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EDU/PSY 312
EDUCATIONAL PSYCHOLOGY AND MEASUREMENT
Fall, 2007
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Dr. Merryellen Towey Schulz
Office: ADM 260
399-2432 - office
558-0789 home
mschulz@csm.edu
http://drmts.com |
8:00 – 9:15 Tuesday &
Thursday
ADM 256
3 credit hours
Office Hours: 2 hours after
class and as posted on calendar by my office. |
Course Web Site (essential that you check regularly for assignments and
content)
http://www.drmts.com/edu312/
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.
STUDENT OUTCOMES
Given texts and outside readings
and class discussions, students will:
|
|
Measure |
Department Outcome |
|
Explain the nature of
educational psychology and research and the implications these have for
educational processes. |
Written Paper |
1.4 |
|
Describe cognitive functions
and processes involved in the acquisition of language that relate to
learning. |
Test |
1.1, 1.2, 1.5 |
|
Describe psychosocial and
moral development implications that relate to learning. |
Test |
1.1, 1.2, 1.5 |
|
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 |
|
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
|
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 |
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.
|
Description |
Percent of
Final Grade |
Due |
|
Research Article Review
Using guidelines learned in
class write a 2-page paper on a research article from an education
journal |
10 |
Thursday, September 13 |
|
Position Paper
You and a partner will write a
point/counterpoint paper on an educational issue |
10 |
December 3 |
|
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 |
|
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 |
|
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 |
|
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 |
|
Exams
There will be three exams |
30 |
October 9
November 15
December 11 |
|
Total |
100 |
|
*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.
|
GRADING |
|
93 - 100 percent |
A |
|
84 - 92 percent |
B |
|
70 - 83 percent |
C |
|
60 - 69 percent |
D |
|
< 60 percent |
F |
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:
-
Recognize the basis of her
or his own assumptions and perspectives,
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Acknowledge the assumptions
and perspectives of others,
-
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. |
