关于教育心理

xjdsuwenUID: 135708

我现在研二,专业是应用语言学, 本科科技英语, 关于什么高数大物材料等都学过, 另外研究生的课程中关于研究方法的课程,统计学,还有心理语言学阿什么的都选了, 不知道申请educational psychology 怎么样的, 请各位大虾指点迷津.

youccUID: 95474

你看看ASU这个专业的设置，对申请者的要求，以及他的课程设置，看看自己的背景是否符合这个专业的要求。
http://seamonkey.ed.asu.edu/~gail/programs/edpmed.htm
M.Ed. Program in Educational Psychology
Division of Psychology in Education
College of Education
Tempe, Arizona 85287-0611
Program of Study Checklist
Guidelines for Applicants
Planning Guide/Courses

GUIDELINES FOR APPLICANTS
The Master of Education (M.Ed.) degree in Educational Psychology is administered by faculty from units in the Division of Psychology in Education. This program is intended for persons who wish to further prepare themselves as classroom teachers or other positions related to instruction. A written evaluation is required as the culminating experience for the degree. Students completing this program are not expected to continue for a Ph.D. in Educational Psychology at Arizona State University.

GRADUATE SCHOOL ADMISSION
Applicants must complete the Arizona State University Application for Graduate  Admission. The application is available on-line or from the Graduate College.  Graduate Admissions also requires a transcript from every college and university you have attended, including ASU.  In addition, all applicants whose native language is not English must submit their score on the Test of English as a Foreign Language (TOEFL).

EDUCATIONAL PSYCHOLOGY ADMISSION
Filing the Application for Graduate Admission opens a file with the program.  To complete the file, applicants must also submit the supporting materials listed below by  sending them to:  Admissions Secretary,  Psychology in Education, Box 870611, ASU, Tempe, Arizona 85287-0611.  To allow processing time, be sure to submit all the required items by Oct. 15 to be considered for Spring admission or by Feb. 15 to be considered for Fall semester.  After reviewing the completed applicants files, the faculty committee selects new students to the M.Ed. twice a year--in November and March.
Individual Resume. This document should include your higher education background, classroom teaching, other employment experiences, public service affiliation with professional organizations, awards, presentations, publications, and descriptions of nonacademic interests.
Statement of Goals. This one or two-page narrative should identify the career path that you wish to pursue, indicate how your preparation to date contributes to the plan, and tell how a degree in educational psychology can attain your goals.
Test Results. You are expected to submit results from either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) taken within the last five years. Consult a university testing office to determine when these periodic exams are scheduled.

PROGRAM PLANNING GUIDE
The following guide should be used for planning the program and scheduling courses.
Course Requirements
Educational Psychology Core: 12 hours
COE 501  Introduction to Research and Evaluation (3 hours)
COE 504  Learning and Instruction (3 hours)
COE 505  American Education System (3 hours)
EDP 513  Child Development OR
EDP 530  Theoretical Issues & Research in Development OR
EDP 514  Psychology of the Adolescent (3 hours)
Focus Studies : 9-12 hours
Three or four courses related to a topic chosen by the student.
Elective Courses: 12-15 hours
Electives and focus studies are selected with the adviser.
Total Semester Hours: 36
  

Selecting Focus Studies
The most important factor in choosing focus studies is student interest. After a topic has been chosen, the student and adviser determine a suitable curriculum. There is no program committee.
Students are encouraged to consider focus topics that involve interdisciplinary work. Some among the many possibilities for focus topics include: Classroom Learning, Early Childhood Education, Children and Contemporary Social Problems, Families and Schools, Adult Development and Aging, and Growing Up in Other Societies. It is also possible to focus on a particular subject matter that a teacher presents at school. Here are a few focus topics with courses that are suitable in each case.

Classroom Learning
LNT 501  Essentials of Classroom Learning
EDP 598  ST: Acquisition of Critical Thinking
SED 598  ST: Cooperative Learning Techniques
Early Childhood Education
ECD 522  Developmental Social Experiences in Early Childhood Education
ECD 544  Play Education
ECD 555  Modern Practices in Early Childhood Education
Children and Contemporary Social Problems
CED 591  S: Role of the Teacher in Counseling and Guidance
EDP 598  ST: Early Adolescent Psychology
EDP 514  Psychology of the Adolescent
Families and Schools
SOC 515  Studies of the Family
EDP 591  S: Families and Schools
SPE 511  The Exceptional Child
Adult Development and Aging
EDP 598   ST: Intergenerational Relationships
COM 417 Communication and Aging
SOC 591  S: Aging and Social Policy
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Program guidleines updated August 1, 1996
Web Page updated Sept.. 15, 1999