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Educational Psychology Reader
The Art and Science of How People Learn - Revised Edition
Series:
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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8. The Limitations of a Behavioral Approach in Most Educational Settings
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CHAPTER EIGHT
The Limitations of a Behavioral Approach in Most Educational Settings
David Weber
One of the greatest challenges facing those of us who work with young children and adolescents is how to effectively address behavior which interferes with what we’re trying to accomplish on their behalf (Freiberg & Lamb, 2009; McIntyre, Gresham, DiGennaro, & Reed, 2007; Reinke, Lewis-Palmer, & Merrell, 2008; Rutherford, Quinn, & Mathur, 2004). Whether it’s a parent trying to get a six-year-old to eat fruits and vegetables while trying to get a fifteen-year-old to take shorter showers, or a teacher trying to get a student to stay on task while trying to get another student to stop making rude remarks, the challenge remains the same. We want young children and adolescents to behave differently; therefore, we take action in an effort to change their behavior (Bowen, Jenson, & Clark, 2003).
The behavioral needs of young children and adolescents from early childhood through adolescence are wide-ranging, ongoing, and require an extensive repertoire of proactive plans and response strategies from those of us who work with them (Bowen et al., 2003; Crone, Horner, & Hawken, 2003; Reinke et al., 2008). Parents, teachers, day-care providers, after-school care providers, among many others, are all engaged in the ongoing process of helping young children and adolescents to interact appropriately with others, to make wise behavioral choices, and to increase independence or the ability to manage their own behavior...
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