Educational Psychology by Santrock 7th Edition PDF

Because learning changes everything.® Educational Psychology 7th Edition by John W. Santrock Copyright ©2021 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. ...

Because learning changes everything.® Educational Psychology 7th Edition by John W. Santrock Copyright ©2021 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.  Because learning changes everything.® Chapter 1 Educational Psychology: A Tool for Effective Teaching Copyright ©2021 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.  Learning Objectives Describe some basic ideas about the field of educational psychology. Identify the attitudes and skills of an effective teacher. Discuss why research is important to effective teaching and how educational psychologists and teachers can conduct and evaluate research. © McGraw Hill 3  Educational Psychology: A Tool for Effective Teaching 1 Exploring Educational Psychology. Historical Background. Teaching: Art and Science. © McGraw Hill 4  Connecting with Teachers Effective teachers. Emphasize how to learn, rather than what to learn. Teach students how to read with genuine comprehension, shape an idea, master difficult material, and use writing to clarify thinking. Include students in the process of teaching and learning (Metzger, 1996). © McGraw Hill 5  Educational Psychology The branch of psychology that specializes in understanding teaching and learning in educational settings. © McGraw Hill 6  Historical Background of Educational Psychology William James (1842 to 1910). John Dewey (1859 to 1952). E. L. Thorndike (1874 to 1949). © McGraw Hill 7  William James (1842 to 1910) Emphasized the importance of observing teaching and learning in classrooms for improving education. Recommended that lessons must be started just beyond a child’s level of knowledge and understanding to stretch the child’s mind. ©Paul Thompson/FPG/Getty Images; © McGraw Hill 8  John Dewey (1859 to 1952) Viewed the child as an active learner. Emphasized the child’s adaptation to the environment. Pushed for a quality education for all children. Established the first major educational psychology lab in the U.S. ©Hulton Archive/Getty Images © McGraw Hill 9  E. L. Thorndike (1874 to 1949) Initiated an emphasis on assessment and measurement of learning. Promoted the idea that educational psychology must have a scientific base and that measurement should be a central focus. The Popular Science Monthly, 1912 © McGraw Hill 10  Educational Psychology’s Historical Background Mamie and Kenneth Clark (1939): Pioneering researchers who studied African American children’s self-conceptions and identity. George Sanchez (1932): Researcher who demonstrated that intelligence tests were culturally biased against minority children. Leta Hollingworth (1916): First to use the term gifted to describe students who scored exceptionally high on intelligence tests. © McGraw Hill 11  Behavioral Approach B. F. Skinner (1938). Defined psychology as the science of observable behavior and controlling conditions. In the 1950s, the concept of programmed learning was developed. Involved reinforcement after a series of steps until the student reached a learning goal. © McGraw Hill 12  The Cognitive Revolution Bloom’s taxonomy of cognitive Cognitive psychology skills (1950s). (1980s). Includes. Includes. Remembering. Memory. Comprehending. Thinking. Synthesizing. Reasoning. Evaluating. © McGraw Hill 13  Teaching: Art and Science 1 How is teaching both art and science? © McGraw Hill 14  Teaching: Art and Science 2 Science and the art of experienced practice play an important role in a teacher’s success. Educational psychology draws its knowledge from: Broader theory and research in psychology. Theory and research created and conducted by educational psychologists and a teachers’ practical experiences. Teaching remains an art. Teaching sometimes must depart from scientific recipes, requiring improvisation and spontaneity. © McGraw Hill 15  Educational Psychology: A Tool for Effective Teaching 2 Effective Teaching. Professional Knowledge and Skills. Commitment, Motivation, and Caring. © McGraw Hill 16  Reflection and Observation Reflection: What were the characteristics of the most effective teachers in your educational experience? © McGraw Hill 17  Effective Teaching: Professional Knowledge and Skills 1 Effective Teachers: Exhibit subject-matter competence. Implement appropriate instructional strategies. Model and communicate good thinking skills. Set high goals for themselves and students and organize plans for reaching those goals. Create developmentally appropriate instructional materials and activities. Manage classrooms for optimal learning. © McGraw Hill 18  Effective Teaching: Professional Knowledge and Skills 2 Use effective strategies to promote students’ motivation to learn. Communicate well with students and parents. Pay more than lip service to individual variations. Work effectively with students from culturally diverse backgrounds. Have good assessment knowledge and skills. Integrate technology into the curriculum. © McGraw Hill 19  Effective Teaching: Commitment, Motivation, and Caring Effective Teachers: Have a good attitude. Care about students. Invest time and effort. Have confidence in their own self-efficacy. Bring positive attitudes and enthusiasm to the classroom. © McGraw Hill 20  Characteristics of Best Teachers Characteristics % Total Have a sense of humor 79.2 Make the class interesting 73.7 Have knowledge of their subjects 70.1 Explain things clearly 66.2 Spend time to help students 65.8 Are fair to their students 61.8 Treat students like adults 54.4 Relate well to students 54.2 Are considerate of students’ feelings 51.9 Don't show favoritism toward students 46.6 Source: Mood of American Youth 1996 survey, National Association of Secondary School Principals. © McGraw Hill 21  Characteristics of Worst Teachers Characteristics % Total Are dull/have a boring class 79.6 Don't explain things clearly 63.2 Show favoritism toward students 52.7 Have a poor attitude 49.8 Expect too much from students 49.1 Don't relate to students 46.2 Give too much homework 44.2 Are too strict 40.6 Don't give help/individual attention 40.5 Lack control 39.9 Source: Mood of American Youth 1996 survey, National Association of Secondary School Principals. © McGraw Hill 22  Educational Psychology: A Tool for Effective Teaching 3 Research in Educational Psychology. Why Research Is Important. Research Methods. Program Evaluation Research, Action Research, and the Teacher-as- Researcher. Quantitative and Qualitative Research. © McGraw Hill 23  Why Is Educational Psychology Research Important? 1 © McGraw Hill 24  Why Is Educational Psychology Research Important? 2 Research. Provides you with valid information about the best way to teach children. Allows you to be objective about knowledge you get from personal experience. Allows you to make sense of experts who don’t always agree on the “best way” to educate students. © McGraw Hill 25  Research Methods 1 Descriptive Research. Observations. Laboratory. Naturalistic observation. Participant observation. Interviews and questionnaires. Standardized tests. © McGraw Hill 26  Research Methods 2 Physiological Measures. Case Studies. Ethnographic Studies. Focus Groups. Personal Journals and Diaries. © McGraw Hill 27  Research Methods 3 Correlational Research. Experimental Research. Measures the strength of a Cause versus effect. relationship between two Independent variables versus variables. dependent variables. Does NOT equal causation. Only truly reliable method of establishing cause and effect. Experimental groups versus control groups. Random assignment. © McGraw Hill 28  Figure 1.3: Possible Explanations for Correlational Data BananaStock/age fotostock Access the text alternative for slide images. © McGraw Hill 29  Experimental Research 1 Independent variable: The manipulated, influential, and experimental factor. Dependent variable: The factor that is measured in an experiment. Experimental group: The group whose experience is manipulated. Control group: In an experiment, a group whose experience is treated in every way like the experimental group except for the manipulated factor. Random assignment: The assignment of participants to experimental and control groups by chance. © McGraw Hill 30  Experimental Research 2 A study of the effects of time management on students’ grades. Access the text alternative for slide images. © McGraw Hill 31  Program Evaluation, Action Research, and Teacher-as- Researcher Program Evaluation: Designed to make decisions about the effectiveness of a particular program. Action Research: Used to solve a particular classroom or school problem. Teacher-as-Researcher: Teachers conduct their own studies to improve their teaching practices. © McGraw Hill 32  Quantitative and Qualitative Research Quantitative Research. Uses numerical calculations to discover information about a topic and includes experimental and correlational research designs. Qualitative Research. Information gathered using descriptive methods and includes interviews, case studies, ethnographic studies, focus groups, and personal journals and diaries. Mixed Methods Research. Blends different research designs or methods. © McGraw Hill 33  Enter the Debate Should teachers conduct research using their students as subjects? Yes. No. © McGraw Hill 34  Connecting with the Classroom: Crack the Case—The Classroom Decision 1 What issues would need to be considered in conducting such a study? What type of research would be most appropriate? Why? If she compared the two different curricula and their outcomes, what would the independent variable be? © McGraw Hill 35  Connecting with the Classroom: Crack the Case—The Classroom Decision 2 If Ms. Huang decided to conduct an experimental study in which she compared the two different curricula and their outcomes, what would the dependent variable be? How should Ms. Huang go about conducting her study? © McGraw Hill 36  Because learning changes everything. ® www.mheducation.com Copyright ©2021 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.