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Current Debates in Educational Psychology - EDU00047I

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  • Department: Education
  • Module co-ordinator: Dr. Nathalie Noret
  • Credit value: 30 credits
  • Credit level: I
  • Academic year of delivery: 2021-22

Professional requirements

None

Module will run

Occurrence Teaching cycle
A Autumn Term 2021-22 to Summer Term 2021-22

Module aims

  • To build on students understanding of key psychological concepts, perspectives and practices relating to the ways in which individual variations in learning needs and preferences manifest themselves in Education, including in teaching and pastoral care

  • To develop students understanding of the major theoretical perspectives on individual differences (e.g., theories of intelligence, personality, motivation, emotions) and on atypical development (e.g., theoretical perspectives on inclusion of students with learning disabilities, learning difficulties, attentional difficulties)

  • To enable students to analyse a range of information across disciplines (primarily psychology and inclusive education) and to critically engage with the overlaps between these disciplines

  • To enable students to be able to compare and contrast alternative means of gathering and evaluating data

Module learning outcomes

Subject content

  1. Critically examine the ways in which personality, intelligence, learning preferences and individual background characteristics influence learning in childhood and adolescence

  2. Understand the range of ways in which diversity in learner behaviour, attitudes, preferences and needs manifests itself within educational environments

  3. Understand past and current theoretical perspectives on inclusive education, and consider the merits of contrasting positions from a range of stakeholders. In addition, understand historical changes in conceptualization of children and adolescents with atypical development

  4. Critically examine the ways in which individual learning needs and preferences, such as differences in ability, cognitive style, motivation and mental health impact on learning in childhood and adolescence

  5. Demonstrate an awareness of the interplay between biological, social and cognitive influences on individual variation, and of the development of individual learner differences, including atypical behaviours

  6. Understand the implications of individual differences, educational diversity and atypical development for teachers and educational psychologists

  7. Critically examine the cultural, ethnic and linguistic aspects of diversity in order to understand how they might affect the educational experiences and progress of individuals.

Academic and graduate skills

  1. Formulate academic arguments in written and oral form

  2. Locate and manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation

  3. Contribute to discussions and debates in class and critically reflect on them

  4. Analyse the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of educational diversity)

  5. Contribute to public discussion on atypical development and inclusive education

  6. Use the VLE and Internet effectively

Module content

Autumn


Week 2 – Introduction to the Module and Outline of Formative and Summative Assessments
Week 3 – Autism
Week 4 – Language Difficulties
Week 5 – Dyslexia
Week 6 – Down Syndrome
Week 7– Maths Disorder
Week 8 – Stress and Mental Health
Week 9 – The Psychology of Pastoral Care
Week 10 – Disruptive /behaviour and Exclusion from School

Spring


Week 2 – Introduction to Individual Differences
Week 3 – Intelligence; Basic Concepts and Life Outcomes
Week 4 – Personality; Basic Concepts and Life Outcomes
Week 5 – Personality Assessment
Week 6 – Controversies and Individual Differences
Week 7 – The Psychology of Effective Teaching in Schools
Week 8 – Creativity, Beliefs and Motivation
Week 9 – Teaching Disadvantaged Pupils
Week 10 – Teaching Gifted Pupils

Summer

Week 1 – Introduction to BG
Week 2 – Optimism
Week 3 – Empathy
Week 4 – Happiness

Assessment

Task Length % of module mark
Essay/coursework
2000 Word Essay		 N/A 40
Essay/coursework
3000 Word Essay		 N/A 60

Special assessment rules

None

Additional assessment information

 

 

Reassessment

Task Length % of module mark
Essay/coursework
2000 Word Essay		 N/A 40
Essay/coursework
3000 Word Essay		 N/A 60

Module feedback

Written feedback on assignment report sheet and face-to- face feedback in supervisions. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

  • Dornyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Harlow: Longman.
  • Larsen, R.J., & Buss, D.M. (2010). Personality psychology: domains of knowledge about human nature. (4th ed.) New York: McGraw-Hill Higher Education.
  • Kring, A.M. (2010). Abnormal psychology. Hoboken, NJ: J. Wiley.
  • Wilmhurst, L. (2009). Abnormal child psychology: a developmental perspective. New York, London: Routledge/Taylor & Francis Group.
  • Elliott, J. (2005). Motivation, engagement and educational performance: international perspectives on contexts for learning. Basingstoke: Palgrave Macmillan.




The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.