Course Goals

Learning Goals

• Concepts and terminology of educational psychology
• Theories, evidence and research-based practices for teaching and learning
• More sophisticated beliefs about the nature of knowledge
• More effective learning strategies and motivational stance
• Improved writing

Teaching Goals

• Clear communication about course content and assessments
• Close alignment of lectures, learning activities, textbook and assessments
• Rapid and helpful responses to questions
• Effective use of learning technologies
• Fair assessment
• Explanatory feedback on assignments
• Comfortable and stimulating learning environment

What is Educational Psychology?

• Emerged from the development of public education and psychology

• Social relevance of educational psychology
  - relates to everyday life
  - educational psychology is ubiquitous!
• Relates to other social sciences such as anthropology and sociology
  - anthropology has given us methods (e.g., ethnography) and theories (e.g. legitimate peripheral participation).
  - sociology has given us methods (sociograms, statistical techniques) and theories (e.g., about the social life of schools)
  
• Educational psychology is complex
  - seeks to understand successful teachers, and successful learners
  - think of the teacher that inspired you the most... What was special about that person? What motivated him or her?

Research Methods in Educational Psychology

Descriptive Studies

Correlational Studies

Experimental Studies

• give direct evidence of cause and effect
• have different treatment conditions
• randomly assign participants to treatment conditions

Correlation

Correlation is a *very* widely used concept in educational psychology.

Try this animation. It shows what the scatterplot looks like for different correlations.
http://noppa5.pc.helsinki.fi/koe/corr/cor7.html

Correlation does not mean direct causation. If A and B are shown to be correlated, it may be because:

• A causes B.
• B causes A.
• Both A and B are caused by a third variable.

What is a good teacher? (according to student beliefs)

Murphy, P. K., Delli, L. A. M., & Edwards, M. N. (2004). The good teacher and good teaching: Comparing beliefs of second grade students, preservice teachers, and inservice teachers. Journal of Experimental Education, 72, 69-92.

Research Questions

What do primary students think about the qualities of good teaching?
What are the similarities in beliefs about good teaching among primary students, preservice teachers, and inservice teachers?

Background Theory

Preservice teachers beliefs about teaching are strongly influenced by their experiences as students.

Those with negative experiences are more open to trying new methods.

Preservice teachers often are unrealistically optimistic, expressing the view that problems experienced by others will not affect them.

Little prior research on primary students beliefs about good teaching.

One finding is that elementary students don't differentiate the quality of teaching by experienced teachers and student teachers.

Method

Three groups were compared: Grade 2 students, preservice teachers, inservice teachers

Gave the Tuckman Teacher Feedback Form to all three groups
Descriptors were unclear, shy, caring, polite, ordinary, softspoken, strict, organized, boring, forgetful, patient, likeable
Responses ranged from “always important” to “never important” (used smiley faces for grade 2 responses)

All groups drew a picture representing good teaching.

Results (a sample)

All three groups believed that important characteristics of good teachers are that they are
1. _____________________
2. _____________________
3. _____________________
4. _____________________
5. _____________________

There were differences between the adults and students on the importance of these characteristics
1. _____________________
2. _____________________

Most adults, but not students, drew mixed gender cooperative learning environments. Most students and inservice teachers drew teacher directed settings. The researchers noted that the pictures showed evidence of preservice teachers' preoccupation with classroom management.

Implications

Offers evidence that beliefs about good teaching are formed from an early age.

University students enter teacher education programs with several preset, and probably deeply held, beliefs about quality of teaching.

Limitations of the Study

The teacher characteristics in the Tuckman instrument were very limited. From the study we can't tell if other characteristics may be important.

Pictures are difficult to interpret with certainty. Interviews or other open-ended verbal data are needed.

What is a Good Teacher? (according to student achievement)

• measured percentage of teachers with full training in teaching area
• measured student performance on standardized tests
• controlled for socio-economic status and English language proficiency
• found correlation between teacher education and student achievement