Kurzus nemzetközi vendég- és részidős hallgatóknak

Kar

Pedagógiai és Pszichológiai Kar

Szervezet

PPK Pszichológiai Intézet

Kód

PSYB19-140

Cím

Introduction to Educational Psychology

Tervezett félév

Mindkét

Meghirdetve

2023/24/2

ECTS

3

Nyelv

en

Leírás

INTRODUCTION TO EDUCATIONAL PSYCHOLOGY 2023/2024- Spring semester Teacher: Dóra Eszter Várnai, PhD, Senior Lecturer, external lecturer target="_blank" style="color: blue;" vdora77@staff.elte.hu Date and place of consultation: please email me if you wish to have an online appointment. Date and place of the lecture: Tuesday 8:45-10.15, IZU P3 Aim of the course: The aim of the course is to describe the process of education as a socialization process equally emphasizing parent-child and teacher-student relationships. As a part of discussing educational models, psychological theories and their impact on teaching methods, the organizational aspects of educational institutions and on peer-relations will also be mentioned.  To heighten awareness of social norms and standards of behavior towards persons with special needs the course will emphasize the identification of individual differences among students (special needs, exceptional children) and the different models of service provision and their impact on student wellbeing. Expected outcomes: On cognitive level: to know the most important issues in educational psychology, aspects of family education, to be able to describe group processes, advantages of peer relations and violence is peer groups, to know the most important theories of learning, motivation for learning, classroom discipline, assessment methods in schools, and service of school psychologists. On skill level: to be able to identify the learned theories and apply them is hypothetical educational situations. On motivational level: to understand that educational psychology is an applied science on the borders of psychology, educational sciences, special education, community psychology and sociology. Learning requirements, mode of evaluation, criteria of evaluation: Requirements ORAL EXAM OR WRITTEN EXAM (both individually): based on slides and topics to be handled out by April 15th Introduction to Educational Psychology (13th February 2024) Themes and topics of educational psychology Different perspectives in educational psychoslogy: cognitive, developmental etc. Basic questions of development: Nature vs. nurture theories, stage vs. continuous development Using cognitive development in classroom Piaget’s theory of cognitive development Vigotsky’s theory of cognitive development Moral development (Gender differences in classroom) References: WOOLFOLK, A. (2013). Educational Psychology, 13th Edition, Pearson, London, pp 70-90 Ecological systems and the family (20th Feb 2024) Bronfrennbrenner’s theory Different settings of education: family, peers, school, cyberspace Family as a system (Bowen): the married couple as a subsystem, conflict between parents and its impacts Life cycles in the family Communication in the family Characteristics of family life: family structure, perceived family support, easiness of communication with father and mother (measurement and international data) Cultural differences in family communication References: WOOLFOLK, A. (2013). Educational Psychology, 13th Edition, Pearson, London,  pp 106-111 Parental attitude and styles (27th Feb 2024) The effects of parental style on development: emotional/control dimensions (Sears et al., Becker et al., Baumrind et al, Maccobby and Martin theory Parental monitoring and styles: measurement, international data Parental support and its relation to children’s health: substance use, body image, psychosomatic complaint etc. The effects of parental style on development: emotional/control dimensions (Sears et al., Becker et al., Baumrind et al, Maccobby and Martin theory Role of siblings in child development References: WOOLFOLK, A. (2013). Educational Psychology, 13th Edition, Pearson, London,  pp 106-111 The effects of peer group on child development (5th March 2024) Types and stages of group development Motivations for belonging to a group Relationship of parental vs. peer relations in adolescence The effects of peer relations to children’s health, peer activities Electronic media communication References: WOOLFOLK, A. (2013). Educational Psychology, 13th Edition, Pearson, London, pp 111-113 Bagwell CL, Kochel KP, Schmidt ME. Friends and happiness in adolescence. In: Friendship and happiness: Across the life-span and cultures. Demir, Melikşah (Ed). New York: Springer Science + Business Media; 2015, pp. 99-116. Bokhorst CL, Sumter SR, Westenberg PM. Social support from parents, friends, classmates, and teachers in children and adolescents aged 9 to 18 years: Who is perceived as most supportive? Social Development 2010; 19(2): pp. 417-426. Peer violence. (12th March 2024) Definition, prevalence of bullying and cyberbullying Impact of bullying on health and well being Group dinamics in bullying: the perpetrator, the victim and the bystanders Prevention of bullying: basic principle, international programs References: WOOLFOLK, A. (2013). Educational Psychology, 13th Edition, Pearson, London, 114-116, 532-540 Craig WM, Pepler DJ. Observations of Bullying and Victimization in the School Yard. Canadian Journal of School Psychology. 1998;13(2):41–59. Olweus D, Dan O. Bully/victim problems in school: Knowledge base and an effective intervention program. The Irish Journal of Psychology. 1997;18(2):170–90. Pepler DJ, Craig WM, Paul O ’connell, Rona A, Alice C. Making a difference in bullying: evaluation of a systemic school-based programme in Canada. In: Bullying in Schools.2004 p. 125–40. Ttofi MM, Farrington DP. Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. J Exp Criminol. 2010;7(1):27–56. Espelage DL. Ecological Theory: Preventing Youth Bullying, Aggression, and Victimization. Theory Pract. 2014;53(4):257–64. Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-bullying intervention: implementation and outcome. British Journal of Educational Psychology, 75, 465-487. Key processes in school 1. - Learning: Behavioral perspectives (19th March 2024) Theories of learning and acquisition of knowledge: behaviorism, cognitive theories, constructivism Classical conditioning Operant conditioning Schedule of reinforcement Applying Premack principles and shaping in classrooms Reducing undesirable behavior in classrooms References: WOOLFOLK, A. (2013). Educational Psychology, 13th Edition, Pearson, London, pp 280-298 Key processes in school 2. - Learning: Cognitive perspectives (27th March 2024) Structure of memory Mnemonic devices Memory problems Transfer Creativity and how to advance it Implication of cognitive learning in classrooms Constructivist theory of learning and main implications References: WOOLFOLK, A. (2013). Educational Psychology, 13th Edition, Pearson, London, pp 323-326, 330-344 Motivation in Learning (9th April 2024) Attribution Theory (Weiner) Achievement Goal Theory (Dweck, C., Elliot, A. J.) Self-Determination Theory (Deci, E. L., Ryan, R. M.) A social-cognitive approach to motivation (Dweck and Leggett) Students with low motivation for learning References WOOLFOLK, A. (2013). Educational Psychology, 13th Edition, Pearson, London, pp 470-488 Deci EL & Ryan RM. Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Canadian Psychology-Psychologie Canadienne 2008; 49(3): pp. 182-5. Fried, L. (2010). Understanding and enhancing emotion and motivation regulation strategy use in the classroom. The International Journal of Learning. 17 (6), 127-139. Assessment of learning. Instructional pedagogy. (16th April 2024) Types of Instructions in school Bloom’s taxonomy Classroom management models: Wong’s Theory Dreiskurs Model of Social Discipline Gordon’s model: ownership problem, I messages Types of assessment References: WOOLFOLK, A. (2013). Educational Psychology, 13th Edition, Pearson, London, pp 514-527, 541-547, 566-569, 596-599 Arguera, N. The effects of school work pressure on depression and substance use: A cross-national study of school-aged children in Canada and Finland (Doctoral dissertation, University of Calgary); 2015. Individual differences (23th April 2024) Students’ cognitive and temperament styles as a basis of individual differences; Socialization of children with special education needs; Meeting special education needs in schools: models of service provision Specific learning disabilities: dyslexia, dyscalculia, dysgraphia and ADHD; developmental delays, Asperger syndrome Giftedness and talent: identification, types and models of service provision) References WOOLFOLK, A. (2013). Educational Psychology, 13th Edition, Pearson, London, pp 579-585, 181-189, 146-171 Pashler, H., McDaniel, M., Rohrer, D. and Bjorl, R. (2009) Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9 (3), 105-119. URL: http://steinhardtapps.es.its.nyu.edu/create/courses/2174/reading/Pashler_et_al_PSPI_9_3.pdf Karande, S. (2012) Quality of Life in Children Diagnosed with Specific Learning Disability or Attention-Deficit/Hyperactivity Disorder. In D. Petersen and D. Hollar (Eds.) Handbook of children with special health care needs.(73-87) New York, NY: Springer Role of teachers in school. Connectivism perspective. Current issues in education (30th April 2024) Different roles of teachers Leadership types by Kurt Lewin Causes of teacher burnout Connectivism and its main implications Connectivism perspective on learning. XXI. century educational challenges (most efficient educational systems and new educational contents) School climate, school pressure and its effects on children’s health References WOOLFOLK, A. (2013). Educational Psychology, 13th Edition, Pearson, London, pp 579-585, 181-189, 146-171 Buckingham, D., & Willett, R. (2013). Digital Generations: Children, Young People, and the New Media. Routledge. Vernon L, Barber BL, Modecki KL. Adolescent problematic social networking and school experiences: the mediating effects of sleep disruptions and sleep quality. Cyberpsychology, Behavior, and Social Networking. 2015 Jul 1;18(7):386-92. School psychology. (7Th May 2024) Task and services of a school psychologist Summary. Closing of the course (14th May 2024) Summary and feedback on the course The general aim of an introduction to educational psychology course is to provide an overview of the fundamental principles and theories of psychology as they relate to teaching and learning (not only in school, but also in families and from peers). The course typically covers a wide range of topics, including family environment, cognitive development, motivation, learning styles, memory, and assessment. The course is designed to help students understand the ways in which psychological principles can be applied to education, and how these principles can be used to enhance the learning process. Through the course, students gain an understanding of the different factors that influence learning, and how teachers can use this knowledge to create effective learning environments that cater to the diverse needs of their students. In addition, an introduction to educational psychology course may also cover topics such as classroom management, student diversity, and special education. These topics are important for helping students understand the challenges that teachers may face in their classrooms, and how to effectively address these challenges using evidence-based practices. Overall, the goal of an introduction to educational psychology course is to provide students with a foundation in the basic principles of psychology and their applications to education. This knowledge can be useful not only for future teachers but also for anyone interested in understanding the complex processes of teaching and learning.

Oktatás célja

The general aim of an introduction to educational psychology course is to provide an overview of the fundamental principles and theories of psychology as they relate to teaching and learning (not only in school, but also in families and from peers). The course typically covers a wide range of topics, including family environment, cognitive development, motivation, learning styles, memory, and assessment. The course is designed to help students understand the ways in which psychological principles can be applied to education, and how these principles can be used to enhance the learning process. Through the course, students gain an understanding of the different factors that influence learning, and how teachers can use this knowledge to create effective learning environments that cater to the diverse needs of their students. In addition, an introduction to educational psychology course may also cover topics such as classroom management, student diversity, and special education. These topics are important for helping students understand the challenges that teachers may face in their classrooms, and how to effectively address these challenges using evidence-based practices. Overall, the goal of an introduction to educational psychology course is to provide students with a foundation in the basic principles of psychology and their applications to education. This knowledge can be useful not only for future teachers but also for anyone interested in understanding the complex processes of teaching and learning. Learning outcome, competences knowledge: knows the most important expressions and phenomena of educational psychology  (cognitive development, bullying, cyberbullying, group development, friendship development, learning disorders, approaches of human learning and learning motivation, instructional pedagogy etc.) and the fundamental texts and contexts of the development of European identity; has appropriate knowledge how educational sciences, developmental-, personality-, social- and cognitive psychology, IT, sociology, anthropology contribute  to shape educational challenges and research questions in the future; acknowledges that educational psychology is an applied science attitude: is sensitive to and interested in noticing educational psychology problems acknowledges that some educational problem arises on cognitive developmental or institutional background, not necessarily due to emotional reasons his/her behavior in human relationships is ethical and humane; when using his/her knowledge, s/he is empathic, tolerant, flexible, and creative; skills: is able to interpret educational psychological phenomena; is able to offer relevant approaches to educational problems (e.g. to check learning disorders, introduce antibullying programs etc.)

Tantárgy tartalma

1. Introduction to Educational Psychology Themes and topics of educational psychology Different perspectives in educational psychology: cognitive, developmental etc. Basic questions of development: Nature vs. nurture theories, stage vs. continuous development Using cognitive development in classroom Piaget’s theory of cognitive development Vigotsky’s theory of cognitive development Moral development (Gender differences in classroom) 2. Ecological systems and the family Bronfrennbrenner’s theory Different settings of education: family, peers, school, cyberspace Family as a system (Bowen): the married couple as a subsystem, conflict between parents and its impacts Life cycles in the family Communication in the family Characteristics of family life: family structure, perceived family support, easiness of communication with father and mother (measurement and international data) 3. Parental attitude and styles The effects of parental style on development: emotional/control dimensions (Sears et al., Becker et al., Baumrind et al, Maccobby and Martin theory Parental monitoring and styles: measurement, international data Parental support and its relation to children’s health: substance use, body image, psychosomatic complaint etc. The effects of parental style on development: emotional/control dimensions (Sears et al., Becker et al., Baumrind et al, Maccobby and Martin theory Role of siblings in child development ​4. The effects of peer group on child development Types and stages of group development Motivations for belonging to a group Relationship of parental vs. peer relations in adolescence The effects of peer relations to children’s health, peer activities Electronic media communication 5. Peer violence Definition, prevalence of bullying and cyberbullying Theoretical models of bullying Impact of bullying on health and well being Group dinamics in bullying: the perpetrator, the victim and the bystanders Prevention of bullying: basic principle, international programs 6. Key processes in school 1. - Learning: Behavioral perspectives Theories of learning and acquisition of knowledge: behaviorism, cognitive theories, constructivism Classical conditioning Operant conditioning Schedule of reinforcement Applying Premack principles and shaping in classrooms Reducing undesirable behavior in classrooms 7. Key processes in school 2. - Learning: Cognitive perspectives Structure of memory Mnemonic devices Memory problems Transfer Creativity and how to advance it Implication of cognitive learning in classrooms Constructivist theory of learning and main implications 8. Motivation in Learning Attribution Theory (Weiner) Achievement Goal Theory (Dweck, C., Elliot, A. J.) Self-Determination Theory (Deci, E. L., Ryan, R. M.) A social-cognitive approach to motivation (Dweck and Leggett) Students with low motivation for learning 9. Assessment of learning. Instructional pedagogy. Types of Instructions in school Bloom’s taxonomy Classroom management models: Wong’s Theory Dreiskurs Model of Social Discipline Gordon’s model: ownership problem, I messages Types of assessment 10. Individual differences Students’ cognitive and temperament styles as a basis of individual differences; Socialization of children with special education needs; Meeting special education needs in schools: models of service provision Specific learning disabilities: dyslexia, dyscalculia, dysgraphia and ADHD; developmental delays, Asperger syndrome Giftedness and talent: identification, types and models of service provision) 11. Role of teachers in school. Connectivism perspective. Current issues in education Different roles of teachers Leadership types by Kurt Lewin Causes of teacher burnout Connectivism and its main implications Connectivism perspective on learning. XXI. century educational challenges (most efficient educational systems and new educational contents) School climate, school pressure and its effects on children’s health 12. School psychology. Closing of the course. Task and services of a school psychologist Summary and feedback on the course

Számonkérés és értékelés

Oral or written exam: based on the slides of the classes The possible topics will be handed out prior to the exams. WOOLFOLK, A. (2013). Educational Psychology, 13th Edition, Pearson, London handbook will help with the exam preparations (related chapters are highlighted in the semester course desription) Grading: 1-5

Irodalomjegyzék

WOOLFOLK, A. (2013). Educational Psychology, 13th Edition, Pearson, London Suggested readings: Bagwell CL, Kochel KP, Schmidt ME. Friends and happiness in adolescence. In: Friendship and happiness: Across the life-span and cultures. Demir, Melikşah (Ed). New York: Springer Science + Business Media; 2015, pp. 99-116. Bokhorst CL, Sumter SR, Westenberg PM. Social support from parents, friends, classmates, and teachers in children and adolescents aged 9 to 18 years: Who is perceived as most supportive? Social Development 2010; 19(2): pp. 417-426. Craig WM, Pepler DJ. Observations of Bullying and Victimization in the School Yard. Canadian Journal of School Psychology. 1998;13(2):41–59. Olweus D, Dan O. Bully/victim problems in school: Knowledge base and an effective intervention program. The Irish Journal of Psychology. 1997;18(2):170–90. Pepler DJ, Craig WM, Paul O ’connell, Rona A, Alice C. Making a difference in bullying: evaluation of a systemic school-based programme in Canada. In: Bullying in Schools.2004 p. 125–40. Ttofi MM, Farrington DP. Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. J Exp Criminol. 2010;7(1):27–56. Espelage DL. Ecological Theory: Preventing Youth Bullying, Aggression, and Victimization. Theory Pract. 2014;53(4):257–64. Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-bullying intervention: implementation and outcome. British Journal of Educational Psychology, 75, 465-487. Deci EL & Ryan RM. Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Canadian Psychology-Psychologie Canadienne 2008; 49(3): pp. 182-5. Fried, L. (2010). Understanding and enhancing emotion and motivation regulation strategy use in the classroom. The International Journal of Learning. 17 (6), 127-139. Arguera, N. The effects of school work pressure on depression and substance use: A cross-national study of school-aged children in Canada and Finland (Doctoral dissertation, University of Calgary); 2015. Pashler, H., McDaniel, M., Rohrer, D. and Bjorl, R. (2009) Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9 (3), 105-119. URL: http://steinhardtapps.es.its.nyu.edu/create/courses/2174/reading/Pashler_et_al_PSPI_9_3.pdf Karande, S. (2012) Quality of Life in Children Diagnosed with Specific Learning Disability or Attention-Deficit/Hyperactivity Disorder. In D. Petersen and D. Hollar (Eds.) Handbook of children with special health care needs.(73-87) New York, NY: Springer Buckingham, D., & Willett, R. (2013). Digital Generations: Children, Young People, and the New Media. Routledge. Vernon L, Barber BL, Modecki KL. Adolescent problematic social networking and school experiences: the mediating effects of sleep disruptions and sleep quality. Cyberpsychology, Behavior, and Social Networking. 2015 Jul 1;18(7):386-92.

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