CHAPTER 1

Educational Psychology: A Foundation for Teaching

BEFORE YOU READ . . .

The purpose of this chapter, Educational Psychology: A Foundation for Teaching, is to provide you with a
basis for understanding effective teaching by learning about educational psychology. Think of educational
psychology as the accumulated knowledge, wisdom, and seat-of-the-pants theory that every teacher should possess
to solve the daily problems of teaching in an intentional and intelligent way. Below is a list of topics that you will
learn about in this chapter:

Educational Psychology describes good teachers as those who possess subject matter knowledge and
pedagogical knowledge (teaching “know how”) that they combine with common sense to make sound
decisions about classroom events. Good teachers are intentional teachers, which means they do things for a
reason, on purpose.

Educational Psychology provides teachers with a research-based understanding of learners, learning, and
teaching. Research shapes educational practices, policies, and programs as well as values, attitudes, and
beliefs.

Educational Psychology has taught us that good teachers use quantitative and qualitative research findings
to guide their instruction. Experimental, correlational, descriptive, and action research designs are used in
educational psychology to answer important questions about teaching and learning.

CHAPTER OUTLINE

WHAT MAKES A GOOD TEACHER?

A. Knowing the Subject Matters (but So Does Teaching Skill)
B. Mastering the Teaching Skills
C. Can Good Teaching Be Taught?
D. The Intentional Teacher

WHAT IS THE ROLE OF RESEARCH IN EDUCATIONAL PSYCHOLOGY?

A. The Goal of Research in Educational Psychology
B. The Value of Research in Educational Psychology to the Teacher
C. Teaching as Decision Making
D. Research + Common Sense = Effective Teaching
E. Research on Effective Programs
F. Impact of Research on Educational Practice

WHAT RESEARCH METHODS ARE USED IN EDUCATIONAL PSYCHOLOGY?

A. Experiments
B. Correlational Studies
C. Descriptive Research
D. Action Research

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AS YOU READ . . .
WHAT MAKES A GOOD TEACHER?

1. The first section of Chapter 1 attempts to answer the question: What makes a good teacher? In the space
provided below, create a list of personal and professional qualities that you believe make someone a good teacher.
When you finish your list, place a check next to the characteristics that can
be taught. Two examples have been provided for you.

What Makes a Good Teacher?

sense of humor
intentionality

WHAT IS THE ROLE OF RESEARCH IN EDUCATIONAL PSYCHOLOGY?

2. How can knowing the simple formula research + common sense = effective teaching help you to be a
more intelligent consumer of educational psychology research? Make a list of recommendations to show how you
can put this formula into practice.

recommendation #1:

recommendation #2:

recommendation #3:

recommendation #4:

recommendation #5:

recommendation #6:

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WHAT RESEARCH METHODS ARE USED IN EDUCATIONAL PSYCHOLOGY?

3. The final section of Chapter 1 addresses the question: What research methods are used in educational
psychology? Sometimes educational psychologists answer questions by applying treatments, then studying the
effects on one or more variables. Other times they look at relationships between variables or describe something of
interest. There is no one best or most useful approach to research; any method can be useful when applied to the
right set of questions. Use the following chart to make comparison among the research types.

Experimental Correlational Descriptive Action

Goals

Forms

Findings

Advantages

Examples

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Educational Psychology: A Foundation for Teaching

4. Perhaps the most frequently used research method in educational psychology is the correlational study.
It involves the study of variables to see whether they are related. In the boxes on the chart below, plot a positive
correlation, no correlation, and a negative correlation.
Three Types of Correlation

In a NO correlation In a
POSITIVE exists when NEGATIVE
correlation, an changes in one correlation, an
increase in one variable are increase in one
variable is not associated variable is
associated with in any associated with
an increase in systematic way a decrease in
another with changes another
variable. in the another variable.
variable.

HIGH HIGH HIGH

Variable 2

Variable 2

Variable 2

LOW HIGH LOW HIGH LOW HIGH

Variable 1 Variable 1 Variable 1

Positive Relationship No Relationship Negative Relationship

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Educational Psychology: A Foundation for Teaching

5. Write a definition for each of the following terms:

Term Definition
educational
psychology
pedagogy
intentionality
teacher efficacy
critical thinking
principle
theory
treatment
variable
experiment
random assignment
laboratory experiment
internal validity
randomized field
experiment
experimental group
control group
external validity
single-case experiment
correlational study
positive correlation
negative correlation
uncorrelated variables
descriptive research
action research

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SELF-CHECK
DIRECTIONS: Below are questions related to the main ideas presented in the chapter. Correct answers or
typical responses can be found at the end of this study guide chapter.

1. Write a paragraph that begins with the following topic sentence: Intentional
teachers do things on purpose.

2. Define and provide an example of a principle, a law, and a theory.

3. Match the type of research listed with the advantage it offers.

laboratory experiment A. has high internal validity and

rigorous controls
randomized field experiment
B. involves observation of one individual’s
single-case experiment behavior over time

C. involves frequent assessments

over time

4. Match the following types of experiments with the situations that illustrate each. (A research type may be
used more than once or not at all.)

observing and noting how preschoolers play A. randomized field experiment

B. descriptive research
recording the number of times a student
misbehaves before, during, and after a C. laboratory experiment
special reinforcement program
D. correlational study
determining the relationship between reading
ability and math achievement

evaluating a new teaching technique for

a short period of time under highly controlled
conditions

5. A teacher wants to know if a new teaching strategy is more effective than the
traditional one she uses in several tenth grade composition classes. She selects two
classes that are the same in ability and uses the new approach in one class while
continuing with the traditional approach in the other class. She then compares
compositions written by each group. What type of research is the teacher
conducting?

A. experimental
B. correlational
C. descriptive

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6. In a hypothetical school-wide correlational study, the number of days a student was absent during a
marking period on the average was shown to have a negative correlation with the student's class ranking
from one marking period to the next. This negative correlation would mean that

A. absenteeism causes lower class rankings.

B. the study does not have internal validity.
C. class rankings tend to rise as absenteeism decreases.
D. class rank decreases absenteeism.

7. A type of descriptive research that involves observation in a social setting over an extended period of time
is called

A. a randomized field experiment.

B. a correlational study.
C. an ethnographic study.

8. Describe the relationship between subject matter knowledge and pedagogy.

9. Explain why teachers need knowledge of research on teaching as well as

common sense.

10. Why do teachers need to study educational psychology?

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AFTER YOU READ . . .

PRACTICE TEST
DIRECTIONS: Each chapter heading from the text is listed below and followed by a series of related
questions worth a total of ten points. Respond to each question, check your answers with those found at the end of
the study guide chapter, then determine your score. Consider nine points per heading to be mastery.

WHAT MAKES A GOOD TEACHER?

True or False
1. (1 point) According to the text author, personal characteristics such
as leadership, humor, and enthusiasm are only part of what
makes someone an effective teacher.

2. (1 point) Effective teaching is a matter of one person with more

knowledge transmitting that knowledge to someone with
less.

3. (1 point) The connection between what the teacher wants students to

know and what the students actually learn is called
pedagogy.

Multiple Choice
4. (1 point) Teachers who continually experiment with strategies to solve
problems of instruction and then observe the results of their
actions to see if they were effective possess which of the
following attributes?

A. subject matter knowledge

B. intentionality
C. charisma
D. momentum

5. (1 point) Teachers who constantly upgrade and examine their teaching

practices, read and attend conferences to learn new ideas,
and use their students' responses to guide their instruction
are

A. tenured teachers.
B. critical thinkers.
C. members of a teachers’ union.
D. experienced teachers.

Short Answer/Essay
6. (2 points) Explain how good teaching can be taught.

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7. (3 points) Describe an intentional teacher.

WHAT IS THE ROLE OF RESEARCH IN EDUCATIONAL PSYCHOLOGY?

True or False
8. (1 point) A goal of educational psychology research is to carefully
examine questions about teaching and learning using
objective methods.

9. (1 point) Principles and theories from educational psychology

research are interpreted in similar ways by different
individuals, making progress in the field steady and evenly
paced.

10. (3 points) Matching

set of related relationships that explain A. laws
broad aspects of an area of study
B. principles
ideas that have been thoroughly tested
and found to apply to a wide variety of C. theories
situations

an explanation of the relationship

between factors

Multiple Choice
11. (1 point) Which of the following ideas about teaching can be
supported by educational psychology research?

A. Schools that spend more money per pupil will produce

higher achieving students than schools that spend less.

B. If students are assigned to classes according to their

ability, the resulting narrow range of abilities in a class will
let the teacher adapt the instruction to the students' needs,
resulting in higher achievement.

C. Scolding students in order to improve behavior may

work for many, but for some students it is a reward.

D. Competition among students, not cooperation, is most

effective in terms of achievement.

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12. (1 point) When you combine objective research with common sense,
the result is

A. effective teaching.
B. a cause and effect relationship.
C. inconsistent student achievement.
D. decreased quality in decision making.

13. (1 point) Which of the following statements regarding teacher decision

making is false?

A. Sound decision making depends on the situation within

which a problem arises.
B. Sound decision making depends on the objectives the
teacher has in mind.
C. It is necessary to combine principles and theories from
educational psychology with common sense when making
decisions.
D. Principles and theories from educational psychology can
be considered free of context.

Short Answer/Essay
14. (2 points) Explain how educational research affects educational
practice.

WHAT RESEARCH METHODS ARE USED IN EDUCATIONAL PSYCHOLOGY?

15. (3 points) Matching

type of research that A. experimental
includes surveys, interviews, or
observations that take place in B. correlational
a social setting
C. descriptive
type of research where special
treatments are created and their
effects analyzed

type of research where relationships

between variables, as they naturally
occur, are analyzed

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Multiple Choice
16. (1 point) One advantage of this type of experimental research is
a high degree of control over all factors involved.
One disadvantage is that the artificial conditions under which
the experiment is conducted may yield results that have little
real-life relevance. What type of research is being described in the above
statements?

A. laboratory experiment
B. randomized field experiment
C. single-case experiment

17. (1 point) A special education teacher collects data on the number of

times a student's hand-raising behavior occurs over a period
of several days after a new assertiveness program has been
implemented. What type of research is being described?

A. laboratory experiment
B. randomized field experiment
C. single-case experiment

18. (1 point) Which of the following experimental research types attempts

to control all factors except those created by the treatment,
while simultaneously remaining relevant to real life?

A. laboratory experiment
B. randomized field experiment
C. single-case experiment

19. (1 point) A researcher found that students who scored high on a test
of reading achievement also scored high on a self-esteem
inventory. This means that reading achievement and self-
esteem are

A. negatively correlated.
B. positively correlated.
C. unrelated.

20. (1 point) Which of the following examples depicts a negative

correlation?

A. Students who studied for the greatest length of time prior

to a math test received the highest scores.
B. The amount of time students studied for a math test was
unrelated to the scores they received.
C. Students who were absent the least prior to a math test
received the highest scores.

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Short Answer/Essay
21. (2 points) Explain the difference between causal and correlation
relationships.

Now check your answers and total your points. Answers are found at the end of the study guide chapter.

SCORING POINTS NEEDED POINTS

FOR MASTERY RECEIVED

I. WHAT MAKES A GOOD TEACHER? 9

II. WHAT IS THE ROLE OF RESEARCH 9

IN EDUCATIONAL PSYCHOLOGY?

III. WHAT RESEARCH METHODS ARE USED 9

IN EDUCATIONAL PSYCHOLOGY?

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SELF-CHECK ANSWERS Chapter 1

1. Intentional teachers do things on purpose. They are critical thinkers who are able to problem solve and transform
information from educational psychology into sound classroom practices.

2. Principles explain relationships between factors, such as the Premack Principle. Laws are simply principles that
have been tested thoroughly and found to apply in a wide variety of situations, such as Thorndike's Law of Effect.
Theories are sets of related principles and laws that explain broad aspects of learning, behavior, and other areas of
interest, such as Piaget's theory of cognitive development.

3. A, C, B. Laboratory experiments have highly controlled conditions and internal validity. Randomized field
experiments are conducted under realistic conditions and involve frequent assessments over time. Single-case
studies make observations of a single individual or group over time.

4. B, A, D, C. Descriptive researchers simply seek to describe something of interest. Randomized field experiment
researchers test practical treatments under realistic conditions. With correlational studies, the researcher studies
variables as they are to see if they are related. Laboratory experiments exert a very high degree of control over all
variables at the cost of relevance.

5. A. Experimental researchers create special treatments, then analyze the effects.

6. C. A negative correlation means that one variable increases (class rank) as a second variable decreases
(absences).

7. C. Ethnography involves observation of a social setting over an extended period of time.

8. Subject matter involves what is taught (content). Pedagogy involves how subject matter is taught (teaching
strategy or technique).

9. Making the right decisions depends on the context within which the problem arises, the objectives the teacher has
in mind, and many other factors, all of which must be assessed in the light of common sense.

10. Educational psychology is the accumulated knowledge, wisdom, and seat-of-the-pants theory that every teacher
should possess to solve in an intelligent fashion the daily problems of teaching.

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PRACTICE TEST ANSWERS Chapter 1

1. True; Leadership, humor, and enthusiasm are important personal characteristics of teachers. So are warmth,
planning, hard work, self-discipline, a contagious love of learning, speaking ability, and a variety of other
characteristics.

2. False; Effective teaching is not a simple matter of one person with more knowledge transmitting that knowledge
to another.

3. True; Pedagogy is the link between what the teacher wants students to learn and what students actually learn.

4. B; Intentionality means doing things for a reason, on purpose. Intentional teachers are constantly thinking about
the outcomes they want for their students and how each decision they make moves students toward those outcomes.

5. B; Expert teachers are critical thinkers who work to improve their teaching skills.

6. Good teaching has to be observed and practiced, but there are principles of good teaching that can be applied in
the classroom, which teachers need to know.

7. Intentional teachers teach with a purpose in mind. They experiment with strategies to solve problems of
instruction. They observe the results of their actions to see if they were effective. They constantly ask themselves
whether each portion of their lesson was appropriate to students' background knowledge, skills, and needs; whether
each activity or assignment was clearly related to a valued outcome; and whether each instructional minute was used
wisely and well.

8. True; The goal of research in educational psychology is to examine obvious as well as less obvious questions,
using objective methods to test ideas about the factors that contribute to learning.

9. False; The same facts and principles may be interpreted in different ways by different theorists, making progress
slow and uneven.

10. C, A, B; Theories are sets of related principles and laws that explain broad aspects of learning. Laws are
simply principles that have been thoroughly tested and found to apply to a wide variety of situations. Principles
explain relationships between or among factors.

11. C; Many teachers believe that scolding students for misbehavior will improve student behavior. While this is
true for many students, for others scolding may be a reward for misbehavior (attention from teacher and peers) and
actually increase it.

12. A; Research + Common Sense = Effective Teaching.

13. D; Making the right decision depends on the situation within which the problem arises, the objectives the
teacher has in mind, and a combination of research and common sense.

14. Educational research affects educational policies, professional development programs, and teaching materials.

15. C, A, B; Descriptive research includes surveys, interviews, or observations in a social setting. Experimental
research creates special treatments and analyzes the effects. Correlational research looks at relationships between
variables.

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16. A; Laboratory experiments permit researchers to exert a high degree of control over all the factors involved in
the study, but doing so makes it highly artificial.

17. C; Single-case experiments demonstrate the effects of a treatment on one person or on one group by comparing
behavior before, during, and after treatment.

18. B; Randomized field experiments demonstrate the effects of a treatment under realistic conditions.

19. B; A positive correlation shows that as one set of variables increases (reading achievement scores), so does
another set (self-esteem scores).

20. C; A negative correlation shows that as one set of variables increases (test scores), the other set decreases
(absences).

21. Causal research demonstrates cause and effect relationships, while correlational research demonstrates
relationships between variables.

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