Treffinger / Davis / Ripple Handbook on Teaching Educational Psychology

1. Auflage 2013
ISBN: 978-1-4832-5863-8
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 368 Seiten, Web PDF

Handbook on Teaching Educational Psychology provides a wide-ranging survey of practices and problems in teaching educational psychology. This book evaluates and reviews the conceptual and methodological bases of the practices. Organized into four parts encompassing 15 chapters, this book begins with an overview of the general problems encountered by the educational psychologists and the techniques for attacking those problems. This text then tackles the problems of defining the boundaries and content educational psychology. Other chapters consider the methodological tools and issues that are employed by educational psychologists in studying educational problems. This book discusses as well the general conceptual and theoretical models that have influences instructional development and research in educational psychology. The final chapter deals with some of the main issues and developments in teaching educational psychology, organized to distinguish between the graduate and undergraduate levels of instruction. This book is a valuable resource for educational psychologists, teachers, and students.

Autoren/Hrsg.

Treffinger, Donald J.

Davis, J. Kent

Ripple, Richard E.

Inhaltsverzeichnis

1;Front Cover;1
2;Handbook on Teaching Educational Psychology;4
3;Copyright Page;5
4;Table of Contents;6
5;List of Contributors;12
6;Preface;14
7;PART I: NATURE AND ORGANIZATION OF EDUCATIONAL PSYCHOLOGY ;18
7.1;Chapter 1. Historical Perspective;20
7.1.1;New and Old Knowledge;20
7.1.2;Theoretical Bases;22
7.1.3;The Psychological Theorists;24
7.1.4;The Past as Guide;33
7.1.5;Teaching Modes;35
7.1.6;Values and Objectives;37
7.1.7;Professional Organization: Development and Publications;39
7.1.8;Conclusion;40
7.1.9;References;40
7.2;Chapter 2. Content and Boundaries of Educational Psychology;42
7.2.1;Historical Antecedents;43
7.2.2;Educational Psychology Textbooks;47
7.2.3;Educational Psychology and Boundaries;50
7.2.4;References;59
7.3;Chapter 3. Methods of Inquiry in Educational Psychology;62
7.3.1;Introduction;62
7.3.2;Distal Research Methods of Inquiry;68
7.3.3;Proximal Research Methods of Inquiry;73
7.3.4;Summary;80
7.3.5;References;80
7.4;Chapter 4. Future Trends and Issues in Educational Psychology;84
7.4.1;Definitions of the Field;85
7.4.2;Conclusion;103
7.4.3;References;104
8;PART II: GENERAL CONCEPTUAL AND THEORETICAL MODELS;106
8.1;Chapter 5. An Applied Behavior Analysis Approach to Educational Psychology;108
8.1.1;What Constitutes an Applied Behavior Analysis Approach?;108
8.1.2;Principles and Procedures Included in the Applied Behavior Analysis Approach;111
8.1.3;Training;119
8.1.4;Summary and Implications;122
8.1.5;References;122
8.2;Chapter 6. The Cognitive Point of View;130
8.2.1;A Special Note to the Cognitive Psychologist;130
8.2.2;A Special Note to the Educational Psychologist;131
8.2.3;The Objectives of a Cognitive–Educational Psychology;133
8.2.4;Choice of a Task Analysis Strategy;134
8.2.5;Formulating a General Model;137
8.2.6;Choice of Content;137
8.2.7;Some General Issues;144
8.2.8;References;150
8.3;Chapter 7. Humanistic Psychology: Theoretical-Philosophical Framework and Implications for Teaching;156
8.3.1;Prologue;156
8.3.2;What Is Humanistic Psychology?;157
8.3.3;Basic Humanistic Concepts;158
8.3.4;Major Contributors to Humanistic Psychology;161
8.3.5;Some Strengths and Virtues to Consider;164
8.3.6;Implications of Humanistic Psychology for Educational Processes;165
8.3.7;Instructional Principles Derived from a Humanistic Framework;167
8.3.8;What Humanistic Applications to Education Do not Mean;170
8.3.9;What Humanistic Approaches to Education Do Mean;172
8.3.10;In Retrospect;175
8.3.11;References;175
9;PART III: SPECIFIC INSTRUCTIONAL APPROACHES;178
9.1;Chapter 8. Mastery Learning;180
9.1.1;The Concept of Mastery;181
9.1.2;Propositions and Assumptions Concerning the Nature of Schooling;183
9.1.3;Propositions and Assumptions Concerning the Nature of the Learner;184
9.1.4;Propositions and Assumptions Concerning the Nature of Classroom Instruction and Teaching;185
9.1.5;Propositions and Assumptions Concerning the Nature of the Teacher;186
9.1.6;Our Approach to Mastery Learning;189
9.1.7;Summary;199
9.1.8;References;200
9.2;Chapter 9. Competency-Based Formats in Educational Psychology;204
9.2.1;What Are Competency-Based Programs?;206
9.2.2;Instructional Issues—Content;208
9.2.3;Instructional Issues—Curricular Techniques;211
9.2.4;Instructional Issues-Assessment Techniques;215
9.2.5;Additional Research Issues;220
9.2.6;Conclusion;225
9.2.7;References;226
9.3;Chapter 10. Instructional Systems: Development, Evaluation and Management of Learning Environments;232
9.3.1;Instructional Development Models;233
9.3.2;Assessment Phase;234
9.3.3;Design Phase;238
9.3.4;Production Phase;248
9.3.5;Implementation Phase;251
9.3.6;Summary;253
9.3.7;References;254
9.4;Chapter 11. The Personalized System of Instruction—A New Idea in Higher Education;260
9.4.1;History-What's So New About the Personalized System of Instruction?;260
9.4.2;The Basic Components of PSI;262
9.4.3;Research in PSI;265
9.4.4;Implementation and Research Efforts in Educational Psychology;270
9.4.5;The Future of PSI;271
9.4.6;References;273
9.5;Chapter 12. Process Approaches to the Teaching of Educational Psychology;280
9.5.1;Process Education Defined;280
9.5.2;Summary;299
9.5.3;References;299
9.6;Chapter 13. Teaching for Personal Growth and Awareness;304
9.6.1;Why Consider "Personal Growth and Awareness"?;305
9.6.2;Thinking about Teaching for Personal Growth and Awareness;309
9.6.3;Teaching for Personal Growth and Awareness: "Here's What I Do!";317
9.6.4;Conditions and Problems;321
9.6.5;References;325
10;PART IV: SUMMARY: UNDERGRADUATE AND GRADUATE LEVELS;328
10.1;Chapter 14. Issues in Teaching Undergraduate Educational Psychology Courses;330
10.1.1;Appropriate Goals;331
10.1.2;The Problem of Relevance;333
10.1.3;Appropriate Content;334
10.1.4;Objectives;337
10.1.5;Evaluating Results;339
10.1.6;Relationship to the Total Teacher Education Program;340
10.1.7;Relating to the Discipline of Educational Psychology;341
10.1.8;Raising Standards in Relation to the New Teacher Market;342
10.1.9;Systems versus Ad Hoc Approaches to Courses;343
10.1.10;Use of Proctors, Tutors, Course Assistants;344
10.1.11;Use of the Course for Research and Data Base;345
10.1.12;Conclusions;346
10.1.13;References;347
10.2;Chapter 15. Graduate Training in Educational Psychology;350
10.2.1;Present Status;350
10.2.2;Professional Services;355
10.2.3;Training;363
10.2.4;References;365
11;Index;368