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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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Section IX: Educational Psychology Inside and Outside the Classroom


e_ch 25 thru 35_EdPsychReader_2013 11/9/2013 3:32 PM Page 404 to apply the solution to current teaching goals. Lesson Study typically spans weeks or months as teach- ers meet to talk about the issue, plan the lesson, observe each other’s teaching, and meet to discuss student learning. As teachers participate in Lesson Study groups, they actively discuss instructional interventions and share knowledge about how students will respond. Culminating from those dis- cussions, teachers produce a lesson plan that is the result of collective wisdom and experience. Teachers then build on that collective wisdom as they watch each other teach and consider how best to engage students in learning. RESEARCH ABOUT PLANNING The research on Lesson Study can be contextualized in the larger body of lesson planning research. The current thinking that lesson planning is a linear path that begins with a teaching objective is based on Tyler’s work, which was published in 1949 ( John, 2006). Tyler (1949) proposed that lesson plan- ning should consist of four essential elements: educational purposes or objectives, classroom experi- ences to attain these purposes, effective organization of the experiences, and determining whether the purposes are attained. According to Yinger (1980), “Education, for the most part, adopted a ratio- nal model of planning based on models from economics and from national and city planning” (p. 108). The rational method of planning requires teachers to set goals, formulate alternatives, predict out- comes, and evaluate the effectiveness of reaching those goals. This linear, rational type...

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