2. Teaching and Educational Psychology
Chapter 1
Teaching and Educational Psychology

3. Teaching as Evidence-Based Practice2

4. Evidence-Based Practice
Instructional methods based on research
Applying educational psychology
nature of learning
motivation
assessment
general developmental trends
individual diversity 3

5. Understanding Research4

6. Types of Data Quantitative Qualitative numerical data
test scores
attendance records
rating scales
Qualitative
non-numerical data
interview responses
observations
case studies 5

7. Quantitative Studies Descriptive Correlational Experimental
information about a population or situation
“how things are”
Correlational
associations among variables
“what things occur together”
used for prediction
Experimental
“why things are” — causal links
manipulation of environment to test outcomes
Quasi-experimental
not all influential factors can be controlled
alternative explanations must be considered 6

8. Research Questions Descriptive Correlational Experimental
“How many students are involved in extracurricular activities?”
Correlational
“Do students involved in extracurricular activities have higher grades than those students not involved in extracurricular activities?”
Experimental
“Will joining two extracurricular activities affect students’ grades?” 7

9. Qualitative Studies
In-depth look at certain characteristics or behaviors
Essentially descriptive
”how things are”
“What kinds of study strategies are used by high-achieving students and by lower-achieving students?” 8

10. Mixed-Methods Studies
Use both quantitative and qualitative methods.
Seeks to understand both how things are and why they may be that way.
Do students show a decline in academic achievement in ninth grade, their first year of high school? If so, why might this be so? 9

11. Interpreting Research Results
Consider alternative explanations.
Draw causal inferences only from experimental data. 10

12. Theories Integrated set of concepts and principles
synthesize research findings
propose underlying mechanism to explain and predict phenomena
continually expanded and modified
underlie good classroom practices 11

13. Collecting Data and Drawing Conclusions12

14. Assessment Practices Collecting data about student learning
Formal or informal measures 13

15. Action Research Systematic study in one’s own school
Goal = “taking action”
more effective strategies in working with students 14

16. Developing as a Teacher15

17. Strategies
Keep up to date on research findings and new innovations in education.
Learn as much as you can about your subject.
Learn as much as you can about specific strategies for teaching your particular subject matter.
Learn as much as you can about the culture(s) of the community in which you are teaching.
Continually reflect and critically examine your assumptions, inferences, and practices.
Communicate and collaborate with colleagues.
Believe that you can make a difference in students’ lives (self-efficacy). 16

18. Strategies for Studying and Learning Effectively17

19. Learning Strategies
Relate what you read to your existing knowledge and prior experiences.
Actively consider how some new information might contradict your existing beliefs.
Tie abstract concepts and principles to concrete examples.
Elaborate on what you read, going beyond it and adding to it.
Periodically check yourself to make sure you remember and understand what you have read. 18

20. The Big Picture 19

21. The Big Picture
Teacher decision making must be based, at least in part, on research findings.
Different kinds of research studies lead to different kinds of conclusions.
In one way or another, teachers are researchers themselves.
Teachers are also learners. 20