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JOHN CABOT UNIVERSITY
COURSE CODE: "PS 328"
COURSE NAME: "Educational Psychology"
SEMESTER & YEAR:
Fall 2023
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SYLLABUS
INSTRUCTOR:
Carmen Franzese
EMAIL: [email protected]
HOURS:
TTH 8:30-9:45 AM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: PS 101
OFFICE HOURS:
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COURSE DESCRIPTION:
The course examines how psychological theories and research can inform educational practices. It provides an overview of the major theories of human development, learning and motivation, and their educational implications.
Students will learn to think critically about the pros and cons of a given educational approach, and to explain the relevance of psychological research findings for educational methods.
Sample topics include: basic concepts in measurement and assessment, theories of learning and motivation, developmental characteristics of learners, individual differences, classroom management and teacher behavior, diversity in the schools.
Satisfies "Applied Psychology" core course requirement for Psychological Science majors.
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SUMMARY OF COURSE CONTENT:
Central topics will include (but will not be limited to) behavioral, constructivist and cognitive theories of learning, student-centered approach, theories of motivation, different learning environments, with a focus on Montessori Education, current issues in Educational Psychology (e.g., online education, the impact of COVID on educational practices and learning processes).
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LEARNING OUTCOMES:
· Identify and discuss major psychological theories and concepts as they relate to educational settings and problems (LOS1)
· Interpret and evaluate research methods and empirical data in educational psychology, including quantitative data (e.g., statistics, graphs, tables) (LOS2)
· Accurately interpret, summarize and present information from primary sources. Exhibit effective writing/presentation skills within appropriate constraints (e.g., time/page limit, audience). (LOS3)
· Apply psychological content and skills to career goals (LOS5)
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| Educational Psychology: Theory and Practice. 12th edition. | Robert, E. Slavin | Pearson | 978-0-13-489510-9 | | | | | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Exams | The test category includes 2 midterms administered at approximately equal intervals across the semester and a final. The midterms will cover the assigned textbook readings, lectures, reading assignments, and the films occasionally shown in class. Each midterm will be non-cumulative and will cover approximately 1/2 of the course material. The final will be cumulative. The final grade for the category will be based on your best 2 tests, and the lowest test score will be dropped. If you miss any of the tests, that will be your dropped score. Thus, NO MAKE UP will be allowed for any reasons. | 60% |
| Personal Interest Presentation | Class-activity: Engaging the class about a topic in the field of educational psychology in a creative way. Details will be provided in class. | 10% |
| Paper: Lesson Plan Analysis | After selecting a detailed lesson plan on the Internet, students will evaluate the quality of the plan in using the concepts covered in class. | 15% |
| Observation of school activities | Analysis of a course-related trip to a Montessori School presented in class. An observation guide will be provided. | 15% |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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Session
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Session Focus
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Assignment
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WEEK 1
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SESSION 1. Introduction to the class, syllabus overview, and other admin. Educational psychology intro.
SESSION 2. Research methods
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Chapter 1
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WEEK 2
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SESSION 3. Theories of development
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Chapter 2
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WEEK 3
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SESSION 4. Development during childhood and adolescence
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Chapter 3
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WEEK 4
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SESSION 5. Student diversity
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Chapter 4
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WEEK 5
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SESSION 6. Behavioral theories of learning
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Chapter 5
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WEEK 6
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SESSION 7. Information processing and cognitive theories of learning
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Chapter 6
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WEEK 7
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SESSION 8. The effective lesson
EXAM1
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Chapter 7
Chapters 1-7
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WEEK 8
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SESSION 9. Student-centered and constructivistic approaches to instruction
Online education, the impact of COVID on educational practices and learning processes
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Chapter 8
Additional readings and research articles will be made available in class, on Moodle and MyJCU.
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WEEK 9
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SESSION 10. Theories of motivation
Personal Interest Presentation
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Chapter 10
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WEEK 10
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SESSION 11. Effective learning environments
SESSION 12. Montessori Education: Italy/USA
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Chapter 11
Readings and other materials will be provided*
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WEEK 11
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SESSION 13. Montessori Education: Italy/USA
SESSION 14. Course-related trip to a Montessori school
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Readings and other materials will be provided**
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WEEK 12
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SESSION 15. Learners with exceptionalities
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Chapter 12
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WEEK 13
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SESSION 16. Assessing student learning
Paper due: Lesson plan analysis
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Chapter 13
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WEEK 14
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SESSION 17. Analysis of the observation made at a Montessori school: presentations in class.
EXAM2
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Observation guide provided in class
Chapters 10-13 and additional readings provided
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