ANSWER KEY
for
Educational Psychology: Theory and
Practice, 13th edition
D,
Author (s): Robert E. Slavin
HU
B.
_.
ST
UV
IA
??
, Chapter 1 Educational Psychology: A Foundation for Teaching
Chapter 1
Educational Psychology: A Foundation for Teaching
Answers to Multiple Choice Questions
Question Answer Answer Content
Number
Educational psychology provides teachers with research-
1 D
D,
based principles to guide their teaching
What the teacher desires students to learn and students’
2 A
actual learning
3 A Thinking about the outcomes students need to achieve
HU
4 C Believe their own efforts determine their students’ success
Assess their teaching, try new strategies if initial
5 A
instruction doesn’t work
The teacher’s belief that what he or she does makes a
6 D
difference
B.
A set of standards that focuses on preparing students for
7 A
success in college and careers
8 A To test theories that guide teachers’ actions
_.
9 C Methods known to make a difference in children
Research that evaluated the level of success of the reading
10 C
program
ST
Seek a mentor who is an intentional teacher to guide you
11 B
and share ideas
12 B accept challenges and think productively about them
use common sense and a clear view of student needs in
UV
13 D
applying research findings
seek virtual colleagues and professional development on
14 B
the Web
15 A Critical-thinking and problem-solving skills
Preparing students for success in colleges and the
IA
16 D
workplace
17 C Find out what is reinforcing Cody’s behavior
18 B Research + common sense = effective teaching
? ?
, Chapter 1 Educational Psychology: A Foundation for Teaching
Suggested Answers to Essay Questions (Chapter 1)
1. What personal and professional characteristics contribute to being an effective teacher?
Effective teachers have knowledge of subject matter and teaching resources. They are
critical thinkers, problem solvers, and good communicators who know how students learn.
Personal qualities, such as warmth, humor, empathy, hard work, leadership, enthusiasm, a
contagious love of learning, and speaking ability are highly desirable, but these alone are not
enough. A combination of these personal and professional qualities will produce the
D,
strongest teaching candidate.
2. As a teacher candidate, how can you develop your teaching skills?
HU
Teacher candidates can begin developing their teaching skills through observation and
thoughtful conversation with mentor teachers. They benefit from asking questions and
taking notes, reading education journals, searching for evidence about effective teaching and
learning. Additional resources include teaching videos, blogs, and other Web-based
opportunities for learning.
B.
3. Discuss the importance of being an intelligent consumer of educational psychology research
and suggest principles to keep in mind as you make applications of research findings.
_.
Teaching and learning are complex concepts subject to a wide variety of influences, so your
knowledge of relevant research will serve to guide you in making informed choices.
Teachers need to be aware that they can’t take every finding or every expert’s
ST
pronouncement as truth. The simple formula research + common sense = effective teaching
serves as a reminder to be an intelligent consumer of educational psychology research.
Teachers should try to maintain a working knowledge of relevant research such as teacher-
oriented journals, Websites that summarize program evaluations, and resources that review
UV
evidence on particular programs. Teachers benefit from networking with other teachers to
expand their knowledge of what works.
4. In the opening scenario for chapter 1 in the textbook, two teachers discuss encouraging
creative writing. Ellen Mathis, a new teacher, visits the classroom of Leah Washington.
IA
Describe activities Leah chooses to use and the rationale for her choices.
Leah Washington is an intentional teacher who gives Ellen Mathis insight into the process of
questioning teaching methods and outcomes and making important changes as needed. Leah
?
talks about her application of principles from educational psychology and how she uses
theory to inform her classroom practice. She shares her thoughts and practices using
?
assessment to guide reteaching of material as well as her methods for handling misbehavior.
She refers to professional development that provides additional opportunities to learn direct
applications of educational psychology in day-to-day teaching.
, Chapter 1 Educational Psychology: A Foundation for Teaching
5. As you experience success in the classroom, you will find yourself engaged in more effective
practices. As you and your students experience success it is important that you share your
findings. Avenues for dissemination are endless. Discuss ways you might share your ideas.
In addition to publishing articles in traditional sources such as professional journals and
organizational newsletters, teachers might also prepare schoolwide in-service
demonstrations, papers for state and national professional conferences, and presentations to
school boards. The Internet offers various newsgroups where teachers engage in ongoing
discussions about their work. A teacher might create a blog for posting information about
D,
personal experiences in teaching, lessons learned, and reflections about classroom
applications of strategies, evidence-based methods, or theories of teaching and learning.
HU
B.
_.
ST
UV
IA
? ?
for
Educational Psychology: Theory and
Practice, 13th edition
D,
Author (s): Robert E. Slavin
HU
B.
_.
ST
UV
IA
??
, Chapter 1 Educational Psychology: A Foundation for Teaching
Chapter 1
Educational Psychology: A Foundation for Teaching
Answers to Multiple Choice Questions
Question Answer Answer Content
Number
Educational psychology provides teachers with research-
1 D
D,
based principles to guide their teaching
What the teacher desires students to learn and students’
2 A
actual learning
3 A Thinking about the outcomes students need to achieve
HU
4 C Believe their own efforts determine their students’ success
Assess their teaching, try new strategies if initial
5 A
instruction doesn’t work
The teacher’s belief that what he or she does makes a
6 D
difference
B.
A set of standards that focuses on preparing students for
7 A
success in college and careers
8 A To test theories that guide teachers’ actions
_.
9 C Methods known to make a difference in children
Research that evaluated the level of success of the reading
10 C
program
ST
Seek a mentor who is an intentional teacher to guide you
11 B
and share ideas
12 B accept challenges and think productively about them
use common sense and a clear view of student needs in
UV
13 D
applying research findings
seek virtual colleagues and professional development on
14 B
the Web
15 A Critical-thinking and problem-solving skills
Preparing students for success in colleges and the
IA
16 D
workplace
17 C Find out what is reinforcing Cody’s behavior
18 B Research + common sense = effective teaching
? ?
, Chapter 1 Educational Psychology: A Foundation for Teaching
Suggested Answers to Essay Questions (Chapter 1)
1. What personal and professional characteristics contribute to being an effective teacher?
Effective teachers have knowledge of subject matter and teaching resources. They are
critical thinkers, problem solvers, and good communicators who know how students learn.
Personal qualities, such as warmth, humor, empathy, hard work, leadership, enthusiasm, a
contagious love of learning, and speaking ability are highly desirable, but these alone are not
enough. A combination of these personal and professional qualities will produce the
D,
strongest teaching candidate.
2. As a teacher candidate, how can you develop your teaching skills?
HU
Teacher candidates can begin developing their teaching skills through observation and
thoughtful conversation with mentor teachers. They benefit from asking questions and
taking notes, reading education journals, searching for evidence about effective teaching and
learning. Additional resources include teaching videos, blogs, and other Web-based
opportunities for learning.
B.
3. Discuss the importance of being an intelligent consumer of educational psychology research
and suggest principles to keep in mind as you make applications of research findings.
_.
Teaching and learning are complex concepts subject to a wide variety of influences, so your
knowledge of relevant research will serve to guide you in making informed choices.
Teachers need to be aware that they can’t take every finding or every expert’s
ST
pronouncement as truth. The simple formula research + common sense = effective teaching
serves as a reminder to be an intelligent consumer of educational psychology research.
Teachers should try to maintain a working knowledge of relevant research such as teacher-
oriented journals, Websites that summarize program evaluations, and resources that review
UV
evidence on particular programs. Teachers benefit from networking with other teachers to
expand their knowledge of what works.
4. In the opening scenario for chapter 1 in the textbook, two teachers discuss encouraging
creative writing. Ellen Mathis, a new teacher, visits the classroom of Leah Washington.
IA
Describe activities Leah chooses to use and the rationale for her choices.
Leah Washington is an intentional teacher who gives Ellen Mathis insight into the process of
questioning teaching methods and outcomes and making important changes as needed. Leah
?
talks about her application of principles from educational psychology and how she uses
theory to inform her classroom practice. She shares her thoughts and practices using
?
assessment to guide reteaching of material as well as her methods for handling misbehavior.
She refers to professional development that provides additional opportunities to learn direct
applications of educational psychology in day-to-day teaching.
, Chapter 1 Educational Psychology: A Foundation for Teaching
5. As you experience success in the classroom, you will find yourself engaged in more effective
practices. As you and your students experience success it is important that you share your
findings. Avenues for dissemination are endless. Discuss ways you might share your ideas.
In addition to publishing articles in traditional sources such as professional journals and
organizational newsletters, teachers might also prepare schoolwide in-service
demonstrations, papers for state and national professional conferences, and presentations to
school boards. The Internet offers various newsgroups where teachers engage in ongoing
discussions about their work. A teacher might create a blog for posting information about
D,
personal experiences in teaching, lessons learned, and reflections about classroom
applications of strategies, evidence-based methods, or theories of teaching and learning.
HU
B.
_.
ST
UV
IA
? ?
