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Because of the complexity of teaching and individual variation among students, effective ..teaching is .not "one size fits all" (Diaz, 1997). Tea<::h~r_ll1JlsUlt<!1iter a variety of perspectives and strategies and be flexible in their application. This requires two key ingredients: (1) professional knowledge and skills and (2) commitment and motivation.

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- Professional Knowledge and Skills

Effective teachers have good command of their subject matter and a solid core of teaching skills. They have excellent instructional strategies supported by methods of goal setting, instructional planning, and classroom management. They know how to motivate, communicate, and work effectivelywith students who have different levels of skills and come from culturally diverse backgrounds. Effectiveteachers also understand how to use appropriate levels of technology in the classroom.

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A Good Teacher
Mike, Grade 2: A good teacher is a teacher that does stuff that catches your interest. Sometimes you st~rt learning and you don,'t even realize it. A good teacher is a teacher lnaf does stuff that 7l1akes

Subject Matter Competence In their wish lists of teacher characteristics, secondary school students increasingly_l1ave mentioned "teacher knowledge of their subjects" (NASSP,1997). Having a thoughtful, flexible, you think. (Nikola-Lisa & Burnaford, 1994) conceptual understanding of subject matter is indispensable for being an effective teacher. Of course, knowledge of subject matter includes more than just facts, terms, and general concepts. It also includes knowledge about organizing ideas, connections among ideas, ways of thinking and arguing, patterns of change within a discipline, beliefs about a discipline, and the ability to carry ideas from one discipline to another. Clearly, having a deep understanding of the subject matter is an important aspect of being a competent teacher (Ellis,2007; Peters & Stout, 2006;Van de Walle,2007). Instructional Strategies At a broad level, two major approaches characterize how teachers teach: constructivist and direct instruction. The constructivist approach was at the center of William James' and John Dewey's philosophies of education. The direct instruction approach l1as more in common with E. 1. Thorndike's view. The constructivist approach is a learner-centered approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher. In the constructivist view, teachers should not attempt to simply pour information into children's minds. Rather, children should be encouraged to explore their world, discover knowledge, reflect, and think critically with careful, monitoring and meaningful guidance from the teacher (Eby, Herrell, & Jordan, 2006; Halpern, 2006; Kafai, 2006). Constructivists argue that for too long children have been required to sit still, be passive learners, and rotely memorize irrelevant as well as relevant information (Henson, 2004; Silberman, 2006). Today,constructivism may include -an emphasis on collaboration-children working with each other in their efforts to know and understand (Bodrova & Leong, 2007; Hyson, Copple, & Jones, 2006). A teacher with a constructivist instructional philosophy would not have children memorize information rotely but would give them opportunities to meaningfully construct knowledge and understand the material while guiding their learning (Ornstein, Lasley, & Mindes, 2005). By contrast, the direct instruction approach is a structured, teacher-centered approach characterized by teacher direction and control, high teacher expectations for students' progress, maximum time spent by students on academic tasks, and efforts by the teacher to keep negative affect to a minimum. An important goal in the direct instruction approach is maximizing student learning time (Stevenson, 2000).

constructivist approach A learnercentered approach to learning that emphasizesthe importance of individuals actively constructing knowledge and understanding with guidance from the teacher. direct instruction approach A structured, teacher-centered approach characterized by teacher direction and control, high teacher expectations for students' progress,maximum time spent by students on academic tasks,and efforts by the teacher to keep negative affect to a minimum.

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Effective Teaching

Some experts in ~~ucatioI'lal psyc]:l.o.logy.~mphasize that nany effective teachers use both a constructivist and a direct nstruction approach rather than either exclusively (Darling-Iammond & Bransford, 2005; Schwartz & others, 1999). Further, orne circumstances may call more for a constructivist approach, )thers for a direct instruction approach. For example, experts ncreasingly recommend an explicit, intellectually engaging direct nstruction approach when teaching students with a reading or a ~riting disability (Berninger, 2006). Whether you teach more rom a constructivist approach or more from a direct instruction IPproach, you can be an effective teacher. 30al Setti'1g am Instructional-Planning5kills -Whether con;tructivist or more traditional, effective teachers set high goals for heir teaching and organize plans for reaching those goals (Blunenfeld, Mark, & Harris, 2006; Meece, Anderman, & Anderman, W06). They also develop specific criteria for success, spending con;iderable time in instructional planning, organizing their lessons to naximize students' learning (Posner & Rudnitsky, 2006). As they )lan, effective teachers reflect and think about how they can make .earning both challenging and interesting. Good planning

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requires consideration of the kinds of information, demonstrations, models, inquiry opportunities, discussion, and practice students need over time to understand particular concepts and develop particular skills. Although research has found that all of these features can support learning, the process of instructional design requires that teachers figure out which things students should do when, in what order, and how (DarlingHammond & others, 2005, p. 186).

Developmentally Appropriate Teaching Practices Competent teachers have a good understanding of children's development and know how to create instruction materials appropriate for their developmental levels (Darling-Hammond & Bransford, 2005; Horowitz & others, 2005). U.S. schools are organized by grade and to some degree by age, but these are not always good predictors of children's development. At any grade level, there is usually a two- or three-year span of ages with an even wider span of skills, abilities, and developmental stages. Understanding developmental pathways and progressions is extremely important for teaching in ways that are optimal for each child (Horowitz & others, 2005, p. 93). Throughout this text we call attention to developmental aspects of educating children and provide examples of teaching and learning that take into account a child's developmental level. Chapter 2, "Cognitive and Language Development," and chapter 3, Social Contexts and Socioemotional Development, are devoted exclusively to development. Classroom r\/anagcment Skills An important aspect of being an effective teacher is keeping the class as a whole working togetherand.oriented toward classroom tasks. Effective teachers establish and maintain an environment in which learning can occur. To create this optimal learning environment, teachers need a repertoire of strategies for establishing rules and procedures, organizing groups, monitoring and pacing classroom activities, and handling misbehavior (Evertson, Emmer, & Worsham, 2006; Kaufmann & others, 2006).

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Motivational ~kihs Effective teachershavegoodstrategiesfor helpingstudentsbecome self-motivated and take responsibility for their learning (Anderman & Wolters, 2006; Blumenfeld, Krajcik, & Kempler, 2006; Wigfield, Byrnes, and Eccles, 2006; Wigfield & others, 2006). Educational psychologists increasingly stress that this is best accomplished by providing n'al-world learning opportunities of optimal difficulty and novelty for each

"My mom told me to tell you that I am the educational challenge you were told about in college."
Reprinted by permission of Heiser Zedonek.

Chapter

Educational Psychology: A Tool for Effective Teaching

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student (Brophy,2004).Students are motivated when they can make choicesin line with tilelfpersonal-'mtetests:-Effectiveteachers give them the opportunity to think creatively and deeply about projects (Blumenfeld, Kempler, & Krajcik, 2006; Starko, 2005). ),InaCldition to guiding students to become self-motivated learners, the importance of establishing high expectations for students' achievement is increasingly being recognized (Wigfield & others, 2006). High expectations for children's achievements neeQs to come from teachers and parents. Too often children are rewarded for inferior or mediocre performance with the result that they do not reach their full .-~potential.~When-high-expectations are created, a key aspecLoLeducation is to provide chilqren-especially low-achieving children-effective instruction and support to meet these expectations. Chapter 13 covers the topic of motivation in detail.
'='C.Jl.!llDLl!ni~liQJ:L:iKi~._Also il1Qispensable to teaching are skiUs in speaking, listening, overcoming barriers to verbal communication, tuning in to students' nonverbal communication, and constructively, resolving conflicts. Communication skills are critical not only in teaching but also in interacting with parents. Effective teachers use good communication skills when they talk "with" rather than "to" students, parents, administrators, and others; keep criticism at a minimum; and have an assertive rather than aggressive, manipulative, or passive communication style (Alberti & Emmons, 2001; Evertson, Emmer, & Worsham, 2006). Effective teachers work to improve students' communication skills as well (Powell & Caseau, 2004). This is especially important because communication skills have been rated as the skills most sought after by to day's employers (Collins, 1996). Paying More Than Lip Service to Individual Variations Virtually every teacher knows that it is important to take individual variations into account when teaching, but this is not always easy to do. Your students will have varying levels of intelligence, use different thinking and learning styles, and have different temperaments and personality traits. You also are likely to have some gifted students and others with different types of disabilities (Hallahan & Kauffman, 2006; Winner, 2006). Effectively teaching a class of students with such diverse characteristics requires much thought and effort. Differentiated instruction involves recognizing individual variations in students' knowledge, readiness, interests, and other characteristics, and taking these differences into account in planning curriculum and engaging in instruction (Tomlinson, 2001). Differentiated instruction emphasizes tailoring assignments to meet students' needs and abilities. It is unlikely that a teacher can generate 20 to 3ifdlffer'enflesson plans to address the needs of each student in a classroom. However, differentiated instruction advocates discovering "zones" or "ballparks" in which students in a classroom cluster, thus providing three or four types!levels of instruction rather than 20 to 30. In chapter 4, "Individual Variations," and chapter 6, "Learners Who Are Exceptional," we provide strategies to help you guide students with different levels of skills and different characteristics to learn effectively. Working Effectively with Students from Culturally Diverse Backgrounds Today, one of every five children in the United States is from an immigrant family, and '2040'lme'-of--everrthree--tJ;S:"'"children is projected to fit this-description (SuarezI Orozco, 2002). Nearly 80 percent of the new immigrants are people of color from Latin America, Asia, and the Caribbean. Approximately 75 percent of the new immigrants are of Spanish-speaking origin, although children speaking more than 100 different languages are entering U.S. schools (OBEMLA, 2000). In today's world of increasing intercultural contact, effective teachers are knowledgeableabout people from different cultural backgrounds and are sensitive to their needs (Benn~tt, 2007; Diaz, Pelletier, & Provenzo, 2006; Okagaki, 2006; Spring, :20Q6,?P07)"Effective teachers encourage students to have positive personal contf;1.ctwgh.<iiversestlldents and think of ways to create such settings. They guide students in thinking critically.about cultural and ethnic issues, forestall or reduce

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Involvesreeividual variations in students' 'eadiness,interests,and other :s, and taking these differ:count when planning curengaging in instruction.

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Effective Teaching

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bias, cultivate acceptance, and serve as cultural mediators (Banks, 2001, 2006; - ~.Cushner, 2D06; Redman, 2007; Spencer, 2006). An effective teacher also needs to be a broker, or middle person, between the culture of the school and the culture of certain students, especially those who are unsuccessful academically (Diaz, 1997; Diaz, Pelletier, & Provenzo, 2006). Here are cultural questions that competent teachers are sensitive to include (Pang, 2005):

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Do I recognize the power and complexity of cultural influences on students? Are my expectations for my students culturally based or biased? Am I doing a good job of seeing life from the perspective of my students who come from different cultures than mine? Am I teaching the skills students may need to talk in class if their culture is one in which they have little opportunity to practice "public" talking?

We explore diversity issues throughout the book and in Diversity and Education interludes. The one on page 10 further explores the cultural aspects of schools. Assessment Skills Competent teachers also have good assessment skills. There are many aspects to effectively using assessment in the classroom (Gronlund, 2006; McMillan, 2007; Nitko & Brookhart, 2007; Reynolds, Livingston,& Willson, 2006). You will need to decide what type of tests you want to use to document your students' performance after instruction. You also will need to use assessment effectively before and during instruction (McMillan, 2007). For example, before tea~h~g~a unit on plate tectonics, you might decide to assess whether YOIiYstuoents-aretamiliar with terms like continent, earthquake, and volcano. During instruction, you might want to use ongoing observation and monitoring to determine whether your instruction is at a level that challenges students and to detect which students need your individual attention (Ercikan, 2006). You will need to develop a grading system that communicates meaningful information about your students' performance. Other aspects of assessment you will be involved with include state-mandated tests to assess students' achievement and teachers' knowledge and skills (Reynolds, Livingston, & Willson, 2006). The federal government's No Child Left Behind (NCLB) legislation requires states to test students annually in mathematics, English/language arts, and science and holds states accountable for the success and failure of their students.

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Chapter 1

Educational Psychology: A Tool for Effective Teaching

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DIVE-RSIT '-AND EDUCATION The Cultural School

Valerie Pang (2005), an expert on cultural issues in schools, believes that many teachers don't adequately take into account the cultural context of the school and cultural backgrounds students bring to the classroom. Teachers may not share their students' cultural expe[iencesJJecause tbey live in neighborhoods far from the school in which they teach. The teachers and students 'also may have grown up in very different cultures. Pang (2005) says teachers should become more familiar with the neighborhood in which the school is located if they live outside of it. They might ShOP,21 neig~~orhood stores, get to know the community leaders, and read community newspapers. In this way, teachers can become more in tune with their students' rhythm and culture. Pang also recommends that teachers bring examples from the children's lives into their teaching. An example of bringing local, cultural meaning to students involves a San Diego high school social studies class whose teacher invited Dr. Dorothy Smithan African American college professor, community leader, and former chair of the San Diego School Board-to speak to her class. Dr. Smith talked about issues the students and parents were dealing with as citizens. She brought up many issues: What does it mean to be an African American? How important is it to go to college? How can I make a contribution to my neighborhood? In preparation, the students developed interview questions to ask Dr. Smith. Also, one group of students videotaped her discussion so that the interview could be shown to other classes. Another group took notes and wrote an article about her talk for the student newspaper. When students are given the opportunity to meet people like Dr. Smith, they are provided not only with important cultural role models but also with connections to the culture of their own neighborhood.

Because of NCLB, the extent to which instruction should be tied to standards, or what is called standards-based instruction, has become a major issue in educational psychology and u.s. classrooms. This issue is all about standards of excellence and what it takes to get students to pass external, large-scale tests. Many educational psychologists stress that the challenge is to teach creatively within the structure imposed by NCLB (McMillan, 2007). Much more information about No Child Left Behind is provided in chapter 15, "Standardized Tests and Teaching." Before you become a teacher, your subject matter knowledge and teaching skills are also likely to be assessedby the state in which you plan to teach (Tittle, 2006). A large majority of states now use the PRAXISTM to determine whether prospectest tive teachers are qualified to teach. Because of the increasing use of the PRAXISTM test, this text includes a number of --- _. --'" to -help you prepare for this test. resources --.

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Technological Skills Technology itself does not necessarily improve students' ability to learn. Other conditions are also necessary to create supportive learning environments (Bereiter & Scardamalia, 2006,a,b; Berson & others, 2007; Bitter & Legacy,2006). These conditions include vision and support from educational leaders; teachers skilled in using technology for learning; content standards and curriculum resources; assessment of effectiveness of technology for learning; and an emphasis on the child as an active,constructivelearner (International Societyfor Technologyin Education,2001). Effective teachers develop their technological skills and integrate computers appropriately into classroom learning (Cruz & Duplass, 2007; Sawyer, 2006). This integration should match up with students' learning needs, including the need to

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TECHNOLOGY AND EDUCATION

Schools-and -Communities
Not only is technol0gy helping children homework, learn about technology, and learn more effectively in school, but it is participate in active learning experiplso increasingly opening up schools to ences. Such programs are especially communities (Dick, Carey, & Carey, 2005). important because, according to one In many districts, students and pa"ents survey, Americans earning less than cant6mmui1itatewIth teachers and $30,000 a year comprise only 18 percent administrators through e-mail. Teachers pf Internet users, despite comprising 28 can post students' work on Web pages. percent of the population. Low-income Some schools provide students with lapyouth are especially vulnerable, being ~p-c0mputerslhey can take home (Pea eight times less likely to use computers & Maldonado, 2006; Silvernail & Lane, at home as children in families earning 2004; Zucker & McGhee, 2005). $75,000 or more (Local Initiatives SupBetter communication between parport Corporation [LlSC],2005). ents and teachers was one goal of a stateIBM recently created a Team Tech Volunteer program that will provide funded Indiana program called the Buddy Cherokee Middle School students technology services to more than 2,500 System (Rockman & Mayer, 1994). In this tackle LEGO robotic kit. program, computers and modems were health and human service agencies. The placed in theJ10mes of 7,000 elementary school students, Team Tech program gives students opportunities to become most of them in grades 4 and 5, for 1 or 2 years, The stuvolunteers in their community and provides technological serdents'" parents, many of whom had never been to their chilvices that can improve the education and learning of students. dren's schools, had to go there to pick up the computer Another project was created by Steve Scott, an IBMemployee equipment and get training. Many of the parents and teachin North Carolina, who recruited five IBM peers to hold a ers report that the computer connection has resulted in technology cap for 28 eighth-grade Native American students increased communication with each other. at Cherokee Middle School (IBM,2006). The IBM employees A special concern is to enable students from low-income discussed career opportunities and presented technical inforbackgrounds to have adequate access to computers. The mationin interesting, easy to understand ways. One project Foshay Learning Center, a K-12 public school in Los Angeles, involves having teams of students work on LEGOrobotic kits. Do a thorough assessment of the businesses in your comhas created eight satellite learning centers in low-income munity. Like IBM, some might be willing to provide technoapartment complexes. Without leaving their buildings, students in this schoOl can use the computers to get help with logical services and expertise for your classroom.

prepare for tomorrow's jobs, many of which will require technological expertise and computer-based skills. In addition, effective teachers are knowledgeable about various assistive devices to support the learning of students with disabilities (Provenza, 2005). National Educational Technology Standards (NETS) have been established by the International Society for Technology in Education (lSTE) (2000, 2001). The NETS standards include:

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Technology foundation standards for students, which describe what students should know about technology and be able to do with technology;-Standards for using technology in learning and teaching, which describe how technology should be used throughout the curriculum for teaching, learning, and instructional management; Educational technology support standards, which describe systems, access, staff development, and support services needed to provide effectiveuse of technology; and Standards for student assessment and evaluation of technology use, which describe various means of assessing student progress and evaluating the use of technology in learning and teaching.

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12

Chapter 1

Educational Psychology: A Tool for Effective Teaching

Commitment and Motivation

Being an effective teacher also requires commitment and motivation. This includes having a good attitude and caring about students. Beginning teachers often report that the investment of time and uy 0 uAre the Coolest" effort needed to be an effective teacher is huge. Some teachers, even experienced ones, say they have "no life" from September to June. Even I jd't"Want"'tb'thankyoUfodlll the extra time putting in hours on evenings and weekends, in addition to all of you took to help me. You didn't have to do the hours spent in the classrci'om, might still not be enough to get that..buf~,}(m~:.4iq~8dIwan~;tPJba~kyou for things done. . ---,--_. it. Thal!.ks ~i~o for being str~ight up with me In the face of these demands, it is easy to become frustrated or to and.,not b;ating ar9~Ild the bush and for that get into a rut and develop a negative attitude. Commitment and motiyou:'~re tfJ~coolese'd'm'sorry'>for' the hard vation help get effective teachers through the tough moments of til11~S: [-gaVk'you. Youotake~o'l11uc~Junk but teaching. Effective-teachers have confidence in their own self-efficacy, thrct!Jgh..~lrtfJat yoO.s,~flycalrr ang';YbUare a ",," ,J'"o," 1-1""., f"oo", '.' 'f', don't let negative emotions diminish their motivation, and bring a greatte.Qch~ri .~ '~ '" ... . ,,0 '" positive attitude and enthusiasm to the classroom. These qualities are contagious and help make the classroom a place where students want Jes~i;c~;.~~en~h-Grade Sty,d~Ilt to be. Mas;on>6eorgia Letter to Chuck.Rawls, Her Teacher,'at the End So, what is likely to nurture your own positive attitudes and conof thej.School ,I.," YearJ' ",' '''''' tinued enthusiasm for teaching? As in all fields, success breeds success. It's important to become aware of times when you've made a differ} ence in an individual student's life. Consider the words of one of the expert consultants for this book, Carlos Diaz (1997), now a pro' fessor of education at Florida Atlantic University, about Mrs. Oppel, his high school English teacher:
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To this day, whenever I see certain words (dearth, slake) I recognize them fondly as some of Mrs. Oppel's vocabulary words. As a teacher, she was very calm and focused. She also was passionate about the power of language and the beauty of literature. I credit her, at least partially, for my determination to try to master the English language and become a professor and writer. I wish I could bottle these characteristics and implant them in all of my students.

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@ The New'Yorker Collection.'1989 ,Lee Lorenz from cartoonbant.com. All Rights Reserved.

The better teacher you become, the more rewarding your work will be. And the more respect and success you achieve in the eyes of your students, the better you will feel about your commitment to teaching. With that in mind, stop for a moment and think about the images you have of your own former teachers. Some of your teachers likely were outstanding and left you with a very positive image. In a national survey of almost a thousand students 13 to 17 years of age, having a good sense of humor, making the class interesting, and having knowledge of the subject matter were the characteristics students listed as the most important for teachers to have (NASSP, 1997). Characteristics secondary school students most frequently attributed to their worst teachers were having a boring class, not explaining things dearly, and showing favoritism. These characteristics and others that reflect students' images of their best and worst teachers are shown in figure 1.1. Think about the roles that.a-good-sense-oflmmor..and.your own genuine enthusiasm are likely to play in your long-term commitment as a teacher. Also, notice other characteristics in figure 1.1 that relate to the caring nature of outstanding teachers. Effective teachers care for their students, often referring to them as "my students." They really want to be with the students and are dedicated to helping them learn. At the same time, they keep their role as a teacher distinct from student roles. Beyond their own caring, effective teachers also look for ways to help their students consider others' feelings and care about each other. To think about the best and worst characteristics of the teachers you have had, complete Self-Assessment 1.1. Use the self-assessment to further explore the attitudes behind your commitment to become a teacher.

SELF-ASSESSMENT 1.1
The Best~and-W()"rsf'-Chara'cteristics f fViy teachers o
When you studied figure 1.1, were you surprised by any of the charactel-istics listed by
students to describe their best and WOfst teachers? Which of the top five characteristics students listed for the best teachers surprised you the most? Which of the top five characteristics of the WOfst teachers surprised you the most?' Now think about the top five char!'Sl~!i?t!cs_.pLthe best teachers you have had.~Then think about the'riialri-rfW;-CFiaracteristics of the worst teachers you have had. Ingenerating your lists, don't be constrained by the characteristics described in figure 1.1. Also, after you have listed.eachcharacteristic,write down one Of more examples of situations that reflected the characteristic. -"'" -

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Five Characteristics of the BestT eachers I Have Had

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Five Characteristics of the Worst Teachers I Have Had

Characteristics
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Examples of Situations That Reflected the Characteristic

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FIGURE 1.1 Student's

Images of Their Best and Worst Teachers

14

Chapter 1

Educational Psychology: A Tool for Effective Teaching

...' .';"" Strategies ~(j! {Bi"?n\i~g

1. Effective teaching requires teachers to wearmahy different hats. It's easy to fall into the trap of"thinking that if you have good subject matter knowledge, excellent teaching will follow. Being an effective teacher requires many diverse skills. Next, you can readi160GF'how S'usan Bradburn, who teaches fourth and sixth grades" at West Marian Elementary School in North Carolina, brings many different skills to create effective lessons. ~,~~~~-~ -"-'--. THROUGH THE EYES OF TEACHERS The Turtle Lady Susan created a school museum in which students conduct research and create exhibitions. She has put her school museum concept "on wheels" by having students take carts to other classes and into the commuD,ity,al1dp'~. she has used the award money to spread the use of mobile museums to other North Carolina schools. Nicknamed "the turtle lady" because of her interest in turtles and other animals, Susan takes students on 3-day field trips to Edisto Island, South Carolina, to search for fossils and study coastal ecology. Her students sell calendars that contain their original poetry and art, and they use the proceeds to buy portions of a rain forest so it won't be destroyed. 2. Engage in perspective taking. You want to be the very best teacher you can possibly be. Think about what your students need from you to improve their academic and life skills. Put your heart and mind into helping them construct these skills. Also thinkabout how you perceive your students and how they perceive you. tJere is how one teacher benefited from reflecting about how his perceptions of students' diversity was too stereotypical.

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THROUGH THE EYESPEIEA.cHERS FindingIndividuality in Diversity

Paul August taught for 6 years in an integrated school but says that experience did not adequately prepare him, a non-Latino White, for teach'fngln~anall African American school. Initially, he perceived thy. African American students as looking alike. At the end of the school-year, however, he -realized how ridiculous this was, and individuality had bloomed in his classroom both on his part arid his students. He no longer was seen by his students as a White guy but as a teacher. Later, when Paul was transferred to teach in a predominantly Asian American schpol,he says that he regressed into the "they all look alike" stereotype. Once again, though, over time individuality trumped nationality and he "could see the differences in faces, names, and cultures of Chinese, Vietnamese, Cambodians, Laotions, Japanese, and Mieni, (August, 2002, p. A29). 3. Keep the list of characteristics of effective teachers we have discussed in this chapter with you through your teaching career. Looking at the list and thinking about the different areas of effective teaching can benefit you as you go through your student teaching, your days as a beginning teacher, and even your years as an experienced teacher. By consulting it from time to time, you might realize that you have let one or two areas slip and need to spend time improving yourself.

knowledge and skills for teachers to be

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Researchin Educational Psychology

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PRAX!STM PRACTICE 1. Suzannespendsa cons criteria for student SUI she demonstrating? a. classmom managen b. communication c. developmentally ap d. goal setting and in~ 2. Mr. Marcinello, who is with his job. He is dev teaching. Which of the most at this point .to b a. classroommanag b. commitment and c. technology and d. subject matter

ng, feels frustrated rrying over in his d to work on the

RESEARCHIN EDUCATIONALPSYCHOLOGY
Why Research Is Program Evaluation Research, Action Research. and the Teacher-as-Researcher --.---.---.-.--..

Research can be a valuable source of information about teaching. We will explore why research is important and how it is done, including how you can be a teacherresearcher.

V\lhy Resea

Important

It sometimes is said that experience is the best teacher. Your own experiences and experiences that other teachers, administrators, and experts share with you will make you a better teacher. However, by providing you with valid information about the best ways to teach children, research also can make you a better teacher (Fraenkel & Wallen, 2005, Gall, Gall, & Borg, 2007). We all get a great deal of knowledge from personal experience. Vlfegeneralize from what we observe and frequently turn memorable encounters into lifetime "truths." But how valid are these conclusions? Sometimes we err in making these personal observations or misinterpret,what,wesee,~ndhear,-Chancesare, you can think of many situations in which you thought other people read you the wrong way, just as they might have felt that you misread them. When we base information only on personal experiences, we also aren't always totally objective because we sometimes make judgments that protect our ego and self-esteem (McMillan, 2004; McMillan & Schumacher, 2006). We get information not only from personal experiences but also from authorities or experts. In your teaching career, you will hear many authorities and experts spell out a "best way" to educate students. The authorities and experts, however, don't always agree, do they? You might hear one expert one week tell you about a reading

method that is absolutely the best, yet the next week hear another expert tout a