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Educational Psychology:

Theory and Practice


Chapter 1
Educational Psychology:
A Foundation for Teaching
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ISBN:0-205-37338-0
Organizing Questions

 What Makes a Good Teacher?


 What Is the Role of Research in
Educational Psychology?
 What Research Methods Are Used
in Educational Psychology?
What Makes a Good
Teacher?

 Knowing the Subject Matters


 Mastering Teaching Skills
 Can Good Teaching Be Taught?
 The Intentional Teacher
Knowing the Subject
Matters
Good teachers
know subject
matter well and are
prepared with a
variety of
examples that
bring lessons to
life.
Mastering Teaching Skills

 Managing the Classroom


 Assessing Prior Knowledge
 Motivating Students
 Accounting for Learner
Characteristics
Mastering Teaching Skills

 Assessing Learning Outcomes


 Reviewing Information
 Communicating Ideas Effectively
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)
Determinants of good
teaching
 Self-Knowledge and Self-Regulation
 Decision Making
 Reflection
 Application of Education Research
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
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)
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
Characteristics of the
Intentional Teacher

 Teacher Efficacy
 Open to Criticism
 Reflective
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)
Research in Educational
Psychology
The goal of research
in educational
psychology is to test
ideas about factors
believed to contribute
to learning.
Educational Psychology
Researchers

 Test Ideas Using Sound Research


Methodology
 Discover or Refine Principles and
Theories that Enhance Predictability
and Control in Educational Settings
The Experimental Method

 Laboratory Experiments
 Field Experiments
 Single-case Experiments
Internal and External
Validity

E
I X
N Laboratory T
T Experiments E
E R
R N
N A
A L
L
Internal and External
Validity

I E
N X
T Field T
E Experiments E
R R
N N
A A
L L
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
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
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.
Descriptive Research

 Survey Method
 Interview
 Ethnography
Descriptive Research
Methods

 Provides Rich Detail


 Works with Natural Situations
 May Lack Scientific Objectivity
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
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
End of Chapter 1

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