Edpsych modules 3rd edition citation

Write A Apa Paper On Teaching Conceptual Skills In Earlychildhood Math

Teaching New Conceptual Knowledge or Skill
1. Write about a particular academic concept (e.g., math/sciences) or skill (e.g., social skill/behavior) which you would like the classroom to learn. Discuss how you would introduce teaching this concept and the barriers that you would likely encounter. Consider prior knowledge, learning processes/outcomes, behavioral/cognitive perspectives of learning, and/or working memory.
2. Discuss how you would have the child/classroom transfer this knowledge to real-life scenarios, particularly once they leave the classroom or graduate from school. Consider aspects of motivation and transfer.
3. How would you assess whether the concept was learned? Also, discuss any adaptations to the lesson plan if teaching the concept/skill in a culturally and linguistically diverse classroom.

Scoring rubric for Summary/References assignment (Worth 5 points total)
Abstract/summary/references written in MOST RECENT version of APA 2
Abstract/summary informs how you want to develop your topic 2
Minimum 4 total References: (at least 3 from scientific journals and class text book should be include) 1

It is double space and 6-7 pages ( not including title and reference page)

Writing clarity organization, and successful integration of the literature are considered when determining full credit for the above stated criteria.

Please No plagiarism.
As stated the book should be use as a reference if it makes you feel better you can start the paper over, but please make sure you answer the above questions. Since i already submitted a rough draft to the professor in regards of doing math as my topic I would like to stick in the area-- If you want to do elementary math instead of kindergarten that is fine.

Here are some topic to discuss in this papaer:

Introducing teaching math concepts

Barries students run into

how to transfer knowledge into real life scenarios

how do you know the concept was learn... ---> For better understanding just refer back to the question.

Instead of monday if you could please submit the paper to me by saturday morning est time.

Please lmk if you have any questions

Class is Educational Psychology

5

EdPsych Modules Third Edition

6

EdPsych Modules Third Edition

Cheryl Cisero Durwin Southern Connecticut State University

Marla Reese-Weber Illinois State University, USA

7

FOR INFORMATION:

SAGE Publications, Inc.

2455 Teller Road

Thousand Oaks, California 91320

E-mail: order@sagepub.com

SAGE Publications Ltd.

1 Oliver’s Yard

55 City Road

London, EC1Y 1SP

United Kingdom

SAGE Publications India Pvt. Ltd.

B 1/I 1 Mohan Cooperative Industrial Area

Mathura Road, New Delhi 110 044

India

SAGE Publications Asia-Pacific Pte. Ltd.

3 Church Street

#10-04 Samsung Hub

Singapore 049483

Copyright © 2018 by SAGE Publications, Inc.

All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.

All trademarks depicted within this book, including trademarks appearing as part of a screenshot, figure, or other image, are included solely for the

8

purpose of illustration and are the property of their respective holders. The use of the trademarks in no way indicates any relationship with, or endorsement by, the holders of said trademarks. Printed in Canada.

ISBN 978-1-5063-1075-6

This book is printed on acid-free paper.

Acquisitions Editor: Terri Accomazzo

Development Editors: Jessica Miller and Lucy Berbeo

eLearning Editor: Allison Hughes

Editorial Assistant: Erik Helton

Production Editor: Olivia Weber-Stenis

Copy Editor: Tina Hardy

Typesetter: C&M Digitals (P) Ltd.

Proofreader: Ellen Brink

Indexer: Sheila Bodell

Cover Designer: Scott Van Atta

Marketing Manager: Kara Kindstrom

9

Brief Contents Introduction

Module 1: Using Science to Inform Classroom Practices Unit 1: Personal Development

Unit 1: Case Studies Module 2: Contexts of Development Module 3: Social-Emotional Development Module 4: Moral Development

Unit 2: The Developing Learner Unit 2: Case Studies Module 5: Brain Development Module 6: Cognitive Development Module 7: Language Development

Unit 3: Learning Theories Unit 3: Case Studies Module 8: Behavioral Learning Theories Module 9: Social Cognitive Theory Module 10: Information Processing

Unit 4: Cognitive Processes Unit 4: Case Studies Module 11: Metacognition Module 12: Transfer of Skills and Knowledge Module 13: Higher Order Thinking

Unit 5: Motivation Unit 5: Case Studies Module 14: Behavioral Theory Module 15: Cognitive Theories Module 16: Self Theories

Unit 6: Classroom Management and Instruction Unit 6: Case Studies Module 17: Classroom Management Module 18: Instruction: Applying Behavioral, Cognitive, and Constructivist Approaches Module 19: Grouping Practices

Unit 7: Learner Differences

10

Unit 7: Case Studies Module 20: Intelligence and Giftedness Module 21: Cognitive Disabilities Module 22: Emotional, Social, and Behavioral Disorders

Unit 8: Assessment Unit 8: Case Studies Module 23: Assessing Student Learning Module 24: Test Construction and Use Module 25: Standardized Tests and Scores

11

Detailed Contents Preface

Acknowledgments Digital Resources About the Authors Introduction

Case STUDY Module 1: Using Science to Inform Classroom Practices

Outline and Learning Goals Educational Psychology: A Resource for Teachers Educational Psychology: The Science

Research Designs Samples Measures

Educational Psychology: Classroom Practices Best Practices Addressing Diversity Using a Case Study Approach

Summary Key Concepts Case Study: Reflect and Evaluate

Unit 1: Personal Development Unit 1: Case Studies Module 2: Contexts of Development

Outline and Learning Goals Bronfenbrenner’s Bioecological Theory Family Context

Parenting Practices Divorce and Remarriage

Peer Context Friendships and Peer Groups Peer Statuses

Broader Contexts Parental Employment Cultural Factors

12

Summary Key Concepts Case Studies: Reflect and Evaluate

Module 3: Social-Emotional Development Outline and Learning Goals Erikson’s Psychosocial Theory Aspects of Identity

Identity Statuses Ethnic Identity Gender Identity

Understanding the Self Self-Concept Self-Esteem

Social Competence Applications: Fostering Social Competence

Fostering Social Skills Social-Emotional Learning (SEL) Programs

Summary Key Concepts Case Studies: Reflect and Evaluate

Module 4: Moral Development Outline and Learning Goals Cognitive-Developmental Moral Reasoning

Piaget’s Theory Kohlberg’s Theory Gilligan’s Criticism

Prosocial Behavior Eisenberg’s Theory Perspective Taking Empathy

Aggressive Behavior Social-Cognitive Domains Social-Information Processing

Applications: Advancing Moral Development Family Context Peer Context School Context

13

Summary Key Concepts Case Studies: Reflect and Evaluate

Unit 2: The Developing Learner Unit: Case Studies Module 5: Brain Development

Outline and Learning Goals Influence of Neuroscience on Education Neuroscience 101

Brain Structures and Functions Factors Affecting Brain Development

Brain Mechanisms During Learning Executive Functioning Reading Math

Applications: How Neuroscience Informs Best Practices Summary Key Concepts Case Studies: Reflect and Evaluate

Module 6: Cognitive Development Outline and Learning Goals Constructivist Theories of Cognitive Development

Individual and Social Constructivism Piaget’s Theory Vygotsky’s Theory

Issues in Cognitive Development: Piaget and Vygotsky What Comes First: Development or Learning? Role of Language in Cognitive Development Role of Play in Cognitive Development

Applications: Constructivist Principles for Effective Teaching Summary Key Concepts Case Studies: Reflect and Evaluate

Module 7: Language Development Outline and Learning Goals Understanding Language Acquisition

Biological Basis of Language

14

Imitation and Reinforcement Social Interactions

Development of Language Skills Language Acquisition Through Early Childhood Language Acquisition Through Adolescence Bilingual Language Acquisition Individual Differences in Language Acquisition

Applications: Encouraging Language Development in the Classroom Summary Key Concepts Case Studies: Reflect and Evaluate

Unit 3: Learning Theories Unit 3: Case Studies Module 8: Behavioral Learning Theories

Outline and Learning Goals Assumptions of Behavioral Learning Theories Classical Conditioning Operant Conditioning

Basic Tenets of the Theory Using Consequences Effectively

Applications: Applied Behavior Analysis Strategies for Increasing Appropriate Behaviors Strategies for Decreasing Inappropriate Behaviors

Summary Key Concepts Case Studies: Reflect and Evaluate

Module 9: Social Cognitive Theory Outline and Learning Goals Assumptions of Social Cognitive Theory Observational Learning

Model Characteristics Imitator Characteristics Environmental Characteristics

Personal Factors in Learning Self-Efficacy Self-Regulation

15

Applications: Improving Students’ Self-Efficacy and Self- Regulation Summary Key Concepts Case Studies: Reflect and Evaluate

Module 10: Information Processing Outline and Learning Goals Assumptions of the Information Processing Approach Perception and Attention Memory

Encoding, Storage, and Retrieval Sensory Memory Working (Short-Term) Memory Long-Term Memory

Applications: Teaching Effective Processing Increase Attention Enhance Memory

Summary Key Concepts Case Studies: Reflect and Evaluate

Unit 4: Cognitive Processes Unit 4 Case Studies Module 11: Metacognition

Outline and Learning Goals What Is Metacognition and Why Is It Important? Special Cases of Metacognition

Theory of Mind in Childhood Egocentrism in Adolescence

Factors Affecting the Development and Use of Metacognition Applications: Learning Strategies

Reading Comprehension Writing Skills Note Taking Studying

Summary Key Concepts Case Studies: Reflect and Evaluate

16

Module 12: Transfer of Skills and Knowledge Outline and Learning Goals What Is Transfer and Why Is It Important?

Specific Versus General Transfer Low-Road Versus High-Road Transfer

Do We Readily Transfer What We Learn? The Success of Low-Road Transfer The Problem of High-Road Transfer

Applications: How to Facilitate Transfer Develop Automaticity of Skills Promote Meaningful Learning Teach Metacognitive Strategies Motivate Students to Value Learning

Summary Key Concepts Case Studies: Reflect and Evaluate

Module 13: Higher Order Thinking Outline and Learning Goals What Is Higher Order Thinking and Why Is It Important? Critical Thinking

What Is Critical Thinking? Applications: Fostering Critical Thinking Problem Solving

What Is Problem Solving? Applications: Fostering Problem-Solving Strategies Creativity

What Is Creativity? Applications: Fostering Creativity Summary Key Concepts Case Studies: Reflect and Evaluate

Unit 5: Motivation Unit 5: Case Studies Module 14: Behavioral Theory

Outline and Learning Goals A Developmental View of Motivation

Defining Intrinsic and Extrinsic Motivation

17

Factors Influencing Intrinsic and Extrinsic Motivation Rewarding Students for Learning

Task-Contingent and Performance-Contingent Rewards Applications: Using Rewards Effectively Praising Students for Learning

Process, Performance, and Person Praise Applications: Using Praise Effectively When the Reward Is the Activity Itself

Flow Theory Applications: Creating an Intrinsically Motivating Learning Environment Summary Key Concepts Case Studies: Reflect and Evaluate

Module 15: Cognitive Theories Outline and Learning Goals Cognitive Theories of Motivation

Expectancy-Value Theory Goal Theory Attribution Theory

Developmental and Cultural Differences in Motivation Developmental Changes in Motivation

Serious Motivational Problems Learned Helplessness Anxiety

Applications: Enhancing Students’ Motivation Student-Level Techniques Classroom-Level Techniques

Summary Key Concepts Case Studies: Reflect and Evaluate

Module 16: Self Theories Outline and Learning Goals Self-Efficacy Theory

Self-Efficacy and Motivation Teacher Efficacy

Self-Worth Theory

18

Self-Worth and Motivation Types of Students

Self-Determination Theory Self-Determination and Motivation Becoming Self-Determined

Integrating the Self Theories Self Theories Compared

Applications: Fostering Self-Efficacy, Self-Worth, and Self- Determination Summary Key Concepts Case Studies: Reflect and Evaluate

Unit 6: Classroom Management and Instruction Unit 6: Case Studies Module 17: Classroom Management

Outline and Learning Goals Importance of Classroom Management

Preparing for the First Day Establishing Rules and Procedures

Time Management Increasing Academic Learning Time Increasing Student Engagement

Relationship Building Teacher-Student Relationships Parental Involvement

Applications: Addressing Discipline Problems Providing Consequences Bullying

Summary Key Concepts Case Studies: Reflect and Evaluate

Module 18: Instruction: Applying Behavioral, Cognitive, and Constructivist Approaches

Outline and Learning Goals Meeting the Needs of Diverse Learners Teaching Methods Based on Behaviorism

Direct Instruction

19

Mastery Learning Teaching Methods Based on Cognitive Learning Theory

Discovery Learning and Guided Discovery Expository Teaching

Teaching Methods Based on Constructivism Inquiry Learning Cooperative Learning Methods of Fostering Comprehension

Summary Key Concepts Case Studies: Reflect and Evaluate

Module 19: Grouping Practices Outline and Learning Goals Grouping by Ability

Within-Class Ability Grouping Between-Class Ability Grouping Flexible Grouping Methods

Cooperative Learning Characteristics of Cooperative Learning Effectiveness of Cooperative Learning

Applications: Best Practices Elementary School: Using Within-Class Ability Grouping Effectively Middle School and High School: To Track or Not to Track Using Cooperative Learning Effectively

Summary Key Concepts Case Studies: Reflect and Evaluate

Unit 7: Learner Differences Unit 7: Case Studies Module 20: Intelligence and Giftedness

Outline and Learning Goals Intelligence and Giftedness: More Than “Being Smart”

Theories of Intelligence Theories of Giftedness

Assessing Intelligence and Giftedness

20

Intelligence Measured as IQ Interpreting IQ Scores Assessing Giftedness

Biological, Social, and Cultural Issues Heredity or Environment? Socioeconomic and Cultural Factors

Applications: Intelligence and Giftedness in the Classroom Teaching for Multiple Intelligences Teaching for Successful Intelligence Teaching Students Who Are Gifted

Summary Key Concepts Case Studies: Reflect and Evaluate

Module 21: Cognitive Disabilities Outline and Learning Goals Cognitive Disabilities in Today’s Classrooms

Special Education Referral and Eligibility Planning and Placement

Intellectual Disabilities Identification of Intellectual Disabilities

Applications: Guidelines for Teachers in the General Education Classroom Specific Learning Disabilities

Identification of Specific Learning Disabilities Reading Disability Mathematics Disability

Summary Key Concepts Case Studies: Reflect and Evaluate

Module 22: Emotional, Social, and Behavioral Disorders Outline and Learning Goals Emotional, Social, and Behavioral Disorders in Today’s Classrooms

Special Education Referral and Eligibility Planning and Placement

Characteristics of Disorders Anxiety and Depression

21

ADHD and Conduct Disorder Autism Spectrum Disorders

Applications: Interventions Types of Interventions Effectiveness of Interventions

Summary Key Concepts Case Studies: Reflect and Evaluate

Unit 8: Assessment Unit 8: Case Studies Module 23: Assessing Student Learning

Outline and Learning Goals What is Assessment?

Purposes of Assessment in Education Types of Assessments

Planning Assessments Choice of Assessments Objective and Performance Assessments

Evaluating Student Performance Procedures for Performance Assessments Grading Procedures

Communicating Assessment Information Report Cards Parent-Teacher Communication

Applications: Implementing Valid and Meaningful Assessments Summary Key Concepts Case Studies: Reflect and Evaluate

Module 24: Test Construction and Use Outline and Learning Goals Characteristics of High-Quality Classroom Tests

Validity Reliability Fairness and Practicality

Test Preparation Developing a Test Blueprint

22

Creating Selected-Response Items Creating Constructed-Response Items

Applications: Improving Your Test Test Administration Considerations Item and Distractor Analyses

Summary Key Concepts Case Studies: Reflect and Evaluate

Module 25: Standardized Tests and Scores Outline and Learning Goals Types of Standardized Tests

Categories of Standardized Tests Criterion-Referenced and Norm-Referenced Tests

Understanding Test Scores Central Tendency and Variability Normal Distribution Types of Test Scores

Characteristics of Good Tests Validity Reliability

Applications: Accommodating Students at Risk Summary Key Concepts Case Studies: Reflect and Evaluate

How Does EdPsych Help You Prepare for the Praxis Exam? Glossary References Index

23

Preface

Teaching is about making instructional decisions. To be highly effective, teachers need to understand the science underlying all aspects of education and know how to apply concepts, principles, and conclusions from educational and psychological theories and research to particular situations they encounter. Students in education certification programs are often taught the “what” and the “how” of teaching. For example, they may be taught what to do when students are fighting or how to develop and deliver a lesson. Educational psychology is about the why. For example, why are teacher education students told to use a particular conflict resolution strategy or a particular teaching method in a certain situation? The effectiveness of these approaches can be determined only by evaluating what we know from psychological research. Teachers need to understand why particular approaches, strategies, and methods work under various circumstances to make effective decisions. We wrote this book to help students of educational psychology learn how to make better instructional decisions. This third edition of EdPsych Modules helps students to

Understand the importance of learning evidence-based, best practices that guide how they will make informed decisions, Apply educational psychology theory and research findings to diverse instructional situations, and Understand student differences and learn ways to adapt instruction to individual student needs.

24

Our Approach

25

FLEXIBLE: A book that adapts to your course. • EdPsych Modules is the first and only text written with a modular approach rather than modified from a conventional chapter text. This intentionally designed format allows you flexibility in preparing and teaching your course. Our modules are succinct (about half the length of a typical chapter), stand- alone topics that represent every subject found in a traditional chapter textbook. The modules are organized into themed units that correspond to chapters found in conventional textbooks. With this modular approach, instructors can arrange the topics in any order, and even skip entire modules or units if they choose.

• Our inclusion of case studies that span K-12 grade levels also allows you flexibility in designing your course. Each unit begins with four full-length case studies, one from each certification level: early childhood, elementary, middle school, and high school. Instructors can choose one particular educational level (only early childhood), several (elementary and high school), all levels, or may choose to skip the cases altogether.

Our stand-alone modules and cases allow you to tailor content to your particular course and student audience.

26

APPLIED: Opportunities for practical application of theories and concepts In each module, our coverage of educational psychology theories and concepts includes examples that illustrate application and critical thinking about individual differences and instructional contexts.

In every module, Applications sections help students tie theory and research to educational practice. Coverage is focused on evidence-based teaching methods and principles that are linked to research.

Case studies – 33 in all – provide opportunities for students to apply theories and concepts. Our case studies are rich, detailed glimpses into classroom and school settings. Each unit begins with four case studies: early childhood, elementary school, middle school, and high school that are relevant to all modules in that unit.

At the end of each case study ASSESS questions prompt students to assess their existing knowledge and to identify assumptions, preconceptions, and personal beliefs prior to reading a particular module. Each module ends with REFLECT AND EVALUATE questions based on the case studies at the beginning of each unit. These questions encourage students to check their comprehension of important concepts, to apply what they have learned about the research presented in the modules, and to evaluate the situations and instructional decisions presented in the case. Our developmental approach of presenting cases at various certification levels enables students to meaningfully apply the concepts they are learning to the grade levels they intend to teach. Whether you use the cases studies out of class as homework or writing assignments or for in-class discussions, students will have the opportunity to practice applying what they’ve learned.

27

Extensive Coverage

28

Balance of classical and contemporary topics We present research on traditional topics, such as cognitive development, learning, information-processing, and motivation, as well as more contemporary educational topics such as the role of the brain in learning, social-emotional learning, differentiated instruction, response-to-intervention, and underserved populations.

29

Depth of coverage The scope of each module provides a deeper examination of core topics than the survey approach in traditional chapter textbooks. For example, while typical chapter textbooks combine behavioral and social cognitive learning theories into a single chapter, we treat each of these topics as separate modules to allow more meaningful discussion of the theory, research, and practice. We also offer more in-depth coverage of topics that may be only minimally covered in chapter textbooks such as constructivist teaching approaches, intelligence, grouping practices, and metacognition.

30

Integrated issues of diversity Our book treats diversity—characteristics such as ethnicity, race, socioeconomic status, gender, and disabilities—not as a separate topic but as a facet of most instructional situations.

DIVERSITY

A marginal icon (see at left) indicates where pertinent coverage of diversity appears in the modules. We have chosen to emphasize information as a diversity issue only if it is supported by sufficient research or theoretically relevant. Within the modules, we integrate diversity by covering research findings that

indicate important similarities or differences among individuals of various diversity groups on psychological constructs such as intelligence, motivation, or language; reveal differences among individuals of various groups in values, practices, or social interactions; suggest differential responses to treatments, interventions, or teaching methods for individuals of varying diversity groups; and highlight differential treatment of individuals from various diversity groups within the classroom.

These findings are relevant because they provide essential information to help teachers make informed decisions that affect the success and well-being of their students.

You will also find diversity in the case studies. We include students and teachers of diverse backgrounds in the case studies, and where appropriate, we present Reflect and Evaluate questions at the end of the modules that probe students to re-evaluate their personal beliefs or assumptions about diversity.

31

New In This Edition The third edition provides instructors and students with the same content as our previous edition in a more streamlined presentation. Our original motivation for writing a truly modular textbook was to ensure that our students actually read the pages that instructors assigned. Therefore, our intent has always been to provide students with an up-to-date treatment of theory and research on topics in a brief and easy-to-digest format. In our streamlined third edition, we have condensed 30 modules into 25 modules and have reduced the number of themed units from nine to eight. These changes include

efficiently combining modules on “Social Development” and “Emotional Development” into one module called Social-Emotional Development; writing an entirely new module on Brain Development with updated research to replace the previous module called “The Brain and Development”; writing an entirely new module on Information Processing with updated research; moving the topic of creativity with topics on critical thinking and problem solving to create a new module called Higher-Order Thinking, which replaces the old module called “Critical Thinking and Problem Solving;” creating a new module called Classroom Management, which covers many of the topics in the previous modules on “Creating a Productive Learning Environment” and “Understanding and Managing Student Behavior”; combining topics on Intelligence and Giftedness into one module incorporating topics from the module on “Performance Assessment” into the module on Assessing Student Learning; which is also a newly written module, and incorporating topics from the module on “Issues in Standardized Testing” into the module on Standardized Tests and Scores, and moving this module to Unit 8 on Assessment, eliminating the need for a separate Unit 9 covering standardized testing.

32

Our third edition also features newly written case studies for Units 4, 6, and 8. These case studies provide a fresh new glimpse into classrooms that reflect the changes to modules within these units that we describe above. As in the previous editions of our textbook, the case studies are written based on real- life classroom situations.

In addition to these primary changes, we have ensured that all of our modules contain the most up-to-date research. We have included new research citations and have expanded our coverage of diversity throughout the book.

33

Acknowledgments The publisher and authors gratefully acknowledge the contributions of the following reviewers:

James A. Bernauer, Robert Morris University Agnes Cave, The Catholic University of America Robert Colesante, Siena College Patricia Corbett, Great Bay Community College Michael G. Curran Jr., Rider University Jeff W. Dennis, Southwestern Michigan College Maryann Dudzinski, Valparaiso University Stella Erbes, Pepperdine University Cynthia Erickson, University of Mobile Donna Farland-Smith, The Ohio State University Joseph D. Green, Pepperdine University Alishia Huntoon, Oregon Institute of Technology Miriam Lipsky, University of Miami Christine Purkiss, Angelo State University Martha Ravola, Alcorn State University Deborah A. Scigliano, Duquesne University Michael F. Shaughnessy, Eastern New Mexico University Pam Tabor, Miami Dade College Dawn N. Hicks Tafari, Winston-Salem State University Katie Tuohey, Ursuline College Kathy Vespia, Salve Regina University Lois J. Willoughby, Miami Dade College–Kendall

In the electronic edition of the book you have purchased, there are several icons that reference links (videos, journal articles) to additional content. Though the electronic edition links are not live, all content referenced may be accessed at http://edge.sagepub.com/durwin3e . This URL is referenced at several points throughout your electronic edition.

34

Digital Resources

SAGE coursepacks for Instructors makes it easy to import our quality content into your school’s LMS (Blackboard, Canvas, Brightspace by Desire2Learn (D2L), and Moodle). Don’t use an LMS platform? No problem, you can still access many of the online resources for your text via SAGE edge.

SAGE coursepacks offers:

Intuitive, simple format that makes it easy to integrate the material into your course with minimal effort· Pedagogically robust assessment tools including test banks and quizzing/activity options that foster review, practice, and critical thinking, and offer a more complete way to measure student engagement· Chapter-specific discussion questions to help launch engaging classroom interaction while reinforcing important content Assignable SAGE Premium Video (available via the interactive eBook version, linked through SAGE coursepacks) that is tied to learning objectives, and curated and produced exclusively for this text to bring concepts to life and appeal to different learning styles EXCLUSIVE, influential SAGE journal and reference content, built into course materials and assessment tools, that ties important research and scholarship to chapter concepts to strengthen learning Editable, chapter-specific PowerPoint® slides that offer flexibility when creating multimedia lectures so you don’t have to start from scratch but you can customize to your exact needs Sample course syllabi with suggested models for structuring your course that give you options to customize your course in a way that is perfect for you Lecture notes that summarize key concepts on a chapter-by-chapter basis to help you with preparation for lectures and class discussions Integrated links to the interactive eBook that make it easy for your students to maximize their study time with this “anywhere, anytime”

35

mobile-friendly version of the text. It also offers access to more digital tools and resources, including SAGE Premium Video All tables and figures from the textbook

SAGE edge for Students enhances learning in an easy-to-use environment that offers:

Mobile-friendly flashcards that strengthen understanding of key terms and concepts, and make it easy to maximize your study time, anywhere, anytime Mobile-friendly practice quizzes that allow you to assess how much you’ve learned and where you need to focus your attention A customized online action plan that includes tips and feedback on progress through the course and materials Learning objectives that reinforce the most important material Chapter-specific study questions that allow you to engage with the material other content for use in independent or classroom-based explorations of key topics. Video and multimedia resources that bring concepts to life, are tied to learning objectives, and make learning easier.

36

About the Authors

Cheryl Durwin received her PhD in Educational Psychology at the University of Massachusetts, Amherst in 1996. She is Professor of Psychology at Southern Connecticut State University. She has taught educational psychology for over 20 years in various formats such as graduate level and undergraduate courses ranging from mid-size sections of 40 students to small, writing-intensive sections. Cheryl regularly teaches courses in research design, testing, motivation, cognition and memory, and learning disabilities. Her research interests include the development, assessment, and remediation of reading skills, efficacy of reading interventions in disadvantaged populations, and college-level teaching and learning.

37

Marla Reese-Weber received her PhD at The Ohio State University in 1998. She is Professor of Psychology and serves as the associate dean in the College of Arts and Sciences at Illinois State University. She has taught educational psychology for over 17 years in sections as small as 25 students and sections as large as 150 students. In addition, her course on educational psychology has included a focus on underserviced populations, particularly in urban areas. Marla also teaches adolescent development at the undergraduate and graduate levels as well as a course on developmental research methods. Her research interests include sibling and dating violence as well as romantic relationship development during emerging adulthood. Though both of us have had varied experiences in teaching educational psychology, we came together because of a singular need. We wanted a textbook that was flexible enough to meet our very different circumstances. Cheryl has taught small, writing-intensive classes with a focus on case studies to help students apply what they are learning, while Marla has taught larger classes of 50 or more students with an emphasis on research design and the science behind educational

38

psychology. In each of our courses, we select varied topics to emphasize and order the topics very differently, and we have unique teaching styles. We wanted a textbook that would fit each of our needs. EdPsych Modules is the first textbook purposefully and intentionally written from a module approach. Our modules are succinct, stand-alone topics that are organized into themed units representing every subject matter found in a traditional chapter textbook. Because these are stand- alone, our modules can be combined or organized in any order, regardless of the order we decided to use in the table of contents. Instructors can even skip modules or entire units if they choose. For those who teach with case studies, we provide four detailed classroom situations at the beginning of every unit, one for each educational level: early childhood, elementary, middle school, and high school. Again, instructors can choose one particular educational level, several, all levels, or may choose to skip the cases altogether. We believe that if our textbook is flexible enough to meet our very diverse needs, it can meet the needs of any instructor, regardless of the type of teacher education program, class size, or course emphasis.

39

Introduction Using Science To Inform Classroom Practices

iStockphoto.com/Weekend Images Inc.

Case Study Middle School: Achievement Gap, 2

Module 1: Using Science to Inform Classroom Practices Outline and Learning Goals, 4 Educational Psychology: A Resource for Teachers, 5 Educational Psychology: The Science, 6 Educational Psychology: Classroom Practices, 11 Summary, 18 Key Concepts, 18 Case Study: Reflect and Evaluate, 18

40

CASE STUDIES

Middle School: Achievement Gap

Prepare:

As you read the case, make notes:

1. WHO are the central characters in the case? Describe them. 2. WHAT is taking place? 3. WHERE is the case taking place? Is the environment a factor? 4. WHEN is the case taking place? Is the timing a factor?

© iStockphoto.com/Haluk Köhserli

Jarrod and Tamara Patterson met during college and are both teachers in the Chicago area. They live in the suburbs, where Jarrod teaches third grade. Tamara completed her student teaching at an inner-city school. She wanted to continue in a similar school district, so she takes the train into the city each day to teach history in a public middle school.

Over the years, Jarrod and Tamara have had a number of arguments about education. Some of their disagreements stem from the developmental differences in their students—as Jarrod works with younger students—but their liveliest disagreements involve the differences between suburban and urban classrooms. Ninety percent of Tamara’s students are African American and live in households where the median annual income is around $33,000. In contrast, 79% of Jarrod’s students are White, 9% are Latino, 8% are Hispanic, and only 3% are African American. The median annual income for households in Jarrod’s school district is $83,000.

As they begin their drive into the city to run errands on Saturday morning, Tamara reminds Jarrod that she needs to stop by her classroom to pick up

41

some papers. She forgot them yesterday and needs to finish grading them before Monday morning. Jarrod doesn’t respond—he has taken the opportunity to read the newspaper while Tamara drives.

“Listen to this,” he begins. “A new study examined the ‘achievement gap’— you know, the idea that African Americans perform more poorly compared to Whites. Says here that some researchers found that the differences in achievement levels between African Americans and Whites no longer exist.”

Tamara responds skeptically, “How did they determine that?”

“Well, it says that the researchers found no differences in the GPAs of students from several ethnic backgrounds, including African American and White students,” replies Jarrod.

Tamara pushes the issue. “Who were the students? How did they get information about GPA? Did they use the official records?”

Jarrod replies, “It doesn’t give that many details.”

As they pull into the school parking lot, Tamara announces, “The newspaper shouldn’t print those statements without supplying more details.” She grabs the newspaper out of Jarrod’s hands and says, “Come on. While we are inside getting my papers, we can probably find more information about the study on the web.”

“Do we have to do this today?” moans Jarrod, wishing he had kept his mouth shut.

“Yes,” replies Tamara.

As they enter Tamara’s classroom, Jarrod says, “I still can’t get over how old everything seems in the building. When are they going to update the decor, not to mention your textbooks?”

Tamara ignores his comment. She turns on the only computer in the room and retrieves her papers while she waits for the computer to get up and running. Then she launches her Internet browser and begins to alphabetize her papers, because she knows it will take several minutes before the computer is ready.

Jarrod waits impatiently. “How long is this going to take?”

“Well, if we had new computers with wireless Internet connections like at

42

your school, we’d be out of here by now. But I don’t have those perks, so just give me a couple of minutes.”

Tamara uses the researchers’ names from the newspaper article to find the original study online. “Good, it was published early this year,” she says, and sends the print job to the printer in the main office. “Come on. I’ll grab the printout. I can read while you drive us.”

As they walk to the office, Tamara can’t help herself. “I suppose you have your own printer in your classroom and don’t have to walk to the main office all the time.”

“As a matter of fact, I do,” replies Jarrod. “You know you could get a job in my school district anytime. Remember, you chose to work here. Don’t give me a hard time because I chose not to.”

As they drive to their next stop, Tamara begins to read and launches into a tirade: “Well, they used college students, not K-12 students. Oh, can you believe this? They didn’t even use official records to find GPAs. They simply asked students to provide their GPA on a survey.”

“Why do you care so much? It’s just one newspaper article in the back of the paper,” replies Jarrod.

Tamara continues her tirade. “Because parents and most other teachers won’t take the time to read the actual study and see that the newspaper article is misleading. People won’t realize that the achievement gap is still present in K-12 classrooms and will expect all teachers to have students with similar achievement levels. That’s unrealistic. If journalists were actually trying to inform the public—instead of spewing out stories on movie stars in rehab— they would explain why the achievement gap exists. It’s not even about ethnicity; it’s about socioeconomic status.”

43

© iStockphoto.com/ Steve Debenport

“Maybe you should write a letter to the editor,” suggests Jarrod.

“Maybe I will,” Tamara says.

Assess:

1. How might the different schools in which Tamara and Jarrod work influence the importance each places on understanding achievement differences?

2. Should teachers be concerned with what type of students participate in research studies like the one reported in the newspaper article? Why or why not?

3. How would you respond to a parent whose child is not achieving as well as others but who believes that all students should perform equally well?

44

Module 1 Using Science to Inform Classroom Practices

© iStockphoto.com/ lai9

45

46

Educational Psychology: A Resource for Teachers 1 Explain why educational psychology is an important resource for teachers.

People who work outside educational settings may assume that good teaching practices are simply common sense. Yet common-sense approaches to classroom management and instruction often are ineffective or even counterproductive. Assume, for example, that an elementary student continues to get out of his seat during a lesson. A common-sense approach would be to politely ask the student to sit down. However, if the student is misbehaving to attract attention from the teacher and classmates, this approach might simply encourage the behavior.

Master the content. edge.sagepub.com/durwin3e

Research suggests that a more effective approach would be to ignore the unwanted behavior, depending on the individual characteristics of the student. Hence, scientific evidence helps teachers determine the best practices for effective teaching. As a teacher, you will encounter situations for which, despite all your training, you are unprepared. When that happens, research can help you formulate an informed response.

When teachers need help dealing with issues of diversity, motivation, achievement differences, behavioral problems, and other concerns, they turn to the field of educational psychology. Educational psychology links the science of psychology to educational practice and provides teachers with evidence-based knowledge to support their day-to-day decision making in the classroom. Teachers who implement research-based practices have students with more academic engagement and fewer disruptive behaviors (Sanetti, Collier-Meek, Long, Kim, & Kratochwill, 2014). In short, educational psychology can help teachers become better teachers. We are writing this text to provide theories and empirical evidence you can use to develop a repertoire of skills and knowledge on your path to becoming an effective teacher.

47

http://edge.sagepub.com/durwin3e
Scientific Approaches Versus Common Sense. Research informs teachers about how best to approach situations in the classroom, such as children playing with one another rather than completing their work, as shown here. The common-sense approach does not always lead to best practices.

gradyreese / E+ / Getty Images

To make the most of educational psychology, teachers need both a basic understanding of scientific principles (the science) and an awareness of how these principles can apply to real situations (classroom practices). In this text, you will be considering the same major challenges that scholars face in this field:

The science: formulating theories and conducting research studies. Classroom practices: developing applications of current theories and research to enhance teaching and learning.

48

Video Case 1.1 ▴ New Teacher Advice

© SAGE Publications

49

Educational Psychology: The Science 2 Describe three elements of research studies that help determine which studies are worthy of consideration.

The science of educational psychology involves formulating theories—sets of ideas that are used to explain a phenomenon and make predictions about behavior—and then conducting research to determine how well those theories explain the phenomenon. The relationship between theory and research is reciprocal. Research findings may support a theory, but researchers also may alter theories or develop new ones based on accumulated evidence. This process is ongoing—scientists today are building upon (or tearing down) the work of twentieth-century scientists.

For today’s teachers, the amount and variety of research material available can be intimidating. The first step in evaluating research is to find appropriate resources (see Guidelines 1.1: Finding Reputable Research). After you have located good research articles, you need to determine which studies are worthy of consideration. To evaluate the quality of research, you need to understand three elements of it:

1. Design: What was the purpose of the study (to describe, to show cause and effect)?

2. Sample: Who was being studied (elementary-aged children, college students)?

3. Measures: How were constructs of interest measured (surveys, observations)?

Guidelines 1.1 Finding Reputable Research

50

51

Research Designs Researchers must choose a method for investigating variables of interest. Variables are events, characteristics, or behaviors that can be measured, such as age, family divorce, medication, diagnosis of attention deficit hyperactivity disorder (ADHD), math scores, or aggression. To focus on a specific question about certain variables, researchers choose a particular research design—a method for investigating how and whether the variables selected are related. Table 1.1 describes four designs that are commonly used in educational research.

Video: Research Design

Descriptive designs provide basic information about variables in a population without making connections between behaviors, events, or conditions. For example, a descriptive research study might determine what percentage of school-age children are diagnosed with ADHD.

Two descriptive designs can provide in-depth perspectives:

Case study research examines a single individual and creates a rich picture of that individual’s psychological functioning. Researchers might observe a child diagnosed with autism both at home and at school, interview teachers and parents, and examine test scores, school records, and other sources of information. Ethnographic study research closely examines a particular group through direct participation within the group. For example, a researcher might attend a school of Latino students, taking extensive field notes to capture the unique educational values and social challenges of this ethnic group.

52

To move beyond simply describing behaviors, researchers use correlational designs, which answer questions about the connections between two variables. For example, in exploring the connection between study time and grades, the researcher might ask whether students who spend more time studying get better grades. These connections are expressed in a statistical computation called a correlation coefficient, a number between –1.0 and +1.0 that indicates the type and strength of the relationship between two variables.

The sign (positive or negative) indicates the type of relationship between the two variables. A positive correlation (+) between study time and grades means that as study time increases, grades also increase. A negative correlation (–) between school absences and grades means that as absences increase, grades decrease. The closer a correlation coefficient is to +1 or –1, the stronger the relationship between the two variables. For example, a correlation coefficient of –.56 indicates a stronger connection than a correlation coefficient of +.43 because the absolute value of the number is larger.

Although correlation studies measure the relationships between different variables, they cannot determine cause and effect. Although we may find that study time and grades are positively correlated, increased study time may or

53

may not cause better grades. Instead, this positive correlation may suggest several possibilities: (a) more study time causes better grades, (b) better grades cause a person to enjoy academics and therefore to study more, or (c) some other variable, such as parental involvement, accounts for the high levels of study time and grades.