Bristol UWE - Module specification: -

University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code:	UTTGKN-20-2
Title:	ISSUES IN EDUCATION AND PSYCHOLOGY
Version:	3
Level:	2
UWE Credit Rating:	20
ECTS Credit Rating:	10
Module Type:	Standard
Owning Faculty:	Social Sciences and Humanities
Field:	Primary, Early Childhood and Education Studies
*Field Leader: (see guidance notes)*
Valid From:	September 2008
Discontinued From:
*Contributes Towards: (see guidance notes)*	Available only to B.A. (Hons) Leadership and Management in Primary Schools with special reference to St. Vincent and the Grenadines
Pre-requisites:	None
Co-requisites:	None
Excluded Combinations:	None

Learning outcomes:

By the end of the module participants will be able to

• understand fundamental issues in education from a psychological perspective;

• examine the influence that psychological theory has had on educational theory and practice;

• discuss the way in which psychological perspectives may give insights into aspects of educational practice as it affects the learning of children and the adults who work with them;

• examine changes in educational policies and practices when they can be illuminated by psychological theories and findings.

Unless otherwise stated above, all learning outcomes are examined at Component A.

Syllabus outline:

• Psychology and education, an Introduction

• Assessment its use and abuse

• Language and Literacy – some theoretical insights

• Reading: current issues

• Thinking Skills

• Psychological perspectives on learning

• Self esteem and self concept

• Group setting and streaming

• Psychological explanations for educational inequalities

• The range and variety of special educational needs.

• Classroom Interaction

• How psychological perspectives impact on classroom learning.

Teaching and learning methods:

Distance learning using UWEonline and other electronic means

Reading Strategy

Essential reading will be provided electronically and via printed packs and the library in the Ministry of Education. Participants will be encouraged to read widely using the library catalogue to identify e - books and e - journals , a variety of bibliographic and full text databases, and Internet resources. Guidance to some key authors and journal titles available through the Library will be given on UWEonline and by tutors. It is expected that assignment bibliographies and reference lists will reflect the range of reading carried out. It is important that students can identify and retrieve appropriate reading. This module offers an opportunity to further develop information skills introduced at Level 1. Online seminars and tutorials will address the question of selection criteria for appropriate texts and sources.

Indicative Reading List: (see guidance notes)

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more

frequently updated mechanisms.

BRUNER, J. (1966) The Process of Education. Cambridge Ma: Harvard University Press

BRUNER, J. (1966) Towards a Theory of Instruction. Cambridge Ma: Harvard University Press

CHILD D (2004) Psychology and the Teacher 7th Edition London: Cassell

CLAXTON, G. (1997) Hare brain tortoise mind: why intelligence increases. New York: Basic Books.

FONTANA D (1995) Psychology for Teachers (3^rd Ed) Leicester: BPS Books

GARDNER, H. (1983) Frames of mind: The Theory of Multiple Intelligences. New York Basic Books

LONG M (2000) The Psychology of Education [electronic resource] London Routledge Falmer

ROGERS C & KUTNICK P (1992) The Social Psychology of the Primary School. London: Routledge

SLAVIN R E (1994) Educational Psychology: Theory and Practice. London: Allyn and Bacon

Assessment

Weighting between components A and B (standard modules only) A: 100%

ATTEMPT 1

First Assessment Opportunity

Component A

The equivalent of a 3,000 word essay written under controlled conditions and supervised by UWE staff.

The actual assignment will consist of five pieces of equal weighting and equal word count, for which a single mark will be provided. Each piece will answer a question related to significant concent and relate it to the classroom and/or school. The criteria for assessment drawing on the general criteria used by the faculty are set out below

Overall the pieces demonstrate that the writer can:

1. Organise and present ideas in a coherent and analytic manner

2. Understand fundamental issues in education from a psychological perspective

3. Critically examine the influence that psychological theory has had on educational theory and practice

4. Discuss the way in which psychological perspectives may give insights into aspects of educational practice as it affects the learning of children and adults

5. Examine changes in educational policies and practices and show how they can be illuminated by psychological theories and findings

Second Assessment Opportunity (further attendance at taught classes is not required)