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Meeting dates and times: May 20 – June 13, 2013 Location: Lafayette 307 M, T, W, Tr 1:00-3:30pm
Course Description: The Twentieth Century saw the rise of Educational Psychology as an enterprise that sought its various “truths” through the development of more scientific means of study and analysis. Across the span of the century, psychologists continued to search for experimental findings that could be used to improve both ends of the teaching/learning continuum. Regardless of the methodologies employed or the perspectives in which various methodologies were grounded, certain basic questions framed the research: What is learning? How do people learn? Why do people learn? How do subsets of individuals learn best given certain conditions of instruction? How do certain conditions of knowing require different instructional settings? The work of this seminar will be to read, synthesize, interpret, and share primary and secondary sources of literature that highlight the development of the field from the late 19th Century to present day. Additionally, each participant will be asked to become familiar with particular persons and framing questions, paying particular attention to the historical context within which the persons and questions reside. Assignments will be adjusted for individuals who wish to approach course content from a more applied perspective. Goals: 1. To ensure that each participant’s inquiry into the processes of teaching and learning is well informed by their knowledge of educational psychology. 2. To recognize the important work of educational psychologists whose work lies at the margins of mainstream recognition by the profession. 3. To provide a comprehensive overview of the evolution of the profession from its nascent ideological roots in the late nineteenth century to its current foundational position in the twenty-first century.
-2Learning Outcomes: Upon completion of the course, each participant will be able to: 1. Name the contributions of at least 6 mainstream, recognized educational psychologists of the 20th century. 2. Articulate at least three significant epistemological positions within the field and note their evolution across the 20th century. 3. Show in at least three instances how their own work has been informed and expanded by their knowledge of the field. 4. Critique mainstream efforts in the discipline through a study of at least three important, non-recognized members of the profession.
General Course Information
Course Policies: 1. Attend class. 2. Participate in all aspects of class. 3. Do the work. 4. Let me know if things aren’t working for you before they get overwhelming. 5. Respect yourself, respect the work, and respect each other. Attendance Expectations: 1. Attend every class. Missed classes are a problem because of the importance of participating in and learning from class discussions. This generative knowledge cannot be reconstructed. You simply miss the knowledge and the connection with peers when you aren’t here. 2. If you have to miss a class and you know before hand, let me know before hand by email. You are responsible for the work of that class and if something is to be turned in, it must be turned in by the end of the next class. 3. If you have to miss a class suddenly, let me know by the end of the class day what’s going on. You are responsible for the work and if something is to be turned in, it must be turned in by the end of the next class. 4. If you miss more than five hours of class time, you will be encouraged to drop the course. Contributions in Class: A seminar is only as effective as the quality of participant participation. I would hope that we do the work, listen carefully, and speak carefully, and participate fully. A sense of humor is important to me and class time need not be an exercise in solemnity. I appreciate risk with all aspects of the course as long as it is taken with an appreciation for self-respect and academic integrity with regard to our study of Ed Psych. Academic Honesty & Professionalism: We will adhere to university policies on student rights and academic integrity. My statement on “Contributions” captures what I believe is my approach to professionalism. University based codes of conduct outline student rights, policies, and the procedures the University will follow if a student is allegedly involved in a policy violation. Students are responsible for knowing the policies related to their behavior. Code of Student Rights and Responsibilities http://www.uvm.edu/~uvmppg/ppg/student/studentcode.pdf Code of Academic Integrity http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf
Required and/or recommended readings: Required: Zimmerman, B. J. & Schunk, D. H. (2003). Educational psychology: A century of contributions. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. A project of Dividion 15 (Educational Psychology) of the American Psychological Association. Dewey, J. The child and the curriculum. Chicago: Chicago University Press, 1902.
-3Elkind, D. (1968). Giant in the nursery. New York Times. 12 January 1968: 85. Bandura, A. (1999). Moral Disengagement in the Perpetration of Inhumanities Pers Soc Psychol Rev August 1999 3: 193-209.
Recommended: Berliner, D. C. (1993). The 100-year journey of educational psychology: From interest, to disdain, to respect for practice. In Fagan, T. K. (Ed); VandenBos, G. R. (Ed), (1993). Exploring applied psychology: Origins and critical analyses. Master lectures in psychology., (pp. 37-78). Washington, DC, US: American Psychological Association,193 pp. doi: 10.1037/11104-002
Berliner, D. C. (1992). "Telling the Stories of Educational Psychology." Educational Psychologist 27:143–152. Hilgard, E. R. (1996). History of educational psychology. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp.990-1004). New York: Macmillan. Walberg, H. J. & Haertel, G. D. (1992). Educational psychology’s first century. Psychology, 84, 6-19. Journal of Educational
Electronic Submissions/Internet Use: BlackBoard will be used during the course and electronic submissions will occur within the Blackboard framework.
Grading: Assessment Criteria Writing Assignments 1. Influence Paper 3-5 pages, double spaced, 12 pt. at least 2 portions of work identified that the psychologist is known for how the discipline was influenced by each portion of work 2. Connection “Paper” 2-4 pages, double spaced, 12 pt. salient portions of theory identified salient portions of theory connected to the development of the discipline how the discipline was “pushed” by this theoretical work 3. Critical Perspectives Response 1-2 pages journal form (informal writing) critical engagement of content we are studying 4. Tagging the Big Ideas each idea used for all eras content from each era tagged to an idea, if possible alternative format
-4Project Assignment The Imagine Project alternative format connected to content interpreted Overall: Writing assignments are to be submitted at the end of class, every day. Each submission gets points. Points averaged for final point assessment. All work to be kept in a sectioned binder, where appropriate. This can be an electronic “binder”. Binder will be submitted at the end of final class (June 13, 2013) in a form I can easily access. Point Allocation: Influence Papers Connection Papers Imagine Project Critical Perspective Journal Tagging the Big Ideas Grade Determination: 97-100 A+ 94-96 A 91-93 A-
twenty points thirty points twenty-five points ten points fifteen points
87-90 84-86 81-83
B+ B B-
C+ C C-
77-80 74-76 71-73
Format Assignments Writing Assignments
1. Influence Paper A different era in the history of Ed Psych is begun each Monday of the course. Each Monday you are asked to read about the evolution of Ed Psych as a sub-discipline of Psychology and to become familiar with one educational psychologist who has influenced that field by (1) reading a chapter about that person’s contributions, and (2) reading about that person from at least one other internet source, starting with Wikipedia. The Influence Paper is a three to five page paper that selects and identifies several portions of work your psychologist is known for and interprets how this work has influenced the field of educational psychology. NB: Your instructor reserves the right to assign an educational psychologist to you in this assignment.
2. Connection “Paper” Each Tuesday we will all read one paper from one psychologist that has had a critical impact in the evolution of Ed Psych. The Connection Paper is a two to four page paper that identifies salient portions of theory within the paper we read and connects the theory to the development of the discipline, particularly with respect to how the discipline was advanced by the work we read. This “paper” can be an outline, a concept map, a web mapping, or some other alternative representation that show your thinking about the connections. 3. Critical Perspectives Response I make the assumption that each of you has certain critical perspective you bring to your readings of academic scholarship. Such perspectives might be grounded in critical theory, feminist pedagogy, alternative education paradigms, or even one of the points of view within Ed Psych itself eg. third force psychology. Our study of each era concludes on Thursday of each week. During each Thursday, we will identify and interrogate the big ideas we are applying to each of the three eras we are studying. The Critical Perspective Response is a 1-2 page journal-like response to selected portions of the work of the week that critically engages people, ideas, and/or theoretical perspectives we’ve studied during the week.
-54. Tagging the Big Ideas We have a set of guiding questions that frame our look at each of the eras of Ed Psych. Q1. What is learning? Q2. How do people learn? Q3. What are the relationships between learning and development? Q4. What makes people want to learn? Q5. How are instructional outcomes affected by variables related to the learner, the content to be learned, the processes chosen to instruct, and the affective climate present in the instructional setting? This assignment asks you to keep track of how each of these question is answered (if at all) by the work within each of the eras we study. This assignment can addressed in any way you choose as long as I can see what you are doing (literally). Sticky notes by era kept inside a manila folder for each question (or era – you choose) is fine by me. The point here is does your record keeping support your critical perspective commentary during the Thursday discussions.
Project Assignment The Imagine Project The readings for this seminar tend to be compacted and dense. There’s a lot of theory and jargon particular to the discipline in what we will be reading. By Wednesday of each week, you will have (1) read a synthesis of an era’s work in Ed Psych, (2) researched an educational psychologist and thought about his (sic) contributions to the discipline, and (3) connected at least one original work to the era of its origin. Phew. The Imagine Project asks that you move away from the text heavy stuff we’ve been doing and try to represent what’s going on in the discipline, or some portion of it, in some (creative) way. Blocks, collage, imagery, whatever… . Just make sure you (1) bring something to class that isn’t a paper, and (2) that you are prepared to interpret what it means to you and your understanding of the evolving discipline. Labels appreciated, but not required. Scoring Rubrics: Will be provided at first meeting of class. Criteria noted above.
Instructional Sequence: See attachment.
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