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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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16. Preparing Culturally Responsive Teachers
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CHAPTER SIXTEEN
Preparing Culturally Responsive Teachers
Kamau O. Siwatu & Tehia V. Starker
Throughout the years, there has been an ongoing discussion regarding the role of educational psychology in teacher preparation. In general, these discussions have centered on issues such as what educational psychology has to offer (Mayer, 1992), what teachers1 should learn (Snowman, 1997), how the learning of educational psychology should occur (Woolfolk Hoy, 2000), and how to make educational psychology course content relevant and meaningful to teachers (Anderson, Blumenfeld, Pintrich, Clark, Marx, & Peterson, 1995).
Unfortunately, despite this ongoing dialogue, some educational psychologists and teacher educators still view the field of educational psychology as irrelevant in teacher preparation. For example, Chase (1998) described how conversations with colleagues in curriculum and instruction lead him to believe that educational psychology may not be widely viewed as relevant among teacher educators. The formation of this perception may be attributed to educational psychology instructors’ inability to make course content relevant to the issues that teachers are likely to face once they enter the classroom.
In light of these perceptions, Woolfolk Hoy (2000) poses the following question: “What might it mean to be relevant today and in the future (p. 260)?” We believe that in order to remain relevant, educational psychology should prepare teachers for the specific realities of the 21st century classroom (Chizhik & Chizhik, 2003). Tomorrow’s teachers will be asked to deliver high quality instruction within...
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