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Teachers, Teaching and Educational Psychology | |
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Do Teachers Make a Difference? | |
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What Is Good Teaching? | |
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The Role of Educational Psychology | |
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Using Research to Understand and Improve Teaching | |
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How This Book Can Help You Learn | |
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Using Web Resources to Enhance Professional Development | |
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Cognitive Development and Language | |
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A Definition of Development | |
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Piaget's Theory of Cognitive Development | |
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Implications of Piaget's Theory for Teachers | |
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Vygotsky's Sociocultural Perspective | |
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Implications of Vygotsky's Theory for Teachers | |
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The Development of Language | |
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Personal, Social, and Emotional Development | |
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The Work of Erikson | |
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Understanding Ourselves and Others | |
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Moral Development | |
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Socialization: Family, Peers, and Teachers | |
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Challenges for Children | |
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Learner Differences | |
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Language and Labeling | |
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Individual Differences in Intelligence | |
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Ability Differences and Teaching | |
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Cognitive and Learning Styles | |
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Changes in the Law: Integration, Mainstreaming, and Inclusion | |
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Prevalent Problems and Mild Disabilities | |
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Students with Communication Disorders | |
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Less Prevalent Problems and More Severe Disabilities | |
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Section 504 Protections for Students | |
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Students Who Are Gifted and Talented | |
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Culture and Community | |
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Today's Multicultural Classrooms | |
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Social Class Differences | |
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Ethnic and Racial Differences | |
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Girls and Boys: Differences in the Classroom | |
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Language Differences in the Classroom | |
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Creating Culturally Compatible Classrooms | |
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Bringing it All Together: Teaching Every Student | |
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Behavioral Views of Learning | |
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Understanding Learning | |
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Early Explanations of Learning: Contiguity and Classical Conditioning | |
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Operant Conditioning: Trying New Responses | |
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Applied Behavior Analysis | |
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Behavioral Approaches to Teaching and Management | |
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Recent Approaches: Self-Regulation and Cognitive Behavior Modification | |
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Problems and Issues | |
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Cognitive Views of Learning | |
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Elements of the Cognitive Perspective | |
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The Information Processing Model of Memory | |
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Long-Term Memory: The Goal of Training | |
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Metacognition, Regulation, and Individual Differences | |
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Becoming Knowledgeable: Some Basic Principles | |
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Complex Cognitive Processes | |
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Learning and Teaching About Concepts | |
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Problem Solving | |
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Teaching Concepts in Diverse Classrooms | |
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Problem Solving | |
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Becoming an Expert Student: Learning Strategies and Study Skills | |
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Teaching for Transfer | |
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Social Cognitive and Constructivist Views of Learning | |
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Social Processes in Learning | |
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Social Learning and Social Cognitive Theories | |
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Constructivism and Situated Learning | |
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Applications of Constructivist and Situated Perspectives on Learning | |
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Looking Back at Learning | |
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Motivation in Learning and Teaching | |
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What Is Motivation? | |
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Four General Approaches to Motivation | |
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Goal Orientation and Motivation | |
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Goals: Lessons for Teachers | |
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Interests and Emotions | |
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Self-Schemas | |
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Motivation to Learn in School | |
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On TARGETT for Learning | |
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Bringing it All Together: Strategies to Encourage Motivation and Thoughtful Learning | |
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Creating Learning Environments | |
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The Need for Organization | |
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Creating a Positive Learning Environment | |
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Maintaining a Good Environment for Learning | |
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The Need for Communication | |
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Summing it up: Learning Environments for All Students | |
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Teaching for Academic Learning | |
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The First Step: Planning | |
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Teacher-Directed Instruction | |
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Teacher Expectations | |
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Student-Centered Teaching: Examples in Reading, Mathematics, and Science | |
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Effective Teaching in Inclusive Classrooms | |
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Teaching for Self-Regulation, Creativity, and Tolerance | |
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Self-Regulation and Agency | |
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Creativity | |
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Social and Emotional Learning | |
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Compassion and Tolerance | |
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Creating a Learning Community | |
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Standardized Testing | |
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Evaluation, Measurement, and Assessment | |
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What Do Test Scores Mean? | |
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Types of Standardized Tests | |
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Issues in Standardized Testing | |
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New Directions in Standardized Testing | |
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Classroom Assessment and Grading | |
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Formative and Summative Assessment | |
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Getting the Most from Traditional Assessment Approaches | |
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Innovations in Assessment | |
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Effects of Grades and Grading on Students | |
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Grading and Reporting: Nuts and Bolts | |
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Beyond Grading: Communication | |
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Appendix: Preparing for Licensure: PRAXIS II | |
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Glossary | |
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References | |
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Name Index | |
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Subject Index | |