AMERICAN UNIVERSITY OF BEIRUT FACULTY OF ARTS AND SCEINCES DEPARTEMENT OF EDUCATION

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1 AMERICAN UNIVERSITY OF BEIRUT FACULTY OF ARTS AND SCEINCES DEPARTEMENT OF EDUCATION Educ. 315 Advanced Educational Psychology Course Description Educ. 315 provides a basis for an in depth understanding of instructional theories and research outcomes as they relate to purposes and methods of educational psychology, educational objectives, student characteristics, laws of development, the nature of the learning process, teaching methods, and the evaluation of learning. Moreover, this course is designed to provide students with learning experiences that enhance the application of high-level cognitive process in the context of learning. In addition, the course equips students with theoretical background, recent evidence, and cognitive strategies that are transferable to their learning in general and educational practice in particular. More specifically, the course context and processes qualifies students to think reflectively as learners and practitioners in educational contexts. Course Objectives Education 315 is expected to allow students to: 1. Explain and give specific examples of the process and the scope of educational psychology as applied to educational training contexts. 2. Explain and give examples of the research methods utilized by educational psychologists. 3. Identify and explain published research in the field of educational psychology. 4. Infer from published research recommendations of practice in educational settings. 5. Evaluate critically the practical utility of the outcome of relevant research according to the conditions and the characteristics of the application context. 6. Apply, (when feasible), implications of relevant published research in work context. 7. Explain main ideas and basic principles of the theories of intelligence, development and learning covered in the course. 8. Infer practical implications from the covered theories. 9. Apply, when feasible, implications of the covered theories in work context. 10. Evaluate the practical utility of the studied theories according to specific conditions and characteristics and characteristics of the application context. 11. Reflect on one s own learning by connecting previous learning to a new one and explaining the 1

2 consequent change in one s learning regarding the topics covered in the course. 12. Write a brief review of literature that includes a minimum of 5 research articles on a selected topic of relevance to the student s area of specialization and course context. Course Context Textbook - The psychological movement in education - Educational psychology as a science: Proper concern of educational psychology Methods and techniques - Brain basics: Outcome of research on brain-based learning - Growth and readiness factors: Heredity & environment Maturation and learning Patterns of development (cognitive, social, and emotional) - Theories of Learning: Behaviorism: Classical and operant conditioning Gestalt theory Social learning theory Information-processing theory - Applications to selected outcomes: Concepts, generalizations and rules Problem-solving, motives and attitudes - Behavior problems & special education Gage, N.L., & Berliner, D.C. (1998). Educational Psychology (Sixth Ed.). Boston: Houghten Mifflin. Other Sources: 2

3 Books Ausubel, D.P. (1973). Theory and Problems of Child Development. NY: Grune. Beilin, H., & Pafall, P. (1992). Piaget s Theory: Prospects and possibilities. Hillsdale, NJ: Lawrence Erlbaum Associates. Bloom, B.S. Madaus, G., & Mastings, J. (1981). Evaluation to Improve learning. New York: McGraw- Hill Cunningham, P.M., & Allington, R.L. (2003). Classrooms that work: They can all read and write (Third Ed.). Boston : Allyn & Bacon. Bower, G., & Hilgard, E. (1981). Theories of Learning. Englewood Cliffs, NJ: Prentice-Hall. Bruner, J (1977). The process of education. Massachusetts: Harvard University Press. Bruner, J (1966). Toward a theory of instruction. Massachusetts: Harvard University Press. Caine, R.N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, Virginia: Association for Supervision and Curriculum development. Das, J., Naglieri, J., & Kirby, J. (1994). Assessment of Cognitive Process: The PASS theory of Intelligence. Boston: Allyn & Bacon. Feldhusen, J., Van Tassel-Baska, J., & Seely, K. (1989). Excellence in Educating the Gifted. Denver, Colorado: Love Publishing Company. Goleman, D. (1995). Emotional intelligence: Why it matters more than IQ. New York, Bantan Books. Jensen, E. (1998). Teaching with the brain in mind. Alexandria, Virginia: Association for Supervision And Curriculum Development. Jensen, E. (2000). Different brains, Different learners: How to reach the hard to reach. San Diego, CA: The Brain Store. Jensen, E., & Dabney, M. (2000). Learning smarter: The new science of teaching. San Diego, CA: The Brain Store. Jonasen, D., & Grabowski, B. (1993). Handbook of individual differences: Learning and instruction. Hillsdale, New Jersey: Lawrence Erlbaum Associates. Jones, B., Rasmussen, C., & Moffitt, M. (1997). Real life problem solving: A collaborative approach to interdisciplinary learning. Washington, D.C : American Psychological Association. Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A s, praise, and 3

4 other bribes. Boston: Houghton Mifflin. Linksman, R. (2001). How to learn anything quickly. New York: Barnes & Noble Books. Lyon, G.R., Grayy, D., Kavanagh, J., & Krasnegor, N. (1993). Better understanding learning disabilities: New views from research and their implications for education and public policies. Baltimore : Paul Brookes. Mastropieri, M., & Scruggs, T. (1991). Teaching students ways to remember: Strategies for learning mnemonically. Cambridge, M.A.: Brookline Books. McCormick, C., Miller, G., & Pressley, m. (1989). Cognitive strategy research: From basic research to educational applications. NY: Springer-Verlag. O Leary, K.D., & O Leary S.G. (1972). Classroom Management: The successful use of behavior modification. New York: Pergamon. Rowe, H.A. (Ed.) 91991). Intelligence: Re-conceptualization and measurement. Hillsdale, NJ: Merrill. Schunk, D.H. (1991). Learning theories: An educational perspective. NY: Merrill. Siegal, M. (1991). Knowing children: Experiments in conservation and cognition. Hillsdale, NJ : Lawrence Erlbaum Associates. Sternberg, R., & Swerling, L. (1996). Teaching for thinking. Waschington, D.C. : American Psychological Association. Strong, J.H. (2000). Qualities of effective teachers. Alexandria, Verginia: Association For Supervision and Curriculum Development. Sylwester, R. (1995). A celebration of neurons: An educator s guide to the human brain. Alexandria, Virginia: Association for Supervision and Curriculum Development. Thornburg, D. (2000). The new basics: Education and the future of work in the telematic Age. Alexandria, Virginia: Association for Supervision and Curriculum Development. Tillman, M., Barsoff, D., & Dolly, L. (1976). Learning to teach: A decision making system. Lexington: D.C. Heath Yesseldyke, J., & Algozzine, B. (1995). Special Education: A practical approach for teachers. Boston: Houghton Mifflin. 4

5 Journal Articles Braden, J. (1995). For whom The Bell Curve tolls: Why The Bell Curve is important for school psychologists. School Psychology Review, 24 (1), Mumford, M. & Gustafson, S. (1988). Creativity Syndrome: Integration, application, and innovation. Psychological Bulletin, 103 (1), Gilmore, J. (1979). The effectiveness of parental counseling with other modalities in the treatment of children with learning disabilities. Journal of Education, 154 (1), Leinhardt, G., & Greeno, J. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78 (2), Keane, K., & Kretskchmer, R. (1987). The effect of mediated learning intervention on cognitive task performance with a deaf population. Journal of Educational Psychology, 78 (2), Nicolas, P. (1993). Some rewards, more punishment: A look at application of Behaviorism. Beyong Behavior, 15 (1), Oakland, T. (1995). The Bell Curve: Some implications for the discipline of school psychology and the practices of school psychology. School Psychology Review,, 24 (1), Course Outline Topic Readings Section A Week 1: Welcome; self introduction, course review Week 2: Educational Psychology: Purposes and methods Gage & Berliner Chs.1 & 2 Week 3:Brain Basics: Teaching and Jensen, Chps. 1 & 2 the human brain. 5

6 Section B Week 4:Mental Development a. Organization of intelligence Gage & Berliner Chap. 3 Nature-nurture issues Home and school influences Week 5: Recent theories of intelligence Week 6:Cognitive functions: Piaget; Bruner Gage & Berliner Chap.3 + Goleman Chaps. 1, 2, 3, 16 Gage & Berliner Chap.4 + Jensen Chp.3 Week 7: Language development Vygotsky Gage & Berliner Chap.4 + Jensen Chp. 4 Week 8:Personality Development: Socio-emotional; Moral Gage & Berliner Chap. 4 + Jensen Ch.8 Week 9:Individual differences and Gage & Berliner Chap. 5 + learning styles Jonassen & Grabowski Chaps. 14, 15, 16, 17, 18 Section C Week 10:Classical and operant conditioning Gage & Berliner Chap.6 + Gagne s Mode: Tillman Chap.10 Week 11:Behaviorism & Gestalt Theory Hilgard Chap. 10 Week 12:Social-learning theory Gage & Berliner Chap. 6 Week 13:Information processing Gage & Berliner Chap. 7 + Jensen Chs. 5, 10, 11 Week 14:Motivation: Personal factors Gage & Berliner Chap. 8 + Motivation: Environmental factors Jensen Chap. 7 Course Requirements / Evaluation - Attendance/Class participation 10 % 6

7 - Oral presentations 15 % - Written Reflection Reports 15 % - Mid-term exam 25 % - Research Paper 20 % Policy - Reading assignments: students are expected to read the assigned materials before each class session. Discussion with the class as a whole and in small groups is essential for constructing meaningful learning of the course context. Participation in class discussion contributes to the final grade. - Attendance: Attendance is a necessity for involvement in the session experiences that guide students developmentally in the process of meaningful learning and reflective thinking. In case of absence, students are responsible for finding out whatever they missed during the session, especially announcements for further assignments. Consistency in attendance contributes in the final grade. 7