Answers At The End - Teaching Eleventh Edition Paul Eggen Don Kaucha...

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Using Educational Psychology in Teaching Eleventh Edition

Paul Eggen Don Kauchak Prepared by Paul Eggen By Answers At The End 1 / 4

iii Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

TABLE OF CONTENTS

Introduction: To Instructors ......................................................................................................... 4 Chapter 1: Educational Psychology: Understanding Learning and Teaching .............................. 5 Chapter 2: Cognitive and Language Development .................................................................... 20 Chapter 3: Personal, Social, and Moral Development ............................................................... 52 Chapter 4: Learner Diversity ...................................................................................................... 83 Chapter 5: Learners with Exceptionalities ............................................................................... 102 Chapter 6: Behaviorism and Social Cognitive Theory ............................................................ 133 Chapter 7: Cognitive Views of Learning ................................................................................. 160 Chapter 8: Complex Cognitive Processes ............................................................................... 198 Chapter 9: Knowledge Construction and the Learning Sciences ............................................. 230 Chapter 10: Motivation and Learning ....................................................................................... 251 Chapter 11: A Classroom Model for Promoting Student Motivation ........................................ 285 Chapter 12: Classroom Management: Developing Self-Regulated Learners ............................. 306 Chapter 13: Learning and Effective Teaching ........................................................................... 336 Chapter 14: Increasing Learning Through Assessment ............................................................. 363 Chapter 15: Standardized Testing and Learning ........................................................................ 391 Chapter 1 Answers ................................................................................................................... 411 Chapter 2 Answers ................................................................................................................... 416 Chapter 3 Answers ................................................................................................................... 426 Chapter 4 Answers ................................................................................................................... 435 Chapter 5 Answers ................................................................................................................... 441 Chapter 6 Answers .................................................................................................................. 450 Chapter 7 Answers ................................................................................................................... 459 Chapter 8 Answers ................................................................................................................... 470 Chapter 9 Answers ................................................................................................................... 479 Chapter 10 Answers ................................................................................................................... 486 Chapter 11 Answers ................................................................................................................... 497 Chapter 12 Answers ................................................................................................................... 504 Chapter 13 Answers ................................................................................................................... 514 Chapter 14 Answers ................................................................................................................... 523 Chapter 15 Answers ................................................................................................................... 532 2 / 4

Chapter 1: Educational Psychology: Understanding Learning and Teaching 5 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

CHAPTER ONE

EDUCATIONAL PSYCHOLOGY:

UNDERSTANDING LEARNING AND TEACHING

Expert Teaching and Student Learning Knowledge-Level Items 1.Of the following factors, which contributes most to students’ learning and development?a.The curriculum that students follow b.The size of the classes students are in c.The students’ school facilities and extracurricular activities d.The students’ teachers 2.A person who is highly knowledgeable or skilled in a particular domain, such as physics,

anesthesiology, or teaching is best describes as a(n):

a.professional.b.expert.c.scholar.d.technician.

3.People’s professional knowledge and skills, social abilities, and personality attributes that

contribute to a nation’s cultural and economic advancement, best describes:

a.effective teaching.b.expert teaching.c.human capital.d.human learning.

4.Which of the following best describes expert teaching?a.Some people are natural teachers, and others are not. It is very difficult to acquire the skills needed to be an expert teacher without a great deal of natural ability.b.Some teachers possess more natural ability than others, but expertise can be acquired through study and practice.c.Expertise in teaching is acquired largely through experience in classrooms.d.Expert teaching in elementary schools is acquired through study and practice, but expert teaching in middle and secondary schools largely depends on teachers’ knowledge of content. 3 / 4

Chapter 1: Educational Psychology: Understanding Learning and Teaching

6 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Higher-Level Items

• An elementary school decides to experiment with two different curriculum approaches to

language arts. The first focuses on a whole language approach, and the second focuses on word-attack skills, such as phonics.If the schools’ results are consistent with patterns identified by research, which of the following is the most likely outcome?

• The whole-language approach will result in more student learning than will the

approach emphasizing phonics in all the elementary grades.

• The approach emphasizing phonics will result in more student learning than will the

approach emphasizing whole language in all the elementary grades.

• The approach emphasizing phonics will result in more student learning in the lower

elementary grades, but the approach emphasizing whole language will result in more learning in the upper elementary grades.

• The effectiveness of either approach depends on the knowledge and skills of the

teacher implementing the program; one is not necessarily better than the other.

• Research has identified a number of positive outcomes for students taught by expert

teachers compared to students taught by teachers with less expertise. Which of the following is not one of those best describes the outcome for students taught by expert teachers compared to students taught by teachers with less expertise?

• Students taught by expert teachers are less likely to have children out of wedlock

than are students taught by teachers with less expertise.

• Students taught by expert teachers are likely to earn higher salaries that are students

taught by teachers with less expertise.

• Students taught by expert teachers are more likely to come to school socially mature

than are students taught by teachers with less expertise.

• Students taught by expert teachers are more likely to attend college than are

students taught by teachers with less expertise.

• Of the following, which statement most accurately describes the difference between

expert teachers and their colleagues with less expertise?

• Expert teachers possess more professional knowledge and skills that do their

colleagues with less expertise.

• Expert teachers have more experience than their colleagues with less expertise.
• Expert teachers care about their students more than their colleagues with less

expertise.

• Expert teachers have degrees in specific fields, such as math or English,

whereas less expert teachers do not have comparable degrees.

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