Educ2200 Educational Psychology Unit Outline Semester 2, 2010 Crawley Campus Ken Glasgow



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Graduate School of Education

http://www.education.uwa.edu.au/


EDUC2200

Educational Psychology

Unit Outline
Semester 2, 2010

Crawley Campus
Ken Glasgow

(Unit Co-ordinator)

Lecture: Tuesday 2:00 – 4:00 Room ALR 10

Tutorials: Thursday 1:00 – 2:00 Room G.10

Thursday 2:00 – 3:00 Room G.10

All material reproduced herein has been copied in accordance with and pursuant to a statutory licence administered by Copyright Agency Limited (CAL), granted to the University of Western Australia pursuant to Part VB of the Copyright Act 1968 (Cth).

Copying of this material by students, except for fair dealing purposes under the Copyright Act, is prohibited. For the purposes of this fair dealing exception, students should be aware that the rule allowing copying, for fair dealing purposes, of 10% of the work, or one chapter/article, applies to the original work from which the excerpt in this course material was taken, and not to the course material itself.

Contents




Contents 3

Contents 3

Introduction 5

Introduction 5

Goal 5

Goal 5


Learning Outcomes 5

Learning Outcomes 5

Unit Co-ordinator Contact Details 5

Unit Co-ordinator Contact Details 5

Prerequisites 5

Prerequisites 5

Unit-specific prerequisites 7

Technical requirements 7

Software requirements 7

Unit Structure 7

Unit Structure 7

Unit Schedule 8

Unit Schedule 8

Tutorial Schedule 9

Tutorial Schedule 9

Textbook(s) 10

Textbook(s) 10

Recommended/required text(s) 10

Behaviour 10

Behaviour 10

Learning Difficulties 10

Educational Psychology 10

McInerney, D., & McInerney, V. (2002). Educational Psychology: Constructing Learning. Pearson Education, NSW, Australia. 10

Assessment 10

Assessment 10

Assessment 1 11

Assessment 1 11

Assessment 2 11

Assessment 2 11

Students will write and essay on a topic chosen from the list on the page following this one. The essay should not exceed 2000 words. This component accounts for 70% of the course and is due by Friday October 30th. 11

Task description 11

Submission of assignments 11

Essay Topics 11

Essay Topics 11

Please note that all references quoted in the essay must appear in your reference section and they must follow the APA referencing format (see page 8 for examples). APA is the standard for most Education Journals and reference books. 12

Teaching and Learning Responsibilities 12

Teaching and Learning Responsibilities 12

Ethical Scholarship, Academic Literacy and Academic Misconduct 12

Ethical Scholarship, Academic Literacy and Academic Misconduct 12

Referencing 12

Referencing 12

Gradings 13

Gradings 13

Extensions 13

Extensions 13

Plagiarism 13

Plagiarism 13

Appeals against Academic Assessment 14

Appeals against Academic Assessment 14

Charter of Student Rights and Responsibilities 14

Charter of Student Rights and Responsibilities 14

Student Guild Contact Details 14

Student Guild Contact Details 14

Extensions 15

Extensions 15

Plagiarism 15

Plagiarism 15

Appeals against Academic Assessment 15

Appeals against Academic Assessment 15

Charter of Student Rights and Responsibilities 16

Charter of Student Rights and Responsibilities 16

Student Guild Contact Details 16

Student Guild Contact Details 16


Introduction

Welcome to Educational Psychology. This course is intended to enhance your understanding of child and adolescent development, behaviour and learning.



Goal

This unit is intended to provide pre service teacher students with an introduction to the development of children and adolescents. The course will introduce students to aspects of cognitive, social, emotional, and learning development as well as aspects of child and adolescent behaviour.



Learning Outcomes



On completion of this course students will:


  1. Have an understanding of aspects of child and adolescent development




  1. Have an understanding of aspects of child and adolescent behaviour




  1. Have an understanding of aspects of behaviour analysis




  1. Have an understanding of child and adolescent behaviour management




  1. Have an understanding of aspects of how children learn




  1. Have an understanding of the impact of learning difficulties and intellectual and physical disability on the student, classroom and others.



Unit Co-ordinator Contact Details





Name:

Ken Glasgow

Room:

2.11

E-mail:

Phone:

ken.glasgow@uwa.edu.au

6488 2268



Fax:

Consultation Hours:

Lecture Times:

Tutorial Times:

6488 1052

Tuesday 2:00 – 4:00

Thursday 1:00 – 2:00

Thursday 2:00 – 3:00




Prerequisites

The University has a responsibility to the community at large to set high standards in all fields, including literacy. It is imperative that we ensure our graduates possess the skills of tertiary literacy and can communicate well in their chosen disciplines.

Literacy in this context can be conceived of in two ways:


  •  generally, the competence to express oneself using a standard variety of English appropriate to a tertiary level;

  • specifically, the ability to think, read, listen, and write well within particular contexts, according to the traditions and usages of particular disciplines.

 

Throughout the University policy statement the use of the term literacy embraces both of these concepts.

This unit assumes that students have already developed certain basic skills. It is expected that students have an adequate command of:


  1. English and related communication skills – students are expected to understand and follow the principles of accepted expression and style.

  2. Basic mathematical and statistical skills – students are expected to possess basic numerical skills

  3. Library research skills

If you are not well prepared in any of the above areas you should make every effort to remedy the situation through undertaking additional reading and/or practice. Do not hesitate to ask for advice from your tutor.

Unit-specific prerequisites


None

Technical requirements


None

Software requirements


None

Unit Structure

The unit is presented in an interactive lecture format.

Tutorials will be presented by students on selected topics (see later in this document). Students may present individually, as a pair or in threes. The presentation must be 30 – 35 minutes long and involve the non presenting students. At the end of the session the presenter(s) must present the non presenting students with 1 – 3 questions for general discussion. Each session MUST be finished within 45 minutes.


Unit Schedule





Week

Topic

Wk 1
Aug 2

What is Educational Psychology?

EP’s relationship to teaching. Deb



Wk 2
Aug 9

Child development/Piaget’s stage theory of cognitive development.

Stages of development. Deb



Wk 3
Aug 16

Intelligence Gabrielle

Wk 4
Aug 23

Learning Theory Jim

Wk 5
Aug 30

Learning Disability Jim


Wk 6
Sept 6

Social and Emotional Development Gabrielle

Wk 7
Sept 13

Moral development/Kohlberg’s stages of moral development.

Alternatives to Kohlberg. Gabrielle



Wk 8
Sept 20

Individual differences Jim




SEPT 26 – SEPT 30 STUDY BREAK

Wk 9
Oct 4

Students at Educational Risk Jim

Wk 10
Oct 11

Disabilities Jim

Wk 11

Oct 18


Behaviour (1) Me

Wk 12

Oct 25


Behaviour (2) Me

Wk 13

Nov 1


Behaviour (3) Me

Tutorial Schedule





Date

Topic

(SEMESTER 2)

Student Names

Aug 11

What does Educational psychology contribute to educational practice?




Aug 18

The role of adults and peers in child development.




Aug 25

Can we accelerate cognitive development?




Sept 1

How primary school children learn to read – theoretical considerations




Sept 8

Primary school behaviour problems V’s Secondary school behavioural problems – more of the same, or not?




Sept 15

Classroom management techniques – can we manage all behaviours the same way?




Sept 22

Problems associated with learning difficulty – is it all to do with learning?




SEPT 26 – SEPT 30 STUDY BREAK

Oct 6

Attention Deficit Disorder & classroom behaviour management.




Oct 13

Autism Spectrum Disorder and the classroom – implications for the teacher.




Oct 20

Inclusion – plusses and minuses.




Oct 27

Bullying – characteristics of the bully and victim.




Nov 3


Troubled children – the place of education systems in supporting them.





Textbook(s)




Recommended/required text(s)


Whilst there are no required texts, the following are recommended:

Behaviour


Kerr, M.M., & Nelson, C.M. (1998). Strategies for Managing Behaviour Problems in the Classroom. New Jersey, Prentice Hall.
Freiberg, H.J. (1999). Beyond Behaviourism: Changing the classroom management paradigm. Massachusetts, Allyn and Bacon.
Slee. R. (1992). Discipline in Australian Public Education: Changing policy and practice. ACER, Victoria.
Lewis, R. (1991). The discipline dilemma. ACER, Victoria.


Learning Difficulties


Lerner, J. (1997). Learning disabilities : theories, diagnosis, and teaching strategies 7th ed. Boston : Houghton Mifflin.
Disability

Ashman, A., & Elkins, J. (2002). Educating Children with Diverse Abilities. Sydney, NSW, Prentice Hall.


Ashman, A., & Elkins, J. (1998). Educating Children with Special Needs. (3rd Ed). Sydney, NSW, Prentice Hall.
Howlin, P. (1997). Autism: Preparing for adulthood. London, Routledge.

Educational Psychology

McInerney, D., & McInerney, V. (2002). Educational Psychology: Constructing Learning. Pearson Education, NSW, Australia.



Snowman, J., & Biehler, R. (2000). Psychology Applied to Teaching. Houghton Miflin. Boston.

Assessment





Component

Weight

Due date

Tutorial exercises/activities







Assessment 1

30%

By Thursday October 28th

Assessment 2

70%

By Friday October 30th

Attendance






Assessment 1



Presentations: Students will prepare and present a 45 minute discussion on a topic selected from the tutorial list attached to this form. Students will work as a team but marks will be allocated individually. This component accounts for 30% of the course and will be carried out from August 5th until complete.
Task Description: As stated above. Students will present on a chosen topic for 30 minutes and at the end of this period present a number of questions to the group for group discussion. Students may present as a group or as an individual.

Assessment 2




Students will write and essay on a topic chosen from the list on the page following this one. The essay should not exceed 2000 words. This component accounts for 70% of the course and is due by Friday October 30th.


Task description


As above

Submission of assignments


Assignments should be submitted with a GSE face sheet through the Faculty office and a receipt received.

Essay Topics

You may choose from the following topics:




  1. Outline Piaget’s theory of child development and its implications for adolescent classroom learning.




  1. What are some of the sources of adolescent behaviour and how could you identify them? Link their behaviour to a theory of learning?




  1. What are the principal characteristics of learning disability and how may you remediate them?




  1. Choose one of the following disabilities and write an essay on it’s major characteristics and how it may impact on the classroom:




    1. Autism

    2. Asperger’s syndrome

    3. Down syndrome

    4. Cerebral Palsy

    5. Spina Bifida

    6. Vision or hearing impairment




  1. What are some of the major “within-student” (psychological) factors that place a student at educational risk and how may they be managed?



Please note that all references quoted in the essay must appear in your reference section and they must follow the APA referencing format (see page 8 for examples). APA is the standard for most Education Journals and reference books.



Teaching and Learning Responsibilities



Ethical Scholarship, Academic Literacy and Academic Misconduct



Ethical scholarship is the pursuit of scholarly enquiry marked by honesty and integrity.

Academic Literacy is the capacity to undertake study and research, and to communicate findings and knowledge, in a manner appropriate to the particular disciplinary conventions and scholarly standards expected at university level.

Academic misconduct is any activity or practice engaged in by a student that breaches explicit guidelines relating to the production of work for assessment, in a manner that compromises or defeats the purpose of that assessment. Students must not engage in academic misconduct. Any such activity undermines an ethos of ethical scholarship. Academic misconduct includes, but is not limited to cheating, or attempting to cheat, through:


  • Collusion

  • Inappropriate collaboration

  • Plagiarism [see more detailed statement below]

  • Misrepresenting or fabricating data or results or other assessable work

  • Inappropriate electronic data sourcing/collection

  • Breaching rules specified for the conduct of examinations in a way that may compromise or defeat the purposes of assessment.

Penalties for academic misconduct vary according to seriousness of the case, and may include the requirement to do further work or repeat work; deduction of marks; the award of zero marks for the assessment; failure of one or more units; suspension from a course of study; exclusion from the University, non-conferral of a degree, diploma or other award to which the student would otherwise have been entitled.


For further information, please refer to the guidelines on Academic Conduct at:
http://www.teachingandlearning.uwa.edu.au/tl4/for_uwa_staff/policies/student_related_policies/academic_conduct

Referencing

The major citation styles at UWA can be found at:


http://www.library.uwa.edu.au/help/guides/citing_electronic_sources_style_guides
The most commonly used style in the Graduate School of Education is the APA style adopted by the American Psychological Association.



Gradings

The following gradings are standard at UWA:




Higher Distinction

HD

80-100%

Distinction

D

70-79%

Credit Pass

CR

60-69%

Pass

P

50-59%

Fail

N+

45-49%

Fail

N

0-44%



Extensions

Assignment dates indicated in this course outline are final. Any requests for extensions must be made to the Unit Coordinator on an Application for Extension form, which is available from the General Office. If approved you must attach the Confirmation of Approval slip to your assignment when you submit. Requests for extensions should be made at least a week prior to the due date.



Plagiarism



Introduction
All forms of cheating, plagiarism and copying are condemned by the University as unacceptable behaviour. The Faculty’s policy is to ensure that no student profits from such behaviour.
What is Plagiarism?
Plagiarism is the presentation of the work of other people as one’s own work, without referencing its source or attributing it to its intellectual proprietor. Such misuse of the work of others constitutes plagiarism, whether that work is in published or unpublished physical form, or in the form of thoughts or ideas. Plagiarism is the most serious of academic offences because it is a form of cheating.
Principles to be Applied
All work submitted by any student in the Faculty of Education is to be the work of that student alone, unless otherwise indicated, such as in group assignments. Students may, and indeed are encouraged to, draw upon the work of others, but it must be duly acknowledged and referenced in accordance with standard academic conventions. Work that, in whole or in part, is not that of the student or students submitting it will be regarded as plagiarised, and will be dealt with in the manner outlined below.
Dealing with Plagiarism
For a brief introduction to academic misconduct and how it is dealt with at UWA, students are advised to complete the Academic Conduct Online (ACO) Module, accessible through WebCT.
More detailed information on plagiarism and its consequences can be found in the “Academic Conduct” Guidelines of the University, which may be viewed in full at:
http://www.teachingandlearning.uwa.edu.au/tl4/for_uwa_staff/policies/student_related_policies/academic_conduct
Please also consult the University’s documentation on student discipline, accessible at:
http://www.secretariat.uwa.edu.au/home/policies/discip

Appeals against Academic Assessment

If students feel they have been unfairly assessed, they have the right to appeal their mark by submitting an Appeal Against Academic Assessment form to the Head of School and Faculty Office. The form must be submitted within twelve working days of the formal despatch of your unit assessment. It is recommended that students contact the Guild Education Officers to aid them in the appeals process. They can be contacted on +61 8 6488 2295 or at: education@guild.uwa.edu.au. Full regulations governing appeals procedures are available in the University Handbook, and at:


http://www.secretariat.uwa.edu.au/home/policies/appeals

Charter of Student Rights and Responsibilities

This Charter of Student Rights and Responsibilities upholds the fundamental rights of students who undertake their education at the University of Western Australia.

It recognises that excellence in teaching and learning requires students to be active participants in their educational experience. It upholds the ethos that in addition to the University's role of awarding formal academic qualifications to students, the University must strive to instil in all students independent scholarly learning, critical judgement, academic integrity and ethical sensitivity.

The Charter also refers to the responsibilities of students. In particular, it is important to understand that despite all efforts to promote successful teaching and learning outcomes, a student may still not reach the required standard to pass a unit.

Please refer to the full Charter of Student Rights and Responsibilities at:
http://www.secretariat.uwa.edu.au/home/policies/charter


Student Guild Contact Details

The University of Western Australia Student Guild


35 Stirling Highway
Crawley WA 6009
Phone: (+61 8) 6488 2295
Facsimile: (+61 8) 6488 1041
E-mail: enquiries@guild.uwa.edu.au
Website: http://www.guild.uwa.edu.au


Extensions

Assignment dates indicated in this course outline are final. Any requests for extensions must be made to the Unit Coordinator on an Application for Extension form, which is available from the General Office. If approved you must attach the Confirmation of Approval slip to your assignment when you submit. Requests for extensions should be made at least a week prior to the due date.



Plagiarism



Introduction
All forms of cheating, plagiarism and copying are condemned by the University as unacceptable behaviour. The Faculty’s policy is to ensure that no student profits from such behaviour.
What is Plagiarism?
Plagiarism is the presentation of the work of other people as one’s own work, without referencing its source or attributing it to its intellectual proprietor. Such misuse of the work of others constitutes plagiarism, whether that work is in published or unpublished physical form, or in the form of thoughts or ideas. Plagiarism is the most serious of academic offences because it is a form of cheating.
Principles to be Applied
All work submitted by any student in the Faculty of Education is to be the work of that student alone, unless otherwise indicated, such as in group assignments. Students may, and indeed are encouraged to, draw upon the work of others, but it must be duly acknowledged and referenced in accordance with standard academic conventions. Work that, in whole or in part, is not that of the student or students submitting it will be regarded as plagiarised, and will be dealt with in the manner outlined below.
Dealing with Plagiarism
For a brief introduction to academic misconduct and how it is dealt with at UWA, students are advised to complete the Academic Conduct Online (ACO) Module, accessible through WebCT.
More detailed information on plagiarism and its consequences can be found in the “Academic Conduct” Guidelines of the University, which may be viewed in full at:
http://www.teachingandlearning.uwa.edu.au/tl4/for_uwa_staff/policies/student_related_policies/academic_conduct
Please also consult the University’s documentation on student discipline, accessible at:
http://www.secretariat.uwa.edu.au/home/policies/discip

Appeals against Academic Assessment

If students feel they have been unfairly assessed, they have the right to appeal their mark by submitting an Appeal Against Academic Assessment form to the Head of School and Faculty Office. The form must be submitted within twelve working days of the formal despatch of your unit assessment. It is recommended that students contact the Guild Education Officers to aid them in the appeals process. They can be contacted on +61 8 6488 2295 or at: education@guild.uwa.edu.au. Full regulations governing appeals procedures are available in the University Handbook, and at:


http://www.secretariat.uwa.edu.au/home/policies/appeals
Please refer to page 28 of the Graduate School of Education’s “Preservice Teacher Education” handbook for information on the procedures. The following website has information on these procedures www.secetariat.uwa.edu.au/home/policies/

Full regulations governing appeals procedures are available in the University Handbook, available online at http://www.handbooks.uwa.edu.au




Charter of Student Rights and Responsibilities

This Charter of Student Rights and Responsibilities upholds the fundamental rights of students who undertake their education at the University of Western Australia.

It recognises that excellence in teaching and learning requires students to be active participants in their educational experience. It upholds the ethos that in addition to the University's role of awarding formal academic qualifications to students, the University must strive to instil in all students independent scholarly learning, critical judgement, academic integrity and ethical sensitivity.

The Charter also refers to the responsibilities of students. In particular, it is important to understand that despite all efforts to promote successful teaching and learning outcomes, a student may still not reach the required standard to pass a unit.

Please refer to the full Charter of Student Rights and Responsibilities at:
http://www.secretariat.uwa.edu.au/home/policies/charter


Student Guild Contact Details

The University of Western Australia Student Guild


35 Stirling Highway
Crawley WA 6009
Phone: (+61 8) 6488 2295
Facsimile: (+61 8) 6488 1041
E-mail: enquiries@guild.uwa.edu.au
Website: http://www.guild.uwa.edu.au

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