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GOVERNORS STATE UNIVERSITY

COLLEGE OF EDUCATION

COURSE SYLLABUS

Course Title: Educational Psychology in Action

Course Number: EDUC 440, Sections A, B, and C

Instructor: Glenna L. Howell, Ph.D., Psy.D. Office: G 320

E-mail: g-howell@govst.edu

Semester: Fall 2010

Credit Hours: Three (3) Undergraduate hours

Catalog Description: This course emphasizes the educational implications and applications of
contemporary educational psychology and research. Major perspectives on learning are explored as well
as the role of social and cultural processes in learning; how to motivate and manage today’s students;
and the role of assessment in providing evidence of student learning. Fifteen hours of field observation
required.

Prerequisites: EDUC 310 or equivalent. Must be taken prior to student teaching.

Rationale: The study of educational psychology involves both content and process. Focusing upon
applying the principles of psychology and research to the practice of teaching, the ultimate goal is the
understanding and improvement of instruction. Prospective teachers and other professionals in training
who will interact with students need to understand how students learn and how that learning varies and is
affected by each student’s context, culture, and development. The major purpose of this course is to
provide additional bases for reasoned decisions that affect the whole of teaching and learning.

Intended Audience: Students in initial preparation programs in the Professional Education Unit or in the
School Counselor program.

Required Text:
th
Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on classrooms (8 ed.). Upper
Saddle River, NJ: Merrill Prentice Hall.

Conceptual Bases and Expectations: This course is fully aligned with the Governors State University
and College of Education mission and vision statements and with the commitments made by the
Professional Education Unit in its Conceptual Framework. The Professional Education Unit (PEU) works
to prepare graduates to operate at high moral and cognitive levels, enabling them to successfully employ
a reasoned eclectic approach to continually optimize the teaching-learning environment for all students.
A GSU-prepared professional attends to the application and testing of knowledge and practice rather than
to theoretical orthodoxy.

Your work and participation in class, while being two indicators of your knowledge of course material, also
reflect your dispositions with regard to becoming an effective teacher. As in all courses in the PEU, the
following dispositions will be monitored:
 professional behavior,
 appreciation of human diversity,
 commitment to collaboration with colleagues,
 commitment to ethical behavior,
 commitment to life-long learning, including professional development, and
 habits of mind that reveal reasoned eclecticism.
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As indications of positive and professional dispositions, we expect students to:

 be actively involved during in-class activities,
 contribute to class discussions, and
 be on time for class and when submitting assignments.

Your interactions with faculty, other candidates, and students should also be consistent with the
dispositions listed above. In addition, all work completed for this course is expected to be in compliance
with the Academic Honesty policy for students as stated in the GSU Catalog.

Expected Student Outcomes and Indicators:

Student Outcomes/Knowledge
Indicators
Acquire a knowledge base of the
concepts and principles of educational influenced educational psychology and learning theory. (# 1, 2, 4
psychology.
Identify various approaches to
organizing the classroom and the
effects of these approaches on the
learning environment, classroom
management, and motivation.
Acquire the knowledge and skills
associated with educational
measurement and evaluation.
Understand how individual
experiences, abilities, and prior
learning, as well as language, culture, Explain the need for multiple methods of instruction and
family, and community influence
student learning and academic
success.
Understand the impact of technology
upon child development, learning
theory, and classroom instruction.
Performance Indicators (Assessments)
Identify and describe the major theories (and theorists) that have
Activities/Assessments below)
Identify and discuss the underlying views of cognitive process in
various classroom issues and observations. (# 1, 2, 4)
Explain how students construct knowledge, acquire skills, and
develop habits of mind. (# 2, 4)
Understand factors that influence motivation and student
engagement. (# 1, 2, 4)
Identify and critically evaluate the differences among
approaches to classroom management, including the major
behavioral and cognitive. (# 1, 2, 4)
Explain how instruction and classroom management contribute
to productive learning environments. (# 3)
Identify the terms and concepts associated with both formal and
informal educational measurement and evaluation. (# 2, 3, 4)
Analyze assessments for factors that detract from their validity.
(# 2, 3, 4)
Interpret the meaning and function of standardized
assessments. (# 2, 3, 4)
Develop an appropriate assessment and defend its validity. (# 3)
Identify the role of social and cultural processes in learning. (#
1, 2, 3, 4)
assessment to allow for student variation. (# 1, 2, 4)
Evaluate the impact of technology on instruction. (# 1, 2, 4)

Instructional Modality/Activities: Lectures and class discussions will form the basis for acquisition and
refinement of basic course content. Fifteen hours of field experience in public schools will provide for
additional application of educational psychology knowledge. Quizzes, in-class small group activities, an
assessment project, and a paper will permit the evaluation of student learning.

Activities/Assessments:

1. Observation Report: To satisfy the 15-hour field requirement, students will observe and record
behaviors, activities, use of technology, and interactions in assigned classrooms. A written report is to be
completed that describes and analyzes these observations in terms of learning/ developmental theories
and age appropriateness. In addition, the assignment will require the student to evaluate curriculum
materials used in a classroom for possible biases.
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2. Chapter Quizzes: At the beginning of each class period for which a text chapter reading is assigned,
an open book, multiple-choice, 20-point quiz will be administered. If the student has read the assigned
material, he/she should have absolutely no problem scoring well on these primarily literal level quizzes
designed to check students’ preparation for class discussion. Quizzes will not be administered late for
any reason, nor will make-up quizzes be offered. The single lowest quiz grade for each student
will be deleted from computation of the student’s final grade.

3. Model Examination: Each student will create a model examination demonstrating comprehension of
the assessment principles described in Chapter 14.

4. Participation: A percentage of the grade will be based upon in-class and group activities and the
exhibition of the professional dispositions described above. Because participation in discussion is a
significant part of the final course grade and a major way of assessing dispositions, each absence will
result in 5 points being deducted from the participation grade. Additional points will be deducted
at the professor’s discretion.

Evaluation: Grading Scale:

Chapter Quizzes A 93% - 100%
(11 at 20 pts each, lowest B 82% - 92%
quiz grade dropped) 200 pts C 73% - 81%
Model Examination 60 pts D 64% - 72%
Observation Report 70 pts F £63%
Participation 70 pts
Total: 400 pts

GSU is committed to providing all students equal access to all University programs and facilities.
Students who have a documented physical, psychological, or learning disability and need
academic accommodations must register with Access Services for Students with Disabilities
(ASSD). Please contact the Coordinator of ASSD in Room B1201 in person, by email
assd@govst.edu, or by calling 708.235.3968. If you are already registered, please contact your
instructor privately regarding your academic accommodations.

Topical Outline/Course Content

Week Topic/Activity Text
Date Chapter

1 Introductions and Discussion of Syllabus and Course Requirements

8/30, Writing Your Observation Report
31,9/1
2 Monday Labor Day Holiday—No Class 9/6
9/7, 8 Viewing and Discussion of DVD: Raising Cain

3 Chapter 1 Quiz 1
9/13, Developing a Professional Knowledge Base
14,15
4 Chapter 2 Quiz 2
9/20, Development of Cognition and Language
21,22
5 Chapter 3 Quiz 3
9/27, Personal, Social, and Moral Development
28,29
6 Chapter 4 Quiz 4
10/4,5, Learner Diversity
6
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7 Chapter 5 Quiz 5
10/11, Learners with Exceptionalities
12,13
8 Chapter 6 Quiz 6
10/18, Behaviorism and Social Cognitive Theory
19,20
9 Chapter 7 7
10/25, Cognitive Views of Learning
26,27
10 Chapter 8 Quiz 8
11/1,2, Constructing Knowledge
3
11 Chapter 9 Quiz 9
11/8,9, Complex Cognitive Processes
10 Observation Report due

12 Chapters 10 & 11 Quiz 10, 11

11/15, Theories of Motivation; Motivation in the Classroom
16,17
13 Online Consultation Session Re Model Examination
11/22,
23,24
14 Chapter 12 Quiz 12
11/29, Creating Productive Learning Environments: Classroom
30,12/1 Management
Model Examination Due

15 Assessment Through Standardized Testing 15

12/6,7,
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Note: This schedule is subject to change.

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Running head: OBSERVATION REPORT, YOUR NAME 1

Observation Report: Homewood-Flossmoor High School

Your Name

EDUC 440, Section ___

April 16, 2011

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Observation Report

Your observation report must follow the requirements outlined below. Use the headings of each of the

sections below to organize your report. Include a title page in APA style like the model attached to this

syllabus. If you wish to receive feedback on this assignment, download the Scoring Guide which follows

and submit it with your report.

Begin your report with an introductory paragraph of at least 250 words in which you identify and

describe the school and the class you observed. Seek out and report demographic information for the

school and the class (do more than just ask the teacher’s opinion—you need facts) as well as information

about the school’s performance on the Illinois School Report Card. Use a pseudonym when you refer to

the teacher, making sure you include the number of years of experience your cooperating teacher has in

teaching at the grade level you are observing as well as in the school district where you are placed.

Finally in this paragraph, explain your observation schedule (e.g., two days for six hours each day and

one day for three hours; three days for five hours each day; etc.) and how your observations may have

been affected by that schedule.

Observations and Assessments of Group Developmental Appropriateness

Your purpose in this section is to present at least two observations in which you describe whether the

instruction for a small group or for the entire classroom group you observed was developmentally

appropriate. You must specifically discuss cognitive (Piaget or Vygotsky), psychosocial (Erikson), or

moral (Kohlberg or Gilligan) development in each observation example. Remember to support your

conclusions with references to information in your text. (Your text is to be included in a bibliographic

citation on a References page at the conclusion of your paper.) For example, you observed an argument

between two five year olds about who received the “biggest” set of blocks from the teacher. You noted

that the children received the same number of blocks but that the blocks were in different sized boxes.

You concluded that the teacher may have made an error in planning and was not developmentally

appropriate in distributing materials and support this with references to Piaget’s theories regarding the

development of conservation.
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Observations and Assessments of Individual Developmental Appropriateness

Your purpose in this section is to present at least two observations in which you describe whether the

instruction you observed was developmentally appropriate for the individuals involved. You must

specifically discuss cognitive (Piaget or Vygotsky), psychosocial (Erikson), or moral (Kohlberg or Gilligan)

development in each observation example. Remember to support your conclusions with references to

information in your text. (Your text is to be included in a bibliographic citation on a References page at

the conclusion of your paper.) For example, during your observation in a third grade classroom, you

noticed that there was a child in the class who tended to mumble during “silent reading time.” You also

noticed that the teacher routinely walked over to the student and rather firmly told her to stop making

noises. After these instructions, you noticed that the student did not tend to become involved in her

reading but rather appeared frustrated. In your evaluation, you concluded that the teacher may not have

been developmentally appropriate in her expectations of this particular student. You use material from

your text about Vygotsky and language development to support your contentions about this student’s

development of inner speech and its association with reading.

Assessment and Identification of Bias in Curriculum Materials

Include an assessment and identification of possible bias by analyzing curriculum materials from your

observation classroom. This section is mandatory and requires that you discuss under a subheading

each of the possible sources of bias indicated below. (If you observe in a language arts or an English

class that uses a collection of paperback novels instead of a traditional anthology, you must review the

set of books used during the entire school year.) Review at least one textbook or set of curriculum

materials for one content area; include bibliographic information on your References page.

Invisibility. Are specific groups (e.g., women, minorities) underrepresented in curricular materials?

Stereotyping. Are traditional or rigid roles assigned to a group? Are students denied a

knowledge/portrayal of diversity, complexity, or variation?

Imbalance/Selectivity. Is there a selective presentation of information? Textbooks can perpetuate

bias by presenting only one interpretation of an issue, situation, or group of people thereby distorting

reality or ignoring complex and differing viewpoints.

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Unreality. Is there a realistic portrayal of our history and contemporary life experience? Are

controversial topics glossed over and discussions of discrimination and prejudices avoided?

Fragmentation/Isolation. Are issues related to minorities and women separated from the main body

of the text (i.e., in “blue boxes”)?

Linguistic Bias. Does the material reflect any discriminatory language (e.g., use of all masculine

terms such as forefathers or mailmen)? Imbalance of word order and lack of parallel terms that refer to

females and males are also forms of linguistic bias.

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Observation Report Scoring Guide

1. _____ Two specific examples of observed teaching/learning behavior are

described in terms of their developmental (cognitive, psychosocial, or moral)
appropriateness for the class and/or level you are observing, using pertinent references
and quotations from your text. (0-15 pts.)

2. _____ Two specific examples of observed teaching/learning behavior are

described in terms of their developmental (cognitive, psychosocial, or moral)
appropriateness for two individual students, using pertinent references and quotations
from your text. (0-15 pts.)

3. _____ An assessment of possible bias is provided of at least one text used by the class
you are observing. Bibliographic information about the analyzed text is included
in an APA style References page. (If you observe in a language arts or
an English class that is using a series of paperback novels instead of a traditional
anthology, then you must review the set of novels chosen for the year.) You must use
APA subheadings as you discuss each of the areas of potential bias addressed in the
handout provided with the syllabus. (0-15 pts.)

4. _____ An APA style title page has been included, using the model provided in
the syllabus. (0-5 pts.)

5. _____ The paper is a minimum of four double-spaced pages and a maximum of

five double-spaced pages in length, with one-inch margins using a
12-point Times New Roman font. (If your paper is fewer than four complete pages in
length, you will have provided inadequate elaboration or support for your contentions
regarding class and individual developmental appropriateness of instruction.) (0-5 pts.)

6. _____ The paper is free of spelling, grammar, usage, and punctuation errors.
(0-15 pts.)

_____ Total (0-70 pts.)

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Model Examination

Directions: Using the information in Chapter 14, “Assessing Classroom Learning,” you are to create a

50-point examination composed of multiple-choice, true/false, matching, and fill-in-the-blank items on

the subject matter of Chapter 13, “Creating Productive Learning Environments.” For each of these items

indicate the level of cognition required to correctly answer the question; indicate the level of cognition in

parentheses at the end of each item. (Consult the information related to Anderson and Krathwohl’s

cognitive domain taxonomy on pages 392-393 of your text. Be sure you understand how to structure

questions to tap into higher order thinking skills.) Also write one focused, short essay question (requiring

minimum100-word answer) to serve as a 5-point extra credit question for the examination. (Total points

possible for model examination with full extra credit points for short essay answer: 55 points.) Indicate

correct answers for the objective items and include a model answer and rubric specifically developed for

the short essay item. Your target audience is your classmates.

If you wish to receive feedback on this assignment, you must download a copy of the Scoring Guide

which follows and submit it with your Model Examination in a stamped, self-addressed envelope;

otherwise, use that instrument in conjunction with your text to create your Model Examination.
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Model Examination Scoring Guide

General Criteria

1. Model examination follows all assignment directions.

_____ Target (10 pts.)
_____ Acceptable (5 pts.)
_____ Unacceptable (0 pts.)

2. Directions are clear overall and for each item type.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

3. Items focus on major chapter topics.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

4. Items make sense, are specific, and are true or correct.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

5. Correct answers, model short essay answer, and short answer rubric are included.
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

6. Format is clear and easy to understand.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

7. Free of grammar, spelling, usage, and mechanics errors.

_____ Target (10 pts.)
_____ Acceptable (5 pts.)
_____ Unacceptable (0 pts.)

8. Level of thinking skills required for each item is identified.

_____ All items correctly identified. (5 pts.)
_____ Most items correctly identified. (2 pts.)
_____ Most items incorrectly identified. (0 pts.)

9. Questions requiring higher order thinking skills are well developed and used appropriately.
_____ Target (3 pts.)
_____ Most items correctly developed and used (2 pts.)
_____ A few items correctly developed and used (1 pt.)
_____ No items correctly developed or used (0 pts.)
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Multiple Choice Items

10. Stems present one clear problem.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

11. Distracters are plausible and attractive.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

12. Position of correct answer varies.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

13. Correct answer choice does not use more technical language than distracters.
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

14. Correct answer choice and distracters are similar in length.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

15. Absolute terms (e.g., always, never) are avoided.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

16. Stem and all answer choices work as grammatically correct units.
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

17. Negative wording is underlined.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

18. The phrase none of the above is used appropriately; the phrase all of the above is avoided.
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

Matching Items

19. Content is homogeneous, making all alternatives plausible.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

20. Includes more possible alternatives than statements (to prevent process-of-elimination
guessing).
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)
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21. Alternatives may be used once, more than once, or not at all.
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)
22. Entire matching section fits on one page.
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

True/False Items

23. These items are used sparingly in relation to other item types (since guessing correctly has
relatively high probability of success).
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

24. More false than true items are used.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

25. Each item is one clear statement.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

26. Within item clues (e.g., most, never) are avoided.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

27. A “cheat-proof” method (e.g., +/0 or writing words true and false) for designating true and false
answers is adopted.
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

Fill-in-the-Blank Items

28. Items are phrased so that only one possible answer is correct.
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

29. Each item contains only one blank for a one-word answer related to the main point of the item
statement.
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

30. Each item is a complete sentence (followed by a period) or a complete question (followed by a
question mark).
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)
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31. All blanks are the same length and appropriately sized for respondents’ handwriting.
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

32. A(n) or similar constructions (e.g., is/are) are used to avoid including within-item clues.
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

33. A word bank is provided including correct answers and enough attractive distracters to prevent
process-of-elimination guessing.
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

Short Essay Item

34. Item clearly focuses on one topic.

_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

35. Rubric clearly relates to and measures pertinent criteria of the anticipated answer.
_____ Target (2 pts.)
_____ Acceptable (1 pt.)
_____ Unacceptable (0 pts.)

_____ Total (60 pts. possible)