Table Of ContentEDPSYCH
MODULES
EDPSYCH
MODULES
Lisa Bohlin
Purdue University
Cheryl Cisero Durwin
Southern Connecticut
State University
Marla Reese-Weber
Illinois State University
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ISBN: 978-0-07-337850-3
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Library of Congress Cataloging-in-Publication Data
Bohlin, Lisa.
EdPsych : modules / Lisa Bohlin, Cheryl Cisero Durwin, Marla Reese-Weber. -- 1st ed.
p. mc.
Includes bibliographical references and index.
ISBN-13: 978-0-07-337850-3 (alk. paper)
ISBN-10: 0-07-337850-X (alk. paper)
1. Educational psychology. 2. Child development. 3. Learning. 4. Classroom management. 5. Teaching.
6. Education--Evaluation. I. Durwin, Cheryl Cisero. II. Reese-Weber, Marla. III. Title.
LB1051.B46395 2010
370.15--dc22
2008010710
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a Web site does not
indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hill does not guarantee the accuracy of the
information presented at these sites.
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Dedication
To our husbands, Mike, Mike, and John, whose love and support
made this textbook project possible. And, to our children, Ben, Holly,
Sammy-Kate, Mark, Andrea, Payton and Reese, who inspire us everyday
to become the best mothers and educators that we can be.
Authors’ Acknowledgments
We would like to thank Sheryl Adams, Dawn Groundwater, James Headley,
Allison McNamara, Beth Mejia, Emily Pecora, Karol Jurado, and
Preston Thomas for their individual and collective talents that have
made our vision and passion a reality. We are also deeply grateful
for the wisdom, guidance, and patience of John Sisson who has
helped us fi nd our voice as authors. Most of all, we are forever
indebted to David Patterson for bringing us together as authors
and seeing in us something we did not see in ourselves.
It has been an amazing journey!
Lisa Bohlin also would like to extend her appreciation to
Professor Emeritus William Asher for his advice and
encouragement throughout the development of this book.
BRIEF TABLE OF CONTENTS
Introduction Module 19: Understanding and Managing Student
Case Study 4 Behavior 340
Module 1: Today’s Diverse Classrooms 6 Module 20: Planning for Instruction 357
Module 21: Grouping Practices 372
Cluster 1: Personal Development
Cluster 7: Learner Differences
Cluster 1 Case Studies 22
Module 2: Contexts of Development 30 Cluster 7 Case Studies 388
Module 3: Social Development 45 Module 22: Intelligence 396
Module 4: Emotional Development 61 Module 23: Giftedness and Creativity 411
Module 5: Moral Development 76 Module 24: Cognitive Disabilities 424
Module 25: Emotional, Social, and Behavioral
Disabilities 440
Cluster 2: The Developing Learner
Cluster 2 Case Studies 94
Cluster 8: Classroom Assessment
Module 6: The Brain and Development 102
Module 7: Cognitive Development 118 Cluster 8 Case Studies 458
Module 8: Language Development 133 Module 26: Assessing Student Learning 466
Module 27: Test Construction and Use 481
Module 28: Performance Assessment 498
Cluster 3: Learning Theories
Cluster 3 Case Studies 152
Cluster 9: Standardized Testing
Module 9: Behavioral Learning Theories 160
Module 10: Social Cognitive Theory 175 Cluster 9 Case Studies 516
Module 11: Information Processing 186 Module 29: Standardized Tests and Scores 524
Module 30: Issues in Standardized Testing 540
Cluster 4: Cognitive Processes
How Does EdPsych Help You
Cluster 4 Case Studies 206
Prepare for the Praxis Exam? 555
Module 12: Metacognition 214
Glossary 563
Module 13: Transfer of Skills and Knowledge 229
Module 14: Critical Thinking and Problem References 601
Solving 242 Credits 637
Subject-Name Index 643
Cluster 5: Motivation
Cluster 5 Case Studies 258
Module 15: Behavioral Theory 266
Module 16: Cognitive Theories 278
Module 17: Self Theories 296
Cluster 6: Classroom Management and
Instruction
Cluster 6 Case Studies 316
Module 18: C reating a Productive Learning
Environment 324
vi
TABLE OF CONTENTS
Introduction Self-Concept 53
Self-Esteem 54
Case Study 4
Aspects of Identity 54
Module 1: Today’s Diverse Classrooms
Identity Statuses 54
Outline and Learning Goals 6
Ethnicity 56
Teaching and Educational Psychology 7
Gender 56
Opportunities and Challenges of Teaching 7
Summary 59
Addressing Assumptions about Diversity 7
Key Concepts 59
Educational Psychology: A Resource for
Case Studies: Refl ect and Evaluate 60
Teachers 9
Educational Psychology: The Science 10
Module 4: Emotional Development
Samples 11
Outline and Learning Goals 61
Measures 11
What is Emotion? 62
Designs 11
Emotions, Feelings, and Temperament 62
Educational Psychology: The Application 15
How Parents, Gender and Culture Infl uence
Developing Your Philosophy of Teaching 15
Emotion 62
A Case Study Approach 16
Emotions and Individual Performance 63
Summary 19
Dimensions of Emotional Intelligence 63
Key Concepts 19
Emotions in the Classroom 68
Case Study: Refl ect and Evaluate (annotated)
Applications: Emotionally Intelligent Teaching 70
What is Social-Emotional Learning (SEL)? 70
Cluster 1: Personal Development Effectiveness of SEL Programs 71
Summary 73
Cluster 1 Case Studies 22
Key Concepts 73
Case Studies: Refl ect and Evaluate 74
Module 2: Contexts of Development
Outline and Learning Goals 30
Module 5: Moral Development
Bronfenbrenner’s Bioecological Theory 31
Outline and Learning Goals 76
Family Context 31
Cognitive-Developmental Moral Reasoning 77
Parenting Practices 32
Piaget’s Theory 77
Divorce and Remarriage 33
Kohlberg’s Theory 77
Peer Context 36
Gilligan’s Criticism 79
Friendships and Peer Groups 36
Prosocial Behavior 80
Peer Statuses 38
Eisenberg’s Theory 80
Broader Contexts 40
Perspective Taking 81
Parental Employment 40
Empathy 82
Cultural Factors 41
Aggressive Behavior 82
Summary 43
Social-Cognitive Domains 83
Key Concepts 43
Social-Information Processing 84
Case Studies: Refl ect and Evaluate 43
Applications: Advancing Moral Development 85
Family Context 85
Module 3: Social Development
Peer Context 86
Outline and Learning Goals 45
School Context 86
Erikson’s Psychosocial Theory 46
Summary 89
Development of Social Competence 49
Key Concepts 89
Understanding the Self 52
Case Studies: Refl ect and Evaluate 90
vii
TABLE OF CONTENTS
Cluster 2: The Developing Learner Language Acquisition Through Adolescence 138
Bilingual Language Acquisition 140
Cluster 2 Case Studies 94
Individual Differences in Language
Acquisition 142
Module 6: The Brain and Development
Applications: Encouraging Language Development in
Outline and Learning Goals 102 the Classroom 144
The Relevance of Brain Research 103 Summary 147
Physiology of the Brain 105 Key Concepts 147
Brain Structure and Function 105 Case Studies: Refl ect and Evaluate 148
Factors Affecting Brain Development 107
Brain Activity During Learning 110
Cluster 3: Learning Theories
Applications for the Classroom 111
Current State of Research in Memory, Reading, Cluster 3 Case Studies 152
Math, and Emotions 111
Evaluating Claims about Brain-Based Learning 114 Module 9: Behavioral Learning Theories
Summary 115
Outline and Learning Goals 160
Key Concepts 115
Assumptions of Behavioral Learning Theories 161
Case Studies: Refl ect and Evaluate 116
Classical Conditioning 161
Operant Conditioning 163
Module 7: Cognitive Development
Basic Tenets of the Theory 164
Outline and Learning Goals 118 Using Consequences Effectively 166
Constructivist Theories of Cognitive Applications: Applied Behavior Analysis 169
Development 119 Strategies for Increasing Appropriate
Individual and Social Constructivism 119 Behavior 169
Piaget’s Theory 119 Strategies for Decreasing Inappropriate
Vygotsky’s Theory 124 Behavior 170
Evaluating Constructivist Theories of Summary 172
Development 125 Key Concepts 172
Issues in Cognitive Development: Piaget and Case Studies: Refl ect and Evaluate 173
Vygotsky 125
What Comes First: Development or Learning? 127 Module 10: Social Cognitive Theory
Role of Language in Cognitive Development 127
Outline and Learning Goals 175
Role of Play in Cognitive Development 128
Assumptions of Social Cognitive Theory 176
Applications: Principles for Effective Teaching 128
Observational Learning 176
Summary 130
Model Characteristics 176
Key Concepts 130
Imitators Characteristics 178
Case Studies: Refl ect and Evaluate 131
Environmental Characteristics 179
Personal Factors in Learning 179
Module 8: Language Development
Self-Effi cacy 180
Outline and Learning Goals 133 Self-Regulation 181
Understanding Language Acquisition 134 Application: Improving Students’ Self-Effi cacy and
Biological Basis of Language 134 Self-Regulation 182
Imitation and Reinforcement 134 Summary 184
Social Interactions 135 Key Concepts 184
Development of Language Skills 136 Case Studies: Refl ect and Evaluate 184
Language Acquisition Through Early
Childhood 136
viii
TABLE OF CONTENTS
Module 11: Information Processing The Problem of High-Road Transfer 232
Outline and Learning Goals 186 Teaching Principles that Facilitate Transfer 235
Assumptions of the Information Processing Develop Automaticity of Skills 235
Approach 187 Promote Meaningful Learning 237
The Three-Stage Model of Information Teach Metacognitive Strategies 238
Processing 187 Motivate Students to Value Learning 238
Sensory Memory 188 Summary 240
Working Memory 189 Key Concepts 240
Long-Term Memory 193 Case Studies: Refl ect and Evaluate 240
Individual Differences in Information
Processing 196
Module 14: Critical Thinking and Problem Solving
Applications to Teaching 197
Outline and Learning Goals 242
Helping Students Pay Attention 197
Thinking Skills and Dispositions 243
Helping Students Store and Retrieve Information
What Are Higher-Order Thinking Skills? 243
Effectively 198
What Are Thinking Dispositions? 244
Summary 201
Critical Thinking 244
Key Concepts 202
What Is Critical Thinking? 245
Case Studies: Refl ect and Evaluate 202
Applications: Fostering Critical Thinking 245
Problem Solving 248
Cluster 4: Cognitive Processes What Is Problem Solving? 248
Cluster 4 Case Studies 206 Obstacles to Successful Problem Solving 249
Applications: Teaching Problem Solving
Strategies 250
Module 12: Metacognition
Summary 254
Outline and Learning Goals 214
Key Concepts 254
What Is Metacognition and Why Is It Important? 215
Case Studies: Refl ect and Evaluate 255
Special Cases of Metacognition 216
Theory of Mind in Childhood 216
Egocentrism in Adolescence 217 Cluster 5: Motivation
Factors Affecting the Development and Cluster 5 Case Studies 258
Use of Metacognition 218
Applications: Learning Strategies 219
Module 15: Behavioral Theory
Reading Comprehension 219
Outline and Learning Goals 266
Writing Skills 222
A Behavioral Defi nition of Motivation 267
Note Taking 222
Defi ning Intrinsic and Extrinsic Motivation 267
Study Time 224
Factors Infl uencing Intrinsic and Extrinsic
Summary 226
Motivation 267
Key Concepts 227
Rewarding Students for Learning 268
Case Studies: Refl ect and Evaluate 227
Advantages and Disadvantages of Rewards 269
Applications: Using Rewards Effectively 270
Module 13: Transfer of Skills and Knowledge
Praising Students for Learning 271
Outline and Learning Goals 229
Advantages and Disadvantages of Praise 271
What Is Transfer and Why Is It Important? 230
Applications: Using Praise Effectively 272
Specifi c Versus General Transfer 230
When the Reward Is the Activity Itself 273
Low-Road Versus High-Road Transfer 230
Flow Theory 273
Do We Readily Transfer What We Learn? 231
The Success of Low-Road Transfer 231
ix
TABLE OF CONTENTS
Applications: Creating an Intrinsically Motivating Cluster 6: Classroom Management
Learning Environment 274
And Instruction
Summary 276
Cluster 6 Case Studies 316
Key Concepts 276
Case Studies: Refl ect and Evaluate 276 Module 18: Creating a Productive Learning
Environment
Module 16: Cognitive Theories Outline and Learning Goals 324
Physical Environment 325
Outline and Learning Goals 278
Room Arrangement 325
Cognitive Theories of Motivation 279
Seating Patterns 325
Expectancy-Value Theory 279
Environmental Cues 326
Goal Theory 280
Establishing Norms and Expectations for
Attribution Theory 281
Behavior 328
Developmental and Cultural Differences in
The First Days of School 328
Motivation 283
Classroom Rules and Consequences 329
Developmental Changes in Motivation 284
Procedures and Routines 332
Cultural Differences in Motivation 287
Establishing a Climate for Positive Relationships 334
Applications: Enhancing Students’ Motivation 288
Caring, Productive Student-Teacher
Student-Level Techniques 288
Relationships 334
Classroom-Level Techniques 289
Positive Student-Student Relationships 335
Serious Motivational Problems 290
Building Strong Home-School Connections 336
Learned Helplessness 290
Building a Sense of Community within the
Anxiety 291
School 337
Summary 293
Summary 338
Key Concepts 293
Key Concepts 338
Case Studies: Refl ect and Evaluate 294
Case Studies: Refl ect and Evaluate 339
Module 17: Self Theories
Module 19: Understanding and Managing Student
Outline and Learning Goals 296 Behavior
Self-Effi cacy Theory 297
Outline and Learning Goals 340
Self-Effi cacy and Motivation 297
Defi ning Student Misbehavior 341
Teacher Effi cacy 300
Degrees and Types of Misbehavior 341
Self-Worth Theory 300
Common Causes of Misbehavior 342
Self-Worth and Motivation 301
Applications: General Ways to Address Behavior
Types of Students 301
Management 344
Self-Determination Theory 303
Establish Clear, Positive Expectations for
Self-Determination and Motivation 304 Behavior 346
Becoming Self-Determined 305 Model and Reinforce Desired Behaviors 346
Integrating the Self Theories 307 Anticipate and Prevent Potential Behavior
Self-Theories Compared 307 Problems 347
Applications: Enhancing Intrinsic Motivation 307 Teach Self-Regulation Skills 347
Summary 310 Respond Effectively to Behavior Problems as They
Key Concepts 310 Occur 348
Case Studies: Refl ect and Evaluate 311 Applications: How to Handle Specifi c
Misbehaviors 349
Routine Disruptions 349
Intermediate Concerns 350
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