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

2024/25/1, 2024/25/2

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

Aim of the course Aim of the course: ….is to describe the process of education as a socialization process equally emphasizing parent-child and teacher-student relationships, and in line with ecological approaches provide description of interactions among processes at society, family and educational institution levels, so as students can identify the processes described in theories as they surface in the applied field.  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 among students are also be identified so that students will be able to identify possible causes of problem situations.  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. To heighten awareness regarding historical roots of the science and the social embeddedness of psychological processes, the organizational aspects of educational institutions will be analyzed, their role in primary prevention (evidence based efficient models) and their effect on student learning outcomes, including traditional and student-centered approaches, as well as the evolution of school psychological services, present trends and future challenges will be discussed. Learning outcome, competences knowledge: ·knows the most important expressions and phenomena of social psychology (social cognition, attitude organization, cognitive styles, individual and social systems of views, social behavior, helping and aggressive behavior, social roles, social identity) and the fundamental texts and contexts of the development of European identity; ·has appropriate knowledge in the main fields of analysis and interpretation of the typical research questions of psychology; attitude: ·is sensitive to and interested in noticing psychological phenomena and problems; ·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 psychological phenomena and knows the historical rootedness of psychology as science; ·is able to see causal relationships, can think logically, and can prepare comprehensive reviews; can perceive human behavior distinctly and can recognize situations efficiently;

Tantárgy tartalma

Content of the course Topics of the course  Ecological systems and the family (Ecological perspectives of child rearing: basic processes of socialization; Life-cycle of the family, family dysfunctions; Parenting styles and their correlates in different cultural contexts)  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; Giftedness and talent: identification, types and models of service provision)  Key processes in schools (Normative crises in schools: transition planning & social-emotional learning; Learning and motivation)  Schools as organizations (School as an organization – school climate & values; Teacher vs. student centered classrooms; Helping professions in schools– school psychology: an international perspective) Learning activities, learning methods whole-group discussion, analyzing films,

Számonkérés és értékelés

Evaluation of outcomes Learning requirements, mode of evaluation, criteria of evaluation: requirements Oral exam – questions to be posted after the spring break consisting of vignettes – short descriptions of problem-situations that characteristically appear in educational contexts. The student has to identify possible causes and solutions based on lectures, class discussions and required readings. definitions – 10 randomly assigned key-concepts from the course to be defined For those less comfortable with an oral exam (e.g. Erasmus students) - as a partial fulfillment of the course a completion of a mini-project by the end of the study period of the semester on one of the themes in the syllabus is an option. The precise theme and content overview has to be discussed with the lecturer beforehand (before spring break at the latest). mode of evaluation:  grading on a 1-5 scale 0-55 points – 1 (fail); 56-67 points – 2 (pass); 68-80 points – 3 (satisfactory); 81-90 points – 4 (good); 91-100 points – 5 (excellent) criteria of evaluation: Mini-project: succinct description of the phenomenon to be discussed, its implication for socialization/education, identification of theoretical underpinnings of compared aspects and their importance for students outcomes – 35 000-40 000 characters – including APA style references (maximum 50 points) Vignettes – where the reasoning behind identifying the problem and its possible solutions, the appropriate use of technical terms, citation and utilization of information present in literature are evaluated. (maximum 30 points if mini-project is written – and 80 points without mini-project) Definitions – every correct definition gets 2 points (maximum 20 points)

Irodalomjegyzék

Compulsory reading list Choose at least four articles for each main topic! Ecological systems and the family Kagitcibasi, C. (2002). A Model of Family Change in Cultural Context. Online Readings in Psychology and Culture, 6(3). http://dx.doi.org/10.9707/2307-0919.1059 Trommsdorff, G. (2002). An Eco-Cultural and Interpersonal Relations Approach to Development over the Life Span. Online Readings in Psychology and Culture, 6(2).  http://dx.doi.org/10.9707/2307-0919.1057  Super, C.M. & Harkness, S (1994) The Developmental Niche. In Lonner. W. J. and Malpass, R. S. (Eds.)(1994). Psychology and culture. (95-100) Needham Heights, MA: Allyn and Bacon. http://eyewitness.utep.edu/3331/Lonner&Malpass1994%20Chap%2013.pdf Harkness, S. & Super, C.M.(wd) Themes and Variations: Parental Ethnotheories in Western Cultures. In Rubin, K. Chung, E.B. (Ed.), Parental beliefs, parenting, and child development in cross-cultural perspective. (61-81) New York: Psychology Press. http://brown.edu/Departments/Human_Development_Center/Roundtable/Harkness.pdf  Bronfenbrenner, U. (1994) Ecological models of human development. In International Encyclopedia of Education, Vol.3. (2nd Edition) Oxford: Elsevier. http://www.psy.cmu.edu/~siegler/35bronfebrenner94.pdf Bronfenbrenner, U. and Evans, G., W. (2000) Developmental Science in the 21st Century: Emerging Questions, Theoretical Models, Research Designs and Empirical Findings. Social Development, 9(1), 115–125.  DOI: 10.1111/1467-9507.00114 Spagnola, M & Fiese, B.H. (2007) Family routines and rituals. Infants and Young Children, 20 (4), 284-299. Rohner, R. P., & Khaleque, A. (2002). Parental Acceptance-Rejection and Life-Span Development: A Universalist Perspective. Online Readings in Psychology and Culture, 6(1). http://dx.doi.org/10.9707/2307-0919.1055 Schwarz, B., Mayer, B., Trommsdorff, G., Ben-Arieh, A., Friedlmeier, M., Lubiewska, K.,  Mishra, R. and Peltzer, K. (2012) "Does the Importance of Parent and Peer Relationships for Adolescents’ Life Satisfaction Vary Across Cultures?  Peer Reviewed Articles. Paper 41. URL:http://scholarworks.gvsu.edu/psy_articles/41 Hedegaard, M.(2009)Children’s Development from a Cultural–Historical Approach: Children’s Activity in Everyday Local Settings as Foundation for Their Development. Mind, Culture, and Activity, 16, 64–81. DOI: 10.1080/10749030802477374 Ou, S.R., and Reynolds, A.J. (2008) Predictors of Educational Attainment in the Chicago Longitudinal Study. School Psychology Quarterly, 23(2), 199–229. Individual differences Montgomery, M.S. and Groat, L.N. (n.d) Student learning styles and their implications for learning. The Centre for Research on Learning and Teaching. Occasional papers No. 10. URL: http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no10.pdf 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 Hassall, R., Rose, J. & McDonald, J. (2005) Parenting stress in mothers of children with an intellectual disability: the effects of parental cognitions in relation to child characteristics and family support. Journal of Intellectual Disability Research, 49 (6), 405-418. doi: 10.1111/j.1365-2788.2005.00673.x URL: http://uais.lzu.edu.cn/uploads/soft/20110811/18-110Q1100448.pdf  Eisenhower, A.S., Baker, B.L. and J. Blacher, J. (2005) Preschool Children with Intellectual Disability: Syndrome Specificity, Behaviour Problems, and Maternal Well-Being. Journal of Intellectual Disability Research, 49 (9), 657-671. URL: http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2788.2005.00699.x/pdf    Thomas, S.B. and Dykes, F. (2011) Promoting Successful Transitions: What Can We Learn From RTI to Enhance Outcomes for All Students? Preventing School Failure, 55(1), 1–9. DOI: 10.1080/10459880903217978 Reynolds, C.R. and Shaywitz, S.E. (2009) Response to Intervention: Ready or Not? Or, From Wait-to-Fail to Watch-Them-Fail. School Psychology Quarterly, 24( 2), 130–145. 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 Rubinsten, O., Henik, A. (2009). Developmental Dyscalculia: heterogeneity might not mean differentmechanisms. Trends in Cognitive Sciences, 13(2) 92-99. Rimm, S. (2008) Underachievement Syndrome: A Psychological Defensive Pattern. In S. Pfeiffer (Ed.) Handbook of giftedness in children. (139-161) New York, NY: Springer Scott Barry Kaufman, S.B. and Sternberg, R.J. (2008) Conceptions of giftedness. In S. Pfeiffer (Ed.) Handbook of giftedness in children. (71-93) New York, NY: Springer Li, H., Lee, D., Pfeiffer, S.I., Kamata, A., Kumtepe, A.T.,  and Rosado, J.  (2009) Measurement Invariance of the Gifted Rating Scales—School Form Across Five Cultural Groups. School Psychology Quarterly, 24 (3), 186–198. Key processes in schools Carter, E.W., Trainor, A.A., Sun, Y. and Owens, L. (2009) Assessing the Transition-Related Strengths and Needs of Adolescents With High-Incidence Disabilities. Exceptional Children, 76(1), 74-94. Kellems, R.O. and Morningstar, M.E. (2010) Tips for Transition. Teaching Exceptional Children, 43(2),60-68. Malka, A. and Covington, M.V. (2005) Perceiving school performance as instrumental to future goal attainment: Effects on graded performance. Contemporary Educational Psychology, 30,60–80. Gullone, E., Hughes,K.  E., King, J.N., Tonge, B. (2010). The normative development of emotion regulation strategy use in children and adolescents: a 2-year follow-up study. Journal of School Psychology, 51 (5), 567-574. Fried, L. (2010). Understanding and enhancing emotion and motivation regulation strategy use in the classroom. The International Journal of Learning. 17 (6), 127-139.   Schools as organizations Anthony L. Hemmelgarn, Charles Glisson, Lawrence R. James (2006). Organizational culture and climate: Implications for services and interventions research. Clinical Psychology: Science and Practice, 13 (1),73-89. Hattie, J. (2005). The paradox of reducing class size and improving learning outcomes. International Journal of Educational Research 43, 387–425. Koth, C.W.,  Bradshaw, C.P. & Leaf, P.J. (2008). A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors. Journal of Educational Psychology, 100 (1), 96–104. Elovainio , M., Pietikäinen, M.,  Luopa, P., Kivimäki, M.,  Ferrie, J.E., Jokela, J., Sakari Suominen, S., Vahtera, J. & Marianna Virtanen, M. (2011). Organizational justice at school and its  with pupils’ psychosocial school environment, health, and wellbeing. Social Science & Medicine, 73, 1675-1682. Garrett, T. (2008) Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers. Journal of Classroom Interaction, 43(1), 34-47. Doyle, W. (2009). Situated practice: A reflection on person-centered classroom management. Theory Into Practice, 48 (2),156–160. Freiberg, H.J. & Lamb, S.M. (2009). Dimensions of Person-Centered Classroom Management. Theory Into Practice, 48, 99-105. DOI: 10.1080/00405840902776228 Shernoff, D. J., & Csikszentmihalyi, M. (2009). Flow in schools: Cultivating engaged learners and optimal learning environments. In R. Gilman, E. S. Huebner, & M. Furlong (Eds.), Handbook of Positive Psychology in Schools (pp. 131-145). New York: Routledge. URL:http://www.cedu.niu.edu/~shernoff/Shernoff%20and%20Csikszentmihalyi%20C011.pdf Thomas D. Oakland and Shane R. Jimerson (2007). School Psychology Internationally: A retrospective view and influential conditions in: S.R. Jimerson, T.D. Oakland, P.T. Farrell (eds). Handbook of international school psychology. (pp.453-462). Thousand Oaks, CA:Sage Jacqueline L. Cunningham (2007). Centripetal and centrifugal trends influencing school psychology’s international development. In S.R. Jimerson, T.D. Oakland, P.T. Farrell (eds). Handbook of international school psychology. (pp.463-474). Thousand Oaks, CA: Sage Shane R. Jimerson, Kelly Graydon, Michael Curtis, and Rene Staskal (2007).The International School Psychology Survey: Insights from school psychologists around the world. In S.R. Jimerson, T.D. Oakland, P.T. Farrell (eds). Handbook of international school psychology. (pp.481-500). Thousand Oaks, CA:Sage Peter T. Farrell, Shane R. Jimerson, and Thomas D. Oakland (2007). Summary and synthesis of international school psychology. In S.R. Jimerson, T.D. Oakland, P.T. Farrell (eds). Handbook of international school psychology. (pp.501-510). Thousand Oaks, CA:Sage

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