SYLLABUS
EDUC P253, M301 - EDUCATIONAL PSYCHOLOGY, Fall 2010
Instructor:
Joe D. Nichols, Ph.D.
Office:
240J Neff Hall; Office Phone: 481-6445
Office Hours:
TR: 10:30am – 12:30pm, M: 3:00 – 4:00pm, or by appointment
E-mail:
nicholsj@ipfw.edu
Required Text:
Ormrod, J. E. (2011). Educational psychology: Developing learners. Prentice-Hall.
THE MISSION OF THE IPFW SCHOOL OF EDUCATION
ADOPTED JANUARY 10, 1996
To prepare professionals in teaching, counseling and leadership who demonstrate the capacity and willingness to continuously
improve schools and related entities so that they become more effective with their clients by:
1.
Becoming more caring, humane, and functional citizens in a global, multicultural, democratic society;
2.
Improving the human condition by creating positive learning environments;
3.
Becoming change agents by demonstrating reflective professional practice;
4.
Solving client problems through clear, creative analyses;
5.
Assessing client performance, creating and executing effective teaching, counseling and educational leadership, by
utilizing a variety of methodologies reflecting current related research;
6.
Utilizing interdisciplinary scholarship, demonstrating technological, and critical literacies, and effective
communicating with al stakeholders.
COURSE OVERVIEW
1
This educational psychology class is designed to provide you with general knowledge of principles of learning and development,
and consequently to show you how these principles relate to classroom instruction. Future classes that you may encounter in the field
of education should build upon the theories and principles presented in this class. In these future classes you can expect to be held
accountable for the ideas presented this semester. In these future classes you can also expect to encounter some redundancy
because certain "key" concepts should be presented in complimentary ways in different classes. This "planned” redundancy is
important for the development of a rich knowledge base - which I would like to help you build.
In addition to your course work, your education will involve fieldwork that is designed to augment your classroom experiences at
the university. You will be working with teachers in different subject areas and in different types of schools. These experiences will
allow you to see how your course work maps onto the real world of teaching and how that world operates for teachers in different
settings. These experiences also allow students to reflect on the type of setting where they would be happy and successful teaching
in the near future. The specific requirements for your 30-hour fieldwork will be addressed in class.
COURSE CONTENT AND OBJECTIVES
The course will examine the contributions that psychology can make to our understanding of human development, learning, and
cognition in educational settings. The content of the course presents an overview of the teacher's role as a problem solver in the
classroom and examines the relevance of educational psychology as it pertains to theory and research. We will explore the theories
of Piaget, Vygotsky, Erikson and Kohlberg and how these and other theories can help explain the learning and developmental
processes of students. Issues of student diversity will also be discussed throughout this course. We will also examine behaviorist
views of learning along with humanist and psychoanalytic theories. Basic elements of classical and operant conditioning and
philosophies of punishment and reward will be discussed. During this course we will also examine behavioral theories of learning and
findings from cognitive psychology that help explain how we acquire, store, retrieve and use information.
COURSE REQUIREMENTS AND GRADING
Evaluation will be based on points earned on the following course requirements: 1 paper/field observation journal (approximately
10 pages), 3 short papers consisting of a review of educational journal articles (approximately 4 pages each), 1 School Board meeting
summary review (approximately 2 pages), 3 Saturdays of literacy tutoring with a reflection paper of your experience (approximately 3
pages)(an alternate assignment is available if needed), 1 portfolio project submitted electronically, 1 midterm exam, and 1
comprehensive final exam. All written assignments must be grammatically sound, typed, and double-spaced using a word processor
with 1-inch margins and a 12-point font. An explanation of each requirement is listed below.
To assist you in the preparation of your exit portfolio during the student teaching semester, every written assignment must
include a reflection page based on the portfolio requirements.
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1 30-hour Field Experience
Students will complete 30 hours of classroom and/or school observations/participation within this course. This requirement will be
graded as a Satisfactory/or Failing experience.
1 Paper/Journal on Field Observations
There will be one paper that will relate your field experiences described above to the course content. Students in this class must
complete 30 hours of observation. These hours provide you with time to observe the concepts you are learning about in this class in
an actual classroom setting. One typed paper (double spaced, 12 point font) is required in which you will describe certain concepts
and/or principles you have observed during your field experience. Ideally you should make a special effort each week to make
observations that relate to our current classroom topics. Late papers will not be accepted without approval by the course instructor
and then will automatically receive a 10% reduction of credit. In reflecting on 30 hours of field observations, the average journal
should be approximately 10 typed pages in length and should include correct grammar, spelling and punctuation. (40 points)
3 Short Papers/Reviews of Educational Journal Articles
Students will review three articles (each should be approximately 4 typed pages, double spaced, 12 point font) from an educational
journal of their choice. Ideally this should help you to familiarize yourself with the professional journals available in the educational
domain while giving you the opportunity to critically analyze the work of an expert in the field. One of these reviews must be from
outside your typical subject area. Choose articles of interest to you that are current (post 2005 if possible). The first two pages of
your review should give a brief description of the article including the author's focus or theoretical orientation. The second two pages
should be your analysis/opinion of the article or concept presented. If you have a question about what may be an appropriate
journal article to review, ask your instructor. The reviews will be worth 20 points each. Correct spelling and punctuation are
expected on all writing assignments. Late papers will not be accepted unless approved by the instructor and then will receive a 10%
deduction of credit. (60 total points)
Portfolio Project
Students will complete a portfolio project that will include components that will be discussed in class. More details concerning this
project will be provided in class and also appear at the end of this syllabus. (70 points)
School Board Meeting Summary Review
Students will attend one School Board meeting in their local school corporation and provide documentation of attendance along with a
review of their experience (typically 2-3 pages)(Often an agenda of the meeting is provided) and a brief summary and reflection. (20
points)
Minority Literacy Program
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As a part of a service component, students will sign up to assist/volunteer for the Minority Literacy Program at IPFW for a minimum
of three Saturdays from 10:00am to 11:00am throughout the semester. This program is located in Neff 251 and the Coordinator is Mr.
Kyaw (Joe) Soe. He can be contacted at 489-2586 or soekt91@yahoo.com. At the end of their experience, students will provide a
written summary and reflection of their observations. (50 points)
Book Presentation
Students will read one additional book on an educational topic and provide the class with a 15-20 summary of the contents and their
opinions of the author’s work. (20 points)
1 Midterm Exam
There will be one midterm exam that will give students and their instructor a sense of how well the material is being learned. (100
points)
1 Final Exam
There is a comprehensive final examination. (100 points)
POINT BREAKDOWN
1. Field Observation Journal
40
points
2. Journal reviews (3@20)
60
points
3. School Board meeting review
20
points
4. Portfolio Project
10
points
5. Minority Literacy Program
50
points
6. Book presentation
20
points
6. Midterm
100
points
7. Final
100
points
Total points possible
400
GRADES
Grades will be assigned on the basis of the scale below. Your instructor will adhere to university standards pertaining to such
things as plagiarism, cheating, etc., and all students are expected to know these rules and the subsequent consequences that may
incur. The point spread for each grade is a non-traditional design and appears below. The instructor reserves the right to be flexible
within this scale.
A+ = 97-100%
B+ = 89- 87%
C+ = 79-77%
4
D+ = 69-67%
A
= 96-94%
B = 86-84%
C = 76-74%
D = 66-64%
A - = 93-90%
B - = 83=80%
C - = 73-70%
D - = 63-60%
Upon handing in your field observation journal at the end of the semester, students must also hand in a completed
evaluation form for the field experience. Evaluation forms have one section for self-evaluation, one section for the teacher, and a third
for your instructor. These forms also ask for information on the type of school and the number of hours completed for field experience.
NO FINAL GRADE will be issued until your instructor receives the completed evaluation form.
If you have or acquire a disability and would like to find out what special services and accommodations may be available to you,
contact Services for Students with Disabilities in WU 118 & 218 (481-6657, voice/TTY). Whether you're an experienced or novice
writer, talking one-on-one with a knowledgeable peer consultant about your writing-in-progress will help you present your ideas
clearly. You can get free help
brainstorming, developing and organizing your ideas, and learning how to revise and edit final drafts, by visiting the THE WRITING
CENTER, Kettler G35. To get the most from your visits to the center: (a) make appointments in advance (drop-ins are welcome but
appointments receive priority); (b) bring assignments, due dates, questions, ideas and drafts (if you have one); (c) come early in the
writing process and come regularly.
Issues related to student diversity will be addressed in each of the courses offered by the School of Education. This means that
issues related to differences in individuals and groups will be discussed. These include: concerns with the cultural backgrounds of
learners, concerns with multiple learning styles and competencies of learners, concerns with multiple learning styles and competencies
of learners, and concerns with the variation in contexts from which students come and in which schooling occurs. Differences in
contexts result in differences in how parents, educators, and students view their world. Unless educators understand these differences
and create programs that build on these differences, students may be placed at risk of failure simply because of their differences. A
respectful concern for diversity must be at the heart of every educator's effort to improve "the opportunity to learn" for all students.
As the state of Indiana moves to alter its certification/licensing requirements to more adequately reflect national standards,
course objectives and activities are designed to reflect these changes. This syllabus reflects The Interstate New Teacher Assessment
and Support Consortium (INTASC, 1992) standards that are listed below and cross-referenced in the course outline. In addition, to
more effectively communicate the School of Education mission to our students, the School of Education Mission Statement and the
School of Education Conceptual Framework are included at the end of this packet of materials.
INTASC Standards (Interstate New Teacher Assessment and Support Consortium)
The teacher understands:
1.
The central concepts, tools of inquiry and structures of the discipline(s) he or she teaches and can create learning experiences
that make these aspects of subject matter meaningful for students.
2.
How children learn and develop, and can provide learning opportunities that support their intellectual, social and personal
development.
3.
How students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
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4.
A variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance
skills.
5.
Individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
6.
Knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.
7.
Planning instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
8.
How to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical
development of the learner.
9.
How to be a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students,
parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10. The knowledge to foster relationships with school colleagues, parents, and agencies in the larger community to support students’
learning and well-being.
Tentative Class Schedule by Meeting Dates
The professor reserves the right to vary the class schedule depending on student responses, the need for increased/decreased
time for topics and assignments, or important events/speakers.
M – Aug 23
Topics:
Assignment:
M – Aug 30
Topic:
Assignment:
M – Sep 6
Topic: No Class – Labor Day Holiday
Assignment:
M – Sep 13
Topic:
Assignment:
6
M – Sep 20
Topic:
Assignment:
M – Sep 27
Topic:
Assignment:
M – Oct 4
Topic:
Assignment:
M – Oct 11
Topic: No Class – Fall Break
Assignment:
M– Oct 18
Topic:
Assignment:
M – Oct 25
Topic:
Assignment:
M – Nov 1
Topic: No Class – Field Experiences
Assignment:
M – Nov 8
Topic: No Class – Field Experiences
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Assignment:
M – Nov 15
Topic: No Class – Field Experiences
Assignment:
M – Nov 22
Topic:
Assignment:
M – Nov 29
Topic:
Assignment:
M – Dec 6
Topic:
Assignment:
Dec 13-17
Final exams week.
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IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK:
A LEARNING AND LEADERSHIP MODEL
We in the school of education are committed to the following conceptual framework for our programs:
1.
Democracy & Community
Effective educators1, such as teachers, counselors, and administrators need to be a part of a dynamic educational community as
a model for the climate of community they hope to create. To do this, these educators need an understanding of the moral,
cultural, social, political, and economic foundations of our society. Consequently, the School of Education should foster a
democratic, just, inclusive learning community among its students, faculty, and staff, and with all other stakeholders in the
educational enterprise.
2.
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all endeavors. Within the
context of a compassionate, caring community, educators foster habits of mind necessary to engage learners, such as
investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently, the School of Education must
integrate critical habits of mind in all aspects of the teaching/learning process.
3.
Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles the teacher, such as
facilitator, guide, role model, scholar, and motivator. Educators appreciate and are receptive to the diverse perspectives, modes
of understanding, and the social circumstances that they and their students bring to the educational setting. Consequently, the
School of Education needs to prepare educators to understand and use pedagogy creatively and thereby ensure active
learning, conceptual understanding, and meaningful growth.
4.
Knowledge
Effective educators need to be well grounded in the content which they expect to teach. Educators need to understand how
knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge are established, how disciplines
can be integrated and most effectively communicated to their students. Educators also need understanding of themselves, of
communities in which they intended to teach, and of their students. Consequently, the School of Education should immerse
educators in nurturing learning communities that deepen knowledge, and encourage on-going intellectual, emotional, and
personal growth.
5.
Experience
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Effective educators learn their craft through experiences in actual settings. Through on-site campus activities and field-based
experiences students will observe and emulate exemplary teaching and learning. These educators will practice, collaborate, and
interact with practitioners and their students. Consequently, the School of Education must integrate field and/or clinical
experiences that reflect the diversity of educators, students, and schools into all aspects of the curriculum, and help
educators to assess and reflect on those experiences.
6.
Leadership
Effective educators are leaders. They have developed educational and social visions informed by historical and cultural
perspectives. They strive to set the highest goals for themselves and inspire students to do likewise. Educators are enriched by
the convergence of knowledge, theory, and practice as they optimistically face the educational challenges of the twenty-first
century. Consequently, the School of Education must provide opportunities for educators to develop as leaders in the their
profession and in their communities.
_________________________________________________________________________________________
1
Educator is broadly defined as pre-service and in-service teachers, administrators, and counselors
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Additional Suggested Readings
Canistrari, A. S. & Marlowe, B. A. (2004). Educational foundations: An anthology of critical readings.
Oaks, CA.
Csikzentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper Pub, Ny, NY.
Freire, P. (1970). Pedagogy of the oppressed. The Continuum International Publishing Group.
Glasser, W. (1992). The quality school. Harper/Collins Pub.
Gardner, H. (1993). Multiple intelligences. Harper/Collins Pub.
Gardner, H. (1993). Creating Minds. Harper/Collins Pub.
Gould, S. J. (1996). The mismeasure of man. Norton Pub. NY, NY.
Gurian, M. (2001). Boys and girls learn differently. Jossey-Bass: San Francisco, CA.
Gurian, M. (2005). The minds of boys. Jossey-Bass, San Francisco, CA.
Haddon, M. (2003). The curious case of the dog in the night-time. Random Huose: New York, NY
Herrnstein, R. J. & Murray, C. (1994). The bell curve. The Free Press, NY, NY.
Jensen, E. (2009). Teaching with poverty in mind. ASCD, Alexandria, VA.
Kindlon, D. & Thompson, M. (2000). Raising Cain. Ballantine Books.
Kozol, J. (1992). Savage inequalities, Harper/Collins Pub.
Kohn, A. (1992). No contest: The case against competition. Houghton/Mifflin.
Kohn, A, (1993). Punished by rewards. Houghton/Mifflin.
Kohn, A. (1998). What to look for in a classroom. Wiley: New York, NY.
Kohn, A. (2000). The case against standardized testing. Heiemann, Portsmouth, NH.
Kohn, A. (2004). What does it mean to be well educated? Beacon Press, Boston, MA.
McCourt, F. ( 2005). Teacher man. Scribner. New York, NY.
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Sage Pub. Thousand
Meier, D. & Wood, G. (2004). Many children left behind. Beacon Press. Boston, MA.
Milgram, S. (1969). Obedience to authority. Harper and Row, NY, NY.
Mott, W. T. (1999). Uncommon learning: Thoreau on education: Houghton Mifflin, Boston, MA.
Orenstein, P. (1994). SchoolGirls, Anchor Books.
Ohanian, S. (1999). One size fits few. Haeinemann: Portsmouth, NH
Payne, R. K. (2001). A framework for understanding poverty. Aha! Process, Inc. Highland, TX.
Ravitch, D. (2010). The death and life of the great American school system. Basic Books, NY, NY.
Simpson, D. J., Jackson, M. J. B. & Aycock, J. CF. (2005). John Dewey and the art of teaching. Sage:
Skinner, B. F. (1948). Walden two. Macmillan Press, Ontario, Canada.
Skinner, B. F. (1971). Beyond freedom and dignity. Knopf Pub., NY, NY.
Tatum, B. T. (1999). Why are all the Black kids sitting together in the cafeteria? Basic Books, NY, NY.
About Your Instructor
Joe D. Nichols, Ph.D.
12
Thousand Oaks, CA.
nicholsj@ipfw.edu
Academic Background
1994
Ph.D. University of Oklahoma, Norman, OK.
Educational Psychology
1987
M.Ed. University of Oklahoma, Norman OK.
School Counseling
1979
B.S. Southwestern Oklahoma State University, Weatherford, OK.
Math Education
Professional Experience
2004 to present
Chair, Department of Educational Studies, IPFW.
2003 to present
Professor, School of Education Indiana/Purdue University, Ft.Wayne, Indiana.
2000 to 2003
Associate Professor, School of Education, Indiana/Purdue University, Ft. Wayne, Indiana.
1994 to 2000
Assistant Professor, School of Education, Indiana/Purdue University, Ft. Wayne, Indiana.
2005 to 2009
Co-Editor, educationalparnershipsedu, Indiana/Purdue University, Ft. Wayne, Indiana.
1995 to present
Editorial Advisory Board, International Journal of Educational Reform.
1988 to 1994
University of Oklahoma, Norman OK., Adjunct Professor, Math Department.
1988 to 1994
Oklahoma City Community College, Okla. City, OK, Adjunct Professor, Math Department.
1988 to 1994
Moore Public Schools, Westmoore High School, Okla. City OK. Math Department.
1979 to 1988
Moore Public Schools, Moore West Junior High, Okla. City OK. Math Department
Recent Presentations/Publications
Books
Nichols, J. D. (in press). Teachers as servant leaders. Rowman and Littlefield Publishers, Landham, MD.
Swim, T., Nichols, J. D., Murphey, K., Moss, G., Merz. A., Lindquist, D. & Kanpol, B. (2010). Teacher national accreditation as community
dialogue: Transformative reflection. Hampton Press, Cresskill, NJ.
Book Chapters
Nichols, J. D. (2010). NCATE, TEAC, Standards, and Accreditation: Are We Winning or Losing the Race or Just Playing Tag? In Swim, T.,
Nichols, J. D., Murphey, K., Moss, G., Merz. A., Lindquist, D. & Kanpol, B. (Eds.) Teacher national accreditation as community dialogue:
Transformative reflections. Hampton Press, Cresskill, NJ.
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Refereed Journal Publications
Nowak, J., Nichols, J. D. & Coutts, D. (2009). The impact of full-day vs. half-day kindergarten on student achievement of low socioeconomic
status minority students. Scholarlypartnershipsedu, 4(1), 34-47.
Presentations
Nichols, J. D., Hilpert, J., Kim, I., Nichols, G. W., & Garwood, J. (2010). The impact of volunterism: A community comes together to support
childhood reading and literacy. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
Nichols, J. D., Nichols, G. W., Kline, J. (2010). Perceptions of school leaders: Gender bias and the impact on school climate and student
achievement. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
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