Description:

This course addresses issues that apply theories of psychology to the educational environment. Topics included in the study of educational psychology include research methodology, theories of human development, principles of learning, the psychology of motivation, theories of intelligence, testing and assessment techniques, and career development. A 20-hour observation in an educational setting is required. This course may not be offered every semester. 3 hrs./wk.

Supplies: Refer to the instructor's course syllabus for details about any supplies that may be required.

Textbook(s): For information see - http://bookstore.jccc.net

Course Fees: NONE

Course Objectives:

Upon successful completion of this course the student should be able to:

1. Recognize and apply principles and methods drawn from the behavioral sciences to the processes of teaching and learning.
2. List and describe the skills expected of students at various academic levels.
3. Identify conditions under which positive educational change takes place.
4. Describe the techniques of teaching that promote more efficient learning.
5. Identify and describe the various forms of educational measurement and evaluation.
6. Apply the results of student evaluation to determine the effectiveness of teaching.
7. Define intrinsic and extrinsic motivation and discuss the role of each in teaching and learning.
8. Identify the group dynamics in a classroom situation and discuss ways in which such dynamics enhance or impede learning.
9. List the various categories of exceptionality that students present in educational settings.
10. Describe the characteristics of children with exceptionalities.
11. Compare and contrast children with exceptionalities and their peers without exceptionalities.
12. Discuss the various research methods used to study the process of teaching and learning.
13. Apply the results of research in educational psychology to promote more effective teaching procedures that will support student success.
14. Evaluate the various methods of classroom management and discuss the strengths and weaknesses of each.
15. Identify and discuss alternative and controversial issues in education.

Content Outline & Competencies:

I. Research Methods in Educational Psychology
   A. List the various methods by which psychologists and educators study
teaching and learning.
   B. Select at least two research methods and utilize those methods to
propose a study on an educational issue or problem.

II. Human Development
   A. Cognitive Development
      1. Identify the major theories that seek to describe cognitive
development in children and youth.
      2. Compare the traditional theories on cognitive development with
the more recent theories advanced in this area.
      3. Trace the cognitive development of children and adolescents using
two different theoretical perspectives.
      4. List the cognitive skills expected of children in pre-school,
early elementary, mid-elementary, middle school and high school.
   B. Language Development
      1. Trace the development of language abilities in children.
      2. Identify the various components of language that children must
master.
      3. Differentiate between speech and language and describe what is
involved in both processes.
      4. Compare and contrast the nature and nurture explanations of
language acquisition.
      5. Discuss the link between language and thinking.
   C. Social and Emotional Development
      1. Discuss the major theories of social-emotional development in
children and adolescents.
      2. Describe how the major theories of social-emotional development
contribute to an understanding of the student in the classroom.
      3. Apply the relevant research in social-emotional development to
specific classroom issues.
      4. Explain Erik Erikson's psychosocial theory and its application to
teaching and learning.
      5. Discuss Kohlberg's theory of moral development and its impact on
the individual student and the classroom as a whole.

III. Learning Theory
   A. Classical Conditioning
      1. Describe the scientist and the experiments that led to the theory
of classical conditioning.
      2. List and define the various terms used in explaining classical
conditioning.
      3. Describe the process of classical conditioning and explain how
learning takes place according to this theory.
      4. Identify applications of classical conditioning in the
classroom.
   B. Operant Conditioning
      1. Describe the scientist and the experiments that illustrate
operant conditioning.
      2. List and define the various terms involved in operant
conditioning.
      3. Describe the process of operant conditioning and explain how
learning takes place according to this theory.
      4. Identify applications of operant conditioning in the classroom.
   C. Social Learning Theory
      1. Describe the scientist and the experiments that illustrate social
learning theory.
      2. List and define the various terms used in explaining social
learning theory.
      3. Describe the process of social learning theory and explain how
learning takes place according to this theory.
      4. Identify applications of social learning theory in the
classroom.
   D. Cognitive Learning Theories
      1. Piaget
         a. Summarize Piaget's theory of cognitive development.
         b. Identify and explain the terms in Piaget's theory.
         c. Trace cognitive development through Piaget's four stages.
         d. Identify applications of Piaget's theory in the classroom.
      2. Vygotsky
         a. Describe Vygotsky's theory of cognitive development.
         b. Identify and explain the terms in Vygotsky's theory.
         c. Summarize Vygotsky's view of the development of private
speech.
         d. Identify applications of Vygotsky's theory in the classroom.
         e. Compare and contrast Piagetian and Vygotskian theories of
cognitive development.
         f. List the strengths and weaknesses of Piagetian and Vygotskian
theories of cognitive development.
      3. Information Processing Theories
         a. Summarize the information processing theory of cognitive
development.
         b. Identify and explain the terms in information processing
theory.
         c. Explain how information processing theories of cognitive
development differ from Piagetian and Vygotskian theories of cognitive
development.
         d. List the strengths and weaknesses of the information
processing theory of cognitive development.

IV. Motivation
   A. Identify the various theories of motivation.
   B. Distinguish between extrinsic and intrinsic motivation and describe
conditions which encourage or discourage their development.
   C. Explain the concept of achievement motivation and discuss its
origins.
   D. Explain the role of attributions in fostering or diminishing
achievement motivation.

V. Intelligence
   A. Trace the history of the intelligence assessment movement.
   B. Define intelligence according to the traditional theories as well as
more recent theoretical approaches.
   C. Identify the procedures involved in assessing intelligence.
   D. Describe the link between creativity and intelligence.
E. Identify and discuss the major controversial issues in the definition
and measurement of intelligence.

VI. Assessment and Testing
   A. Differentiate measurement and evaluation.
   B. Define formative and summative evaluation and describe the uses of
each type of evaluation.
   C. Explain the difference between norm-referenced measures and
curriculum-based measures and describe the strengths and weaknesses of
each.
   D. Identify and explain measures of central tendency and measure of
variability and discuss what such information reveals about the individual
student as well as the group.
   E. Define and explain reliability and validity and analyze the
importance of each to test construction.
   F. Apply measurement concepts to explain a sample of student data.

VII. Contemporary Issues in Educational Psychology
   A. Identify the major areas of controversy in education.
   B. Evaluate the various perspectives on the controversial issues in
education.
   C. Develop a frame of reference for discussing important issues in
education based on examining one's individual belief system.

Methods of Evaluation of Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

      A minimum of four examinations               50%of grade
      20 hours of structured observation in an 
         educational setting with written reports  25%of grade
      One or more individual student assignments    5%of grade
      One or more group assignments                 5%of grade
      Various individual instructor assignments    15%of grade
         Total                                    100%

All exams, assignments and projects will measure the attainment of the
competencies outlined above.

Caveats: NONE

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.