برنامه درسی

Grading

The final grade for this course will be based on the total number of points the student earns on class participation, the two in-class exams, the departmental final exam, and the two written assignments. There are 20 total possible points, which break down as follows:
 

Attendance and Participation         2 points

Writing Assignment 1                    1 points

Writing Assignment 2                    1 points

Exam 1                                           2 points

Exam 2                                           2 points

Exam 3                                           2 points

Departmental Final Exam              10 points

Martin, G., & Pear, J. J. (2019). Behavior modification: What it is and how to do it. Routledge.

 Miltenberger, R. G. (2015). Behavior modification: Principles and procedures (6th ed.). Cengage Learning. ISBN 978-1305109391.

Course Objectives

This course will provide the opportunity to study current research on behavior modification principles and practices, focusing on their application in educational and therapeutic settings. Students will explore the theoretical foundations of behavior modification, including operant conditioning, classical conditioning, and social learning theory.

A group discussion format will be employed, allowing students to engage in both direct and indirect activities related to assessing and modifying behaviors. Participants are expected to actively contribute to discussions and come to class prepared.

NOTE

-Participate in class discussions and activities. Students are expected to come to class prepared to discuss readings, participate in and lead activities, and contribute productively to collaborations.

- Dear University Students our least expectation from you is having expertise in your specific text. In the same vein please try to be in contact with a foreign professor from Western universities and absorb some knowledge about hot issues in Behavior Modification area.

 -The course outline and content are subject to change with advance notice of the instructor.

-2 points deducted for every day are late

Grading

The final grade for this course will be based on the total number of points the student earns on class participation, the two in-class exams, the departmental final exam, and the two written assignments. There are 20 total possible points, which break down as follows:
 

Attendance and Participation         2 points

Writing Assignment 1                    1 points

Writing Assignment 2                    1 points

Exam 1                                           2 points

Exam 2                                           2 points

Exam 3                                           2 points

Departmental Final Exam              10 points

Astuti, N. (2021). Educational Psychology. Module.

Aggarwal, J. C. (2010). Essentials of educational psychology. Vikas Publishing House.

Eric M. Anderman, Lyn Corno. (2015). Handbook of educational psychology.

Sivakumar, A., & Thirumoorthy, G. (2018). Educational psychology. Lulu. com.

This course of English for Educational Sciences Students is aimed at improving reading and text comprehension skills and is based on authentic material oriented towards the students' fields of interest (psychology, educational science and special educational needs); it is also aimed at giving the students a better mastery of the linguistic code of English through systematic grammatical and pronunciation exercises as well as developing the students' general, specific and academic vocabulary.

NOTE

-Participate in class discussions and activities. Students are expected to come to class prepared to discuss readings, participate in and lead activities, and contribute productively to collaborations.

 -The course outline and content are subject to change with advance notice of the instructor.

-2 points deducted for every day are late

The final grade for this course will be based on the total number of points the student earns on class participation, the two in-class exams, the departmental final exam, and the two written assignments. There are 20 total possible points, which break down as follows:
 

Attendance and Participation         2 points

Writing Assignment 1                    1 points

Writing Assignment 2                    1 points

Exam 1                                           2 points

Exam 2                                           2 points

Exam 3                                           2 points

Departmental Final Exam              10 points

Berger, K. S. (2021). The developing person through childhood and adolescence. Worth. ISBN 978-1319352585.

Mitchell, P., & Ziegler, F. (2013). Fundamentals of developmental psychology. Psychology Press. ISBN 978-1848720503.

Papalia, D. E., & Martorell, G. (2021). Experience human development (14th ed.). McGraw Hill. ISBN 978-9355320032.

Shaffer, D., & Kipp, K. (2020). Developmental psychology: Childhood and adolescence. Cengage. ISBN 978-0357670866.

This course will provide students with the opportunity to explore current research and foundational theories related to developmental psychology in educational contexts. Emphasis will be placed on understanding the nature of humans’ development from conception to the death through life span. Five main perspective including Psychoanalytic, Learning, Cognitive, Contextual and Evolutionary/ Sociobiological will be discussing in this course.

A collaborative group discussion format will be employed, allowing students to engage actively with the material. Participants will be involved in both direct and indirect activities related to the theorical and evidence-based practices in this area.

Students are expected to come to class prepared and participate actively in discussions.

-Participate in class discussions and activities. Students are expected to come to class prepared to discuss readings, participate in and lead activities, and contribute productively to collaborations.

- Dear University Students our least expectation from you is having expertise in your specific text. In the same vein please try to be in contact with a foreign professor from Western universities and absorb some knowledge about hot issues in Developmental Psychology. 

 -The course outline and content are subject to change with advance notice of the instructor.

-2 points deducted for every day are late

Grading

The final grade for this course will be based on the total number of points the student earns on class participation, the two in-class exams, the departmental final exam, and the two written assignments. There are 20 total possible points, which break down as follows:
 

Attendance and Participation         2 points

Writing Assignment 1                    1 points

Writing Assignment 2                    1 points

Exam 1                                           2 points

Exam 2                                           2 points

Exam 3                                           2 points

Departmental Final Exam              10 points

 Batshaw, M., Roizen, N., & Pellegrino, L. (2019). Children with disabilities (8th ed.). Brookes Publishing. ISBN 978-1681253206.

Brueggemann Taylor, A. E. (2014). Diagnostic assessment of learning disabilities in childhood: Bridging the gap between research and practice (ISBN 9781493903351). Springer New York.

Klingner, J., & Eppollito, A. (2014). English language learners: Differentiating between language acquisition and learning disabilities. Council for Exceptional Children. ISBN 978-0865864788.

Kovaleski, J. F., VanDerHeyden, A. M., Runge, T. J., Zirkel, P. A., & Shapiro, E. S. (2022). The RTI approach to evaluating learning disabilities (ISBN 9781462550449). Guilford Publications.

Mercer, C., & Pullen, P. (2008). Students with learning disabilities (7th ed.). Pearson. ISBN 978-0132228428.

Pierangelo, R., & Giuliani, G. A. (2008). Teaching students with learning disabilities: A step-by-step guide for educators (1st ed.). Corwin. ISBN 978-1412916011.

Shaywitz, S. (2005). Overcoming dyslexia (2020 edition): Second edition, completely revised and updated. Vintage. ISBN 978-0679781592.

This course aims to explore learning disabilities and the multifaceted approaches to supporting individuals with SLD. Through theoretical insights and practical experiences, students will engage with contemporary research and best practices in the field. The course will utilize a discussion-based format, encouraging active participation and collaboration. Students will participate in a variety of activities that relate directly and indirectly to the evaluation, support, and treatment of children and youth with specific learning disabilities.

Students are expected to come prepared for class discussions and engage thoughtfully in all activities. Each student will have the opportunity to lead discussions on designated topics pertaining to learning disabilities.

-Participate in class discussions and activities. Students are expected to come to class prepared to discuss readings, participate in and lead activities, and contribute productively to collaborations.

- Dear University Students our least expectation from you is having expertise in your specific text. In the same vein please try to be in contact with a foreign professor from Western universities and absorb some knowledge about hot issues in Learning Disabilities.

 -The course outline and content are subject to change with advance notice of the instructor.

-2 points deducted for every day are late

The final grade for this course will be based on the total number of points the student earns on class participation, the two in-class exams, the departmental final exam, and the two written assignments. There are 20 total possible points, which break down as follows:
 

Attendance and Participation         2 points

Writing Assignment 1                    1 points

Writing Assignment 2                    1 points

Exam 1                                           2 points

Exam 2                                           2 points

Exam 3                                           2 points

Departmental Final Exam              10 points

Kalat, J. W. (2017). Introduction to psychology. Wadsworth, Cengage Learning.

Fredrickson, B., Loftus, G. R., Wagenaar, W., & Fredrickson, B. (2009). Atkinson & Hilgard's introduction to psychology. Wadsworth/Thomson Learning.

This course is designed to introduce students to the study of psychology. It is intended to provide broad coverage of the field by presenting basic theories, research, and applied use of psychology. It will give students a background from which to either pursue more advanced psychological courses, or to retain the information as a basic knowledge of psychology in general.

 Areas that will be covered include: History of psychology, research methods, biological bases of behavior, main perspective in psychology, sensation, perception, learning, intelligence, motivation, emotions, personality, these areas will be approached from both theoretical and applied perspectives.

Students are expected to come prepared for class discussions and engage thoughtfully in all activities. Each student will have the opportunity to lead discussions on designated topics pertaining to introduction to psychology.

-Participate in class discussions and activities. Students are expected to come to class prepared to discuss readings, participate in and lead activities, and contribute productively to collaborations.

- Dear University Students our least expectation from you is having expertise in your specific text. In the same vein please try to be in contact with a foreign professor from Western universities and absorb some knowledge about hot issues in psychology.

 -The course outline and content are subject to change with advance notice of the instructor.

-2 points deducted for every day are late