CITY UNIVERSITY OF NEW YORK
Hunter College
Department of Educational Foundations
SEDF 705—Educational Psychology: Applications to Secondary Education
Sec. 001, Fall 2008
COURSE SYLLABUS
Professor:
Office:
Phone:
e-mail:
Peggy P. Chen, Ph.D.
W 1123
212-772-4754
ppchen@hunter.cuny.edu
Class Time: Tuesdays 5:10 – 6:50 p.m.
Fieldwork:
Thursdays a.m.
Office Hours: Tuesdays 3:00 – 4:00 p.m.
and by appointment
COURSE DESCRIPTION
This course provides teacher candidates with knowledge of psychological theories and principles of
learning, cognition, behavior, and personal/social/environmental interactions. This course develops
teacher candidates’ skills to design learning activities, create positive learning environments, and
implement sound instructional practices in their current or future 7th-12th classrooms by applying relevant
psychological theories, principles, and research. This course focuses on promoting teacher candidates’
awareness of working with student populations with diverse cultural backgrounds and learning
experiences in urban settings. In addition, this course promotes teacher candidates’ professionalism by
discussing real-life issues in and beyond the classroom that affect teacher-student interactions. To
complement the work in this course, teacher candidates will conduct field observations at selected school
sites. Such experiences will reinforce the theoretical aspects of educational psychology in actual
classrooms.
COURSE REQUIREMENTS
Examinations: A midterm and a final (non-cumulative) examination will cover various topics from
lectures, readings (text and research articles), and class discussions. The format of the examinations
will be a combination of multiple-choice and short-answer items. No make-up exams will be
provided, except in extreme circumstances.
Observation reports: Two observation reports based on fieldwork will be required from teacher
candidates. Guidelines, requirements, and format for the reports will be posted on Blackboard later in
the semester.
Class participation and In-class assignments: Teacher candidates are expected to participate in inclass activities and discussion. Therefore, all students should prepare for each class by completing
required readings and written assignments prior to each meeting.
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Attendance: Teacher candidates are expected to attend and be punctual for all classes. Habitual
lateness to class will result in lowering your final course grade. In the event of an emergency, you
need to notify your professor as soon as possible. Unexcused absences will also result in lowering
your final course grade by at least one letter grade.
Fieldwork hours: Teacher candidates are expected to attend and complete at least 36 required hours
of fieldwork for this course. You must be on time for your field work. Any lack of professionalism
that is reported by the site coordinator may result in lowering your course grade. In addition, you must
submit signed documents and logs of your attendance to your professor at the end of the semester in
order to receive your final course grade.
The student handbook on Fieldwork requirements and any necessary forms will be posted on the
Blackboard. Please make sure that you read the handbook and fill out any necessary forms. Before
you are assigned to your fieldwork site, you are required to attend an AVID training session. The date
will be announced as soon as it becomes available.
COURSE EVALUATION
1.
2.
3.
4.
Midterm:
Final:
Observation Reports:
In-class and homework assignments:
Percentage
25%
35%
30% (15% each)
10%
GRADING SYSTEM
A+ = 97.5 – 100%
A = 92.5 – 97.4%
A- = 90.0 – 92.4%
B+ = 87.5 – 89.9%
B = 82.5 – 87.4%
B- = 80.0 – 82.4%
C+ = 77.5 – 79.9%
C = 70.0 – 77.4%
F = 0 – 69.9%
REQUIRED READING
Text: Woolfolk, A. (2007). Educational psychology (10th ed.). New York: Allyn and Bacon.
NOTE: Additional research articles and book chapters will be assigned throughout the semester.
They will be posted on the Blackboard, or you maybe able to retrieve them through the library’s
electronic journal databases.
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COURSE SCHEDULE
Date
Topic
9/2
Introduction to the course
9/9
Introduction to educational
psychology and research in the area
9/16
Learners: Cognitive and language
development
9/23
Learners: Personal, social, and
emotional development
9/30
NO CLASSES
10/7
Learners: Individual differences and
learning needs
Learners: Culture and community
Corresponding Readings*
Chapter 1
Thorndike, E. L. (1910). The contribution of
psychology to education. Journal of Educational
Psychology, 1, 5-12.
Chapter 2 (pp. 26-57)
Chapter 3 (focus on issues experienced with
adolescents)
Chapter 4 (pp. 109-130)
Chapter 5 (pp. 161-194)
10/14
FOLLOW MONDAY SCHEDULE
10/21
Views of Learning: Behavioral
Chapter 6
Articles: Brinker et al. (2003); Maag (2001)
10/28
Views of Learning: Cognitive
Chapter 7
Articles: Kuhn and Dean (2004); Sternberg (2004)
11/4
MIDTERM EXAM
Observation Report 1 Due (11/8)
Views of Learning: Problem-solving
and Expert vs. Novice
Chapter 8
Book chapters: Bransford (2000)
11/18
View of Learning: Social cognitive
Chapter 9
11/25
Views of Motivation
Chapter 10 (pp. 371-394)
12/2
Teaching: Classroom management and
learning environments
Teaching for learning
Teaching for academic subject areas
Teaching academic subject areas
Observation Report 2 Due (12/19)
FINAL EXAM
Chapters 11 (pp. 413-432) and 12 (focus on
secondary schools)
Chapter 13 (pp. 477-500)
Book chapter: Schunk (pp. 406-451)
11/11
12/9
12/16
12/23
* Assigned readings should be read prior to the class meeting on this date.
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ACCESS AND ACCOMODATIONS
We recommend that all HC students with disabilities explore support services and register with the Office of AccessABILITY
located in Room E1124. In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the
Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students
with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities
(Emotional, Medical, Physical and/ or Learning) consult the Office of AccessABILITY located in Room E1124 to secure
necessary academic accommodations. For further information and assistance please call (212- 772- 4857)/TTY (212- 6503230).
ACADEMIC HONESTY (p. 12 of the Graduate Catalog)
Any deliberate borrowing of the ideas, terms, statements, or knowledge of others without clear and specific acknowledgment of
the source is intellectual theft and is called plagiarism. It is not plagiarism to borrow the ideas, terms, statements, or knowledge
of others if the source is clearly and specifically acknowledged. Students who consult such critical material and wish to include
some of the insights, terms, or statements encountered must provide full citations in an appropriate form.
EXPECTATIONS FOR WRITTEN PROFICIENCY
Students must demonstrate consistently satisfactory written English in coursework. The Hunter College Writing Center
provides tutoring to students across the curriculum and at all academic levels. For more information, see website
http//rwc.hunter.cuny.edu. In addition, the Teacher Placement Office in the School of Education offers a writing workshop
during the semester and a series of free writing classes are offered to students who are in need of additional support in honing
their writing skills. In both cases, stop by Room 1000W for information and dates of workshops.
ACADEMIC INTEGRITY
“Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage,
and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is
committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the
Hunter College Academic Integrity Procedures.” Students should refer to the Hunter College statement on Academic Integrity
available on the course Blackboard website.
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