Challenges and Innovations in Educational Psychology Teaching and Learning

Edited by:
M Cecil Smith, West Virginia University
Nancy DeFrates-Densch, Northern Illinois University

Published 2016

Leading faculty members in educational psychology, who are expert classroom teachers, describe inherent difficulties encountered when teaching different subject matter in educational psychology to diverse populations of students, including undergraduate teacher candidates, psychology and child development majors, and graduate students in education and psychology. Educational psychology addresses subject matter as diverse as child and adolescent development, motivation, learning theories, student assessment, teacher expertise, and research methods and statistics. Drawing from their years of classroom experience, as well as their expertise in designing and conducting educational research, the contributing authors report their successful instructional efforts and innovations designed to increase student learning and knowledge of the discipline.

CONTENTS
Preface, M Cecil Smith and Nancy DeFrates-Densch. SECTION I: TEACHING LEARNING THEORIES FOR EDUCATORS, Teaching Across Rather Than Within Theories of Learning: A “Big Ideas” Approach to Organizing Educational Psychology Courses, Jeanne Ellis Ormrod. Teaching Behaviorism to Support Self-Regulation, Integration, and Transfer, Rayne Sperling, Phillip M. Reeves, D. Jake Follmer, Alexander L. Towle, and Kyung Sun Chung. Teaching Learning Theories: A SOAR-Driven Approach, Kenneth A. Kiewra, Abraham E. Flanigan, Linlin Luo, and Markeya S. Peteranetz. Using Belief Transformation as a Theoretical Framework for Teaching Educational Psychology, Sarah E. Peterson and Connie M. Moss. Teaching Learning Strategies to Pre-Service Educators: Practice What We Preach! Aaron S. Richmond. Understanding Learning Theories by Unpacking Learning Beliefs, Neal Shambaugh. Lessons from The Karate Kid: Using Popular Movies in Educational Psychology, Allison Butler and Lindsey N. Weber. Teaching Educational Psychology in Cross-Disciplinary Courses: A Case Study of Teaching Engineering Graduate Students, Marlene Schommer-Aikins. SECTION II: TEACHING MOTIVATION FOR TEACHERS AND EDUCATIONAL PSYCHOLOGISTS, Using Motivation to Teach Motivation, Terri Flowerday. Teaching Motivation Strategies Using the MUSIC Model of Motivation as a Conceptual Framework, Brett D. Jones. Making Motivation Meaningful by Mastering Maslow, Helenrose Fives & Tammy Mills. Teaching Pre-service Teachers About Goal Orientations, Eric M. Anderman, Charles Okonkwo, Youn Joung Lee, and Christopher Collen. Finding Common Ground When Teaching Motivation: Examples from Self-efficacy and Self-Determination Theory, Gwen C. Marchand and Gregory Schraw. Teaching Autonomy Support to Teachers, Lee Shumow and Desiree Rones. Teaching About Optimal Experience or Flow, Jennifer A. Schmidt. Understanding Motivation Theories Using Project-Based Learning, Neal Shambaugh. SECTION III: TEACHING HUMAN DEVELOPMENT FOR TEACHERS, Teaching Child Development to Prospective Educators, Denise H. Daniels. Teaching Cognitive Development, Catherine M. Bohn-Gettler. Teaching an Identity-Focus Course in Adolescent Development, M Cecil Smith. Human Development in Anne Frank – Anne Frank in Human Development, Florian C. Feucht. Teaching About Family, Neighborhood, and Community Effects on Child and Adolescent Development, Lee Shumow. Teaching Moral Development, Daniel K. Lapsley. SECTION IV: TEACHING RESEARCH METHODS, STATISTICS AND ASSESSMENT FOR THE NEXT GENERATION OF EDUCATIONAL PSYCHOLOGISTS, Teaching Introductory Statistics: Challenges and Strategies, Gregory Schraw and Matthew L. Bernacki. Teaching Introductory Statistics: Incorporating Motivation Principles, Jennifer G. Cromley, Toney Perez, and Ting Dai. Leveraging Statistics Anxiety and Other Promising Practices, Reagan Curtis and Zornitsa Georgieva. Teaching Statistics Through Team-based Learning, Daniel H. Robinson and James Folkestad. Teaching Large-Scale Data Analysis, James Schreiber and Misook Heo. Teaching Multilevel Modeling, Janet K. Holt and Diana J. Zaleski. Assessment for Teachers: Designing a Practice-based Learning Path, Diane Salmon and Shaunti Knauth. From Idea to Publication: Course Embedded Authentic Research Experiences, Louis S. Nadelson. Developing Coding Schemes: From Cognitive Principles to Best Practices, Florian C. Feucht. Teaching Program Evaluation, David Shannon and Jessica Cooper.