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8/2/2019 Santrock3 Ppt Ch01
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2007 McGraw-Hill Higher Education. All rights reserved.
1
Educational PsychologyThird Edition
by John W. Santrock
PowerPoint Presentation
to accompany
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2007 McGraw-Hill Higher Education. All rights reserved.
2
C H A P T E R 1
Educational Psychology:A Tool for Effective Teaching
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2007 McGraw-Hill Higher Education. All rights reserved.
Learning Goals
1. Describe some basic ideas about the field ofeducational psychology
2. Identify the attitudes and skills of an effectiveteacher
3. Discuss why research is important to effectiveteaching and how educational psychologistsand teachers can conduct and evaluate
research
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Educational Psychology:A Tool for Effective Teaching
ExploringEducational
Psychology
Teaching: Artand Science
HistoricalBackground
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Educational Psychology
is a branch of psychologythat specializes in
understandingteaching and learning in
educational settings.
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Historical Background of Ed Psych
1850 1875 195019251900
William James
John Dewey
E. L. Thorndike
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William James (1842-1910)
Emphasized the
importance of observingteaching and learning in
the classroom forimproving education
http://www.emory.edu/EDUCATION/mfp/james.html8/2/2019 Santrock3 Ppt Ch01
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John Dewey (1859-1952)
Viewed the child as anactive learner
Emphasized the childsadaptation to theenvironment
Pushed for competenteducation for all children
http://www.infed.org/thinkers/et-dewey.htm8/2/2019 Santrock3 Ppt Ch01
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E. L. Thorndike (1874-1949)
Initiated an emphasis onassessment andmeasurement
of learning Promoted the idea that
educational psychologymust have a scientific base
and that measurementshould be a central focus
http://www.ittheory.com/thornd.htm8/2/2019 Santrock3 Ppt Ch01
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Educational PsychologysHistorical Background
LetaHollingworth
George Sanchez
Mamie andKennethClark
1916 - First to use the term giftedtodescribe students who scoredexceptionally high on IQ tests
1932 - Researcher who demonstratedthat intelligence tests were culturallybiased against minority children
1939 - Pioneering researchers whostudied African American childrensself-conceptions and identity
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Behavioral Approach
B.F. Skinner (1938)
Psychology as the science of
observable behavior and controllingconditions
1950s programmed learning
http://tip.psychology.org/skinner.html8/2/2019 Santrock3 Ppt Ch01
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The Cognitive Revolution
1950s BloomsTaxonomy of
Cognitive Skills
1980s CognitivePsychology
memory, thinking,reasoning to helpstudent learn
http://en.wikipedia.org/wiki/Cognitive_revolutionhttp://en.wikipedia.org/wiki/Benjamin_Bloom8/2/2019 Santrock3 Ppt Ch01
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Educational Psychology:A Tool for Effective Teaching
EffectiveTeaching
Commitment and
Motivation
Professional
Knowledge andSkills
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Reflection & Observation
Reflection:
What were the characteristics ofthe most effective teachers inyour educational experience?
Observation:
What characteristics ofeffective teaching areevident in this video clip of afirst grade teacher?
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Effective TeachingProfessional Knowledge and Skills
Effective Teachers:
Exhibit subject matter competence
Implement appropriate instructionalstrategies
Set high goals for themselves and students
Plan for instruction
Create developmentally appropriateinstructional materials and activities
Manage classrooms for optimal learningCont
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Effective Teachers:
Use effective strategies to promote students
motivation to learn Communicate well with students and parents
Pay More than Lip Service to IndividualVariations
Work effectively with students from culturallydiverse backgrounds
Have good assessment skills
Integrate technology into the curriculum
Effective TeachingProfessional Knowledge and Skills
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Effective Teachers:
Have a Good Attitude
Care about Students Invest Time and Effort
Bring a Positive Attitude and Enthusiasm tothe Classroom
Effective TeachingProfessional Knowledge and Skills
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Characteristics of Best Teachers
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Characteristics of Worst Teachers
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Educational Psychology:A Tool for Effective Teaching
Research inEducationalPsychology
Why ResearchIs Important
ProgramEvaluation
Research, ActionResearch, and the
Teacher-as-Researcher
ResearchMethods
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Why is educational psychologyresearch important?
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The scientific researchapproach is objective,systematic, and testable
STEP 1Conceptualize the Problem
STEP 2
Collect Information
STEP 3Draw Conclusions
STEP 4Revise Research
Conclusions & Theory
The Scientific Research Approach
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Research Methods
Descriptive Research
Observations
Laboratory
Naturalistic observation
Participant observation
Interviews and questionnaires
Standardized tests Case studies
Ethnographic Studies
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CorrelationalResearch
measures the strength ofa relation between twovariables
does NOT establishcausal relation
ExperimentalResearch
random assignment experimental vs. control
groups independent vs.
dependent variables
Research Methods
http://www.socialresearchmethods.net/tutorial/lamar/ylamar.htm8/2/2019 Santrock3 Ppt Ch01
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Possible Explanations ofCorrelational Data
Observed correlation Possible explanations for this correlation
As permissiveteachingincreases,
childrensself-control
decreases
Permissive
teaching
Childrens lack
of self-control
Childrens lackof self-control
Permissiveteaching
causes
causes
Other factors,
such as genetictendencies,poverty, or
sociohistoricalcircumstances
Permissive
teachingcause
bothChildrens lackof self-control
and
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Experimental Research
Independent variable:The manipulated, influential experimental factor
Dependent variable:
The factor that is measured in an experiment
Control group:A comparison group, no manipulation
Experimental group:The group whose experience is manipulated
Random assignment:Participants are assigned by chance
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A study of the effects of time management onstudents grades
Participants randomly assignedto experimental and control groups
Studentsgrades in school
ExperimentalGroup
(time managementprogram)
Control Group(no time management
program)
Experimental Research
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Time Span of Research
Studying groups of
people at one time Researcher doesnt
have to wait untilsubjects grow older
Provides noinformation about thestability of data overtime
Studying the same
individuals over time Evaluates how children
change over time
Time consuming and
costly
Cross-sectional Longitudinal
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Program Evaluation: Designed to makedecisions about a particular program
Action Research: Used to solve aparticular classroom orschool problem
Teacher-As-Researcher:Teachersconduct their own studies toimprove their teaching
Program Evaluation, Action Research, andTeacher-As-Researcher
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Enter the Debate
Should teachers conduct research usingtheir students as subjects?
YES NO
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Research Challenges
Ethics
Researchers protect participants from mentaland physical harm.
Participants give informed consent.
Gender
In the past, conclusions on females have beendrawn from research done on males.
Ethnicity and Culture
Ethnic gloss, the use of an ethnic label todescribe an ethnic group, leads toovergeneralizations and stereotyping whenexamining certain groups.
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Be aware that a single study usually is not
the defining word. Remember that causal conclusions cannot
be drawn from correlational studies.
Always consider the source of theinformation and evaluate its credibility.
Being a Wise Consumer of InformationAbout Educational Psychology
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Crack the CaseThe Curriculum Decision
1. How would you go about engaging in theresearch necessary to make a good
decision regarding what curriculum topurchase?
2. What issues need to be considered? Why?
3. What type of research would beappropriate? Why?
Cont...
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4. If Mrs. Jefferson and her colleaguesdecide to conduct an experimental study
in which they compare the influence oftwo different curricula on studentachievement, what would the independentvariable be?
Crack the CaseThe Curriculum Decision