Educational Psychology - Saylor Academy

Educational Psychology



The Saylor Foundation

This book is licensed under a Creative Commons Attribution 3.0 License

Educational Psychology

Second Edition

Kelvin Seifert and Rosemary Sutton

Copyright ? 2009 Kelvin Seifert

For any questions about this text, please email: drexel@uga.edu

Editor-In-Chief: Kelvin Seifert

Associate Editor: Marisa Drexel

Editorial Assistant: Jackie Sharman

Proofreader: Rachel Pugliese

The Global Text Project is funded by the Jacobs Foundation, Zurich, Switzerland

This book is licensed under a Creative Commons Attribution 3.0 License

Educational Psychology



2

A Global Text

The Saylor Foundation

This book is licensed under a Creative Commons Attribution 3.0 License

About the authors and reviewer

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 PhD 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 PhD 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.

Reviewer, Sandra Deemer

Sandra Deemer is professor of educational foundations at Millersville University, in Millersville, PA. She is also

the editor of the online journal called "Teaching Educational Psychology," and has contributed to the development

of the Special Interest Group on Teaching Educational Psychology (TEP SIG) sponsored by the American

Educational Research Association. She teaches courses in educational psychology and educational research; her

research interests focus on how motivational theory can be used to create learning-focused classrooms.

Educational Psychology



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Table of Contents

Preface............................................................................................................................................................... 7

1. The changing teaching profession and you.............................................................................8

The joys of teaching.......................................................................................................................................... 8

Are there also challenges to teaching?............................................................................................................10

Teaching is different from in the past............................................................................................................ 10

How educational psychology can help............................................................................................................16

2. The learning process .............................................................................................................20

Teachers¡¯ perspectives on learning................................................................................................................ 20

Major theories and models of learning.......................................................................................................... 23

3. Student development............................................................................................................. 41

Why development matters............................................................................................................................. 42

Physical development during the school years.............................................................................................. 43

Cognitive development: the theory of Jean Piaget........................................................................................ 46

Social development: relationships,personal motives, and morality .............................................................50

Moral development: forming a sense of rights and responsibilities............................................................. 56

Understanding ¡°the typical student¡± versus understanding students........................................................... 61

4. Student diversity....................................................................................................................66

Individual styles of learning and thinking..................................................................................................... 67

Multiple intelligences..................................................................................................................................... 68

Gifted and talented students.......................................................................................................................... 70

Gender differences in the classroom.............................................................................................................. 72

Differences in cultural expectations and styles.............................................................................................. 75

Accommodating diversity in practice............................................................................................................ 80

5. Students with special educational needs.............................................................................. 85

Three people on the margins..........................................................................................................................85

Growing support for people with disabilities: legislation and its effects...................................................... 86

Responsibilities of teachers for students with disabilities.............................................................................87

Categories of disabilities¡ªand their ambiguities........................................................................................... 91

Learning disabilities........................................................................................................................................91

Attention deficit hyperactivity disorder......................................................................................................... 94

Intellectual disabilities................................................................................................................................... 96

Behavioral disorders.......................................................................................................................................99

Physical disabilities and sensory impairments.............................................................................................101

The value of including students with special needs..................................................................................... 104

6. Student motivation.............................................................................................................. 109

Motives as behavior.......................................................................................................................................110

Motives as goals............................................................................................................................................. 113

Motives as interests....................................................................................................................................... 116

Motives related to attributions......................................................................................................................118

Motivation as self-efficacy............................................................................................................................ 120

Motivation as self-determination................................................................................................................. 125

Expectancy x value: effects on students¡¯ motivation....................................................................................130

TARGET: a model for integrating ideas about motivation........................................................................... 131

7. Classroom management and the learning environment.................................................... 138

Why classroom management matters.......................................................................................................... 139

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Preventing management problems by focusing students on learning.........................................................140

Responding to student misbehavior.............................................................................................................150

Keeping management issues in perspective................................................................................................. 155

8. The nature of classroom communication............................................................................159

Communication in classrooms vs communication elsewhere..................................................................... 159

Effective verbal communication................................................................................................................... 162

Effective nonverbal communication.............................................................................................................163

Structures of participation: effects on communication................................................................................166

Communication styles in the classroom.......................................................................................................169

Using classroom talk to stimulate students¡¯ thinking.................................................................................. 172

The bottom line: messages sent, messages reconstructed........................................................................... 176

9. Facilitating complex thinking..............................................................................................183

Forms of thinking associated with classroom learning................................................................................184

Critical thinking............................................................................................................................................ 185

Creative thinking ..........................................................................................................................................186

Problem-solving............................................................................................................................................ 187

Broad instructional strategies that stimulate complex thinking.................................................................. 191

Teacher-directed instruction........................................................................................................................ 193

Student-centered models of learning.......................................................................................................... 200

Inquiry learning............................................................................................................................................ 201

Cooperative learning.................................................................................................................................... 202

Examples of cooperative and collaborative learning................................................................................... 203

Instructional strategies: an abundance of choices.......................................................................................205

10. Planning instruction.......................................................................................................... 210

Selecting general learning goals................................................................................................................... 210

Formulating learning objectives................................................................................................................... 215

Students as a source of instructional goals.................................................................................................. 223

Enhancing student learning through a variety of resources........................................................................226

Creating bridges among curriculum goals and students¡¯ prior experiences............................................... 229

Planning for instruction as well as for learning........................................................................................... 235

11. Teacher-made assessment strategies................................................................................ 240

Basic concepts............................................................................................................................................... 241

Assessment for learning: an overview of the process...................................................................................241

Selecting appropriate assessment techniques I: high quality assessments................................................243

Reliability ..................................................................................................................................................... 245

Absence of bias ............................................................................................................................................ 246

Selecting appropriate assessment techniques II: types of teacher-made assessments..............................246

Selected response items................................................................................................................................249

Constructed response items ........................................................................................................................ 254

Portfolios.......................................................................................................................................................264

Assessment that enhances motivation and student confidence.................................................................. 267

Teachers¡¯ purposes and beliefs .................................................................................................................... 267

Choosing assessments ................................................................................................................................. 268

Providing feedback ...................................................................................................................................... 268

Self and peer assessment ............................................................................................................................. 269

Adjusting instruction based on assessment................................................................................................. 270

Communication with parents and guardians...............................................................................................270

Educational Psychology



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A Global Text

The Saylor Foundation

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