College of Education

Leadership, Educational Psychology, and Foundations

Northern Illinois University

Júlio Rique, Ph.D.

Children reorganize and adequately reconstruct values through social practices.

Teaching

Courses

EPS 419 - The Middle School Child

    Examination of the match between characteristics of early adolescents (10-14 years) and characteristics of middle school programs. Biological, cultural, psychological, and social forces affecting the development of young adolescents. Focus on the role of the teacher, school, and community in helping the adolescent to deal with the impact of changes in these types of forces.

EPS 450X - Classroom Management

    Application of motivation. developmental, and management principles and procedures to maintain a positive learning environment in classrooms.

EPS 508 - Theories and Research in Adolescent Behavior and Development

    Analysis of theories and research concerning the nature of adolescent development and the implications of such for classroom teachers and other professionals who work with adolescent populations.

EPS 511 - Moral Development and Character Education

    Advanced seminar focusing on critical analysis of theoretical perspectives, research, and educational practices related to moral development.

Assessment

Course Assessments in Educational Psychology

Assessment of written assignments for all my courses involves the following:

Knowledge Base

Students should learn to identify and interconnect useful information from practice into existing knowledge. This indicates that students should read and master basic facts and concepts of educational psychology, human development, classroom management, etc. Interconnecting useful practices into existing knowledge are the fundamental point of departure for analytical thinking.

Analytical Thinking

Analytical thinking involves comparing and contrasting, judging and evaluating, and critiquing theories, experiments and proposals, about the effectiveness of knowledge. Students should:

-         Avoid opinions or feelings

-         State specific facts as evidence

-         Apply concepts related to the problem

-         Distinguish between:

o       Assumptions: guiding beliefs, values, or convictions that are taken for granted.

o       Inferences: reasoned guesses, predictions, explanations, or conclusions.

o       Observations: personal or scientific information that is organized and associated with coherent methods of inquiry.

Practical / Creative Thinking

Practical thinking involves applying, using, and utilizing knowledge to facilitate learning and development in ways that increase effectiveness.

Creative thinking involves creating, inventing, discovering, imagining, and supposing. Creative thinking is not free thinking but interconnected to previous categories of knowledge that are justified and analyzed properly.

References

Sternberg, R. J. (1997). Teaching students to think as psychologists. In R. J. Sternberg (Eds.),

Teaching Introductory Psychology. Washington, DC: APA.

Chi, M. T. H., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. J. Sternberg (Ed.),

Advances in the psychology of human intelligence (vol. 1, pp. 7-75). Hillsdale, NJ: Erlbaum

Mayer, R. E., & Greeno, J. G. (1972). Structural differences between learning outcomes produced by

different instructional methods. Journal of Educational Psychology, 63, 165-173.