Educational Psychology 2003/2004

UNIT 1. Perspectives on Teaching 1. Good Teachers, Plural, Donald R. Cruickshank and Donald Haefele, Educational Leadership , February 2001 The authors examine the various perspectives used throughout the twentieth century to describe what makes a good teacher. They argue that because none of the previous theories satisfies everyone, we should recognize many kinds of good teaching and develop evaluation systems that encompass the full range of what could be considered effective teaching. 2. What I Hope for in My Childrens Teachers: A Parents Perspective, David Boers, The Clearing House , September/October 2001 David Boers provides a parents perspective on effective teaching that captures the research on the topic. He argues that caring, thoughtful, and knowledgeable teachers will always have parental support. He sets a high standard for teachers to reflect on their classrooms, to refine their skills, and to know their students and to meet their students needs to understand and develop. 3. What Urban Students Say About Good Teaching, Dick Corbett and Bruce Wilson, Educational Leadership , September 2002 Interviews with inner-city adolescents revealed that these students care deeply about learning, and they value adults who are willing to help them learn. They define effective teachers as those who push students to learn and are willing to explain the material, vary classroom activities, and otherwise help until they do learn. 4. Helping Children Cope With Loss, Death, and Grief: Response to a National Tragedy, National Association of School Psychologists , October 22, 2001 This pertinent article, provided by the National Association of School Psychologists, discusses the range of reactions that children and adolescents display in response to loss, death, and grief and suggests ways that teachers and parents can help them cope with their own personal situation and the national tragedy of September 11, 2001. UNIT 2. Development Part A. Childhood 5. Shaping the Learning Environment: Connecting Developmentally Appropriate Practices to Brain Research, Stephen Rushton and Elizabeth Larkin, Early Childhood Education Journal , Volume 29, Number 1, 2001 The authors discuss the relationships between recent findings in brain research and developmentally appropriate practices in order to explore the implications for early childhood learning and teaching. 6. Play: An Endangered Species, Sheila G. Flaxman, Instructor , September 2000 How important is play to young children? Sheila Flaxman offers insights into how play contributes to the cognitive and social development of children. Part B. Adolescence 7. The School and the Child and the Child in the School, Debra Eckerman Pitton, Middle School Journal , September 2001 This article describes the unique developmental needs of young adolescents and how middle school teachers can create a curriculum and classroom to accommodate those needs. 8. Differing Perspectives, Common Ground: The Middle School and Gifted Education Relationship, Hilda C. Rosselli and Judith L. Irvin, Middle School Journal , January 2001 The authors discuss the characteristics and needs of gifted adolescents as well as the instructional implications and programs for middle schools. UNIT 3. Exceptional and Culturally Diverse Children Part A. Educationally Disabled 9. Chaos in the Classroom: Looking at ADHD, Steven C. Schlozman and Vivien R. Schlozman, Educational Leadership , November 2000 The article presents information regarding the diagnosis and treatment of children with ADHD and discusses strategies that teachers can use in order to be more effective in the classroom. 10. Into the Mainstream: Practical Strategies for Teaching in Inclusive Environments, Brent Hardin and Marie Hardin, The Clearing House , March/April 2002 Teachers often feel daunted by the prospect of having disabled students in their regular classrooms because of the lack of sufficient teacher training and support services. The authors present several strategies to help teachers cope with the demands of inclusion and to become more effective overall. Part B. Gifted and Talented 11. Challenges of Identifying and Serving Gifted Children With ADHD, Lori J. Flint, Teaching Exceptional Children , March/April 2001 The article describes the relationships between ADHD, giftedness, and creativity. Lori Flint discusses how teachers and parents can help gifted children with ADHD to become more successful in school. 12. Beyond the Gifted Stereotype, Carolyn M. Callahan, Educational Leadership , November 2001 A new understanding of giftedness means a more diverse population of gifted students. Carolyn Callahan presents the myths associated with gifted students and ways to create classrooms for learning. Part C. Culturally and Academically Diverse 13. Celebrate Diversity!, Mary Anton-Oldenburg, Instructor , September 2000 Multicultural educational strategies are described in this article in order to aid teachers in creating a caring classroom that honors their students diverse cultural backgrounds. 14. Cultural Influences on the Development of Self-Concept: Updating Our Thinking, Hermine H. Marshall, Young Children , November 2001 Hermine Marshall discusses the different values and beliefs that shape a childs socialization and consequently, in part, their development of self. Several practical guidelines are presented to support the development of positive self-concepts in culturally diverse groups of children. UNIT 4. Learning and Instruction Part A. Learning and Cognition 15. In Search of & Brain-Based Education, John T. Bruer, Phi Delta Kappan , May 1999 In this article recent brain-based research is reviewed with a critical application to schools and learning. Caution is advised in using findings from studies on brain laterality (right brain versus left brain) and the sensitive period for maximizing learning. 16. Educators Need to Know About the Human Brain, Ron Brandt, Phi Delta Kappan , November 1999 Ron Brandt argues that findings from neuroscience research, in conjunction with knowledge from other areas such as environmental enrichment and constructivism, yield additional insights about learning. 17. Ability and Expertise: Its Time to Replace the Current Model of Intelligence, Robert J. Sternberg, American Educator , Spring 1999 Robert Sternberg argues for a new conception of intelligence that emphasizes developing expertise in any number of domains. He stresses the importance of metacognitive skills, thinking skills, knowledge, motivation, and context. 18. CautionPraise Can Be Dangerous, Carol S. Dweck, American Educator , Spring 1999 Praising success, as an application of positive reinforcement theory, is practiced ubiquitously by teachers. Carol Dweck summarizes studies she has conducted on how various factors, including effort, intelligence, difficulty, and enthusiasm, affect the impact of praise on student motivation. 19. Webs of Skill: How Students Learn, Kurt W. Fischer and L. Todd Rose, Educational Leadership , November 2001 A constructive web of skills is used to illustrate how students learn by making meaningful branches and connections. These maps provide a new tool for understanding variations in student learning styles. 20. Invitations to Learn, Carol Ann Tomlinson, Educational Leadership , September 2002 The author maintains that students care deeply about learning and respond when their needs for affirmation, contribution, purpose, power, and challenge are met. Such social psychological needs are satisfied by teachers who constantly, through their behaviors, invite students to learn. 21. The Tyranny of Self-Oriented Self-Esteem, James H. McMillan, Judy Singh, and Leo G. Simonetta, Educational Horizons , Winter 2001 Healthy self-esteem develops as a result of the students being occupied by interests and pursuits external tCauley, Kathleen M. is the author of 'Educational Psychology 2003/2004', published 2003 under ISBN 9780072838497 and ISBN 0072838493.