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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition


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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33. Open Lessons: A Practice to Develop a Learning Community for Teachers


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Open Lessons

A Practice to Develop a Learning Community for Teachers

Jianping Shen, Jinzhou Zheng, & Sue Poppink

Interest in improving the quality of professional development in this age of educational reform has intensified (Little, 1993) as a growing body of research suggests that teaching practices matter in terms of student achievement (Stronge, 2002). Based upon strong empirical evidence, many researchers have argued for embedding professional development in the context of teachers’ work in order to transform both teaching practices and the structures and cultures of schools in which teachers practice (Darling-Hammond, 1994; Grossman, Wineburg, and Woolworth, 2001; Holmes Group, 1990). Consequently, fundamental structural changes in conceptualizing professional development are necessary so that teachers can develop these new and innovative teaching practices.

Promoting this type of professional development will not be easy for several reasons. Teaching is tremendously complex work (Cohen, 1989) and classrooms are complex social organizations ( Jackson, 1968). In addition, teaching practices are difficult to change (Cohen, 1990; Shen and Ma, 2006): they require both learning and unlearning by practitioners (Cohen and Ball, 1990; Shen 1994, 2002). Beyond that, both the culture and structure of schools mitigate against changes in teaching (Little, 1990; Lortie, 1975; Sarason, 1982).

Grossman, Wineburg, and Woolworth (2001) developed a set of markers to guide the formation of a workplace-based professional community. To identify issues that should be addressed when attempting to change teaching practice...

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