College of Education and Human Development (CEHD) Graduate School of Education (GSE) School of Recreation, Health, and Tourism (SRHT) Masters Programs Teacher Licensure Certification Programs & Advanced Teacher Certification Programs PhD in Education Program (various concentrations available including a concentration in Educational Psychology) Masters of Science (MS) in Educational Psychology Concentration 1: Learning, Cognition, and Motivation Concentration 2: Assessment, Evaluation, and Testing Concentration 3: Teacher Preparation (requires simultaneous enrollment Updated 4/26/10 in approved licensure program) 1
College of Education and Human Development (CEHD) Core Values 1. Collaboration: Collaboration is an important human activity that involves shared responsibility in promoting healthy, productive lives and educational success. We commit ourselves to work toward these goals in genuine partnerships with individuals, families, community agencies, schools, businesses, foundations, and other groups at the local, regional, national and international levels. 2. Ethical Leadership: In all professions represented by the college, leadership is an essential component denoting ability and willingness to help lead professional practice to higher levels. We commit ourselves to practice ethical leadership through deliberate and systematic attention to the ethical principles that guide all leaders in a moral society. 3. Innovation: We have a history of creating dynamic, innovative programs and we are dedicated to continue creating innovative approaches in all areas of our work. We commit ourselves to seeking new ways to advance knowledge, solve problems, improve our professional practice and expand on our successes. 4. Research-Based Practice: The best practice in any discipline is based upon sound research and professional judgment. We commit ourselves to basing our instruction, scholarship and policy recommendations on well-established principles that, wherever possible, emerge from research and reflection on its implications for professional practice. 5. Social Justice: Social justice embodies essential principles of equity and access to all opportunities in society, in accordance with democratic principles and respect for all persons and points of view. We commit ourselves to promoting equity, opportunity, and social justice through the college's operations and its missions related to teaching, research, and service. Updated 4/26/10 2
Masters of Science (MS) Educational Psychology Program Standards 1. Standard 1: Knowledge of Cognition, Motivation, and Development. Candidates will demonstrate an understanding of principles and theories of learning, cognition, motivation, and development as they apply to a wide variety of contemporary learning contexts. 2. Standard 2: Application of Cognition, Motivation, and Development Knowledge. Candidates will use their knowledge, skills, and dispositions to apply principles and theories of learning, cognition, motivation, and development to analyze and develop instruction in applied settings. 3. Standard 3: Knowledge of Educational Research and Assessment. Candidates will demonstrate an understanding of the basic concepts, principles, techniques, approaches, and ethical issues involved in educational research. 4. Standard 4: Analysis, Critique, and Evaluation of Educational Research. Candidates will use their knowledge of quantitative and qualitative research methodology to critically read and evaluate quantitative and qualitative research articles. 5. Standard 5: Planning and Implementation of Educational Research. Candidates will use their knowledge of quantitative and qualitative research methodology to develop a research proposal and conduct research. 6. Standard 6: Communication and Dissemination of Educational Research. Candidates will demonstrated critical thinking, oral presentation, technological, and writing skills as they are used in the profession. These include: a. Knowledge and use of APA style b. Oral presentations c. Poster presentations d. Article abstracts e. Research proposals f. Literature reviews g. Technological skills (including library/reference skills, interactive displays skills, data analysis skills) Updated 4/26/10 3
George Mason University Graduate School of Education (GSE) Professional Performance Criteria Dispositions for a Career Educator Students must meet Graduate School of Education grading standards and course requirements as well as demonstrate professional performance in the areas required of professional educators: communication, collaboration and professionalism. Therefore, the Graduate School of Education expects its students to develop and exhibit the following: I. Commitment to the Profession a. Promoting exemplary practice b. Excellence in teaching and learning c. Advancing the profession d. Engagement in partnerships II. Commitment to Honoring Professional Ethical Standards a. Fairness b. Honesty c. Integrity d. Trustworthiness e. Confidentiality f. Respect for Colleagues and students III. Commitment to Key Elements of Professional Knowledge a. Belief that all individuals have the potential for growth and learning b. Persistence in helping individuals succeed c. High standards d. Safe and supportive learning environments e. Systematic planning f. Intrinsic motivation g. Reciprocal, active learning h. Continuous, integrated assessment i. Critical thinking j. Thoughtful, responsive listening k. Active, supportive interaction l. Technology-supported learning m. Research-based practices n. Respect for diverse talents, abilities and perspectives o. Authentic and relevant learning IV. Commitment to Being a Member of a Learning Community a. Professional dialogue b. Self-improvement c. Collective improvement d. Reflective practice e. Responsibility f. Flexibility g. Collaboration h. Continuous, lifelong learning V. Commitment to Democratic Values and Social Justice a. Understanding systematic issues that prevent full participation b. Awareness of practices that promote equity and access c. Respects the opinion and dignity of others d. Appreciates and integrates multiple perspectives Adopted by GSE- May 2004 Updated 4/26/10 4
George Mason University Masters of Science (MS) in Educational Psychology Program Dispositions The Educational Psychology program offers a Master of Science degree in Educational Psychology. The program is designed to offer individuals the opportunity to: (a) apply principles of learning, cognition and motivation to vital problems in the area of education; (b) develop a solid understanding of research, assessment, and evaluation methodologies; and (c) develop an analytical and scholarly approach to critically assessing theoretical perspectives, research, and practice within and across content domains. The MS in Educational Psychology program is not a certificate or licensure program, nor does it prepare individuals to be school psychologists or school counselors. Educational psychologists work in a variety of contexts including public schools, colleges and universities, testing and assessment organizations, state and federal government agencies, research organizations, and informal learning environments (e.g., museums). In addition, to the dispositions adopted by the Graduate School of Education, candidates for the MS in Educational Psychology program are assessed on the following: I. Commitment to the field of Educational Psychology a. Excellence in applying research to teaching, learning, and assessment b. Contribute to the field of Educational Psychology II. Commitment to ethical research with humans subjects a. Respect for persons. Individuals should be treated as autonomous agents; Persons with diminished autonomy are entitled to additional protections b. Beneficence. Do no harm; Maximize possible benefits and minimize possible harms c. Justice. Individuals and groups are treated fairly and equitably in terms of bearing the burdens and receiving the benefits of research. III. Commitment to empirical inquiry a. Appreciate and integrate multiple theoretical and methodological perspectives b. Commitment to using research-based evidence to inform educational decisions c. Value methodological rigor in research IV. Commitment to the Learner-Centered Principles of the American Psychological Association (APA) a. Cognitive and Metacognitive Factors i. Nature of the learning process. The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. ii. Goals of the learning process. The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. iii. Construction of knowledge. The successful learner can link new information with existing knowledge in meaningful ways. iv. Strategic thinking. The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. v. Thinking about thinking. Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. vi. Context of learning. Learning is influenced by environmental factors, including culture, technology, and instructional practices. b. Motivational and Affective Factors i. Motivational and emotional influences on learning. What and how much is learned is influenced by the learner's motivation. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking. ii. Intrinsic motivation to learn. The learner's creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty relevant to personal interests, and providing for personal choice of control. Updated 4/26/10 5
iii. Effects of motivation and effort. Acquisition of complex knowledge and skills requires extended learner effort and guided practice. c. Developmental and Social Factors i. Developmental influences on learning. As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account. ii. Social influences on learning. Learning is influenced by social interactions, interpersonal relations, and communication with others. d. Individual Differences Factors i. Individual differences in learning. Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. ii. Learning and diversity. Learning is most effective when differences in learners' linguistic, cultural, and social backgrounds are taken into account. iii. Standards and assessment. Setting appropriately high and challenging standards and assessing the learner as well as learning progress including diagnostic, process, and outcome assessment are integral parts of the learning process. I understand my responsibility to develop and maintain professional behaviors and dispositions that are associated with professionals in educational psychology. I also understand that my development toward the acquisition of such professional dispositions as well as the Program Standards and CEHD Core Values will be part of the Educational Psychology assessment process. Signature Date Print Your Name Updated 4/26/10 6