SYLLABUS – SPRING 2008

50-830-301 - EDUCATIONAL PSYCHOLOGY

RUTGERS UNIVERSITY – PSYCHOLOGY DEPARTMENT

 

DR. RITA JOHNSON

 

Email:  rijohnso@rutgers.camden.edu                                                         

 

Text:     EDUCATIONAL PSYCHOLOGY, John W.  Santrock, 3rd Edition

 

Course Description:   This course seeks to acquaint students with the nature of the learner and the learning process with special reference to learning in a school setting.  Students will take a critical look at the procedures of appraising pupil progress and instructional techniques teachers use in the classroom.

 

Course Rationale:  This course strives to participate in the preparation of “confident, competent, reflective, visionary leaders and responsible citizens.”  Because the course is included in the curriculum of many education majors, it will emphasize the theme of “Educator As A Reflective Decision-Maker, Collaborative Change Agent, and Effective Practitioner.”

 

Course Objectives:    Students will examine the major concepts of Educational Psychology.  The course will focus on the development of teaching skills applicable to a variety of educational settings.  Students will be given opportunities to test and practice educational principles through writing assignments, class exercises, and/or out-of-class experiences.  Students will develop skills necessary to analyze and evaluate the claims of researchers in the area of Educational Psychology.  Students will apply communication skills, both oral and written, to demonstrate knowledge of concepts studied in the course.

 

Course Outcomes:  By the end of the course, students should be able to:

  • Identify the attitudes and skills of an effective teacher.
  • Explain the value of studying children’s development.
  • Discuss the brain development and compare and contrast the theories of Jean Piaget and Lev Vygotsky.
  • Explain the processes and periods of child development.
  • Describe the theories of Bronfenbrenner and Erikson.
  • Explain the importance of Socioemotional development, self-efficacy, self-esteem, and identity.
  • Discuss the concept of intelligence and the controversies concerning its use by educational institutions.
  • Explain the legal framework for and the planning and placement of children with disabilities
  • Define and describe various types of disabilities as well define what gifted means.
  • Compare and contrast classical and operant conditioning and applied behavior analysis.
  • Describe information processing, discuss memory, and explain the concept of metacognition.
  • Describe and discuss how to create a positive classroom environment.
  • Discuss the nature of standardized tests and the controversies surrounding them.
  • Compare and contrast aptitude and achievement testing.

 

Topical Outline

  • Effective Teaching
  • Cognitive and Language Development
  • Socioemotional Development
  • Intelligence
  • Learning Styles
  • Exceptional Learners
  • Behavioral and Social Cognitive Approaches to Learning
  • Information Processing
  • Classroom Management
  • Standardized Tests
  • Classroom Assessment

 

Instructional Methods:

  • Lecture
  • Class Discussion
  • Power Point Presentations
  • Video Presentations
  • Group Work
  • Cooperative Learning
  • Student Presentations
  • Guest Speakers

 

Grading Criteria:

                                    90 – 100                                  A

                                    80 -   89                                   B

                                    70 -   79                                   C

                                    60 -   69                                   D

                                     0 -    59                                   F

 

Learning Activities:

Exams

There will be four examinations and a take-home comprehensive final examination.   The lowest exam grade will be dropped.  If an exam is missed for any reason, that exam grade will be the one that is dropped.  There will be no makeup exams for one missed exam.  If more than one exam is missed, an essay makeup exam will be given.

 

In Class Exercises & Class Participation

There will be non-scheduled in-class assignments (or pop-quizzes).  They cannot be made up.  To do well on these quizzes you need only read the assigned chapters before class.  There may also be web assignments as homework.  You can also improve this portion of your grade by participating in class discussions. 

 

Homework Assignments

Various homework assignments will be available during the semester.  These assignments are a very important part of the class.  You cannot pass the class without completing the homework assignments!  The three lists of assignments will be given out at different times during the semester.  Each list of assignments will have a specific due date for that list of assignments.  The assignments will be worth 10 to 30 points.  Each student should do enough assignments during the semester so that they add up to one hundred (100) assignment points.  

 

 

 

Course Evaluation and Grading Criteria: Students will be evaluated on the following criteria:

                                    In Class and Web Assignments                                15%

                                    Exams                                                                         35%

                                    Final Exam                                                                 15%

                                    Homework Assignments                                            35%

 

Course Policies/Procedures:

 

Assignments will be accepted any time before the due date.  Points will be deducted late assignments!  Remember, a late assignment will receive fewer points, whereas an assignment not handed in will receive no points.  Please hand in all assignments!

 

Academic dishonesty:  Plagiarism is an issue whenever you use not just the words but even the ideas of someone else.  That is, even when you are not quoting but rather restating in your own words, you must still cite your source of the idea if you use it at all.  Otherwise you are stealing, and plagiarism is illegal.  You are responsible for knowing this and for knowing the penalties.  Good writers borrow from others, but they acknowledge their debt by meticulously citing their sources.  If you are serious about your grades, you will learn the rules and you will not take chances of even accidentally plagiarizing. 

 

Cell Phone Policy

I should NEVER see or hear a cell phone in the classroom!!  I too own a cell phone, have a family, and on occasion receive important phone calls!  It is not appropriate, however, for me or for you to receive phone calls, send text messages, or check for messages during class time.  If you have a specific emergency that requires bending this rule, please talk to me about it.

 

Diverse/Global/Technological Perspectives

Sakai

Sakai provides student access to course information on-line.  The syllabus, course assignments, and announcements will be available on the Sakai site.  Homework assignments will be collected through the site. 

 

PowerPoint Presentation and Online Learning Center

The textbook author provides power point presentations and slides that will often be used to enhance the presentation of the chapter information.  There is also an online companion website for the textbook.  The site offers a variety you resources for students.  The resources include interactive scenarios, short video clips, learning goals, chapter outlines, multiple-choice and true/false quizzes and web links to other web sites of interest. 

 

Diversity and Global Perspectives

The textbook author has been careful to include an exploration of diversity issues in each chapter.  The text also includes an entire chapter devoted to culture.  These issues are addressed using a global perspective, not just examples relevant to the United States.  The class discussions will elicit and invite students to discuss issues from a global perspective!

 

 

 

 

 

 

 

TENTATIVE SEMESTER SCHEDULE OF TOPICS AND READING ASSIGNMENTS

(The assigned chapters should be read before the class session.)

Week 1                        CHAPTER 1                EDUCATIONAL PSYCHOLOGY: A TOOL FOR

                                                                        EFFECTIVE TEACHING

 

Week 2                        CHAPTER 2                COGNITIVE AND LANGUAGE DEVELOPMENT

 

Week 3                        CHAPTER 3                SOCIAL CONTEXTS AND SOCIOEMOTIONAL

                                                                        DEVELOPMENT

 

Week 3                                                            REVIEW (PRACTICE EXAM)

 

Week 4                                                            EXAM #1

 

Week 5                        CHAPTER 4                INDIVIDUAL VARIATONS

 

Week 6                        CHAPTER 5                SOCIOCULTURAL DIVERSITY

 

Week 6                                                            EXAM #2  

 

Week 7                        CHAPTER 6                LEARNERS WHO ARE EXCEPTIONAL

 

Week 8                        CHAPTER 7                BEHAVIORAL AND SOCIAL COGNITIVE

                                                                        APPROACHES

                                     

Week 9                        CHAPTER 8                THE INFORMATION-PROCESSING APPROACH

 

Week 10                      CHAPTER 9                COMPLEX COGNITIVE PROCESSES

                                     

Week 10                                                          EXAM #3  

 

Week 11                      CHAPTER 14              MANAGING THE CLASSROOM

 

Week 12                      CHAPTER 15              STANDARDIZED TESTS AND TEACHING

 

Week 13                      CHAPTER 16              CLASSROOM ASSESSMENT

 

Week 14                                                          EXAM #4  

 

Exam week                                                      FINAL DUE