The Twentieth Century saw the rise of Educational Psychology as an enterprise that sought its various a??truthsa?? through the development of more scientific means of study and analysis. Across the span of the century, psychologists continued to search for experimental findings that could be used to improve both ends of the teaching/learning continuum. Regardless of the methodologies employed or the perspectives in which various methodologies were grounded, certain basic questions framed the research: What is learning? How do people learn? Why do people learn? How do subsets of individuals learn best given certain conditions of instruction? How do certain conditions of knowing require different instructional settings? The work of this seminar will be to read, synthesize, interpret, and share primary and secondary sources of literature that highlight the development of the field from the late 19th Century to present day. Additionally, each participant will be asked to become familiar with particular persons and framing questions, paying particular attention to the historical context within which the persons and questions reside. Assignments will be adjusted for individuals who wish to approach course content from a more applied perspective.
Charles Rathbone ()
Dates: July 14 - August 8, 2014
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Note: These dates may change before registration begins.
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|EDCO 291 Z02||Counseling: DBT: Origins & Theory||to||N/A||See Notes||1||60799|
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