of tutorial per week)
    CALENDAR DESCRIPTION
    HUMAN VARIABILITY; RELATIONSHIPS BETWEEN MOTIVATION, LEARNING AND DEVELOPMENT.
    TOPICS
    This course surveys the broad discipline of educational psychology. Basic knowledge about
    theories of human behaviour and instruction is the first general objective of the course.
    The second goal of the course is to illustrate the use of these theories as alternative
    lensepieces for analysing teaching and learning in school. An outline of the course is
    provided on reverse.
    WHO MIGHT TAKE THIS COURSE
    This course is a foundation for psychological analysis of educational events. Students
    planning a minor in education studies (pg. 26 1
    4
    of the Calendar), a specific minor, or
    who are preparing for a teaching career are strongly encouraged to take this course.
    This course is a pre-requisite for Education 320, 325, and
    1423;
    it is a recommended
    course to be taken prior to Education 326 and 1422.
    REQUIREMENTS
    Students will be required to complete the following assignments:
    1)
    Three short papers (maximum three typed, double-spaced pages) on assigned topics.
    These papers, called "Think Papers" require you to demonstrate understanding of
    contemporary psychological issues in education, such as "Are group intelligence
    tests biased against native Indians?" ?
    (5 pts. each)
    2)
    Midterm exam. This exam will combine multiple choice and short essay, and will
    cover material presented in lectures and assigned readings during the first half
    of the semester.
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    (25 pts.)
    3)
    A tutoring project OR a term paper.
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    (30 pts.)
    a)
    The term paper is not simply an act of writing down what other people have
    written about an issue. The paper should address a problem and suggest a
    resolution of the problem which grows out of evidence and good reasoni.ng.
    b)
    The tutoring project is designed especially for students who plan on becoming
    teachers. Students will tutor a child, adult, or small group and write a
    report of the teaching and learning, using concepts and principles of
    educational psychology.
    14) Final exam. This exam will have the same format as the midterm.
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    It will cover
    lectures and assigned readings from the entire semester.
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    (30 pts.)
    TEXTS
    GAGE, N.L. & BERLINER, D.C.; EDUCATIONAL PSYCHOLOGY (2nd edition); Rand-McNally, 1979
    (Required)
    BIERLY, M.M., BERLINER, D.C., & GAGE, N.L.; STUDENT STUDY GUIDE TO EDUCATIONAL
    PSYCHOLOGY (2nd edition); Rand-McNally, 1979
    (Recommended)
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    OUTINE OF TOPICS
    A. The nature of educational psychology
    B. Theories of Learning
    1. Respondent
    2.
    , Operant
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    Social
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    Cognitive
    C. ?
    Individual differences
    1. ?
    Intelligence
    a.
    History and purpose of intelligence tests
    b.
    Contemporary models of intelligence
    2. Cognitive styles
    3. Self-concept
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    Motivation
    a.
    Classic systems of human motives
    b.
    Cognitive motive theories (attribution, self-perception)
    5.
    Developmental change
    a. Cognitive
    b. Social
    D. Teaching and instructional theory
    1. Instructional design model
    a. Goal, analysis, task analysis, & instructional objectives
    2.
    Models of learning from instruction
    3.
    Teaching: ?
    skills, strategies, and styles
    E. Measurement in Teaching
    1.
    Reliability and validity
    2.
    Teacher-made measures of achievement
    3.
    Standardized tests

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