Educational Psychology Third Edition Kelvin Seifert and Rosemary ...

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Reviewer, Virginia L. Navarro Associate Professor in the Division of Teaching and Learning at UM-St. Louis and co-director the Career Transitions Certification Program to prepare teachers for urban schools until 2009, Dr Navarro’s work interrogates the social construction of identity, including how school discourses shape cultural understandings about gender, race, and class. Additionally, she researches about how to prepare quality teachers collaboratively with school districts and communities. She co-edited a collection of case studies for the Urban Network to Improve Teacher education (UNITE) called Staying Connected (2005) that analyzes seven school/university partnerships across the country. Her chapter in Designing Urban Performance Systems, (Erlbaum, 2005) explored why “Context Matters” when assessing urban schools. In 2009 Dr Navarro taught in a graduate psychology department at Central China Normal University in Wuhan China, and in 2010 taught educational psychology at Korea University’s Summer Institute in Seoul, South Korea. In 2011 Dr Navarro and seven doctoral students presented papers at the 5th International Postgraduate Research Conference at Phranakhon Rajabhat University in Bangkok, Thailand. A Chicago native and youngest of seven children, Dr Navarro graduated from Loyola University in English Literature, studying for a year in Rome, Italy. After receiving a Masters of Art in Teaching in English at Washington University St Louis, she taught high school English and journalism at public and private high schools, returning in 1991 to complete doctoral work in educational psychology. In 2009, Dr Navarro received the Governor’s Award for Excellence in Teaching. She works extensively with graduate education students at the doctoral and masters level as well as teaching qualitative research methods, action research, and sociocultural theory. Raising four wonderful children with husband Dick over 41 years, Dr Navarro is now enjoying the role of grandmother to three toddlers. 4
This book is licensed under a Creative Commons Attribution 3.0 License Table of Contents Preface.............................................................................................................................................................. 8 1. The changing teaching profession and you........................................................................... 10 The joys of teaching........................................................................................................................................ 10 Are there also challenges to teaching?............................................................................................................ 12 Teaching is different from in the past............................................................................................................. 12 How educational psychology can help............................................................................................................ 18 2. The learning process ............................................................................................................. 21 Teachers’ perspectives on learning................................................................................................................ 22 Major theories and models of learning.......................................................................................................... 24 3. Student development.............................................................................................................38 Why development matters............................................................................................................................. 38 Physical development during the school years.............................................................................................. 40 Cognitive development: the theory of Jean Piaget........................................................................................ 44 Social development: relationships,personal motives, and morality ............................................................. 47 Moral development: forming a sense of rights and responsibilities..............................................................53 Understanding “the typical student” versus understanding students...........................................................59 4. Student diversity....................................................................................................................64 Individual styles of learning and thinking..................................................................................................... 65 Multiple intelligences..................................................................................................................................... 66 Gifted and talented students.......................................................................................................................... 68 Gender differences in the classroom.............................................................................................................. 70 Differences in cultural expectations and styles.............................................................................................. 73 Oppositional cultural identity......................................................................................................................... 77 Accommodating cultural diversity in practice............................................................................................... 78 5. Students with special educational needs.............................................................................. 83 Look at these three people from the past. All were assigned marginal status in society because of beliefs about disabilities:........................................................................................................................................................... 83 Growing support for people with disabilities: legislation and its effects...................................................... 84 Responsibilities of teachers for students with disabilities.............................................................................85 Categories of disabilities—and their ambiguities.......................................................................................... 89 Learning disabilities....................................................................................................................................... 89 Attention deficit hyperactivity disorder......................................................................................................... 92 Intellectual disabilities................................................................................................................................... 93 Behavioral disorders....................................................................................................................................... 96 Physical disabilities and sensory impairments.............................................................................................. 98 The value of including students with special needs......................................................................................101 6. Student motivation.............................................................................................................. 106 Motives as behavior...................................................................................................................................... 107 Motives as goals............................................................................................................................................. 110 Motives as interests....................................................................................................................................... 113 Motives related to attributions...................................................................................................................... 115 Motivation as self-efficacy............................................................................................................................. 116 Motivation as self-determination.................................................................................................................. 121 Expectancy x value: effects on students’ motivation.................................................................................... 126 TARGET: a model for integrating ideas about motivation...........................................................................127 7. Classroom management and the learning environment....................................................134 Why classroom management matters.......................................................................................................... 135 Preventing management problems by focusing students on learning......................................................... 136 Responding to student misbehavior............................................................................................................. 145 Keeping management issues in perspective................................................................................................. 150 Style Guidelines 5 A Global Text
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