Critical analysis of the psychological process of schooling. Interpretive survey of the literature and research in learning, motivation, development, and intelligence and their impact on American education and society (UAlbany Undergraduate Bulletin 2008-2009). We will draw on a variety of instructional approaches including questioning, assigned readings, reflective writing, hands-on activities, class discussions, and individual papers.

Our major goals for this course are to:

a. understand your own and others’ theories about children’s cognitive, linguistic, personal, social, moral and emotional development,

b. understand how theories of learning and development can inform teaching practice,

c. know the limitations of current theories of learning and development,

d. be able to think critically and ask questions about educational psychology, and

e. develop professionalism as educators and learn the diversity of the student population.

Readings [back to top]

The main text for this course is available in the campus bookstore and at Mary Jane Books:

Ormrod, J. E. (2008). Educational psychology: Developing learners (6^th ed.). New York: Pearson Education. [ISBN: 0136127029]

Textbook Web site: http://www.prenhall.com/ormrod/ormrod-presell/index.html

As a supplemental resource to the textbook Study Guide and Reader is recommended (not required) for students. A copy of the book and the Study Guide are available at the Library Reserves under the course name. Additional required articles and examples of assignments can be found on e-reserves via the library Web site. The password is in the syllabus.

Course Requirements and Evaluation [back to top]

You will demonstrate your achievement of the learning objectives/understanding goals via the following assignments:

A. Throughline Reflections (20 points—8 and 12 respectively): You will be asked to write about several overarching questions, or throughlines. Your written throughlines will be collected at the beginning and end of the semester and assessed according to a checklist. One rewrite of the first throughline is allowed, due one week after you receive your graded work from me. No rewrites of final throughlines are allowed.

B. Tests (30 points—10 each). You will be assessed on 4 non-cumulative in-class tests on the dates listed in the syllabus. Lowest test grade will not be included in the final grades. Tests will include information covered during lectures, class assignments, and assigned readings (text & articles). Tests will consist of multiple-choice, true-false, and matching questions. Tests can only be made up with submission of written medical or legal documentation indicating the reason for the absence(s).

C. Annotated Bibliography (15 points): You will read, summarize, and draw practical implications from at least 3 journal articles on a topic of your choice related to educational psychology. An evaluation rubric that will be used to evaluate your work will be provided.

D. Pop Quizzes (10 points): At least 4 unannounced pop quizzes will be given.

E. Reading Notes (10 points—3.5 each): You cannot do well in this course without doing the assigned readings before each class. I recommend writing reading times into your weekly calendar. You will hand in structured short reading notes for each of the assigned readings.

F. Piaget’s Pencils Assignment (10 points): You will implement and report on a simple hands-on cognitive development demonstration with two children. Details will be provided.

G. Attendance and Participation (5 points): I expect you to attend classes on time and participate in every class. Moreover, I expect you to do the assigned readings before each class. Class discussions, assignments, and projects will assume you have done the readings. Absences will only be excused with submission of written medical and/or legal documentation to me indicating the reason for the absence.

The grades will be based on the completion of all course requirements and evidence of understanding and application of your knowledge of theories of learning and development. Rubrics or checklists for assignments will be provided.

A = 93 +

A- = 90 – 92

B+ = 87 – 89

B = 83 – 86

B- = 80 – 82

C+ = 77 – 79

C = 73 – 76

C- = 70 – 72

D+ = 67 – 69

D = 63 – 66

D- = 60 – 62

E = <60

Weekly Schedule [back to top]

Week

Date

Topic, Readings, and Assignments Due

8/25

Introduction and overview

8/27

Misconceptions

Due: Welcome assignment

9/1

No Class – Labor Day

9/3

Educational Psychology (Ch 1)

Due: Throughline 1

9/8

Learning (Ch 6)

9/10

Cognitive Processes (Ch 6)

9/15

Knowledge Construction (Ch 7)

9/17

Constructivism (Ch 7)

Due: Reading notes: Ch 7

9/22

Behaviorism (Ch 9)

9/24

Test 1

9/29

No Class

10/1

No Class

10/6

Higher-Level Thinking Processes (Ch 8)

10/8

No Class

10/13

Social Cognitive Views of Learning (Ch 10)

10/15

Individual & Group Differences (Ch 4 & Ch 5)

Due: Reading notes: Ch 4 & 5

10/20

Test 2

10/22

Theories of Intelligence (ERes articles)

W10

10/27

Cognitive Development (Ch 2)

Due: Piaget’s pencils assignment

10/29

Linguistic Development (Ch 2)

W11

11/3

Development of Self and Social Skills (Ch 3)

Due: Annotated bibliography

11/5

Morality (Ch 3)

W12

11/10

Test 3

11/12

Motivation and Affect (Ch 11)

W13

11/17

Cognitive Factors in Motivation (Ch 12)

Due: Reading notes: Ch 11 & 12

11/19

Instructional Strategies (Ch 13)

W14

11/24

Creating a Productive Learning Environment (Ch 14)

11/26

No Class

W15

12/1

Overview

12/3

Test 4

W16

12/8

Evaluation and conclusion

Due: Throughline 2

Information [back to top]

Educational Technology

The course makes use of following information technologies:

· Course Web page publishes useful links and course grades.

· E-reserve contains additional readings and other course documents.

· Listserv is the class group e-mailing system for two-way internal communication.

For more information or help on any of the above, contact me or the Information Technology Services at http://www.albany.edu/its.

Submissions

You will get your assignments back with my comments on. Assignment submissions are preferred in paper on the day of class for the assigned due date. For one reason or the other, if you can not bring the paper copy of your assignment to the class, you can send your work as an e-mail attachment before the midnight of the due date. However, if you e-mail your assignment, you still need to submit a print copy as soon as possible. Only hard copies of your assignments will be graded.

Equity

Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please notify the director of Disability Resource Center (Campus Center 137, 442-5490). That office will provide the course instructor with verification of your disability, and will recommend appropriate accommodations. For more information, visit the website of the UAlbany Disability Resource Center at http://www.albany.edu/disability.

Academic Dishonesty

The University at Albany Standards of Academic Integrity prohibits all forms of academic dishonesty. These include plagiarism (presenting as one's own work the work of another person, including paraphrasing or summarizing without acknowledgment, submission of another student's work as one's own, the purchase of prepared research or completed projects or papers, and the unacknowledged use of research sources gathered by someone else), cheating on examinations, multiple submissions of work, forgery, sabotage, unauthorized collaboration, and falsification. If you engage in course-related academic dishonesty, your work will not be accepted or your grade on the work in question will be dramatically lowered. In some cases, the University Judicial System recommends disciplinary probation, suspension, or expulsion from the University. Any student wishing to protest any such action can initiate grievance procedures, starting at the department level. For more information visit http://www.albany.edu/undergraduateeducation/policy_reminders.html.

Links

Division of Educational Psychology and Methodology: http://www.albany.edu/educational_psychology/

Events at UAlbany: http://www.albany.edu/todayualbany/

Future Educators’ Club: http://www.albany.edu/~fec

School of Education: http://www.albany.edu/education/

State University of New York: http://www.suny.edu/

University Library education subject guide: http://library.albany.edu/subject/education_main.html

University Library reference collection: http://library.albany.edu/reference/

Week

Date

Updated on 9/22/08 by Asil Ozdogru