Educational Psychology

Jeanne Ormrod

Eighth Edition

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Developing Learners

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Chapter 1

Teaching and Educational Psychology

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Teaching as Evidence-Based Practice

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Evidence-Based Practice

Instructional methods based on research

Applying educational psychology nature of learning motivation assessment general developmental trends individual diversity

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Understanding Research

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Types of Data Quantitative

numerical data test scores attendance records rating scales

Qualitative non-numerical data

interview responses observations case studies

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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

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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?”

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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?”

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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?

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Interpreting Research Results

Consider alternative explanations. Draw causal inferences only from

experimental data.

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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

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Collecting Data and Drawing Conclusions

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Assessment Practices

Collecting data about student learning

Formal or informal measures

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Action Research

Systematic study in one’s own school

Goal = “taking action” more effective strategies in working

with students

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Developing as a Teacher

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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).

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Strategies for Studying and Learning Effectively

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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.

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The Big Picture

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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.