By Robert E. Slavin
From popular academic psychologist, Robert Slavin, the 10th version of this well known textual content interprets concept into practices that academics can use of their study rooms with deeper inquiry into the idea that of intentionality and an intensive integration of criteria. This version highlights present concerns and rising traits within the box of academic psychology. The 10th version maintains to have in-depth, sensible assurance with a spotlight at the intentional instructor via proposing up to the moment learn reflective, intentional instructor can practice. An “intentional teacher,” in accordance with Slavin, is one that continuously displays on his or her perform and makes tutorial judgements in keeping with a transparent notion of ways those practices have an effect on scholars. to aid readers develop into “intentional teachers,” the writer bargains a suite of inquiries to advisor them and types most sensible practices via lecture room examples.
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Additional resources for Educational Psychology: Theory and Practice (8th Edition)
TEACHI -. I Components of Good Teaching important learning outcomes. Teachers very frequently fall into strategies that they themselves would recognize, on reflection, as being time fillers rather than instructionally essential activities. For example, an otherwise outstanding third-grade teacher once assigned seatwork to one of her readmg groups. The children were given two sheets of paper with words in squares. Their task was to cut out the squares on one sheet and then paste them onto synonyms on the other.
I:! - . - 1 . t ~ ~ V HRESEARCH AT METHODS ARE USED IN EDUCATIONAL PSYCHOLOGY? As in any scientific field, laowledge comes from many sources. Sometimes researchers study schools, teachers, or students as they are, and sometimes they create special programs, or treatments, and study their effects on one or more variables (anytling that can have more than one value, such as age, sex, achievement level, or attitudes). There is no one best or most useful approach to research; any method can be useful when applied to the right set of questions.
Yet research has begun to identif) the specific behaviors and slulls that malee up the "magic" teacher (Mayer, 1992). An outstanding teacher does nothing that any other teacher cannot also do-it is just a question of laowing the principles of effective teaching and how to apply them. Talce one small example: In a high school history class, two students in the back of the class are whispering to each other, and they are not discussing the Treaty of Paris! The teacher slowly wallcs toward them without loolung, continuing his lesson as he wallcs.