Exam 1: Ch. 1

Question 1

William James (1842-1910)

Answer 1

• Emphasized importance of observing teaching and learning
• suggested beginning lessons at a point just beyond a child’s level of knowledge
• “talks to teachers”
• Principles of Psychology (1890)

Question 2

John Dewey (1859-1952)

Answer 2

• Child as an active learner; “learning by doing”
• Focused on the whole child and the child’s adaptation to the environment
• Felt all children deserve to have a competent education

Question 3

E.L. Thorndike (1874-1949)

Answer 3

• Emphasized assessment and measurement in education
• Suggested important task of education is to promote children’s reasoning skills
• Felt educational psychology must have scientific base

Question 4

Behavioral Approach

Answer 4

• B.F. Skinner (1938)
• Psychology as the science of observable behavior & controlling conditions
• 1950’s programmed learning

Question 5

Cognitive Revolution

Answer 5

• 1950’s Blooms Taxonomy of cognitive skills; includes: evaluate, synthesis, analysis, application, understanding, knowledge
• 1980’s cognitive psychology memory, thinking, reasoning…to help student learn; memory, thinking, reasoning.

Question 6

Teaching: Art & Science

Answer 6

an understanding that a teacher must be able to adapt and create different ways to teach, Art: and be factual with content material, Science.

Question 7

Professional Knowledge and Skills

Answer 7

• instructional strategies supported by methods of goal setting, instructional planning, and classroom management
• understand how to motivate students and how to communicate and work effectively w/ those varying skill levels and culturally diverse backgrounds

Question 8

Subject Matter Competence

Answer 8

Having a thoughtful, flexible, conceptual understanding of subject matter including:

• facts, terms, general concepts
• knowledge about organizing ideas, connections among ideas, ways of thinking and arguing, patterns of change within a discipline, beliefs about a discipline, and the ability to carry ideas from one discipline to another.

Question 9

Instructional Strategies

Answer 9

include: -Constructivist Approach

- Direct Instruction Approach

Question 10

Constructivist Approach

Answer 10

learner-centered approach to learning that emphasizes the importance of individuals actively constructing knowledge and understanding with guidance from the teacher

Question 11

Direct Instruction Approach

Answer 11

A structured, teacher-centered approach characterized by teacher direction and control. high teacher expectations for students’ progress, maximum time spent by students on academic tasks, and efforts by the teacher to keep negative affect to a minimum.

Question 12

Goal Setting and Instructional Planning

Answer 12

• teachers set high goals for their teaching and organize plans for reaching those goals, and develop specific criteria for success
• they spend time in instructional planning, organizing their lessons to maximize students learning while reflecting on how to make learning both challenging and interesting.

Question 13

Developmentally Appropriate Teaching Practices

Answer 13

• Competent teachers have a good understanding of children’s development and know how to create instruction materials appropriate for their development levels
• Understanding developmental pathways and progressions is extremely important for teaching in ways that are optimal for each child.

Question 14

Classroom Management Skills

Answer 14

• important aspect of being an effective teacher is keeping the class as a while working together and oriented toward classroom tasks.
• establish and maintain an environment in which learning can occur
• ex. establishing rules and procedures, organizing groups, monitoring and pacing classroom activities, and handling misbehavior.

Question 15

Motivational Skills

Answer 15

• strategies for helping students become self-motivated include, providing real-world learning opportunities of optimal difficulty and novelty for each student
• establish high expectations for students’ achievements

Question 16

Communication Skills

Answer 16

• skills in speaking, listening, overcoming barriers to verbal communication, tuning in to students’ nonverbal communication, and constructively resolving conflicts.
• critical in communicating w parents as well.
• use when talking “with” rather “to” students, parents, administrators, etc.

Question 17

Working Effectively w Students from Culturally Diverse Backgrounds

Answer 17

• must be knowledgeable about people from different cultural backgrounds and sensitive to their needs,
• encourage students to have positive personal contact w other students of diverse backgrounds
• guide students in thinking critically about cultural and ethnic issues while reducing student bias
• serve as cultural mediators between students

Question 18

Assessment Skills

Answer 18

• teachers must decide what types of assessments to use to document their students performance. Use ongoing observation and monitoring to determine whether your instruction challenges students and when they need your attention.
• also involves state-mandated tests to asses students’ achievement and teachers’ knowledge and skills

Question 19

Technological Skills

Answer 19

• supports student learning
• conditions that support use of technology; vision and support from ed. leaders, using technology for learning, content standards and curriculum resources, assessment of effectiveness of technology for learning
• students will benefit from increase in technology knowledge and skills ex. prepare for “tomorrows jobs” which will require technological expertise

Question 20

Commitment & Motivation

Answer 20

• help get effective teachers through the tough moments of teaching
• effective teachers have confidence in their own self-efficacy, don’t let negative emotions diminish their motivation, and bring positive attitude and enthusiasm to the classroom.

Question 21

Why is Research Important

Answer 21

-by providing teachers with valid information about the best ways to teach children, research can make you a better teacher.

Question 22

Research Methods

Answer 22

-include; Descriptive,
Correlational,
Experimental,
Time Span

Question 23

Descriptive Research

Answer 23

• purpose of observing and recording behavior; OBSERVATION (laboratory vs. naturalistic observation)
• Interviews and Questionnaires
• Standardized Tests
• Case Studies

-recording observation, tape recorders, video cameras, special coding sheets, one-way mirrors and computers

Question 24

Descriptive Research; Laboratory Observation

Answer 24

A controlled setting from which many factors of the real world have been removed

Question 25

Descriptive Research; Naturalistc Observation

Answer 25

observation in the real world rather than in a laboatory

Question 26

Descriptive Research; Interviews and Questionaires

Answer 26

• quick
• an be face-to-face, over the phone, or the internet
• can be transmitted by hand, mail, or internet
• negative; individuals give socially desirable answers, responding in what they think is more socially acceptable

Question 27

Descriptive Research; Standardized Tests

Answer 27

• uniform procedures,
• assess students performance in different domains and allows comparison w other students
• can provide outcome measures for research studied
• Accountability- holds teachers and students responsible for student performance

Question 28

Descriptive Research; Case Studies

Answer 28

an in-depth look at an individual, often used in unique circumstances when a person’s life cannot be duplicated.

Question 29

Correlational Research

Answer 29

describes the strength of the relation between two or more events or characteristics.

Question 30

Experimental Research

Answer 30

allows educational psychologists to determine the “causes and effect” of behavior.

• research that allows the causes of behavior; involves conducting an experiment,
• which is carefully regulated procedure in which one or more of the factors believed to influence the behavior being studied is manipulated and “all others are held constant”
• Independent Variable (IV); Dependent Variable (DV)

Question 31

Program Evaluation Research

Answer 31

designed to make decisions about the effectiveness of a particular program

Question 32

Action Research

Answer 32

used to solve a specific “classroom or school problem”, improve teaching and other educational strategies, or make a decision at a specific level. (teachers/school personnel)

Question 33

Teacher as a Researcher

Answer 33

teachers conduct their own studies to improve their teaching

Question 34

Time Span of Research: Cross sectional Approach

Answer 34

-individuals of different ages are compared at one time

Question 35

Ethical Research

Answer 35

• Informed Consent

- Confidentiality

Question 36

Educational Psychology

Answer 36

the branch of psychology that specializes in understanding teaching and learning in educational setting

Question 37

Time Span Research: Longitudinal approach

Answer 37

same individuals are studied over a period of time; more expensive, not used often, more accurate

Question 38

Time Span Research: Sequential Study

Answer 38

Combination of Longitudinal and Cross sectional studies in order to save time.

Question 39

Scientific Research Approach

Answer 39

-objective, systematic, & testable
Step 1: conceptualize the "problem"
Step 2: "collect" info
Step 3: "Draw conclusion"
Step 4: Revise research "conclusion and theory"