Overview
This unit aims to introduce students to educational psychology, the area of behavioural science concerned with the application of psychological principles to education and learning. Educational psychology is concerned with the entire lifespan, however this unit focuses specifically on children and adolescents and their key educational and learning contexts, such as schools and families. In this unit an integrated model is presented as an overarching framework within which psychological theories, practices, and research can be applied to contemporary educational psychology practices, topics, issues and cases, particularly those related to human services work aimed at enhancing learning and development, supporting difference and diversity, and fostering the social and emotional wellbeing of young people.
Details
Pre-requisites or Co-requisites
Pre-requisite: Minimum of 36 credit points from psychology units.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2018
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student and lecturer feedback - email & Moodle
Textbook and learning resources
Update text to one more relevant to psychology undergraduate students within an education context.
- articulate what educational psychology is and how it is related to and distinct from other specialisations within psychology
- apply psychological theories, research and practices to educational psychology topics, issues and case studies
- integrate ethical and contextual considerations, such as cultural and societal factors, when appraising educational psychology topics, issues and cases
- plan, conduct, evaluate and report on an information gathering interview
- collaborate effectively with others on group tasks
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Group Work - 20% | |||||
| 2 - Practical and Written Assessment - 50% | |||||
| 3 - Group Discussion - 30% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Group Work - 20% | ||||||||||
| 2 - Practical and Written Assessment - 50% | ||||||||||
| 3 - Group Discussion - 30% | ||||||||||
Textbooks
Exploring School Counselling: Professional Practices and Perspectives
Edition: 2 (2015)
Authors: Tamara E. Davis
Cengage Learning
Belmont Belmont , CA , USA
ISBN: 9781285736167
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
s.keleher@cqu.edu.au
Module/Topic
Introduction to Educational Psychology
Chapter
Textbook: Chapters 1 & 4
Supplementary Reading: A Commentary on the Current and Future State of Educational and Developmental Psychology in Australia (Gilmore, Fletcher, & Hudson, 2013)
Events and Submissions/Topic
Zoom class: Introduction to Educational Psychology + Unit Overview + Assessment 1 Overview
Module/Topic
Introduction to Educational Psychology cont.- Australian Perspectives
Chapter
Events and Submissions/Topic
Zoom class: Assessments 2 & 3 Overview + Guest Speaker
Assessment 2 group allocations finalised
Module/Topic
Mental Health Promotion in Education Settings
Chapter
Supplementary Readings (available on Moodle):
Perspectives From Teachers and School Leaders About Long-Term Sustainability: A Challenge For Mental Health Promotion Initiatives in Educational Settings (Askell-Williams, 2017)
The Need for School-Based Mental Health Services and Recommendations for Implementation (Kern, Mathur, Albrecht, Poland, Rozalski, & Skiba, 2017).
Events and Submissions/Topic
Zoom class: Mental Health Promotion in Education Settings
Module/Topic
Collaboration
Chapter
Textbook: Chapters 8 & 9
Events and Submissions/Topic
Zoom class: Collaboration
Assessment 1 (part 1) due this week.
ONLINE FORUM DISCUSSION POSTS Due: Week 4 Monday (26 Mar 2018) 9:00 am AEST
Module/Topic
Diversity & Cultural Competence
Chapter
Textbook: Chapter 7
Supplementary Readings available on Moodle
Events and Submissions/Topic
Zoom class: Diversity & Cultural Competence
GROUP WORK (Interview Preparation) Due: Week 5 Friday (6 Apr 2018) 11:55 pm AEST
Module/Topic
No scheduled topics
Chapter
Events and Submissions/Topic
Module/Topic
Direct & Indirect Services
Chapter
Textbook: Chapters 5 & 6
Events and Submissions/Topic
Zoom class: Direct & Indirect Services
Module/Topic
Research, Evaluation & Accountability
Chapter
Textbook: Chapter 10
Events and Submissions/Topic
Zoom class: Research, Evaluation & Accountability
Module/Topic
Advocacy & Leadership
Chapter
Textbook: Chapters 11 & 12
Events and Submissions/Topic
Zoom class: Advocacy & Leadership
Module/Topic
The Ethical Practitioner
Chapter
Textbook: Chapters 2 & 3
Events and Submissions/Topic
Zoom class: The Ethical Practitioner
Module/Topic
Bullying
Chapter
Textbook: Chapter 13
Events and Submissions/Topic
Zoom class: Bullying
Module/Topic
Understanding and Responding to Crisis and Trauma in Schools
Chapter
Supplementary Reading:
Understanding and Responding to Crisis and Trauma in the School Setting (Wood et al., in Thielking & Terjesen, 2017).
Events and Submissions/Topic
Zoom class: Understanding and Responding to Crisis and Trauma in Schools
Module/Topic
Special Topics / Issues:
- Working with parents and carers
- Challenges and opportunities working with rural / remote communities
Chapter
Events and Submissions/Topic
PRACTICAL AND WRITTEN ASSESSMENT (Interview and Report) Due: Week 12 Monday (28 May 2018) 9:00 am AEST
Module/Topic
There is no examination for this unit.
Chapter
Events and Submissions/Topic
ASSESSMENT 1 (part 2) - Online Forum Discussion Post #2 due Monday 4th June 2018 9:00 AM AEST
Module/Topic
There is no examination for this unit.
Chapter
Events and Submissions/Topic
Students are to ensure that they have access to the Publication Manual of the American Psychological Association, Sixth Edition. This manual is an essential resource for all Psychology units.
1 Group Discussion
For Assessment 1, students will post two Moodle discussion forum contributions of 500 words each (+/- 10%).
Discussion Post 1 (due Monday Week 4) will answer the following questions:
- What is educational psychology? Where do educational psychologists work and who do they work with? What roles/tasks does an educational psychologist perform?
- What is the value and distinctive contribution of educational psychology when compared to other psychology sub-disciplines and/or related disciplines/roles such as developmental psychology, school psychology/counselling?
Discussion Post 2 (due Monday of Review Week / Week 13) will be a reflection on your learning across this term, and will be based on the following discussion points:
a. your personal reflections about what you have learned from the unit;
b. a compare / contrast with one of your peer's responses to Discussion Post 1 (state the full name of the peer whose response you have selected); and
c. one relevant journal article that you have sourced independently (i.e. NOT one of the unit readings / materials), which is published in 2011 or later (cite the article in text according to APA 6th edition style and provide the full APA style reference at the end of the post).
Further task details provided on the unit Moodle site.
Week 4 Monday (26 Mar 2018) 9:00 am AEST
Discussion post #1 due Monday 26 March at 09:00 AM AEST. Discussion post #2 due Monday of Review Week (4 June 18) 09:00 AM AEST.
Week 5 Friday (6 Apr 2018)
The mark for each contribution will be returned to students 2 weeks after the due date of each contribution.
Each contribution will receive a mark of 0, 1, or 2 according to the quality of the post assessed against the following criteria:
- Relevance
- Completeness
- Adherence to source and referencing requirements
Each contribution will be weighted at 15% of your overall grade, with the total weighting of Assessment 1 being 30%.
- articulate what educational psychology is and how it is related to and distinct from other specialisations within psychology
- apply psychological theories, research and practices to educational psychology topics, issues and case studies
- integrate ethical and contextual considerations, such as cultural and societal factors, when appraising educational psychology topics, issues and cases
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Group Work
Assessment 2 (Group Work) and Assessment 3 (Practical Assessment and Written Assessment) are integrated around a practical task of conducting an interview with a teacher on the topic of school-based approaches to supporting social and emotional well being. The overall aim of Assessments 2 and 3 is to explore the alignment between theory/research and practices for school-based approaches to supporting social and emotional well being, and the implications for assisting schools to continue their work of supporting social and emotional well being.
For Assessment 2, students will complete the following group and individual tasks:
- join a peer group on Moodle by Tuesday of Week 2;
- work with group members to prepare an Interview Guide for a teacher interview about school-based approaches to supporting social and emotional well being;
- individually locate a teacher to interview and document the interview arrangements on the Fieldwork Plan Form; and
- complete a Self and Peer Assessment (SPA) online survey about your own and each group members' team work performance.
The assessable submission for Assessment 2 will be comprised of:
- an Interview Guide (group submission),
- a completed Fieldwork Plan Form (individual submission), and
- completion of the Self and Peer Assessment (SPA) online survey (individual submission).
Further task details will be available from the Unit Assessment Guide on the Moodle site.
Week 5 Friday (6 Apr 2018) 11:55 pm AEST
Week 6 Monday (16 Apr 2018)
Please note that teacher interviews must not be scheduled before 2 days after the return to students date to allow time for students to make any adjustments to the Interview Guide as per marker feedback.
Assessment 2 will be assessed according to the components/criteria below. The total available mark is 20 and the maximum mark available for each component/criteria is in parentheses.
- Interview guide (12 marks, group mark)
- Team work skills (5 marks, individual mark)
- Field work plan form (3 marks, individual mark)
The detailed marking rubric is available from the Unit Assessment Guide on the Moodle site.
- apply psychological theories, research and practices to educational psychology topics, issues and case studies
- integrate ethical and contextual considerations, such as cultural and societal factors, when appraising educational psychology topics, issues and cases
- plan, conduct, evaluate and report on an information gathering interview
- collaborate effectively with others on group tasks
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Practical and Written Assessment
Assessment 2 (Group Work) and Assessment 3 (Practical Assessment and Written Assessment) are integrated around a practical task of conducting an interview with a teacher on the topic of school-based approaches to supporting social and emotional well being. The overall aim of Assessments 2 and 3 is to explore the alignment between theory/research and practices for school-based approaches to supporting social and emotional well being, and the implications for assisting schools to continue their work of supporting social and emotional well being.
For Assessment 3, students will complete the following individual tasks:
- conduct and record an interview with a teacher using the Interview Guide prepared for Assessment 2 and with teacher informed consent documented on the Consent Form,
- produce a Transcript of the interview recording, and
- write a 2000 word Report focused on integrating theory/research (from the literature) and practice (information gained from the interview).
The assessable submission for Assessment 3 will be individual and comprised of the 2000 word Report (+/- 10%) with two Appendices (the completed Consent Form and the Transcript). The Appendices do not contribute to the word count.
Further task details will be available from the Unit Assessment Guide on the unit Moodle site.
Week 12 Monday (28 May 2018) 9:00 am AEST
Exam Week Monday (11 June 2018)
Assessment 3 will be assessed according to the components/criteria below. The total available mark is 50 and the maximum mark available for each component/criteria is in parentheses.
- Part A: Introduction (10 marks)
- Part B: Analysis of theory/research–practice links (10 marks)
- Part C: Evaluation of theory/research–practice links (10 marks)
- Appendix A: Consent form (5 marks)
- Appendix B: Interview transcript (5 marks)
- Quality of literacy and written communication skills (5 marks)
- Adherence to APA referencing/ presentation style (5 marks)
The detailed marking rubric is available from the Unit Assessment Guide on the Moodle unit site.
- apply psychological theories, research and practices to educational psychology topics, issues and case studies
- integrate ethical and contextual considerations, such as cultural and societal factors, when appraising educational psychology topics, issues and cases
- plan, conduct, evaluate and report on an information gathering interview
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
