EDPSYCH MODULES EDPSYCH MODULES Lisa Bohlin Purdue University Cheryl Cisero Durwin Southern Connecticut State University Marla Reese-Weber Illinois State University Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2009. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOW/DOW 0 9 8 ISBN: 978-0-07-337850-3 MHID: 0-07-337850-X Editor in Chief: Michael Ryan Publisher: David Patterson Senior Sponsoring Editor: Allison McNamara Executive Marketing Manager: James R. Headley Executive Market Development Manager: Sheryl Adams Director of Development: Dawn Groundwater Developmental Editor: John C. Sisson Editorial Coordinator: Sarah Kiefer Senior Production Editor: Karol Jurado Manuscript Editor: Mary Roybal Design Manager: Preston Thomas Text and Cover Designer: Amanda Kavanaugh Cover Image: © Steven Puetzer/Photonica/Getty Images Art Director: Robin Mouat Art Editor: Anne R. Evans Illustrator: Dartmouth Publishing, Inc. Lead Photo Editor: Alexandra Ambrose Photo Researcher: Emily Tietz Permissions Editor: Marty Moga Lead Media Project Manager: Ron Nelms, Jr. Lead Production Supervisor: Randy Hurst Composition: 10/12 Minion by Thompson Type Printing: 45# Pub Matte, RR Donnelley & Sons Credits: The credits section for this book begins on page 637 and is considered an extension of the copyright page. 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. www.mhhe.com 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 x