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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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
