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This document discusses three major types of educational research: descriptive, correlational, and experimental. Descriptive research attempts to describe current conditions without changing variables. Correlational research identifies relationships between variables without proving causation. Experimental research demonstrates causal relationships by implementing changes and using control and experimental groups with random assignment. The example given is of a teacher testing a new computerized math program with half her class, using pre- and post-tests to determine if it made a difference in achievement.
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Introduction to Educational Psychology [PPT]
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© 2011 Richard Culatta
Searc h
Home Teaching and Learning Educational Psychology
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Educational Psychology
What is Educational Psychology?
Nerdy definition: "The application of
psychology and psychological
methods to the study of
development, learning,
motivation, instruction,
assessment, and related issues
that influence the interaction
of teaching and learning."
(Elliott, et.al., 2000)
Plain English definition: "Trying to
figure out how people learn so
we can teach them more effectively."
The philosopher William James said that a knowledge of ed psych is important for three
reasons: “first, to provide the underpinnings for beliefs about instruction; second, to
prohibit teachers from making certain egregious errors; and third, to provide intellectual
support to teachers for some of their pedagogical decisions” (Berliner, 1993). In other words,
the study of educational psychology gives us a foundation to help make better decisions about
how we teach.
Inst ruct i
onal
Technol
ogy
Mobile
Learnin
g](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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If SEL should be adopted in schools, there are other questions to consider:
How much time and money should be spent on SEL?
Should SEL be determined by individual teachers or should it be systematic throughout schools and districts? Are there risks to systematic SEL?
Should students be tested on SEL?
What type of SEL programs should be used? (NOTE - There are many addressed in the supplemental readings: Promoting Alternative Thinking Strategies (PATHS), Quiet Time Program, Fast Track, Positive Behavioral Interventions & Supports (PBIS), and Mindful Schools).
To prevent bullying, should SEL be used? Is it an appropriate replacement for zero tolerance policies regarding bullying?
Please answer the question prompts under each response thoroughly. You should support your opinion with information from the readings; however, you also may share your own experiences and observations in the responses. Use the guide below to receive full credit.
All questions for each response prompt (e.g. Response 1, Response 2) are fully answered. For each prompt, there are at least two pieces of information from the readings supporting your opinion. Information can be noted with the use of specific facts, quotes, or cited with page number.
Response 1: Bullying
In preparing for this response, it is recommended that you note the following information from the CNN article, Bullying is a ‘Serious Public Health Problem’ Report Says:
· Effects of Bullying
· What is Bullying
· Ideas on Prevention (e.g. zero tolerance practices, SEL)
After reading this article, do you agree or disagree with using SEL to help prevent bullying? Should zero tolerance practices be used? If so, how? Please explain.
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Teaching strategies
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The document discusses key elements of learning situations and theories of learning. It describes that learning is an active process whereby behavior is changed through experience. The key elements that make up a learning situation include the subject matter, teacher, learner, physical facilities, and teaching aids. Several theories of learning are also outlined, including behavioral theories like classical and operant conditioning, cognitive theories that focus on information processing, and humanistic theories like Maslow's hierarchy of needs.
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What is the purpose of public schools? Is it to address academic learning or more, such as social emotional learning?
If SEL should be adopted in schools, there are other questions to consider:
How much time and money should be spent on SEL?
Should SEL be determined by individual teachers or should it be systematic throughout schools and districts? Are there risks to systematic SEL?
Should students be tested on SEL?
What type of SEL programs should be used? (NOTE - There are many addressed in the supplemental readings: Promoting Alternative Thinking Strategies (PATHS), Quiet Time Program, Fast Track, Positive Behavioral Interventions & Supports (PBIS), and Mindful Schools).
To prevent bullying, should SEL be used? Is it an appropriate replacement for zero tolerance policies regarding bullying?
Please answer the question prompts under each response thoroughly. You should support your opinion with information from the readings; however, you also may share your own experiences and observations in the responses. Use the guide below to receive full credit.
All questions for each response prompt (e.g. Response 1, Response 2) are fully answered. For each prompt, there are at least two pieces of information from the readings supporting your opinion. Information can be noted with the use of specific facts, quotes, or cited with page number.
Response 1: Bullying
In preparing for this response, it is recommended that you note the following information from the CNN article, Bullying is a ‘Serious Public Health Problem’ Report Says:
· Effects of Bullying
· What is Bullying
· Ideas on Prevention (e.g. zero tolerance practices, SEL)
After reading this article, do you agree or disagree with using SEL to help prevent bullying? Should zero tolerance practices be used? If so, how? Please explain.
Response 2: Mindfulness
There are many different types of SEL programs. Mindful Schools is one program, and this reading, Research on Mindfulness, provides a summa.
Action research for Teachers
This document discusses action research and its key features. It begins with a small story of teachers sharing classroom experiences. It then discusses Kurt Lewin's advocacy for action research in 1946 and its cyclical, iterative approach. The key features of action research are discussed, including its close relationship to action and knowledge acquisition, its collaborative nature, and its cycle of planning, acting, observing and reflecting. Types of action research and its characteristics are also outlined. Throughout, the document provides examples and explanations of action research in an educational context.
Teaching strategies
Instruction as a systemic process (models of instruction)
Strategies, methods and techniques
Key contexts of teaching
Teaching as Art and science
Vocce action research
This document provides information on action research conducted by Dr. C. Thanavathi. It begins with an introduction to action research, including its purpose and benefits. It then discusses how to conduct action research, outlining the typical cycles and steps involved, from identifying a problem or question, developing a research plan, collecting and analyzing data, and sharing results. Different types of action research are also described, including individual teacher research, collaborative research, and school-wide research. Methods for collecting both qualitative and quantitative data are presented. The document concludes by emphasizing that action research is an ongoing, reflective process aimed at improving teaching and learning.
Educational psychology.docx assignment
1. Educational psychology is the study of learners, the learning process, and teaching. It examines topics like human development, individual differences, learning, motivation, instruction, and assessment.
2. Research in educational psychology carefully examines factors that may contribute to learning, such as different teaching methods and decisions teachers make. It studies learning processes from cognitive and behavioral perspectives.
3. Research is important for teachers because it provides valid information on best teaching practices, whereas personal experiences and expert opinions do not always agree and may be biased. Educational psychology helps teachers understand learning, create effective learning environments, and improve instruction.
Crrriculum t6heories and models
This document provides an overview of different theories of learning and how they relate to curriculum design in higher education. It includes a glossary of terms and then summarizes five main models of learning: behaviourist, humanist, information processing, activity, and situated. For each model, it describes aspects like epistemology, origin of learning goals, motivation, theorists, and implications for higher education. The purpose is to illustrate relationships between learning theories and how they can inform curriculum design.
EDUC 209 _ REPORT.pptx
1. Value analysis is a step-by-step process for examining complex issues involving values and determining ethical solutions.
2. It involves presenting a dilemma, identifying value conflicts, considering alternatives, discussing consequences, evaluating evidence, and making a judgment.
3. The goal is to train individuals to rationally address ethical problems and make independent, well-reasoned decisions.
Module 1: The Role of Educational Psychology
This document provides an overview and introduction to an educational psychology course. It discusses key topics that will be covered in the course including defining learning, characteristics of effective and ineffective teachers, and the concept of "intentional teaching". It also summarizes that educational psychology is the study of learning and teaching and how research in this field can impact areas like curriculum, professional development, and school structures. Different research methods used in educational psychology like experiments, correlational studies, descriptive studies, and action research are also briefly outlined.
Educational psychology.docx assignment
1. Educational psychology is the study of learners, the learning process, and teaching methods. It examines topics like human development, individual differences, learning, motivation, and instruction.
2. Research in educational psychology carefully examines factors that may contribute to learning, such as different teaching methods and theories. It aims to identify the most effective approaches.
3. Educational psychology helps teachers understand individual learner differences, create positive learning environments, select appropriate teaching strategies, provide student guidance, and evaluate learning outcomes. It also assists with establishing learning objectives, using educational tools, and lesson planning.
The Teacher as a Challenge to Himself: Focus On Hendrinks Laws
The teachers job is influenced by two main categories of forces- the internal forces, which he has control over and the external forces which are not within the domain of his control. The paper took a critical look at the internal forces from the point of view of the seven laws of the teacher as postulated by H G Hendrinks. The ability of the teacher to comply with these laws poses great challenge to him. The paper is an exposition with ample illustrations on what the teacher must do, why he must do it and how he is to do it in order to overcome or minimize the challenge. Furthermore, the paper recognizes the influence of the external forces which, if not controlled, can inhibit the manifestation of his professionalism. Two of such inhibitors are identified as infrastructure/facilities and teachers’ welfare. Recommendations were made on the popularization of Hendrinks laws among teachers and control of external inhibitors through provision of adequate school infrastructure and welfare for teachers.
Chapter 1 Introduction to the Study of LearningRuss Nyland tea.docx
Chapter 1 Introduction to the Study of Learning
Russ Nyland teaches a graduate education course on learning and cognition. It is toward the end of the semester, and as class finishes one day, three students approach him: Jeri Kendall, Matt Bowers, and Trisha Pascella.
Jeri:
Dr. Nyland, can we talk with you? It’s late in the course and we’re still confused.
Russ:
About what?
Jeri:
Well, we’ve been studying all these theorists. It seems like they’re saying different things, but maybe not. Bandura, Skinner, Vygotsky, and the others. They make different points, but then some of what they say seems to overlap what others say.
Matt:
I’m confused too. I read these theorists and think I agree with that. But it seems like I agree with everything! I thought you were supposed to have one theory, to believe one way and not others. But it seems like there’s a lot of overlap between theories.
Russ:
You’re right, Matt, there is. Most of what we’ve studied in this course are cognitive theories, and they are alike because they say that learning involves changes in cognitions—knowledge, skills, beliefs. Most theorists also say that learners construct their knowledge and beliefs; they don’t automatically adopt what somebody tells them. So yes, there is much overlap.
Trisha:
So then what are we to do? Am I supposed to be something like an information processing theorist, a social cognitive theorist, a constructivist? That’s what I’m confused about.
Russ:
No, you don’t have to be only one. There may be one theory that you like better than the others, but maybe that theory doesn’t address everything you want it to. So then you can borrow from other theories. For example, when I was in grad school I did research with a professor whose specialty was cognitive learning. There was another professor who did developmental research. I really liked her research, probably because I had been a teacher and was interested in development, especially the changes in kids from elementary to middle school. So I was a learning theorist who borrowed from the developmental literature and still do. It’s okay to do that!
Jeri:
Well, that makes me feel better. But it’s late in the course, and I guess I want to know what I should be doing next.
Russ:
Tell you what—next class I’ll spend some time on this. A good place to start is not to decide which type of theorist you are, but rather determine what you believe about learning and what types of learning you’re interested in. Then you can see which theory matches up well to your beliefs and assumptions and maybe do as I did—borrow from others.
Matt:
Isn’t that being eclectic?
Russ:
Perhaps, but you may still have one preferred theory that you adapt as needed. That’s okay to do. In fact, that’s how theories are improved—by incorporating ideas that weren’t in them originally.
Trisha:
Thanks, Dr. Nyland. This is really helpful.
Learning involves acquiring and modifying knowledge, skills, strategies, beliefs, attitudes, and behaviors. People.
lec #1.pptx
This document provides an overview of action research. It defines action research as a systematic inquiry conducted by educators to gather information about how schools operate, how teachers teach, and how students learn, with the goal of immediate application and problem-solving in a local setting. The document discusses the importance of action research, including that it deals with specific problems, provides timely results, allows educators to improve practices, and promotes collaboration. It also contrasts action research with fundamental research, noting differences in their goals and methodologies. Finally, it outlines the typical steps involved in conducting action research, such as identifying problems, reviewing literature, determining methods, and analyzing results.
Data tool paper
This document provides information about a study examining the effect of learning styles on students' writing skills. It includes an introduction describing the purpose of exploring different learning styles. The methodology section outlines the participants, data collection tools including questionnaires, checklists and quizzes, and learning theories related to differentiated instruction and student-centered learning. The results found that most students preferred visual learning styles. Finally, the conclusion states that applying different learning styles helped many students improve their writing skills.
Researching and Developing Engaging Pedagogies2018 2HAction r.docx
Researching and Developing Engaging Pedagogies
2018 2H
Action research – guidance notes
1 Capstone unit
Researching and Developing Engaging Pedagogies is the capstone unit for the Master of Teaching (Primary). The core aim is to enhance and measure students’ readiness for the teaching profession.
· The unit develops students’ skills and expertise in researching their own practice, and facilitates their ‘researcherly’ disposition. (become a teacher-researcher)
· The unit supports students’ in refining their pedagogy throughsuch reflective practice. (progress as a teacher)
· The unit challenges students to inquire into, reflect upon and subsequently develop classroom pedagogies and assessment practices that facilitate substantive engagement in learning. (become an engaging teacher)
The unit extends students’ students’ research skills by drawing on participatory action research (e.g. through the use of peer planning, focus groups and peer assessment).
We focus on pedagogies that encourage learners of all social and cultural backgrounds to have engaging and productive relationships with education, schools and classrooms. We review theories which apply to the study of engaging practices in diverse professional contexts. In particular, we look at research into student engagement undertaken in the UWS Fair Go Project. Key readings have been selected to give students theoretical and practical understandings of what engaging teaching looks like, especially for students from disadvantaged backgrounds. We link the discussion on engagement to contemporary approaches to pedagogical innovation, which foreground motivation, creativity, technology integration and dialogic space in classrooms. Students are encouraged to implement and evaluate these teaching approaches in their professional experiences.
2 Researching engagement
Educational research on student engagement centres on understanding and developing engaging practices. Our focus is on innovative pedagogies that facilitate deep learning through substantive engagement. In this sense, we encourage you to shift your focus from behaviour management (controlling behaviour) to the management of learning (enabling and facilitating quality learning experiences). Concerns about the behaviour of students are valid concerns. We however encourage a pedagogic response to problem behaviour which recognises the links between the quality of the teaching and student behaviour. So engaging pedagogies do not simply ‘fix’ behaviour by exerting control (e.g. a reward systems or external incentive). Instead, we ask you to look deeply into your teaching and see where it is lacking in engagement.
It is imperative that you become familiar with the content of our core text (available online through the UWS library):
Munns, G., Sawyer, W. & Cole, B. (Eds) (2013) Exemplary teachers of students in poverty. Abingdon, UK: Routledge.
Another key resource for engagement (also available online) is:
Fair Go Project. (20.
Csu Ed2009 Presentation Srl In Pbl
1. The study examined how third-year clinical science students regulated their learning over the course of a problem-based learning (PBL) year. Surveys and interviews were conducted to understand students' self-regulated learning (SRL) and how it changed over time.
2. Initial results found students had high levels of reflection but lacked motivation due to a lack of structure and assessment. Over time, students improved in self-evaluation, seeking help, and knowledge retention, but were influenced by less engaged peers.
3. While PBL afforded opportunities like small groups and self-assessment, constraints included the effect of disengaged peers and a lack of defined learning boundaries. Overall implementation of PBL may need
Action Research Group I.pptx
This document defines and describes action research. It states that action research is research conducted by teachers and other stakeholders in an educational setting to systematically study an issue or problem in their own practices or classroom and enact changes to improve student outcomes. The key aspects of action research outlined are that it is conducted by teachers in their own context to identify problems, design and implement interventions, document the results in a cycle of improvement, and potentially disseminate successful interventions. The document also provides more details on the characteristics and process of action research.
Learning Theories Essay
Essay on Behavioral Learning Theories
Learning Theories
What Are Learning Theories?
Key Learning Theories
Learning Theories
Running head EDUCATIONAL RESEARCH 1ED.docx
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
The strategicteacher betterinstruction (1)
1) The document discusses strategies for improving teacher effectiveness and raising student achievement. It focuses on developing strategic teachers who have a repertoire of research-based instructional strategies, can apply strategies appropriately to classroom situations, and collaborate with other teachers.
2) A case study is described where a teacher leadership model was used across 10 districts to train over 2,000 teachers in using instructional guides to build their strategy expertise through learning clubs. Participating districts saw gains in state accountability measures that exceeded state averages.
3) Feedback from education leaders praised the initiative's positive impact on teacher professional growth and ability to close achievement gaps. The document advocates developing strategic teachers as key to improving instruction and student outcomes.
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 5
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Chapter 6
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Edu reach
- 1. Search Home Teaching and Learning Educat ional Psychology Educational Research Related Links Types of Educational Research We discuss three major types of educational research in EdPsych Descriptive Descriptive studies attempt to describe things as they currently are. For example, a teacher might observe a student who is not doing well in his class and keep a record of his daily patterns. Another teacher might interview members of her class to find out their interests. A third teacher may survey his class for talents they are willing to share. A final teacher may ask students to use a reading program so that she can understand their current literacy level. Notice the following two important things: None of the teachers in these scenarios change anything in their classroom (they don't use a new technique, for example) None of the teachers in these scenarios are trying to prove that one thing causes another Correlational Correlational studies attempt to identify a relationship between two or more things. For example, a teacher might observe a student who seems to get up a lot to determine if he gets up at the same time, during the same subject, etc., each day. Another teacher might dis cover that members of her class who take music lessons tend to do better in math. The following two important notes apply here: the teacher is not changing anything and the teacher is not tyring to prove that one thing causes another. Experimental Experimental studies attempt to demonstrate a causal relationship between two or more things. They typically involve two or more groups (control group and experimental group) that are randomly assigned (people are picked at random to be in each group). For example, a teacher may implement a new computerized math program with half of her class and have the other class stick to methods she used before. Then she might use pre- and post-tests to determine if the math program made a difference in achievement. Notice that the teacher in this scenario made a change and is trying to prove causation. Now, this example is not a true experimental study because it takes place in the classroom and does not have all of the controls that a true experiment would have. However, it's as close as we can get in the classroom. We call this, or any research that is directed by the teacher in the classroom, action research. Notice that there may be ethical issues to consider with action research, such as, "Is it fair for one group to get a type of instruction that may be more effective Learni ng object i ves At tent i on econo my
- 2. than another?" Introduction to Educational Psychology [PPT] Activity Ideas © 2011 Richard Culatta Searc h Home Teaching and Learning Educational Psychology Related Links Educational Psychology What is Educational Psychology? Nerdy definition: "The application of psychology and psychological methods to the study of development, learning, motivation, instruction, assessment, and related issues that influence the interaction of teaching and learning." (Elliott, et.al., 2000) Plain English definition: "Trying to figure out how people learn so we can teach them more effectively." The philosopher William James said that a knowledge of ed psych is important for three reasons: “first, to provide the underpinnings for beliefs about instruction; second, to prohibit teachers from making certain egregious errors; and third, to provide intellectual support to teachers for some of their pedagogical decisions” (Berliner, 1993). In other words, the study of educational psychology gives us a foundation to help make better decisions about how we teach. Inst ruct i onal Technol ogy Mobile Learnin g
- 3. Learning Theories Theories of Development Multiple Intelligences Behaviorism Cognitivism Constructivism Social Cognitivism Theories of Motivation Agent Psychology Testing and Assessment Other EdPsych Resources Types of Educational Research Ed Psych Books & Articles Ed Psych Videos Activities & Materials for Teachers Other Ed Psych Websites Take the EdPsych Questions to ask about Educational Psychology: What makes a good teacher? What is a theory? How can theories be useful? What is the role of research in educational psychology? How can this research be useful for teachers? What are the different types of educational and psychological research? What are the advantages and trade-offs of these different types of research? The materials on this site will help you with the following: 1. Apply learning theories to the resolution of teaching and learning problems. 2. Recognize the strengths and weaknesses of learning theories, and how these strengths and weaknesses influence the applicability of the theory to a given circumstance. 3. Critically examine personal theories and beliefs about teaching and learning. 4. Collaborate with others to discuss issues and solve instructional problems. 5. Recognize and create assessment instruments that are valid measures of learning. 6. Apply principles of motivation to improve teaching and learning. Interested in learning more about educational psychology? Check out these reviews of online psychology degree programs from across the country - including industrial psychology degree programs. Materials in this section of the site were created by Suzy Cozy, Becky Rocque, Richard Culatta, and Trav Johnson
- 4. © 2011 Richard Culatta