Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved CHAPTER 1: EDUCATIONAL PSYCHOLOGY: Developing a Professional Knowledge Base

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 1.1 Characteristics of Professionalism  Commitment to learners that includes a code of ethics  The ability to make decisions in complex and ill- defined contexts  Reflective practice  A body of specialized knowledge Characteristics of Professionalism

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 1.2 Learning and Teaching Inventory (slide 1 0f 2) 1.The thinking of children in elementary schools tends to be limited to the concrete and tangible, whereas the thinking of middle and high school students tends to be abstract. 2.Students generally understand how much they know about a topic. 3.Experts in the area of intelligence view knowledge of facts, such as "On what continent is Brazil?" as one indicator of intelligence. 4.Effective teaching is essentially a process of presenting information to students in succinct and organized ways. 5.Preservice teachers who major in a content area, such as math, are much more successful than nonmajors in providing clear examples of the ideas they teach.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 1.2 Learning and Teaching Inventory (slide 2 of 2) 6.Students doing individual work at their seats may react negatively when a teacher comes by and offers them help. 7.To increase students' motivation to learn, teachers should praise as much as possible. 8.Teachers who are the most successful at creating and maintaining orderly classrooms are those who can quickly stop disruptions when they occur. 9.Preservice teachers generally believe they will be more effective than teachers who are now out in the field. 10.Teachers primarily learn by teaching; in general, experience is all that is necessary in learning to teach. 11.Testing detracts from learning, because students who are tested frequently develop negative attitudes and usually learn less than those who are tested less often.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 1.3 Learning and Teaching Inventory: The Research Base (slide 1 of 4) 1.The thinking of children in elementary schools tends to be limited to the concrete and tangible, whereas the thinking of middle and high school students tends to be abstract. False: Middle school, high school, and even university students can think effectively in the abstract only when they are studying areas in which they have considerable experience and expertise. 2.Students generally understand how much they know about a topic. False: Learners in general, and young children in particular, often are unable to assess what they know. 3.Experts in the area of intelligence view knowledge of facts, such as "On what continent is Brazil?" as one indicator of intelligence. True: The Wechsler Intelligence Scale for Children, the most popular intelligence test in use today, has several items very similar to the example.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 1.3 Learning and Teaching Inventory: The Research Base (slide 2 of 4) 4.Effective teaching is essentially a process of presenting information to students in succinct and organized ways. False: Simply explaining information to students often isn't effective in promoting understanding. Learners construct their own understanding based on what they already know, combined with their emotions, beliefs, and expectations. 5.Preservice teachers who major in a content area, such as math, are much more successful than non-majors in providing clear examples of the ideas they teach. False: While knowledge of content is essential, understanding how to make that content meaningful to students requires an additional kind of knowledge. 6.Students doing individual work at their seats may react negatively when a teacher comes by and offers them help. True: Being perceived as intelligent and capable is very important to students, particularly as they get older, and researchers have found that children as young as 6 rated students who were offered unsolicited help lower in ability than others offered no help.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 1.3 Learning and Teaching Inventory: The Research Base (slide 3 of 4) 7.To increase students' motivation to learn, teachers should praise as much as possible. False: Overuse of praise detracts from its credibility and particularly for older students, who may interpret praise given for easy tasks as indicating that the teacher thinks they have low ability. 8.Teachers who are the most successful at creating and maintaining orderly classrooms are those who can quickly stop disruptions when they occur. False: Classroom management, one of the greatest concerns of preservice and beginning teachers, is most effective when teachers prevent management problems from occurring in the first place. 9.Preservice teachers generally believe they will be more effective than teachers who are now out in the field. True: Preservice teachers (like yourself) are optimistic and idealistic. They believe they'll be very effective with young people, and they generally believe they'll be better than teachers now in the field.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 1.3 Learning and Teaching Inventory: The Research Base (slide 4 of 4) 10.Teachers primarily learn by teaching; in general, experience is all that is necessary in learning to teach. False: While experience is essential in learning to teach, it isn't sufficient by itself. In many cases, experience results in repeating the same actions and procedures year after year, regardless of their effectiveness. 11.Testing detracts from learning, because students who are tested frequently develop negative attitudes and usually learn less than those who are tested less often. False: Frequent, thorough assessment is one of the most powerful and positive influences on learning.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Type of KnowledgeExample Knowledge of content Understanding the content you want to teach A geography teacher understands the concepts longitude and latitude. Pedagogical content knowledge Understanding how to represent content so it is comprehensible to learners The geography teacher draws lines on a beach ball to represent longitude and latitude. She then relates the beach ball to the globe. PowerPoint 1.4 Knowledge Needed for Expert Teaching (slide 1 of 2)

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Type of KnowledgeExample General Pedagogical knowledge Understanding general principles of instruction and classroom management The geography teacher’s classroom is orderly and she uses questioning to guide the students to an understanding of longitude and latitude Knowledge of learners and learning Understanding how learning occurs and understanding the factors that influence learning The geography teacher uses the beach ball combined with questioning, because she understands that concrete examples are necessary for learning, and she understands that students learn more when they’re actively involved in learning activities. PowerPoint 1.4 Knowledge Needed for Expert Teaching (slide 2 of 2)

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Group Activity Read the scenario on page 3 and answer the following questions: Identify 3 ways in which Keith demonstrated the characteristics of professionalism in his conversation with Jan. Identify the statement Keith made that best describes his lack of pedagogical content knowledge in trying to teach problem solving to his students A teacher holds up a sheet of bubble wrap and then places a second sheet of bubble wrap on top of the first to help her students visualize the way cells are organized into tissue, What kind of knowledge does this demonstrate?

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Types of Research Descriptive Research The annual Phi Delta Kappan/Gallup Poll of the Public’s Attitude Toward the Public Schools is an example of descriptive research. It examines the public’s attitudes to a variety of issues in education, such as financing and high-stakes testing. Correlational Research A negative correlation exists, for example, between achievement and the time teachers spend in non-instructional activities, such as taking roll, passing out papers, and explaining procedures.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 1.6 Types of Research (slide 2 of 2) Experimental Research Teachers were randomly assigned to two groups, for example. The first group was trained to provide students with prompts and cues when students failed to answer a question; the second group taught as they normally did. Students taught by the trained teachers scored significantly higher on an achievement test than did students taught by the second group of teachers. Qualitative Research A researcher, for example, used in-depth interviews to try to determine if the emotional climate of a school changed as a result of implementing a school-wide classroom management policy. Action Research A teacher conducts an experiment to determine if frequent homework increases achievement compared to infrequent homework.

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Evaluating Research Studies All Types of Research How many studies report similar results? How many studies report conflicting results? Descriptive Research Are the subjects and instruments well described? Do the researchers predict future behavior based on the results? (Descriptive studies don’t imply relationships.)

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 1.7 Evaluating Research Studies (slide 2 of 2) Correlational Research Do the researchers imply that one variable causes a change in a second variable? (Correlational studies don’t imply causal relationships.) Experimental Research Are the control and experimental groups comparable? Are extraneous variables well controlled? How large is the sample size? Is the manipulation of the independent variable clearly described?

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved The Development of Theories Principle – summarizes results consistently supported by large numbers of research studies. (People tend to imitate behaviors they observe in others.) Theory – A set of related principals derived from observations that are used to explain events and make predictions. Related Principles - (Reinforced behaviors increase in frequency – intermittently reinforced behaviors persist longer than those continuously reinforced – too much reinforcement could decrease effectiveness) – These principals comprise the theory of “Behaviorism.” PowerPoint 1.8 The Relationship Between Theory and Research

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved The two concepts are research and theory. Research and theory make up the knowledge base teachers use for making decisions. PowerPoint 1.9 Classroom Exercises and Feedback (slide 3 of 3)

Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Group Activity Teachers who are high in personal teaching efficacy – who believe they have an important positive effect on students – have higher achieving students than teachers who are low in personal teaching efficacy. Is this finding based on descriptive, correlational, or experimental research? Explain. Suppose a teacher and her colleagues conclude that doing homework caused an increase in student achievement. Would this be a valid conclusion? Explain why or why not.