Ed Psych Week 2
Ed Psych Week 2 EIPT 3473
Popular in Educational Psychology of Childhood and Adolescent Development
Popular in Education and Teacher Studies
EDAH 2963 - 001
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This 5 page Class Notes was uploaded by Crystal Neill on Sunday January 31, 2016. The Class Notes belongs to EIPT 3473 at University of Oklahoma taught by Ben Heddy in Winter 2016. Since its upload, it has received 36 views. For similar materials see Educational Psychology of Childhood and Adolescent Development in Education and Teacher Studies at University of Oklahoma.
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Date Created: 01/31/16
Video Summary: • We need goals to work toward to be happy • Flow: being in the zone when you're working on something • Need a level of tension for happiness. Really hard things help us grow and feel successful. • Grit is a bigger indication of success than IQ Chapter 2: Research in the Classroom • Research can be really good or crappy, but it is integral to learning. ◦ We need to learn how to tell the difference ◦ We should continue to improve teaching skills throughout career- research can help! ◦ Do research in your own classroom: evaluations: action research • Major ideas of research ◦ Scientiﬁc Method ‣ Pose a question ‣ Design an investigation ‣ Collect data ‣ Analyze the data ‣ Share the results ‣ Ex: • Will using a mobile app Dr. Heddy developed get students to apply course content to everyday life? • Design study with two groups, one using the app and one not. • Give pretest, app, and post test • Which one improved the most from pre- to post-? • Get it to teachers ‣ Ex: • Do students like multiple-choice or essay tests better? • Give both types, then distribute survey • Analyze data • Share • Data collection techniques: ◦ Self-reports ‣ Interviews, questionnaires ‣ Tests and assessments ‣ Physiological measures • Blood pressure, heart rate, brain activity, how someone is ﬁdgeting or interested, skin response • Good to combine these with self-report ‣ Observations • Look for behaviors • Clicking pens, how much people are talking • Integrity in Data Collection ◦ Are our techniques of high quality? ‣ Need to be appropriate for claims ‣ Need to triangulate data: see if all collection methods match up in results ◦ Reliability: results are constant, consistency ‣ Person gets same results on the same test ◦ Validity: are you really measuring what you say you're measuring ‣ Long word problem on math test measures reading more than math skills ◦ Bias: looking for what you want to see ‣ Pharmaceutical companies, testing your own app • Research designs ◦ Experimental: have treatment group and control group, random assignments, only have one variable ‣ These are the only ones that can actually determine cause and effect ‣ If it's not experimental, it's just a relationship ◦ Correlation: ﬁnding a relationship between two things ‣ Ex: correlation between ice cream and drowning, but ice cream doesn't cause drowning ‣ Correlation can lead to experimental study of the actual cause Correlated but caused by something different ◦ Developmental or longitudinal: how things change over time ‣ Follow a group for signiﬁcant part of life ◦ Naturalistic: observing in natural environment ‣ Ex. Jane Goodall • Being a thoughtful consumer of research ◦ What is the purpose of the research? What were the questions? ‣ Good way to determine bias ◦ Who participated? ‣ Must be large sample size and random sample selection ‣ Does the context make sense? ◦ What are the designs? ‣ See types above and evaluate claims based on that ◦ Is information on data integrity available? ‣ Good research will give it to you ‣ Limitations section should be present ◦ Are the studies in reputable journals? ‣ Google a source to ﬁnd its reputation ‣ Shouldn't pay someone to publish your work ◦ Do analysis suggest signiﬁcant results? ‣ Does it actually answer the research question? • Action Research: running research in your own class ◦ Identify area of focus ‣ Ex. Why kids crazy on Wednesday ◦ Collect data ‣ See what kids are doing all day ◦ Analyze the data ‣ What is happening different than other days ‣ Pudding day! ◦ Develop action plan ‣ Ask cafeteria to serve less pudding ◦ Ethical guidelines: ‣ Tell supervisors you are doing research so someone knows ‣ Be tentative in conclusions • Don't jump the gun ‣ Administer and interpret tests with caution • Check self-bias throughout ‣ Be sensitive to children's perspectives • They are the ones you are trying to help, so take them seriously ‣ Maintain conﬁdentiality • Don't say which kids told you what ◦ Practice: ‣ My kids are doing terribly on Monday tests Chapter 3: Family, Culture, and Community • Classroom culture, kids' backgrounds, school culture, neighborhood culture, city culture, state culture, region culture, American culture • Children are molded by their experiences within their communities, cultures, and families • These are three sources of support for many (not all) • We need to understand and be aware of how these things affect students • Good or bad? ◦ Mother's Day bouquets teacher- I think appropriate because she recognizes that not all families are alike and works with children within their own contexts while explaining a new context to children who have not experienced it ‣ Other thoughts: it might offend students who don't have a mother, scare kids when you tell them about divorce, or just create an awkward situation ◦ Mrs. Brothers and the student whose parents are divorcing- I think good because she is trying to be aware of how a student's family may affect her learning and emotions (as well as giving her a healthy outlet to talk about it) ‣ Other thoughts: the teacher pushed too hard to give support, ◦ Child care teacher with possibly neglected child- Good because ﬁrst, he is trying to protect the child from harm. In addition, instead of blaming his behavior on personality, he tries to ﬁnd an underlying cause. ‣ Other thoughts: thin line. You don't want the child to get hurt, but once Social Services is involved, it's hard to get them uninvolved ◦ Misbehaving third-grader and teacher calls mom- I think bad because the teacher has no concept of his family's culture: if the mother cares about his behavior, if she will abuse him for misbehaving, etc. The teacher should make an effort to meet the mother and talk to her before bringing up discipline • All kinds of families ◦ Families: "two or more people who live together and are related by such enduring factors as birth, marriage, adoption, or long-term mutual commitment." ◦ My deﬁnition: A group of people who share experiences and care deeply for each other who intend to stay together for a long time. ◦ Others: rely on them (maybe don't live with them), responsibility to each other, love, care for well-being, safety and security ◦ Research indicates all types of families can have kids that turn out all right ‣ Two parent families • Living together/not • Married/not • First marriage/not ‣ Single parent • Always single • Separated/divorced • Other parent gone ‣ Others • Adoptive/fostered/grandparents/unofﬁcial caretakers ‣ All can involve different sexual orientation • Stats: ◦ 69% of kids live with 2 parents ◦ 24% with mother only ◦ 4% with father only ◦ 4% have neither parent living with them ◦ 22% impoverished ◦ 22% don't know if they will eat that day ◦ 21% native-born with at least one foreign-born parent ◦ 3% foreign-born with at least one foreign-born ◦ 22% speak different language at home ◦ 7% not ﬂuent in English • Implications: ◦ Assignments and activities need to accommodate different family types ◦ Encourage and show acceptance of different families and cultures ‣ Have people come in and share their backgrounds to overcome prejudice and show reality ◦ Don't just focus on Mom- remember Dad and other adults in children's lives ◦ Be supportive during transitions and be willing to listen without prying ◦ Allow time for adapting to circumstances ◦ Be there for foster children! • Parenting styles have a huge impact on kids Controlling/demanding Low in control/undemanding Unresponsive Responsive/child sensitive combinations of these • Authoritative: ◦ Controlling but warm ◦ Expect maturity and talk about reasonable natural consequences ◦ Many good outcomes ‣ High self-esteem ‣ Know and understand moral standards ‣ Good academic performance ‣ Girls more independent and achievement-oriented ‣ Boys more socially cooperative • Authoritarian: ◦ "Dictators" ◦ Value obeying and conforming, reject deviance ◦ Harsh punishment: spankings, yelling ‣ Needs to be paired with "I still love you" ‣ Badly affects understanding moral standards and self-esteem ◦ Not much back and forth conversation ◦ Effects ‣ Anxiety, insecurity with other kids ‣ Hostile when frustrated ‣ Girls lack independence and aren't motivated to achieve ‣ Boys more angry and deﬁant • Permissive: ◦ Warm and lots of conversation ◦ "Best friend" ◦ Too much tolerance and freedom for own decision making ◦ Effects ‣ Impulsive ‣ Immature ‣ Demanding ‣ Unfocused ‣ Dependent ‣ Push back against teachers ‣ Develop bad habits (bad diet, no manners, bad study habits)
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