Educational Psychology PDF

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This online teaching and learning environment integrates the entire digital textbook with the most effective instructor and student resources WRÀWHYHU\OHDUQLQJVW\OH

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ALL THE HELP, RESOURCES, AND PERSONAL SUPPORT YOU AND YOUR STUDENTS NEED!

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Educational Psychology

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Ca se Matrix CH

ENDING CASE TITLE

TEACHER/LOCATION CHARACTERISTICS

STUDENT CHARACTERISTICS

SUBJECT

TEACHER/SCHOOL CHARACTERISTICS

STUDENT CHARACTERISTICS

ISSUE

1

What Knowledge and Skills Do Teachers Need in the Classroom?

F-1st year Charlotte, North Carolina

High-school (No specific grade)

French

No Diversity Case

2

Teaching in a Culturally Diverse Classroom

F-1st year New Mexico

Elementary (1st grade) 72% Navajo, 26% Hispanic, 2% Caucasian. 60% LEP, 92% F&RL

Reading

Identifying Exceptionalities in a Third Grade ESL Classroom

M Minnesota Elementary School

68.1% F&RL, 37.5% ESL, 17.7 % Special Ed, 29% AA, 28% Caucas, 29% Hmong, 12% H, 2% NA

Language diversity

3

How Does this Fourth Grade Classroom Use Development Principles?

M San Francisco, California

Elementary (4th grade)

Science

Language Differences in a SeventhGrade Classroom

F Chicago Middle School

4

How Does this High School Classroom Use Development Principles?

F Hartford Connecticut

High-school (10th grade) Low SES

Reading, mentoring, service learning

Issues of Identity in a Ninth Grade Classroom

F Los Angeles High School (9th)

92.4% F&RL, 53% ESL, 14.2 % Special Ed, 73.5% Hisp, 25.3% AA, .2%Cauc, 1% Asian

Sexual diversity

5

How Does this High School Classroom Use Behavioral Principles?

M Billings, Montana

High-school freshman

Technology (Typing, publisher, powerpoint)

Behavior Differences in a Fourth Grade Classroom

F Iowa Elementary School (4th)

9.3% F&RL, 2.6% ESL, 10.1% Special Ed, 78% White, 15%AA, 5% Hisp, 2% Asian

Behavioral differences

6

How Does this Elementary Classroom Teacher Apply Cognitive Principles?

F Sierra Vista, Arizona

Elementary (2nd grade) 65% Hispanic

Reading

Prior Knowledge Differences in an EleventhGrade Classroom

M Kentucky High School (11th)

77.1% F&RL, .2% ESL, 11.3% Special Ed, 98.1% White, 3% AA, 9% Hisp, 7% Asian

Religious diversity

7

How Does this Middle School Teacher Promote Complex Cognitive Skills?

M Portland, Maine

Middle-school (7th grade)

Science

Creativity Differences in a Fifth-Grade Classroom

F Maine Elementary School

37.8% F&RL, .4% ESL, 10.6% Special Ed, 95.6% White, 1.8% AA, 1.6% Hisp, .6% Asian

Giftedness and creativity differences

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DIVERSITY CASE TITLE

85.6 % F&RL, At risk, 13.7% ESL, background 16.8 % Special Ed, and language 49% AA, diversity 38% Latino, 8% Caucasian, 3% Asian, 2% other

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Case Matrix

••••••••••••••••••

vC

8

How Does this Eleventh Grade Classroom Use Sociocognitive and Constructivist Principles?

F Richmond, Virginia

High-School (11th grade) 91% African American, 5% Hispanic, 4% other ethnicities

History

Gender Bias in an EleventhGrade Science Classroom

F East Baton Rouge Parish High School

77.6% F&RL, .5% ESL, 12.3% Special Ed, 54.3% White, 41.2% AA, 1.8% Hisp, 2.5 % Asian .2% Native American

Gender Bias

9

How Does this Fifth-Grade Classroom Use Motivation Principles?

M St. Louis, Missouri

Elementaryschool (5th grade)

Writing

Issues of Motivation in an EighthGrade Language Arts Classroom

F North Philadelphia Middle School

82.4% F&RL 17.3% ESL 14.2% Special Ed 44.6% AA 21.3% Hisp 18.5% Asian 9.3% White 3.6% Arab 2.7% Sub Saharan African

Motivation differences

10

How Does this Middle-School Classroom Use Motivation Principles?

F Detroit, Michigan

Middle-school (No specific grade) diverse, ELLs

Science

Motivation Issues in an Eighth-Grade Language Arts Classroom

M Chinle New Mexico Middle School

75.3 % F&RL, 47.2% ESL, 12.2% Special Ed, 91.5% Native American, 6.3% White, .2% AA 1.8% Hisp, .2 % Asian

Cultural differences

11

How Does this Ninth-Grade Classroom Use Classroom Management Principles?

F&M co-teach Bisby, North Dakota

High-school (ninth-grade)

Math

Managing Portable Technology in a Tenth-Grade Classroom

M Miami, FL High School

51.2% F&RL 38.2% ESL 11.9% Special Ed 60.3% Hisp 27.9% AA 9.4% White 2.1% Asian .3% Native American

Behavioral differences

12

How Does this Middle-School Classroom Apply Assessment Principles?

M St. Johnsbury, Vermont

Middle-school (5th grade)

Writing

Assessment Issues in a High-School Classroom

F Washington, DC High School

61.4% F&RL 6.2% ESL 12.5% Special Ed 84.3% AA 9.4% Hisp 4.6% White 1.6% Asian .1% Native American

Classroom assessment quality

13

How Does this Middle-School Teacher Ensure Effective Standardized Testing?

F Rio Grande, Texas

Middle-school (No specific grade) 91% Hispanic large LEP population

Math

Diversity in Teacher Beliefs and Attitudes towards Standardized Testing

M Anchorage, Alaska Elementary School

56.6% F&RL 10.8% ESL 12.2% Special Ed 60.6% White 13.1% Alaska Native 10.7% Asian 8.5% AA 7.1% Hisp

Teacher diversity (beliefs)

14

How Does this High-School Classroom Apply Technology Principles?

F Danbury, New Hampshire

Middle-school (5th grade)

Environmental science

Technology Integration Issues in an Elementary School Classroom

M Brooklyn, NY Elementary School

63.5 % F&RL, 16.2% ESL, 13.1% Special Ed, 39.1% White 34.8% AA 18.4% Hisp, 6.5 % Asian .4% Native American .8% Arab

Digital Divide

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Educational Psychology Roxana Moreno University of New Mexico

John Wiley & Sons, Inc.

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VP & Executive Publisher Acquisitions Editor Senior Development Editor Production Manager Senior Production Editor Marketing Manager Creative Director Senior Designer Production Management Services Senior Illustration Editor Senior Photo Editor Editorial Assistant Media Editor Cover Photos

Interior Design Cover Design

Jay O’Callaghan Robert Johnston Ellen Ford Dorothy Sinclair Valerie A. Vargas Danielle Torio Harry Nolan Kevin Murphy Ingrao Associates Sandra Rigby Jennifer Macmillan Mariah Maguire-Fong Lynn Pearlman (Top photo) Moodboard/© Corbis (Center photo) Superstock (Bottom photo) Masterfile Nancy Field M77 Design

This book was set in 10/12 Baskerville by Prepare, Inc. and printed and bound by Courier-Kendallville. The cover was printed by Courier-Kendallville. Copyright © 2010 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201)748-6011, fax (201)748-6008, website http://www.wiley.com/go/permissions. Evaluation copies are provided to qualified academics and professionals for review purposes only, for use in their courses during the next academic year. These copies are licensed and may not be sold or transferred to a third party. Upon completion of the review period, please return the evaluation copy to Wiley. Return instructions and a free of charge return shipping label are available at www.wiley.com/go/returnlabel. Outside of the United States, please contact your local representative. To order books or for customer service, please call 1-800-CALL WILEY (225-5945). ISBN-13 978- 0-471-78998-7 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1

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About the Author

Roxana Moreno is currently an Educational Psychology professor at the University of New Mexico. Roxana Moreno was born in the United States a few years after her parents emigrated from Argentina in search of a better future for their family. When Roxana was six years old, she and her parents returned to their native country. Roxana completed her elementary and high school education in Argentina and continued her education in Argentina with a B.S. in Economics as well as a law degree. She moved back to the United States and studied artificial intelligence, then decided to apply her technical knowledge to education. She received a doctorate in cognitive psychology from the University of California at Santa Barbara. Roxana used her skills in technology for the improvement of education, understanding how people learn, and applying this knowledge to design effective instructional technology. Her research focused on applying cognitive and motivation theories to derive principles for the instructional design of multimedia environments. She has conducted a great number of studies with undergraduate students in the lab and also in the classroom with elementary, middle, and high school students. While living in California, Roxana developed a strong interest in diversity issues in education. The focus of her career became technology-based interventions aimed at helping minority and underachieving students. Post-doctoral work consisted of developing educational programs that included visual aids and explanations in students’ first language to promote the achievement of English language learners. Professional interests focus on examining how technology can be used to better serve students’ special needs.

Dedication In memory of José María Angel Moreno, who taught me to believe that anything is possible if you set your heart and mind to it.

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Preface

All authors want their textbooks to be read, understood, and enjoyed, and so do I. But most of all, I wish that this book will contribute to teacher students’ professional growth in a meaningful way. When I started this book project, I had been teaching educational psychology to preservice teachers for several years. A significant motivation for writing this book was that I was not fully satisfied with any of the textbooks that I had adopted. I found some to be too simplistic, portraying a candy-coated version of what classroom teaching is really about. Others seemed too complex, providing a host of theoretical information of little practical value to the future teacher. What preoccupied me the most was the lack of evidence in support of many of the features. As a teacher educator, I asked myself year after year, “How do I know that this will help my students?” I felt the urge to answer that question and several others: • How can I help preservice teachers understand the realities of the classroom? • What activities promote the application of educational theory and research into practice? • What methods might help preservice teachers develop into reflective practitioners? • What strategies should be used to raise future teachers’ awareness about learner diversity and the need to adapt instruction? I tackled these questions by setting two goals. First, I conducted a focused research program in teacher education. With the support of a National Science Foundation grant, I collaborated with in-service teachers to develop studies that provided many answers to my questions. We learned that it is necessary to: • build a solid understanding about learner diversity to ensure that teaching principles are not applied as recipes. • provide and model the use of a thinking framework to help prospective teachers make

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effective decisions when faced with complex classroom dilemmas. • offer beginning teachers varied opportunities both individually and in peer groups from virtual expert teachers, so they will be more likely to apply quality practices. My second goal was to apply the lessons learned from my research to this book. I did not want to limit the potential impact of my research to disseminating the findings to the scientific community. I wanted to make a practical contribution to teacher education. As a result, I was determined to write an exemplar textbook for teachers, based on pedagogies that work. The organization and methods in this book have been successfully used with hundreds of student teachers who participated in my research and the research of other scholars. You will find clear, coherent, and updated discussions about essential teaching topics: learner diversity, human development, learning, motivation, management, assessment, and technology. I applied my expertise in educational technology and multimedia learning to guide the design of the content of this book. This material is delivered with a clean design that purposefully avoids the “bells and whistles,” which distract rather than contribute to students’ learning. Graphic organizers structure the knowledge that students gain, and visual aids (figures and animations) reinforce the most challenging topics in educational psychology. To help student teachers gain virtual classroom experiences, I worked with expert teachers to develop scenarios that depict the realities of today’s classrooms. Each chapter presents opportunities to examine quality practices, reflect on classroom dilemmas, and observe a rich repertoire of classroom videos that include insightful teacher and expert commentaries. In sum, this book is based on best practices in educational research. Hopefully, your students will find this book an effective tool to better prepare them to meet the diverse and changing needs of the classroom.

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Preface

● MEETING THE CHALLENGES OF THE 21 S T CENTURY CLASSROOM Educational psychology instructors are placing more emphasis on giving their students firsthand knowledge of the joys and challenges of teaching. Future teachers need to embrace diversity and they want practical suggestions for why and how to use theory. It is critical that future teachers have skills in problem-solving to address the range of learner needs in their classrooms. To support the preparation of future teachers, this textbook emphasizes three challenges in teacher education: • understanding and addressing the needs of the diversity of learners in the classroom, • applying theories and research to the classroom, and • critically examining teaching practices through reflection, problem-solving, and critical thinking. Understanding and Addressing the Needs of a Diversity of Learners. Prospective teachers need to know more than what works for the “average” student. Given the changing demographics of schools, future teachers must be equipped to help every student succeed in the classroom and reach their full potential. Applying Theories and Research in the Classroom. How can teacher education students learn to apply the theories and research to classroom practice? This challenge is due to the complexity of the teaching profession and the increasingly diverse student population. Critically Examining Teaching Practices. Prospective teachers need to develop the dispositions and critical skills to create learning communities that are academically challenging, developmentally responsive, and socially equitable. In spite of the growing diversity in U.S. classrooms, teachers are not adequately prepared to question and examine their own assumptions, beliefs, goals, and practices with the objective of improving learning for all students. These three current challenges in teacher education are the themes woven through this textbook’s content, pedagogy, and media to create a comprehensive “virtual” experience that allows students to take on the role of the teacher for a variety of learners and classroom scenarios.

● GOALS OF THIS BOOK This textbook and its accompanying media provide comprehensive coverage of educational psychology topics that prospective teachers need, including the psychological

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explanations of human development, learning, motivation, classroom management, and assessment. Educational psychology knowledge is a key to helping future teachers develop critical thinking skills and unlock their potential. This is accomplished by inviting them to reflect on their beliefs and assumptions about educational psychology and critically examine the potential of applying educational psychology principles a...