Education | Theory and Method in Educational Psychology
P526 | 5885 | Dr. Myrtle Scott


OBJECTIVES

l. To know the history of the major lines of thinking in the field.

A. To be familiar with the systems of psychology.
B. To know something about major constructs in the field and how
and why they have evolved.
C. To know the differences between traditional history of
psychology and the "new history."

2. To understand the methodological context of psychology.

A. Knowledge uncertainty.
B. Methodological uncertainty.
C. Relationship between methods and knowledge.
D. Historiography.

3. To be able to write scientific material well and in APA style.

4. To conduct an investigation of your own intellectual history.

5. To know current issues, topics, and selected findings of relevant
subfields of educational, school, and counseling psychology.


IMPLEMENTATION STRATEGIES

l. Readings
2. Lectures
3. Discussions
4. Guests
5. Independent study
6. Historiographic methods exploration
7. Other




EXPECTATIONS

1. You are expected to read and come to class prepared to discuss.
2. You are expected to write well and coherently, using APA style.
3. You are expected to be courteous to other class participants, e.g.,
not talk when they are talking or listening.
4. You are expected to complete all assignments on schedule.
5. You are expected to find great joy in all of the above.


EVALUATION

Evaluation will be based on the four elements below.  Three of the
elements will be papers (two for counseling psych students)
apportioned as described below.  ALL PAPERS ARE TO BE TYPED OR WORD
PROCESSED IN FULL APA STYLE AND POINTS WILL BE DEDUCTED FOR STYLE
ERRORS (If there are more than five (5) errors, your grade will be
lowered one scale point, e.g., from an A minus to a B plus).  Turn in
all papers in an envelope that can be sealed for return to you.

l. Element l (Paper 1) (45%) - Write a 10-15 page paper demonstrating
your knowledge and understanding of the major schools of psychological
thought.  The paper should contain two elements:
(1) Give a critical discussion of four (4) of the six (6) schools
of psychological thought (your choice) that we will consider
this semester (associationism, structuralism, functionalism,
behaviorism, Gestalt psychology, psychoanalysis (spend about
80% or more of your space on this part).  "Critical" in
scientific language does not mean "tear it apart" (as it
sometimes does in common parlance).  Instead, it means
identification of the strengths as well as weaknesses, and
presentation of a sound defense of your ideas of WHY these are
so.  One important part of a "critical discussion" is learning
how to raise good questions about an area.  There are MANY
good ones in the history of psychology.  Here are a few to get
you started thinking.  "What are the most important components
of this school of thought?  Why are these important?  How did
they arise?  What were the large intellectual/social/political
contexts at the time and how did they influence and/or
interact with the ideas and/or methods proposed by this school
of thought?  What were the advantages to the discipline of
this school?  Disadvantages?  Why?  What became of this line
of thinking?  Why?"

(2) Select a construct, topic or problem of interest to you that is
clearly psychological in nature (clear this with me), and show how
each school you select dealt with it (use this part of the paper
to show that you understand each school of thought well  enough to
apply it to your construct).  If your topic was not dealt with
specifically by a given school, show how it might have been.
Write a short paragraph describing the topic you propose using and
turn this in by September 7.

Examples of good topics are intelligence (don't select this one as
we will be using it in class), self-concept, learning, etc.
Things that DO NOT work well are brain processes, family
functioning, or ANY pathology.  Try to stick to some basic
psychological behavior.

As long as you use APA STYLE the actual ORGANIZATION of the paper
is up to you.  For example, you might chose to discuss each
school, then your construct, or you might decide your construct
works better discussed altogether at the end of the discussion of
all the schools.  (Or use some other organization - think about
how to best communicate your ideas and organize the paper
accordingly.)

2. Element 2 (Paper 2) (30%) - This paper will be the writeup of your
intellectual history project.  I will hand out guidelines later.

3. Element 3 (Paper 3) (15%) - This paper will be a nonverbal
synthesis of the current research in the area and its historical
roots.  It will also include a nonverbal representation of the
current state of the field.  Guidelines will be promulgated later.

4. Element 4 (Participation) (10%) - I will look for evidence, mostly
in class, that you have completed the assignments, on time, and
have engaged them seriously.  The opportunity here is for you to
continue the development of your own self-discipline and your
powers of effective thinking and reasoning.


SPECIAL REQUEST

An awkward problem sometimes comes up for classes that meet in small
rooms.  It may also be exacerbated in the new building because it is a
sealed building.  The problem has now come up enough times that it
seems better to deal with it directly.  Today's modern perfumes and
colognes and VERY powerful.  A number of students have indicated to me
that they are sensitive to these chemicals, either because of
allergies (I am also among this number), or personal preference.
Because this room is fairly small and not well ventilated, may I
request that all of us refrain (on Tuesdays and Thursdays) from
wearing a scent that can be detected by our neighbors.  Thanks.  I
appreciate your help with this emerging problem of modern technology
and polution!GRADING GUIDELINES

The grading standards for this course will be those adopted by the
School of Education Faculty Policy Council as follows.

School of Education
Indiana University

GUIDELINES FOR GRADES IN GRADUATE EDUCATION COURSES

1.  The following definitions of letter grades are a guide to the
evaluation of student performance and an indication to students as
to what level of performance earns a given grade.

A    Extraordinarily high achievement; shows unusually complete
command of the course content and exceptionally high degree
of originality and/or scholarship.

A-   Outstanding achievement; thorough command of the course
content.

B+   Very good work; above average in performance and
comprehension.

B    Good work; solid and acceptable performance.

B-   Fair; acceptable performance on most but not all aspects of
the course.

C+   Not wholly satisfactory; marginal performance on several
aspects of the course.

C    Marginal; minimal performance or comprehension regarding
important aspects of the course.

C-   Largely unsatisfactory; inadequate performance or
comprehension regarding most aspects of the course.

D+ }
D  } Unacceptable work; performance or comprehension falls
substantially below acceptable standards.
D- }

F    Wholly unacceptable; little or no command of the course
content.

Counseling by the department is recommended if the final grade is C or
below; Students' suitability for continuation in the program should be
reconsidered if the final grade is below C-.

2.  The above definitions are to be applied to all levels of graduate
courses in the School of Education.  In 400 and 500 level
Education courses taken for graduate credit the modal grade is
expected to be B.  This means that more Bs (including B+ and B-)
will be awarded than any other grade.  Cs should not be
unexpected, particularly in larger enrollment classes.  Students
in 600 and 700 level Education courses are assumed to be more
highly selected and more highly motivated than those in lower
numbered courses, consequently they are expected to perform very
well.  It would not be unusual, therefore to have distributions
with more A's than any other grade in these classes.

NOTE:  The School of Education requires an average of 3.0 to remain in
good standing.  No grade lower than a C counts toward a degree.  Any
graduate program expects students to earn more A's than C's, but C's
will be given for marginal work.