CHAPTER 1 TEACHERS ,TEACHING AND EDUC' PSYCHOLOGY

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CHAPTER 1 TEACHERS ,TEACHING AND EDUC. PSYCHOLOGY

• WHAT IS GOOD TEACHING

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EXPERT TEACHERS

• EXPERT TEACHERS KNOW
• The academic subjects they teach
• General teaching strategies in all subjects,
  effective teaching and evaluation
• The curriculum materials and programs appropriate
  for their subject and grade level
• Subject specific knowledge for teaching with
  special populations
• The characteristics and cultural backgrounds of
  their students
• The settings in which students learn pairs,
  small groups, teams, schools and the community
• The goals and purposes of teaching

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Beginning Teachers

• Common concerns of beginning teachers include
  maintaining classroom discipline, motivating
  students, accommodating differences among
  students, evaluating student work and dealing
  with parents.

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Role of Educational Psychology

• Concerned with teaching and learning processes
  and applies the theories and methods of
  Psychology and Ed. Psych.
• Is it Common Sense?Some students are repeatedly
  out of their seats? What should you do?
• When teachers ignored the students who were
  acting out and praised the students who were
  behaving properly, the rate of inappropriate
  declined.

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COMMON SENSE

• Should exceptionally bright students skip a
  grade or two?
• Research suggests that children who have been
  accelerated have adjusted as well or better than
  children with similar ability who have not been
  accelerated.
• Intelligence and individual maturity

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Research

• Descriptive studies studies that collect
  detailed information about specific situations,
  often using observation, surveys, interviews,
  recordings or a combination of methods.
• Ethnography descriptive approach that focuses
  on life within a group and tries to understand
  the meaning of the events to the people involved.
  Detailed analysis of expert teacher behavior
  through observation, audio tape and interviews

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Correlational studies

• Correlation statistical description of how
  closely two variables are related
• Positive correlation Relationship between two
  variables when they both increase or decrease
  together.
• Negative correlation High value on one variable
  is associated with a low value on another.
• Range from 1.00 to -1.00

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Experimental studies

• Variables are manipulated and the effects
  recorded.
• Subjects chosen at random and are assigned
  randomly to either the control or experimental
  group.
• Experimenter changes some aspect of the situation
  to if this change/treatment has an expected
  effect.
• Statistically significant results The outcome
  is not likely to have occurred by chance.

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Experimental design

• Single Subject - systematic interventions to
  study effects with one person, often by applying
  and then withdrawing a treatment. Observe the
  individual for a baseline period and assess the
  behavior of interest. Then apply the intervention
  and note the results, then remove the
  intervention and note the results then apply the
  intervention again..

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Microgenetic studies

• Intensely study cognitive processes in the midst
  of the change. Analyze how children learn a
  particular strategy for adding over the course of
  several weeks.
• Researchers observe the entire period of the
  change
• Many observations are made variety of
  technologies, i.e. video, audio, interviews
• The observed behavior is carefully examined,
  moment by moment in order to understand
  underlying mechanims.

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Role of Time in Research

• Longitudinal students that document change over
  time often long period
• Cross sectional studies Studies that focus on
  different ages over time.
• Use of theory Integrated statement of
  principles that attempts to explain a phenomenon
  and make predictions.
• Provides a new way of thinking about a subject.