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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition

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Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.

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Section XI: Alternative Education, Urban Youth, and Interventions

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f_ch 40 thru 50_EdPsychReader_2013 11/9/2013 3:34 PM Page 546 it is relationships with caring teachers that usually helped turn alternative students around. Specifically, caring teachers role modeled respect, allowed students to be creative, boosted their self-esteem, and gave them hope. In many cases, there were no other adults in students’ lives to help motivate them, certainly not immediate family members, many of whom experienced depression, domestic abuse, addiction, and/or incarceration. Peachtree Alternative students were teenagers who had to survive on their own, beginning at young ages, and they did not have the time or resources to develop hopes and dreams, not when they were struggling to take care of themselves. They did not even have much energy left for academic learning, but their trusted teachers gave them hope for the future and reasons to want to learn. In the absence of caring adults at home, it fell upon teachers to help at-risk adoles- cents achieve sublimation. Kramer also identifies the need to possess as a basic instinct, while the desire to preserve is a more mature response. She equates a boy’s desire to devour his mother (reflected in some raw student art- work, complete with huge teeth) with primitive headhunting and cannibalism. Interestingly, she cau- tions that we don’t want student artists to be too sublimated or too rigorous, for relying on instinct while painting, sculpting, drawing, or using other media is an integral part of creating art. Master artists learn to channel their instincts. The...

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