Eastern
College of Arts and
Sciences
NCSS/Social Studies
XI. Matrix
Matrix Item 2.5
Disciplinary Standard: Psychology
Teachers who are
licensed to teach psychology at all school levels should possess the knowledge,
capabilities, and dispositions to organize and provide instruction at the
appropriate school level for the study of psychology.
Indicators of
Capabilities for Teaching Psychology
Teachers of psychology at all school levels should provide
developmentally appropriate experiences as they guide learners in their
study. They should:
* assist learners in
comprehending and applying concepts, theories, and principles associated with
human cognition, emotional, social, and personal development, and growth and
change;
* guide learner
understanding of human thinking, memory, perception, learning, development, and
behavior;
* assist
learner comprehension of factors associated with human adjustment and coping
behaviors in various situations, during different stages of life, and in
respect to particular personal and environmental situations;
* have learners
consider how such factors as memory, thinking, beliefs, emotions, personality,
perceptions, attitude, and abilities may affect their decisions and actions at
any particular moment and may be used to interpret and comprehend possible
decisions and actions by others;
* have learners
examine factors associated with the construction, revision, and use of
self-concepts and identity and how these may affect an individual’s thinking,
feelings, decisions, and actions towards self, others, and the world;
* have learners
examine factors that may have contributed to their own self-concepts and
identity, including how their family, groups, peers, and communities may have
contributed;
* have learners
examine and comprehend factors associated with personality and individual
differences and how personality and these differences have been and may be
described, classified, assessed, and interpreted;
* assist learners to
examine, comprehend, and apply ideas associated with mental and emotional
health as well as psychological disorders, including factors contributing to
and the treatment of such disorders;
* enable learners to
understand interconnections between themselves and particular situations, places,
time, events, and social/cultural environments and systems that may influence
them as well as be influenced by them;
* insure that learners
comprehend, consider the advantages and disadvantages of, and apply concepts,
principles, and procedures for conducting, monitoring, applying, and
interpreting sound psychology research activities;
* insure that learners
consider the various codes of ethics accepted by psychologists regarding the
conducting of research on human and animal subjects and the reporting of
research findings;
* enable students to
engage in preliminary behavioral science research, using various research
paradigms and perspectives.
2.5 Psychology
The program prepares Social Studies teachers who possess the
knowledge, capabilities and dispositions to organize and provide instruction at
the appropriate school level for the study of Psychology.
Programmatic Evidence
1. EMU Students may take psychology as a life science to fulfill
their basic studies requirement for one life science class. [See appendix
for listing of these classes]
2. All students receive instruction, resources, and models for
teaching psychology in HIST 481. All students must take EDPS 322 Human
Development and Learning. This course is approximately 50% human development,
birth through adolescence, and 50% information on learning and motivation.
Since those topics overlap, the division is not absolute. There is considerable
focus on the impact of cultural and other environmental factors on development
and learning. The required assessment is a group diversity project that
requires students to work together to research the impact of specific variables
on learning (race, gender, sexual orientation, etc.) and the types of school
interventions that can enhance learning.
3. All Psychology for Secondary Education students must take the
following required classes:
PSY 101 or PSY 102 (General Psychology)
PSY 205 (Quantitative Methods)
PSY 301 (Experimental Psychology)
PSY 453 (History and Systems in Psychology)
The objectives of PSY 101 and PSY 102 include:
Upon completion of this course students will:
1. Demonstrate knowledge of a general overview of different areas,
principles and theories of psychology.
2. Demonstrate a basic knowledge of psychological systems and their
applications to daily life.
3. Demonstrate basic abilities to integrate principles and
applications of psychology.
4. Demonstrate knowledge of the following concepts and topics in
psychology: Historical Foundations, Different Approaches of the last century, Learning Principles: Behaviorism, Classical. Conditioning,
Operant Conditioning, Observational Learning, Personality: Differences between
people, Psychoanalysis, Personality: Humanism, Personality: Social-Cognitive
Theory, Personality: Trait Theory, Social Influence of Behavior, Social
cognition (thinking, Brain Physiology, Sensation & Perception,
Consciousness: Sleep, Consciousness: Drugs, Stress & Illness, Clinical
Psychology: Depression, and Personality Disorders.
The objectives of PSY
205 include:
Students will be able to:
1. Describe, analyze and apply mathematical and statistical
techniques which psychologists employ.
2. Describe, analyze and apply basic mathematical concepts
and descriptive statistics, and inferential statistical procedures.
3. Apply statistical techniques in the context of research
examples
4. Students will be able to describe and apply the following
concepts: Frequency Distributions, Percentiles and Graphs, Measures of Central
Tendency and Dispersion, Measures of Dispersion and the Standard Normal
Distribution, Probability, Correlation, Regression and Prediction, Statistical
Inference: Single Samples, Statistical Inference: Two-Sample Case, Two Factor
ANOVA, and Statistical Inference with Categorical Variables.
The objectives of PSY
301 include:
Students will be able to:
1. Describe, analyze and evaluate psychology research.
2. Describe, analyze and evaluate the different methodologies
employed by psychologists (e.g., descriptive, experimental).
3. Apply the American Psychological Association's ethical and
manuscript preparation guidelines.
4. Apply search skills in the psychological literature (library
skills!), and the application of statistics in the research process.
5. Apply SPSS to analyze data.
6. Generate their own research proposal.
The objectives of PSY 453
include:
Students will be able to recall and apply:
1. Concepts of psychology in pre-20th century philosophy, science,
and culture.
2. Developments in psychology in
3. Concepts and theories such as Psychology in Ancient Greece, the
Structuralism, William James: Forerunner of Functionalism, Functionalism,
Modern Associationism, Early Behaviorism, Gestalt Psychology, Field Theory, Psychoanalysis,
and Later Behaviorism (Guthrie, Hull, Kantor, Skinner, Bandura).
All psychology majors must also take a series of restricted
electives to give them a broad base in the different psychological methods and
approaches. These include one class on Adjustment and Psychology, one class in
Biological psychology, one class in Learning and Motivation, one class in
Developmental and Social Psychology and 2 more open electives. A list of
classes for each restricted elective is below:
Restricted electives (take one course from each group):
Group A: Adjustment and personality
PSY 360
Abnormal psychology
PSY 451
Dynamics of personality
Group B: Biological psychology
PSY 357
Sensation and perception
PSY 457
Physiological psychology
PSY 458
Comparative animal behavior
Group C: Learning and motivation
PSY 304
Learning
PSY 356
Motivation and emotion
Group d: Developmental and social
PSY 321
Child Psychology
PSY 309
Social Psychology
Electives:
Two more psychology courses in areas that are relevant to your goals: some
electives commonly taken:
PSY 203
Self analysis and control
PSY 207
Psychology of adjustment
PSY 240
Psychology of sex
PSY 242
Psychology of women
PSY 322
Psychology of adolescence
PSY 351
Industrial psychology
PSY 365
Behavior modification
2.5.2 Test Evidence
Student Grades:
There was one psychology major in the winter 2003 student teaching
cohort. Her grades in psychology were as follows:
|
PSY 101 |
B |
|
|
PSY 205 |
C+ |
|
|
PSY 301 |
C |
|
|
PSY 453 |
B |
|
|
Upper level Elective courses |
|
|
|
Psy 321 |
B+ |
|
|
Psy 360 |
A- |
|
|
Psy 457 |
Currently taking |
|
|
Psy 304 |
B |
|
|
Psy 365 |
A |
Psychology
Of the four 2002-3 graduates with a major in Psychology for
Secondary Education, four student took the Psychology
MTTC, and received scores of 236, 239, 244, 248. The passing score for the MTTC
is 220. This equals a pass rate of 100%, as compared to a state pass rate of
79%.
MTTC Objectives for each subject test are listed in the Appendix.
2.5.3 Performance
Evidence
There was only one student in the Winter 2003
student teaching cohort majoring in psychology, who withdrew from student
teaching, but will try again in the Fall 2004 semester.