Full Description
Leading faculty members in educational psychology, who are expert classroom teachers, describe inherent difficulties encountered when teaching different subject matter in educational psychology to diverse populations of students, including undergraduate teacher candidates, psychology and child development majors, and graduate students in education and psychology. Educational psychology addresses subject matter as diverse as child and adolescent development, motivation, learning theories, student assessment, teacher expertise, and research methods and statistics. Drawing from their years of classroom experience, as well as their expertise in designing and conducting educational research, the contributing authors report their successful instructional efforts and innovations designed to increase student learning and knowledge of the discipline.
Contents
Preface; M Cecil Smith and Nancy DeFrates-Densch.
Section I. Teaching Learning Theories For Educators.
Chapter 1. Teaching Across Rather Than Within Theories Of Learning: A Big Ideas Approach To Organizing Educational Psychology Courses; Jeanne Ellis Ormrod.
Chapter 2. Teaching Behaviorism to Support Self-Regulation, Integration, and Transfer; Rayne Sperling, Phillip M. Reeves, D. Jake Follmer, Alexander L. Towle, and Kyung Sun Chung.
Chapter 3. Teaching Learning Theories: A SOAR-Driven Approach; Kenneth A. Kiewra, Abraham E. Flanigan, Linlin Luo, and Markeya S. Peteranetz.
Chapter 4. Using Belief Transformation as a Theoretical Framework for Teaching Educational Psychology; Sarah E. Peterson and Connie M. Moss.
Chapter 5. Teaching Learning Strategies to Pre-Service Educators: Practice What We Preach! Aaron S. Richmond.
Chapter 6. Understanding Learning Theories by Unpacking Learning Beliefs; Neal Shambaugh.
Chapter 7. Lessons from The Karate Kid: Using Popular Movies in Educational Psychology; Allison Butler and Lindsey N. Weber.
Chapter 8. Teaching Educational Psychology in Cross-Disciplinary Courses: A Case Study of Teaching Engineering Graduate Students; Marlene Schommer-Aikins.
Section II. Teaching Motivation For Teachers And Educational Psychologists.
Chapter 9. Using Motivation To Teach Motivation; Terri Flowerday.
Chapter 10. Teaching Motivation Strategies Using the MUSIC Model of Motivation as a Conceptual Framework; Brett D. Jones.
Chapter 11. Making Motivation Meaningful by Mastering Maslow; Helenrose Fives & Tammy Mills.
Chapter 12. Teaching Pre-service Teachers About Goal Orientations; Eric M. Anderman, Charles Okonkwo, Youn Joung Lee, and Christopher Collen.
Chapter 13. Finding Common Ground When Teaching Motivation: Examples from Self-efficacy and Self-Determination Theory; Gwen C. Marchand and Gregory Schraw.
Chapter 14. Teaching Autonomy Support to Teachers; Lee Shumow and Desiree Rones.
Chapter 15. Teaching About Optimal Experience or Flow; Jennifer A. Schmidt.
Chapter 16. Understanding Motivation Theories Using Project-Based Learning; Neal Shambaugh.
Section III. Teaching Human Development For Teachers.
Chapter 17. Teaching Child Development To Prospective Educators; Denise H. Daniels.
Chapter 18. Teaching Cognitive Development; Catherine M. Bohn-Gettler.
Chapter 19. Teaching an Identity-Focus Course in Adolescent Development; M Cecil Smith.
Chapter 20. Human Development in Anne Frank — Anne Frank in Human Development; Florian C. Feucht.
Chapter 21. Teaching About Family, Neighborhood, and Community Effects on Child and Adolescent Development; Lee Shumow.
Chapter 22. Teaching Moral Development; Daniel K. Lapsley.
Section IV. Teaching Research Methods,
Chapter 23. Statistics And Assessment For The Next Generation Of Educational Psychologists, Teaching Introductory Statistics: Challenges And Strategies; Gregory Schraw and Matthew L. Bernacki.
Chapter 24. Teaching Introductory Statistics: Incorporating Motivation Principles; Jennifer G. Cromley, Toney Perez, and Ting Dai.
Chapter 25. Leveraging Statistics Anxiety and Other Promising Practices; Reagan Curtis and Zornitsa Georgieva.
Chapter 26. Teaching Statistics Through Team-based Learning; Daniel H. Robinson and James Folkestad.
Chapter 27. Teaching Large-Scale Data Analysis; James Schreiber and Misook Heo.
Chapter 28. Teaching Multilevel Modeling; Janet K. Holt and Diana J. Zaleski.
Chapter 29. Assessment for Teachers: Designing a Practice-based Learning Path; Diane Salmon and Shaunti Knauth.
Chapter 30. From Idea to Publication: Course Embedded Authentic Research Experiences; Louis S. Nadelson.
Chapter 31. Developing Coding Schemes: From Cognitive Principles to Best Practices; Florian C. Feucht.
Chapter 32. Teaching Program Evaluation; David Shannon and Jessica Cooper.
