Chapter 1

2. Chapter 1 Teaching and Educational Psychology

3. Teaching as Evidence-Based Practice

4. Evidence-Based Practice Instructional methods based on research Applying educational psychology nature of learning motivation assessment general developmental trends individual diversity

5. Understanding Research

6. Types of Data Quantitative numerical data test scores attendance records rating scales Qualitative non-numerical data interview responses observations case studies

7. Quantitative Studies Descriptive information about a population or situation “how things are” Correlational associations among variables “what things occur together” used for prediction Experimental “why things are” — causal links manipulation of environment to test outcomes Quasi-experimental not all influential factors can be controlled alternative explanations must be considered

8. Research Questions Descriptive “How many students are involved in extracurricular activities?” Correlational “Do students involved in extracurricular activities have higher grades than those students not involved in extracurricular activities?” Experimental “Will joining two extracurricular activities affect students’ grades?”

9. Qualitative Studies In-depth look at certain characteristics or behaviors Essentially descriptive ”how things are” “What kinds of study strategies are used by high-achieving students and by lower-achieving students?”

10. Mixed-Methods Studies Use both quantitative and qualitative methods. Seeks to understand both how things are and why they may be that way. Do students show a decline in academic achievement in ninth grade, their first year of high school? If so, why might this be so?

11. Interpreting Research Results Consider alternative explanations. Draw causal inferences only from experimental data.

12. Theories Integrated set of concepts and principles synthesize research findings propose underlying mechanism to explain and predict phenomena continually expanded and modified underlie good classroom practices

13. Collecting Data and Drawing Conclusions

14. Assessment Practices Collecting data about student learning Formal or informal measures

15. Action Research Systematic study in one’s own school Goal = “taking action” more effective strategies in working with students

16. Developing as a Teacher

17. Strategies Keep up to date on research findings and new innovations in education. Learn as much as you can about your subject. Learn as much as you can about specific strategies for teaching your particular subject matter. Learn as much as you can about the culture(s) of the community in which you are teaching. Continually reflect and critically examine your assumptions, inferences, and practices. Communicate and collaborate with colleagues. Believe that you can make a difference in students’ lives (self-efficacy).

18. Strategies for Studying and Learning Effectively

19. Learning Strategies Relate what you read to your existing knowledge and prior experiences. Actively consider how some new information might contradict your existing beliefs. Tie abstract concepts and principles to concrete examples. Elaborate on what you read, going beyond it and adding to it. Periodically check yourself to make sure you remember and understand what you have read.

20. The Big Picture

21. The Big Picture Teacher decision making must be based, at least in part, on research findings. Different kinds of research studies lead to different kinds of conclusions. In one way or another, teachers are researchers themselves. Teachers are also learners.