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by: AnthonyA

Week1Notes.pdf Psych 305

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About this Document

January 19 and 21
Educational Psychology
Catherine Dimmitt, William Matthews
Class Notes
EdPsych 305




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"If T.J. isn't already a tutor, they should be. Haven't had any of this stuff explained to me as clearly as this was. I appreciate the help!"
Mrs. Eleonore Cronin

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This 4 page Class Notes was uploaded by AnthonyA on Saturday January 23, 2016. The Class Notes belongs to Psych 305 at University of Massachusetts taught by Catherine Dimmitt, William Matthews in Spring 2016. Since its upload, it has received 53 views. For similar materials see Educational Psychology in Psychlogy at University of Massachusetts.


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If T.J. isn't already a tutor, they should be. Haven't had any of this stuff explained to me as clearly as this was. I appreciate the help!

-Mrs. Eleonore Cronin


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Date Created: 01/23/16
Week  1  Notes     1.19.16   Educational  Psych   • Children   o What  motivates  them?   o What  does  research  say  about  teaching  children  who  come  from   varying  backgrounds  and  households?   o Apply  these  to  the  classroom     • Applied  Theory  and  Research  into  practice   o Delay  between  Theory  and  Research  -­‐>  20  years   • How  is  the  teacher  learning  and  becoming  more  effective  for  the  children   • Social  context  factors  that  affecting  the  learning  from  a  teacher’s  POV             (most  to  least  effective)   o IQ   o Family   o Curriculum   o Classroom  Management   o Instructions   1.21.16   What  makes  a  good  teacher?   Evidence  of  good  teaching?   Educational  Psych  Research   • Legitimate  research  studies   o Peer-­‐reviewed-­‐  Scientists  in  areas  of  study  review  articles  of  their   specific  area  of  study  and  make  sure  they  are  accurate   o Do   § Find  peer-­‐reviewed  articles  in  scholarly  journals  at  a  library   § Find  peer-­‐reviewed  articles  in  databases  such  as  ERIC  and   PSYINFO   § Visit  professional  associations  website  to  see  if  there  are  links   to  educational  research   • AERA  (American  Educational  Research  Association)   • APA  (American  Psychological  Association)   § Use  Google  Scholar  as  your  research  engine   o Don’t   § Use  newspaper  and  magazine  articles  because  they  are  not   peer-­‐reviewed   § Search  on  the  internet  using  basic  engines  because  they  may   not  yield  credible  sources  -­‐>  Search,  but  do  not  rely  on  the   broad  searches   • Elements  of  Research  Study     o Design     § Purpose  of  study?   § What  are  they  trying  to  understand?   § What  questions  are  they  asking?   o Sample     § Who  is  being  studied?   • Age   • Context   • Demographics   o Measures   § How  were  the  constructs  of  interest  measured?   • Designs   o Descriptive  Designs  -­‐>  Provide  information  about  variables  in  a   population  without  making  connections  among  behaviors,  events  or   conditions   § Case  Studies,  Ethnographic  Studies   • Observations  of  classrooms  of  specific  children  or   teachers  in  educational  settings   § Examples  of  Ed.  Research   • What  kinds  of  pro-­‐social  behaviors  occur  in  schools  and   with  what  frequency  do  they  occur?   • What  kinds  of  gender  stereotypes  are  present  in   educational  textbooks?   o Correlational  Designs  -­‐>  move  beyond  description  by  answering   questions  about  connections  between  variables   § Cannot  determine  cause  and  effect   § Can  identify  relationships  between  variables   § Useful  when  experimental  manipulation  would  be  unethical  or   impossible   § Examples   • Attendance  correlated  with  grades?   • Grades  correlated  with  test  scores?   o Experimental  Designs  -­‐>  Used  to  establish  cause  and  effect   relationships  between  variables  by  random  assignment  and   manipulating  a  variable   § Independent  Variable  -­‐>  presumed  to  have  and  effect  on   dependent  variable     § Dependent  Variable  -­‐>  outcome  of  the  study     § Examples   • A  reading  program  impacting  a  randomly  assigned   group,  compared  to  demographically  matched  peers   who  did  not  receive  intervention   o Quasi-­‐Experimental  Design  -­‐>  Used  to  infer  a  cause  and  effect   relationship  without  random  assignment  of  individuals  or  the  groups   § Cross-­‐sectional  -­‐>  examine  two  or  more  groups  to  compare   behaviors     § Longitudinal  -­‐>  examine  the  same  sample  repeatedly  to  obtain   information  and  changes  overtime   § Examples   • Which  of  the  two  reading  program  produces  greater   area  of  fluency?  (All  students  get  intervention)   o Samples  -­‐>  a  smaller  set  of  individuals  from  a  population  of  interest   o Random  Sample  -­‐>  every  person  I    a  population  of  interest  has  an   equal  chance  of  being  included     o Volunteer  Bias  -­‐>  tendency  for  those  who  chooses  to  participate   o Challenges  in  Educational  Research   o Measures  -­‐>  method  for  taking  measurements  of  the  variable  of   interest  (behavior,  beliefs,  knowledge,  skill)   § Types     • Observation   • Interviews   o Interviews   § Structured   § Open-­‐ended   o Tests  and  surveys  (self-­‐report)   o Challenge  -­‐>  how  accurately  does  it  measure          


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