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| Preface | |
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| Educational Psychology: A Tool for Effective Teaching | |
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| Exploring Educational Psychology | |
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| Historical Background | |
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| Teaching: Art and Science | |
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| Review, Reflect, and Practice | |
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| Effective Teaching | |
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| Professional Knowledge and Skills | |
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| Commitment, Motivation and Caring | |
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| Review, Reflect, and Practice | |
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| Research in Educational Psychology | |
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| Why Research Is Important | |
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| Research Methods | |
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| Program Evaluation Research, Action Research, and the Teacher-as-Researcher | |
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| Quantitative and Qualitative Research | |
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| Review, Reflect, and Practice | |
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| Crack the Case: Connecting with the Classroom | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Cognitive and Language Development | |
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| An Overview of Child Development | |
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| Exploring What Development Is | |
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| Processes and Periods | |
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| Developmental Issues | |
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| Development and Education | |
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| Review, Reflect, and Practice | |
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| Cognitive Development | |
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| The Brain | |
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| Piaget's Theory | |
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| Vygotsky's Theory | |
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| Review, Reflect, and Practice | |
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| Language Development | |
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| What Is Language? | |
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| Biological and Environmental Influences | |
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| How Language Develops | |
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| Review, Reflect, and Practice | |
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| Crack the Case: The Book Report | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Social Contexts and Socioemotional Development | |
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| Contemporary Theories | |
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| Bronfenbrenner's Ecological Theory | |
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| Erikson's Life-Span Development Theory | |
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| Review, Reflect, and Practice | |
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| Social Contexts of Development | |
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| Families | |
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| Peers | |
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| Schools | |
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| Review, Reflect, and Practice | |
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| Socioemotional Development | |
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| The Self | |
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| Moral Development | |
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| Coping With Stress | |
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| Review, Reflect, and Practice | |
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| Crack the Case: The Fight | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Individual Varations | |
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| Intelligence | |
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| What Is Intelligence? | |
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| Intelligence Tests | |
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| Theories of Multiple Intelligences | |
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| The Neuroscience of Intelligence | |
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| Controversies and Issues in Intelligence | |
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| Review, Reflect, and Practice | |
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| Learning and Thinking Styles | |
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| Impulsive/Reflective Styles | |
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| Deep/Surface Styles | |
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| Review, Reflect, and Practice | |
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| Personality and Temperament | |
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| Personality | |
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| Temperament | |
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| Review, Reflect, and Practice | |
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| Crack the Case: Workshops | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Sociocultural Diversity | |
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| Culture and Ethnicity | |
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| Culture | |
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| Socioeconomic Status | |
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| Ethnicity | |
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| Bilingualism | |
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| Review, Reflect, and Practice | |
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| Multicultural Education | |
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| Empowering Students | |
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| Culturally Relevant Teaching | |
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| Issues-Centered Education | |
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| Improving Relations Among Children from Different Ethnic Groups | |
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| Review, Reflect, and Practice | |
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| Gender | |
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| Exploring Gender Views | |
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| Gender Stereotyping, Similarities, and Differences | |
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| Gender-Role Classification | |
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| Gender in Context | |
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| Eliminating Gender Bias | |
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| Review, Reflect, and Practice | |
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| Crack the Case: These Boys | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Learners Who Are Exceptional | |
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| Children with Disabilities | |
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| Learning Disabilities | |
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| Attention Deficit Hyperactivity Disorder | |
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| Mental Retardation | |
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| Physical Disorders | |
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| Sensory Disorders | |
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| Speech and Language Disorders | |
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| Autism Spectrum Disorders | |
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| Emotional and Behavioral Disorders | |
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| Review, Reflect, and Practice | |
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| Educational Issues Involving Children with Disabilities | |
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| Legal Aspects | |
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| Technology | |
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| Review, Reflect, and Practice | |
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| Children Who Are Gifted | |
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| Characteristics | |
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| Nature/Nuture, Developmental Changes and Domain-Specific Giftedness | |
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| Educating Children Who Are Gifted | |
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| Review, Reflect, and Practice | |
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| Crack the Case: Now What | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Behavioral and Social Cognitive Approaches | |
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| What Is Learning? | |
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| What Learning Is and Is Not | |
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| Approaches to Learning | |
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| Review, Reflect, and Practice | |
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| Behavioral Approaches to Learning | |
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| Classical Conditioning | |
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| Operant Conditioning | |
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| Review, Reflect, and Practice | |
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| Applied Behavior Analysis in Education | |
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| What Is Applied Behavior Analysis? | |
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| Increasing Desirable Behaviors | |
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| Decreasing Undesirable Behaviors | |
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| Evaluating Operant Conditioning and Applied Behavior | |
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| Analysis | |
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| Review, Reflect, and Practice | |
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| Social Cognitive Approaches to Learning | |
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| Bandura's Social Cognitive Theory | |
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| Observational Learning | |
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| Cognitive Behavior Approaches and Self-Regulation | |
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| Evaluating the Social Cognitive Approaches | |
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| Review, Reflect, and Practice | |
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| Crack the Case: Consequences | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| The Information-Processing Approach | |
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| The Nature of the Information-Processing Approach | |
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| Information, Memory, and Thinking | |
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| Cognitive Resources: Capacity and Speed of Processing Information | |
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| Mechanisms of Change | |
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| Review, Reflect, and Practice | |
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| Attention | |
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| What Is Attention? | |
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| Developmental Changes | |
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| Review, Reflect, and Practice | |
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| Memory | |
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| What Is Memory? | |
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| Encoding | |
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| Storage | |
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| Retrieval and Forgetting | |
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| Review, Reflect, and Practice | |
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| Expertise | |
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| Expertise and Learning | |
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| Acquiring Expertise | |
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| Expertise and Teaching | |
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| Review, Reflect, and Practice | |
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| Metacognition | |
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| Developmental Changes | |
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| The Good Information-Processing Model | |
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| Strategies and Metacognitive Regulation | |
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| Review, Reflect, and Practice | |
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| Crack the Case: The Test | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Complex Cognitive Processes | |
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| Conceptual Understanding | |
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| What Are Concepts? | |
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| Promoting Concept Formation | |
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| Review, Reflect, and Practice | |
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| Thinking | |
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| What Is Thinking? | |
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| Reasoning | |
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| Critical Thinking | |
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| Decision Making | |
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| Creative Thinking | |
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| Review, Reflect, and Practice | |
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| Problem Solving | |
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| Steps in Problem Solving | |
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| Obstacles to Solving Problems | |
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| Developmental Changes | |
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| Developmental Changes | |
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| Problem-Based Learning and Project-Based Learning | |
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| Review, Reflect, and Practice | |
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| Transfer | |
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| What Is Transfer? | |
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| Types of Transfer | |
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| Review, Reflect, and Practice | |
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| Crack the Case: The Statistics Test | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Social Constructivist Approaches | |
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| Social Constructivist Approaches to Teaching | |
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| Social Constructivism in the Broader Constructivist Context | |
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| Situated Cognition | |
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| Review, Reflect, and Practice | |
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| Teachers and Peers as Joint Contributors to Students' Learning | |
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| Scaffolding | |
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| Cognitive Apprenticeship | |
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| Tutoring | |
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| Cooperative Learning | |
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| Review, Reflect, and Practice | |
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| Structuring Small-Group Work | |
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| Composing the Group | |
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| Team-Building Skills | |
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| Structuring Small-Group Interaction | |
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| Review, Reflect, and Practice | |
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| Social Constructivist Programs | |
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| Fostering a Community of Learners | |
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| Schools for Thought | |
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| Review, Reflect, and Practice | |
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| Crack the Case: The Social Constructivist Classroom | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Learning and Cognition in the Content Areas | |
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| Expert Knowledge and Pedagogical Content Knowledge | |
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| Review, Reflect, and Practice | |
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| Reading | |
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| A Developmental Model of Reading | |
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| Approaches to Reading | |
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| Cognitive Approaches | |
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| Social Constructivist Approaches | |
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| Review, Reflect, and Practice | |
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| Writing | |
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| Developmental Changes | |
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| Cognitive Approaches | |
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| Social Constructivist Approaches | |
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| Review, Reflect, and Practice | |
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| Mathematics | |
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| Developmental Changes | |
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| Controversy in Math Education | |
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| Cognitive Processes | |
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| Some Constructivist Principles | |
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| Technology and Math Instruction | |
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| Review, Reflect, and Practice | |
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| Science | |
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| Science Education | |
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| Constructivist Teaching Strategies | |
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| Review, Reflect, and Practice | |
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| Social Studies | |
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| What Is Social Studies? | |
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| Constructivist Approaches | |
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| Review, Reflect, and Practice | |
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| Crack the Case: The Constructivist Math Curriculum | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Planning, Instruction, and Technology | |
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| Planning | |
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| Instructional Planning | |
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| Time Frames and Planning | |
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| Review, Reflect, and Practice | |
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| Teacher-Centered Lesson Planning and Instruction | |
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| Teacher-Centered Lesson Planning | |
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| Direct Instruction | |
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| Teacher-Centered Instructional Strategies | |
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| Evaluating Teacher-Centered Instruction | |
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| Review, Reflect, and Practice | |
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| Learner-Centered Lesson Planning and Instruction | |
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| Learner-Centered Principles | |
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| Some Learner-Centered Instructional Strategies | |
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| Evaluating Learner-Centered Strategies | |
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| Review, Reflect, and Practice | |
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| Technology and Education | |
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| The Technology Revolution and the Internet | |
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| Standards for Technology-Literate Students | |
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| Teaching, Learning, and Technology | |
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| Review, Reflect, and Practice | |
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| Crack the Case: The Big Debate | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Motivation, Teaching, and Learning | |
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| Exploring Motivation | |
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| What Is Motivation? | |
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| Perspectives on Motivation | |
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| Review, Reflect, and Practice | |
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| Achievement Processes | |
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| Extrinsic and Intrinsic Motivation | |
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| Attribution | |
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| Mastery Motivation and Mindset | |
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| Self-Efficacy | |
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| Goal Setting, Planning, and Self-Monitoring | |
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| Expectations | |
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| Values and Purpose | |
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| Review, Reflect, and Practice | |
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| Motivation, Relationships, and Sociocultural Contexts | |
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| Social Motives | |
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| Social Relationships | |
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| Sociocultural Contexts | |
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| Review, Reflect, and Practice | |
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| Exploring Achievement Difficulties | |
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| Students Who Are Low Achieving and Have Low | |
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| Expectations for Success | |
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| Students Who Protect Their Self-Worth by Avoiding Failure | |
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| Students Who Procrastinate | |
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| Students Who Are Perfectionists | |
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| Students with High Anxiety | |
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| Students Who Are Uninterested or Alienated | |
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| Review, Reflect, and Practice | |
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| Crack the Case: The Reading Incentive Program | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Managing the Classroom | |
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| Why Classrooms Need to Be Managed Effectively | |
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| Management Issues in Elementary and Secondary School Classrooms | |
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| The Crowded, Complex, and Potentially Chaotic Classroom | |
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| Getting Off to the Right Start | |
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| Emphasizing Instruction and a Positive Classroom Climate | |
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| Management Goals and Strategies | |
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| Review, Reflect, and Practice | |
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| Designing the Physical Environment of the Classroom | |
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| Principles of Classroom Arrangement | |
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| Arrangement Style | |
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| Review, Reflect, and Practice | |
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| Creating a Positive Environment for Learning | |
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| General Strategies | |
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| Creating, Teaching, and Maintaining Rules and Procedures | |
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| Getting Students to Cooperate | |
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| Classroom Management and Diversity | |
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| Review, Reflect, and Practice | |
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| Being a Good Communicator | |
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| Speaking Skills | |
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| Listening Skills | |
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| Nonverbal Communication | |
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| Review, Reflect, and Practice | |
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| Dealing with Problem Behaviors | |
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| Management Strategies | |
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| Dealing with Aggression | |
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| Review, Reflect, and Practice | |
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| Crack the Case: The Chatty Student | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Standardized Tests and Teaching | |
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| The Nature of Standardized Tests | |
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| Standardized Tests and Their Purposes | |
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| Criteria for Evaluating Standardized Tests | |
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| Review, Reflect, and Practice | |
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| Aptitude and Achievement Tests | |
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| Comparing Aptitude and Achievement Tests | |
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| Types of Standardized Achievement Tests | |
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| High-Stakes State Standards-Based Tests | |
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| Standardized Tests of Teacher Candidates | |
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| Review, Reflect, and Practice | |
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| The Teacher's Roles | |
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| Preparing Students to Take Standardized Tests | |
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| Understanding and Interpreting Test Results | |
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| Using Standardized Test Scores to Plan and Improve Instruction | |
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| Review, Reflect, and Practice | |
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| Issues in Standardized Tests | |
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| Standardized Tests, Alternative Assessments, and High-Stakes Testing | |
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| Diversity and Standardized Testing | |
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| Review, Reflect, and Practice | |
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| Crack the Case: The Standardized Test Pressure | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Classroom Assessment and Grading | |
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| The Classroom as an Assessment Context | |
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| Assessment as an Integral Part of Teaching | |
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| Making Assessment Compatible with Contemporary Views of Learning and Motivation | |
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| Contemporary Views of Learning and Motivation | |
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| Creating Clear, Appropriate Learning Targets | |
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| Establishing High-Quality Assessments | |
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| Current Trends | |
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| Review, Reflect, and Practice | |
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| Traditional Tests | |
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| Selected-Response Items | |
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| Constructed-Response Items | |
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| Review, Reflect, and Practice | |
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| Alternative Assessments | |
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| Trends in Alternative Assessment | |
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| Performance Assessment | |
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| Portfolio Assessment | |
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| Review, Reflect, and Practice | |
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| Grading and Reporting Performance | |
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| The Purposes of Grading | |
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| The Components of a Grading System | |
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| Reporting Students' Progress and Grades to Parents | |
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| Some Issues in Grading | |
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| Review, Reflect, and Practice | |
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| Crack the Case: The Case of the Project | |
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| Reach Your Learning Goals | |
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| Key Terms | |
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| Portfolio Activities | |
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| Study, Practice, and Succeed | |
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| Glossary G-0 | |
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| Praxis(TM) Answer Key P-0 | |
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| References R-0 | |
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| Credits C-1 | |
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| Name Index I-1 | |
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| Subject Index I-11 | |