Educational Psychology
Through studies of theories, allied empirical research, methods of inquiry and professional practice, the program provides a foundation of knowledge across fundamental areas of educational psychology.
丁香园AV Requirements
Applicants must satisfy the University admission requirements as stated in Graduate General Regulations 1.3 in the 丁香园AV Calendar. In exceptional circumstances, applicants who do not meet these requirements may be considered if superior scholarly or professional achievement is demonstrated.
丁香园AV is granted to a specific degree and to a particular program or specialization. Application information is available from the .
Program Requirements
This program consists of courses and two extended essays for a minimum of 30 units.
Students must complete
An introduction to major paradigms of inquiry in educational psychology including their inherent assumptions, central concepts and dominant procedures. The practices of ethical scholarship and presentation and dissemination of knowledge in educational psychology are additional foci.
A required seminar for first-year students in master programs in Educational Psychology that is also open to graduate students from any program of study. Each week we will explore seminal topics in Educational Psychology. Weekly meetings will consist of guest lectures by faculty members in Educational Psychology, group activities, and writing workshops.
and one of
Theories and research about cognition, metacognition, motivation and self-regulated learning; applications to educational practice. Prerequisite: An undergraduate course in educational psychology or a cognate area of psychology.
A survey of major 20th century systems and paradigms that underlie research and theories in instructional psychology; addresses learning, cognition, motivation, methods of inquiry, and other cornerstones of the field.
and one of
This course involves an examination of theoretical, empirical and practical literature on social and emotional development in young children and its application to education and school settings.
Sociocultural criticisms of traditional views of psychological development and learning are examined, and alternatives advanced by an array of sociocultural theories and research pertaining to individual and collective development are explored with particular attention to their relevance for educational contexts, practices, and aims.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Roger Frie |
Jan 3 鈥� Apr 10, 2018: Mon, 4:30鈥�7:20 p.m.
|
Vancouver |
and one of
Students will learn to administer, interpret and evaluate norm-referenced measures of academic performance and behaviour (Level B) and curriculum based measures of learning in school-aged children and adolescents. Prerequisite: EDUC 805 or EDUC 842. Students must successfully complete a Criminal Record Check. Students with credit for EDUC 862 may not take this course for further credit.
Selective issues important and current in the fields of learning and developmental disorders are examined in depth. The objective is to enable students to master a significant body of knowledge in these areas and to identify areas of interest.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Maureen Hoskyn |
Jan 3 鈥� Apr 10, 2018: Tue, 4:30鈥�7:20 p.m.
|
Burnaby |
and nine units of elective graduate EDUC courses that have been approved by the senior supervisor
and two extended essays examined by two readers
Program Length
Students are expected to complete the program requirements within six terms.
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the Graduate General Regulations, as well as the specific requirements for the program in which they are enrolled.