Education Psychology Intro, Slides of Educational Psychology

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INTRODUCTION TO

EDUCATION

PSYCHOLOGY

Chapter 1

Today’s Objective

◦ (^) By the end of class you should be able to generate and relate to ideas that explain guiding principals of educational psychology and distinguish between methods of research.

Guiding Principles of Educational

Psychology

Effective Classroom Practices are Determined Through

Systematic Research

◦ (^) Common sense and logic do not always provide accurate information about how people learn and develop. *Recall True/False activity from last class ◦ (^) Psychological and educational research findings are objective sources of information about teaching and learning. ◦ (^) Evidence-Based Practices

Guiding Principles of Educational

Psychology

Quantitative Research

◦ (^) percentages, frequencies, or averages related to certain characteristics or phenomena

Qualitative Research

◦ (^) nonnumeric data- ex: verbal reports, written documents, pictures, or maps

Different Kinds of Research Studies Lead to Different Kinds of

Conclusions

What type of study best fits the

research topic?- could be more than 1

Qualitative- Descriptive Quantitative- Descriptive Quantitative- Correlational Quantitative- Quasi-Experimental Quantitative- Experimental Effect of study time on quiz scores Gender roles in mathematics Effects of new literacy program on Kindergarteners reading scores How do non-native English speakers navigate the workplace? Relationship between class size and performance How do babies express their grief?

Guiding Principles of Educational

Psychology

Drawing Conclusions about Cause-and-Effect Relationships

Requires that All Other Possible Explanations for an Outcome be

Eliminated

◦ (^) Random assignment ◦ (^) Correlation does not indicate causation

Research Gone Wrong

Numerous examples of when research in various fields have

gone wrong, been inappropriate and unethical, and dangerous

to those involved

◦ (^) Examples: The Tuskegee Experiment , the Milgram Experiment , and Joseph Mengele's experimentations on concentration camp prisoners.

Group Exit Ticket

◦ (^) As a group, come up with a research design to investigate the relationship between sleep and quiz scores in EDC 312. ◦ (^) All names need to be on it! Put in one person’s folder.

theory to Theory paper

Throughout the semester we will be investigating research-based Theories. When considering Theories of learning and development in education, it is important to first examine your own theories. In this paper, specify the age group you are planning to work with (early childhood, elementary, high school, adult) and explain your experiences with learning during that age. If you have work/teaching experience with this particular age group, reflect on those experiences as well. Based on these experiences, what are your personal theories in regards to how learners at that age learn and develop? We will be referencing this paper during the semester as we investigate the different topics. Please do not submit pages files; only .doc, .docx or .pdf. 2 pages, double spaced (max)

Next Class

◦ (^) Read Chapter 2 ◦ (^) Complete and upload Reading Guide 2 to Sakai (due 9/13) ◦ (^) theory to Theory paper (due 9/13)