Educational Psychology

 Knowledge and Skills: [measure]

 Candidates describe ways to facilitate the learning of challenging Candidates by applying behavior and learning theory in a virtual classroom environment. (1a, 1b, 2a, 3a, 3c, 3e) [contextual factors project, exams]

1. Candidates recognize, understand, and address in both writing and informed discussion the implications of the many developmental phenomena associated with teaching and learning. (1b) [contextual factors project, exams]
2. Candidates recognize, understand, and address both in writing and informed discussion the implications of the many cognitive and behavioral phenomena associated with teaching and learning. (1a) [contextual factors project, exams]
3. Candidates recognize, understand, and address both in writing and informed discussion the implications of the many issues influencing student motivation and engagement. (3c) [contextual factors project, exams]
4. Candidates recognize, understand, and address both in writing and informed discussion the many aspects of developing culture for learning and a positive environment of respect and rapport. (2a, 2b) [discussion, exams]
5. Candidates recognize, understand, and address both in writing and informed discussion the nature and implications of both student-centered and teacher-centered approaches to teaching and learning. (1a) [contextual factors project, exams]
6. Candidates recognize, understand, and address both in writing and informed discussion the role of assessment and its impact on learning. (3d)  [contextual factors project, exams]
7. Candidates recognize, understand, and address both in writing and informed discussion models of student-teacher interaction and the related affective influences that impact learning.  (2a, 3a) [exams]
8. Candidates develop a vision of learning that promotes the success of all Candidates based upon relevant knowledge and theories, including but not limited to an understanding of the diversity of learners and learner's needs, and schools as interactive, social and cultural systems. [contextual factors]
9. Candidates develop an awareness of learning differences, multicultural awareness, gender sensitivity, and ethnic appreciation in the campus community. [contextual factors, book report]

 Dispositions: [measure]

 Candidates are punctual and attend class regularly.  They arrive on time for classes and other professional activities and regularly attend all classes and related experiences. 

1. Candidates work productively with faculty and peers.  They accept and act upon constructive criticism, are positive and productive participants of collaborative groups, engage in professional dialogues, and demonstrate respect and understanding for Candidates, instructors, supervisors, and peers. [direct observation of group work]
2. Candidates demonstrate effective and appropriate use of both written and oral communication skills. [various written assignments and class discussion]
3. Candidates demonstrate personal and scholastic integrity. They are truthful and forthcoming, claim credit only for original work, and scrupulously document the work of others.  [study questions and book report]
4. Candidates maintain positive and appropriate relationships with peers and faculty.  These relationships are void of all forms of threat, harassment, and abuse.  [direct observation]
5. Candidates exhibit emotional, intellectual, and physical characteristics requisite to effective teaching.  [direct observation]
6. Candidates with disabilities that impinge upon their ability to complete coursework or teach effectively must notify the Office of Disabilities and provide documentation as needed to insure reasonable accommodation. [direct observation] 

Reading is an essential element of this course. All assigned texts should be read carefully and notes should be taken. Candidates are responsible for the content of all assigned reading and are expected to participate actively in (informed) class discussions of the reading.

Discussions are conducted online and allow students to test their understanding of concepts related to teaching and learning and to broaden their perspective by interacting with other students on relevant topics.  

The Movie Report provides access to a wider and richer source of teaching related knowledge and an opportunity to reflect upon what has been learned in class and the reality of the classroom. Book Reports are based upon either fiction or non-fiction books about teaching or teachers who work in high schools and are 2 page reports relating the contents (characters, setting, etc.) of the book to topics and issues discussed in this class.  Book Reports are presented to the class on the due date. 

The Contextual Factors Report is a written report that demonstrates an awareness of the contextual factors that influence teaching decisions. It is based upon virtual teaching contexts and includes a description of a school, the community it serves, and a classroom.  

TExES PPR Preparation is integrated into the course and aligns course content with the state licensure examination. Educational Psychology addresses many of the standards measured by the Professional Pedagogy and Responsibilities TExES. TExES preparation involves direct instruction in TExES biases and the use of practice questions for the PPR exam. A complete practice Pedagogy and Professional Responsibility exam for 8-12 and EC-12 certification is completed toward the end of this course, followed by discussion and review.

Examinations include periodic quizzes, the mid term exam, and the final exam. All are multiple choice cumulative examinations that mimic the licensure exams in style.

Movie Report = 10 points

Contextual Factors Report = 20 points

Online Discussion = 20 points

Quizzes = 5 points each (40 points)

Mid Term Exam = 15 points

Final Exam = 30 points

A=90%

B=80%

C=70%

D=60%

F= below 60%                                   

Written assignments are submitted electronically in MSWord or Rich Text File format. Specific requirements and details regarding content and style are provided in the course syllabus. 

Late work is not accepted.

The professional blocks are about learning the behaviors and dispositions related to the teaching profession. Professional educators are dependable, reliable, and responsible. Therefore, as a teacher candidate, your prompt and regular attendance is expected.  I do not "excuse" absences. If you are not able to attend, for any reason, you will be counted absent. I will not remind you of your absences or warn you of consequences. On your 4^th absence, you will be dropped from the course and a fitness (for the teaching profession) report will be filed.  

Other Class Policies

 As the faculty of the West College of Education, we are dedicated to helping meet the needs of our students with disabilities and are eager to provide the accommodations to which such students are entitled.  If you have a documented disability and are registered with the Office of Disability, please let your instructor know to expect a letter from that office describing the accommodations to which you are entitled.  If you have a documented disability but are not registered with the Office of Disability, please contact that office immediately to register.

Plagiarism Statement

 "By enrolling in this course, the student expressly grants MSU a 'limited right' in all intellectual property created by the student for the purpose of this course. The 'limited right' shall include but shall not be limited to the right to reproduce the student's work product in order to verify originality, authenticity, and educational purposes." (Student Handbook)

 Plagiarism is defined as claiming credit for the work of another or improper/inadequate citation and documentation of sources of information (ideas) or direct quotations.  Plagiarism is a serious form of academic dishonesty.  If you are found to have committed plagiarism in this class, you will be dropped from the class with an F.