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 SCA Band 4
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 3 - 2024

There are no availabilities for this unit on or after Term 3 - 2024

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

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Previous Feedback

Term 1 - 2020 : The overall satisfaction for students in the last offering of this course was 94.87% (`Agree` and `Strongly Agree` responses), based on a 51.32% response rate.

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 feedback
Feedback
Provision of weekly readings via Leganto Reading List.
Recommendation
Continue to review and update weekly readings to ensure relevance, ease of access and quality.
Action Taken
Weekly readings were provided via the library eReading list. Continue to monitor student access of these readings, and provide regular reminders of where to access the weekly readings.
Source: Staff reflection
Feedback
Assessment 1 updates provided opportunities to explore unit content in-depth. Students who engaged with the task and feedback in the first half of the term consistently improved the quality of their responses and APA formatting.
Recommendation
Revise and update Assessment 1 questions to ensure they align to weekly content and Unit Learning Outcomes.
Action Taken
Consider updating Assessment 1 focus questions to reflect ongoing developments in the field of Educational Psychology.
Source: Student emails.
Feedback
Breaking down and discussing the assessment tasks across the weekly lectures and tutorials was useful to clarify expectations.
Recommendation
Continue to scaffold student's application of their learning to assessment tasks through mini-lectures unpacking each component of the assessment tasks, and supported with weekly Zoom tutorials.
Action Taken
In Progress
Source: Staff reflection and student feedback.
Feedback
Student engagement with weekly assigned readings reduced significantly in the second half of the term. Some students indicated at the end of term that they were not aware of where to access the weekly readings.
Recommendation
Include a short task in week one of term requiring students to access the eReading list. Continue encouraging students to engage with the assigned readings to support their learning. Monitor student engagement with eReading list and Moodle.
Action Taken
In Progress
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 10