MEd Psychology of Education

Students are introduced to cognitive psychology theories of executive function, theory of mind, language and consider these in terms of typical and/or atypical development, such as autism, dyslexia, deaf learners and Down Syndrome. Such cognitive theory is applied to the context of education and learning to understand the material in an applied context and a consideration of the implications of the for a child’s education.

The course unit is delivered over 9 sessions and using a variety of methods including lectures, tutorials, and independent research activities. 

the unit aims to provide coverage of the British Psychological Society (BPS) syllabus core areas of cognitive psychology.  The cognition and Education unit aims to introduce some key constructs and models of key cognitive skills, and to understand this within and apply to education and learning.

• To introduce and examine cognitive theories and identify how they can be related to educational contexts.
• To explore and examine the use of assessment within educational context and how this is linked with learning.
• Apply knowledge of cognitive processes to educational contexts.
• To explore strategies, training and intervention that can be used within educational contexts / with children.

The module forms part of the MEd Psychology of Education programme and conforms to the QAA discipline benchmark for Psychology required for accreditation by the British Psychological Society (BPS).

Core knowledge is comparable to other Psychology degrees and therefore underpins further training for careers in the areas of applied psychology (e.g. Educational Psychologist, Clinical Psychologist, Health Psychologist, Occupational Psychologist, Counselling Psychologist etc). The content is specifically related to educational settings and as such immediately applicable to careers outside of the subject discipline (e.g. teaching, teaching assistants; SENCo; support workers).
 

• Indicative curriculum content
• Introduction to Cognition and Education
• Cognitive Models of Executive function
• Executive Function and Academic Achievement
• Cognitive Models of Theory of Mind
• Theory of Mind and School
• Deaf Learners and Cognition
• Multiple Perspectives within Educational and Cognitive Psychology
• Development Language Disorder and Educational Implications
• Down Syndrome

The lecture content covers an introduction to cognitive models and applications to education and learning. It combines lecture format with activities, group discussion and class discussion. Students are required to work both independently and in small groups and active student participation will be encouraged at all times.

Independent study is expected and supported by guided reading, independent reading, guided activities, blog posts, and additional materials on Blackboard and Reading Lists Online.

Blog posts contain links to other video materials (e.g., YouTube, lecture talks), further reading, optional reading, self-test quizzes.

Lecture PowerPoint slides and additional resources are also available on Blackboard.

Additionally, the unit make uses of electronic tools and digital to provide further opportunities for student engagement.

The reading list online is reviewed each year. A general unit reading list is provided with suitable textbooks recommended. Individual session readings are also provided and broken down by teaching week to make it easier for students to see relevant sources of information, key recommended readings and further readings themed to sessions. 

• To provide coverage of the BPS syllabus core areas of psychobiology and cognitive psychology by investigating the biological and cognitive bases of typical and atypical development in children.
• To introduce relevant developmental disorders, including autism spectrum disorder (ASD) and dyslexia.

• Examine, interpret and apply topics in cognitive psychology and understand how they can be applied in educational settings and contexts.
• Critique theoretical models and theories in cognition and the evidence that supports them.
• Make links/connections and recognise relationships between neurocognitive aspects/functions covered elsewhere on the course and applications of cognitive psychology to educational contexts, including their relevance to selected developmental disorders.

• Examination and interpretation of current literature and subsequent production of information for a specific audience.
• IT skills (databases, literature searches, word processing).

• Word processing, accessing electronic databases and library facilities.
• Critical evaluation of current literature.
• Analysis and synthesis of arguments based on current literature.
• Examination and interpretation of current literature, and subsequent production of information for a specific audience.
• Explore how empathy, tact and diplomacy are essential in dealing with individuals whose behaviour may be challenging.
• Working independently with minimal supervision.

15 working days after submission, via Turnitin

Core Texts

Mareschal, D., Butterworth, B., & Tolmie, A. (Eds.). (2013). Educational neuroscience. John Wiley & Sons. ISBN 978-1118725894
This text focuses on fundamentals within cognitive psychology and helps bridge EDUC60741 Neurobiology with the content in this unit. Available as an ebook via reading lists online.

Further reading

Baeyens, D., Huizinga, M., & Burack, J. A. (2018). Executive Function and Education. Frontiers Media SA. 
Over the past decade, the term executive function has become a buzzword in the field of education as both researchers and educators underscore the importance of skills like goal setting, planning, and organising in academic success. This text provide a forum for theoretical and empirical work on this that both facilitates communication among researchers from diverse fields and provides a theoretically sound source of information for educators.

Pickering, S J., & Phye, G. D. (2006). Working memory and education. Elsevier Science & Technology.  
This text brings together two disciplines that are highly relevant to one another, psychology and education, and provides psychologists with a perspective on educational practice and suggestions on how psychological theory can be translated into practice in educational settings.

Sherwood, E. (2015). Theory of Mind: Development in Children, Brain Mechanisms and Social Implications. Nova Science Publishers, Inc.
This book discusses the development in children, brain mechanisms, and social implications of the theory of mind, with an especially nice section discussing the role of ToM in pedagogical (teaching) knowledge.

Jarrett, C. (2014). Great Myths of the Brain. John Wiley & Sons. 
An accessible text that explores and covers content related to the unit and offers insights into the difficulties of translating research findings to lay populations.

Van Herwegen, J., & Riby, D. (Eds.). (2014). Neurodevelopmental disorders: research challenges and solutions. Psychology Press.
Covers a breadth of material and makes direct links between neuropsychology and developmental disorders, including assessment.