Educational Psychology
Outcomes
At the conclusion of this designated degree students should be able to:
- understand research and theory concerning the psychology of human learning and development
- demonstrate a familiarity with research across a range of areas in Educational Psychology
- review, evaluate and critique research and theory in the field of Educational Psychology
- be familiar with current theoretical and methodological debates in Educational Psychology
- speak with authority on the "best evidence position" on one or more topics in the field
- develop an understanding of conceptual frameworks for research in Educational Psychology
- apply research findings to the design of learning environments in varied settings
- apply the findings from recent research in Educational Psychology to educational policy and practice.
Master of Education (Educational Psychology)
To qualify for the award of Master of Education (Educational Psychology) candidates must complete 8 units of study (48 credit points), including
- a minimum of 5 units of study (30 credit points) from this specialisation, comprising
4 units of study (24 credit points) of core units; and
a minimum of 1 unit of study (6 credit points) of elective units from the table listed below; plus - a minimum of 1 unit of study (6 credit points) of capstone units; and
- a maximum of 2 units of study (12 credit points) of postgraduate Education units which can be chosen from any designation within the Master of Education program.
Graduate Diploma in Educational Studies (Educational Psychology)
To qualify for the award Graduate Diploma in Educational Studies (Educational Psychology) candidates must complete 6 units of study (36 credit points), including
- 4 units of study (24 credit points) of core units; and
- a minimum of 1 unit of study (6 credit points) of elective units from the table listed below; plus
- a maximum of 1 units of study (6 credit points) of postgraduate Education units which can be chosen from any designation within the Master of Education program.
Graduate Certificate in Educational Studies (Educational Psychology)
To qualify for the award of Graduate Certificate in Educational Studies (Educational Psychology) candidates must complete 4 units of study (24 credit points), comprising
- 3 units of study (18 credit points) of core units; and
- 1 unit of study (6 credit points) of elective units from the table below.
Course convenor
Associate Professor Richard Walker
T 02 9351 6274
Room 523, Education Building, A35
E
Units of study
| Unit of study | Credit points | A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition | Session |
|---|---|---|---|
Educational Psychology |
|||
Core units |
|||
| EDPE5001 Learning, Knowing and Thinking |
6 | Semester 1 |
|
| EDPE5002 Human Development in Context |
6 | Semester 2 |
|
| EDPE5011 Motivation for Learning |
6 | Semester 1 |
|
| EDPE6013 Learning and Teaching Thinking Skills |
6 | Semester 2 |
|
Elective units |
|||
| EDPE6011 Learning and Individual Differences |
6 | Semester 2 |
|
| EDPK5001 Qualitative Methods |
6 | Semester 1 Semester 2 |
|
| EDPK5002 Quantitative Methods |
6 | Semester 1 |
|
| EDPZ5010 Individual Profession Learning Portfolio |
6 |
Note: Department permission required for enrolment |
Semester 1 Semester 2 |
| EDPZ6010 Prof Learning Leadership Portfolio |
6 |
Note: Department permission required for enrolment |
Semester 1 Semester 2 |
Capstone units |
|||
| EDPZ6724 Dissertation Part 1 |
6 | P submit a proposal and have it approved prior to enrolling Note: Department permission required for enrolment |
Semester 1 Semester 2 |
| EDPZ6725 Dissertation Part 2 |
6 | P EDPZ6724 Note: Department permission required for enrolment |
Semester 1 Semester 2 |
| EDPZ6731 Special Project 2 |
6 | P submit propsal and have it approved prior to enrolling Note: Department permission required for enrolment Approval is contingent upon a staff member with relevant interests being available to supervise the proposed project. |
Semester 1 Semester 2 |
| EDPZ6720 Dissertation |
12 | P submit a proposal for dissertation and have it approved prior to enrolling Note: Department permission required for enrolment |
Semester 1 Semester 2 |
Units of study listing
Educational Psychology
Core units
EDPE5001 Learning, Knowing and Thinking
Credit points: 6 Teacher/Coordinator: Associate Professor Richard Walker Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x3000wd seminar paper (50%) and 1x3000wd integrative review essay (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
A core unit of study which examines ways in which current understanding of cognitive processes related to learning, knowing and thinking may contribute to the design of learning experiences in varied settings. Consideration will be given to constructivist and generative approaches to learning and to schema therory approaches to facilitating knowledge development and problem-solving skills. Emphasis will be placed on the teaching of learning strategies, the development of metacognitive skills and the integration of domain knowledge and strategic knowledge. Issues of transfer of learning, patterns of student interaction in learning, creativity and the facilitation of self-regulartion in the learner will be examined.
EDPE5002 Human Development in Context
Credit points: 6 Teacher/Coordinator: Dr Minkang Kim Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x seminar presentation (20%) and 2000wd review paper (30%) and 1x3000wd final paper (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
A core unit of study that critically examines models and theories from developmental psychology in the light of contemporary theory and research, drawing especially on the Dynamic Systems Approach. The aim is to understand the complexity of cognitive, emotional, social, moral and physical development. Seminars address these issues by focusing on the development of children in the context of family, school and community. The unit also considers the impact of history, culture, and social context on the development of children in Australia, as each individual child engages with the multiplicities of its experience of being in the world.
EDPE5011 Motivation for Learning
Credit points: 6 Teacher/Coordinator: Associate Professor Richard Walker Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x3000wd seminar paper (50%) and 1x3000wd integrative review (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
The major focus of this core unit centres on recent psychological study of motivational processes in the learner and on ways in which learning environments may be seen to foster student motivation for learning and thereby facilitate the attainment of desired learning objectives. The unit will consider the balance between intrinsic and extrinsic sources of motivation, teacher expectations and learner motivation, self-concept and self-system processes in learning and issues of success and failure and anxiety in learning settings. Emphasis will be placed on goal setting and feedback in establishing a facilitative learning environment, student interaction in cooperative learning and the development of motivational components of self-regulation in the learner.
EDPE6013 Learning and Teaching Thinking Skills
Credit points: 6 Teacher/Coordinator: Associate Professor Richard Walker Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x3000wd seminar paper (50%) and 1x3000wd integrative review (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This core unit of study centres on examination and evaluation of a number of approaches to the development of higher order cognitive skills. Consideration will be given to the structuring of knowledge to facilitate explanation, problem-solving and creativity and to the use of internalised sefl-regulatory control strategies in fostering cognitive outcomes. Ways in which thinking and cognition can be supported and extended in educational contexts will be examined in some detail. Particular attention will be given to factors that influence thinking, the role of tools and technologies in facilitating thinking, and perspectives on thinking and cognition generated by contemporary research in cognitive science.
Elective units
EDPE6011 Learning and Individual Differences
Credit points: 6 Teacher/Coordinator: Dr Paul Ginns Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x3000wd seminar essay (40%) and 1x3000wd seminar essay (40%) and 1x45 minute seminar presentation (20%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This unit examiners major areas of individual differences among learners and ways in which educational provision may be adapted to accommodate these differences in helping each student to achieve major learning outcomes. Consideration will be given to areas of cognitive and personality differences, learning styles, and gender differences. Particular attention will be given to implications of research which (a) explores aptitude-treatment interactions, (b) elucidates the mediating processes involved in adaptive provisions and (c) evaluates outcomes of major forms of provision for individual differences.
EDPK5001 Qualitative Methods
Credit points: 6 Teacher/Coordinator: Professor Murray Print Session: Semester 1,Semester 2 Classes: S1: 1x2hr seminar/week x 13 weeks; S2: 2 x 2 hrs/week x 6 weeks Assessment: observation and report (50%) and interview and report (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This unit introduces students to the major issues underlying qualitative research. It examines the relationship between research questions and appropriate study designs, as well as the issues of sampling and ethical considerations. Students will develop extensive skills in the use of various interviewing and observation techniques.
EDPK5002 Quantitative Methods
Credit points: 6 Teacher/Coordinator: Dr Rachel Wilson Session: Semester 1 Classes: 1x2hr seminar/week Assessment: portfolio of quantitative research methods (40%) and research analysis using SPSS (40%) and presentations (10%); and 2 multiple choice class tests (10%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This unit introduces students to the basic principles and procedures of quantitative research. Both experimental and survey research strategies are considered; starting with design and development of the research tools (measures, questionnaires, interviews, observation) and progressing to basic analytical statistical methods. The unit provides a thorough introduction to simple statistics and often looks at real research data examples. By the end of the semester students will have developed various research skills as well as a critical perspective on the appropriate application of those skills.
EDPZ5010 Individual Profession Learning Portfolio
Credit points: 6 Teacher/Coordinator: Dr Minkang Kim Session: Semester 1,Semester 2 Classes: independent work; 3 x 2 hr meetings across the semester Assessment: 1000 wd portfolio proposal (20%); and 5000 wd professional learning portfolio (80%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
Note: Department permission required for enrolment
This unit provides you with the opportunity to develop a portfolio, where you can document and critically examine how you supported the learning of other participants in your formal or informal setting. Students are expected to implement an initiative to improve participants' learning in a formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. University staff may undertake this unit by completing the development program for Research Higher Degree Supervision. No concurrent enrolment with EDPZ6010 unless special permission has been granted by the Faculty. Permission from unit of study coordinator must be sought prior to enrolling.
EDPZ6010 Prof Learning Leadership Portfolio
Credit points: 6 Teacher/Coordinator: Dr Minkang Kim Session: Semester 1,Semester 2 Classes: independent work; 3 x 2 hr meetings across the semester Assessment: 1000 wd portfolio proposal (20%); and 5000 wd professional leadership professional portfolio (80%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
Note: Department permission required for enrolment
This unit is designed to enable educators, with the support of a mentor, to document and engage in critical reflection on professional workplace learning, differing from its companion unit EDPZ5010, due to the focus on leadership and your professional role in working with colleagues' professional development. This unit provides you with the opportunity to develop a professional portfolio where you can document and critically examine how you have led others to improve the work in your formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. University staff may complete this unit by undertaking the development program Research Higher Degree Supervision. No concurrent enrolment with EDPZ5010 unless special permission has been granted by the Faculty. Permission from the unit of study coordinator must be sought prior to enrolling.
Capstone units
EDPZ6724 Dissertation Part 1
Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor Prerequisites: submit a proposal and have it approved prior to enrolling Assessment: satisfactory progress during semester; students then must enrol in EDPZ6725 Dissertation Part 2 the following semester. Campus: Camperdown/Darlington Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part one of the Dissertation which runs over two semesters; therefore, students must also enroll in EDPZ6725 Dissertation Part 2 in the following semester..
EDPZ6725 Dissertation Part 2
Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor Prerequisites: EDPZ6724 Assessment: 1x12000wd report (100%) Campus: Camperdown/Darlington Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part two of the Dissertation which runs over two semester; therefore, students must have also enrolled in EDPZ6724 Dissertation Part 1 in the previous semester.
EDPZ6731 Special Project 2
Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several sessions with supervisor Prerequisites: submit propsal and have it approved prior to enrolling Assessment: 1x6000wd report (100%) Campus: Camperdown/Darlington Mode of delivery: Supervision
Note: Department permission required for enrolment
Note: Approval is contingent upon a staff member with relevant interests being available to supervise the proposed project.
Special Project is a semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' of approximately 6,000 words such as a written report, review, account of the development of a resource, analysis of action or critique of research All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award.
EDPZ6720 Dissertation
Credit points: 12 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor. Prerequisites: submit a proposal for dissertation and have it approved prior to enrolling Assessment: 1x12000wd report (100%) Campus: Camperdown/Darlington Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Method unit of study prior to undertaking the Dissertation, which will support the proposal development.