Handbook on Teaching Educational Psychology

1st Edition - January 28, 1977
Editors: Donald J. Treffinger, J. Kent Davis, Richard E. Ripple
Language: English
Paperback ISBN:
9 7 8 - 1 - 4 8 3 2 - 4 7 6 6 - 3
Hardback ISBN:
9 7 8 - 0 - 1 2 - 6 9 7 7 5 0 - 9
eBook ISBN:
9 7 8 - 1 - 4 8 3 2 - 5 8 6 3 - 8

Handbook on Teaching Educational Psychology provides a wide-ranging survey of practices and problems in teaching educational psychology. This book evaluates and reviews the… Read more

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Handbook on Teaching Educational Psychology provides a wide-ranging survey of practices and problems in teaching educational psychology. This book evaluates and reviews the conceptual and methodological bases of the practices. Organized into four parts encompassing 15 chapters, this book begins with an overview of the general problems encountered by the educational psychologists and the techniques for attacking those problems. This text then tackles the problems of defining the boundaries and content educational psychology. Other chapters consider the methodological tools and issues that are employed by educational psychologists in studying educational problems. This book discusses as well the general conceptual and theoretical models that have influences instructional development and research in educational psychology. The final chapter deals with some of the main issues and developments in teaching educational psychology, organized to distinguish between the graduate and undergraduate levels of instruction. This book is a valuable resource for educational psychologists, teachers, and students.

List of Contributors

Preface

Part I Nature and Organization of Educational Psychology

1 Historical Perspective

New and Old Knowledge

Theoretical Bases

The Psychological Theorists

The Past as Guide

Teaching Modes

Values and Objectives

Professional Organization: Development and Publications

Conclusion

References

2 Content and Boundaries of Educational Psychology

Historical Antecedents

Educational Psychology Textbooks

Educational Psychology and Boundaries

References

3 Methods of Inquiry in Educational Psychology

Introduction

Distal Research Methods of Inquiry

Proximal Research Methods of Inquiry

Summary

References

4 Future Trends and Issues in Educational Psychology

Definitions of the Field

Conclusion

References

Part II General Conceptual and Theoretical Models

5 An Applied Behavior Analysis Approach to Educational Psychology

What Constitutes an Applied Behavior Analysis Approach?

Principles and Procedures Included in the Applied Behavior

Analysis Approach

Training

Summary and Implications

References

6 The Cognitive Point of View

A Special Note to the Cognitive Psychologist

A Special Note to the Educational Psychologist

The Objectives of a Cognitive-Educational Psychology

Choice of a Task Analysis Strategy

Formulating a General Model

Choice of Content

Some General Issues

References

7 Humanistic Psychology: Theoretical-Philosophical Framework and Implications for Teaching

Prologue

What Is Humanistic Psychology?

Basic Humanistic Concepts

Major Contributors to Humanistic Psychology

Some Strengths and Virtues to Consider

Implications of Humanistic Psychology for Educational Processes

Instructional Principles Derived from a Humanistic Framework

What Humanistic Applications to Education Do not Mean

What Humanistic Approaches to Education Do Mean

In Retrospect

References

Part III Specific Instructional Approaches

8 Mastery Learning

The Concept of Mastery

Propositions and Assumptions Concerning the Nature of Schooling

Propositions and Assumptions Concerning the Nature of the Learner

Propositions and Assumptions Concerning the Nature of Classroom Instruction and Teaching

Propositions and Assumptions Concerning the Nature of the Teacher

Our Approach to Mastery Learning

Summary

References

9 Competency-Based Formats in Educational Psychology

What Are Competency-Based Programs?

Instructional Issues—Content

Instructional Issues—Curricular Techniques

Instructional Issues-Assessment Techniques

Additional Research Issues

Conclusion

References

10 Instructional Systems: Development, Evaluation and Management of Learning Environments

Instructional Development Models

Assessment Phase

Design Phase

Production Phase

Implementation Phase

Summary

References

11 The Personalized System of Instruction—A New Idea in Higher Education

History-What's So New About the Personalized System of Instruction?

The Basic Components of PSI

Research in PSI

Implementation and Research Efforts in Educational Psychology

The Future of PSI

References

12 Process Approaches to the Teaching of Educational Psychology

Process Education Defined

Summary

References

13 Teaching for Personal Growth and Awareness

Why Consider "Personal Growth and Awareness"?

Thinking about Teaching for Personal Growth and Awareness

Teaching for Personal Growth and Awareness: "Here's What I Do!"

Conditions and Problems

References

Part IV Summary: Undergraduate and Graduate Levels

14 Issues in Teaching Undergraduate Educational Psychology Courses

Appropriate Goals

The Problem of Relevance

Appropriate Content

Objectives

Evaluating Results

Relationship to the Total Teacher Education Program

Relating to the Discipline of Educational Psychology

Raising Standards in Relation to the New Teacher Market

Systems versus Ad Hoc Approaches to Courses

Use of Proctors, Tutors, Course Assistants

Use of the Course for Research and Data Base

Conclusions

References

15 Graduate Training in Educational Psychology

Present Status

Professional Services

Training

References

Index