santrock3 ppt ch01

8/2/2019 Santrock3 Ppt Ch01

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2007 McGraw-Hill Higher Education. All rights reserved.

1

Educational PsychologyThird Edition

by John W. Santrock

PowerPoint Presentation

to accompany


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2

C H A P T E R 1

Educational Psychology:A Tool for Effective Teaching


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Learning Goals

1. Describe some basic ideas about the field ofeducational psychology

2. Identify the attitudes and skills of an effectiveteacher

3. Discuss why research is important to effectiveteaching and how educational psychologistsand teachers can conduct and evaluate

research


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ExploringEducational

Psychology

Teaching: Artand Science

HistoricalBackground


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Educational Psychology

is a branch of psychologythat specializes in

understandingteaching and learning in

educational settings.


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Historical Background of Ed Psych

1850 1875 195019251900

William James

John Dewey

E. L. Thorndike


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William James (1842-1910)

Emphasized the

importance of observingteaching and learning in

the classroom forimproving education
http://www.emory.edu/EDUCATION/mfp/james.html



John Dewey (1859-1952)

Viewed the child as anactive learner

Emphasized the childsadaptation to theenvironment

Pushed for competenteducation for all children
http://www.infed.org/thinkers/et-dewey.htm



E. L. Thorndike (1874-1949)

Initiated an emphasis onassessment andmeasurement

of learning Promoted the idea that

educational psychologymust have a scientific base

and that measurementshould be a central focus
http://www.ittheory.com/thornd.htm



Educational PsychologysHistorical Background

LetaHollingworth

George Sanchez

Mamie andKennethClark

1916 - First to use the term giftedtodescribe students who scoredexceptionally high on IQ tests

1932 - Researcher who demonstratedthat intelligence tests were culturallybiased against minority children

1939 - Pioneering researchers whostudied African American childrensself-conceptions and identity



Behavioral Approach

B.F. Skinner (1938)

Psychology as the science of

observable behavior and controllingconditions

1950s programmed learning
http://tip.psychology.org/skinner.html



The Cognitive Revolution

1950s BloomsTaxonomy of

Cognitive Skills

1980s CognitivePsychology

memory, thinking,reasoning to helpstudent learn
http://en.wikipedia.org/wiki/Cognitive_revolutionhttp://en.wikipedia.org/wiki/Benjamin_Bloom




EffectiveTeaching

Commitment and

Motivation

Professional

Knowledge andSkills



Reflection & Observation

Reflection:

What were the characteristics ofthe most effective teachers inyour educational experience?

Observation:

What characteristics ofeffective teaching areevident in this video clip of afirst grade teacher?
http://auth.mhhe.com/socscience/education/santrockvideos/Chapter1VOa/video_library.htm



Effective TeachingProfessional Knowledge and Skills

Effective Teachers:

Exhibit subject matter competence

Implement appropriate instructionalstrategies

Set high goals for themselves and students

Plan for instruction

Create developmentally appropriateinstructional materials and activities

Manage classrooms for optimal learningCont



Effective Teachers:

Use effective strategies to promote students

motivation to learn Communicate well with students and parents

Pay More than Lip Service to IndividualVariations

Work effectively with students from culturallydiverse backgrounds

Have good assessment skills

Integrate technology into the curriculum




Effective Teachers:

Have a Good Attitude

Care about Students Invest Time and Effort

Bring a Positive Attitude and Enthusiasm tothe Classroom




Characteristics of Best Teachers



Characteristics of Worst Teachers




Research inEducationalPsychology

Why ResearchIs Important

ProgramEvaluation

Research, ActionResearch, and the

Teacher-as-Researcher

ResearchMethods



Why is educational psychologyresearch important?



The scientific researchapproach is objective,systematic, and testable

STEP 1Conceptualize the Problem

STEP 2

Collect Information

STEP 3Draw Conclusions

STEP 4Revise Research

Conclusions & Theory

The Scientific Research Approach


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Research Methods

Descriptive Research

Observations

Laboratory

Naturalistic observation

Participant observation

Interviews and questionnaires

Standardized tests Case studies

Ethnographic Studies


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CorrelationalResearch

measures the strength ofa relation between twovariables

does NOT establishcausal relation

ExperimentalResearch

random assignment experimental vs. control

groups independent vs.

dependent variables

Research Methods
http://www.socialresearchmethods.net/tutorial/lamar/ylamar.htm


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Possible Explanations ofCorrelational Data

Observed correlation Possible explanations for this correlation

As permissiveteachingincreases,

childrensself-control

decreases

Permissive

teaching

Childrens lack

of self-control

Childrens lackof self-control

Permissiveteaching

causes

causes

Other factors,

such as genetictendencies,poverty, or

sociohistoricalcircumstances

Permissive

teachingcause

bothChildrens lackof self-control

and


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Experimental Research

Independent variable:The manipulated, influential experimental factor

Dependent variable:

The factor that is measured in an experiment

Control group:A comparison group, no manipulation

Experimental group:The group whose experience is manipulated

Random assignment:Participants are assigned by chance
http://www.socialresearchmethods.net/tutorial/abrahams/sbk16.htm


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A study of the effects of time management onstudents grades

Participants randomly assignedto experimental and control groups

Studentsgrades in school

ExperimentalGroup

(time managementprogram)

Control Group(no time management

program)

Experimental Research


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Time Span of Research

Studying groups of

people at one time Researcher doesnt

have to wait untilsubjects grow older

Provides noinformation about thestability of data overtime

Studying the same

individuals over time Evaluates how children

change over time

Time consuming and

costly

Cross-sectional Longitudinal


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Program Evaluation: Designed to makedecisions about a particular program

Action Research: Used to solve aparticular classroom orschool problem

Teacher-As-Researcher:Teachersconduct their own studies toimprove their teaching

Program Evaluation, Action Research, andTeacher-As-Researcher
http://www.madison.k12.wi.us/sod/car/carhomepage.html


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Enter the Debate

Should teachers conduct research usingtheir students as subjects?

YES NO


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Research Challenges

Ethics

Researchers protect participants from mentaland physical harm.

Participants give informed consent.

Gender

In the past, conclusions on females have beendrawn from research done on males.

Ethnicity and Culture

Ethnic gloss, the use of an ethnic label todescribe an ethnic group, leads toovergeneralizations and stereotyping whenexamining certain groups.
http://www.apa.org/ethics/code2002.html


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Be aware that a single study usually is not

the defining word. Remember that causal conclusions cannot

be drawn from correlational studies.

Always consider the source of theinformation and evaluate its credibility.

Being a Wise Consumer of InformationAbout Educational Psychology


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Crack the CaseThe Curriculum Decision

1. How would you go about engaging in theresearch necessary to make a good

decision regarding what curriculum topurchase?

2. What issues need to be considered? Why?

3. What type of research would beappropriate? Why?

Cont...


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4. If Mrs. Jefferson and her colleaguesdecide to conduct an experimental study

in which they compare the influence oftwo different curricula on studentachievement, what would the independentvariable be?

Crack the CaseThe Curriculum Decision

santrock3 ppt ch01

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