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.
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    DENT STUDY COURSE
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    / (
    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.

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