PSYC13023 - Educational Psychology

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125
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.

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2019

Term 1 - 2020 Profile
Online

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Online discussion forum 30%
2. Group Work 20%
3. Research Assignment 50%

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

Past Exams

To view Past Exams, please login
Previous Feedback

No previous feedback available

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.

Source: Student and lecturer feedback - email & Moodle
Feedback
Textbook and learning resources
Recommendation
Update text to one more relevant to psychology undergraduate students within an education context.
Action Taken
Textbook was updated for 2018, however student and staff feedback suggests that a text or Course Resources relevant for the Australian Educational Psychology context are preferable.
Source: Email
Feedback
Students found the quality and quantity of feedback on assessment pieces to be beneficial to their learning.
Recommendation
Continue to ensure a high level of assessment feedback is provided to students.
Action Taken
Nil.
Source: Moodle
Feedback
Students and staff found that the American content of the set textbook was at times difficult to relate to the Australian Educational Psychology context.
Recommendation
Update set textbook to resources relevant to the Australian context.
Action Taken
Nil.
Source: Email
Feedback
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.
Recommendation
Recommend that this approach is continued for future terms to encourage active student participation and engagement.
Action Taken
Nil.
Source: Staff and student feedback
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.
Recommendation
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.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Apply knowledge of psychological theories, research and practices to educational psychology topics, issues and case studies
  2. Integrate ethical and contextual considerations, such as cultural and societal factors, when appraising educational psychology topics, issues and cases
  3. Analyse information for themes relating to the practice of educational psychology in a school environment
  4. 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
2 - Group Work
3 - Research Assignment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Online discussion forum
2 - Group Work
3 - Research Assignment