EDUC 215 Chapter 1, Fall 2009

11 Definition of Educational Psychology Definition of Educational Psychology  Psychology is the scientific study of Psychology is the scientific study of behavior and mental processes. behavior and mental processes. Psychology seeks to describe, explain, predict, and control Psychology seeks to describe, explain, predict, and control behavior and mental processes. behavior and mental processes. Educational Psychology is the field of psychology that emphasizes the Educational Psychology is the field of psychology that emphasizes the understanding of teaching and learning in educational settings. understanding of teaching and learning in educational settings.  Topic of interest to educational psychologists include: Topic of interest to educational psychologists include: Learning and cognition Learning and cognition Motivation Motivation Individual variation :Intelligence, learning styles, personality and Individual variation :Intelligence, learning styles, personality and temperament temperament Cognitive and language development. Cognitive and language development. Socioemotional development Socioemotional development Sociocultural diversity: Exceptional learners and so forth. Sociocultural diversity: Exceptional learners and so forth. 22 Historical Background Historical Background The field of educational psychology was The field of educational psychology was founded by several pioneers in the late founded by several pioneers in the late nineteenth century. nineteenth century. William James(1842-1910): William James(1842-1910): Emphasized the importance of observing Emphasized the importance of observing teaching and learning in classrooms for teaching and learning in classrooms for improving education. improving education. 33 John Dewey(1859-1952): John Dewey(1859-1952): Viewed the child as an active learner. Viewed the child as an active learner. Education should focus on the whole child. Education should focus on the whole child. Emphasized the child’s adaptation to the Emphasized the child’s adaptation to the environment (The child should learn how environment (The child should learn how to think and adapt to the outside world). to think and adapt to the outside world). Pushed for competent education for all Pushed for competent education for all children. children. 44 Thorndike (1874-1949): Thorndike (1874-1949): Initiated an emphasis on assessment and Initiated an emphasis on assessment and measurement of learning. measurement of learning. Educational psychology must have a Educational psychology must have a scientific base and should focus on scientific base and should focus on assessment and measurement. assessment and measurement. 55 Diversity and Early Educational Diversity and Early Educational Psychology. Psychology. Two pioneering African American psychologists Two pioneering African American psychologists Mamie and Kenneth Clark conducted research Mamie and Kenneth Clark conducted research on children’s self-conceptions and identity. on children’s self-conceptions and identity. Latino psychologist George Sanchez conducted Latino psychologist George Sanchez conducted research showing that intelligence tests were research showing that intelligence tests were culturally biased against ethnic minority children. culturally biased against ethnic minority children. Leta Hollingworth was the first to use the term Leta Hollingworth was the first to use the term gifted to describe children who scored gifted to describe children who scored exceptionally high on intelligence tests. exceptionally high on intelligence tests. 66 Perspectives in Educational Perspectives in Educational Psychology Psychology The study of psychology can be approached The study of psychology can be approached from several viewpoints. from several viewpoints. The behavioral approach: The behavioral approach: B.F. Skinner (1938) B.F. Skinner (1938) Psychology as the science of observable Psychology as the science of observable behavior and controlling conditions. behavior and controlling conditions. Focused on the behavior that is observed and Focused on the behavior that is observed and measured. Emphasis is on overt actions. measured. Emphasis is on overt actions. Behaviorism focuses on learning by conditioning Behaviorism focuses on learning by conditioning and Skinner introduced the concept of and Skinner introduced the concept of programmed learning (reinforcement). programmed learning (reinforcement). 77 The Cognitive perspective : The Cognitive perspective : Concerned with the way the brain actively Concerned with the way the brain actively processes incoming information by transforming processes incoming information by transforming it internally in various ways. it internally in various ways. Cognitive psychologists study how we learn, Cognitive psychologists study how we learn, remember, solve problems ,form judgments, remember, solve problems ,form judgments, make decisions, use language, attribution. make decisions, use language, attribution. The Cognitive The Cognitive emphasis is on thoughts, emphasis is on thoughts, memory, and reasoning. memory, and reasoning. 88 1950s Benjamin Bloom created a Taxonomy 1950s Benjamin Bloom created a Taxonomy of Cognitive Skills of Cognitive Skills that included remembering, that included remembering, comprehending, synthesizing, and evaluating comprehending, synthesizing, and evaluating which he believed teachers should help students which he believed teachers should help students use and develop. use and develop. 1980s Cognitive Psychology 1980s Cognitive Psychology called for called for applying the concepts of cognitive applying the concepts of cognitive psychology - psychology -memory, thinking, and reasoning memory, thinking, and reasoning – to help student learn – to help student learn 99 More recently, educational psychologists More recently, educational psychologists have focused on the socioemotional have focused on the socioemotional aspects of students’ lives (e.g., classroom aspects of students’ lives (e.g., classroom environment, impact of culture in environment, impact of culture in education). education). 10 10 Reflection Reflection What were the characteristics of the most What were the characteristics of the most effective teachers in your educational effective teachers in your educational experience? experience? 11 11 Professional Knowledge and Skills Professional Knowledge and Skills for Effective Teachers for Effective Teachers 1.Subject Matter Competence 1.Subject Matter Competence Effective teachers have: Effective teachers have: Good command of their subject matter. Good command of their subject matter. Knowledge about organizing ideas. Knowledge about organizing ideas. Connections among ideas. Connections among ideas. Ways of thinking and arguing Ways of thinking and arguing Ability to carry ideas from one discipline to Ability to carry ideas from one discipline to another. another. 12 12 2. Instructional Strategies 2. Instructional Strategies Two major approaches characterize how Two major approaches characterize how teachers teach: Constructivist and direct teachers teach: Constructivist and direct instruction approach. instruction approach. Constructivist approach: Constructivist approach: A learner-centered approach to learning A learner-centered approach to learning Children should be encouraged to explore, Children should be encouraged to explore, discover knowledge, reflect, and think critically discover knowledge, reflect, and think critically with careful monitoring and guidance from the with careful monitoring and guidance from the teachers. teachers. 13 13 Direct instruction approach: Direct instruction approach: A structured ,teacher-centered approach. A structured ,teacher-centered approach. Characterized by teacher direction and control. Characterized by teacher direction and control. High teacher expectations of students’ progress. High teacher expectations of students’ progress. Maximum time spent by students on academic Maximum time spent by students on academic tasks. tasks. Efforts by the teacher to keep negative affect to Efforts by the teacher to keep negative affect to a minimum. a minimum. 14 14 33. Goal Settings and Instructional Planning: . Goal Settings and Instructional Planning: Effective teachers : Effective teachers : Set high goals for their teaching and organize Set high goals for their teaching and organize plans for reaching these goals. plans for reaching these goals. 4. Developmentally Appropriate Teaching 4. Developmentally Appropriate Teaching Practices: Practices: Effective teachers have a good understanding of Effective teachers have a good understanding of children’s developmental level and know how to children’s developmental level and know how to create instruction materials appropriate for their create instruction materials appropriate for their developmental levels. developmental levels. 15 15 5. Classroom Management Skills: 5. Classroom Management Skills: Effective teachers establish and maintain Effective teachers establish and maintain an environment in which learning can an environment in which learning can occur through establishing rules and occur through establishing rules and procedures, organizing groups, monitoring procedures, organizing groups, monitoring and pacing classroom activities, and and pacing classroom activities, and handling misbehavior. handling misbehavior. 16 16 6. Motivational Skills: 6. Motivational Skills: Effective teachers have good strategies Effective teachers have good strategies for helping students become self- for helping students become self- motivated and take responsibility for their motivated and take responsibility for their learning. learning. 7.Communication Skills: 7.Communication Skills: Effective teachers should have skills in Effective teachers should have skills in listening , speaking, conflict resolution. listening , speaking, conflict resolution. 17 17 8. Individual Variation: 8. Individual Variation: Effective teachers : Effective teachers : Understand individual differences Understand individual differences Use differentiated instruction Use differentiated instruction Have tolerance for diversity. Have tolerance for diversity. 9. Effective Teachers Work Effectively with 9. Effective Teachers Work Effectively with Students from Culturally Diverse Students from Culturally Diverse Backgrounds Backgrounds 18 18 10. Assessment Skills 10. Assessment Skills Effective teachers have good Effective teachers have good assessment skills and use various assessment skills and use various assessment techniques to evaluate assessment techniques to evaluate students needs, and monitor their students needs, and monitor their academic progress. academic progress. 19 19 11. Technology Skills: 11. Technology Skills: Effective teachers use and integrate Effective teachers use and integrate educational technology appropriately educational technology appropriately into classroom learning. into classroom learning. 12. Commitment and Motivation 12. Commitment and Motivation Being an effective teacher requires Being an effective teacher requires commitment and motivation. commitment and motivation. 20 20 Research in Educational Psychology Why Research is important? Research Methods Program Evaluation Research ,Action Research, and the Teacher as a Researcher 21 21 The The scientific research approach scientific research approach is is objective, systematic, and testable objective, systematic, and testable Step 1: Conceptualize the problem Step 1: Conceptualize the problem Step 2 :Collect information Step 2 :Collect information Step 3 : Draw conclusions Step 3 : Draw conclusions Step 4 : Revise research conclusions, and Step 4 : Revise research conclusions, and theory theory 22 22 Research Methods Research Methods Descriptive Research Descriptive Research – Observations is a systematic method of data Observations is a systematic method of data collection. collection. Uses of observation: Uses of observation: – When you are interested in behavior and not the When you are interested in behavior and not the perception. perception. – When individuals can’t or are not willing to respond to When individuals can’t or are not willing to respond to questions. questions. – When you want to study behavior in depth. When you want to study behavior in depth. Types of observation: Types of observation: Laboratory Laboratory Naturalistic observation Naturalistic observation Participant observation Participant observation 23 23 Recording observations: Recording observations: Narratives: Narratives: The researcher records a description of the The researcher records a description of the interaction in his or her own words and make interaction in his or her own words and make interpretations. interpretations. Scales: Scales: The researcher develops a scale in order to rate The researcher develops a scale in order to rate the various interactions or phenomenon. Assign a score the various interactions or phenomenon. Assign a score to certain behavior, e.g. from 1 to 10 or present / not to certain behavior, e.g. from 1 to 10 or present / not present, yes / no etc. present, yes / no etc. Problems of using observation Problems of using observation – Hawthorne Effect: When individuals or groups Hawthorne Effect: When individuals or groups become aware that they are being observed ,they become aware that they are being observed ,they may change their behavior. may change their behavior. – Bias of single observer: interpretation and alertness Bias of single observer: interpretation and alertness 24 24 Interviews Interviews Interviews: Structured and Unstructured Interviews: Structured and Unstructured -Structured Interviews -Structured Interviews -The researcher uses interview schedule: a written -The researcher uses interview schedule: a written list of questions (open-ended, or closed-ended either list of questions (open-ended, or closed-ended either face to face or by telephone. face to face or by telephone. -The interview is the method while the -The interview is the method while the schedule is the tool or instrument. schedule is the tool or instrument. -Unstructured Interviews -Unstructured Interviews - - Complete freedom in structure and content Complete freedom in structure and content 25 25 Advantages of interview Advantages of interview Appropriate for complex situations Appropriate for complex situations Appropriate for collecting in-depth Appropriate for collecting in-depth information information Information can be supplemented, Information can be supplemented, questions can be explained. No missing questions can be explained. No missing data data Can be applied to wider audience Can be applied to wider audience (populations) (populations) 26 26 Disadvantages of interview Disadvantages of interview Time consuming and expensive Time consuming and expensive Quality of data depends on the quality of Quality of data depends on the quality of interaction and the interviewer, rapport, interaction and the interviewer, rapport, liking, interest, knowledge of the topic liking, interest, knowledge of the topic Quality of data may vary when more than Quality of data may vary when more than one interviewer are used one interviewer are used Bias is a possibility Bias is a possibility 27 27 Questionnaires Questionnaires What is a questionnaire? What is a questionnaire? – It is a list of written questions and the answers It is a list of written questions and the answers are written by the respondents are written by the respondents – Questionnaire and interview schedule may be Questionnaire and interview schedule may be the same, the only difference is that the former the same, the only difference is that the former is read by the respondent while the latter is read is read by the respondent while the latter is read by the interviewer. by the interviewer. – Questions of the questionnaire may be open- Questions of the questionnaire may be open- ended or closed-ended or structured according ended or closed-ended or structured according to certain format depending on the research to certain format depending on the research question. question. 28 28 Standardized tests Standardized tests Standardized tests have uniform Standardized tests have uniform procedures for administration and scoring procedures for administration and scoring They assess students aptitudes or skills in They assess students aptitudes or skills in different domains. They assess different domains. They assess intelligence, students’ performance etc. intelligence, students’ performance etc. They provide outcome measures for They provide outcome measures for researchers, or for decision making. researchers, or for decision making. 29 29 Case studies Case studies A case study is an in-depth look at the A case study is an in-depth look at the individual. individual. Provides in-depth information portrayal of Provides in-depth information portrayal of peoples lives but need to exercise caution peoples lives but need to exercise caution when interpreting them. when interpreting them. Researchers cant make generalization Researchers cant make generalization from case studies. from case studies. 30 30 Ethnographic Studies Ethnographic Studies An ethnographic study consists of an in- An ethnographic study consists of an in- depth description and interpretation of depth description and interpretation of behavior in ethnic or cultural groups that behavior in ethnic or cultural groups that includes direct involvement with the includes direct involvement with the participants. participants. 31 31 Correlational Research Correlational Research The aim of the correlational approach is to The aim of the correlational approach is to determine the degree to which two or determine the degree to which two or more variables are related. more variables are related. Correlations determine the degree of Correlations determine the degree of association between data from association between data from experiments, case studies, or surveys. experiments, case studies, or surveys. Correlations allow the prediction of one Correlations allow the prediction of one variable from the other. variable from the other. 32 32 Correlational Research Correlational Research measures the strength of a relation between two measures the strength of a relation between two variables variables does NOT establish causal relation does NOT establish causal relation Meaning of the Correlation Coefficient Meaning of the Correlation Coefficient – Zero means no relationship. Zero means no relationship. – Positive (up to +1) means relationship is in the same Positive (up to +1) means relationship is in the same direction. direction. – Negative (down to -1) means the relationship goes in Negative (down to -1) means the relationship goes in opposite directions. opposite directions. 33 33 The Experimental Method The Experimental Method A method in which researchers A method in which researchers systematically alter one or more variables systematically alter one or more variables to determine whether such changes to determine whether such changes influence some aspect of behavior. influence some aspect of behavior. Experimental Research Experimental Research random assignment random assignment experimental vs. control groups experimental vs. control groups independent vs. dependent variables independent vs. dependent variables 34 34 Independent variable: Independent variable: The manipulated, influential experimental factor The manipulated, influential experimental factor Dependent variable: Dependent variable: The factor that is measured in an experiment The factor that is measured in an experiment Control group: Control group: A comparison group, no manipulation A comparison group, no manipulation Experimental group: Experimental group: The group whose experience is manipulated The group whose experience is manipulated Random assignment: Random assignment: Participants are assigned by chance Participants are assigned by chance 35 35 Learning Activity Learning Activity In groups explain how you want to explore In groups explain how you want to explore the effects of a new six-week reading the effects of a new six-week reading program on children’s academic reading program on children’s academic reading competence. competence. 36 36 Time Span of Research Time Span of Research Cross –sectional Cross –sectional Studying groups of people Studying groups of people at one time at one time Researcher Researcher doesn’t have to wait doesn’t have to wait until until subjects grow older subjects grow older Provides Provides no information no information about the about the stability of data over time stability of data over time 37 37 Longitudinal Longitudinal Studying the same individuals over time Studying the same individuals over time Evaluates how children change over time Evaluates how children change over time Time consuming and costly Time consuming and costly 38 38 Program Evaluation, Action Research, and Program Evaluation, Action Research, and Teacher-As-Researcher Teacher-As-Researcher Program Evaluation: Program Evaluation: Designed to make Designed to make decisions about a particular program decisions about a particular program Action Research: Action Research: Used to solve a Used to solve a particular classroom or school problem particular classroom or school problem Teacher-As-Researcher: Teacher-As-Researcher: Teachers Teachers conduct their own studies to improve their conduct their own studies to improve their teaching teaching 39 39 Research Challenges Research Challenges Ethics Ethics Researchers protect participants from mental and physical Researchers protect participants from mental and physical harm. harm. Participants give Participants give informed consent informed consent.. Gender Gender In the past, conclusions on females have been drawn from In the past, conclusions on females have been drawn from research done on males. research done on males. Ethnicity and Culture Ethnicity and Culture Ethnic gloss Ethnic gloss, the use of an ethnic label to describe an , the use of an ethnic label to describe an ethnic group, leads to overgeneralizations and stereotyping ethnic group, leads to overgeneralizations and stereotyping when examining certain groups. when examining certain groups.