Educational Psychology
| Module title | Educational Psychology |
|---|---|
| Module code | ERPM010Z |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr Rebecca Georgis (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 | 11 |
| Number students taking module (anticipated) | 20 |
|---|
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 and environmental/ecological). Educational psychologists work 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 tools 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.
- Examine empirical research evidence on topics of interest to educational psychologists.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Discuss theoretical models of learning, behaviour and engagement applied in educational contexts and to the needs of learners with learning and developmental difficulties
- 2. Examine approaches to diagnosis, assessment and intervention for learners with additional needs
- 3. Outline the skills involved in educational psychology practice
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 the field of study
- 6. Address well-defined problems systematically, 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”
Interventions for students with learning difficulties
Approaches to teaching, learning and assessment for learners with particular areas of need
Motivation and student engagement in learning and teaching
Behavioural, cognitive and constructivist views of learning
School behaviour, achievement, and mental health
Diversity and culture 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 |
|---|---|---|
| 27 | 123 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 27 | Engagement online with taught content |
| Guided Independent Study | 27 | Reading (textbooks, journal articles, web resources and lecture slides) in preparation for online taught content |
| Guided Independent Study | 60 | Work on assessments |
| Guided Independent Study | 9 | Collation and review of class materials |
| Guided Independent Study | 27 | 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 |
|---|---|---|---|
| Weekly set activities | Approximately 200 words | 1-9 | Written tutor and peer comments |
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 | 45 | 2000 words | 2,4,5,7-9 | Written feedback and grade |
| Written Assignment | 45 | 1500 words | 1,3,4,6,7-9 | Written feedback and grade |
| Engagement log | 10 | 500 words | 79 | Written feedback and grade |
| 0 | ||||
| 0 | ||||
| 0 |
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) | 2,4,5,7-9 | August/September re-assessment period |
| Written Assignment (1500 words) | Written Assignment (1500 words) | 1,3,4,6,7-9 | August/September re-assessment period |
| Engagement log | Engagement log | 7-9 | August/September re-assessment period |
Indicative learning resources - Basic reading
Adigun, O.B., Fiegener, A.M. & Adams, C.M (2022). Testing the relationship between a need thwarting classroom environment and student disengagement. European Journal of Psychology in Education https://doi.org/10.1007/s10212-022-00622-zCline, T., Gulliford, A., & Birch, S. (2015). Educational psychology. Routledge.
Corno, L. & Anderman, E.M. (2015). Handbook of Educational Psychology, 3rd ed. Routledge.
Frederickson, N. and Cline, T. (2015) Special educational needs, inclusion and diversity. 3rd ed. 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.
Lewis, A. and Norwich, B. (2005) (eds) Special teaching for special children? Open University Press.
Kelly, B., Woolfson, L.M. & Boyle, J. (2016). Frameworks for practice in educational psychology: A textbook for trainees and practitioners. Jessica Kingsley Publishers.
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.
Martin, A. J., Sperling, R. A., & Newton, K. J. (Eds.). (2020). Handbook of Educational Psychology and Students with Special Needs. Routledge.
Matthews, J. S., & López, F. (2020) . Race-reimaging educational psychology research: Investigating constructs through the lens of race and culture. Contemporary Educational Psychology, 61, Contemporary Educational Psychology, 61, 1-7.
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.
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. (2013). Educational Psychology. Theory and Practice. Allyn and Bacon.
Starr, A., & Riemann, R. (2022). Chasing Environmental Influences on School Grades in Childhood and Adolescence. Contemporary Educational Psychology, 102043.
Williams, A. J., Billington, T., Goodley, D., & Corcoran, T. (Eds.). (2016). Critical educational psychology. John Wiley & Sons.
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.
| 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 | 06/06/2022 |
| Last revision date | 11/08/2023 |
