Educational Psychology: Ch 1 Learning, Teaching, and Educational Psychology – Flashcards

Who are the students in America today? Statistics: See pg. 4

~Schools are about teaching and learning; all other activities are secondary to these basic goals. ~Much of my own research has focused on teahcers' sense of efficacy, defined as a teacher' belief that he or she can reach even difficult students to help them learn. ~This confident belief appears to be one of the the few personal characteristics of teachers that predicts student achievement. ~ Prospective teachers tend to increase in their personal sense of efficacy as a consequence od completing student teaching ~May decline after first year perhaps because there is not as much support as in student teaching.

A teacher's belief that he or she can reach even difficult students to help them learn.

Jan 8, 2002 ......President George W. Bush signed into law the "No Child Left Behind" (NCLB) ACT. ~Children grades 3-8 must pass annual standardized achievement tests in reading, and mathematics. ~Also science must be tested-one test a year in each of the three grads spans...(3-5, 6-9, 10-12)

~Some thought that only wealth and social status, not teaching, were the major factors determining who learned in schools. ~psychologist however did not believe this

Student teacher relationships can be a predictor of academic and behavioral outcomes through the 8th grade.

In a widely publicized study, researchers examined how students are affected by habin several effective or ineffective teachers in a row. ~Sanders and Rivers concluded that the best teachers encouraged good-to-excellent gains in achievement for all students, but lower-achieving students were the first to benefit form good teaching.

REsearch has shown that the quality of the teacher-student relationship in kindergarten predicts a number of academic and behavioral outcomes, particularly for students with behavior problems, who are less likely to have problems later in school if their teachers are sensitive to their needs and provide frequent, consistent feedback.

Good teaching is not confined to the classroom....it occurs every where homes, hospitals, museums, and sales meetings.

1. A Bilingual 1st Grade 2. A Suburban 5th Grade 3. An Inclusive Class 4. An Advanced Math Class ~In these four examples the teachers are confident and committed to their students. ~ They Deal with a wide range of students. Different homes, abilities and learning challenges. ~They must adapt instructions and assessment to students needs. ~They also take care of emotional needs ~They are reflective too: Thoughtful and inventive. Reflective teachers think back over situations to analyze what they did and why, and to consider how they might improve learning for their students.

Thoughtful and inventive. Reflective teachers think back over situations to analyze what they did and why, and to consider how they might improve learning for their students.

Another answer to "What is good teaching?" involves a concept called differentiated instruction-fitting the teaching to the students.

Teaching that takes into account students' abilities, prior knowledge, and challenges so that instruction matches not only the subject being taught but also students' needs.

~Class rooms are diverse! ~Different knowledge of subject, language, socioeconomic status(SES), culture, race, and ethnicity. ~Many think that diversity should be taken advantage of..... diversity SHOULD NOT ignore it. ~ In differentiated classrooms, students work at differnt paces, sometimes exercising varied learning options, and they are assessed using indicators, that fit their interests and needs.

~Differentiated instruction conceives of all students as seeking purpose challenge, affirmation, power and the chance to contribute. ~Cogs Of Differentiation: When the teacher works to create curriculum and instruction for each student that is focused, engaging demanding , important, and scaffolding. ~The confident teacher view these differences as opportunities not problems ~ Examples of differentiation include using the interests of known things like sports, business, medicine, technology and other fields to illustrate concepts in the real world.

Reality Shock...... ~ The difference between a beginning teacher and an experienced one is that the beginning teacher asks, 'How am I doing?" and the experienced teacher asks, 'How are the children doing ?'

~Some believe that educational psychology is simply knowledge gained form psychology and applied to the activities of the classroom. ~Others believe it involves applying the methods of psychology to study classroom and school life.

In The Beginning: Linking Educational Psychology And Teaching Pg. 12 ~In one sense edcuational psychology is very old. Plato and Aristotle discussed; 1. Relationships of teacher and student, 2. Methods of teaching, the 3. Nature and order of learning. ~ From the beginning in the United States psychology was linked to teaching. ~Harvard 1890: William James Founded the field of Psychology ~G. Stanley Hall ( Student of James) Founded the American psychology Association ~John Dewey: (Student of Hall) : Founded the lab at Chicago and is considered the father of progressive education movement. ~1940's & 1950's..... the study of educational psychology concentrated on individual differences, assessment, and learning ~1960's & 1970's.....shifted to study of cognitive development and learning, with attention to how students learn concepts and remember ~More recently educational psychology have investigated how culture and social factors affect learning and development.

Educational psychology Today....Pg. 12 ~Educational psychology is a distinct discipline with its own theories, research methods, problems, and techniques ~Educational Psychologist do research on learning and teaching and at the same time, work to improve educational practice. ~ So in order to understand as much as possible about learning and teaching, educational psychologists examine what happens when someone ( a teacher, or parent or software designer) teaches something ( math or weaving or dance) to someone else (student, or co-worker, or team) in some setting (classroom, or theater or gym) ~So educational psychologist study child and adolescent development; learning and motivation- including how people learn different academic subjects such as reading or mathematics; social and cultural influences on learning; teaching and teacher; and assessment, including testing.

The Discipline Concerned With Teaching And Learning Processes; Applies The Methods And Theories Of Psychology And Has Its Own As Well.

~Taking Turns? ~Helping Students? ~Skipping Grades? You may have thought that equational psychologist spend time discovering the obvious, but when a principle is sated in simple terms, it can sound simplistic. ~However, A similar phenomenon takes place when we see a gifted dancer or athlete perm; the well-trained performer makes it look easy. But we see only the result of the training, not all the work that went into the training and mastering the movements ~Bear in mind that any research finding-or its opposite may sound like common sense, The issue is not what sounds sensible but what is demonstrated when the principle is put to the test in research.

Ch1 .....DESCRIPTIVE STUDIES.....PG. 14 ~Studies that collect detailed info about specific situation, often using observation, surveys, interviews, recording, or combination of these methods.

Ch1 .....ETHNOGRAPHY.....PG 14 ~A descriptive approach to research that focuses on life within a group and tries to understand meaning of events to the people involved.

PARTICIPANT OBSERVATION....PG.. 14 ~A method for conducting descriptive reserach in which the researcher becomes a participant in the situation in order to better understand life in that group.

CASE STUDY......PG. 14 ~Intensive study of one person or one situation

CORRELATION....PG. 14 ~Statistical descriptions of how closely two variables are related.

POSITIVE CORRELATION...PG. 14 ~A realtionship beween two variable in which the two increase or decrease together...Example... Calorie intake and weight gain..

NEGATIVE CORRELATION....PG. 15 ~A relationship between two variables in which a high value on one is associated with a low value on the other. Example... Height and distance from from top of head to the ceiling or the lower the movie ticket the farther away your seat from the stage.

EXPERIMENTATION .......PG. 15 ~Research method in which variables are manipulated and the effects recorded.

PARTICIPANTS/SUBJECTS ....PG... 15 ~People or animals studies

RANDOM......PG.15 ~Without any definiet pattern; following no rule.

QUASI-EXPERIMNTAL STUDIES.....PG.15 ~Studies that fit most of the criteria for true experiments, with the important exception that the participants are not assigned to groups at random. Instead, existing groups such as classes or schools participate in the experiments.

STATISTICALLY SIGNIFICANT...PG. 15 ~Not likely to be a chance occurrence. Or did not happened by chance.

CORRELATIONS DO NOT CAUSE CAUSATION..PG. 15 ( Figure 1.1) ~When research shows that landscape lawns and school achievement are correlated, it does not show causation. Community wealth, a third variable, may be a cause of both school achievement and landscaped lawns.

SINGLE-SUBJECT EXPERIMENTAL STUDIES: PG. 16 ~Systematic interventions to study effects with one person, often by applying and then withdrawing treatment. (ABAB, experimenting )

MICRO-GENETIC STUDIES P. 16 ~Detailed observation and analysis of changes in a cognitive process as the process unfolds over a serval-day or several-week period of time. (expensive and time consuming...often only one or two children are studied)

ACTION RESEARCH...PG. 15 ~Systematic observation or tests of methods conducted by teachers or schools to improve teaching and learning for their students.

~ Longitudinal: study over many years....informative, but time-consuming, expensive and not always practical. ~Cross-sectional: Focusing on groups at different ages:

~ Research also can be a way to improve teaching in one classroom or one school. ~You can find reports of the findings from all types of studies in journals that are referenced in this book (Pg. 17) ACTION RESEARCH ~Systematic observations of tests of methods conducted by teachers or schools to improve teaching and learning for their students.

~ One of the requirements of the landmark "No child Left Behind" Act was that educational programs and practices receiving federal money had to be consistent with "Scientifically Based Research"

EVIDENCED-BASED PRACTICE IN PSYCHOLOGY (EBPP)...PG. 18 ~Practices that integrate the best available research with the insights of expert practitioners and knowledge of the characteristics, culture, and preferences of the client.

~So the major goal of educational psychology is to understand what happens when someone teaches something to someone else in some setting.

PRINCIPLE...PG. 18 ~Established relationships between factors. ~ So When enough studies are completed in a certain area and findings repeatedly point to the same conclusion.

THEORY...PG. 18 ~Integrated statement of principles that attempts to explain a phenomenon and make predictions.

HYPOTHESIS/HYPOTHESES...PG 18 ~A prediction of what will happen in a research study based on theory and previous research.

A Research Cycle....Pg. 20 (Figure 1.2) Research begins with questions based on current understanding, followed by gathering, analyzing and interpreting information to answer the questions. using these findings the current theories are refined and become the basis for new research. 1. pose research questions based on current understanding or theories. 2. Gather, analyze, and interpret info or data 3. Refine and improve understandings and theories

CH. 1 ..... ~Based on systematically collected data or "Based on Data" ~An empirical question means that you need data and evidence to make a decision.