Educational Psychology for Learning and Teaching, 7th Edition
By Sue Duchesne, Anne McMaugh and Erin Mackenzie
Contents:
About the authors…………………………..xiii
Acknowledgements…………………………………xiv
Guide to the text ……………………………………….xv
Guide to the online resources………………………xix
Introduction………………………………………………… 3
1.1 What is educational psychology?……………. 3
Who studies educational psychology?………………4
Why study all these theories?…………………………… 4
Interactions between learning and teaching……..4
Changes in the education landscape………………..6
1.2 Introducing reflective teaching………………. 10
Teaching as a reflective practice and process……10
1.3 Reflecting on your teaching practice………. 11
Keeping a reflective journal and portfolio…………11
Mentors, critical friends and colleagues……………13
Observation……………………………………………………..13
Reflecting on your personal philosophy of
learning and teaching……………………………………….14
1.4 Using research as a reflective teacher……. 15
Reading and evaluating research……………………..15
1.5 Conducting research as a reflective teacher………………………………… 17
The research process……………………………………….17
Research methods……………………………………………18
Quality considerations in research……………………21
Action research……………………………………………….. 23
Strengths and limitations of research methods…….. 23
Ethical considerations when
conducting research…………………………………………24
Reporting research…………………………………………..25
1.6 Concluding comments…………………………… 25
Study Tools…………………………………………………. 26
Module I The learner developing over time 30
CHAPTER 1 Educational psychology for learning and teaching…………………………………………2
CHAPTER 2 Emerging skills………………………………………….32
Introduction………………………………………………… 33
2.1 Developmental systems theories…………… 34
Development as variable…………………………………. 34
Development as relational……………………………….34
Development as influenced by context…………….35
Development as influenced by the child…………..35
2.2 Physical development over time……………. 35
Physical development in infancy………………………. 35
Physical development in early childhood…………. 37
Physical development in middle childhood………. 38
Physical development in adolescence……………….39
Variations in physical development…………………..41
2.3 Brain development………………………………… 46
The brain’s physical structures………………………….47
Internal structures of the brain…………………………48
Brain development in infancy…………………………..52
Brain development in early childhood………………52
Brain development in middle childhood…………..54
Brain development in adolescence………………….. 55
Adversity, risk and resilience in development……58
2.4 Language development…………………………. 61
Language building blocks………………………………… 61
Language development during infancy……………. 62
Language development during early childhood………………………..63
Language development during middle childhood………………………..64
Language development during adolescence…….65
The role of adults in language acquisition…………66
The role of peers in language acquisition………….68
Examples of the principles of development at work……………………………69
Language for and in learning at school…………….. 70
2.5 Principles of development……………………… 70
Development involves a series of progressive and
orderly changes building to maturity……………………..70
Development is continuous but uneven……………70
Development is a lifelong process…………………….71
Development can vary between individuals as
well as within each individual…………………………… 72
There are multiple pathways of development…..72
Epigenetics: how nature and nurture work
together in development…………………………………. 72
Development occurs in context and is
influenced by environment……………………………… 74
Children are active in development………………….74
Development is cumulative……………………………… 74
2.6 Concluding comments…………………………… 75
Study Tools…………………………………………………. 76
CHAPTER 3 Cognitive development……………………………..86
Introduction………………………………………………… 88
3.1 Piaget’s theory of cognitive
development…………………………………………. 88
Factors and processes in cognitive development…..89
Piaget’s stages of cognitive development………….92
Strengths of Piaget’s ideas……………………………….. 95
Limitations of Piaget’s ideas…………………………….. 95
3.2 Vygotsky’s sociocultural theory …………………………………. 99
Sociocultural origins of cognitive development ………………..99
Internalisation ……………………………………………….100
Social interaction …………………………………………..101
Language as a mental tool ……………………………..101
Zone of proximal development ……………………..102
Strengths of Vygotsky’s theory ……………………….105
Limitations of Vygotsky’s theory ……………………105
Linking Piaget and Vygotsky in classroom practice …………………..107
3.3 Information-processing components of
cognitive development ………………………..108
Information stores and processes ………………….109
Moving beyond traditional
information-processing models ……………………..116
3.4 Contemporary understandings
of cognitive development …………………….118
Self-regulation ……………………………………………….119
Executive functioning …………………………………….121
Metacognition ………………………………………………124
3.5 Concluding comments …………………………125
Study Tools ……………………………………………….126
CHAPTER 4 Social, emotional and moral development……………….134
Introduction ………………………………………………135
4.1 Understanding our self ………………………..136
Dimensions of the developing self …………………136
Development of our sense of self …………………..142
A sense of identity …………………………………………145
4.2 Understanding others ………………………….149
Moral development ……………………………………….149
Theories of moral development and reasoning …………………………149
Moral development by stage ………………………….151
Neo-Kohlbergians ………………………………………….151
Strengths and limitations of the stage
approach to moral development ……………………152
Further perspectives on moral development …154
Emotional development …………………………………157
4.3 Understanding relations with others ………………………164
The development of social
competence …………………………………………………..164
Developing relationships with peers ……………………….168
Bullying and harassment ……………………………….174
4.4 Concluding comments …………………………180
Study Tools ……………………………………………….181
Putting it together: Module I ……………………..190
Module II The learning process 194
CHAPTER 5 Behavioural views of learning…………………………………….196
Introduction ………………………………………………197
5.1 Behavioural explanations of learning …………………………………………………….198
Contiguity ………………………………………………………198
5.2 Classical conditioning …………………………..199
Pavlov’s approach ………………………………………….199
Watson and behaviourism ……………………………..201
Strengths and limitations of classical conditioning …………………………………………………..201
5.3 Operant conditioning …………………………..203
Thorndike, trial-and-error learning
and the law of effect ………………………………………204
Skinner and operant conditioning ………………….204
Strengths of operant conditioning …………………205
Limitations of operant conditioning ……………….206
5.4 Classroom applications of
behaviourist views ……………………………….206
Antecedents and consequences of
behaviour ………………………………………………………207
Applying the A–B–C method …………………………..208
Understanding consequences ……………………….209
Reinforcement schedules ………………………………212
Extinction and punishment ……………………………213
Teaching new behaviours ………………………………217
Shaping, chaining, cueing, prompting and
modelling new behaviours …………………………….217
Task analysis ………………………………………………….218
Maintenance and generalisation of behaviour ………………………………………………….218
Applied behaviour analysis in school and classroom practice …………………………………………219
Strengths of behavioural approaches to learning ……………………………………………………..222
Limitations of behavioural
approaches to learning ………………………………….223
5.5 Concluding comments …………………………223
Study Tools ……………………………………………….224
Module II The learning process 194
Introduction ………………………………………………230
6.1 Cognitive learning theories ………………….230
6.2 Constructivism …………………………………….231
Forms of constructivism ………………………………..231
Key principles of constructivism …………………….232
Constructivism in the classroom context ……….232
Thinking critically about constructivist approaches ……………………………………………………238
6.3 The information-processing approach ……………………………………………..242
Sensory memory and learning ……………………….242
Working memory and learning ………………………244
Long-term memory and learning ……………………246
Metacognition: managing cognitive processes ………………………………………………………247
Further models of information processing ……………………………………………………..252
Information processing and learning ……………..253
Strengths and limitations of the
information-processing approach ………………….255
6.4 Bandura’s social cognitive theory ………………………………………………….257
Learning through observation ……………………….257
Reciprocal determinism …………………………………259
Strengths of social cognitive theory ……………….260
Limitations of social cognitive theory ……………..260
6.5 Learning styles and approaches to learning …………………………………………..262
Cognitive styles ……………………………………………..262
Learning styles ………………………………………………265
Critique of cognitive and learning styles approaches ……………………………………………………265
Approaches to learning ………………………………….266
6.6 Concluding comments …………………………268
Study Tools ……………………………………………….270
CHAPTER 6 Cognitive explanations of learning…………………………………………………………….228
CHAPTER 7 Humanist approaches to learning 278
Introduction ………………………………………………279
7.1 What is humanism? ……………………………..280
7.2 Humanism and psychology ………………….280
Maslow and the hierarchy of
human needs ………………………………………………..281
Rogers: non-directive teaching
and ‘freedom to learn’ ……………………………………284
7.3 Some examples of humanist models in
schools in Australia and New Zealand ….288
7.4 Humanism and education ……………………289
Humanist ideas in the curriculum ………………….290
7.5 Humanism in the classroom ………………..291
Student-directed learning ………………………………291
Education for social and emotional
learning and wellbeing …………………………………..291
Positive education ………………………………………….293
Cooperative learning ……………………………………..296
7.6 Thinking critically about humanist approaches ………………………………………….301
7.7 Concluding comments …………………………303
Study Tools ……………………………………………….304
Putting it together: Module II …………………….310
Module III Individual difference in the inclusive classroom 312
Introduction ………………………………………………315
8.1 Defining motivation and engagement ….316
8.2 Key concepts in motivation ………………….316
Traits and states …………………………………………….316
Anxiety and arousal ……………………………………….317
Intrinsic and extrinsic motivation …………………..317
Affect and interest …………………………………………319
8.3 Theoretical views of motivation ……………319
Behaviourist explanations ……………………………..320
Using extrinsic reinforcement and motivation ……………………………………………………..320
Social–cognitive explanations ………………………..322
Self-determination and human needs
explanations ………………………………………………….324
Cognitive explanations …………………………………..326
Attribution theories ……………………………………….332
Goal theories of motivation ……………………………334
Summary of motivation theories ……………………337
Strengths and limitations of motivation theories …………………………………………………………338
8.4 Engagement in learning ……………………….339
Why is engagement important? ……………………..341
School factors that influence engagement ……..341
Classroom factors that influence
engagement …………………………………………………..343
Interest and engagement ………………………………344
Social factors that influence engagement …………………………………………………..346
8.5 Concluding comments …………………………347
Study Tools ……………………………………………….348
CHAPTER 9 Intelligence and creativity…………………………………………………………………………356
Introduction ………………………………………………357
9.1 What is intelligence? …………………………….357
Cultural influences on intelligence …………………358
9.2 Models of intelligence ………………………….360
One thing or many? ……………………………………….360
Is intelligence fixed or changeable? ………………..362
Is intelligence mainly influenced by nature or nurture? …………………………………………369
Strengths and limitations of models
of intelligence ………………………………………………..371
9.3 Measuring intelligence …………………………373
The Stanford–Binet test …………………………………373
Wechsler’s intelligence scales …………………………374
Interpreting IQ scores ……………………………………374
Administering intelligence tests ……………………..376
Strengths and limitations of
intelligence tests ……………………………………………378
9.4 Ability and potential …………………………….379
Concepts of giftedness and talent ………………….381
Identifying gifted and talented learners …………382
9.5 Creativity ……………………………………………..383
What is creativity? ………………………………………….383
Models of creativity ……………………………………….384
Measuring creativity ………………………………………386
Development of creativity ………………………………388
Relationship between intelligence
and creativity …………………………………………………391
9.6 Concluding comments …………………………392
Study Tools ……………………………………………….393
CHAPTER 10 Learning support needs and inclusive education…………………………………….402
Introduction ………………………………………………404
10.1 Learner diversity and schooling …………404
Policies and legislation …………………………………..405
School placements for learners with additional support needs ……………………………….406
Prevalence of disability and learning support needs ……………………………………………….407
Over-representation and discrimination ………..407
Concepts of disability …………………………………….408
10.2 Learning support needs in
classroom settings …………………………….410
Intellectual and cognitive differences …………….411
Specific learning disabilities ……………………………412
Attention deficit hyperactivity disorder
(ADHD) …………………………………………………………..414
Autism spectrum disorders (ASD) …………………..415
Physical disabilities and chronic health
conditions ……………………………………………………..417
Sensory and speech disabilities ……………………..420
Mental health conditions ……………………………….422
Learners with high abilities …………………………….424
10.3 Teaching and diverse needs ………………426
Differentiation and universal design pedagogies ……………………………………………………426
Alternative schools ………………………………………..429
10.4 Concluding comments ……………………….430
Study Tools ……………………………………………….432
CHAPTER 11 Sociocultural factors in the learning process…………………………………………..436
Introduction ………………………………………………437
11.1 Bronfenbrenner’s bioecological
model of development ………………………438
Proximal processes ………………………………………..439
Context ………………………………………………………….440
Person ………………………………………………………….442
11.2 Gender ………………………………………………443
Gender differences ………………………………………..444
Gender identity formation ……………………………..445
Gender and sexual diversity ………………………….447
Gender issues in schools ……………………………….448
11.3 Ethnicity, language and culture ………….452
Language and culture …………………………………….453
Culture and beliefs about knowledge and learning …………………………………………………..453
Individualism and collectivism ……………………….454
Other sources of cultural difference and
misunderstanding ………………………………………….456
Addressing racism and prejudice …………………..456
Culture, advantage and disadvantage ……………458
Resistance ……………………………………………………..459
Multicultural education ………………………………….460
11.4 Threatening environments …………………461
11.5 Socioeconomic status (SES) ………………..462
Social class and SES ……………………………………….462
Poverty and education …………………………………..464
School factors ………………………………………………..468
11.6 Inclusive education for Aboriginal
and Torres Strait Islander students in Australia, and Māori students in New Zealand ……………………………………..470
Aboriginal and Torres Strait Islanders:
diversity and commonality …………………………….470
What makes the difference to Aboriginal
and Torres Strait Islander students’ success in school? ………………………………………………………471
Māori learners and New Zealand’s education system …………………………………………..477
Effective teaching for New Zealand Māori
and Aboriginal and Torres Strait Islander communities ………………………………………………….481
11.7 Concluding comments ……………………….481
Study Tools ……………………………………………….482
Putting it together: Module III ……………………492
Module IV Educational psychology in contemporary classrooms 494
CHAPTER 12 Information and communication technology (ICT) in learning
and teaching…………………………………………………………………………………………..496
Module IV Educational psychology in contemporary classrooms 494
Introduction ………………………………………………498
12.1 ICT in learning and teaching ………………498
12.2 Important issues in educational
ICT use ……………………………………………..501
Thinking critically about ‘digital natives’ ………….501
ICT literacy …………………………………………………….502
Information literacy and ICT literacy ………………504
12.3 ICT transforming learning ………………….505
Changing patterns of cognitive skills? …………….505
Strengthening of neural pathways …………………506
Building cognitive capacity …………………………….506
12.4 ICT transforming pedagogy ………………..507
ICT and theories of learning …………………………..508
Cognitive theory of multimedia learning ………..516
Humanist learning theories and ICT ……………….517
Strengths and limitations of different approaches to learning with ICT …………………….517
12.5 Transforming curriculum …………………..518
New literacies ………………………………………………..518
New ways of learning in mathematics ……………520
12.6 Transforming assessment ………………….521
Analysis and reporting of assessment ……………522
12.7 Transforming engagement ……………….523
Transforming classroom management ………….524
Transforming approaches to motivation ………..524
12.8 Transforming student welfare ……………525
Identity and psychosocial development …………525
Mental health ………………………………………………..526
Cyberbullying …………………………………………………527
12.9 Transforming equity issues ………………..530
Access and use of ICT …………………………………….530
Gender and ICT use ……………………………………….531
12.10 Transforming inclusive education …….532
Strengths and limitations of using ICT
in the classroom …………………………………………….533
12.11 Concluding comments ……………………..536
Study Tools ……………………………………………….537
CHAPTER 13 Assessment and reporting……………………………………………………………………….546
Introduction ………………………………………………548
13.1 What is assessment? ………………………….548
Purposes of assessment ………………………………..548
13.2 Forms of assessment …………………………550
Assessment for learning ………………………………..550
Assessment as learning …………………………………551
Assessment of learning ………………………………….551
13.3 Approaches to assessment ………………..553
Traditional assessment ………………………………….553
Dynamic assessment ……………………………………..553
Authentic assessment ……………………………………554
Performance assessment ………………………………555
13.4 Assessment tools ……………………………….556
Observing students ……………………………………….556
Anecdotal records ………………………………………….558
Checklists ………………………………………………………559
Student work …………………………………………………559
Portfolios ……………………………………………………….559
Rating scales ………………………………………………….559
Testing …………………………………………………………..560
Standardised assessments …………………………….561
Diagnostic assessment …………………………………..561
Strengths and limitations of different assessment tools …………………………………………..563
13.5 Student-focused approaches to assessment ……………………………………….564
Conversations with students around learning …………………………………………….564
Self-assessment and peer assessment …………..566
13.6 Ensuring quality in assessment ………….568
Reliability ……………………………………………………….568
Validity …………………………………………………………..569
Alignment and the use of standards ………………570
Using rubrics to provide transparency ……………571
Moderation ……………………………………………………571
13.7 Use of assessment data ……………………..573
Interpreting assessment information …………….573
Strengths and limitations of norm-referenced, criterion-referenced,
curriculum-based and ipsative assessment procedures ……………………………………………………576
13.8 Reporting the results of assessment ……………………………………….577
CHAPTER 14 Creating a positive classroom…………………………………………………………………594
Introduction ………………………………………………595
14.1 Defining positive learning environments …………………………………….596
Defining classroom management ………………….596
14.2 Creating a positive classroom …………….597
Development of supportive and caring relationships ………………………………………………….598
Organising and implementing instruction
to support learning ………………………………………..604
Group management for facilitating engagement …………………………………………………..610
Promoting self-regulation and social skills ……..614
Intervening to address classroom behaviours …………………………………………………….617
14.3 School-wide issues and approaches ……………………………………….625
Creating safe schools …………………………………….625
Responding to bullying in schools …………………626
Summary of approaches to bullying ……………..632
14.4 Concluding comments ……………………….632
Study Tools ……………………………………………….633
Putting it together: Module IV ……………………640
Reporting to students …………………………………….578
Reporting to parents ……………………………………..579
Reporting for teachers …………………………………..583
Reporting for school psychologists, counsellors and guidance officers ………………….584
Reporting to schools and school administrators ……………………………………………….584
Reporting to employers …………………………………585
Reporting to government ………………………………585
Reporting to the community ………………………….585
13.9 Recording and reporting assessment results …………………………….586
13.10 Concluding comments ……………………..587
Study Tools ……………………………………………….588
Index 644