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Chapter 1 Notes

by: Kenziej218

Chapter 1 Notes CEP 315

GPA 4.0

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About this Document

These notes are from the powerpoint and cover the important material from chapter 1 of the textbook
Educational Psychology
Cathy Parisi
Class Notes
Education, educational psychology
25 ?




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This 2 page Class Notes was uploaded by Kenziej218 on Saturday July 23, 2016. The Class Notes belongs to CEP 315 at Rhode Island College taught by Cathy Parisi in Spring 2016. Since its upload, it has received 8 views. For similar materials see Educational Psychology in Psychology at Rhode Island College.

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Date Created: 07/23/16
Chapter 1: Learning, Teaching, and Educational Psychology Who are we teaching? • In U.S.: 12% born in another country, 18% speak language other than English at home. • 22% under age 18 are Latino. • 1 in 5 live in poverty, 1 in 5 live in extreme poverty ($22,350 for family of 4). • 29% of students in grades 3-5, 56% of students grades 9-12 have cell phones. • 42% grades 35, 67% grades 9-12 have laptops. Why educational psychology? • Use research to understand and improve learning and teaching. • Descriptive studies: surveys, interviews, observation, tapes to collect information (case studies) • Correlation--number that indicates strength and direction of relationship between two situations, ranging from +1 to -1 (used to make predictions)  Positive correlation indicates two factors that increase or decreases together  Negative correlation indicates increase in one relates to decrease in other  Correlations do not prove cause and effect Experimental Studies • Random assignment to groups—each participant has an equal chance of being in any group • Statistically significant—the results did not happen by chance • Single subject experiment—observe for baseline, try intervention and note results, remove intervention and return to baseline, reinstate intervention • Microgenetic study—study while change is occurring, usually only 1 or 2 subjects • Longitudinal study—study over time • Action research—problem solving and observing during actual teaching and learning • Scientifically based research systematically gathers valid and reliable data, uses rigorous methods to analyze data and has been replicated by others • PRINCIPLE—enough studies arrive at the same conclusion about relationships among factors • THEORY—a number of established principles explain relationships among variables and are used to make predictions • Hypothesis—prediction of what will happen in a research study • Empirical—based on data


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