Educational Psychology Second Edition Classroom Update © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update PowerPoint Presentation to accompany Educational Psychology Second Edition Classroom Update by John W. Santrock

Educational Psychology: A Tool for Effective Teaching © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update C H A P T E R 1 Educational Psychology: A Tool for Effective Teaching

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Learning Goals 1. Describe some basic ideas about the field of educational psychology, including its history and why effective teaching depends on both art and science. 2. Identify the attitudes and skills of an effective teacher. 3. Discuss how educational psychologists and teachers can conduct and evaluate research.

Educational Psychology: A Tool for Effective Teaching © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Educational Psychology: A Tool for Effective Teaching Exploring Educational Psychology Historical Background Teaching: Art and Science

Educational Psychology… © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Educational Psychology… is a branch of psychology that specializes in understanding teaching and learning in educational settings.

Historical Background of Ed Psych © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Historical Background of Ed Psych 1850 1875 1900 1925 1950 William James John Dewey E. L. Thorndike

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update William James (1842-1910) Emphasized the importance of observing teaching and learning in the classroom for improving education

John Dewey (1859-1952) Viewed the child as an active learner © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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

Educational Psychology: A Tool for Effective Teaching © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Educational Psychology: A Tool for Effective Teaching Effective Teaching Professional Knowledge and Skills Commitment and Motivation

Reflection & Observation © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Reflection & Observation Reflection: What were the characteristics of the most effective teachers in your educational experience? Observation: What characteristics of effective teaching are evident in this video clip of a first grade teacher? Classroom Observation Video: “Effective Teaching” Please note: Some of these videos are very large which may take a minute or two to download. You will need QuickTime player to view the videos.

Effective Teaching Professional Knowledge and Skills © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Effective Teaching Professional Knowledge and Skills Effective Teachers: Exhibit subject matter competence Implement appropriate instructional strategies Set high goals for themselves and students Plan for instruction Manage classrooms for optimal learning Cont…

Effective Teaching Professional Knowledge and Skills © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Effective Teaching Professional Knowledge and Skills Effective Teachers: Use effective strategies to promote students’ motivation to learn Communicate well with students and parents Work effectively with students from culturally diverse backgrounds Integrate technology into the curriculum Invest time and effort into teaching Are confident in their teaching efficacy

Characteristics of Best Teachers © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Characteristics of Best Teachers

Characteristics of Worst Teachers © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Characteristics of Worst Teachers

Educational Psychology: A Tool for Effective Teaching © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Educational Psychology: A Tool for Effective Teaching Research in Educational Psychology Research Challenges Why Research Is Important Program Evaluation, Research, Action Research, Teacher-as- Researcher The Scientific Research Approach Research Methods

Why is educational psychology research important? © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Why is educational psychology research important? During a slideshow, text may be written on the slides in the white box, and then saved for later reference.

The Scientific Research Approach © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update The Scientific Research Approach The scientific research approach is objective, systematic, and testable STEP 4 Revise Research Conclusions & Theory STEP 3 Draw Conclusions STEP 2 Collect Information STEP 1 Conceptualize the Problem

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Scientific Method Theory – a set of concepts and propositions intended to describe and explain some aspect of experience. Hypothesis – specific prediction or an educated guess used for prediction. Conceptualize the problem Gather data Create theory to explain phenomenon Test theory Accept theory or reject it to be revised based on the data Theories generate hypotheses tested through observation of behavior, and new observations indicate which theories are worth keeping or need to be revised.

Research Methods Descriptive Research Observations © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Research Methods Descriptive Research Observations Laboratory Naturalistic observation Participant observation Interviews and questionnaires Standardized tests Case studies

Description Naturalistic Observation © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Description Naturalistic Observation observing and recording behavior in naturally occurring situations

Description Case Study Is language uniquely human? © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Description Case Study Is language uniquely human?

The Correlational Method © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update The Correlational Method Determine if 2 or more variables are related Correlation: A measure of the relationship Can range from 0 to 1.0 Positive: variables move in same direction Negative: variables move in opposite direction No relationship if correlation is 0 Cannot establish a causal relationship

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Figure 2.8abc In a scatterplot each dot represents data for one person; for example, each point in the center graph tells us one person’s weight and that person’s grade on the psychology final exam, in this case using hypothetical data. A positive correlation indicates that, as one variable increases, the other generally does also. A negative correlation indicates that, as one variable increases, the other generally decreases. The closer a correlation coefficient is to +1 or -1, the stronger the relationship.

Height and Temperament of 20 Men © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Correlation Height and Temperament of 20 Men 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 80 63 61 79 74 69 62 75 77 60 64 76 71 66 73 70 68 90 42 81 39 48 72 57 30 84 Subject Height in Inches Temperament

Scatterplot of Height and Temperament © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Correlation 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 Temperament scores Height in inches 55 60 65 70 75 80 85 Scatterplot of Height and Temperament

Possible Explanations of Correlational Data © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Possible Explanations of Correlational Data Observed correlation Possible explanations for this correlation As permissive teaching increases, children’s self-control decreases Permissive teaching Children’s lack of self-control Children’s lack of self-control causes Other factors, such as genetic tendencies, poverty, or sociohistorical circumstances cause both and

Correlation Three Possible Cause-Effect Relationships or or © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Correlation Three Possible Cause-Effect Relationships could cause (1) Low self-esteem Depression or (2) Depression could cause Low self-esteem or Low self-esteem (3) Distressing events or biological predisposition could cause and Depression

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Correlation Coefficient Interpretation © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Correlation Coefficient Interpretation Coefficient Range Strength of Relationship 0.00 - 0.20 Very Low 0.20 - 0.40 Low 0.40 - 0.60 Moderate 0.60 - 0.80 High Moderate 0.80 - 1.00 Very High

Experimental Research © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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

Experimental Research © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Experimental Research 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)

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Concept Check A researcher wants to know if a particular herbal supplement is helpful for improving memory. She selects 100 college sophomores who achieved an average score on a memory test, gives half of them the herb for one month, half of them an inert pill, and then re-tests them all. Yes IV = herb/no herb DV = score on memory test

Time Span of Research Cross-sectional Longitudinal © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Time Span of Research Cross-sectional Longitudinal 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

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Figure 1.4 Cross-sectional and longitudinal studies of development from age 30 to age 70. Figure 1.4

Program Evaluation, Action Research, and Teacher-as-Researcher © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Program Evaluation, Action Research, and Teacher-as-Researcher Program Evaluation: Designed to make decisions about 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

Should teachers conduct research using their students as subjects? © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Enter the Debate Should teachers conduct research using their students as subjects? YES NO During a slideshow, text may be written on the slides in the yes/no boxes, and then saved for later reference.

Research Challenges Ethics Gender Ethnicity and Culture © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Ethics Researchers protect participants from mental and physical harm. Participants give informed consent. Gender In the past, conclusions on females have been drawn from research done on males. Ethnicity and Culture Ethnic gloss, the use of an ethnic label to describe an ethnic group, leads to overgeneralizations and stereotyping when examining certain groups.

Being a Wise Consumer of Information About Educational Psychology © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Being a Wise Consumer of Information About Educational Psychology Be cautious of what is reported in the popular media. Know how to avoid drawing conclusions about individual needs on the basis of group research. Recognize how easy it is to overgeneralize about a small or clinical sample.

Being a Wise Consumer of Information About Educational Psychology © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Being a Wise Consumer of Information About Educational Psychology 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 the information and evaluate its credibility.