What Is A Plan To Improve Letter Formation Of Capital Letters?

According to the course syllabus we were introduced to the techniques of psychological research. This course was able to provide an understanding of how research is done, and what methods we can use to do so. By having a clear understanding of research and techniques used, it allows us to communicate effectively in regards to ideas behind the research process. In this paper, I will use myself as the case study to examine exactly what I learned about research.

Students don’t just watch, listen, or read with iPad — they create with it. iPad

1. What is the intervention being evaluated? What is the hypothesis for the intervention, and what theories or empirical research is used to support that initial hypothesis?

Griffin that focused on our fields of educational psychology and school psychology respectively. Since the fields differ in their purpose and scope, we decided not to make students purchase two textbooks. As a result, I identified articles from several editions of the Handbook of Educational Psychology, the Handbook of Psychology and peer-reviewed journal articles that were posted on Blackboard. Students were instructed to read these articles before class and to be prepared for discussion. In addition to identifying readings specifically related to educational psychology, I chose educational psychology topics for students to present on and write their group literature review paper. Further, I identified educational psychology journals so that students could complete an annotated bibliography focused on current research in the field of educational psychology. Finally, I used movies, videos, Kahoot, PowerPoint, and and a midterm examination to discuss and assess their understanding of the

1968- The textbook, “Educational Psychology: A Cognitive View” written by David Ausubel was published. It confirmed the influence of cognitive perspectives within the field.

Writing is a complex social and cognitive process and requires fine motor coordination. Students with learning disabilities (LD) and Attention Deficit Hyperactivity Disorder (ADHD) struggle with remembering what to write, rules involved in writing, or facts needed for the writing prompt. Students with LD and ADHD require explicit and direct instruction in writing. In Head Start, we use a program called Handwriting without Tears. Handwriting without Tears is a scientifically based program used to teach young children how to form letters using a variety of methods. Many students with LD and ADHD struggle to learn the mechanics of writing, such as capitalization, rules such as I before E except after C, or write about scattered facts they have

Psychology of learning for instruction (2nd ed.). Boston: Allyn and Bacon. Retrieved June 6, 2010 from

 Did the design minimize biases and threats to the internal, construct, and external validity of the study (e.g., was blinding used, was attrition minimized)?

Richards, we discussed how the teachers within our school study the data of each student. She explained that data needs to be collected for all interventions and that it is very important to have at least six to eight weeks of data. The intervention should have specific target skills and goals. Student goals should be created so that they can have quantifiable data. For example they should be written as “Jimmy will read 40 out of 46 sight words” instead of “Jimmy will increase his reading skills.” Also the goals should be created so that the target is something that is attainable in a six to eight week intervention period. Many teachers create an intervention binder or folder for their students to collect data in. The school district I am in uses a form that has the goal, skill, date of intervention, data of progress, and other components on it so that teachers use a uniform data sheet that can be understood by everyone (H. Richards, personal communication, March 16,

The psychology theorists of the past have shaped the classrooms of the present. There are many theorists that have affected the teaching styles of today and a theorist that has had a major impact is Lev Vygotsky. Vygotsky’s work interests me much because his concepts and ideas encompass many of the ways in which teachers teach in today’s classrooms. The ideas he presented have contoured the strategies of teachers. It is interesting to look into the reasons why teachers have adopted some of the strategies they use and many of those reasons are formed from the original ideas of Vygotsky.

When it comes to how students should learn, different people will have a different approach. Some might want to approach learning in a more hands-on way, while others may want to students to learn more independently. In addition, each student is an individual, and they each have their own ways of learning as well. One student may be more visual, while another student may approach learning in a more physical way. Each student and their unique abilities must be taken into account. While educators will have their own views on how the curriculum should be, there is bound to be some overlap as well. This is where the theories from educational theorists and authors John Dewey and Ralph Tyler become part of the conversation. John Dewey was known as one of the fathers of functional psychology, and was also an advocate for progressive education. Ralph Tyler, on the other hand was an educator who worked in assessment. Each of these men, contributed a large of themselves to the educational system, in their own ways that are noteworthy. While they may share some similarities in their approach to education, there are some notable differences as well. This paper will be used to briefly explore the similarities and also the differences that are found in the ideas from these two educational figures.

Amongst the many topics debated in education circles, it is easy to forget the choice of what we teach and why is of paramount importance. Critical reflection on the relevance of educational philosophers, both past and present, is essential to understanding curriculum choices. With regard to these statements, I wish to apply to this program as a result of a strong professional and personal interest in philosophers of education. More specifically, gaining a deeper understanding of behavioral and functional psychology in education can enhance my current work in many ways. The theories of philosopher’s such as William James have direct implications in my work. For example, by considering the role of acquisition and association of ideas in teaching and learning, I would be broadening my overall knowledge. Additionally, understanding the impact of interest, attention and memory on learning are key components that would enhance my teaching abilities and benefit my students.

One of the more popular areas of psychology is Educational Psychology. Educational Psychology can be explained several ways. The idea is to study theories and concepts from different parts of psychology and apply them in educational settings. These educational settings may occur in different school settings such as preschool. The goal of educational psychology is to create a positive student-teacher relationship. Educational psychology uses five different types of psychology, behavioral, cognitive, developmental, and social cognitive, and constructivist in this research paper I will be briefly discussing each type of psychology listed above.

Over the course of this semester, I have had the opportunity to learn about educational psychology. I have always enjoyed psychology and was especially interested in how it applied to teaching in the classroom. There were five specific concepts we discussed over the semester that especially interested me. I found that homogenous and heterogeneous grouping, extrinsic and intrinsic motivation, operant conditioning, cooperative learning, and divergent versus convergent thinking are five psychological concepts that every teacher should learn about in preparation for teaching.

Educational Psychology fosters an understanding for student development and helps teachers be effective, design lessons and make a difference for their students. First we must define what education psychology is, and how it applies student development and to the education community. The textbook, “Educational Psychology” written by Anita Woolfolk, (2012), defines educational psychology as, “A distinct discipline with its own theories, research methods, problems, and techniques. Educational psychologists do research on learning and teaching and, at the same time, work to improve educational practice.” (p. 12). Essentially, educational psychology is the study and research behind creative and effective learning strategies and the principles for development and learning. It enables teachers to reach and engage their students at the highest level of learning with effective learning strategies. Learning educational psychology through the study of cognitive development and the influences on children and adolescents as they grow, the implication of moral and identity development, as well as obligations teachers have professionally to create safe learning environments that promote high expectations and inclusion of all learners, helps teachers to nurture and understand their students. For example, learning about student diversity and culture, characteristics, learning levels, how to design and present content, enhance classroom management creating a safe effective learning