EPSY - Educational Psychology
This course enables educators to develop knowledge, skills and competencies for working in the global and digital age learning environments. Students develop research and professional writing and scholarship skills using both traditional media (books, journals) and new media (online databases, video and online resources, wiki-book authoring). They understand local and global societal issues and responsibilities and model legal and ethical behaviors in their professional practice. They develop skills in communicating, collaborating and building learning communities with peers, experts, and students.
Students explore the use of assessment methods to evaluate student achievement and instructional effectiveness. Topics include descriptive statistics, measurement, and assessment methods used in standardized achievement tests. Curriculum-based evaluation devices (oral and written tests, scoring rubrics, grading practices, etc.) as well as informal teacher assessment and evaluation of student learning and behavior are reviewed.
In this course students will examine contemporary theories of creativity and creativity development and their implications for education and educational psychology. They will learn how to model creative behavior and encourage creative expression in others. Students enrolled in this course will test creativity theories by (a) applying them to their own past experiences with creative endeavors, (b) by determining to what extent the theories can adequately explain the emergence of extraordinary inventions, breakthroughs, and works of art and (c) by producing a creative product, project, or presentation.
The content of this course focuses on the theories that explain the growth of social concepts (e.g., responsibility, sharing, friendship, rules, sex roles); the development of values and conscience; and the emerging personality of children and adolescents. Students explore ways of working with children and youth in enhancing the development of these concepts.
Students explore the nature of human growth and development from the perspective of learning, examine the factors contributing to academic success, and consider how effective teaching can have a positive impact on students’ classroom behavior, motivation, and learning. Theoretical knowledge, educational research, and practical applications are stressed. This course includes a field experience in which students observe and interview educators and then write a paper describing their experience and applying their knowledge of educational psychology.
The purpose of this course is to provide theoretical frameworks, specific concepts, and teaching strategies that help enhance student engagement, self-concept development, interpersonal understanding, and psychosocial resilience in the classroom.
Teachers are acquainted with techniques to understand and change student behavioral patterns, and learn to observe and interpret classroom behavior, drawing from psychodynamic, ecological, humanistic, and behavioral models. Participants explore various intervention and prevention strategies.
Webster offers various graduate in-service courses that are not part of the existing MA/MAT curricula but provide experiences important to the academic and professional development of educators. Consult the semester course listings for specific topics. Prerequisite: approval of the MA advisor. May be repeated for credit if content differs.
This course will provide students with the opportunity to explore their assumptions about “the family” and how it develops in a social/cultural context. The course is designed to give students an opportunity to obtain a beginning understanding of selected theories and principles of family counseling and classroom dynamics. There will be a combination of theoretical and practical information with opportunities for students to gain insights using a variety of approaches. Students will learn how to incorporate “family” into their classroom curriculum, learn about family-oriented/supportive community resources, and learn strategies to manage problem behavior in the classroom.
In order to function effectively in an interdependent world, we need to get along with and understand people vastly different from ourselves. In this course, students explore the values of their own culture, the extent to which thoughts and perceptions are shaped by cultures, and the expression of cultural differences in education.
The focus of this course is the application of major counseling theories, such as psychodynamic, humanistic, and family systems, to an educational setting. Counseling skills, such as empathetic listening, effective communication, and conflict resolution, also will be viewed in the context of the school. Student will learn, then, techniques to diffuse situations with an angry parent, methods to minimize the impact of a negative co-worker, and skills to really listen to students.
This course covers the application of basic descriptive and inferential statistics to the fields of education and psychology. Graduate students will work with real data that is relevant to the lives of children and youth in schools. The emphasis is on solving practical problems in educational psychology. Students will conduct data analysis using statistical packages (e.g. Excel 2010, SPSS).
This course enables educators to design programs, courses and curricula that facilitate and inspire student learning, mastery and creativity in both face-to-face and virtual environments. Educators learn to model systemic, creative and innovative thinking, collaborative processes, and engage students in real-world / authentic issues. The entire curriculum design-development-implementation-assessment-revision cycle is diversity sensitive; personalized, learner-centered, and embedded with cyber-enabled tools and resources. Curriculum interface with the educator’s personal and professional philosophies and mission, as well as the school district’s mission, and state, national, and international standards are examined.
Seminars in Immigrant and Refugee Experiences are designed to focus on contemporary research and application. May be repeated for credit if content differs.
This course examines the psychosocial aspects of migration. Students learn to identify the needs of immigrant and refugee children and families, and how to help these families adapt to living in new environments.
This course focuses on the psychological growth and development of the young adolescent (ages 9 -15). Participants examine the stage of early adolescence from the perspective of physical, intellectual, and social-emotional development; they also study the importance of the peer group and peer pressure concerns. The course explores multicultural and international perspectives on the psychology of early adolescence. Participants learn how to create instructional environments that will maximize the learning opportunities for all young adolescents.
After exploring the educational, intellectual, social, and emotional needs of children and youth, students enrolled in this practicum course will apply their knowledge of educational psychology. Students will work with children, youth and/or families on a regularly scheduled basis in a school or other educational community setting.
This practicum provides supervised field experience in programs for gifted children. In the summer, students work in various programs. During the school year, students work in classrooms for the gifted. This course is for students who are seeking teacher certification in Gifted Education. Prerequisite: Permission of advisor or teacher certification officer.
Webster offers various institutes to provide a wide range of workshop experiences and contemporary topics within the applied educational psychology program. One example is Special Institute: Child Development Program, St. Louis Psychoanalytic Institute. The special institute course may be repeated for credit if content differs. For more specific and current information, see the current course offerings.
This is an introductory course in educational research methodology; basic concepts of research design, strategies of qualitative and quantitative research, and basic statistical procedures are introduced. This course enables students to read, interpret, and evaluate educational and psychological research and to plan research. Students will learn to analyze the purposes and requirements of designing and developing a proposal for a research study and become familiar with Webster University’s IRB.
This course involves the theoretical and empirical study of adolescence. Topics addressed include physical development, intellectual development, values and moral development, social problems, sexuality, and discipline. Intracultural and intercultural variations in development are explored. Students examine the educational applications for each topic and learn how to adapt instructional practices to meet the interests and learning needs of adolescents.
(previously EPSY 5160)
Child development is the scientific study of the physical, cognitive, social, and personality changes that occur throughout the childhood years. This course is based on recent research in education, psychology, and child development that aids the teacher in guiding learning activities of children of preschool age through early adolescence. Students enrolled in this class will learn how to modify instruction to meet the developmental needs of all children. Issues of diversity in child development, including multicultural perspectives and inclusion strategies, are also examined.
Students examine current research concerning cognitive psychology, memory, reasoning, problem-solving, and learning systems. Emphasis is placed on studying metacognitive strategies and the development of expertise.
This course focuses on the biological and psychological foundations of stress. Specific techniques for handling school- and classroom-related stressors and tensions are examined.
Students study the basic premises of curriculum design and classroom structure appropriate for gifted and talented students. A variety of curriculum models and strategies for teaching the gifted are discussed.
(previously EPSY 5180)
In this course students will investigate psychological research pertaining to education, employ researcher's observational skills and hypothesis testing methods, and discover how the scientific method and evidence-based practice can be used to improve the effectiveness of classroom teachers, school psychologists, and other educators.
This course reviews the affective needs of gifted students and ways to provide services to meet those needs. Students study the social and emotional development of the gifted child. They address the issues of self-esteem, underachievement, leadership, and social relationships, and discuss helping the families of gifted children.
Theory of testing, analysis of standardized tests, development of testing procedures, and analysis of test data for the gifted are covered. Emphasis is on intelligence testing, assessment of creativity, and interpretation and integration of test data. Prerequisite: Permission of instructor.
This course offers an understanding of administration and supervision of gifted programs and provides students already familiar with the educational theory and models in gifted education with an overview of the skills needed to plan and supervise a defensible program for gifted and talented students. Topics in identification, curriculum design, in-service preparation, grant writing, and community relations are covered.
(Previously EPSY 5520)
Students enrolled in this course will research and debate the psychological impact of violence on children. Topics include the effects of violent toys, games, and television and the impact of community violence on the lives of young people. How war or the threat of war affects children’s development is also studied. Students will learn about conflict resolution strategies and discover how a crisis can be transformed into an opportunity to foster hope and resiliency in children and youth. Students will critically evaluate anti-bullying curriculum, classroom-level conflict resolution curriculum, and school-wide crisis prevention programs such as the PREPaRE Curriculum. Students will learn ways to promote peaceful and safe classrooms and schools. In addition, students will receive a certificate in Prevention and Preparedness: Comprehensive School Safety Planning.
Participants in this course examine current issues in the field of education for the gifted. Programs, teaching methods, and curriculum for the gifted are presented in the course. Multicultural and international perspectives on giftedness are stressed.
(previously EPSY 5171)
This course focuses on behavioral interventions and mental health services designed to develop social and life skills in children. Graduate students enrolled in this class will study the assumptions and principles of a variety of models and methods of classroom management as well as the principles and techniques of behavior management appropriate to the needs of individual K-12 students with disabilities. Students will learn about behavioral assessment and behavioral consultation in schools.
This course examines current thinking, theory, and practice regarding motivation in the 21st century. Students will review theories of motivation, including social cognitive, self-determination, goal orientation, and “flow” theory. Theory and research related to the psychology of sustainability will be explored. Implications of these theories for the classroom will be studied, and practices that derive from these theories and concepts will be developed in a course project.
In this course students will gain knowledge and improve personal skill levels in the areas of multicultural assessment in order to serve gifted and talented learners from diverse linguistic, geographic, economic, and cultural backgrounds. Structured as a seminar, discussions include professional issues in psychoeducational examination, reviews of past discriminatory practices that have unfairly influenced the assessment of learning, recommendations for modifying traditional assessment procedures, and ways to stress children’s cultural strengths rather than their cultural deficits.
Students examine theory, research, and skills related to assessment and cultural diversity. Structured as a seminar, discussions include professional issues in psychoeducational examination, testing and assessment issues, techniques with regard to multiculturalism, reviews of past discriminatory practices that have unfairly influenced the assessment of learning, recommendations for modifying traditional assessment procedures, and ways to stress children’s cultural strengths rather than their cultural deficits.
The advanced graduate certificate (AGC) project is the culminating experience in the AGC program. These projects are based on applied field research at the student’s own workplace or practicum placement. Projects may be professional presentations or professional papers. Examples of final projects include a professional presentation or demonstration for other graduates students, a school district, a local board of education, a community group, a professional organization, or a professional conference; or a paper or research project that might be published or distributed within appropriate schools, community groups, professional organizations or professional journals.
In this capstone course, the student is expected to synthesize and integrate the conceptual, theoretical, and practical knowledge, skills, and dispositions acquired in the program.
Expertise in psychoeducational assessment requires knowledge of varied models and methods of assessment, data collection, and data analysis. These practicum courses provide graduate students with opportunities to apply their knowledge of assessment models and methods to specific school-related concerns. Graduate students will gain experience collecting data, evaluating information, identifying strengths and needs, and developing effective services and programs in schools. Students will practice data-based decision-making and accountability skills with specific school-based examples. These practicum courses may be repeated for credit.
Practicum in Data-Based Decision-Making: Applied Statistics (1–2). This practicum is designed to provide school-based applications of research and statistics courses such as EDTC 6240 Educational Statistics, an introductory graduate course in using quantitative methods for inquiry in education.
Practicum in Data-Based Decision-Making: Mental Health Services (1-2). This practicum is designed to provide experience with school-related services and program evaluation. This practicum is connected with courses such EPSY 5290, EPSY 5952, EPSY 5890, and EPSY 5971 and other courses that focus on mental health programs and interventions designed to develop social and life skills in children.
Practicum in Data-Based Decision-Making: Advanced Psychoeducational Assessment and Interventions (1-2). This practicum is designed to provide experience administering and interpreting psychoeducational tests. The practicum may be connected with various courses including EPSY 5930 Screening, Assessing, and Evaluating Gifted Students, a course that emphasizes intelligence testing, assessment of creativity, and interpretation and integration of test data and EPSY 5991 Issues in Assessment: Cultural and Linguistic Diversity, a course that includes recommendations for modifying traditional psychoeducational assessment procedures. Which tests students administer will be determined by APA and NASP guidelines.
Practicum in Data-Based Decision-Making: Consultation and Applied Field Research (1). This practicum is designed to provide experience with a consultative problem-solving process. This practicum is connected with applied field research and consultation at the student’s own workplace or practicum placement. Students have opportunities for planning, implementing, and evaluating projects related to school-based concerns.
The aim of the Portfolio-Based Analysis course is to assist school psychology students in developing and demonstrating their mastery of skills that are related to the eleven competencies of school psychology described by the Missouri Department of Elementary and Secondary Education (DESE), the matching eleven domains described by the National Association of School Psychologists (NASP), the six goals and outcomes of the International Association of School Psychologists (ISPA), and the four goals of the School of Education. the preparation of the School Psychology Portfolio facilitates reflection, self-assessment, goal setting, and improvement.
The purpose of EPSY 6200 Seminar in School Psychology is to assist in the preparation of school psychology graduate students for entry into the field. The seminars include topics and activities in the professional practice of school psychology.
Seminars in School Psychology: Professional School Psychology (2). This seminar is designed to familiarize students with the roles and functions of the school psychologist in school settings or other alternative service delivery systems. Topics include assessment, consultation, intervention, special education, research, ethics and standards, and the future of education and school psychology.
Seminars in School Psychology: International and Multicultural Perspectives (2). This seminar is designed to provide international and multicultural perspectives on the roles and functions of the school psychologist. Topics include the following: the international growth in school psychology, cultural diversity, global perspectives, social justice, children’s rights, effects of poverty, professional organizations, and the future of school psychology.
The student completes a thesis project under faculty supervision. The thesis option is recommended for those considering graduate study at a doctoral level. All theses must follow university guidelines and be deposited in the Webster University library.
The purpose of EPSY 6500 School Psychology Internship is to assist in the preparation of school psychology graduate students for entry into the field. Included are topics and activities in the professional practice of school psychology. May be repeated for credit.
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