Final PaperTo complete the following assignment, go to this week's Final Paper link in the left navigation. Educational Psychology Research ProjectFocus of the Research ProjectFor this Research Project, students will identify a topic, find at least five articles from scholarly sources on that topic, prepare an annotated bibliography including these articles and information about them, and summarize the research and the implications relevant to the chosen topic. Students will:Self-select an educational psychology topic of interest. State the reason for their choice of topic. Research this topic. Answer specific questions about this topic. Provide applications of this research to academic, professional, and personal work. For example, a student interested in behavioral modification for children having Attention Deficit Hyperactivity Disorder (A.D.H.D.) may conduct research and find and summarize results that a developing teacher could use to enhance the learning of children in a classroom situation. Or, alternatively, a social worker may determine that this new learning may be helpful in the development of intervention strategies for some of their potential clients.InstructionsTo complete the Research Project: Select a topic of interest relevant to the field of educational psychology. The topic selected for research should have a limited scope or defined specific area.Write a brief introduction to this topic. Explain the topic and why it was chosen. Research the topic using scholarly journals. Find least five articles, reports, or other resources relevant to your research topic. These resources must come from scholarly/professional journals or publications about educational psychology or education. For each article, address the following: Create a bibliographic citation (in APA format) for each article Summarize the article, addressing the following questions: Who? What was done? How was it done? What were the findings? What contributions has this research made? Describe, in a meaningful and specific way, how the article contributed to your knowledge and understanding about your selected research topic. Be brief, but also provide a complete explanation. Critique the article: Is the article well-written and well-researched? Did it/does it lead to new ideas and findings in the selected research area? Synthesize your understanding of the article with what you have learned throughout the course to describe the new learning that took place as a result of reading and thinking critically about the article. Then, summarize the overall findings of your research including the summary, description, critique, and synthesis completed for each individual article. Describe two applications this research and your deepened understanding of this educational psychology topic have to the following: Academic goals Personal goals Current role (e.g., your current career, your role as a parent, your role as a community member, etc.) Preparing the Research ProjectThe Research Project:Must be formatted according to APA style as outlined in the Ashford Writing Center. Must include a title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must address the topic of the paper with critical thought. Must use at least five scholarly sources, listed in an APA formatted annotated bibliography. Must document all sources in APA style, as outlined in the Ashford Writing Center. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.Here is an exampleLearningis Doing STUDENTSAMPLE EDU372 Educational Psychology Instructor:Rachael Lance January14, 2013 Learning is Doing Everyonelearns in different ways at different times. Knowing how we learn can help improve comprehension and retention. Regardless what your learning style is,learning is doing. You have to activelyengage yourself with the information you are learning to understand it and beable to use it later. As teachers thisability is of particular interest and importance. Knowing how to get students involved in theirown learning process can make learning easier and more fun for everyone. I believe kinesthetic learning coupled withstudents’ own preferred learning styles can improve comprehension andretention. The more senses used thebetter. Kinesthetic learning is morethan just moving; it helps provide meaning and connective references for newinformation so long term retention is gained regardless of a student’spreferred learning style. Annotated Bibliography: Cyr, A., & Anderson, N. D.(2012). Trial-and-error learning improves source memory among young and olderadults. Psychology And Aging, 27(2), 429-439.doi:10.1037/a0025115. Andree-AnnCyr and Nicole Anderson of Toronto, Ontario, Canada completed research onimproved memory as a result of learning from mistakes. This article supportsthat trial and error learning is beneficial in older people as well as youngeradults. That learning by making mistakesembeds information deeper and longer for easier recollection in thefuture. As stated in the article“effortful encoding benefits memory” (Cyr & Anderson, 2012, para 3). The research was done in two studies withyoung and elderly adult learners. Eachgroup was given a list of words in three contexts; read, errorless, and trialand error. In both groups therecollection of words was higher for those words that were presented in a trialand error context. Meaning; that whenparticipants were asked to guess a word through associations they did betterremembering those words later when they made a mistake then when the words werejust given to them. This research hascontributed to the idea and findings that memory is enhanced with trial anderror learning. That making mistakesbuilds scaffolding or stepping stones to recall information easier and forlonger periods of time. The article alsoconfirmed new findings in the results of source memory on older adults and thatthey are just as able to learn new information as younger adults therebybreaking the myth “You can’t teach an old dog new tricks” (Cyr & Anderson,2012). Thisarticle really helped show me how critical learning by doing is for students. As teachers we sometimes get so caught up inwanting to teach that we tend to show more than we let the kids do. This is a reminder that students need to domore than they see or hear. They needmake those connections on their own if they are going to fully understand theinformation and store it in their long term memory. It is their personal connections that theymake, their reminders or cues that help them bridge the gap from their memoryto being able to use the information when it is needed. Those connections or scaffolding are whatwill help them recall the information and apply it to their currentsituation. So no matter how helpful youwant to be, sometimes you just have to step back and let them do things ontheir own to learn it best (Cyr & Anderson, 2012). Ibelieve the article is well-written and researched. It supports prior theories with additionaldetail and support from findings with current tests. It presented in a way that is easilyunderstood and applicable. It isrelevant to my topic and provides enough details to make the informationvaluable and reliable. Both the positiveand negative findings were reported along with a thorough explanation of howthe participants were determined or eliminated. There was a baseline established and two independent studies withsimilar results to show that their findings were duplicated and not just anisolated chance. Theconfirmation that we learn from our mistakes reinforces my thoughts on testingand grades. It is important for studentsto be given assessments so they can have opportunities to learn and show whatthey know but the actual grade or measurement of how well they did is far lessimportant. Learning is doing and moreopportunities for students to try to figure things out on their own will creatememorable sequences and scaffolding that is critical to life-long learning andfuture success in useful knowledge. Honigsfeld, A., & Dunn, R.(2009). Learning-Style Responsive Approaches for Teaching Typically Performingand At-Risk Adolescents.Clearing House, 82(5), 220-224.
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