Educational Psychology

Module title	Educational Psychology
Module code	ERPM010
Academic year	2023/4
Credits	15
Module staff	Dr Rebecca Georgis (Convenor)

Duration: Term	1	2	3
Duration: Weeks		11

Number students taking module (anticipated)	35

Module description

This module provides an introduction to applied psychology in educational settings. Educational psychology is concerned with how children and young people learn and the factors that influence learning and school engagement (cognitive, behavioural, social-emotional, environmental, ecological). In this module, you will become familiar with the role of the educational psychologists in working with teachers, parents, learners and other stakeholders to understand, assess, and support additional learning needs in formal and informal educational contexts. This module is a key starting point for anyone considering a career in educational psychology, enabling them to understand the nature of the role and acquire foundational knowledge and skills.

Module aims - intentions of the module

The module aims to help you to:

Develop a broad and critical understanding of theory, research, and practice in Educational Psychology.
Engage with issues and debates in the assessment and diagnosis of learning and behaviour difficulties in educational settings.
Understand the role of the educational psychologist, the systems they work in, and the skills involved in practice.
Become familiar with topics of interest to educational psychologists and contemporary research on these topics.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. Draw on theory, research and practice to discuss topics of interest to educational psychologists
2. Describe and evaluate approaches to diagnosis, assessment, and intervention for learners with additional needs
3. Demonstrate awareness of the factors that can influence learning and the role educational psychologists can play in supporting children and young peoples learning and development

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

4. Acquire factual and conceptual knowledge of the subject, and demonstrate understanding of this knowledge
5. Review and evaluate empirical research evidence and published literature in this field of study
6. Address well-defined problems systematically, think critically and creatively, and begin to appreciate the complexities of the issues

ILO: Personal and key skills

On successfully completing the module you will be able to...

7. Take responsibility for your own learning, with appropriate support
8. Develop clear and logical arguments in your written work
9. Collect and manage appropriate information from a range of sources and undertake essential study tasks under guidance

Syllabus plan

Whilst the module’s precise content may vary over time, it is envisaged that the syllabus will consider a range of issues that relate to various important areas of educational psychology. The syllabus will consider theory and research in this area of psychological study. Indicative examples of what may be covered include:

Learner differences and learning needs
The diagnosis and assessment of learning difficulties
Approaches to teaching, learning and intervention for learners with particular areas of need
Academic motivation and student engagement in learning
Behavioural, cognitive and constructivist views of learning
School behaviour, achievement, and mental health
Diversity and inclusion in educational settings
Educational Psychology Practice

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
33	117	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled Learning & Teaching activities	33	Combined seminar and lecture sessions
Guided Independent Study	30	Reading (textbooks, journal articles, web resources and lecture slides) in preparation for taught content
Guided Independent Study	65	Work on assessments (formative and summative)
Guided Independent Study	10	Collation and review of class materials
Guided Independent Study	12	Undertaking additional class tasks and activities (e.g. on ELE)

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Presentation	7.5 minutes (750 word equivalent)	1, 2, 5, 6, 7, 9	Written tutor and peer feedback

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
100	0	0

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Written Assignment	50	2000 words	2, 3, 4, 5, 7-9	Written feedback and grade
Written Assignment	50	1500 words	1, 3, 4, 6, 7-9	Written feedback and grade

Details of re-assessment (where required by referral or deferral)

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Written Assignment (2000 words)	Written Assignment (2000 words)	2, 3, 4, 5, 7-9	August/September re-assessment period
Written Assignment (1500 words)	Written Assignment (1500 words)	1, 3, 4, 6, 7-9	August/September re-assessment period

Indicative learning resources - Basic reading

Cline, T., Gulliford, A., & Birch, S. (2015). Educational psychology (2^nd ed). Routledge.
Frederickson, N. and Cline,T. (2015) Special educational needs, inclusion and diversity. 3 ^rded. Open University Press.
Gilmore, L., & Campbell, M. (2019). ‘It’s a lot trickier than I expected’: Assessment Issues and Dilemmas for Intern Psychologists. The Educational and Developmental Psychologist, 36 (1), 3-7.
- Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37.
- Loftus-Rattan, S. M., Wrightington, M., Furey, J., & Case, J. (2023). Multi-tiered system of supports: An ecological approach to school psychology service delivery. Teaching of Psychology, 50(1), 77-85.
- Lavrijsen, J., Vansteenkiste, M., Boncquet, M., & Verschueren, K. (2022). Does motivation predict changes in academic achievement beyond intelligence and personality? A multitheoretical perspective. Journal of Educational Psychology, 114 (4), 772.
- Rowley, J., Giles, P., Hammond, A., Hussein, A., Oakey, M., O'hara, S., ... & Wood, K. (2023). Applying a framework for critical reflection in educational psychology practice: views of trainee educational psychologists. Educational Psychology in Practice, 39(1), 19-37.
- Murphy, D., Leonard, S. J., Taylor, L. K., & Santos, F. H. (2022). Educational achievement and bullying: The mediating role of psychological difficulties. British journal of educational psychology, 92(4), 1487-1501.
- Schunk, D.H. (2013). Learning Theories. An Educational Perspective . Pearson-Merrill Prentice Hall.
- Skinner, E. A., Rickert, N. P., Vollet, J. W., & Kindermann, T. A. (2022). The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement. Educational Psychologist, 57 (2), 87-113.
- Slavin, R. (2014). Educational Psychology. Theory and Practice. (10^th ed) Allyn and Bacon.
- Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84 (5), 204-212.

Key words search

Education, psychology, special educational needs, learning difficulties, school, motivation, behaviour, assessment

Credit value	15
Module ECTS	7.5
Module pre-requisites	None
Module co-requisites	None
NQF level (module)	7
Available as distance learning?	No
Origin date	18/04/2023
Last revision date	28/04/2023