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ERIC Number: ED063254
Record Type: RIE
Publication Date: 1972-Apr
Pages: 42
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Preaching and Practice in Teaching Educational Psychology. A Four-Year Study.
Galloway, Charles G.
This report, conducted at the University of Victoria, Canada, presents an overview of the results of a 4-year study to individualize instruction within an introductory Educational Psychology course. Emphasis is placed on written source material, specific instructional objectives given to the student, testing on small units, testing when students are ready, testing by teaching assistants, immediate and personal feedback of information, and mastery criterion for advancement. One instructor is responsible for one to four sections, and each section is assigned two teaching assistants. Three 1-hour class meetings are scheduled, each week. The first meeting is devoted to student participation activities, demonstrations, and discussion. The second meeting is a lecture hour; new material, group experiments and demonstrations are presented. The final meeting is optional; instructor and teaching assistants are available for assistance at this time. Materials for the courses have been organized into 15 sequential phases called P.E.P. (phases of educational psychology). Each phase begins with specific behavioral objectives. Assigned readings and activities are prepared and submitted for teacher approval. After teacher approval is obtained the student must take a mastery quiz and achieve an 80 percent before moving to the next unit. All phases must be completed to take final exams or to do an applied project. Each year the course has been in operation there has been an increase in student performance. A 3-item bibliography and a detailed course description are included. (MJM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: American Educational Research Association, Washington, DC.
Identifiers: N/A
Note: Paper presented at the annual meeting of the American Educational Research Association, Chicago, Ill., April 1972