Curriculum Committee – October 2021

PSYC 2241 Educational Psychology TAG: OED008

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1. COURSE TITLE*: Educational Psychology

2. CATALOG – PREFIX/COURSE NUMBER/COURSE SECTION*: PSYC 2241

3. PREREQUISITE(S)*: PSYC 1110 or EDUC 1000 COREQUISITE(S)*:

4. COURSE TIME/LOCATION: (Course Syllabus – Individual Instructor Specific)

Online

5. CREDIT HOURS*: 3 LECTURE HOURS*: 3

LABORATORY HOURS*: (contact hours) 0 OBSERVATION HOURS*: 0

6. FACULTY CONTACT INFORMATION: (Course Syllabus – Individual Instructor

Specific)

7. COURSE DESCRIPTION*:
This course deals with the major theories of human development and learning,
motivation, instructional strategies, assessment, and examines similarities and differences
in learners.

8. LEARNING OUTCOMES*:

After completion of this course, the student should be able to demonstrate knowledge of:

1. Major theories of development and learning

2. Differences in the way students learn
3. The role of language in learning and the cultural influences on the development of
language
4. Areas of exceptionality in students’ learning
5. Major theories and concepts in motivation and their relation to classroom instruction
6. Factors in students’ school, home, community, and culture that may influence
development, learning, and motivation

TAG Learning Outcomes: Candidates are expected to:

T1. Recognize the importance of diversity in individuals and communities (e.g.

language, socioeconomics status, exceptionalities, etc.) to better understand students.
T2. Recognize that all students can learn.
T3. Explain major theories of human development (including cognitive, social,
emotional, and moral development across the lifespan) in the context of teaching and
learning.
T4. Explain major theories of learning (cognitive, behavioral, and social).
T5. Explain effective learning strategies (e.g. study strategies).
T6. Explain major theories of motivation.
T7. Explain principles of classroom management.
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T8. Understand the basic interrelationships and interactions between planning,

instruction, and assessment.
T9. Apply teaching strategies and approaches that address the ways individual students
learn.

9. ADOPTED TEXT(S)*:

Educational Psychology: Theory and Practice

13th Edition
Robert Slavin
Pearson Publishing (2021)
ISBN: 978-0-136912156

9a: SUPPLEMENTAL TEXTS APPROVED BY FULL TIME DEPARTMENTAL

FACULTY (INSTRUCTOR MUST NOTIFY THE BOOKSTORE BEFORE THE
TEXTBOOK ORDERING DEADLINE DATE PRIOR TO ADOPTION) ***.

None

10. OTHER REQUIRED MATERIALS: (SEE APPENDIX C FOR TECHNOLOGY

REQUEST FORM.)**

At the discretion of the instructor.

11. GRADING SCALE***:

Grading will follow the policy in the catalog. The scale is as follows:

A: 90 – 100
B: 80 – 89
C: 70 – 79
D: 60 – 69
F: 0 – 59

12. GRADING PROCEDURES OR ASSESSMENTS: (Course Syllabus – Individual

Instructor Specific)

Category
EXAMPLE ONLY
Total Points % of Grade

Tests (3 x 40) 120 40%

Research Paper
40 12%
(1 x 40)

Discussion 70 24%
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Forums (14 x 5)

Chapter
Reflections 70 24%
(14 x 5)

Total 300 100%

13. COURSE METHODOLOGY: (Course Syllabus – Individual Instructor Specific)

This course is being offered online through Canvas. Students in this class will meet the
course objectives by participating in various learning activities specifically designed for
an online environment. These activities include but are not limited to the following:
discussion boards, videos, video lectures, chapter writing assignments, work projects,
research papers, and group exercises. Online quizzes and exams may be used as
appropriate to the course objectives and online supplemental instruction. Course content
will be laid out in Canvas using Weekly Modules. Students will have access to faculty
through email and phone calls. A minimum of 4 Zoom meetings will be held.
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14. COURSE OUTLINE: (Course Syllabus – Individual Instructor Specific)

Weeks Chapter Topics LOs

Chapter 1: Educational Psychology: A Foundation for
1 1, 5, T3, T4,
Teaching
2 Chapter 2: Cognitive Development 2, 3, 4, 6, T3, T4
3 Chapter 3: Social, Moral, and Emotional Development 2, 3, 4, 6, T3, T4
4 Chapter 4: Student Diversity 2, 3, 6, T1
1, 2, 3, 4, 5, 6,
5 Test: Chapters 1-4
T1, T3, T4
1, 2, 3, 4, 5, 6,
6 Chapter 5: Behavioral and Social Theories of Learning
T2, T4, T9
1, 2, 3, 4, 5,
7 Chapter 6: Cognitive Theories of Learning
6, T2, T4, T9
8 Chapter 7: The Direct Instruction Lesson 1, 2, 3, 4, 5, T5, T8
Chapter 8: Student-Centered and Constructivist Approaches to
9 1, 2, 3, 4, 5, T5
Instruction
1, 2, 3, 4, 5, 6, T1, T2,
10 Test: Chapters 5-8
T3, T4, T5, T8, T9
11 Chapter 9: Grouping, Differentiation, and Technology 1, 2, 3, 4, 5, 6, T5

Chapter 10: Motivating Students to learn Chapter 1, 2, 3, 4, 5, 6,

12
11: Effective Learning Environments T2, T5, T6, T7, T9

1, 2, 3, 4, 5, 6,
13 Chapter 12: Learners with Exceptionalities
T1, T2, T9

Chapter 13: Assessing Student Learning Chapter 1, 2, 3, 4, 5,

14
14: Standardized Tests and Accountability 6, T7, T8, T9
15 Research Paper due
1, 2, 3, 4, 5, 6, T1,T2,
16 Test: Chapters 9-14
T5, T6, T7, T8, T9

Week 1
Chapter 1: Educational Psychology: A Foundation for Teaching
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Chapter Overview: Educational psychology is the study of learners, learning, and

teaching. For teachers, it is knowledge, wisdom, and practical theory that fosters
intelligent problem solving in daily teaching. Chapter 1 describes the characteristics of
good teachers who accomplish the tasks involved in effective instruction with warmth,
enthusiasm, and caring. The chapter describes the role of research in educational
psychology and explains how to be an intelligent consumer of educational psychology
research. The text touches on areas of focus including the applications of the principles of
psychology to instructional practices. This area of focused research shapes educational
policies, professional development programs, and teaching materials.

Learning Outcomes: After completing this chapter, students should be able to:

 Identify attributes of effective teachers.

 Describe the role of educational research in informing classroom practice.

 Discuss how you can become an intentional teacher.

Canvas Assignments:
o Review PowerPoint
o Complete Discussion Question
o Complete Chapter Reflection

Week 2
Chapter 2: Cognitive Development

Chapter Overview: Children go through many changes—some obvious, and others not
so obvious. Chapter two addresses how students think and how they view the world. The
chapter begins by looking at issues of development that include the nature--nurture
controversy and continuous and discontinuous theories of development. The chapter
focuses primarily on the theories of Piaget and Vygotsky, but also discusses
Bronfenbrenner’s view. The last sections of the chapter discuss how language and
literacy develop. Young children’s language develops in predictable patterns, but early
literacy development depends on children’s experiences at home and their learning about
books and letters. During the school years, vocabulary and reading comprehension
develop rapidly. Learning to read in the early elementary grades is one of the most
important of all developmental tasks, both because other subjects depend on reading and
because in our society school success is so often equated with reading success.
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Learning Outcomes: After completing this chapter, students should be able to:

 Describe Piaget’s theory of human development and discuss how it can apply in the
classroom.

 Describe the theories of development presented by Vygotsky and by Bronfenbrenner

and discuss how they apply in the classroom.

 Describe the distinct stages of language and literacy and explain how you can set up
your classroom to promote literacy development.

 Describe how knowledge of cognitive, language, and literacy development informs

intentional teaching.

Canvas Assignments:
o Review PowerPoint
o Complete Discussion Question
o Complete Chapter Reflection

Week 3
Chapter 3: Social, Moral, and Emotional Development

Chapter Overview: As children improve their cognitive skills, they are also developing
self-concepts, ways of interacting with others, attitudes toward the world, and moral
reasoning. Understanding these areas of development is critical to teachers’ ability to
motivate, teach, and successfully interact with students at various ages. Chapter 3
presents Erik Erikson’s psychosocial theory and his stages of personal and social
development, each involving a crisis that focuses on a particular aspect of personality. In
presenting theories of moral development, the chapter discusses the views of Piaget and
Kohlberg. The six stages of levels of moral reasoning proposed by Kohlberg are based on
responses to moral dilemmas. The chapter further treats social and emotional
development with discussion about the roles of self-concept and self-esteem, prosocial
behaviors, and the growing importance of peers during the school years. Adolescence
ushers in a period of searching for identity and facing new problems. Chapter 3
introduces James Marcia’s four identity statuses and discusses social and emotional
factors that place adolescents at risk. during the teen years. Intentional teachers are aware
of the expected developmental characteristics of the students they teach, and they take
into account personal differences among their students.

Learning Outcomes: After completing this chapter, students should be able to:
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 Discuss differing views of social, emotional, and moral development.

 Identify the stages of children’s social and emotional development.

 Apply knowledge of social, emotional, and moral development in considering how to

solve problems in the classroom.

 Describe how knowledge of social, moral, and emotional development informs

intentional teaching

Canvas Assignments:
o Review PowerPoint
o Complete Discussion Question
o Complete Chapter Reflection

Week 4
Chapter 4: Student Diversity

Chapter Overview: Chapter 4 describes the student diversity found in most schools in
communities across the U.S. Students differ in ethnicity, culture, social class, and home
language. They differ in gender, ability, skill levels, and preferences. The goal of
educators is to address differences effectively and effect learning in all students. This
chapter presents facts about differences and the impact of those differences on teaching
and learning. The author shines the light on achievement problems associated with
poverty, race, ethnicity, gender, language differences, cultural differences, and more. In
addition to exposing the problems related to student diversity, chapter 4 offers
suggestions and strategies that diminish the achievement gap and equalize the
opportunities for students from underrepresented groups.

Learning Outcomes: After completing this chapter, students should be able to:

 Discuss how socioeconomic status can affect achievement, and identify ways schools
can help children from low-income families succeed.

 Discuss how race, ethnicity, and language differences can each affect students’ school
experiences, and identify important principles for teaching in culturally diverse
schools and also ways to help English learners succeed in English-speaking
classrooms.

 Describe how gender bias can impact schooling, and identify ways to support all
students with equality and respect.
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 Describe common definitions of and theories about intelligence and learning styles.

 Describe how knowledge of student diversity informs intentional teaching.

Canvas Assignments:
o Review PowerPoint
o Complete Discussion Question
o Complete Chapter Reflection

Week 5
Test 1: Chapters 1-4

Week 6
Chapter 5: Behavioral and Social Theories of Learning

Chapter Overview: The purpose of chapter 5 is to define learning and then present
behavioral and social learning theories, explanations for learning that emphasize
observable behaviors. Learning is sometimes defined as change in an individual that is
caused by experience. Behavioral theories of learning focus on the ways that
consequences of a person’s behavior change that person’s behavior and ways one
person’s behavior serves as a model for the behavior of others. Social learning theories
focus on the effects of thought on action and of action on thought. The work of early
behavioral theorists such as Pavlov and Skinner influences classroom practices. Of
particular importance for teachers is an understanding of reinforcers, punishers, and
consequences of behavior as well as recognition of the effects of observational learning d
modeling. Behavioral learning theories are central to the application of educational
psychology in classroom management, discipline, motivation, instructional models, and
other areas. Behavioral learning theories are limited in scope in that they describe only
observable behavior that can be directly measured. Later chapters present cognitive
learning theories, which emphasize unobservable mental processes that people use to
learn and remember new information or skills. Behavioral and cognitive theories of
learning are often posed as competing, opposite models. However, a complementary
rather than competitive view is more accurate.

Learning Outcomes: After completing this chapter, students should be able to:
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 Define the concept of “learning” and describe the principles of behavioral learning
theories and their implications for classroom practice.

 Describe social learning theories and their implications for classroom practice.

 Explain how behavioral and social theories of learning influence intentional teaching.

Canvas Assignments:
o Review PowerPoint
o Complete Discussion Question
o Complete Chapter Reflection

Week 7
Chapter 6: Cognitive Theories of Learning
Chapter Overview: How do we make meaning? How do we process and retain
information? Chapter 6 presents theories of learning and explains how information
processing works from the moment stimuli enter sensory registers to the storage of
information in long-term memory. The brain stores only information that is processed,
and the different types of processed information are stored in different parts of long-term
memory. The chapter explains how specific parts of the brain process specific types of
information in concert with other specific brain sites. The brain’s capacity is not set at
birth, and extensive training can change brain structures. As we gain knowledge and
skills, our brains become more efficient. These and other findings from brain research
have applications for classroom teaching such as “…behavior change through learning
cannot exceed the developmental status of the neural structure. Neuroscience also
exposes neuromyths and gives us accurate information and principles that guide
classroom teaching. Chapter 6 presents practical applications of cognitive theories of
learning. These applications guide intentional teaching so that students process
information deeply and remember. They include the teaching of memory strategies,
metacognitive skills, and study skills in addition to making learning relevant and
activating prior knowledge.

Learner Outcomes: After completing this chapter, students should be able to:

 Identify the processes and components of the information-processing model of human

cognition.

 Explain how the brain works, and summarize what we have learned about education
from research on the brain.
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 Identify the factors that affect whether we remember or forget information, and
describe strategies that students can use to remember class content.

 Discuss how metacognitive skills, study strategies, and cognitive teaching strategies
help students learn.

 Describe how cognitive theories of learning inform intentional teaching.

Canvas Assignments:
o Review PowerPoint
o Complete Discussion Question
o Complete Chapter Reflection

Week 8
Chapter 7: The Direct Instruction Lesson
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Overview: Direct instruction is a teaching approach that emphasizes teacher control of most
classroom events and the presentation of structured lessons. Direct instruction programs call for
active teaching; clear lesson organization; step-by-step progression between subtopics; and the
use of many examples, demonstrations, and visual prompts. Chapter 7 presents the steps in the
process of teaching a direct instruction lesson and explains their importance. The first part of a
lesson is stating learning objectives and orienting students to the lesson. The principal task is to
establish both a mental set, so that students are ready to work and learn, and a “road map,” so
that students know where the lesson is going. Part two of a lesson is to review prerequisites or
pretests to ensure that students have mastered required knowledge and skills. The review might
function as an advance organizer for the lesson. Part three involves presenting the new material
in an organized way, providing explanations and demonstrations and maintaining attention.
Part four, conducting learning probes, elicits students’ responses to lesson content. This
practice gives you feedback and lets students test their ideas. Questioning techniques are
important, including the uses of wait time and calling order. Part five of a lesson is
independent practice, or seatwork, in which students apply their new skill. Research shows that
independent practice should be given as short assignments with clear instructions and no
interruptions, and that it should be given only when students can do the assignments. You should
monitor work, collect it, and include it in assessments. Part six is to assess performance and
provide feedback. Every lesson should include an assessment of student mastery of the lesson
objectives. Part seven of a lesson is to provide distributed practice through homework and
review. Information is retained better when practice is spaced out over a period of time. Chapter
7 also examines various types of discussion used in instruction and explains the kinds of
objectives achieved by different discussion methods. For example, whole-class discussion brings
out students’ ideas as the teacher takes a less dominant role but remains in control. In small-
group discussion, students work independently and carry out assigned roles with one student
serving as group leader.

Learner Outcomes: After completing this chapter, students should be able to:
 Define direct instruction and describe how to teach a lesson using direct instruction.

 Describe how best to teach for transfer of learning.

 Identify instructional situations in which discussion is most useful.

 Explain how knowledge of effective lessons informs intentional teaching.

Canvas Assignments:
o Review PowerPoint
o Complete Discussion Question
o Complete Chapter Reflection
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Week 9
Chapter 8: Student-Centered and Constructivist Approaches to Instruction

Overview: Student-centered learning puts the student at the center of teaching and
learning processes. Constructivists believe that knowing is a process and that learners
must individually and actively discover and transform complex information to make it
their own. The teacher becomes a guide on the side who provides scaffolding and
frequent feedback. Constructivist approaches emphasize top-down processing in which
students begin with complex problems or tasks and discover the basic knowledge and
skills needed to solve the problems or perform the tasks. These approaches include
cooperative learning, discovery learning, and inquiry strategies. Chapter 8 presents
various cooperative learning strategies such as reciprocal teaching and Student Teams–
Achievement Divisions (STAD) that teachers use in the content areas. The chapter also
presents a general problem-solving model in addition to creative problem-solving
strategies. When teachers use student-centered approaches, students need to be taught
how to apply thinking skills and engage in critical thinking about the content and the
processes of learning.

Learner Outcomes: After completing this chapter, students should be able to:

 Discuss how to use cooperative learning most effectively in the classroom.

 Describe how you can teach your students problem-solving and thinking skills.

 Describe how student-centered and constructivist approaches to instruction influence

intentional teaching.

Canvas Assignments:
o Review PowerPoint
o Complete Discussion Question
o Complete Chapter Reflection

Week 10
Test: Chapters 5-8
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Week 11
Chapter 9: Grouping, Differentiation, and Technology

Overview: Instruction is not a one-size-fits-all process. Students come with diverse

backgrounds and abilities making it essential that teachers use a repertoire of strategies
such as grouping, differentiation, and technology to meet the variety and range of needs
in their classrooms. Chapter 9 approaches this topic by beginning with a discussion of
four elements that are subject to the teacher’s direct control: quality of instruction,
appropriate level of instruction, incentive, and amount of time. Effective instruction
incorporates these elements. Schools often use grouping to provide appropriate level of
instruction in ways that accommodate achievement differences. Of course, every form of
grouping comes with pros and cons. This chapter presents evidence to support specific
recommendations. With inclusion of students who have a wide range of exceptionalities,
various approaches to differentiating instruction provide solutions that promote learning
for students at different levels. For students placed at risk, research supports the
effectiveness of many prevention and intervention efforts. In order to provide effective
and efficient instruction that meets diverse needs, teachers use technology in functions
that range from lesson preparation to individualization to presentation applications and
games and much more.

Learner Outcomes: After completing this chapter, students should be able to:

 Describe different types of grouping used to accommodate achievement differences.

 List several ways to differentiate instruction for diverse learners.

 Identify types of programs for students placed at risk of academic difficulties.

 Describe how technology can be used effectively in education.

 Describe how grouping, differentiation, and technology influence intentional

teaching.
Canvas Assignments:
o Review PowerPoint
o Complete Discussion Question
o Complete Chapter Reflection

Week 12
Chapter 10: Motivating Students to Learn
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Overview: Motivation is an internal process that activates, guides, and maintains

behavior over time. One of the most critical components of learning, motivation is also
one of the most difficult to measure. What makes a student want to learn? Chapter 10
addresses this question in ways that guide teachers to be intentional about their responses
to students’ needs, their expectations, their comments and attributions of students’
successes and failures, and their use of incentives. Theories of motivation included in
chapter 10 are Maslow’s human needs theory, attribution theory, and expectancy theory.
These theories offer guidance for understanding what motivates a given student and what
teachers might do to enhance motivation. Perhaps the key question addressed in chapter
10 is, “How can teachers increase students’ motivation to learn?” Some students are
intrinsically motivated to learn what is taught; others respond well to the right extrinsic
incentives. The content of chapter 10 is relevant to teachers as they seek to increase their
effectiveness and improve learning in their classrooms.

Learner Outcomes: After completing this chapter, students should be able to:
 Describe theories of motivation.

 Describe how goals and attributions enhance achievement motivation.

 Discuss how teachers can increase their students’ motivation to achieve.

 Describe how knowledge of motivation informs intentional teaching.

Chapter 11: Effective Learning Environments

Overview: Creating effective learning environments involves strategies that teachers use
to maintain appropriate behavior and to respond to misbehavior in the classroom. The
goal is for teachers to establish and maintain an effective climate for learning. The best
way to ensure that learning takes place and that allocated time is maximized is for

teachers to present engaging lessons, set and enforce rules, establish procedures, and
effectively manage transitions. These practices begin on the first day of school and are
maintained every day. In managing routine misbehavior, teachers apply the principle of
least intervention by using the simplest methods that stop the negative behavior and allow
instruction to flow. For serious behavior problems, swift and certain consequences must
be applied, such as a call to the student’s parents. When teachers must deal with
persistent behavior problems, applied behavior analysis helps to establish new reinforcers
and modify behavior. Intentional teachers are leaders who take responsibility for
managing time, activities, and behaviors in their classrooms. Chapter 11 provides
techniques that any teacher can learn and apply to create effective learning environments.
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Learner Outcomes: After completing this chapter, students should be able to:
 Understand the impact of time on learning.

 Discuss how to prevent and manage routine student misbehavior.

 Identify strategies to prevent and respond to student behavior problems.

 Describe how knowledge of effective learning environments informs intentional

teaching.

Canvas Assignments:
o Review PowerPoint for both Chapters 10 & 11
o Complete Discussion Question for both Chapters 10 & 11
o Complete Chapter Reflection for both Chapters 10 & 11

Week 13
Chapter 12: Learners with Exceptionalities

Overview: In schools, students are grouped into classes and given common instructional
experiences designed to provide the greatest benefit to the largest number at a moderate
cost. This system works reasonably well for the great majority of students. However,
some students have needs that are not met in such systems. Some students have sensory
or physical disabilities, such as hearing or vision loss or orthopedic disabilities, that
restrict their ability to participate in the general education classroom program without
special assistance. Other students have intellectual disabilities, emotional or behavioral
disorders, or learning disabilities that make it difficult for them to learn in the general
education classroom without assistance. Finally, some students have such outstanding
talents that the general education classroom teacher finds it difficult to meet their unique
needs without help. Chapter 12 identifies the most common exceptionalities that entitle
students to special education services. These special education services are ensured by
law and provided in the least restrictive environment in which the child can make
appropriate progress. Each child who qualifies for special education has an individualized
education program (IEP) developed specifically for him or her by a team of educators and
other professionals. Chapter 12 explains these procedures and describes strategies for
general education teachers to use in adapting instruction to meet these students’ diverse
needs. The chapter also discusses response to intervention (RTI) and other schoolwide
approaches to prevention, early identification, and effective intervention.

Learner Outcomes: After completing this chapter, students should be able to:
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 Identify the most common exceptionalities that entitle students to special educational
services.

 Describe the laws and policies that define special education.

 Discuss effective educational strategies for students with exceptionalities, including

response to intervention and inclusion.

 Describe how learners with exceptionalities influence intentional teaching.

Canvas Assignments:
o Review PowerPoint
o Complete Discussion Question
o Complete Chapter Reflection

Week 14
Chapter 13: Assessing Student Learning

Overview: Chapter 13 answers the question, “How do you know where you are going
and whether you and your students are getting there?” This chapter discusses objectives
and assessments, as well as the goals of teaching and ways of determining whether goals
are being achieved. Objectives are the learning plan for what students should know and
be able to do at the end of a course of study; lessons must be designed to accomplish
these objectives. Evaluations are students’ demonstration of the extent to which they have
mastered the skills and concepts and met the objectives by the end of the lesson or course
of study. This chapter presents strategies and tools that help teachers ensure that the
content of their lessons, the instructional objectives, and the assessments of learning are
in alignment. The chapter discusses different types of evaluation and their purposes as
well as guidelines for constructing and evaluating different types of test items. These
include selected-response and constructed-response methods of assessing learning. In
addition to written tests, teachers may use authentic assessments in various formats such
as portfolios, projects, and performances. These authentic assessments require different
types of teacher preparation and typically involve evaluations based on some type of
grading rubric. The chapter closes with guidelines for determining grades and
descriptions of various methods of assigning grades. The text addresses issues related to
missing assignments, combining scores from different evaluations, absolute grading
standards, and grading on the curve. With any evaluation process, teachers need to reflect
on their teaching and their students’ learning.
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Learner Outcomes: After completing this chapter, students should be able to:
 Identify well-constructed instructional objectives and explain how they are used
effectively.

 Differentiate among types of evaluations based on their purposes.

 Describe how to write fair, effective tests and a variety of types of test items.

 Explain how to evaluate student work using authentic, portfolio, and performance
assessment.

 Describe how assessment of student learning influences intentional teaching.

Chapter 14: Standardized Tests and Accountability

Overview: The term standardized describes tests that are uniform in content,
administration, and scoring and, therefore, allow for the comparison of results across
classrooms, schools, and school districts. Standardized tests are quite different from
teacher-made tests in their construction and in the purposes they serve. Chapter 14
discusses types of standardized tests and their uses for selection and placement,
diagnosis, accountability, and school improvement. The discussion distinguishes norm-
referenced tests from criterion-referenced tests and achievement tests from aptitude tests.
The chapter also details information about scores and their interpretations. What are
percentile scores? What are grade-equivalent scores? What are stanines and standard
deviations? Standardized tests are constructed to ensure validity, reliability, and absence
of bias. Chapter 14 explains these terms and their applications to standardized testing.
These characteristics of tests are extremely important in light of the ways test results are
used to make decisions about students’ performance and to hold educators accountable
for student achievement. The text describes connections between laws, Common Core
State Standards, test construction, test data, and instructional planning.

Learner Outcomes: After completing this chapter, students should be able to:
 Identify different types of standardized tests and their uses.

 Address issues related to standardized testing and in-class testing.

 Discuss how teachers are held accountable for their students’ achievement.

 Describe how knowledge of standardized tests and accountability informs intentional

teaching.
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Canvas Assignments:
o Review PowerPoint for Chapters 13 & 14
o Complete Discussion Question for Chapters 13 & 14
o Complete Chapter Reflection for Chapters 13 & 14

Week 15
Research Paper is due.

Week 16
Test: Chapters 9-14

15. SPECIFIC MANAGEMENT REQUIREMENTS***:

Technology:

Students will use various forms of technology to support learning, such as using Canvas,
Microsoft Word, photography, and PowerPoint presentations, etc.

Diversity: Candidates will learn about diversity and diversity issues to support the
learning of children and their own learning by:

 Recognizing their personal biases

 Gaining new appreciation and insights toward recognition of the range of human
differences
 Understanding how biases may influence the relationship an educator may have
with
children, families, and colleagues

Assignments:

 Tests (120 points – 40 points for each test (3 tests); Tests are essay and will be
emailed to you.
Test 1: Chapters 1-4
Test 2: Chapters 5-8
Test 3: Chapters 9-14

 14 Discussion Forums (70 points)

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 5 points for each Chapter: You will answer the discussion question
assigned in the chapter found on Canvas. Your response to each question
should be at a minimum 200 words. You need to respond to one other
student's answer. The minimum for your response to another student is
100 words.
 Chapter Reflections (70 points – 5 points for each of the 14 chapters)

o You will write 200 word reflection of your reading of the assigned chapter. What
did the chapter say to you and how will you use the information as an educator of
young children?

o You must write a 100 word response to another student in the class.

 Research Paper on a Theory/Theorist (40 points)

o Students will write a 5-page paper not including the title page or reference page
on a theorist of their choice picked from the following:
 Piaget
 Vygotsky
 Bronfenbrenner
 Kohlberg
 Erikson
o The paper must be written using Microsoft WORD Time New Roman 12pt. font.
The paper must be double-spaced with 1-inch margins.

16. FERPA:*

Students need to understand that your work may be seen by others. Others may see your
work when being distributed, during group project work, or if it is chosen for
demonstration purposes. Students also need to know that there is a strong possibility that
your work may be submitted to other entities for the purpose of plagiarism checks.

17. DISABILITIES:*

Students with disabilities may contact the Disability Services Office, Central Campus, at
800-628-7722 or 937-393-3431.

18. OTHER INFORMATION***:

 Code of Conduct: SSCC expects that all students will act as responsible adults,
however, action may be taken against a student when his or her conduct interferes with
PSYC 2241 Educational Psychology
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the mission of the institution and its additional responsibility to provide a safe
environment for others. The Student Code of Conduct contains regulations for dealing
with the alleged student violations of the code of conduct in a manner consistent with the
requirements of due process. (Student Code of Conduct information may be found in the
SSCC catalog.)
 Academic Honesty: For this course, academic honesty includes cheating, plagiarism,
forgery, and furnishing false information. Plagiarism includes, but is not limited to,
submitting work that is not a product of your own, copying word for word someone else's
work, as well as unacknowledged paraphrasing of the structure and language of another
person's work. All references used in papers must be correctly cited. If a student engages
in course-related academic dishonesty, his or her grade on the work in question or in the
course may be lowered by the instructor of this course.
 Classroom Privacy: Recording of classroom activities or lecture by any electronic
means by students requires permission of the instructor of this course.
 Communication Devices: Cell phones, beepers, beeping watches, and personal
communication devices are not allowed to be used during class time. In addition, all
hand-held PDA’s and game devices are not allowed. Small talk and “side-bar”
conversations that do not relate to class discussions and course should be left for after
class.
 Specific Management Requirement: Southern State Community college is committed
to providing educational opportunities that promote academic, professional, and personal
growth in students. To these ends all members of the college are expected to uphold the
highest academic and ethical standards. Academic misconduct cannot be tolerated.

NAEYC Standards for Early Childhood Professional Preparation addressed in this course:

1: Promoting Child Development and Learning

2: Building Family and Community Relationships
3: Observing, Documenting, and Assessing to Support Young Children and Families
4: Using Developmentally Effective Approaches to Connect with Children and Families
5: Using Content Knowledge to Build Meaningful Curriculum
6: Becoming a Professional
PSYC 2241 Educational Psychology
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Rubric for PSYC 2241 Research Paper

Unacceptable Acceptable Target
Points 16-20;
Points 6-15; Introduces and
Points 0-5; Missing,
Introduces makes
Introduction Paragraph and Closing Paragraph vague or
paper, closes interesting;
incomplete
paper Provides good
closure.

Points 6-15;
Points 0-5; Missing, Points 16-20;
Missing some
Describe the theorist and theory vague or Reasonably
important
incomplete complete
details

Points 6-15;
Points 16-20;
How/why does this relate to the study of educational Missing some
Points 0-5; Missing, important Reasonably
psychology?
vague or complete
details
incomplete

Points 6-15; Points 16-20;

Personal thoughts. Why did you pick this theorist/theory? What
Points 0-5; Missing, Somewhat clear, Reasonably
was particularly interesting to you?
vague or some details complete
incomplete

Focused/Thesis/Topics: This paper should be about a

psychological theory/theorist. Stay focused. The last sentence Points 0-5; Points 6-15; Points 16-20;
of the first paragraph should be the thesis statement. Underline Disorganized and Needs some Paper is easy to
it. This is what the paper should be all about. Also, the first does not stay on work staying on read; organized;
sentence of each paragraph should be what the rest of the topic point stays on topic
paragraph is about.

Points 16-20;
Few if any
Format of Paper: Grammar, spelling, guidelines for paper, Points 0-5; Points 6-15;
errors;
citations and references Many mistakes Few mistakes
guidelines
followed

SYLLABUS TEMPLATE KEY

* Item cannot be altered from that which is included in the master syllabus approved by the Curriculum Committee.

** Any alteration or addition must be approved by the Curriculum Committee

*** Item should begin with language as approved in the master syllabus but may be added to at the discretion of the
faculty member.