Teachers' Role & Educational Psychology PDF

Do teachers matter? -some people say it's all about SES and some say the responsibility is solely on the teachers -Quality of relationships always matter (research across all levels of schooling-salient and important for kids) -quality of relationships in k5 predicts outcomes through jr high, so...

Do teachers matter? -some people say it's all about SES and some say the responsibility is solely on the teachers -Quality of relationships always matter (research across all levels of schooling-salient and important for kids) -quality of relationships in k5 predicts outcomes through jr high, so early relationships in school hold the most importance -positive teacher-student relationships predict engagement at every grade, if a student thinks a teacher cares about them they'll put forth more effort -3-5th grades are important and having a poor teaching during those years harms student achievement in the future What is good teaching? -is it an art or a science? Is a question a lot of people talk about, ITS BOTH -teachers must: use a range of strategies, be flexible, be knowledgeable about their students -new teachers usually don't know classroom management Charlotte Danielson's framework for teaching (prof said don't memorize domains but know concept) -domain 1: planning and prep -domain 2: Instruction -domain 3: Classroom environment -domain 4:Professional responsibilities(getting along with other teachers) Beginning teachers Concerns: -classroom management -motivating students -dealing w parents -evaluating student work -accommodating students w differences Describe your favorite teacher: Describe your least favorite: Role of educational psychology -early on educators and psychologists only observed children, today there is research on teaching, learning, assessment, child development, motivation -is it just common sense? No -common sense responses may not be best for students -learning styles (prof says they're not real bc there's no research to back it up) -skipping grades Role of research Educational psychology: discipline w its own theories, research methods, problems, and technique Different types of research: -descriptive studies: surveys, interviews -correlation studies (what is the relation between 2 variables where the researcher has no control over the variables) -positive correlation= 2 factors increase or decrease tg -negative correlation= increase in one, decrease in another -remember correlation doesn't equal causation Correlations -time on task and achievement -absences and course grades -height and weight (example from the book) -smoking and lung cancer -experimental studies -cause and effect -induce changes and note results -create groups -randomly assign (equal chances) teacher note-I think this is a point students often miss -- key to interpreting results as being due to the intervention/experiment/etc -quasi-experimental: frequently used, assign classrooms or schools to conditions Kellam, Baltimore Schools -students randomly assigned to 1st grade teachers then classroom was the unit of analysis -classrooms observed over first 9 wks + kids were disruptive and aggressive behavior -classroom randomly assigned to: 1. Experimental condition: good behavior game 2. Control condition of in-service on general curriculum issues effects were statistically significant: -aggression and disruptive behavior continued in control classrooms and marked reduction in experimental condition -experimental classrooms had higher achievement -the aggressive students in both were followed till 6th grade + the 1st grade classroom effects persisted -ultimately classroom management worked well and caused great results -we will compete to win in anything (lining up first even if there's no reward) (good behavior game) -single-subject experimental designs -determine effects of a particular therapy, teaching method, or other intervention -baseline (A) -Intervention (B) -Return to baseline (A) -Reintroduce intervention (B) \- if include the additional AB phase (not just AB but ABAB) can be used to show cause and effect (in schools we often just do AB -- collect data, implement an intervention and if it's working, don't necessarily try to remove to see if can return to baseline. Also some things- like academic skills -- you can't undo) -clinical and case studies -piaget used clinical interviews to understand children's thinking -sometimes open ended questions are used -case studies- one person or situation in depth -ethnographic study- studying naturally occurring events in the life of a group to understand the meaning to those involved -longitudinal v cross sectional -longitudinal: studying subjects over a period of time (months/yrs) but it\'s time consuming and expensive -Perry Preschool Project- students living in higher risk conditions were randomly assigned to the Perry Preschool and a control condition, followed up for years -results... -cross sectional: single point in time and diff ages, ex: all students at a hs in 2013 -qualitative studies v quantitative studies -qualitative: (case studies, ethnographic) interviews observations, transcripts Explore situations/ppl in depth, can't be completely objective, more subjective -quantitative: (correlational, experimental) -- numbers, measurement, statistics to examine relationships and differences between groups. Objectivity is point -- look to generalize to other people, settings, etc -mixed method: combine both Scientifically based research-evidence based -nclb: educational programs and practices receiving fed funds must be based on "scientific research" -systematic observation or experiments -rigorous data analysis procedures -clearly described and repeatable -must be peer-reviewed -essa: evidence-based interventions What works clearinghouse, made by nclb, has research about teaching methods When we have many studies over time we have a PRINCIPLE, the correlation is so strong it's almost a fact THEORY: Interrelated set of concepts that is used to explain a body of data and make predictions about results of future experiments Theories of development, learning, motivation How you think about problems HYPOTHESIS: predictions about what will happen next based on theory and previous research Research cycle: questions and hypotheses, gathering and analyzing data, modifying and improving theories based on results, formulation of new and better questions BOOK LEARNING OBJECTIVES -Describe the challenges facing teachers today, including increasing student diversity, requirements of the Every Student Succeeds Act, the continuing impacts of testing and accountability for teachers and students, and the emphasis on social and emotional learning. -Discuss the essential features of effective teaching, including different frameworks describing what good teachers do. -Describe the methods used to conduct research in the field of educational psychology and the kinds of questions each method can address. -Recognize how theories and research in development and learning are related to educational practice.