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The University of Mississippi Online

COUN 307, Educational Psychology

University of Mississippi
3 credit hours

Instructor Information:

Philip Cooker

Instructor: Philip G. Cooker, Ph.D.

Dr. Cooker is Professor Emeritus of Counselor Education at the University of Mississippi, where he served as Program Coordinator and Director of Training of the CACREP doctoral program in Counselor Education.

He has experience in public schools as a teacher and elementary school counselor and at Florida State University teaching, consulting, and counseling. Dr. Cooker has served as an officer in various state and national organizations, and is currently a member of the Executive Council of the Mississippi Psychology Association. He recently completed an appointment to the Mississippi Board of Psychology and continues committee work with the Association of State and Provincial Psychology Boards.

As a licensed psychologist, he maintains a private practice, providing services to individuals, couples, and families, in addition to consulting, forensic work, and training on a variety of topics. His writing has appeared in national and international journals.

Contact Information:

If you have questions concerning the content of the course, you may contact the instructor directly using the Email Your Instructor link in the Lessons or Content page. NOTE: Whenever sending email, please be sure to indicate your course title and number in the subject line.

For lesson or test administration issues, please contact the iStudy department:

The University of Mississippi, Department of Outreach and Continuing Education
P.O. Box 1848
University, MS 38677

Phone: (662) 915-7313, toll-free (877) 915-7313
Fax: (662) 915-8826

Course Description

This course is designed to provide an introductory overview of the psychological principles and research findings applied to the educational process. A total of 15 lessons comprise this three credit-hour undergraduate course.

Considering a traditional classroom course, a typical 15-week semester would require approximately 42 contact hours. Beyond classroom time, the typical expectation for students enrolled in a three-credit hour courese is to spend seven or more additional hours/week preparing and reviewing. Allocate time for completing this course with these considerations in mind.

Textbook Information:


Woolfolk, A. E. (2016). Educational psychology (13th ed.).

Boston, MA: Pearson. This course requires use of the eText version; a loose-leaf version can be obtained as an option.

The eText can be accessed with a computer and a variety of mobile devices. More information is available at:

Be sure that you obtain the eText version:
0134013522 / 9780134013527 Educational Psychology, Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package, 13/e

Course Objectives:

General objectives include (but are not limited to):

  • examining and applying theories and principles that impact the educational process.
  • understanding how factors such as culture, family, learning environments, cognitive development, and motivation affect learning.
  • describing how educators can examine and utilize research findings relevant to education.
  • providing and introduction to classroom assessment, testing.
  • providing and introduction to standardized and hig stakes testing.
  • providing case studies and examples of the typical challenges and problems faced by today's teachers.

Course Outline:

This course is composed of fourteen instructional modules:

Reading Assignments
Due for Grades

Chapter 1: Learning, Teaching, & Educational Psychology

Lesson 1 Essay, Quiz

Chapter 2: Cognitive Development

Lesson 2 Essay, Quiz

Chapter 3: The Self, Social, & Moral Developmentt

Lesson 3 Essay, Quiz

Chapter 4 Learner Differences & Learning Needs

Lesson 4 Essay, Quiz
Chapter 5: Language Development & Language Diversity Lesson 5 Essay, Quiz

Chapter 6: Culture & Diversity

Lesson 6 Essay, Quiz

Chapter 7: Behavioral Views of Learning

Lesson 7 Essay, Quiz
Test #1 Chapter 1-Chapter 7 (short-answer essay)
To be scheduled
and completed
before proceeding
8 Chapter 8: Cognitive Views of Learning Lesson 8 Essay, Quiz
9 Chapter 9: Complex Cognitive Processes Lesson 9 Essay, Quiz
Chapter 10: Learning Sciences and Constructivism
Lesson 10 Essay, Quiz

Chapter 11: Social Cognitive Views of Learning and Motivation

Lesson 11 Essay, Quiz
Chapter 12: bMotivation in Learning and Teaching Lesson 12 Essay, Quiz

Chapter 13:Creating Learning Environments

Lesson 13 Essay, Quiz
Chapter 14: Teaching Every Student
Lesson 14 Essay, Quiz
Chapter 15: Classroom Assessment, Grading, and Standardized Testing
Lesson 15 Essay, Quiz
Test #2
Chapter 8-Chapter 15 (short-answer essay)
To be scheduled and completed before proceeding
Final Examination
Chapter 1-Chapter 15 (Multiple-choice) To be scheduled and completed to finalize credit


Lessons will be graded by assigning points as follows:

91-100 (A range)
81-90 (B range)
71-80 (C range)
61-70 (D range)
> 60 (Unacceptable, requiring a resubmission of the lesson*)

*A new grade will be assigned to an resubmitted lesson, based on the average of the original and resubmitted grades for that lesson.

The final course grade will be assigned using the same numerical ranges for grading lessons. The final grade will be calculated from the following sources:

  • Lesson grade average~25%
  • Midcourse essay test grade~25%
  • Second essay test grade~25%
  • Comprehensive multiple-choice examination grade~25%

NOTE: The journal activities in each lesson are required and must be completed. These activities are based on your reflections and experiences and are designed to enrich your experience with the course content; they are exempt from a grade.


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