Psychology of classroom learning : an encyclopedia

1045 Pages·2009·15.425 MB·English

by  Eric M Anderman, Lynley Hicks Anderman

Macmillan Social Science Library
PSYCHOLOGY of
ANDERMAN • ANDERMAN
CLASSROOM
Unique in its focus on the dynamic between student and teacher,
LEARNING
Psychology of Classroom Learning: An Encyclopedia provides a
psychological examination of the factors in the classroom that help
determine the success of today’s student. The nearly 300 signed,

An Encyclopedia
alphabetically arranged topical essays provide a contemporary view of
how instruction and learning are affected by elements such as classroom
management, multiculturalism, motivation, home schooling, peer

relationships, school culture, discipline, self-esteem, socioeconomic status,
and more. Many of the topical entries are enhanced by statistical charts
and other illuminating sidebars, and the set features extensive cross-
references, a thematic outline, and a subject index. Psychology of Classroom
Learning: An Encyclopedia also includes biographical entries on leaders in
educational psychology.
Psychology of Classroom Learning: An Encyclopedia broadens Gale’s
collection of encyclopedias in the Macmillan Social Science Library,
making it a companion to Encyclopedia of Sex and Gender, Encyclopedia of
Race and Racism, and International Encyclopedia of the Social Sciences.
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Volume 1
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ERIC M. ANDERMAN, Editor in Chief
LYNLEY H. ANDERMAN, Co-editor
Psychology of Classroom Learning
An Encyclopedia

Psychology of Classroom Learning
An Encyclopedia
Eric M. Anderman
EDITORIN CHIEF
Lynley H. Anderman
CO-EDITOR
PsychologyofClassroomLearning:An
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Editorial Board
EDITORINCHIEF
EricM.Anderman,Ph.D.
Professor,SchoolofEducationalPolicyandLeadership
TheOhioStateUniversity
CO-EDITOR
LynleyH.Anderman,Ph.D.
AssociateProfessor,SchoolofEducationalPolicy
andLeadership
TheOhioStateUniversity
ASSOCIATEEDITORS
Clark A.Chinn,Ph.D.
AssociateProfessor,DepartmentofEducational
Psychology,GraduateSchoolofEducation
Rutgers,TheStateUniversityofNewJersey
TameraB.Murdock,Ph.D.
AssociateProfessorandAssociateChair,Departmentof
Psychology
UniversityofMissouri KansasCity
H.LeeSwanson,Ph.D.
DistinguishedProfessorandEndowedChairEducational
Psychology/SpecialEducation
UniversityofCalifornia Riverside

Contents
Preface IX
List of Articles XIX
List of Contributors XXV
Thematic Outline XXXV
PSYCHOLOGY OFCLASSROOMLEARNING:
ANENCYCLOPEDIA
A Z 1
Index 979
VII

Preface
NEED FOR PSYCHOLOGY OF CLASSROOM LEARNING:
AN ENCYCLOPEDIA (PCL)
Children and adolescents spend much of their time in school environments. Indeed, the
schoolsocialcontexthasprofoundinfluencesonchildren’sandadolescents’psychological,
academic,social,andphysicaldevelopment.Whenoneconsidersthatmoststudentsattend
schoolfor180daysperyearandspendatleastsixtosevenhoursperdayatschoolforovera
decade, the potential influence of the school environment on educational, developmental
andpersonaloutcomesbecomesquiteprofound.
Teachers of course play an extremely important role in children’s and adolescents’
development.Studentsspendalmostalloftheirin-schooltimeinthepresenceofteachers.
Thedailypracticesthatteachersuseintheirclassroomshaveimportantandenduringeffects
onstudents’self-perceptions,theirunderstanding oftheirworld,theiridentities,andtheir
professionalplansforthefuture.
In many teacher education programs, educators are required to take one course in
Educational Psychology. That course typically covers theories of learning, theories of
motivation, cognitive and social development, assessment, and behavior management.
Consequently,ahugeamountofmaterialiscoveredinabriefperiodoftime.Inaddition,
these courses often are offered and required at the beginning stages of teacher education
programs, or even prior to acceptance into a teacher education program. Thus for many
teachers in training, the role of psychology in the classroom is taught early in the teacher
preparationprogram,beforestudentshaveachancetospendtimeinclassroomsandapply
these important principles in actual schools. Oftentimes, students are taught all of the
theory,butnottheimplicationsofthattheoryforpractice.
The role of psychology in education has a long and important history. The role of
psychologyineducationhasbeendiscussedbyphilosopherssuchasArtistotleandPlato,
as well as by early psychologists such as William James, and later disciples such as
B.F. Skinner. Woolfolk Hoy (2000) notes that the role of educational psychology in
teacherpreparationhaschangedduringthepast100years:intheearly1900s,thefocuswas
ontheapplicationoflaboratory-basedstudiesoflearningtoclassroomlearning;however,in
thelater1900sandmorerecently,focusshiftedtohowlearningoccursinactualclassrooms.In
addition, whereas the early focus of educational psychology was on the characteristics of
students as learners, the roles of the social context of the classroom (i.e., the teacher,
IX