1. Educational Psychology Second Edition Classroom Update
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
PowerPoint Presentation
to accompany
Educational Psychology Second Edition Classroom Update
by John W. Santrock

2. Educational Psychology: A Tool for Effective Teaching
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
C H A P T E R 1
Educational Psychology: A Tool for Effective Teaching

3. © 2006 The McGraw-Hill Companies, Inc. All rights reserved
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Learning Goals
1. Describe some basic ideas about the field of educational psychology, including its history and why effective teaching depends on both art and science.
2. Identify the attitudes and skills of an effective teacher.
3. Discuss how educational psychologists and teachers can conduct and evaluate research.

4. Educational Psychology: A Tool for Effective Teaching
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Educational Psychology: A Tool for Effective Teaching
Exploring Educational Psychology
Historical
Background
Teaching: Art
and Science

5. Educational Psychology…
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Educational Psychology…
is a branch of psychology that specializes in understanding teaching and learning in educational settings.

6. Historical Background of Ed Psych
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Historical Background of Ed Psych
1850
1875
1900
1925
1950
William James
John Dewey
E. L. Thorndike

7. © 2006 The McGraw-Hill Companies, Inc. All rights reserved
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
William James ( )
Emphasized the importance of observing teaching and learning in the classroom for improving education

8. John Dewey (1859-1952) Viewed the child as an active learner
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
John Dewey ( )
Viewed the child as an active learner
Emphasized the child’s adaptation to the environment
Pushed for competent education for all children

9. © 2006 The McGraw-Hill Companies, Inc. All rights reserved
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
E. L. Thorndike ( )
Initiated an emphasis on assessment and measurement of learning
Promoted the idea that educational psychology must have a scientific base and that measurement should be a central focus

10. Educational Psychology: A Tool for Effective Teaching
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Educational Psychology: A Tool for Effective Teaching
Effective
Teaching
Professional
Knowledge and
Skills
Commitment and
Motivation

11. Reflection & Observation
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Reflection & Observation
Reflection:
What were the characteristics of the most effective teachers in your educational experience?
Observation:
What characteristics of effective teaching are evident in this video clip of a first grade teacher?
Classroom Observation Video: “Effective Teaching”
Please note: Some of these videos are very large which may take a minute or two to download. You will need QuickTime player to view the videos.

12. Effective Teaching Professional Knowledge and Skills
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Effective Teaching Professional Knowledge and Skills
Effective Teachers:
Exhibit subject matter competence
Implement appropriate instructional strategies
Set high goals for themselves and students
Plan for instruction
Manage classrooms for optimal learning
Cont…

13. Effective Teaching Professional Knowledge and Skills
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Effective Teaching Professional Knowledge and Skills
Effective Teachers:
Use effective strategies to promote students’ motivation to learn
Communicate well with students and parents
Work effectively with students from culturally diverse backgrounds
Integrate technology into the curriculum
Invest time and effort into teaching
Are confident in their teaching efficacy

14. Characteristics of Best Teachers
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Characteristics of Best Teachers

15. Characteristics of Worst Teachers
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Characteristics of Worst Teachers

16. Educational Psychology: A Tool for Effective Teaching
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Educational Psychology: A Tool for Effective Teaching
Research in
Educational
Psychology
Research
Challenges
Why Research
Is Important
Program Evaluation,
Research, Action
Research,
Teacher-as-
Researcher
The Scientific
Research Approach
Research
Methods

17. Why is educational psychology research important?
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Why is educational psychology research important?
During a slideshow, text may be written on the slides in the white box, and then saved for later reference.

18. The Scientific Research Approach
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
The Scientific Research Approach
The scientific research approach is objective, systematic, and testable
STEP 4
Revise Research
Conclusions & Theory
STEP 3
Draw Conclusions
STEP 2
Collect Information
STEP 1
Conceptualize the Problem

19. © 2006 The McGraw-Hill Companies, Inc. All rights reserved
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Scientific Method
Theory – a set of concepts and propositions intended to describe and explain some aspect of experience.
Hypothesis – specific prediction or an educated guess used for prediction.
Conceptualize the problem
Gather data
Create theory to explain phenomenon
Test theory
Accept theory or reject it to be revised based on the data
Theories generate hypotheses tested through observation of behavior, and new observations indicate which theories are worth keeping or need to be revised.

20. Research Methods Descriptive Research Observations
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Research Methods
Descriptive Research
Observations
Laboratory
Naturalistic observation
Participant observation
Interviews and questionnaires
Standardized tests
Case studies

21. Description Naturalistic Observation
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Description
Naturalistic Observation
observing and recording behavior in naturally occurring situations

22. Description Case Study Is language uniquely human?
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Description
Case Study
Is language uniquely human?

23. The Correlational Method
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
The Correlational Method
Determine if 2 or more variables are related
Correlation: A measure of the relationship
Can range from 0 to 1.0
Positive: variables move in same direction
Negative: variables move in opposite direction
No relationship if correlation is 0
Cannot establish a causal relationship

24. © 2006 The McGraw-Hill Companies, Inc. All rights reserved
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Figure 2.8abc In a scatterplot each dot represents data for one person; for example, each point in the center graph tells us one person’s weight and that person’s grade on the psychology final exam, in this case using hypothetical data. A positive correlation indicates that, as one variable increases, the other generally does also. A negative correlation indicates that, as one variable increases, the other generally decreases. The closer a correlation coefficient is to +1 or -1, the stronger the relationship.

25. Height and Temperament of 20 Men
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Correlation
Height and Temperament of 20 Men 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 80 63 61 79 74 69 62 75 77 60 64 76 71 66 73 70 68 90 42 81 39 48 72 57 30 84
Subject
Height in
Inches
Temperament

26. Scatterplot of Height and Temperament
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Correlation 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25
Temperament
scores
Height in inches
Scatterplot of Height and Temperament

27. Possible Explanations of Correlational Data
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Possible Explanations of Correlational Data
Observed correlation
Possible explanations for this correlation
As permissive teaching
increases, children’s self-control decreases
Permissive teaching
Children’s lack
of self-control
Children’s lack of self-control
causes
Other factors, such as genetic tendencies, poverty, or sociohistorical circumstances
cause
both
and

28. Correlation Three Possible Cause-Effect Relationships or or
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Correlation
Three Possible Cause-Effect Relationships
could cause
(1)
Low self-esteem
Depression or
(2)
Depression
could cause
Low self-esteem or
Low self-esteem
(3)
Distressing events
or biological
predisposition
could cause
and
Depression

29. © 2006 The McGraw-Hill Companies, Inc. All rights reserved
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

30. Correlation Coefficient Interpretation
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Correlation Coefficient Interpretation
Coefficient
Range
Strength of
Relationship
Very Low
Low
Moderate
High Moderate
Very High

31. Experimental Research
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Experimental Research
Independent variable:
The manipulated, influential experimental factor
Dependent variable:
The factor that is measured in an experiment
Control group:
A comparison group, no manipulation
Experimental group:
The group whose experience is manipulated
Random assignment:
Participants are assigned by chance

32. Experimental Research
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Experimental Research
A study of the effects of time management on students’ grades
Participants randomly assigned to experimental and control groups
Students’ grades in school
Experimental group (time management program)
Control group (no time management program)

33. © 2006 The McGraw-Hill Companies, Inc. All rights reserved
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

34. © 2006 The McGraw-Hill Companies, Inc. All rights reserved
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Concept Check
A researcher wants to know if a particular herbal supplement is helpful for improving memory. She selects 100 college sophomores who achieved an average score on a memory test, gives half of them the herb for one month, half of them an inert pill, and then re-tests them all.
Yes
IV = herb/no herb
DV = score on memory test

35. Time Span of Research Cross-sectional Longitudinal
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Time Span of Research
Cross-sectional
Longitudinal
Studying groups of people at one time
Researcher doesn’t have to wait until subjects grow older
Provides no information about the stability of data over time
Studying the same individuals over time
Evaluates how children change over time
Time consuming and costly

36. © 2006 The McGraw-Hill Companies, Inc. All rights reserved
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Figure Cross-sectional and longitudinal studies of development from age 30 to age 70.
Figure 1.4

37. Program Evaluation, Action Research, and Teacher-as-Researcher
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Program Evaluation, Action Research, and Teacher-as-Researcher
Program Evaluation: Designed to make decisions about a particular program
Action Research: Used to solve a particular classroom or school problem
Teacher-As-Researcher: Teachers conduct their own studies to improve their teaching

38. Should teachers conduct research using their students as subjects?
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Enter the Debate
Should teachers conduct research using their students as subjects?
YES NO
During a slideshow, text may be written on the slides in the yes/no boxes, and then saved for later reference.

39. Research Challenges Ethics Gender Ethnicity and Culture
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Ethics
Researchers protect participants from mental and physical harm.
Participants give informed consent.
Gender
In the past, conclusions on females have been drawn from research done on males.
Ethnicity and Culture
Ethnic gloss, the use of an ethnic label to describe an ethnic group, leads to overgeneralizations and stereotyping when examining certain groups.

40. Being a Wise Consumer of Information About Educational Psychology
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Being a Wise Consumer of Information About Educational Psychology
Be cautious of what is reported in the popular media.
Know how to avoid drawing conclusions about individual needs on the basis of group research.
Recognize how easy it is to overgeneralize about a small or clinical sample.

41. Being a Wise Consumer of Information About Educational Psychology
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Being a Wise Consumer of Information About Educational Psychology
Be aware that a single study usually is not the defining word.
Remember that causal conclusions cannot be drawn from correlational studies.
Always consider the source of the information and evaluate its credibility.