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\nWelcome to the course! First sit with your base groups<\/a> and then do your first activity<\/a>.<\/p>\n
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- Introduce the Course<\/li>\n
- Introduce the Website<\/li>\n<\/ul>\n
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\nREADINGS<\/strong>: Schunk, Woolfolk<\/a><\/div>Each day we will\u00a0discuss\u00a0a few readings in class. Sometimes those readings will have links to discussion questions, quizzes, or other activities related to the readings.Schunk, D. H. (2011).<\/a> (Chapter 1) Introduction to the study of learning. Learning theories: An educational perspective<\/em> (6th Edition) (pp. 1-28). Boston, MA: Addison Wesley. <\/p>\n
Woolfolk, A. (2010).<\/a> Educational psychology<\/em> (11th ed.) (pp.8-13). Columbus, OH: Pearson\/Allyn & Bacon.<\/p>\nContinue reading →<\/a><\/div><\/p>\n
Presentation:<\/p>\n
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- Schunk - Chapter 1 Notes.<\/a><\/li>\n<\/ul>\n
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\nLUNCH<\/strong>: Time to eat!<\/a><\/div>Eat, take a deep breath, walk! Remember, this is a marathon, not a sprint!
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\nDISCUSSION<\/strong>: What is a PhD?<\/a><\/div>Link: What is a PhD?<\/a>[**OPTIONAL**] Basu, K. (2011).<\/a> Ending the first Ed.D. program. Inside Higher Ed.<\/p>\nContinue reading →<\/a><\/div><\/div><\/div><\/div>
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\nREADINGS<\/strong>: Berliner<\/a><\/div>What is a science of education, educational psychology, and educational technology?Berliner, D. (2002).<\/a> Educational research: The hardest science of all. Educational Researcher, 31<\/em>(8), 18-20. <\/li>\nContinue reading →<\/a><\/div>Presentation:<\/p>\n
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- Berliner Notes.<\/a><\/li>\n<\/ul>\n
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\nOVERVIEW<\/strong>: What is EPET?<\/a><\/div>
\nPresentation: Overview of the EPET Program<\/a>
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\nFOR TOMORROW<\/strong><\/a><\/div>
\nDraft of Research Interests<\/strong>Booth, W.C., Colomb, G.G., & Williams, J.M. (2008).<\/a> The craft of research (3rd edition) (pp. 35-67). Chicago, IL: University of Chicago Press.<\/p>\n
[**OPTIONAL**] Remler, D.K. & Van Ryzin, G.G. (2010). (Chapter 15) How to find, focus, and present research. Research methods in practice: Strategies for description and causation<\/em> (pp. 489-498). Thousand Oaks, CA: Sage Publications. [RVR Ch. 15 Quiz<\/a>]<\/p>\nContinue reading →<\/a><\/div><\/p>\n
- Come to class with a draft of your research interests. This is Step One of your RDP project (see under assignments menu). <\/p>\n
You prepare for this by first doing the Booth Reading, and then carefully reading the RDP instructions for Step One. You might also\u00a0review faculty research interest examples<\/a>.<\/p>\n
Share your draft by updating your profile on the course website (login to the site).<\/ul>\n
Constructive Controversy<\/strong>
Abbeduto, L., & Symons, F. (2008).<\/a> ISSUE 15: Should schools embrace computers and technology? In: Taking sides: Clashing views on controversial issues in educational psychology <\/em>(pp. 325 \u2013 340). New York: McGraw Hill. <\/p>\nContinue reading →<\/a><\/div><\/p>\n
- Come to class having read and taken notes on your assigned side of the controversial issue.<\/p>\n
- Pro:<\/strong> Mike, Tommy, Kyle, Brooke
\nCon:<\/strong> Katie, William, Alex, Zach, Monaca<\/ul>\n<\/ul>\nRead\/Prepare<\/strong>
Remler, D.K. & Van Ryzin, G.G. (2010).<\/a> (Chapter 1) Research in the real world. Research methods in practice: Strategies for description and causation<\/em> (pp. 1-28). Thousand Oaks, CA: Sage Publications. [RVR Ch. 1 QUIZ<\/a>]<\/p>\nContinue reading →<\/a><\/div><\/p>\n
Look Ahead<\/strong><\/p>\n
- Look ahead at tomorrow’s schedule to see what else is happening and to make sure you’re prepared. Also look ahead at other days to see if you can work ahead whenever possible.<\/ul>\n
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- Berliner Notes.<\/a><\/li>\n<\/ul>\n
Put Link in after class has discussed readings <\/p>\n
- Schunk - Chapter 1 Notes.<\/a><\/li>\n<\/ul>\n