Time:  Saturdays, 05/18, 06/08; 07/13; 07/20   8-5 pm          Place: AC 282
Email: sherri.mccarthy@nau.edu
Homepage: http://jan.ucc.nau.edu/~snm3/index.html or www.nau.edu/nauyuma/ and click on my name in the faculty and staff directory
Instructor: Dr. Sherri McCarthy, Ph.D.
Office Hours: By appointment      Office: AC225        Phone: 317-6411
 
 

Course Description:  This 3 credit course, required in the graduate program in counseling as well as in other graduate education programs, familiarizes students with theories, methodology and research from educational psychology which have implications for successful teaching and training in a variety of settings.  This course is designed to assist students in examining key issues in educational psychology related to learning, memory, measurement, affective responses, social psychology and personality development and in applying this information in the workplace.  Each student will develop, elucidate, justify and support a personal theory of how individuals learn and how this learning can best be assessed, then connect this supported theory to effective training or teaching practices in school or workplace as part of this course.

Course Objectives:  Upon completion of this course, students will:

 1) locate, understand, interpret and critique research related to  educational psychology;

 2) explain major learning theories from psychology and their contributions to educational & training practices;

 3) connect theory and research from educational psychology to model  educational practices for various levels and/or content areas;

 4) effectively communicate knowledge from educational psychology in  written and oral presentations, following APA style guidelines;

 5)  generate and support a personal theory of how learning occurs and  determine how this may be applied to educational practice in  elementary, middle school, secondary and/or adult learning settings; &

 6) determine how learning can best be delivered and assessed in a  variety of situations, via a presentation which models this.

Required Texts: Vygotsky, L.S. (1986) Thought and Language. Boston: MIT Press.  (A.K. Vygotski, Ed.)

Recommended: American Psychological Association (1995). Publication manual of the  American Psychological Association  (5th edition).  Washington,  D.C.: Author.
 

Evaluation Procedures:  Performance will be assessed and grades assigned based on points earned for article critiques, class activities, presentations, class discussions and formal papers.  Specifically, these will include:

(1) Four class activities, worth 25 points each. More information on how this process works for each activity will be provided in class.

(2) Class discussion points assigned by the instructor.  To earn full credit, you must be in class and able to answer any question directed at you in a manner indicative of preparation and critical thought processes. A maximum of 10 points per class will be awarded in this category. The final 10 points will be used as an “overall participation” rating by instructor.

(3) One formal paper summarizing the key points of Vygotsky’s book, and discussing the implications this text has for teaching and learning. This will be due by June 8 and muct conform to APA style. This will be worth 100 points.

(4) Two written critiques of articles from psychological journals related to issues in educational psychology and your particular focus area.  At least one of the articles must be based on empirical data and utilize quantitative analysis.  The critiques must follow APA Style; journal articles must be approved in advance. You will also summarize your articles orally to a small group of your peers. These will be worth 50 points each; due by July 13.

(5) One  research proposal in which you describe and provide evidence for your own metaphor for and theory of learning.  You will need to discuss how it relates to current issues and information examined in the course and discuss the implications it has for your own work. You will also need to formulate a hypothesis with direct implications for your own work based on this theory and propose a research study which could assess the accuracy of this hypothesis.  This paper must be prepared according to APA guidelines.  It will be worth 150 points and is due by July 20. You will also orally present your theory to the class.  More information will be provided in class.
 

 (8) Extra credit activities, worth up to a maximum of 50 points, will also be available.
Maximum Point Value:
 

Article Summaries (2)	100
Formal Paper (1)	100
Class activities (4)	100
Discussion points	50
Research proposal	150
Total Possible:	500

Grading Policy:  Grades will be assigned based on % of possible points earned.
90%+ = A    80%-89% = B    70%-79% = C  60%-69% = D    < 60% = E
 

Class Schedule
(Note:  This schedule may be modified slightly according to class needs.)
  Topic      Readings & Assigned Activities

5/18    Orientation to course   Read Vygotsky text
  Introductions    Summary of Vygotsky text
        Due on July 13
  What is Educational Psychology?

Library Orientation Find articles; summaries due on June 8

Computer Lab Orientation

Group Formation       Develop your “metaphor
for learning” in class
Class activity: Metaphors of Learning

6/08  Developmental Theories
  (Piaget, Vygotsky, Erikson, Freud)   Article summaries due
Theories of Learning & Conditioning   Class Activity: Oral article summaries
Vygotsky summary due  July 13.
Research in Educational Psychology

Guidelines for proposal   Proposal due on 7/20

7/13  The role of emotions in learning
  Biological influences on learning
  Social psychology and learning
  Language in thought and action

  Class activity: Debate on current issues
 

7/20  Current research and theories in  Proposals  due
  educational psychology

Where do we go from here?
Implications for teaching, training and research

Teacher & Trainer Efficacy: Metaphors revisited

Class activity: Presentations
 
 
 

© 1995 Northern Arizona UniversityOffice of Instructional Development,
ALL RIGHTS RESERVED.
For problems or questions regarding this web page contact Dr. Sherri McCarthy-Tucker.