COURSE SYLLABUS
EDUC 701
THEORIES AND RESEARCH IN EDUCATIONAL PSYCHOLOGY
COURSE DESCRIPTION
Theories and research in educational psychology will be examined, including recent theories and
research about classroom management, learning, motivation, diversity, exceptionalities,
assessment, and teaching. Discussion, analysis of cases, examination of personal experiences in
schools, cooperative projects, and other activities will also be included.
RATIONALE
In order to become effective educational leaders of learning in a diversified society, candidates
must be able to understand current theories and research in the field of educational psychology.
This exploration will include an emphasis on child development, learning, teaching strategies,
assessment, diversity, exceptionalities, motivation, at-risk students, and classroom management.
A. PREREQUISITE
None
B. REQUIRED RESOURCE PURCHASES
American Psychological Association. Publication manual of the American psychological
association. Washington, DC: American Psychological Association.
Miller, P. H. (2011). Theories of developmental psychology (5th ed.). New York, NY:
Worth Publishers. ISBN: 9780716728467.
Van Bummelen, H. (2002). Stepping stones to curriculum (2nd ed.). Colorado Springs,
CO: Purposeful Design Publications. ISBN: 9781583310236.
www.LiveText.com membership: This is a website for portfolio development and the
submission of major course assignments. A one-time purchase is required for all
students in the Education program. ISBN: 9780979663567.
Disclaimer: The above resources provide information consistent with the latest research
regarding the subject area. Liberty University does not necessarily endorse specific
personal, religious, philosophical, or political positions found in these resources.
C. ADDITIONAL MATERIALS FOR LEARNING
A.
Computer with Internet access (broadband recommended)
B.
Microsoft Word & Excel
(Microsoft Office is available at a special discount to Liberty University students.)
C.
Access to a copy of Publication Manual of The American Psychological
Association
EDUC 701 Syllabus
D. MEASURABLE LEARNING OUTCOMES
Upon successful completion of this course, the candidate will be able to:
A.
Apply principles of effective instruction to improve instructional practices and
curricular materials through class discussion, application of readings, and the
analysis of journal literature in educational psychology.
B.
Use appropriate research strategies to promote an environment for improved
student achievement by conducting an analysis of the affordances for and
hindrances to student learning and motivation in a school.
C.
Design learning environments that fit students' developmental levels and
capitalize on student diversity to improve learning that reflect this
understanding and appreciation.
D.
Promote the best practices for student learning through the knowledge of theory
and research on learning, cognition, and memory, including information
processing, cognitive, and constructivist perspectives.
E.
Apply knowledge, dispositions, and performances necessary for assessing
learning environments and implementing context-appropriate strategies.
F.
Apply a biblical worldview to the analysis of the literature reviews, readings and
research in educational psychology.
G.
Design a theoretical framework supporting an approved research question.
E. COURSE REQUIREMENTS AND ASSIGNMENTS
A.
Textbook readings, journal article readings, and lecture notes
B.
Course Requirements Checklist
As the first activity in this course, please read the syllabus and Student
Expectations. After reading the syllabus and Student Expectations, the student
will then complete the related checklist found in Module/Week 1.
C.
Discussion Board forums (5)
The candidate will participate in five graded Discussion Board forums throughout
the course. Each forum will consist of two parts: 1) an original thread in response
to the prompt and 2) at least two reply posts in response to their classmates’
original threads. All threads should be at least 400 words and should be posted by
the end of Thursday of the pertinent week. Replies should be at least 200 words
and should be posted by the end of the last day of the pertinent week. Both the
frequency with which a candidate participates and the depth of the content written
will affect the candidate’s grade.
D.
Class Introductions
The candidate will participate in an introductions discussion forum. The
introduction thread should include a picture of the candidate alone and general
biographical information about the candidate. The assignment is due by the end
of Module/Week 1.
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EDUC 701 Syllabus
E.
Analysis of Theoretical Framework
The candidate will read an assigned faculty member’s published dissertation and
write an analysis of the theoretical framework used in the dissertation. This paper
will be 2–3 pages in length and should reflect APA style. This assignment is due
by the end of Module/Week 2.
F.
Research Question
The candidate will develop a quality research question related to a specific
learning theory upon which he/she can build a Theoretical Framework Paper. The
instructor will evaluate and comment on the candidate’s submitted question in
order to help ensure quality and usability. This assignment is due by the end of
Module/Week 3.
G.
Theory in Action Lesson Plans (3)
The candidate will apply some of the learning theories covered in the Miller
textbook by developing Lesson Plans based on a chosen theory. These Theory in
Action Lesson Plans will be submitted by the ends of Module/Weeks 3, 5, and 7.
H.
Article Critiques (2)
The candidate will find scholarly, empirical journal articles that have been written
within the last five years. The article should clearly relate to the learning theory
and research question that will be used for the Theoretical Framework Paper.
Then, the candidate will compose a 1–2-page critique of the chosen articles. The
article critiques will be submitted by the ends of Modules/Weeks 4 and 5.
I.
Theoretical Framework Bibliography
The candidate will create an APA-formatted bibliography that includes at least 10
empirical, scholarly, current sources. This bibliography will be the research
foundation for the Theoretical Framework Paper. The bibliography is due by the
end of Module/Week 6.
J.
Theoretical Framework Outline
Using a provided outline template, the candidate will create a detailed outline for
the Theoretical Framework Paper. This assignment is due by the end of
Module/Week 6.
K.
Adult Learning Theory Quiz
In Module/Week 7, the candidate will be required to review an article that
addresses adult learning theories, and then complete an open-notes quiz covering
the material. The quiz consists of 10 multiple-choice questions and will have a 1hour time limit.
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EDUC 701 Syllabus
L.
Theoretical Framework Paper
The candidate will write an 8–10-page, APA-formatted paper building upon the
research question, bibliography, and outline that are submitted throughout the
course. The paper should include a minimum of 10 scholarly, empirical, current
sources. The paper should synthesize all of the research into a well-blended paper
and should clearly address the research question using the chosen learning theory.
The paper is due in LiveText by the end of Module/Week 8.
VI.
COURSE GRADING AND POLICIES
A.
B.
C.
Points
Course Requirements Checklist
10
Discussion Board forums
(5 at 50 pts ea)
250
Class Introductions
50
Analysis of Theoretical Framework
80
Research Question
20
Theory in Action Lesson Plans
(3 at 80 pts ea)
240
Article Critiques
(2 at 80 pts ea)
160
Theoretical Framework Bibliography
50
Theoretical Framework Outline
50
Adult Learning Theory Quiz
20
Theoretical Framework Paper
80
Total
1010
Scale
A = 960–1010 A- = 940–959 B+ = 920–939 B = 890–919 B- = 870–889
C+ = 850–869 C = 820–849 C- = 800–819 D+ = 780–799 D = 750–779
D- = 730–749 F = 729 and below
Late Assignment Policy
The nature of this course requires that the candidate interact with the material,
professor and other students on a weekly basis. Because of this, it is difficult to
achieve the fullest experience in this learning environment when assignments are
late.
If unable to complete an assignment on time, the candidate must contact the
instructor immediately by email to make arrangements for the completion of that
assignment. Assignments that are submitted after the due date without appropriate
excuse and pre-approval will receive the following deductions:



Assignments submitted after the due date will receive a 10% deduction.
Assignments submitted more than one week late receives a 20% deduction.
Assignments submitted after two weeks late or after the final due date of the
class will not be accepted without documentation or extenuating
circumstances.
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EDUC 701 Syllabus
D.
Disability Assistance
Students with a documented disability may contact Liberty University Online’s
Office of Disability Academic Support (ODAS) at LUOODAS@liberty.edu to
make arrangements for academic accommodations. Further information can be
found at www.liberty.edu/disabilitysupport.
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