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    Educ. 220-3 Psychological Issues in Education
    Spring, 1983
    Tuesdays & Thursdays 8:30 - 9:20
    (plus 1 hour of tutorial per week),
    INSTRUCTOR: Dr. John F. Ellis
    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.
    Teachings, 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 issues is complex and is interrelated and intertwined with other
    issues. The issue of class size, for example, involves economic, political,
    social, pyc1ological and ideological questions. In addition, it is interrelated
    with other issues such as teacher preparation, the nature of learning and pro-
    visions 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
    1.
    Two short papers (3 pages, typed, double-spaced)
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    10 pts. (5 each)
    2.
    Mid term exam - Short essay - based on lectures and assigned
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    20 pts.
    readings to date
    3. Essay/Project ?
    30 pts.
    4.
    Final exam - Short essay - based on lectures and assigned
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    40 pts.
    readings for entire semester
    TEXTBOOKS
    REQUIRED: Gage and Berliner, Educational Psychology (2nd ed.), Rand McNally, 1975
    OPTIONAL: Bierly, Gage and Berliner, Student Study Guide to Educational Psychology,
    Rand McNally, 1975
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    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 components of each study session
    make up the work to learn about educational psychology.
    General Outline of Topics:
    A. ?
    Introduction to Educational Psychology Learning
    1.
    Behavioral Theories
    2. Information Processing Theories
    3. Social Learning Theory
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    Individual Differences Among Learners
    1. Motivation and Learning
    2. Personality
    3. Intelligence
    4. 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
    Required Texts:
    Gage, N.L. and D.C. Berliner. Educational Psychology, 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, 1979.
    Grading
    1.
    A midterm examination of 36 multiple-choice items covering
    study sessions 1-12 inclusive (25 points).
    2.
    A final examination of 36 multiple-choice items 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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