Educational psychology

[Алексей Конобеев]

Бесплатная книга по Educational psychology доступна онлайн: http://www.oercommons.org/courses/educational-psychology/view

 

Author, Kelvin Seifert Kelvin Seifert is professor of educational psychology at the University of Manitoba, Winnipeg, Canada. He earned a BA from Swarthmore College in 1967 and a Ph.D. from the University of Michigan in 1973, in a combined program from the School of Education and the Department of Psychology. His research interests include the personal identity development of teachers, the impact of peers in 0pre-service teacher education, and the development of effective strategies of blended learning. He is the author of four university textbooks (with Houghton Mifflin, in traditional print format) about educational psychology, child and adolescent development, and lifespan human development. He is also the editor of the online Canadian Journal of Educational Administration and Policy. Recent publications include “Student cohorts: Support groups or intellectual communities?” (Teachers College Record) and “Learning about peers: A missed opportunity for educational psychology” (The Clearinghouse). His professional service includes serving as chair of the Department of Educational Administration, Foundations, and Psychology at the University of Manitoba, and serving as president of the American Educational Research Association Special Interest Group on Teaching Educational Psychology. During his career of 35 years, he has taught introductory educational psychology over 75 times.

 

Author, Rosemary Sutton After four years of teaching high school mathematics in New Zealand, Dr Rosemary Sutton attended graduate school and earned her MS in Educational Psychology from the University of Illinois and her Ph.D. from Pennsylvania State University in Human Development. She joined the Cleveland State University faculty in Cleveland, Ohio in 1983 and since that time has taught pre-service and in service undergraduates and graduate students educational psychology and educational technology. She has received several University awards for her teaching and has conducted numerous workshops for teachers in North East Ohio. Dr Sutton has published a variety research articles on teacher development as well as equity issues in mathematics, technology, and assessment. Her recent research interests have focused in two areas: teaching educational psychology and teachers' emotions. Recent publications can be found in Social Psychology of Education, Educational Psychology Review, Journal of Teacher Education, and an edited volume, Emotions and Education. Since 2004, Dr Sutton has been working as an Administrator, first as the Director of Assessment for the University. This position involved coordinating the student learning assessment for all graduate, undergraduate, and student support programs. In August 2007, Dr Sutton was appointed Vice Provost for Undergraduate Studies and is now responsible for overseeing offices and functions from academic and student service areas in order to create a campus culture that coordinates student services with the academic mission of the University

 

Table of Contents

Preface................................................................................................................................... 8

1. The changing teaching profession and you........................................................................ 10

The joys of teaching................................................................................................................ 10

Are there also challenges to teaching?.............. .................................................................... 12

Teaching is different from in the past...................................................................................... 12

How educational psychology can help...................................................................................... 18

2. The learning process .......................................................................................................... 21

Teachers’ perspectives on learning......................................................................................... 22

Major theories and models of learning.................................................................................... 24

3. Student development............................................................................................................38

Why development matters........................................................................................................ 38

Physical development during the school years......................................................................... 40

Cognitive development: the theory of Jean Piaget.................................................................... 44

Social development: relationships,personal motives, and morality ......................................... 47

Moral development: forming a sense of rights and responsibilities...........................................53

Understanding “the typical student” versus understanding students.........................................59

4. Student diversity....................................................................................................................64

Individual styles of learning and thinking................................................................................... 65

Multiple intelligences................................................................................................................. 66

Gifted and talented students..................................................................................................... 68

Gender differences in the classroom........................................................................................ 70

Differences in cultural expectations and styles......................................................................... 73

Oppositional cultural identity.................................................................................................... 77

Accommodating cultural diversity in practice............................................................................. 78

5. Students with special educational needs.............................................................................. 83

Look at these three people from the past. All were assigned marginal status in society because of beliefs about disabilities:............. 83

Growing support for people with disabilities: legislation and its effects..................................... 84

Responsibilities of teachers for students with disabilities...........................................................85

Categories of disabilities—and their ambiguities...................................................................... 89

Learning disabilities.................................................................................................................. 89

Attention deficit hyperactivity disorder...................................................................................... 92

Intellectual disabilities...............................................................................................................93

Behavioral disorders.................................................................................................................. 96

Physical disabilities and sensory impairments............................................................................ 98

The value of including students with special needs....................................................................101

6. Student motivation.............................................................................................................. 106

Motives as behavior.................................................................................................................. 107

Motives as goals........................................................................................................................ 110

Motives as interests................................................................................................................... 113

Motives related to attributions.................................................................................................... 115

Motivation as self-efficacy........................................................................................................... 116

Motivation as self-determination.................................................................................................. 121

Expectancy x value: effects on students’ motivation.................................................................... 126

TARGET: a model for integrating ideas about motivation.............................................................127

7. Classroom management and the learning environment....................................................134

Why classroom management matters......................................................................................... 135

Preventing management problems by focusing students on learning......................................... 136

Responding to student misbehavior............................................................................................ 145

Keeping management issues in perspective............................................................................... 150

Style Guidelines 5 A Global Text 8. The nature of classroom communication..............................154

Communication in classrooms vs communication elsewhere....................................................... 154

Effective verbal communication................................................................................................... 157

Effective nonverbal communication............................................................................................. 158

Structures of participation: effects on communication................................................................. 161

Communication styles in the classroom....................................................................................... 164

Using classroom talk to stimulate students’ thinking..................................................................... 167

The bottom line: messages sent, messages reconstructed.......................................................... 171

9. Facilitating complex thinking.............................................................................................. 177

Forms of thinking associated with classroom learning.................................................................. 178

Critical thinking............................................................................................................................. 178

Creative thinking ......................................................................................................................... 180

Problem-solving............................................................................................................................ 181

Broad instructional strategies that stimulate complex thinking.......................................................185

Teacher-directed instruction......................................................................................................... 186

Student-centered models of learning.......................................................................................... 194

Inquiry learning............................................................................................................................. 195

Cooperative learning..................................................................................................................... 196

Examples of cooperative and collaborative learning...................................................................... 197

Instructional strategies: an abundance of choices......................................................................... 198

10. Planning instruction..........................................................................................................203

Selecting general learning goals.................................................................................................... 203

Formulating learning objectives...................................................................................................... 208

Differentiated instruction and response to intervention.................................................................. 215

Students as a source of instructional goals.................................................................................... 217

Enhancing student learning through a variety of resources........................................................... 220

Creating bridges among curriculum goals and students’ prior experiences.................................... 222

Planning for instruction as well as for learning................................................................................ 228

11. Teacher-made assessment strategies.................................................................................233

Basic concepts................................................................................................................................ 234

Assessment for learning: an overview of the process..................................................................... 234

Selecting appropriate assessment techniques I: high quality assessments.....................................236

Reliability ....................................................................................................................................... 238

Absence of bias ............................................................................................................................. 238

Selecting appropriate assessment techniques II: types of teacher-made assessments...................239

Selected response items................................................................................................................. 242

Constructed response items .......................................................................................................... 246

Portfolios........................................................................................................................................ 256

Assessment that enhances motivation and student confidence..................................................... 258

Teachers’ purposes and beliefs .................................................................................................... 259

Choosing assessments .................................................................................................................. 259

Providing feedback ........................................................................................................................ 260

Self and peer assessment ............................................................................................................. 261

Adjusting instruction based on assessment.................................................................................... 261

Communication with parents and guardians....................................................................................262

Action research: studying yourself and your students.....................................................................262

Grading and reporting ................................................................................................................... 263

12. Standardized and other formal assessments....................................................................268

Basic concepts............................................................................................................................... 268

High-stakes testing by states.......................................................................................................... 273

International testing........................................................................................................................ 282

International comparisons ............................................................................................................. 282

Understanding test results............................................................................................................ 283 

Issues with standardized tests .................................................................................................... 289

Appendix A: Preparing for licensure.......................................................................................295

Appendix B: Deciding for yourself about the research.......................................................... 309

Appendix C: The reflective practitioner................................................................................. 340

Resources for professional development and learning................................................................. 341

Reading and understanding professional articles ........................................................................ 344

Action research: hearing from teachers about improving practice................................................ 355

The challenges of action research............................................................................................... 359

Benefiting from all kinds of research................................

[Radislav Millrood]

Бесплатная книга по Educational psychology доступна онлайн: http://www.oercommons.org/courses/educational-psychology/view

 

Author, Kelvin Seifert Kelvin Seifert is professor of educational psychology at the University of Manitoba, Winnipeg, Canada. He earned a BA from Swarthmore College in 1967 and a Ph.D. from the University of Michigan in 1973, in a combined program from the School of Education and the Department of Psychology. His research interests include the personal identity development of teachers, the impact of peers in 0pre-service teacher education, and the development of effective strategies of blended learning. He is the author of four university textbooks (with Houghton Mifflin, in traditional print format) about educational psychology, child and adolescent development, and lifespan human development. He is also the editor of the online Canadian Journal of Educational Administration and Policy. Recent publications include “Student cohorts: Support groups or intellectual communities?” (Teachers College Record) and “Learning about peers: A missed opportunity for educational psychology” (The Clearinghouse). His professional service includes serving as chair of the Department of Educational Administration, Foundations, and Psychology at the University of Manitoba, and serving as president of the American Educational Research Association Special Interest Group on Teaching Educational Psychology. During his career of 35 years, he has taught introductory educational psychology over 75 times.

 

Author, Rosemary Sutton After four years of teaching high school mathematics in New Zealand, Dr Rosemary Sutton attended graduate school and earned her MS in Educational Psychology from the University of Illinois and her Ph.D. from Pennsylvania State University in Human Development. She joined the Cleveland State University faculty in Cleveland, Ohio in 1983 and since that time has taught pre-service and in service undergraduates and graduate students educational psychology and educational technology. She has received several University awards for her teaching and has conducted numerous workshops for teachers in North East Ohio. Dr Sutton has published a variety research articles on teacher development as well as equity issues in mathematics, technology, and assessment. Her recent research interests have focused in two areas: teaching educational psychology and teachers' emotions. Recent publications can be found in Social Psychology of Education, Educational Psychology Review, Journal of Teacher Education, and an edited volume, Emotions and Education. Since 2004, Dr Sutton has been working as an Administrator, first as the Director of Assessment for the University. This position involved coordinating the student learning assessment for all graduate, undergraduate, and student support programs. In August 2007, Dr Sutton was appointed Vice Provost for Undergraduate Studies and is now responsible for overseeing offices and functions from academic and student service areas in order to create a campus culture that coordinates student services with the academic mission of the University

 

Table of Contents

Preface.............................................................................................................................................................. 8 1.

The changing teaching profession and you........................................................................... 10

The joys of teaching........................................................................................................................................ 10

Are there also challenges to teaching?............................................................................................................ 12

Teaching is different from in the past............................................................................................................. 12

How educational psychology can help............................................................................................................ 18

2. The learning process ............................................................................................................. 21

Teachers’ perspectives on learning................................................................................................................ 22

Major theories and models of learning.......................................................................................................... 24

3. Student development.............................................................................................................38

Why development matters............................................................................................................................. 38

Physical development during the school years.............................................................................................. 40

Cognitive development: the theory of Jean Piaget........................................................................................ 44

Social development: relationships,personal motives, and morality ............................................................. 47

Moral development: forming a sense of rights and responsibilities..............................................................53

Understanding “the typical student” versus understanding students...........................................................59

4. Student diversity....................................................................................................................64

Individual styles of learning and thinking..................................................................................................... 65

Multiple intelligences..................................................................................................................................... 66

Gifted and talented students.......................................................................................................................... 68

Gender differences in the classroom.............................................................................................................. 70

Differences in cultural expectations and styles.............................................................................................. 73

Oppositional cultural identity......................................................................................................................... 77

Accommodating cultural diversity in practice............................................................................................... 78

5. Students with special educational needs.............................................................................. 83

Look at these three people from the past. All were assigned marginal status in society because of beliefs about disabilities:........................................................................................................................................................... 83

Growing support for people with disabilities: legislation and its effects...................................................... 84

Responsibilities of teachers for students with disabilities.............................................................................85

Categories of disabilities—and their ambiguities.......................................................................................... 89

Learning disabilities....................................................................................................................................... 89

Attention deficit hyperactivity disorder......................................................................................................... 92

Intellectual disabilities................................................................................................................................... 93

Behavioral disorders....................................................................................................................................... 96

Physical disabilities and sensory impairments.............................................................................................. 98

The value of including students with special needs......................................................................................101

6. Student motivation.............................................................................................................. 106

Motives as behavior...................................................................................................................................... 107

Motives as goals............................................................................................................................................. 110

Motives as interests....................................................................................................................................... 113

Motives related to attributions...................................................................................................................... 115

Motivation as self-efficacy............................................................................................................................. 116

Motivation as self-determination.................................................................................................................. 121

Expectancy x value: effects on students’ motivation.................................................................................... 126

TARGET: a model for integrating ideas about motivation...........................................................................127

7. Classroom management and the learning environment....................................................134

Why classroom management matters.......................................................................................................... 135

Preventing management problems by focusing students on learning......................................................... 136

Responding to student misbehavior............................................................................................................. 145

Keeping management issues in perspective................................................................................................. 150

Style Guidelines 5 A Global Text 8. The nature of classroom communication............................................................................154

Communication in classrooms vs communication elsewhere..................................................................... 154

Effective verbal communication................................................................................................................... 157

Effective nonverbal communication............................................................................................................. 158

Structures of participation: effects on communication................................................................................ 161

Communication styles in the classroom....................................................................................................... 164

Using classroom talk to stimulate students’ thinking.................................................................................. 167

The bottom line: messages sent, messages reconstructed............................................................................ 171

9. Facilitating complex thinking.............................................................................................. 177

Forms of thinking associated with classroom learning................................................................................ 178

Critical thinking............................................................................................................................................ 178

Creative thinking .......................................................................................................................................... 180

Problem-solving............................................................................................................................................ 181

Broad instructional strategies that stimulate complex thinking..................................................................185

Teacher-directed instruction........................................................................................................................ 186

Student-centered models of learning........................................................................................................... 194

Inquiry learning............................................................................................................................................ 195

Cooperative learning..................................................................................................................................... 196

Examples of cooperative and collaborative learning.................................................................................... 197

Instructional strategies: an abundance of choices....................................................................................... 198

10. Planning instruction..........................................................................................................203

Selecting general learning goals................................................................................................................... 203

Formulating learning objectives.................................................................................................................. 208

Differentiated instruction and response to intervention............................................................................. 215

Students as a source of instructional goals................................................................................................... 217

Enhancing student learning through a variety of resources....................................................................... 220

Creating bridges among curriculum goals and students’ prior experiences............................................... 222

Planning for instruction as well as for learning........................................................................................... 228

11. Teacher-made assessment strategies.................................................................................233

Basic concepts............................................................................................................................................... 234

Assessment for learning: an overview of the process.................................................................................. 234

Selecting appropriate assessment techniques I: high quality assessments................................................236

Reliability ..................................................................................................................................................... 238

Absence of bias ............................................................................................................................................ 238

Selecting appropriate assessment techniques II: types of teacher-made assessments..............................239

Selected response items................................................................................................................................ 242

Constructed response items ........................................................................................................................ 246 Portfolios....................................................................................................................................................... 256

Assessment that enhances motivation and student confidence.................................................................. 258

Teachers’ purposes and beliefs .................................................................................................................... 259

Choosing assessments ................................................................................................................................. 259

Providing feedback ...................................................................................................................................... 260

Self and peer assessment ............................................................................................................................. 261

Adjusting instruction based on assessment................................................................................................. 261

Communication with parents and guardians...............................................................................................262

Action research: studying yourself and your students.................................................................................262

Grading and reporting ................................................................................................................................. 263

12. Standardized and other formal assessments....................................................................268

Basic concepts............................................................................................................................................... 268

High-stakes testing by states........................................................................................................................ 273

International testing..................................................................................................................................... 282

International comparisons .......................................................................................................................... 282

Understanding test results........................................................................................................................... 283 

Issues with standardized tests ..................................................................................................................... 289

Appendix A: Preparing for licensure.......................................................................................295

Appendix B: Deciding for yourself about the research.......................................................... 309

Appendix C: The reflective practitioner................................................................................. 340

Resources for professional development and learning................................................................................ 341

Reading and understanding professional articles ...................................................................................... 344

Action research: hearing from teachers about improving practice............................................................. 355

The challenges of action research................................................................................................................. 359

Benefiting from all kinds of research................................

Очень достойная книга. Содержательная, Современная. Многоаспектная. Спасибо!

[Uchilka]

Да, именно столь многоаспектный охват темы  представляет интерес. А также библиография к разделам, которая дает  картину исследований по данной теме и ее аспектам за рубежом.