Department of Psychology Trent in Oshawa PSYC 3590H: The Psychology of Education FA OSH

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1 Department of Psychology Trent in Oshawa PSYC 3590H: The Psychology of Education FA OSH Instructor Trent Office Location: Telephone: Office Hours: Psychology Dept. Course Description: Course Prerequisites: Course Format: Course Location: Laura Page, Ph.D. (Toronto) Simcoe 1180 (Located within the main Trent office area) (905) Ext ( is preferred) Tuesdays and Wednesdays, 4-6pm You may to book a timeslot, or drop by! Otonabee College (OC 144), Trent University, Peterborough (705) Ext From the course calendar: An examination of the history, research methodology, theories of learning, structure of intellect, and assessment procedures within the field of educational psychology. A quote from Einstein introduces an important line of thought that we will pursue: The problems of today s society cannot be solved at the level of thinking that created them. Why do we send our children to school? How should we conceive of their intelligence, and how can it best be nurtured and developed in order to face the problems of this century? Will smart students always do the right thing? Which problems of society need to be solved, and how can we best prepare the next generation to fix them? This course will combine three approaches. First, we will take the time to ensure that students have a deep understanding of the landmark theories and concepts in educational psychology. Second, we will explore some of the large, philosophical questions that underlie the field of education and potentialities for its reform. We will draw on the arguments of Piaget, Kuhn, Bereiter and Scardamalia, Pinker, Stanovich, Perkins, Gardner, Dweck, Sternberg, Damon and others. Last, our overarching perspective will be an emphasis on data and evidence. We will try to uncover what is true, not what we wish were true, or what most people think. We will focus on controversies that exist between psychological findings and educational practice, with the goal to ask the right questions, understand the issues, and build new and innovative ideas. 8 university credits including 1.0 Psychology 2000-level credit other than PSYC 215 or PSYC 2016H and 2017H. Excludes PSYC301 and 308H. Class will run from 7:10-10pm on Wednesdays, and will be comprised of a) a 2 hour lecture component and b) a 45 minute seminar component, in which groups of students will conduct presentations and lead class discussion. Please check the bulletin board outside the Trent Office, as rooms change. PSYC3590H OSH: Fall 2009 Page 1 of 6

2 Required Reading: Santrock, J. W., Woloshyn, V. E., Gallagher, T. L. DiPetta, T. & Marini, Z. A. (2007). Educational Psychology: Second Canadian Edition. NY: McGraw-Hill Ryerson. Pp. 6-8, , 169 from, Mitchell, M. L., Jolley, J. M., & O Shea, R. P. (2010). Writing for psychology (3rded.). Belmont, CA: Wadsworth. Recommended Text: Mitchell, M. L., Jolley, J. M., & O Shea, R. P. (2010). Writing for psychology (3rd ed.). Belmont, CA: Wadsworth. Evaluation: 30% Midterm Test: Oct % Taking Sides Group Presentation (allocated week 1) 25% Taking Sides Research Article: Due Dec. 2 35% Final Examination: Dec. 16 Course Policy on Late Assignments Course Policy on Tests and Exams Course Policy on Missed Tests or Exams Out of fairness to all, extensions will not be possible; no one can be given time that the others are not given. Late assignments will be subject to a penalty of 5% per day. The late penalty will be waived only in cases of serious illness or emergency, and only with appropriate documentation brought directly to the Instructor. The midterm will be comprised of multiple choice questions (which are mostly applied and conceptual) and short answer questions (which are usually definitions and examples), and short essay questions. It will cover assigned textbook chapters, all lecture material and questions based on group presentations. The final exam will be comprised of multiple choice questions. It will cover the textbook chapters assigned since the midterm test, plus all lecture material and questions based on group presentations. It is not cumulative. You are responsible for the entirety of textbook chapters, regardless of whether or not they were also included in the lecture. Remember, the lectures are designed to complement (and not duplicate) the text material. If you are going to miss a test, it is very important that you please me before the test is scheduled to begin. Missed tests will be accommodated only in circumstances that are: a) unforeseen and b) extraordinary. For instance: Driving a friend to the airport is not unforeseen, nor is the common cold extraordinary. Final exams cannot be written at any other time. If unforeseen and extraordinary circumstances occur and you cannot write the final exam, you can apply for Aegrotat Standing, by doing the following: a) me immediately, b) arrange to drop off appropriate documentation to the Trent Office asap. If you are having difficulty completing your coursework throughout the term due to illness, etc., please familiarize yourself with the University s guidelines for such events, found here: PSYC3590H OSH: Fall 2009 Page 2 of 6

3 Taking Sides Group Presentation: Controversies in Educational Psychology (10%) The field of Educational Psychology can provide a critical bridge between theory and practice by studying controversies in the field, and by communicating and discussing findings with teachers. The goal of the group presentation and research paper is to introduce you to some of the many complex issues facing teachers today, and also to increase your research literacy by synthesizing evidence for different points of view. Imagine that you and your group are Educational Psychologists who are visiting a local school. Consider your question as if it were asked by a teacher. Then, as a group, you will present your answer. Discuss arguments for each side of the controversy, and then take a position if there is consensus based on evidence in the field. The presentation must be 15 minutes in total: When planning, try to organize a 10 minute talk, and then a 5 minute discussion. Please use a technique to generate discussion (e.g. questions, brainstorming, etc.), then summarize and conclude. Grading of presentations will be based on: a. Content (e.g. breadth and depth of theoretical issues, data and methodological issues) b. Overall preparedness, organization and style (e.g. engaging and logical flow of ideas) c. Quality of discussion and effective facilitation of classroom d. A clear conclusion summarizing main findigns e. A handout ed to me, including main findings and listing all references consulted. This will be posted on MyLearningSystem for the class. The questions for class presentations 1 : (Topics will be allocated during Week 1). 1. Is there a place for moral education (i.e. values, character, etc.) in the classroom? 2. Is zero tolerance the best answer for addressing bullying, in its many forms? 3. Are single-gender classes beneficial (and potentially the answer to closing achievement gaps) for male and female students? 4. Do private/independent schools (including Montessori and charter schools) offer better educational programs? 5. Is full inclusion the best option for students with learning disabilities? 6. Is acceleration ( skipping a grade ) the best option for students who are gifted? 7. The reading wars in the 21 st century. Is the whole language approach to reading effective, or is phonics the better option? 8. Should parents be permitted to homeschool their children? 9. Should teachers be aiming to raise students self-esteem? 10. Is there a place for computers and technology in our elementary/secondary schools? 1 Source: Abbeduto, L. & Symons, F. (2008). Taking sides: Clashing views in educational psychology. Fifith Edition. Boston: McGraw-Hill. PSYC3590H OSH: Fall 2009 Page 3 of 6

4 Taking Sides Research Article (25%) For your final paper, you will explore a current controversy in the field of Educational Psychology, and attempt to resolve it in an engaging article for a hypothetical audience of teachers and fellow education researchers. You may write about the same topic of your group presentation, or you may choose another topic from the list. You may also write about a controversy of your own choice, as long as it is approved in advance. As a good critical thinker, you must set aside your own personal opinion on the topic, and weigh the evidence you find for all sides. You may conclude that a) one side is right, and the other side is wrong, b) they are both right, but in different ways, and perhaps should be redefined, or c) there is not enough evidence to determine which side is right. Your resolution should be based on the research you have reviewed, not on your ideas, feelings, personal experiences. If appropriate, you may conclude with suggestions for future research that would help in resolving the issue, or creative suggestions to the teacher for addressing the issue in class. Further information will be distributed in class, including a detailed grading rubric. Assistance in Writing If you would like support or further resources on paper writing, please contact Trent s Academic Skills Centre, at acdskills@trentu.ca, or by visiting Appointments in Oshawa are available. Policy for Late Assignments The paper is due December 2 nd. Out of fairness to all, extensions will not be possible; no one can be given time that the others are not given. Late assignments will be subject to a penalty of 5% per day. The late penalty will be waived only in cases of serious illness or emergency, and only with appropriate documentation brought directly to the Instructor. Specific Requirements Checklist (check before handing in!): 1. Clear and interesting title pages in length 3. Double-spaced, APA format (including title page, page numbers and headings) 4. Proper use of sub-headings to guide the reader 5. A good mix of research findings, analysis of the research, and your own ideas 6. At least 5 scholarly research articles are incorporated (does not include the textbook) 7. All direct quotes are indicated with quotation marks and page numbers in the citation 8. Properly formatted References page 9. Please note: Wikipedia may be an interesting place to visit in the early stages of research, but it is not an appropriate source for a paper because it is not fact-checked. 10. Proofread for typos, spelling, grammar, APA formatting, and proper spacing. PSYC3590H OSH: Fall 2009 Page 4 of 6

5 Course Schedule Dates Topic of Study Text Presentations Sept. 16 Foundations of Human Development Part 1: The Big Questions 1 *Introduction to the course and group allocations. Sept. 23 Foundations of Human Development Part 2: Piaget, Vygotsky and Chomsky 2 Sept. 30 Individual Differences in Intelligence and Thinking 4 Oct. 7 Social and Moral Development in Students and Classroom Environment 3 Presentations 1 and 2 Oct. 14 Diversity in the Classroom (Gender and Culture) 5 Presentations 3 and 4 Oct. 21 Midterm Test: Chapters 1-5, all lecture topics, and group presentation results. Oct. 28 No class: Reading Week Nov. 4 Nov. 11 Exceptional Learners: Learning Disabilities and Giftedness Cognitive Approaches to Teaching: Working with Knowledge in the Classroom 6 Presentations 5 and 6 8, 9 Presentation 7 Nov. 18 Social Constructivist Approaches to Teaching 9 Presentations 8 and 9 Nov. 25 Motivation and Beliefs about Learning 11 Presentation 10 Dec. 2 Instruction, Technology and Innovation 10 PAPERS DUE Dec. 9 Assessment: Past, present and future Wrap up: Larger issues 13, 14 Dec. 16 Final Exam (Chapters 6, 8-11, 13, 14 and presentation and lecture topics * Course schedule subject to change due to the class s interests and quality of discussion. PSYC3590H OSH: Fall 2009 Page 5 of 6

6 Departmental Policy on Tests, Exams, and Assignments A. MIDTERMS & FINAL EXAMINATIONS Midterm examinations for half courses within the Psychology Department are scheduled by the instructor of the course. Midterm examinations for full courses and final examination for all courses are scheduled by the Registrar s Office. Students are strongly urged NOT to make any commitments (i.e., vacation, job related, or other travel plans) during either the term as a whole or the final examination period. Students are required to be available for all examinations during the periods for which they are scheduled (as published in course syllabi). B. DEFERRAL OF MIDTERM / FINAL EXAMINATIONS and/or TERM WORK Extensions of deadlines for completion of assignments or writing of midterms/final examinations may be granted to students on the basis of illness, accident, or other extreme and legitimate circumstances beyond their control. Consideration for deferrals will not normally be granted on the basis of vacation/travel plans or job-related obligations. C. SUPPORTING DOCUMENTATION Students should expect that supporting documentation will be required and must be submitted before a deferral is approved. For illness or accident, supporting documentation will take the form of: (1) the Trent University Medical Certificate from Health Services: ( or (2) a certificate or letter from the attending physician clearly indicating the start and end dates of the illness and the student s inability to write an examination, complete assignments, and/or attend classes, as relevant to the particular request. For other circumstances, students should consult the individual Psychology faculty member about acceptable forms of documentation. Special Note: Written assignments will not be accepted by staff in the Trent in Oshawa office. They must be submitted directly to the course instructor. Marked assignments will not be left in the Trent in Oshawa Office for pick up; they will be returned to students in class or by mail if a stamped, self addressed envelope is provided. D. Access to Instruction Statement: It is Trent University's intent to create an inclusive learning environment. If a student has a disability and/or health consideration and feels that he/she may need accommodations to succeed in this course, the student should contact the Disability Services Office (BL Suite 109, , disabilityservices@trentu.ca) as soon as possible. Complete text can be found under Access to Instruction in the Academic Calendar. Notes 1. Academic Integrity: Academic dishonesty, which includes plagiarism and cheating, is an extremely serious academic offence and carries penalties varying from a 0 grade on an assignment to expulsion from the University. Definitions, penalties, and procedures for dealing with plagiarism and cheating are set out in Trent University s Academic Integrity Policy. You have a responsibility to educate yourself unfamiliarity with the policy is not an excuse. You are strongly encouraged to visit Trent s Academic Integrity website to learn more For the purpose of interpreting and applying the University policy on academic dishonesty, the Department of Psychology has adopted the following: When a student submits a piece of written work in fulfillment of an assignment, he/she implicitly acknowledges the following: a) that she/he is the sole author of the work; b) that the wording and organization of the work, apart from acknowledged quotations, is her/his own; and c) that she/he has not and will not submit this work, either as a whole or in part, to satisfy another course requirement. These basic assumptions will be reasonably interpreted. They do not preclude collaboration between students upon a single project, by prior arrangement with the instructor, for shared academic credit (either for written or oral presentation). For an elaboration of the Department s policy on, and for specific examples of, plagiarism, students should consult the sections on academic honesty (pp. 6-8), and appropriate citing and referencing (pp , 169) in Mitchell et al. (2010). Students who have doubts about what might be considered academic dishonesty are urged to consult the instructor of the course. Ignorance of the University or Department policy does not excuse academic dishonesty. Submissions that fail to meet one or more of these considerations will be subject to procedures laid down in the policy on academic dishonesty as stated in the University calendar. 2. It is the policy of the Department NOT to accept faxed assignments. 3. The same assignment cannot be submitted in more than one course without the prior written permission of all instructors concerned. The written approval must be attached to the work when it is submitted. 4. Students are required to use American Psychological Association style (5 th edition), as described in Mitchell et al. (2010), for all written assignments. 5. Please see the Trent University academic calendar for University Diary dates, Academic Information and Regulations, and University and departmental degree requirements. Please note correction: Winter exam schedule in Oshawa is April 19-24, Last date to withdraw from Fall term half courses without academic penalty in is November 13, PSYC3590H OSH: Fall 2009 Page 6 of 6