1. Educational Psychology: Theory and Practice Chapter 1
A Foundation for Teaching
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Copyright © Allyn & Bacon 2003

2. Organizing Questions What Makes a Good Teacher?
What Is the Role of Research in Educational Psychology?
What Research Methods Are Used in Educational Psychology?

3. What Makes a Good Teacher?
Knowing the Subject Matters
Mastering Teaching Skills
Can Good Teaching Be Taught?
The Intentional Teacher

4. Knowing the Subject Matters
Good teachers know subject matter well and are prepared with a variety of examples that bring lessons to life.

5. Mastering Teaching Skills
Managing the Classroom
Assessing Prior Knowledge
Motivating Students
Accounting for Learner Characteristics

6. Mastering Teaching Skills
Assessing Learning Outcomes
Reviewing Information
Communicating Ideas Effectively

7. Can Good Teaching Be Taught?
“An outstanding teacher does nothing that any other teacher cannot also do—it is just a question of knowing the principles of effective teaching and how to apply them.” (p. 5)

8. Determinants of good teaching
Self-Knowledge and Self-Regulation
Decision Making
Reflection
Application of Education Research

9. Components of Good Teaching
Knowledge of the Subject and Teaching Resources
Critical Thinking and Problem-Solving Skills
Knowledge of Students and their Learning
Teaching and Communication Skills

10. The Intentional Teacher
“Intentional teachers are those who are constantly thinking about the outcomes they want for their students and about how each decision they make moves children toward those outcomes.” (p.7)

11. Characteristics of the Intentional Teacher
Purposeful Lesson Plans
Experiments with Novel Techniques that Arouse Student Curiosity
Accounts for Multiple Ability Levels
Uses Class Time Wisely

12. Characteristics of the Intentional Teacher
Teacher Efficacy
Open to Criticism
Reflective

13. The (Un)Intentional Teacher
“…there are teachers with twenty years of experience and there are teachers with one year of experience 20 times.” (p. 9)

14. Research in Educational Psychology
The goal of research in educational psychology is to test ideas about factors believed to contribute to learning.

15. Educational Psychology Researchers
Test Ideas Using Sound Research Methodology
Discover or Refine Principles and Theories that Enhance Predictability and Control in Educational Settings

16. The Experimental Method
Laboratory Experiments
Field Experiments
Single-case Experiments

17. Internal and External Validity
Laboratory
Experiments

18. Internal and External Validity
Field
Experiments

19. Characteristics of Experimental Research
Random Assignment
Experimental Group
Control Group
An Attempt to Equalize All Factors Except the Treatment for the Experimental and Control Groups
Establishes Cause and Effect
Creates Artificial Conditions

20. Correlation Method
Calculates Relations Between Variables As They Naturally Occur
Positive correlation (greater than zero but less than or equal to 1)
Negative correlation (less than zero but greater than or equal to –1)
No correlation (equal to zero)
Does Not Establish Cause and Effect

21. Correlation Method Examples
Positive Correlation
Hours of Study Per Week and Grades
Negative Correlation
Days Absent and Grades
No Correlation
Math Achievement in Virginia is Probably Unrelated to Achievement Motivation in California.

22. Descriptive Research
Survey Method
Interview
Ethnography

23. Descriptive Research Methods
Provides Rich Detail
Works with Natural Situations
May Lack Scientific Objectivity

24. Action Research
A Particular Form of Descriptive Research Carried Out by Educators in their Own Classrooms or Schools
Can Provide Deeper Insight from Front-Line Teachers than Research Conducted by Outsiders
Lacks Objectivity

25. Research + Common Sense = Effective Teaching
Teacher Wisdom
“…it is best to apply the [research] principles with a hefty dose of common sense and a clear view of what is being taught to whom and for what purpose.” (p. 15)
Research + Common Sense = Effective Teaching

26. End of Chapter 1