Overview
This unit will introduce you to educational psychology, the area of behavioural science concerned with the application of psychological principles related to education and learning. Educational psychology is concerned with the entire lifespan. However, this unit focuses specifically on children and adolescents within key educational and learning contexts, such as schools and families. This unit presents an overarching framework within which psychological theories, practices, and research are applied to contemporary educational psychology practices. This incorporates a collaborative approach to enhance 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: CA10 and CQ01- Must have completed PSYC11008, PSYC11009, PSYC12014, and PSYC12013 or PSYC12010. CF59 - Must have completed PSYC12048 and (PSYC12010 or PSYC12012 or PSYC12013 or PSYC12014 or PSYC12047)CC13 - Must have completed PSYC11008, PSYC11009, PSYC12010 and PSYC12048. p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 14.0px Calibri; -webkit-text-stroke: #000000} span.s1 {font-kerning: none} CC43- Minimum of 96 credit points, which must include PSYC12048 and PSYC12047.
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 - 2019
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 Email
Students found the quality and quantity of feedback on assessment pieces to be beneficial to their learning.
Continue to ensure a high level of assessment feedback is provided to students.
Feedback from Moodle
Students and staff found that the American content of the set textbook was at times difficult to relate to the Australian Educational Psychology context.
Update set textbook to resources relevant to the Australian context.
Feedback from Email
Student feedback has indicated a high level of satisfaction with the lecture delivery of this unit during Term 1 2018. This was achieved by providing a combination of live "Zoom" classes and prerecorded lectures across the term.
Recommend that this approach is continued for future terms to encourage active student participation and engagement.
Feedback from Staff and student feedback
The time and effort required for students to locate an appropriate teacher (Assessment 2), conduct and transcribe the teacher interviews (Assessment 3) was excessive considering the weighting assigned to this section of the task.
Recommend that Assessments 2 and 3 tasks and marking criteria be revised and rewritten to allow students to demonstrate the intended learning outcomes of this unit.
- Apply knowledge of 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
- Analyse information for themes relating to the practice of educational psychology in a school environment
- Communicate and collaborate effectively with peers.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online discussion forum - 30% | ||||
| 2 - Group Work - 20% | ||||
| 3 - Research Assignment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 - Online discussion forum - 30% | ||||||||||
| 2 - Group Work - 20% | ||||||||||
| 3 - Research Assignment - 50% | ||||||||||
Textbooks
Publication Manual of the American Psychological Association (APA)
Edition: 6th
American Psychiatric Association
ISBN: 1433805618
Binding: Paperback
Additional Textbook Information
Paper copies can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
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
Gilmore, L., Fletcher, J., & Hudson, A. (2013). A commentary on the current and future status of educational and developmental psychology in Australia. Australian Educational and Developmental Psychologist, 30(1), 1-12. doi:10.1017//edp.2013.6
CRO - Campbell, M. & Glasheen, K. (2017). A history of school psychology in Australia. In M. Thielking & M. D. Terjesen (Eds.), Handbook of Australian school psychology: Integrating international research, practice and policy (pp. 21-37). Cham, Switzerland: Springer.
Events and Submissions/Topic
Focus Question 1 released
Module/Topic
Behavioural Views of Learning
Chapter
See Moodle for reading task.
Events and Submissions/Topic
Module/Topic
Cognitive Explanations of Learning
Chapter
See Moodle for reading task.
Events and Submissions/Topic
Focus Question 1 due.
Focus Question 2 released.
Module/Topic
Humanist Approaches to Learning
Chapter
See Moodle for reading task.
Events and Submissions/Topic
Module/Topic
Social Emotional Learning
Chapter
Collaborative for Academic and Social Emotional Learning (CASEL) framework, see Moodle.
Events and Submissions/Topic
Focus Question 2 due.
Focus Question 3 released.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Working with students from diverse cultural backgrounds
Chapter
See Moodle for reading task.
Events and Submissions/Topic
Focus Question 3 due.
Focus Question 4 released.
Module/Topic
Learning Support and Inclusive Education
Chapter
See Moodle for reading task.
Events and Submissions/Topic
Module/Topic
Working with gifted students
Chapter
Jung, J. Y. & Worrell, F. C. (2017). School psychological practice with gifted students. In M. Thielking & M. D. Terjesen (Eds.), Handbook of Australian School Psychology: Integrating international research, practice and policy (pp. 21-37). Cham, Switzerland: Springer.
Events and Submissions/Topic
Focus Question 4 due.
Focus Question 5 released.
Module/Topic
Research, Evaluation & Accountability
Chapter
See Moodle for reading task.
Events and Submissions/Topic
Module/Topic
Models of Service Provision
Chapter
APS Framework for Effective Delivery of School Psychology Service: A Practice Guide for Psychologists and School Leaders.
Events and Submissions/Topic
Focus Question 5 due.
Focus Question 6 released.
Module/Topic
Leadership
Chapter
See Moodle for reading task.
Events and Submissions/Topic
Module/Topic
Trauma-informed schools
Chapter
CRO - Wood, C. E., Domingues, J., Howard, J. M., & Said, S. (2017). Understanding and responding to crisis and trauma in the school setting. In M. Thielking & M. D. Terjesen (Eds.), Handbook of Australian school psychology: Integrating international research, practice and policy (pp. 413-434). Cham, Switzerland: Springer.
Events and Submissions/Topic
Focus Question 6 due.
Focus Questions Due: Week 12 Monday (3 June 2019) 9:00 am AEST
Module/Topic
No topic
Chapter
Events and Submissions/Topic
Module/Topic
No topic.
Chapter
Events and Submissions/Topic
1 Online discussion forum
A total of six focus questions will be posted throughout the term. You will be given two weeks to respond to each focus question – opening 9am Monday, closing two weeks later at 9am Monday. A schedule of when each question will be available is on Moodle.
You are required to respond to a minimum of three focus questions across the term. Focus Question 1 is compulsory – all students must post a response to this question. You may choose to respond to more than three questions over the term, and your three highest grades will contribute to your final grade.
Week 12 Monday (3 June 2019) 9:00 am AEST
A schedule of opening and closing dates for each question is posted on Moodle. The final focus question will be due on Monday of Week 12.
Exam Week Monday (17 June 2019)
Feedback for each focus question will be returned 2 weeks after the closing date.
Each post will be marked out of 30 which will then be converted to a percentage – a mark of 30/30 equates to 10% [(x/30)*10]. Your final Assessment 3 grade will be the sum of your three highest grades from these focus questions.
Content (12 marks)
· Addresses question fully
· Evidence of critical thinking and synthesis of information (i.e. not just quotes or paraphrasing)
· Overall argument cohesion
General Format (10 marks)
· Word count within specified limit
· Minimum of two appropriate references
· Grammar, sentence structure and spelling
· APA formatting (i.e. left hand justify, paragraph indent, double spaced, etc.)
APA Referencing (8 marks)
· Format of references in-text
· Format of reference list
- Apply knowledge of 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
- Communicate and collaborate effectively with peers.
- Communication
- Critical Thinking
- Information Literacy
2 Group Work
The topic for Assessment 2 is: school-based approaches to supporting social and emotional well-being.
For Assessment 2, students will complete the following tasks:
(a) join a peer group on Moodle,
(b) work with group members to transcribe a provided recording of an interview with a school psychologist about school-based approaches to supporting social and emotional well-being,
(c) work with group members to identify key themes from the interview transcript and produce a concept map of these key themes, and
(d) complete a Self and Peer Assessment (SPA) online survey about your own and each group members’ team work performance.
The submission for Assessment 2 will be comprised of:
- an interview transcript (group submission),
- a thematic concept map (group submission), and
- completion of the Self and Peer Assessment (SPA) online survey (individual submission).
Week 7 Monday (29 Apr 2019) 9:00 am AEST
Week 9 Monday (13 May 2019)
Interview Transcript (7.5 marks)
Thematic Concept Map (7.5 marks)
Self & Peer Assessment (5 marks)
A comprehensive marking rubric is available on Moodle.
- Analyse information for themes relating to the practice of educational psychology in a school environment
- Communicate and collaborate effectively with peers.
- Communication
- Critical Thinking
- Team Work
- Information Technology Competence
3 Research Assignment
The topic for Assessment 3 is: school-based approaches to supporting social and emotional well-being.
For Assessment 3, students write a 2000-2400 word Report focused on integrating theory/research (from the literature) and practice (information gained from the Assessment 2 interview and transcript).
A more detailed task description is available on Moodle.
Review/Exam Week Monday (10 June 2019) 9:00 am AEST
Exam Week Friday (21 June 2019)
A grade out of 50 will be given for this assessment task. The total mark will be broken down as follows:
- Abstract & Introduction (10 marks)
- Analysis of theory / practice links (15 marks)
- Evaluation of theory / practice links (15 marks)
- Quality of literacy and written communication skills (5 marks)
- APA referencing and formatting (5 marks)
A comprehensive marking rubric is available on Moodle.
- Apply knowledge of 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
- Analyse information for themes relating to the practice of educational psychology in a school environment
- Communication
- Critical Thinking
- Information Literacy
- 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?
