PSYED501 – Psychology for Education
MSc in Educational Psychology – Distance Learning
Core Course
PSYED501 – Psychology for Education
Course Unit Code: PSYED501
Type Of Unit: Distance Learning
Level of Course Unit: Postgraduate
Year of Study: Year 1
Semester: Semester 1
Number of ECTS Credits: 10
Class Contact Hours: 12
Mode of Delivery
Distance Learning
Prerequisites
No
Course Objectives
This course is an introductory course that lays the foundations for the training of an educator or psychologist in the field of educational psychology. It guides students through research, theory, and practice on cognitive, moral, and psychosocial development and behavior change, striving for better, more effective, and more meaningful education.
The Study Guide acts as a valuable support tool and reference point between the course educator and the students. It complements the literature and additional assignments provided during the semester.
Throughout the semester, students will engage in thirteen thematic units, which encourage critical reflection, discussion, and formulation of questions. Students will be able to discuss these points with the course instructor and peers during consultation meetings.
Each thematic unit includes: Purpose, Theoretical Background, Learning Objectives, Key Concepts, Study Resources, Questions for Reflection, and Estimated Study Time.
General Objectives of the Course
The course covers the basic theoretical concepts of Educational Psychology, exploring related research and practical applications such as:
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The multidimensional roles of the educational psychologist and the educator
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Broad learning theories
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Student diversity and its impact on learning
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Motivation and learning objectives
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Development and implementation of effective psycho-educational support programs tailored to diverse student needs
Learning Outcomes
Upon completion of the course, students are expected to understand:
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Basic and contemporary theoretical approaches governing learning
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Educational implications of major learning theories
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Characteristics of individual learners and how to integrate students with diverse needs
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Development of supportive intervention programs in collaboration with educators
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How educational psychologists collaborate with all members of the school community (students, educators, parents)
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Research methods and the use of standardized assessment tools in educational practice
Course Content
Introductory Note
THEMATIC UNIT 1: Introduction to Psychology
THEMATIC UNIT 2: Psychology for Education
1st Teleconference
THEMATIC UNIT 3: The Role of Research in Educational Psychology
THEMATIC UNIT 4: Piaget’s Cognitive & Moral Development Theory and Kohlberg’s Theory of Moral Development
2nd Teleconference
THEMATIC UNIT 5: Vygotsky’s Cognitive Development Theory
THEMATIC UNIT 6: Erikson’s Psychosocial Theory
3rd Teleconference
THEMATIC UNIT 7: Childhood and Adolescence Development
THEMATIC UNIT 8: Behavioral Learning Theories
4th Teleconference
THEMATIC UNIT 9: Motivation to Learn
THEMATIC UNIT 10: Memory and Learning
5th Teleconference
THEMATIC UNIT 11: Students with Unique Characteristics
THEMATIC UNIT 12: The Impact of Violence on Cognitive, Social-Emotional Development, and Learning
6th Teleconference
Course Features
Teleconferences
Six two-hour teleconferences will take place throughout the semester. These meetings encourage deeper discussion, clarification of questions, and active participation.
Before each meeting, students must review the course materials on the University of Limassol online platform, complete reflection questions, and prepare any additional topics they wish to discuss.
Assessment
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10% – Five interactive activities (2% each)
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20% – Individual assignment
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20% – Group assignment
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50% – Final examination
All intermediate requirements must be completed to sit the final exam. A minimum overall grade of 55% is required to pass.
Readings
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Slavin, R. E. (2006). Educational Psychology: Theory and Practice, 8th ed., Allyn & Bacon.
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Alexander, P. H., & Winnie, P. H. (2006). Handbook of Educational Psychology. Lawrence Erlbaum Associates.
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Berliner, C. D., & Calfee, C. R. (2006). Handbook of Educational Psychology. Macmillan.
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Elliott, S., Kratochwill, T., Littlefield-Cook, J., & Travers, J. (2000). Educational Psychology: Effective Teaching, Effective Learning, 3rd ed., McGraw Hill.
English (UK) 
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