PSYC13023 - Educational Psychology
Term 1 - 2017


All details in this unit profile for PSYC13023 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

This unit aims to introduce students to educational psychology, the area of behavioural science concerned with the application of psychological principles to education and learning. Educational psychology is concerned with the entire lifespan, however this unit focuses specifically on children and adolescents and their key educational and learning contexts, such as schools and families. In this unit an integrated model is presented as an overarching framework within which psychological theories, practices, and research can be applied to contemporary educational psychology practices, topics, issues and cases, particularly those related to human services work aimed at enhancing learning and development, supporting difference and diversity, and fostering the social and emotional wellbeing of young people.

Details

Career Level Undergraduate
Unit Level Level 3
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Pre-requisite: Minimum of 36 credit points from psychology units.

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Group Work 20%
2. Practical and Written Assessment 50%
3. Group Discussion 30%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Positive comments were received regarding the content of the course, as well as the choice of assessment items to allow optimum application of acquired knowledge and practical skills. Student messages (email as well as discussion forums). It is recommended that the content and assessment of this course remain the same for future offerings.
Some technical issues overshadowed student evaluations Student messages (email as well as discussion forums). Technical issues have now been resolved and steps will be taken to ensure that any future technical issues are resolved quickly with minimal disruption.
On successful completion of this unit, you will be able to:
  1. articulate what educational psychology is and how it is related to and distinct from other specialisations within psychology
  2. apply psychological theories, research and practices to educational psychology topics, issues and case studies
  3. integrate ethical and contextual considerations, such as cultural and societal factors, when appraising educational psychology topics, issues and cases
  4. plan, conduct, evaluate and report on an information gathering interview
  5. collaborate effectively with others on group tasks

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Group Work  
2 - Practical and Written Assessment    
3 - Group Discussion    

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication  
2. Problem Solving      
3. Critical Thinking  
4. Information Literacy        
5. Team Work      
6. Information Technology Competence        
7. Cross Cultural Competence    
8. Ethical practice    

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Group Work
2 - Practical and Written Assessment  
3 - Group Discussion    

Prescribed Textbooks

Educational Psychology
Author/s: Anita Woolfolk & Kay Margetts Year: 2016
Edition: 4th Edition Publisher: Pearson
City: Melbourne State: VIC
Country: Australia
View textbooks at the CQUniversity Bookshop
Note:

Students are asked to purchase the value pack Educational Psychology textbook (paperback) plus MyEducationLab with eText (4e). Information will be available on the Course page that explains how students may access and use the eText and MyEducationLab functionality.

IT Resources

You will need access to the following IT resources:
  • Internet
  • CQUniversity Student Email
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorSharleen Keleher (s.keleher@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

MODULE 1: FOUNDATIONS

Topic 1.1 Introduction to Educational Psychology

Textbook: Chapters 1 & 4

Supplementary Reading: 1 (Gilmore, Fletcher, & Hudson, 2013)

Class: Introduction to Foundations Module + Course Overview + Assessment 3 Overview

Week 2 13-03-2017

MODULE 1: FOUNDATIONS

Topic 1.1 Introduction to Educational Psychology Cont.

Continue Week 1 reading

Class: Assessments 1 & 2 Overview

Week 3 20-03-2017

MODULE 1: FOUNDATIONS

Topic 1.2 The Ethical Professional

Textbook: Chapters 2, 3, & 14

Online Consult Hour

ASSESSMENT - GROUP DISCUSSION (Contribution #1) Due Thursday (23 Mar 17) 05:00 PM AEST

Week 4 27-03-2017

MODULE 1: FOUNDATIONS

Topic 1.3 Diversity and Cultural Competence

Textbook: Chapter 7

Supplementary Reading: 2 (Woolfolk & Margetts, 2012) & 3 (Duchesne, McMaugh, Bochner, & Krause, 2012)

Class: Foundations Module Wrap Up

Week 5 03-04-2017

No scheduled module/topics

No scheduled reading
ASSESSMENT -
GROUP WORK (Interview Preparation) Due Friday (07 Apr 17) 05:00 PM AEST
Vacation Week 10-04-2017

No scheduled module/topics



Week 6 17-04-2017

MODULE 2: PROFESSIONAL PRACTICES

Topic 2.1 Direct and Indirect Services

Textbook: Chapters 5 & 6

Class: Introduction to Professional Practices Module

Week 7 24-04-2017

MODULE 2: PROFESSIONAL PRACTICES

Topic 2.2 Collaboration

Textbook: Chapters 8 & 9

Online Consult Hour

Week 8 01-05-2017

MODULE 2: PROFESSIONAL PRACTICES

Topic 2.3 Research, Evaluation, & Accountability

Textbook: Chapter 10

Online Consult Hour

Week 9 08-05-2017

MODULE 2: PROFESSIONAL PRACTICES

Topic 2.4 Advocacy & Leadership

Textbook: Chapters 11 & 12

Class: Professional Practices Module Wrap up

Week 10 15-05-2017

MODULE 3: SPECIAL ISSUES/TOPICS

Topic 3.1 School Violence and Bullying

Textbook: Chapter 13

Class: Special Issues/Topics Module

Week 11 22-05-2017

No scheduled module/topics - Finalise assessment task/s

No scheduled reading
ASSESSMENT -
PRACTICAL AND WRITTEN ASSESSMENT (Interview and Report) Due Friday (26 May 17) 05:00 PM AEST
Week 12 29-05-2017

No scheduled module/topics - Finalise assessment task/s

No scheduled reading

Review/Exam Week 05-06-2017

There is no examination for this course.

No scheduled reading

ASSESSMENT - GROUP DISCUSSION (Contribution #2) Due Tuesday (6 Jun 17) 05:00 PM AEST

Exam Week 12-06-2017

There is no examination for this course.



Please be advised that A/Prof Burke will NOT be the unit coordinator for 2017.

The PSYC13023 Unit will be coordinated by a staff member based in professional practice in 2017. The contact details for this staff member will be available via Moodle prior to the beginning of Term.

1 Group Work

Assessment Title GROUP WORK (Interview Preparation)
Task Description

Assessment 1 (Group Work) and Assessment 2 (Practical Assessment and Written Assessment) are integrated around a practical task of conducting an interview with a teacher on the topic of school-based approaches to supporting social and emotional well being. The overall aim of Assessments 1 and 2 is to explore the alignment between theory/research and practices for school-based approaches to supporting social and emotional well being, and the implications for assisting schools to continue their work of supporting social and emotional well being.

For Assessment 1, students will complete the following group and individual tasks:

  1. join a peer group on Moodle,
  2. work with group members to prepare an Interview Guide for a teacher interview about school-based approaches to supporting social and emotional well being,
  3. individually locate a teacher to interview and document the interview arrangements on the Fieldwork Plan Form, and
  4. complete a Self and Peer Assessment (SPA) online survey about your own and each group members' team work performance.

The assessable submission for Assessment 1 will be comprised of:

  • an Interview Guide (group submission),
  • a completed Fieldwork Plan Form (individual submission), and
  • completion of the Self and Peer Assessment (SPA) online survey (individual submission).

Further task details will be available from the Course and Assessment Guide on the course Moodle site.

Assessment Due Date Week 5 Friday (07-Apr-2017) 05:00 PM AEST
Return Date to Students Week 6 Friday (21-Apr-2017)
Weighting 20%
Assessment Criteria

Assessment 1 will be assessed according to the components/criteria below. The total available mark is 20 and the maximum mark available for each component/criteria is in parentheses.

  1. Interview guide (12 marks, group mark)
  2. Team work skills (5 marks, individual mark)
  3. Field work plan form (3 marks, individual mark)

The detailed marking rubric is available from the Course and Assessment Guide on the Moodle course site.

Referencing Style American Psychological Association (APA)
Submission Online
Group submission

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. apply psychological theories, research and practices to educational psychology topics, issues and case studies

3. integrate ethical and contextual considerations, such as cultural and societal factors, when appraising educational psychology topics, issues and cases

4. plan, conduct, evaluate and report on an information gathering interview

5. collaborate effectively with others on group tasks

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



2 Practical and Written Assessment

Assessment Title PRACTICAL AND WRITTEN ASSESSMENT (Interview and Report)
Task Description

Assessment 1 (Group Work) and Assessment 2 (Practical Assessment and Written Assessment) are integrated around a practical task of conducting an interview with a teacher on the topic of school-based approaches to supporting social and emotional well being. The overall aim of Assessments 1 and 2 is to explore the alignment between theory/research and practices for school-based approaches to supporting social and emotional well being, and the implications for assisting schools to continue their work of supporting social and emotional well being.

For Assessment 2, students will complete the following individual tasks:

  1. conduct and record an interview with a teacher using the Interview Guide prepared for Assessment 1 and with teacher informed consent documented on the Consent Form,
  2. produce a Transcript of the interview recording, and
  3. write a 2000 word Report focused on integrating theory/research (from the literature) and practice (information gained from the interview).

The assessable submission for Assessment 2 will be individual and comprised of the 2000 word Report with two Appendices (the completed Consent Form and the Transcript).

Further task details will be available from the Course and Assessment Guide on the course Moodle site.

Assessment Due Date Week 11 Friday (26-May-2017) 05:00 PM AEST
Return Date to Students Exam Week Friday (16-Jun-2017)
Weighting 50%
Assessment Criteria

Assessment 2 will be assessed according to the components/criteria below. The total available mark is 50 and the maximum mark available for each component/criteria is in parentheses.

  1. Part A: Introduction (10 marks)
  2. Part B: Analysis of theory/research–practice links (10 marks)
  3. Part C: Evaluation of theory/research–practice links (10 marks)
  4. Appendix A: Consent form (5 marks)
  5. Appendix B: Interview transcript (5 marks)
  6. Quality of literacy and written communication skills (5 marks)
  7. Adherence to APA referencing/ presentation style (5 marks)

The detailed marking rubric is available from the Course and Assessment Guide on the Moodle course site.

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. apply psychological theories, research and practices to educational psychology topics, issues and case studies

3. integrate ethical and contextual considerations, such as cultural and societal factors, when appraising educational psychology topics, issues and cases

4. plan, conduct, evaluate and report on an information gathering interview

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



3 Group Discussion

Assessment Title GROUP DISCUSSION (Online Forum Contributions)
Task Description

For Assessment 3, students will post a series of two (2) Moodle discussion forum contributions of 500 words based on the following questions:

  1. What is educational psychology? Where do educational psychologists work and who do they work with? What roles/tasks does an educational psychologist perform?
  2. What is the value and distinctive contribution of educational psychology when compared to other psychology sub-disciplines and/or related displines/roles such as developmental psychology, school psychology/counselling?

Further task details are available from the Course and Assessment Guide on the course Moodle site.

Assessment Due Date Contribution #1 Due Thursday of Week 3 (23 Mar 17) 05:00 PM AEST. Contribution #2 Due Tuesday of Review Week (8 Jun 17) 05:00 PM AEST.
Return Date to Students The mark for each contribution will be returned to students 2 weeks after the due date of each contribution.
Weighting 30%
Assessment Criteria

Each contribution will receive a total mark of 0, 1, or 2 according to the quality of the post assessed against the following criteria:

  1. Relevance
  2. Completeness
  3. Adherence to source and referencing requirements
Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. articulate what educational psychology is and how it is related to and distinct from other specialisations within psychology

2. apply psychological theories, research and practices to educational psychology topics, issues and case studies

3. integrate ethical and contextual considerations, such as cultural and societal factors, when appraising educational psychology topics, issues and cases

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice




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