SUE DUCHESNE ANNE McMAUGH EDUCATIONAL PSYCHOLOGY · · 2016-08-31Chapter 1 Educational psychology...
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EDUCATIONAL PSYCHOLOGY FOR LEARNING AND TEACHING SUE DUCHESNE ANNE McMAUGH 5TH EDITION
Transcript of SUE DUCHESNE ANNE McMAUGH EDUCATIONAL PSYCHOLOGY · · 2016-08-31Chapter 1 Educational psychology...
EDUCATIONALPSYCHOLOGY
FOR LEARNING AND TEACHING
SUE DUCHESNE ANNE McMAUGH
5TH EDITION
CONTENTS IN BRIEF
MODULE II THE LEARNING PROCESS 184
MODULE III INDIVIDUAL DIFFERENCE IN THE INCLUSIVE CLASSROOM 294
MODULE IV EDUCATIONAL PSYCHOLOGY IN CONTEMPORARY CLASSROOMS 450
MODULE I THE LEARNER DEVELOPING OVER TIME 22
Chapter 1 Educational psychology for learning and teaching 2
Chapter 2 Emerging skills 24
Chapter 3 Cognitive development 76
Chapter 4 Social, emotional and moral development 126
Chapter 5 Behavioural views of learning 186
Chapter 6 Cognitive explanations of learning 216
Chapter 7 Humanist approaches to learning 262
Chapter 8 Motivation and engagement 296
Chapter 9 Intelligence 330
Chapter 10 Diverse learners and education 364
Chapter 11 Sociocultural factors in the learning process 402
Chapter 12 Information and Communication Technology (ICT) in learning and teaching 452
Chapter 13 Assessment and reporting 494
Chapter 14 Managing classrooms for effectively working with students 538
CONTENTSAbout the authors xiii
Acknowledgements xiv
Guide to the text xv
Guide to the online resources xviii
CHAPTER 1 EDUCATIONAL PSYCHOLOGY FOR LEARNING AND TEACHING 2
Introduction 3
What is educational psychology? 3
Who studies educational psychology? 3
Why study all those theories? 4
Changes in the education landscape 4
Reflective teaching 7
Reflecting on your teaching practice 8
Reflecting on your personal philosophy of learning and teaching 10
Using research as a reflective teacher 11
Conducting research as a reflective teacher 12
About this book 18
Concluding comments 19
Chapter review 19
Online study resources 20
Questions and activities for self-assessment and discussion 20
Key terms 20
Putting it together 20
Further research 21
CHAPTER 2 EMERGING SKILLS 24
Introduction 25
Physical development over time 25
Physical development in infancy 26
Physical development in early childhood 26
Physical development in middle childhood 29
Physical development in adolescence 30
Variations in physical development 33
Brain development 35
The brain’s physical structures 35
Internal structures of the brain 37
Brain development in infancy 40
Brain development in early childhood 41
Brain development in middle childhood 42
Brain development in adolescence 43
Language development 45
Language building blocks 45
Language development during infancy 46
Language development during early childhood 47
Language development during middle childhood 48
Language development during adolescence 49
Adults’ role in language acquisition 49
MODULE I THE LEARNER DEVELOPING OVER TIME 22
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The role of peers and the child themselves in language acquisition 51
Individual differences in pathways to development 52
School-based skills 53
Second-language acquisition 53
Literacy development 57
Numeracy development 62
Principles of development 69
What contributes to development? 71
Concluding comments 72
Chapter review 73
Online study resources 73
Questions and activities for self-assessment and discussion 74
Key terms 74
Putting it together 74
Further research 74
CHAPTER 3 COGNITIVE DEVELOPMENT 76
Introduction 77
Piaget’s theory of cognitive development 78
What influences development? 79
Piaget’s cognitive stages 82
Strengths and limitations of Piaget’s ideas 96
Vygotsky’s sociocultural theory 100
Sociocultural origins of cognitive development 101
Internalisation 103
Social interaction 103
Language as a mental tool 105
Zone of proximal development 107
Building on Vygotsky’s ideas 108
Strengths and limitations of Vygotsky’s theory 111
Linking Piaget and Vygotsky 113
Information-processing approaches to cognitive development 114
Information stores and processes 115
Mechanisms of cognitive development according to information-processing research 120
Strengths and limitations of information-processing theory 121
Concluding comments 122
Chapter review 123
Online study resources 124
Questions and activities for self-assessment and discussion 124
Key terms 124
Putting it together 125
Further research 125
CHAPTER 4 SOCIAL, EMOTIONAL AND MORAL DEVELOPMENT 126
Introduction 127
Understanding our self 127
Dimensions of the developing self 128
Development of our sense of self 136
Developing an identity 139
Erikson’s theory of identity development 139
The self across cultures 145
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Understanding others 146
Moral development 146
Emotional development 155
Understanding relations with others 160
The development of social competence 160
Developing relationships with peers 164
Bullying and harassment 172
Concluding comments 178
Chapter review 178
Online study resources 178
Questions and activities for self-assessment and discussion 179
Key terms 179
Putting it together 179
Further research 180
PUTTING IT TOGETHER: MODULE I 182
MODULE II THE LEARNING PROCESS 184
CHAPTER 5 BEHAVIOURAL VIEWS OF LEARNING 186
Introduction 187
Behavioural explanations of learning 187
Contiguity 188
Classical conditioning 189
Pavlov’s approach 189
Watson and behaviourism 191
Strengths and limitations of classical conditioning 192
Operant conditioning 193
Thorndike, trial-and-error learning and the law of effect 193
Skinner and operant conditioning 194
Strengths and limitations of operant conditioning 196
Classroom applications of behaviourist views 197
Antecedents and consequences of behaviour 197
Applying the A-B-C method 198
Understanding consequences 200
Reinforcement schedules 202
Extinction and punishment 204
Teaching new behaviours 207
Shaping, chaining, cueing, prompting and modelling new behaviours 209
Task analysis 209
Maintenance and generalisation of behaviour 210
Applied behaviour analysis in classroom practice 210
Strengths and limitations of behavioural approaches to learning 212
Concluding comments 213
Chapter review 213
Online study resources 214
Questions and activities for self-assessment and discussion 214
Key terms 214
Putting it together 215
Further research 215
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CHAPTER 6 COGNITIVE EXPLANATIONS OF LEARNING 216
Introduction 217
Cognitive learning theories 217
Constructivism 218
Forms of constructivism 218
Key principles of constructivism 219
Constructivism in the classroom context 220
Thinking critically about constructivist approaches 225
Strengths and limitations of the constructivist approach 227
The information-processing approach 229
Sensory memory and learning 229
Working memory and learning 231
Long-term memory and learning 233
Metacognition: managing cognitive processes 235
Further models of information processing 239
Information processing and learning 241
Strengths and limitations of the information-processing approach 244
Bandura’s social cognitive theory 245
Learning styles and approaches to learning 251
Cognitive styles 251
Learning styles 254
Critique of cognitive and learning styles approaches 255
Approaches to learning 255
Concluding comments 258
Chapter review 258
Online study resources 259
Questions and activities for self-assessment and discussion 259
Key terms 260
Putting it together 260
Further research 260
CHAPTER 7 HUMANIST APPROACHES TO LEARNING 262
Introduction 263
What is humanism? 264
Humanism and psychology 264
Maslow and the hierarchy of human needs 264
Rogers: non-directive teaching and ‘freedom to learn’ 268
The progressive education movement 271
Some examples of humanist models in schools in Australia and New Zealand 272
Challenges to humanist approaches 274
Humanism and education today 275
Student-directed learning 275
Education for social and emotional wellbeing 276
Cooperative learning 279
Strengths and limitations of humanism in the classroom 287
Strengths 287
Limitations 287
Concluding comments 289
Chapter review 289
Online study resources 290
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Questions and activities for self-assessment and discussion 290
Key terms 290
Putting it together 291
Further research 291
PUTTING IT TOGETHER: MODULE II 292
MODULE III INDIVIDUAL DIFFERENCE IN THE INCLUSIVE CLASSROOM 294
CHAPTER 8 MOTIVATION AND ENGAGEMENT 296
Introduction 297
Key concepts in motivation 297
Traits and states 298
Anxiety and arousal 298
Intrinsic and extrinsic motivation 299
Affect and interest 301
Theories of motivation 301
Behavioural explanations 301
Social-cognitive explanations 304
Humanist and human needs explanations 305
Cognitive explanations 307
Summary of motivation theories 316
Strengths and limitations of motivation theories 317
Engagement in learning 319
Why is engagement important? 319
School factors that influence engagement 320
Classroom factors that influence engagement 321
Social factors that influence engagement 325
Concluding comments 326
Chapter review 327
Online study resources 327
Questions and activities for self-assessment and discussion 328
Key terms 328
Putting it together 328
Further research 328
CHAPTER 9 INTELLIGENCE 330
Introduction 331
What is intelligence? 331
Cultural influences on intelligence 332
Models of intelligence 333
One thing or many? 334
Is intelligence fixed or changeable? 335
Sternberg’s triarchic model of successful intelligence 339
Is intelligence mainly influenced by nature or nurture? 340
Strengths and limitations of models of intelligence 342
Measuring intelligence 344
The Stanford–Binet test 344
Wechsler’s intelligence scales 345
Administering intelligence tests 346
Interpreting IQ scores 346
Strengths and limitations of intelligence tests 350
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Learners with exceptional abilities 351
Concepts of giftedness and talent 353
Identifying gifted and talented learners 354
Educational programs and provisions for gifted students 356
Creativity 357
Strengths and limitations of programs for gifted, talented and creative students 359
Concluding comments 361
Chapter review 361
Online study resources 361
Questions and activities for self-assessment and discussion 362
Key terms 362
Putting it together 362
Further research 363
CHAPTER 10 DIVERSE LEARNERS AND EDUCATION 364
Introduction 365
Diverse learners and schooling 366
Policies and legislation 367
School placements for diverse learners 368
Prevalence of disability and learning support needs 369
Over-representation and discrimination 369
Concepts of disability 371
Disability in classroom settings 375
Intellectual and developmental disability 375
Specific learning disabilities 377
Attention deficit hyperactivity disorder (ADHD) 378
Autism spectrum disorders (ASD) 379
Physical disabilities and chronic health conditions 382
Sensory and speech disabilities 385
Mental health conditions 389
Teaching and diverse needs 392
Individualised and universal design pedagogies 392
Considering teacher, parent and child concerns 394
Alternative schools 397
Concluding comments 399
Chapter review 400
Online study resources 400
Questions and activities for self-assessment and discussion 400
Key terms 401
Putting it together 401
Further research 401
CHAPTER 11 SOCIOCULTURAL FACTORS IN THE LEARNING PROCESS 402
Introduction 403
Bronfenbrenner’s bioecological model of development 404
Ethnicity, language and culture 406
Language and culture 407
Culture and beliefs about knowledge and learning 408
Individualism and collectivism 408
Other sources of cultural difference and misunderstanding 411
Addressing racism and prejudice 412
Culture, advantage and disadvantage 413
Resistance 413
Multicultural education 414
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Gender 415
Sex and gender differences 416
Gender identity formation 417
Gender issues in schools 419
Socioeconomic status (SES) 422
Social class and SES 423
Poverty and education 424
School factors 428
Threatening environments 430
Inclusive education for Aboriginal and Torres Strait Islander students in Australia, and Māori students in New Zealand 431
Aboriginal Australians and Torres Strait Islanders: Diversity and commonality 431
What makes the difference to Aboriginal and Torres Strait Islander students’ success in school? 432
Māori learners and New Zealand’s education system 439
Effective teaching for New Zealand Māori and Aboriginal and Torres Strait Islander communities 443
Concluding comments 443
Chapter review 444
Online study resources 445
Questions and activities for self-assessment and discussion 445
Key terms 446
Putting it together 446
Further research 446
PUTTING IT TOGETHER: MODULE III 448
MODULE IV EDUCATIONAL PSYCHOLOGY IN CONTEMPORARY CLASSROOMS 450
CHAPTER 12 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN LEARNING AND TEACHING 452
Introduction 453
ICT in learning and teaching 453
Shifts in ICT use in education over time 456
Thinking critically about ‘digital natives’ 457
ICT literacy 458
Information literacy 459
ICT transforming learning 462
Changing patterns of cognitive skills? 463
Strengthening of neural pathways 463
Building cognitive capacity 463
ICT transforming pedagogy 464
ICT and theories of learning 464
Humanist learning theories and ICT 469
Strengths and limitations of different approaches to learning with ICT 470
Transforming curriculum 471
Transforming teaching and learning activities 473
Transforming assessment 474
Transforming classroom management 477
Transforming approaches to motivation 478
Transforming student welfare 481
Transforming equity issues 485
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Transforming inclusive education 486
Strengths and limitations of using ICT in the classroom 488
Concluding comments 490
Chapter review 490
Online study resources 491
Questions and activities for self-assessment and discussion 491
Key terms 491
Putting it together 492
Further research 492
CHAPTER 13 ASSESSMENT AND REPORTING 494
Introduction 495
What is assessment? 495
Why do we assess? 496
Assessment for learning 498
The place of assessment in the teaching–learning cycle 498
Key strategies in assessing for learning 498
Assessment of learning 500
Approaches to assessment 500
Traditional assessment 500
Dynamic assessment 500
Authentic assessment 501
Performance assessment 502
Assessment tools 503
Observing students 503
Anecdotal records 505
Checklists 506
Student work 506
Portfolios 506
Rating scales 507
Testing 507
Conversations with students around learning 508
Standardised assessments 509
Diagnostic assessment 511
Considering the role of students in assessment 511
Strengths and limitations of different assessment tools 513
Ensuring quality in assessment 515
Reliability 515
Validity 516
Culture-sensitive and culture-fair tests 516
Evaluation of assessment data 518
Alignment and the use of standards 518
Consistency through moderation 518
Using rubrics to provide transparency 519
Interpreting assessment information 519
Strengths and limitations of norm-referenced, criterion-referenced, curriculum-based and ipsative assessment procedures 522
Reporting the results of assessment 523
Reporting to students 523
Reporting to parents 524
Reporting for teachers 528
Reporting for school psychologists, counsellors and guidance officers 529
Reporting to schools and school administrators 529
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Reporting to employers 531
Reporting to government 532
Reporting to the community 532
Recording and reporting assessment results 532
Concluding comments 533
Chapter review 534
Online study resources 534
Questions and activities for self-assessment and discussion 534
Key terms 535
Putting it together 535
Further research 535
CHAPTER 14 MANAGING CLASSROOMS FOR EFFECTIVELY WORKING WITH STUDENTS 538
Introduction 539
Defining classroom management 539
Supportive and caring relationships 541
Teacher–student relationships 541
Supportive peer relationships 544
A sense of school belonging 545
Organising instruction for access to learning 546
Good beginnings 546
Establishing routines and procedures 547
Classroom rules 548
Setting relevant tasks 549
Smooth transitions 550
Organising the physical space 550
Group management for facilitating engagement 551
Strategies of effective teachers 552
Strategies for group management 553
Self-regulation and social skills 555
Self-regulation approaches 556
Social skills and problem-solving approaches 556
Interventions to manage classroom behaviours 558
What type of problems do teachers report? 558
What do students think about problem behaviours? 559
How do teachers respond to behaviours, and is this appropriate? 559
Types of interventions 560
School-wide issues and approaches 568
Creating safe schools 568
Managing conflict and bullying 569
Summary 578
Concluding comments 578
Chapter review 579
Online study resources 579
Questions and activities for self-assessment and discussion 580
Key terms 580
Putting it together 580
Further research 580
PUTTING IT TOGETHER: MODULE IV 582Glossary 584
References 592
Index 626
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ABOUT THE AUTHORS Dr Sue Duchesne coordinates the teacher education programs at the University of Wollongong’s Bega Campus. Sue has teaching experience in primary and secondary schools, as well as in the tertiary sector. She currently lectures in educational psychology, child development and pedagogy. Her research interests include parent involvement in schooling, the roles of peers in language learning and teacher education, with a particular interest in pre-service teacher development.
Dr Anne McMaugh is a Lecturer in the School of Education at Macquarie University. Anne teaches in child development, educational psychology, inclusive education and pedagogy, with a focus on childhood social development. Her research interests encompass child and adolescent education and development, with a special interest in the developmental and educational experiences of children with disability and chronic health conditions. Anne has teaching experience in primary and secondary schools, as well as in the tertiary sector, and has conducted research in school, hospital and community education settings.
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ACKNOWLEDGEMENTSThis book is the result of the combined efforts, energies and encouragement of many of our colleagues, students, friends and family. We thank the team at Cengage Learning Australia who have supported us in the development of this fifth edition. Ann Crabb, Duncan Campbell-Avenell, Nathan Katz and Kylie McInnes have all been involved in our discussions about text design, photographs and text support materials.
Our colleagues and students in teacher education at the University of Wollongong and at Macquarie University have contributed to our understanding of the field and have continual input into our thinking about educational psychology and how it can be taught.
We have consulted various classroom teacher colleagues, whose practical classroom experience has made an important contribution to our text. In particular, we would like to thank the following teachers who have provided ideas and content for the text and its supplements:
■ Chrisanthi McManus, Mumbulla School for Steiner Education ■ Gabbie Stroud, St Patrick’s School ■ Tracey Hughes-Butters, Lumen Christi Catholic College ■ Ann-Louise Clark, Sapphire Coast Anglican College ■ Alyson Whiteoak, Jervis Bay Public School ■ Ursula Brown ■ Anne Warburton ■ Cheryl Russell.
Our thanks go to the children who have contributed ideas, images and content to the text: Natalie, Jake, Jesse, Etienne, Odette, Katie, Kirsty, Jed, Tully, Nicole, Hannah, Hannah, Kai, Henry and Pete. A special thank you to our families who have provided constant support, good humour and encouragement along the way. This edition of the text builds on the vision and work of Kerri-Lee Krause and Sandra Bochner in earlier editions; we would like to thank them for their support and wisdom.
Cengage Learning and the authors would like to thank the following reviewers for their incisive and helpful feedback:
■ Mohamed Alansari, University of Auckland ■ David Armstrong, University of South Australia ■ Helen Boon, James Cook University ■ Donella Cobb, University of Waikato ■ John De Nobile, Macquarie University ■ Wendy Goff, Monash University ■ Alison Hine, University of Western Sydney ■ Sean Kearney, University of Notre Dame ■ Caroline Mansfield, Murdoch University ■ Tina Moore, La Trobe University ■ Jill Scevak, University of Newcastle.
Every attempt has been made to trace and acknowledge copyright holders. Where the attempt has been unsuccessful, the publishers welcome information that would redress the situation.
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