© 2009 McGraw-Hill Higher Education. All rights reserved. Educational Psychology 5 th Edition by John W. Santrock PowerPoint Presentation to accompany 2011 McGraw-Hill Higher Education. All rights reserved.© 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. C H A P T E R 1 Educational Psychology: A Tool for Effective Teaching © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 3 Learning Goals 1. Describe some basic ideas about the field of educational psychology. 2. Identify the attitudes and skills of an effective teacher. 3. Discuss why research is important to effective teaching, and how educational psychologists and teachers can conduct and evaluate research. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 4 Educational Psychology: A Tool for Effective Teaching Exploring Educational Psychology Teaching: Art and Science Historical Background © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 5 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). © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 6 Educational Psychology a branch of psychology that specializes in understanding teaching and learning in educational settings. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 7 Historical Background of Ed Psych William James John Dewey E. L. Thorndike © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 8 William James (1842–1910 ) Emphasized the importance of: Observing teaching and learning in the classroom for improving education Start lessons just beyond child’s level of knowledge and understanding to stretch child’s mind © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 9 John Dewey (1859–1952) Viewed the child as an active learner Emphasized the child’s adaptation to the environment Pushed for competent education for all children Established 1st major U.S. educational psychology lab © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 10 E. L. Thorndike (1874–1949) 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 © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 11 Educational Psychology’s Historical Background Leta Hollingworth (1916) - First to use the term gifted to describe students who scored exceptionally high on IQ tests. George Sanchez (1932) - Researcher who demonstrated that intelligence tests were culturally biased against minority children. Mamie and Kenneth Clark (1939) - Pioneering researchers who studied African American children’s self-conceptions and identity. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 12 Behavioral Approach  B. F. Skinner (1938)  Psychology as the science of observable behavior and controlling conditions  1950s programmed learning–reinforcement after a series of steps until the student reaches a learning goal © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 13 The Cognitive Revolution 1950s Bloom’s Taxonomy of Cognitive Skills Includes: remembering, comprehending, synthesizing, and evaluating 1980s Cognitive Psychology Includes: memory, thinking, reasoning–to help student learn © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 14 Teaching as Art & Science How is teaching both art and science? © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 15 Teaching: Art & Science 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 teacher’s personal experiences  Teaching remains an art teachers make important classroom judgments based on personal skills, experiences, and accumulated wisdom © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 16 Educational Psychology: A Tool for Effective Teaching Effective Teaching Commitment, Motivation, and Caring Professional Knowledge and Skills © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 17 Reflection & Observation Reflection: What were the characteristics of the most effective teachers in your educational experience? © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 18 Effective Teaching Professional Knowledge and Skills Effective Teachers:  Exhibit subject matter competence  Implement appropriate instructional strategies  Model and communicate good thinking skills  Set high goals for themselves and students and plan for instruction  Create developmentally appropriate instructional materials and activities  Manage classrooms for optimal learning Cont… © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 19 Effective Teachers:  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 Effective Teaching Professional Knowledge and Skills © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 20 Effective Teachers:  Have a good attitude  Care about students  Invest time and effort  Have confidence in their own self-efficacy  Bring a positive attitude and enthusiasm to the classroom Effective Teaching Commitment, Motivation, and Caring © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 21 Characteristics of Best Teachers © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 22 Characteristics of Worst Teachers © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 23 Educational Psychology: A Tool for Effective Teaching Research in Educational Psychology Why Research Is Important Program Evaluation Research, Action Research, and the Teacher-as- Researcher Research Methods Quantitative and Qualitative Research © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 24 Why is educational psychology research important? © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 25 The scientific research approach is objective, systematic, and testable. STEP 1 Conceptualize the Problem STEP 2 Collect Information STEP 3 Draw Conclusions STEP 4 Revise Research Conclusions & Theory The Scientific Research Approach © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 26 Why Research Is Important 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 © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 27 Research Methods Descriptive Research Observations  Laboratory  Naturalistic observation  Participant observation Interviews and questionnaires Standardized tests Cont… © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 28 Research Methods Descriptive Research Case Studies Ethnographic Studies Focus Groups Personal Journals and Diaries © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 29 Correlational Research Measures the strength of a relationship between two variables Does NOT equal causation Experimental Research Random assignment Experimental vs. control groups Independent vs. dependent variables Only truly reliable method of establishing cause and effect Research Methods © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 30 Possible Explanations of Correlational Data Observed correlation Possible explanations for this correlation As permissive teaching increases, children’s self-control decreases As permissive teaching increases, children’s self-control decreases Permissive teaching Children’s lack of self-control Children’s lack of self-control Children’s lack of self-control Permissive teaching causes Other factors, such as genetic tendencies, poverty, or sociohistorical circumstances Permissive teaching cause both Children’s lack of self-control and © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 31 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; baseline against which effects of manipulated condition can be compared. Experimental group: The group whose experience is manipulated. Random assignment: Participants are assigned by chance. © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 32 A study of the effects of time management on students’ grades Participants randomly assigned to experimental and control groups Students’ grades in school Experimental Group (time management program) Control Group (no time management program) Experimental Research © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 33 Time Span of Research Studying groups of people at one time Researcher doesn’t have to wait until subjects grow older Provides no information about the stability of data over time Studying the same individuals over time Evaluates how children change over time Time consuming and costly Cross-sectionalLongitudinal © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 34 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. Program Evaluation, Action Research, and Teacher-as-Researcher © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 35 Quantitative and Qualitative Research Quantitative Research  Uses numerical calculations to discover information about a topic; includes experimental and correlational research designs Qualitative Research  Information gathered using descriptive methods; includes interviews, case studies, and ethnographic studies Mixed Methods Research  Blends different research designs and/or methods © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 36 Enter the Debate Should teachers conduct research using their students as subjects? YESNO © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved. 37 Classroom Connections: Crack the Case— The Classroom Decision 1. What issues would need to be considered in conducting such a study? 2. What type of research would be most appropriate? 3. Why? 4. If she compared the two different curricula and their outcomes, what would be the independent variable? © 2011 McGraw-Hill Higher Education. All rights reserved.

© 2009 McGraw-Hill Higher Education. All rights reserved If she decides to conduct an experimental study in which she compared the two different curricula and their outcomes, what would be the dependent variable? 6. How should Ms. Huang go about conducting her study? Classroom Connections: Crack the Case—The Classroom Decision © 2011 McGraw-Hill Higher Education. All rights reserved.