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EDUCATIONAL
PSYCHOLOGY AND MEASUREMENT
Fall, 2008
Text
Woolfolk,
Anita E. Educational Psychology, Tenth Edition, Allyn & Bacon,
2006
Purpose
of the Course
This
course involves the study of teaching/learning processes. Students learn
the nature of educational psychology and applications of major learning
theories. They identify specific relationships involved in learning and
characteristics of learners, including personality, intelligence, and
motivation strategies as well how to assess and evaluate learning and
teaching.
Praxis
II Advisory: Much of the material in
this class will you prepare for the Praxis II exam required of all
elementary, early childhood and special education teacher candidates.
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STUDENT
OUTCOMES
Given
texts and outside readings and class discussions,
students will:
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Measure |
Department Outcome |
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Explain the nature of educational psychology and
research and the implications these have for
educational processes. |
Written Paper |
1.4 |
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Describe cognitive functions and processes
involved in the acquisition of language that
relate to learning. |
Test |
1.1, 1.2, 1.5 |
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Describe psychosocial and moral development
implications that relate to learning. |
Test |
1.1, 1.2, 1.5 |
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Analyze definitions of learning and
philosophical differences among the definitions
and describe evolutionary processes of early and
modern descriptions. |
Presentations
Test
Position Paper |
1.1, 1.4 |
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Define and describe processes that result in
effective classroom management |
Written Paper |
3.21,3.25 |
.Given
experimental data and reporting patterns for students,
students will:
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Examine current concepts and practices in in
assessment and evaluation and explain
statistical information reported on tests and in
journals. |
Practice activities
Test |
3.31, 3.32 |
Given
selected settings, students will
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Complete at least 20 hours of preservice
experiences in Partner Schools with students of
appropriate age levels. |
Focused observations
Reports from Supervising Personnel |
NE
Rule 24 |
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INTASC
Standards
Most
INTASC standards are addressed within this course, but the following are
most directly assessed:
Standard 2: Understands how children
learn and develop; provides learning opportunities that support their
development.
Standard 7: Plans instruction based on
knowledge of subject matter, students, the community, and curriculum
goals.
REQUIREMENTS
Attendance
This
course will include many hands-on experiences and attendance is
necessary for learning and meeting the objectives. Missing class can
jeopardize your grade. Each tardy or leaving early for any reason will
lower your grade by 1%. Each absence for any reason will lower your
grade by 2%. Exceptions may be made at the discretion of the instructor.
Assignments
[Submit assignments on time. POINTS WILL BE DEDUCTED ON LATE WORK:
exceptions might be made at the discretion of the instructor, but only
for serious medical problems or validated emergencies.]
All assignments are to be
submitted electronically as email attachments to
the instructor.
An acknowledgement of receipt
will be sent upon receipt of each assignment. Papers will be
scanned with Turnitin software.
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Description |
Percent of Final Grade |
Due |
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Research
Article Review
Using guidelines
learned in class write a 2-page paper on a research article from
an education journal |
10 |
Thursday,
September 11 |
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Position Paper
You and a partner will write a
point/counterpoint paper on an educational issue |
10 |
December 2 |
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Group
Presentation
Each learning
group will research an instructional approach (assigned) to
prepare and present to the class a lesson using the approach. A
written copy of the presentation will be turned in by the group. |
10 |
As Assigned |
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Graphic
Organizers/Quick Writes
At the beginning
of class you will frequently be asked to create a graphic
organizer or write a minute paper for the reading assignment.
These writings will be graded and returned to help you
understand and remember the material as well as assist you in
preparation for the exams. |
10 |
As Assigned |
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Focused
Observations and Field Reflections/ Practicum Evaluations
You will visit
classrooms, write a reflective journal of your experience and
complete focused observations with structures learned in class.
Cooperating teachers will submit evaluations of your field
performance. |
20 |
Upon Completion |
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Participation
It is essential
as future teachers that you actively participate in class
discussion and activities. Class discussion, group work,
response papers, and assigned activities are critical components
of the course. |
10 |
Continuous |
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Exams
There will be
three exams |
30 |
October 7
November 13
December 9
(tentative) |
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Total |
100 |
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* Portfolio - Presentation and Research
Paper must be posted by December 11.
Quality
Work
Assessment of the quality of your written and oral expression will be
included in the evaluation of your work. All written work is to be
typed, double-spaced, and must include correct grammar, form,
punctuation, and spelling. All sources must be cited with complete
bibliographic references. (See Publication Manual of the American
Psychological Association.) I have been known to be flexible
concerning due dates when circumstances warrant, but not quality of
work.
Work
must exceed expectations in order to earn a grade of A. Work that
meets expectations will earn a grade of B and work not considered
satisfactory will earn a grade of C or below.
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GRADING |
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93 - 100 percent |
A |
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84 - 92 percent |
B |
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70 - 83 percent |
C |
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60 - 69 percent |
D |
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<
60 percent |
F |
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Policies
Weather
Should weather conditions cause the cancellation of class, an
announcement will be made by the instructor with e-mail. Telephone
arrangements will be made for those who do not have access to e-mail in
their homes.
IMPORTANT
INFORMATION
Instructor will make changes in the syllabus when needed to best meet
the needs of students.
Laptop
Use
Laptop
use in classrooms creates new and exciting possibilities for teachers
and students when used appropriately. Please use your laptop
ethically and for educational purposes and activities permitted by the
instructor. Unacceptable uses include: instant messaging,
e-mailing, unassigned Internet browsing, game-playing and completing
homework for other classes. Violations of this request will result
in withdrawal of permission to use the laptop in this class and may
affect your grade in the course.
Special
Accommodations
If you
have a certifiable learning or physical disability and require special
accommodations, please call and make an appointment with the
disabilities coordinator in the Achievement Center ADA office at
399-2366. Considerable lead-time is required for accommodations, so
it is important that your request is received in the Achievement Center
ADA office as early in the semester as possible. Please note:
your request will be handled confidentially.
Policy
for Academic Honesty
Plagiarism, defined as the use of another’s words and ideas as one’s
own, does not benefit students. It creates dependencies that are
non-productive. References must be cited and quotation marks used in
direct quotes. Crediting authors with ideas in paraphrasing and
rearranging is effective writing. Academic dishonesty includes cheating
on exams or quizzes, representing someone else’s work as your own work
or working jointly on a project that is expected to represent only one
student’s original and individual work.
Evidence of plagiarism or academic dishonesty in all institutions
carries serious consequences, such as loss of grade and standing. These
are serious offenses and will not be tolerated. If a student is guilty
of academic dishonesty, it is noted in the student information data base
and becomes a part of her academic record and is available to advisors
and faculty. The complete Academic Honesty Policy is available on the
Teacher Education website and in the Teacher Education Handbook.
Declaration of Open Discourse
In the
spirit of intellectual inquiry, College of Saint Mary is committed to
the exchange of diverse ideas and viewpoints. In this environment,
honest discourse is valued; demeaning remarks are not tolerated. Each
member of the campus community is encouraged to:
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Recognize the basis of her or his own
assumptions and perspectives,
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Acknowledge the assumptions and perspectives
of others,
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Promote understanding and respectful dissent.
Classroom Behavior
Please
arrive on time and practice courteous behavior in the classroom. Please
do not engage in conversations while someone else is talking or
otherwise disrupt class lecture, discussions or activities. Cell phone
ringers should be turned off to avoid disruptions and verbal or text
communications should not occur during class.
Students should come to class ready to be actively engaged in learning.
This includes bringing assigned books and articles, writing materials
and notebooks . Class assignments MUST be submitted on the due date
indicated on the course syllabus. Late assignments WILL NOT be graded.
Exceptions to this policy will be rare and will be handled on an
individual basis.
Courtesy, good time management and collaborative skills are important to
success in the work world and should be practiced in the classroom as
well. You will be expected to participate in small group activities and
be an active team member when working with other students in class.
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