UT Dallas Syllabus For Psy3339.002 05f Taught by Karen Huxtable-Jester (kxh014900)

THE UNIVERSITY OF TEXAS AT DALLAS
Educational Psychology
FALL 2005
Dr. Huxtable-Jester PSY/CLDP 3339.002
Office: GR 4.522 SAT 9:30am-12:15pm
Office hours: MWF 11am-12pm, W 3:30-4:30pm GR 4.428
Phone: 972-883-6434
Email: drkarenhj@utdallas.edu
I. Course description
In this study of teaching, learning, and the teaching-learning process we will examine the
development of cognitive functions, language and personality, gender and cultural differences,
and research on teaching, tests, measurement and evaluation. Concepts to be covered in the
course include learning theories, developmental theories, motivation, measurement and
assessment, including the concept of intelligence, guidance and discipline, role of the teacher,
teaching and learning and how they interrelate, teaching and learning styles, issues of gender,
special needs, and diversity. This class is expected to be beneficial to students in psychology,
education, human services, and other professions involving teaching and learning (3 credits, call
numbers 12588/14169).
II. Course Objectives

Specific Competencies of the TExES addressed—not how but why?:
Competency 001: The teacher Competency 006: The teacher
understands human developmental processes understands strategies for creating an organized
and applies this knowledge to plan instruction and productive learning environment and for
and ongoing assessment that motivates managing student behavior.
students and is responsive to their Competency 007: The teacher
developmental characteristics and needs. understands and applies principles and
Competency 002: The teacher strategies for communicating effectively in
understands student diversity and knows how to varied teaching and learning contexts.
plan learning experiences and design Competency 008: The teacher
assessments that are responsive to differences provides appropriate instruction that actively
among students and that promote all students' engages students in the learning process.
learning. Competency 0010: The teacher
Competency 003: The teacher monitors student performance and achievement;
understands procedures for designing effective provides students with timely, high-quality
and coherent instruction and assessment based feedback; and responds flexibly to promote
on appropriate learning goals and objectives. learning for all students.
Competency 004: The teacher Competency 0011: The teacher
understands learning processes and factors that understands the importance of family
impact student learning and demonstrates this involvement in children's education and knows
knowledge by planning effective, engaging how to interact and communicate effectively
instruction and appropriate assessments. with families.
Competency 005: The teacher knows Competency 0012: The teacher
how to establish a classroom climate that enhances professional knowledge and skills by
fosters learning, equity, and excellence and effectively interacting with other members of the
uses this knowledge to create a physical and educational community and participating in
emotional environment that is safe and various types of professional activities.
productive.
PSY/CLDP 3339 • Educational Psychology • Fall 2005 2
III. Required texts & materials

1. Ormrod, J.E. (2006). Educational psychology: Developing learners (5th ed.). Upper
Saddle River, NJ: Prentice-Hall.
2. The STUDY GUIDE designed to accompany this text also is required. The optional
textbook website appears at http://www.prenhall.com/ormrod.
3. You must use the APA style guide at http://www.wisc.edu/writing/Handbook/DocAPA.html.
I suggest that you read the article about how to read journal articles at
http://arts.uwaterloo.ca/~sspencer/psych253/readart.html.
4. Pick up 4 Exam System II #229630 answer sheets for exams, available free at the off-
campus bookstore. You must bring your answer sheet (and your #2 pencils, of course) to
each scheduled exam.
Recommended texts & materials

5. Dweck, C.S. (2000). Self-theories: Their role in motivation, personality, and
development. Philadelphia, PA: Psychology Press.
6. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard
University Press.
7. Hole, S., & McEntee, G.H. (1999, May). Reflection is at the heart of practice.
Educational Leadership, pp. 34-37.
8. Black, S. (2001). Thinking about teaching. American School Board Journal, 188(11)
[http://www.asbj.com/2001/11/1101research.html].
9. Try this website: http://www.howtostudy.org/resources/read/ . Read the “Harvard Report
on Reading.” I think that you will find the site interesting and useful both from the
perspective of an educator and as a student. If you find that you are having difficulty in
this class or in any of your other classes, definitely take a look at www.howtostudy.org.
10. Be the envy of all your friends and buy yourself a stapler. You will need a stapler so that
you can staple all papers that you give me.
IV. Course requirements

A. Readings and class participation
1. To get the most benefit from your time in this class, please keep up with the
readings as indicated in the course calendar. You will find classes to be much more
interesting and involving if you come prepared to discuss each day's topic.
2. Class attendance and participation are an important indication of your
commitment and professionalism, and are critical to your success in this course.
Classes will consist of lectures and discussions, and frequently will cover content
not found in the texts. Attendance (or the lack of it) will be seriously considered
when assessing final grades. Participation includes asking and responding to
questions and contributing to class discussions, and also is considered in the
grading.
3. Please come to class on time and stay for the duration of the class session. You
should be seated and ready to begin on time. Coming in late or leaving early is
disruptive and distracting. Repeated absences and/or disruptions will result in a
significant reduction of your final course grade.
4. It is YOUR RESPONSIBILITY to acquire missed lecture notes, assignments,
handouts, and announcements from a classmate. You are responsible for all
information given in class. This includes any changes to the syllabus, content
and format of quizzes, and details given regarding assignments.
B. Exams
1. Four non-cumulative exams focusing on the assigned readings and lecture material
will be given to assess your mastery of the material in each section of the course.
Exam format will be multiple-choice, based on materials from the readings, lectures,
and class discussions.
2. You must be present for exams. If you might miss an exam, notify me at 972-883-
6434 IMMEDIATELY. I must hear from you before the scheduled time of the exam.
If you wait to talk to me at the next class meeting, you will not be able to make up the
exam. Make-up exams will be given only if: (a) you were seriously ill and have
documentation from a physician, or (b) you were detained the day and time of the
exam (and have appropriate documentation), or (c) you made arrangements prior to
the exam to attend an urgent family affair (e.g., funeral). In any of these cases, you
must notify me in advance of the scheduled time of the exam (call and leave a voice-
mail message if you can do nothing else). Otherwise, you will receive an F (0 points).
It is your responsibility to make sure that an exam is made up within one week of the
scheduled time. Beware, make-up exams are designed to be more difficult to
compensate for having more study time.
3. Exams will be returned during class time once only. If you miss class on the day
exams are returned you must come to my office. Privacy regulations prohibit me
from emailing your grades to you!
4. See me early if you need help preparing for an exam. It is helpful (but not required)
to study first, and then come with a list of specific questions or areas of concern.
Also, if you feel that you worked hard studying for an exam, but received a much
lower grade that you anticipated, come see me so that we can determine where your
study strategies went wrong. Coming to ask me what you can do to improve your
grade makes sense if you come early in the semester, but is pointless if you come late
in the semester (e.g., after the 4th exam)—at that point there is nothing you can do.
5. Preparing for an exam is an important part of the learning process—it takes weeks of
preparation, not days or hours. Learning and understanding the material are the best
preparation for the exams. Keeping up with the readings pays off. Plan to spend at
least 9 hours per week outside of class on reading and writing assignments for this
course.
C. Evaluative summary of research

1. In place of a traditional term paper, you will evaluate an original report of educational
research by writing a one-page critical review of research literature. Additional details
appear later in this syllabus and will be discussed further in class.
2. The References page and citation format for this summary will follow the format
approved by the American Psychological Association as described in the APA
Publication Manual. Use of the website
http://www.wisc.edu/writing/Handbook/DocAPA.html is REQUIRED. I suggest
that you acquaint yourself with the information to be found here early in the
semester—waiting until you have finished writing your paper is likely to be too late.
D. Self-Reflection Journal
1. You will have 16 opportunities to earn up to 40 points toward your final grade by
submitting, in person and on the day they are due, a personal experience journal entry
corresponding to each of the textbook chapters. Each entry will demonstrate how
some event from your personal experience can be understood using a specific theory
or concept from the chapter. Appropriate chapter concepts appear in the list of
“Key Concepts” on the last page of each chapter. BE SURE TO UNDERLINE THE
CONCEPT IN YOUR PAPER THE FIRST TIME IT APPEARS. If you are stuck for
an idea to get you started, look at the sections in each chapter marked “Experiencing
Firsthand,” “Into the Classroom,” or “Case Study,” use that as your starting point, and
then elaborate further.
2. The goal of the journal is to provide you with an opportunity to reflect on the
relationship between chapter concepts and specific things that you have done in the
past or that you might do in the future, as a teacher or learner. In the process of doing
this you might also share your reactions to the reading material, critically evaluate an
issue, or relate a personal concern or experience to course content. Journals will be
graded on thoughtfulness and thoroughness, but not on the specific views you
express. About one-half to one full page, double-spaced, is usually sufficient. Please
do not write more than one double-spaced page. You can receive 1-4 points per entry
(1-incomplete; 2-complete but lacking depth or organization; 3-adequate; 4-complete,
organized, and demonstrates insight). The quality of your writing DOES COUNT.
Please use correct grammar and punctuation, and a clear, coherent writing style. An
entry that is complete, but difficult to read because of grammatical or other errors, will
earn 2 points at most.
3. Each entry must be typed. Handwritten entries will receive zero credit (part of the
assignment is that you must plan ahead and type your entry in advance). Late entries,
whether submitted in person or via e-mail, will receive NO credit (don’t try to e-mail
me attached files—I can’t and won’t download them). This is true for all late entries,
regardless of the excellence of the reason why they were late. After all, you only have
to do 10 out of 15—that gives you more than enough opportunities even if you are
sick, stuck in traffic, hospitalized, or in labor. Turn them in IN CLASS, IN PERSON,
ON TIME. Note: Dropping off your paper at the beginning or end of class, but not
staying for a full class period, also will receive zero credit. If you are late to class on a
day that papers are accepted, your paper cannot be accepted for that day. To receive
full credit for this assignment, you need to arrive for class prepared and on time ten
times with no excuses.
E. Additional notes:
1. Policy on ACADEMIC DISHONESTY: Students who violate University rules on
scholastic dishonesty are subject to disciplinary penalties, including the possibility of
failure in the course and/or dismissal from the University. Since such dishonesty
harms the individual, all students, and the integrity of the University, policies on
scholastic dishonesty will be strictly enforced. Written policies may be found on the
UTD website under “Student Life.”
2. All assignments must be handed in by class time on the day they are due. The
evaluative summary will not be accepted after October 1, 2005. Late
assignments will not be accepted.
3. In addition to submitting a hard copy of each written assignment in class, you will
submit your evaluative summary in class AND online at www.turnitin.com. Your
turnitin.com Class ID is 1321840 and the password is LEARNING. Details about how
to set up your account will be discussed in class. Journal entries will not be submitted
to turnitin.com.
4. A word about Sorting Numbers: When we have our 2nd or 3rd class meeting, I will
assign you a number that you should write in the top right corner of the cover page of
every assignment and exam you turn in. We use these numbers to put assignments in
gradebook order more efficiently.
5. Special educational needs: The University of Texas at Dallas proudly supports a very
diverse student body. Among our students are those with learning disabilities or other
special needs. If you have a learning, sensory, or physical reason for special
accommodations in this class, please contact Kerrie Tate at 972-883-2098. Personnel
in Disability Services (SU 1.610) will provide the documentation to pass on to me so
that I can accommodate your needs.
6. University rules stipulate that a grade of "Incomplete" may be given only under
extreme circumstances outside of the student's control, and only after at least 70% of
the course work has already been completed (that’s everything but one exam). All
requests for an incomplete grade must have written approval from the College Master
before I will consider them.
7. Absolutely no individualized extra credit will be available. Students concerned about
their grades are encouraged to contact me as soon as possible.
8. I am always available to answer questions about grades and assignments. Please come
to see me early to clear up points of confusion rather than waiting, which may simply
add to your frustration and decrease your learning efficiency.
V. Grading. The basis for assigning grades in this course will be as follows:
Points % of final grade
Exams (4 @ 50 pts each) 200 75%
Evaluative summary of research 25 10%
Journal entries (10 @ 4 pts each) 40 15%
TOTAL 265 100%
Assignment of letter grades is as follows:

Points earned Percent Letter grade
246-265 93-100% A
238-245 90-92% A-
232-237 88-89% B+
219-231 83-87% B
211-218 80-82% B-
206-210 78-79% C+
193-205 73-77% C
185-192 70-72% C-
179-184 68-69% D+
171-178 65-67% D
0-170 0-64% F
VI. Office hours

Please feel free to stop by, email, or call any time you have a question or concern about anything
relating to assignments, exams, or anything else you can think of. I always return your
messages, so if you don’t hear back from me within 24 hours, you should assume that I did not
get the message and try contacting me again. Important: Please put EDPSY in the subject line of
your message, or I will not realize it is from you, and probably will not read it. I want to get to
know you, so please also sign your messages with your first and last name. University
regulations restrict me from revealing your personal information via email. I will not be able to
send your grades to you—you will receive your exam and assignment grades in class on
designated days. If you need to see me privately, please come to my office.

You are welcome to e-mail me any time, but please do not send assignments via e-mail,
even in the body of the e-mail message. I am happy to look over a hard copy of any writing
assignment on which you would like some extra help, but please remember that to have time for
everyone (and to get it back to you in time to rewrite it a few more times) I need to receive your
draft at least 3 class days or 10 calendar days before it is due (no emailed submissions, please).
Also, I can help you more if you bring me your best effort, not a first (or even second) draft!
The Graduate TA for this class is Kristin Atchison. Her responsibilities are to administer
and score all exams, including makeup exams. If you, tragically, will need to take a makeup
exam, you will first get approval from me and then contact Kristin to arrange a makeup exam at
her convenience. Exams must be made up within one week, so be sure to make these
arrangements right away. Kristin may be reached at katchison@student.utdallas.edu.
You can record your grades here:

Exam 1 _____/50
Exam 2 _____/50
Exam 3 _____/50
Exam 4 _____/50
Evaluative Summary _____/25
Journal entries _____/40
TOTAL _____/265
Educational Psychology w Saturdays w FALL 2005

Week Date Topic Readings to be discussed
1 8/20 Course overview & Introduction to educational psychology

Teachers as decision-makers Ormrod Ch. 1
2 8/27 Development of cognition and language Ormrod Ch. 2

Journal entries for Chapter 1 and Chapter 2 accepted today
Set up your user account at www.turnitin.com. Class ID 1321840, password LEARNING.
3 9/3 Personal, social, and moral development continued Ormrod Ch. 3

Individual and group differences Ormrod Ch. 4
4 9/10 9:30-10:45am EXAM 1: Chs. 1-4

Students with special educational needs Ormrod Ch. 5
Journal entry for Chapter 5 accepted today
5 9/17 Learning & cognitive processes Ormrod Ch. 6

Knowledge construction Ormrod Ch. 7
6 9/24 EVALUATIVE SUMMARY DUE

Knowledge construction continued Ormrod Ch. 7
Higher-level thinking skills Ormrod Ch. 8
7 10/1 LAST CHANCE EVALUATIVE SUMMARY DUE at 9:30 a.m.

9:30-10:45am EXAM 2: Chs. 5-8
Behaviorist views of learning Ormrod Ch. 9
CONTINUED ON NEXT PAGE à

Educational Psychology w Saturdays w FALL 2005

Week Date Topic Readings to be discussed
8 10/8 Behaviorist views of learning continued Ormrod Ch. 9

Social cognitive approaches to learning Ormrod Ch. 10
9 10/15 Social cognitive approaches to learning continued Ormrod

Ch. 10
Motivation and emotion Ormrod Ch. 11
Evaluative summaries returned
10 10/22 Cognitive factors in motivation Ormrod Ch. 12

11 10/29 9:30-10:45am EXAM 3: Chs. 9-12

Instructional strategies Ormrod Ch. 13
12 11/5 Classroom management Ormrod Ch. 14

Basic concepts and issues in assessment Ormrod Ch. 15
13 11/12 Basic concepts and issues in assessment continued Ormrod Ch. 15

Classroom assessment strategies Ormrod Ch. 16
14 11/19 9:30-10:45am EXAM 4: Chs. 13-16
Course grades will be available Dec. 7

Evaluative Summary Assignment
This writing assignment is intended to help you to refine your ability to summarize and critically evaluate
reports of original educational psychology research. You also will learn how to cite your sources and
list your references using APA style. Select from the list below the one article that looks most interesting
to you. You must choose one of the four articles listed on this page.
References
Chapell, M.S., Blanding, Z.B., Silverstein, M.E., Takahashi, M., Newman, B., Gubi, A., &
McCann, N. (2005). Test anxiety and academic performance in undergraduate and
graduate students. Journal of Educational Psychology, 97(2), 268-274.
Lepper, M.R., Corpus, J.H., & Iyengar, S.S. (2005). Intrinsic and extrinsic motivational
orientations in the classroom: Age differences and academic correlates. Journal of
Educational Psychology, 97(2), 184-196.
Mahoney, J.L., Lord, H., & Carryl, E. (2005). An ecological analysis of after-school program
participation and the development of academic performance and motivational attributes
for disadvantaged children. Child Development, 76(4), 811-825.
Ryan, A.M., Patrick, H., & Shim, S. (2005). Differential profiles of students identified by their
teacher as having avoidant, appropriate, or dependent help-seeking tendencies in the
classroom. Journal of Educational Psychology, 97(2), 275-285.
Reading and understanding reports of original research

Make a photocopy or printout of the entire article. Just as if you were planning to write a traditional
term-paper using this article as one of your sources, you will need to take notes to help you remember
and organize what you read. Use the guidelines for organizing your evaluative summary (see page
11) to take notes on this research report.
Write a brief critical summary of the research investigation you read about. Remember, you are
not writing about an article, you are writing about someone’s research, about their attempt to ask and
then answer an interesting or important question. Anyone reading your one-page paper should know
exactly what the study was about without having to read it. Your summary should be one double-spaced
page in length, using 12-point font (Times Roman) and 1-inch margins, with the page number appearing
in the top right corner ½ inch from the top of the page, and probably will have 3-4 paragraphs. You are
writing in APA style, so please do not use first person.
Learning objective: Identify, summarize, and evaluate the main sections of a research report,
and cite your source appropriately
In one double-spaced page, summarize and evaluate the research that was done. Cite the source you are
discussing using APA style (check the APA format website again if you are unsure of how to do this—
using a correct citation and references page is worth 25% of the grade on this assignment—if you omit
them or have errors, you will not earn more than a C for this paper).
Citing your source means that you indicate where your information comes from. You do this as part of
your paper (in the body of the text) instead of using footnotes or endnotes. All APA style in-text
citations must include the authors’ last names and the work’s date of publication. If you were to use a
direct quotation you also would give the page number, but do not use any quotations in this paper. Do
not copy from the article, either—you summarize the research by paraphrasing it. Also, because this
paper is only one double-spaced page in length, and you are only using one source, it will be sufficient
to cite your source one time only, near the beginning of your summary. Examples of the three possible
APA style citation formats (with the matching reference, which would go on a separate page) look like
this:
Researchers investigated whether children enrolled in didactic, highly academic
preschools and kindergartens demonstrate negative outcomes on several measures of motivation
as compared to children in child-centered programs (Stipek, Feiler, Daniels, & Milburn, 1995).
Stipek, Feiler, Daniels, and Milburn (1995) conducted a correlational study of the
relationship between type of instructional programming (didactic vs. child-centered) and the
achievement of basic skills and the motivation of 227 4- to 6-year-olds.
In 1995, Stipek, Feiler, Daniels, and Milburn examined the impact of two types of
instructional approaches on the academic achievement and motivation of children in preschool
and kindergarten.
References
Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional
approaches on young children’s achievement and motivation. Child Development, 66,
209-223.
Use one of the three possible APA style citation formats—don’t name the article or the journal in which
it appears (or the authors’ first names, initials, or affiliation…) in your summary. Also, be sure to
paraphrase your source without using direct quotations. Your organization guidelines will be very
handy, here. Do not write a title on your summary page, and do not use subheadings (you won’t have
room).
The purpose of this exercise is to help you learn how to include discussion of others’ research in
the papers you write (and, ultimately, in the decisions you make!). Very briefly and clearly, you
should be able to explain the purpose of the study, how it was conducted, what was found, and
what it means. When you are writing a critical review of research literature, you need to be able to
discuss the research in terms of examining the question that the investigators asked and how they went
about answering it, rather than simply accepting their results (or worse, their conclusions) as the only
part of the article worth reading.
Listing references
Create a References page for the article that you are evaluating. At the top of the page, write the word
“References,” but without the quotation marks (or bold type, or italics, or underlining, or fancy font).
On the next line, begin your list of references (in this case, only one reference will be listed). Use APA
style, as indicated on page 9 (this is described in detail on the website listed in the syllabus).
For the source information for the article you read for this assignment, list the original primary
source as indicated on the first page of the article (don’t worry about the format for electronic sources,
for example, even if you retrieve the article online). Notice that only authors’ last names and initials are
needed. The author element ends with a period. The year of publication is placed in parentheses, and
this element also ends with a period. Capitalize only the first word of the title of the article and end
the article title element with a period. Use capital letters for the title of the journal, followed by a
comma, the volume number and issue (if the issue number is needed), and the pages on which the article
appears, and end this element with a period. The title of the journal and the volume number both
should be either underlined or italicized, but the issue number (the number in parentheses) is not
italicized. Remember, the references should appear in your list in alphabetical order (when you have
more than one reference—for this assignment you only have one), but don’t change the original order
in which authors appear on each article.
What to turn in:

1. Title page—this should include the name of the assignment (e.g., Evaluative Summary), your name,
course name, my name, semester and year
2. One-page evaluative summary with one-inch margins, double-spaced, 12-pt Times Roman font
3. References page (be sure to number all of your pages, including your references page, in the top
right corner)
Guidelines for Organizing your Evaluative Summary
To organize your summary of the research, make note of the following (by paraphrasing):
1. ARTICLE TYPE: For example, is this a correlational study, a descriptive study, a review of the
literature, a survey, an experiment? You don’t need to be sure to mention this in your summary,
but you should be aware of it as you interpret and evaluate the research.
2. PROBLEM: What was the purpose of this investigation? What issue was addressed? You’ll
find this in the introduction.
3. HOW INVESTIGATED: How did they go about answering their question? You’ll find this in
the method section. (Not how did you locate this article.)
4. RESULTS: What did they find out? Look in the results section.
5. INTERPRETATION: What does it mean? What are the implications for practical application to
real-world problems? You’ll find this in the discussion section.
6. CRITICISM: What are the limitations of this study? What do the authors say should have been
done differently, for example? What do you think about this study? Are the authors’
conclusions warranted?
7. DIRECTIONS FOR FUTURE RESEARCH: What should be done either to try again to answer
the initial question posed here, or what questions were raised by these findings that should be
answered next?
For your References page, be sure to make a note of the following information:
1. AUTHOR(S): Who wrote this article that you are reviewing? Be sure to list the authors in the
original order in which they appear.
2. YEAR: In what year was this article published?
3. ARTICLE TITLE: What is the complete title of the article?
4. JOURNAL TITLE: In which journal did you find this article?
5. VOLUME: In which volume of the journal did this article appear?
6. ISSUE: Is a particular issue within that volume indicated? Or is it possible to use page numbers
alone to locate that article?
7. PAGES: On which pages is the article to be found? (Not how many pages long is the article.)
NOTE: Two sample evaluative summaries are on reserve in the library, call number 12626.
I strongly suggest that you take a look at them.
Please notice in particular that the quality of your writing DOES COUNT. Please use correct grammar
and punctuation, and a clear, coherent writing style. More details about grading criteria will be discussed
in class. The following rubric serves as a useful guideline:
Thesis Handling the question Evidence Meaning & Errors of fact or
analysis grammar
Grade A Clear and concise, Nuanced and complete Fulsome and relevant at Insightful and Free of errors;
well developed all points creative gracefully written
Grade B Clear and Understands the terms Clearly organized; fully Good logical flow, No major errors of
complete and significance of the supported thesis persuasive fact; clearly
question written
Grade C Comprehensible Superficial understanding Weak evidence for a Weak logical flow No major blunders,
of the question part of thesis or interpretation comprehensible
Grade D Non-existent or Lacks basic Lacks evidence for Shallow or illogical Blunders or
or F incomprehensible understanding of the major parts of the incoherence
question thesis
How to find articles in the library when you already know what you want:
1. Go to www.utdallas.edu
2. Click on LIBRARY near the top of the page (the 3rd choice under the green bar)
3. Click on Do we own it? under Catalog.
4. Type in the name of the journal you are looking for and click on Search
Example: journal of personality and social psychology
5. Select journal you need, if necessary, then scroll down and click the link under ejournal available
full text (it likely will indicate a range of volume numbers)
Example:
Location: eJournal: From off campus use
http://libproxy.utdallas.edu
Available Full Text: vol. 55- (July 1988-)
6. Type in key words for the specific article you are looking for
Example: self-handicapping
7. Scroll through the results and select the article you need, or enter more search terms to limit
your results
8. Click on PDF Full Text

9. Print your article
Syllabus Addendum
Each student in this course is expected to exercise independent scholarly thought,
expression and aptitude. This addendum to the course syllabus is provided to assist
you in developing and maintaining academic integrity while seeking scholastic
success.
General Comments:
• All academic exercises (including assignments, essays, laboratory experiments and reports, examinations,
etc.) require individual, independent work. Any exception(s) will be clearly identified.
• Be sure your name or identifying number is on your paper.
• Complete and turn in academic exercises on time and in the required format (hardcopy, electronic, etc.).
• Retain confirmation of document delivery if submitted electronically.
• Retain all research notes and drafts until the project or assignment has been graded.
• Obtain written authorization from your instructor prior to submitting a portion of academic work previously
submitted for any academic exercise. (This includes an individual or group project submitted for another
course or at another school.)
Essays and Significant Papers:

Be prepared
• To present periodic drafts of work in process
• To correctly and completely reference all sources of information using the citation format prescribed
• To turn your completed assignment in timely and in the prescribed manner (electronic, hardcopy, etc.)
Examinations:
Be prepared
• To leave all personal belonging at the front of the room or other designated location (this includes cell phones,
turned off of course, and beverage containers)
• To present your UTD Comet Card
• To remove your cap or hat
• To remove the batteries from any electronic device (e.g. calculator)
• To exchange blue books or bring them early as required
• To change seating
• To sign out when exiting the testing room
• To be escorted for lavatory use
All episodes of suspected scholastic dishonesty will be reported according to

University policy. Students who violate University rules on scholastic dishonesty are
subject to disciplinary penalties, including the possibility of failure in the course
and/or dismissal from the University. Since such dishonesty harms the individual, all
students and the University, policies on scholastic dishonesty will be strictly enforced.
Penalties that may be assessed for scholastic dishonesty may be reviewed in
Subchapter D. Penalties at http://www.utdallas.edu/student/slife/chapter49.html.
Judicial Affairs
U. T. Dallas
4/05
Please tell me about yourself. Tear off this sheet and return it to me at the end of class today.
Name:
____________________________________________________________________________
Phone number where I may reach you, if necessary:

_________________________________________
Email address:
______________________________________________________________________
Academic major/minor:
_______________________________________________________________
How long have you been at UTD? _______________________ When will you graduate?
___________
What psychology courses have you taken?
What education courses have you taken?
Relevant work experience:
Future job expectations:
Anything else about you that is relevant to this course:
What do you hope to learn in this course?
Course content that appears of greatest interest and value to you:
Course content that appears of least interest and value to you:
Tell me something interesting about yourself, to help me to get to know you:


UT Dallas Syllabus For Psy3339.002 05f Taught by Karen Huxtable-Jester (kxh014900)

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THE UNIVERSITY OF TEXAS AT DALLAS

II. Course Objectives

III. Required texts & materials

Recommended texts & materials

IV. Course requirements

C. Evaluative summary of research

Assignment of letter grades is as follows:

VI. Office hours

designated days. If you need to see me privately, please come to my office.

You can record your grades here:

Educational Psychology w Saturdays w FALL 2005

1 8/20 Course overview & Introduction to educational psychology

2 8/27 Development of cognition and language Ormrod Ch. 2

Set up your user account at www.turnitin.com. Class ID 1321840, password LEARNING.

3 9/3 Personal, social, and moral development continued Ormrod Ch. 3

4 9/10 9:30-10:45am EXAM 1: Chs. 1-4

5 9/17 Learning & cognitive processes Ormrod Ch. 6

6 9/24 EVALUATIVE SUMMARY DUE

7 10/1 LAST CHANCE EVALUATIVE SUMMARY DUE at 9:30 a.m.

CONTINUED ON NEXT PAGE à

Educational Psychology w Saturdays w FALL 2005

8 10/8 Behaviorist views of learning continued Ormrod Ch. 9

9 10/15 Social cognitive approaches to learning continued Ormrod

10 10/22 Cognitive factors in motivation Ormrod Ch. 12

11 10/29 9:30-10:45am EXAM 3: Chs. 9-12

12 11/5 Classroom management Ormrod Ch. 14

13 11/12 Basic concepts and issues in assessment continued Ormrod Ch. 15

14 11/19 9:30-10:45am EXAM 4: Chs. 13-16

Course grades will be available Dec. 7

Evaluative Summary Assignment

McCann, N. (2005). Test anxiety and academic performance in undergraduate and

graduate students. Journal of Educational Psychology, 97(2), 268-274.

orientations in the classroom: Age differences and academic correlates. Journal of

Educational Psychology, 97(2), 184-196.

participation and the development of academic performance and motivational attributes

for disadvantaged children. Child Development, 76(4), 811-825.

teacher as having avoidant, appropriate, or dependent help-seeking tendencies in the

classroom. Journal of Educational Psychology, 97(2), 275-285.

Reading and understanding reports of original research

Researchers investigated whether children enrolled in didactic, highly academic

preschools and kindergartens demonstrate negative outcomes on several measures of motivation

achievement of basic skills and the motivation of 227 4- to 6-year-olds.

instructional approaches on the academic achievement and motivation of children in preschool

approaches on young children’s achievement and motivation. Child Development, 66,

What to turn in:

Guidelines for Organizing your Evaluative Summary

8. Click on PDF Full Text

Essays and Significant Papers:

All episodes of suspected scholastic dishonesty will be reported according to

Phone number where I may reach you, if necessary:

What psychology courses have you taken?

What education courses have you taken?

Relevant work experience:

Future job expectations:

Anything else about you that is relevant to this course:

What do you hope to learn in this course?

Course content that appears of greatest interest and value to you:

Course content that appears of least interest and value to you:

Tell me something interesting about yourself, to help me to get to know you:

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