There is a lot of talk about brain-based education. What does this mean? Are there some clear implications for teachers or is it still too early to say?
Some people are just better at taking tests than others. What do they know and how do they do it? Hear some ideas for improving your own test taking and also how to help your students improve.
Academic optimism is a new concept that Anita developed along with her husband, Wayne Hoy, a professor of educational administration who works with principals and superintendents. Hear what academic optimism means for your teaching.
With her colleague and friend, Carol Weinstein, Anita wrote a chapter for researchers and teachers about how beliefs affect classroom management. Here she talks about how teachers and students may have beliefs that get in the way of good classroom relationships.
Have you thought about using cooperative learning, but don’t know where to begin. Anita shares some ways that she has used cooperative learning in her college classes to take advantage of students’ as experts in technology.
Recent surveys of American adults have found that procrastination is getting worse. Are you a procrastinator? What can you do to improve your work habits and help your students do the same?
In this podcast Anita addresses the instructors who utilize her textbooks in their introduction to educational psychology courses. Research in educational psychology points to the fact that learning is faster and more permanent if you study smaller chunks of material over a longer period of time. Also, we know that learning is deeper and more meaningful if you act on what you read as soon as you read it before you get too far away from the new information. In this special installment, Anita explains how she takes all of this into account in the upcoming Active Learning Edition of her traditional book, Educational Psychology, 10th edition.
There are three kinds of efficacy judgments at work in schools: student, teacher, and collective. All three kinds are related to student achievement, even after considering the powerful effects of SES. Anita describes them and gives ideas for increasing each kind of efficacy.
Self-efficacy is a future-oriented, context-specific assessment of competence to perform a specific task. Why is the belief about yourself so important and where does it come from? Listen to Anita explain the sources of self-efficacy and how teachers might use this in formation to invent ways of supporting their students’ sense of efficacy for learning.
What is the difference between self-concept and self-esteem? Should teachers focus on building self-esteem? Is there a better approach to helping students build a positive sense of self. Listen to Anita describe the findings on self-concept, self-esteem, and self-efficacy and explain the differences among these important concepts in educational psychology.