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| Educational Psychology and Teacher Decision Making | |
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| Case Study: Hidden Treasure | |
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| Teaching as Decision Making | |
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| Using Research in Classroom Decision Making | |
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| Drawing Conclusions from Research | |
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| Applying Psychological Theories in Classroom Decision Making | |
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| Importance of Regular Assessments in Classroom Decision Making | |
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| Accommodating Diversity in the Classroom | |
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| Developing as a Teacher | |
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| Studying Educational Psychology Effectively | |
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| The Big Picture | |
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| Case Study: More Harm Than Good? | |
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| Development and Diversity | |
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| Cognitive and Linguistic Development | |
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| Case Study: Economic Activities | |
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| Basic Principles of Human Development | |
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| Role of the Brain in Cognitive Development | |
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| Piaget's Theory of Cognitive Development | |
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| Piaget's Basic Assumptions | |
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| Piaget's Stages of Cognitive Development | |
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| Current Perspectives on Piaget's Theory | |
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| Vygotsky's Theory of Cognitive Development | |
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| Vygotsky's Basic Assumptions | |
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| Current Perspectives on Vygotsky's Theory | |
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| An Information Processing View of Cognitive Development | |
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| Attention | |
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| Learning Strategies | |
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| Knowledge | |
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| Metacognition | |
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| Critiquing Information Processing Theory | |
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| Linguistic Development | |
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| Theoretical Perspectives on Language Development | |
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| Trends in Language Development | |
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| Learning a Second Language | |
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| Considering Diversity in Cognitive and Linguistic Development | |
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| Accommodating Students with Special Needs | |
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| The Big Picture | |
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| Case Study: In the Eye of the Beholder | |
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| Development of Self, Social Skills, and Morality | |
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| Case Study: The Bad Apple | |
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| Environmental Influences on Personal, Social, and Moral Development | |
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| Effects of Parenting | |
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| Effects of Culture | |
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| Peer Influences | |
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| Self-Socialization | |
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| Development of a Sense of Self | |
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| Factors Influencing the Development of Self-Views | |
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| Developmental Changes in Sense of Self | |
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| Social Development | |
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| Peer Relationships | |
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| Social Cognition | |
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| Fostering Social Skills | |
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| Promoting Social Interaction Among Diverse Groups | |
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| Moral and Prosocial Development | |
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| Developmental Trends in Morality and Prosocial Behavior | |
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| Development of Moral Reasoning: Kohlberg's Theory | |
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| Possible Gender Differences in Moral Reasoning: Gilligan's Theory | |
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| Determinants of Moral and Prosocial Behavior | |
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| Promoting Moral and Prosocial Development in the Classroom | |
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| Considering Diversity in Sense of Self, Social Development, and Morality | |
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| Ethnic Differences | |
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| Gender Differences | |
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| Socioeconomic Differences | |
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| Accommodating Students with Special Needs | |
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| The Big Picture | |
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| Characteristics of Different Age-Groups | |
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| General Themes in Personal, Social, and Moral Development | |
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| Case Study: The Scarlet Letter | |
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| Group Differences | |
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| Case Study: Why Jack Wasn't in School | |
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| Keeping Group Differences in Perspective | |
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| Cultural and Ethnic Differences | |
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| Navigating Different Cultures at Home and at School | |
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| Examples of Cultural and Ethnic Diversity | |
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| Creating a More Multicultural Classroom Environment | |
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| Gender Differences | |
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| Origins of Gender Differences | |
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| Socioeconomic Differences | |
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| Risk Factors Associated with Poverty | |
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| Working with Homeless Students | |
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| Fostering Resilience | |
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| Building on Students' Strengths | |
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| Students at Risk | |
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| Characteristics of Students at Risk | |
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| Why Students Drop Out | |
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| Supporting Students at Risk | |
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| Remembering Within-Group Diversity | |
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| Group Differences and Special Needs | |
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| The Big Picture | |
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| Case Study: The Active and the Passive | |
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| Individual Differences and Special Educational Needs | |
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| Case Study: Tim | |
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| Keeping Individual Differences in Perspective | |
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| Intelligence | |
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| Measuring Intelligence | |
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| How Theorists Conceptualize Intelligence | |
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| Nature, Nurture, and Group Differences in Intelligence | |
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| Being Optimistic About Students' Potential | |
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| Temperament | |
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| Temperament in the Classroom | |
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| Educating Students with Special Needs in General Education Classrooms | |
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| Public Law 94-142: Individuals with Disabilities Education Act (IDEA) | |
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| Is Inclusion in the Best Interest of Students? | |
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| Classifying Students with Special Needs | |
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| Students with Specific Cognitive or Academic Difficulties | |
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| Learning Disabilities | |
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| Attention-Deficit Hyperactivity Disorder (ADHD) | |
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| Speech and Communication Disorders | |
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| General Recommendations for Students with Specific Cognitive or Academic Difficulties | |
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| Students with Social or Behavioral Problems | |
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| Emotional and Behavioral Disorders | |
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| Autism | |
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| General Recommendations for Students with Social or Behavioral Problems | |
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| Students with General Delays in Cognitive and Social Functioning | |
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| Mental Retardation | |
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| Students with Physical and Sensory Challenges | |
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| Physical and Health Impairments | |
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| Visual Impairments | |
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| Hearing Loss | |
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| Severe and Multiple Disabilities | |
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| General Recommendations for Students with Physical and Sensory Challenges | |
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| Students with Advanced Cognitive Development | |
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| Giftedness | |
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| Considering Diversity When Identifying and Addressing Special Needs | |
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| The Big Picture | |
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| Case Study: Quiet Amy | |
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| Learning and Motivation | |
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| Learning and Cognitive Processes | |
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| Case Study: Darren's Day at School | |
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| Looking at Learning from Different Perspectives | |
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| Learning as a Change in Behavior | |
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| Learning as a Change in Mental Representations or Associations | |
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| Learning and the Brain | |
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| Keeping an Open Mind About Theories of Learning | |
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| Basic Assumptions of Cognitive Psychology | |
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| Basic Terminology in Cognitive Psychology | |
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| A Model of Human Memory | |
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| The Nature of the Sensory Register | |
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| Moving Information to Working Memory: The Role of Attention | |
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| The Nature of Working (Short-Term) Memory | |
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| Moving Information to Long-Term Memory: Connecting New Information with Prior Knowledge | |
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| The Nature of Long-Term Memory | |
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| Critiquing the Three-Component Model | |
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| Long-Term Memory Storage | |
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| The Various Forms of Knowledge | |
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| How Declarative Knowledge Is Learned | |
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| How Procedural Knowledge Is Learned | |
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| Prior Knowledge and Working Memory in Long-Term Memory Storage | |
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| Using Mnemonics in the Absence of Relevant Prior Knowledge | |
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| Long-Term Memory Retrieval | |
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| The Nature of Long-Term Memory Retrieval | |
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| Factors Affecting Retrieval | |
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| |
| Why Learners Sometimes Forget | |
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| Giving Students Time to Process: Effects of Increasing Wait Time | |
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| Accommodating Diversity in Cognitive Processes | |
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| Facilitating Cognitive Processing in Students with Special Needs | |
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| The Big Picture | |
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| Case Study: How Time Flies | |
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| Knowledge Construction | |
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| Case Study: Pulling It All Together | |
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| Constructive Processes in Learning and Memory | |
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| Construction in Storage | |
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| Construction in Retrieval | |
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| |
| Knowledge Construction as a Social Process | |
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| Benefits of Joint Meaning-Making with Peers | |
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| Organizing Knowledge | |
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| Concepts | |
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| Schemas and Scripts | |
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| Theories | |
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| When Knowledge Construction Goes Awry: Origins and Effects of Misconceptions | |
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| Promoting Effective Knowledge Construction | |
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| Providing Opportunities for Experimentation | |
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| Presenting the Ideas of Others | |
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| Emphasizing Conceptual Understanding | |
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| Promoting Dialogue | |
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| Using Authentic Activities | |
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| Creating a Community of Learners | |
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| The Challenge of Conceptual Change | |
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| Considering Diversity in Constructive Processes | |
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| Accommodating Students with Special Needs | |
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| The Big Picture | |
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| |
| Case Study: Earth-Shaking Summaries | |
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| Higher-Level Thinking Processes | |
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| Case Study: A Question of Speed | |
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| The Nature of Higher-Level Thinking | |
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| Metacognition and Study Strategies | |
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| Effective Study Strategies | |
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| |
| Factors Affecting Strategy Use | |
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| Transfer | |
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| |
| Basic Concepts in Transfer | |
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| Factors Affecting Transfer | |
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| Importance of Retrieval in Transfer | |
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| |
| Problem Solving | |
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| Basic Concepts in Problem Solving | |
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| Cognitive Factors Affecting Problem Solving | |
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| Using Computer Technology to Promote Problem Solving | |
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| |
| Creativity | |
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| Fostering Creativity | |
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| Critical Thinking | |
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| Fostering Critical Thinking | |
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| Considering Diversity in Higher-Level Thinking Processes | |
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| Accommodating Students with Special Needs | |
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| The Big Picture | |
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| Case Study: Checks and Balances | |
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| Behaviorist Views of Learning | |
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| Case Study: The Attention Getter | |
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| |
| Basic Assumptions of Behaviorism | |
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| Classical Conditioning | |
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| Classical Conditioning of Emotional Responses | |
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| Common Phenomena in Classical Conditioning | |
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| Operant Conditioning | |
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| Contrasting Classical and Operant Conditioning | |
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| |
| Reinforcement in the Classroom | |
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| Using Reinforcement Effectively | |
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| Shaping New Behaviors | |
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| Effects of Antecedent Stimuli and Responses | |
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| Reducing and Eliminating Undesirable Behaviors | |
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| Extinction | |
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| |
| Cueing Inappropriate Behaviors | |
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| |
| Reinforcing Incompatible Behaviors | |
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| Punishment | |
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| |
| Maintaining Desirable Behaviors Over the Long Run | |
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| Promoting Intrinsic Reinforcement | |
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| Using Intermittent Reinforcement | |
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| |
| Addressing Especially Difficult Classroom Behaviors | |
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| |
| Applied Behavior Analysis | |
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| |
| Functional Analysis and Positive Behavioral Support | |
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| Considering Diversity in Student Behaviors | |
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| |
| Accommodating Students with Special Needs | |
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| |
| Strengths and Potential Limitations of Behavioral Approaches | |
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| |
| The Big Picture | |
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| |
| Case Study: Hostile Helen | |
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| Social Cognitive Views of Learning | |
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| |
| Case Study: Parlez-Vous Francais? | |
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| |
| Basic Assumptions of Social Cognitive Theory | |
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| The Social Cognitive View of Reinforcement and Punishment | |
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| Expectations | |
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| Vicarious Experiences | |
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| |
| Cognitive Processing | |
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| |
| Decisions About How to Behave | |
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| |
| Nonoccurrence of Expected Consequences | |
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| Modeling | |
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| Behaviors That Can Be Learned Through Modeling | |
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| How Modeling Affects Behavior | |
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| |
| Characteristics of Effective Models | |
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| Helping Students Learn from Models | |
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| |
| Self-Efficacy | |
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| |
| How Self-Efficacy Affects Behavior and Cognition | |
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| |
| Factors in the Development of Self-Efficacy | |
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| Fostering High Self-Efficacy | |
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| |
| Teacher Self-Efficacy | |
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| |
| Self-Regulation | |
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| |
| Self-Regulated Behavior | |
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| Self-Regulated Learning | |
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| Self-Regulated Problem Solving | |
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| |
| Reciprocal Causation | |
| |
| |
| Considering Diversity from a Social Cognitive Perspective | |
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| |
| Using Diverse Models to Promote Success and Self-Efficacy | |
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| |
| Promoting Self-Regulation in Students at Risk | |
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| |
| Supporting Students with Special Needs | |
| |
| |
| The Big Picture | |
| |
| |
| Unifying Ideas in Social Cognitive Theory | |
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| |
| Comparing the Three Perspectives of Learning | |
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| |
| Case Study: Teacher's Lament | |
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| Motivation and Affect | |
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| Case Study: Quick Draw | |
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| The Nature of Motivation | |
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| How Motivation Affects Learning and Behavior | |
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| |
| Extrinsic Versus Intrinsic Motivation | |
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| |
| Theoretical Perspectives of Motivation | |
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| |
| The Trait Perspective | |
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| The Behaviorist Perspective | |
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| The Social Cognitive Perspective | |
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| The Cognitive Perspective | |
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| |
| What Basic Needs Do People Have? | |
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| |
| Self-Worth | |
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| Relatedness | |
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| Affect and Its Effects | |
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| |
| How Affect Is Related to Motivation | |
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| |
| How Affect Is Related to Learning and Cognition | |
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| |
| Anxiety | |
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| |
| Addressing Diversity in Motivation and Affect | |
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| |
| Cultural and Ethnic Differences | |
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| |
| Gender Differences | |
| |
| |
| Socioeconomic Differences | |
| |
| |
| Accommodating Students with Special Needs | |
| |
| |
| The Big Picture | |
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| |
| Guiding Principles | |
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| |
| Case Study: When "Perfect" Isn't Good Enough | |
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| |
| Cognitive Factors in Motivation | |
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| |
| Case Study: Passing Algebra | |
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| The Interplay of Cognition and Motivation | |
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| |
| Self-Perceptions and Intrinsic Motivation | |
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| |
| Self-Efficacy | |
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| |
| Self-Determination | |
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| |
| Expectancies and Values | |
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| |
| Internalizing the Values of Others | |
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| |
| Fostering Expectancies and Values in the Classroom | |
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| Interest | |
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| |
| Situational Versus Personal Interest | |
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| |
| Promoting Interest in Classroom Subject Matter | |
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| |
| Goals | |
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| |
| Achievement Goals | |
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| |
| Work-Avoidance Goals | |
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| Social Goals | |
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| Career Goals | |
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| |
| Coordinating Multiple Goals | |
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| |
| Dispositions | |
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| |
| Attributions: Perceived Causes of Success and Failure | |
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| |
| How Attributions Influence Affect, Cognition, and Behavior | |
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| |
| Developmental Trends in Attributions | |
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| |
| Factors Influencing the Development of Attributions | |
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| |
| Mastery Orientation Versus Learned Helplessness | |
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| |
| Teacher Expectations and Attributions | |
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| |
| How Expectations and Attributions Affect Classroom Performance | |
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| |
| Forming Productive Expectations and Attributions for Student Performance | |
| |
| |
| Considering Diversity in the Cognitive Aspects of Motivation | |
| |
| |
| Ethnic Differences | |
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| |
| Gender Differences | |
| |
| |
| Socioeconomic Differences | |
| |
| |
| Accommodating Students with Special Needs | |
| |
| |
| The Big Picture | |
| |
| |
| General Principles of Motivation | |
| |
| |
| Revisiting the Four Theoretical Perspectives | |
| |
| |
| Case Study: Writer's Block | |
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| |
| |
| Classroom Strategies | |
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| |
| |
| Instructional Strategies | |
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| |
| Case Study: Oregon Trail | |
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| |
| Overview of Instructional Strategies | |
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| |
| Planning for Instruction | |
| |
| |
| Identifying the Goals of Instruction | |
| |
| |
| Conducting a Task Analysis | |
| |
| |
| Developing a Lesson Plan | |
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| |
| Expository Approaches | |
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| |
| Lectures and Textbooks | |
| |
| |
| Mastery Learning | |
| |
| |
| Direct Instruction | |
| |
| |
| Computer-Based Instruction | |
| |
| |
| Online Research | |
| |
| |
| Hands-On and Practice Activities | |
| |
| |
| Discovery Learning | |
| |
| |
| In-Class Activities | |
| |
| |
| Computer Simulations and Applications | |
| |
| |
| Homework | |
| |
| |
| Authentic Activities | |
| |
| |
| Interactive and Collaborative Approaches | |
| |
| |
| Teacher Questions | |
| |
| |
| Class Discussions | |
| |
| |
| Reciprocal Teaching | |
| |
| |
| Technology-Based Discussions | |
| |
| |
| Cooperative Learning | |
| |
| |
| Peer Tutoring | |
| |
| |
| Taking Student Diversity into Account | |
| |
| |
| Considering Group Differences | |
| |
| |
| Accommodating Students with Special Needs | |
| |
| |
| The Big Picture | |
| |
| |
| Case Study: Uncooperative Students | |
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| |
| |
| Creating a Productive Learning Environment | |
| |
| |
| Case Study: A Contagious Situation | |
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| |
| Creating an Environment Conducive to Learning | |
| |
| |
| Arranging the Classroom | |
| |
| |
| Creating an Effective Classroom Climate | |
| |
| |
| Setting Limits | |
| |
| |
| Planning Activities That Keep Students on Task | |
| |
| |
| Monitoring What Students Are Doing | |
| |
| |
| Modifying Instructional Strategies | |
| |
| |
| Taking Individual and Developmental Differences into Account | |
| |
| |
| Dealing with Misbehaviors | |
| |
| |
| Ignoring Behavior | |
| |
| |
| Cueing a Student | |
| |
| |
| Discussing a Problem Privately with a Student | |
| |
| |
| Teaching Self-Regulation Strategies | |
| |
| |
| Using Behaviorist Approaches | |
| |
| |
| Conferring with Parents | |
| |
| |
| Addressing Aggression and Violence at School | |
| |
| |
| Creating a Nonviolent School Environment | |
| |
| |
| Intervening Early for Students at Risk | |
| |
| |
| Providing Intensive Intervention for Students in Trouble | |
| |
| |
| Taking Student Diversity into Account | |
| |
| |
| Creating a Supportive Climate | |
| |
| |
| Defining and Responding to Misbehaviors | |
| |
| |
| Accommodating Students with Special Needs | |
| |
| |
| Coordinating Efforts with Others | |
| |
| |
| Working with Other Teachers | |
| |
| |
| Working with the Community at Large | |
| |
| |
| Working with Parents | |
| |
| |
| The Big Picture | |
| |
| |
| Case Study: Old Friends | |
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| |
| Classroom Assessment Strategies | |
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| |
| Case Study: The Math Test | |
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| |
| Assessments as Tools | |
| |
| |
| The Various Forms of Educational Assessment | |
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| |
| Using Assessment for Different Purposes | |
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| |
| Promoting Learning | |
| |
| |
| Guiding Instructional Decision Making | |
| |
| |
| Diagnosing Learning and Performance Problems | |
| |
| |
| Promoting Self-Regulation | |
| |
| |
| Determining What Students Have Learned | |
| |
| |
| Important Qualities of Good Assessment | |
| |
| |
| Reliability | |
| |
| |
| Standardization | |
| |
| |
| Validity | |
| |
| |
| Praticality | |
| |
| |
| Informal Assessment | |
| |
| |
| RSVP Characteristics of Informal Assessment | |
| |
| |
| Paper-Pencil Assessment | |
| |
| |
| Constructing the Assessment Instrument | |
| |
| |
| Administering the Assessment | |
| |
| |
| Scoring Students' Responses | |
| |
| |
| RSVP Characteristics of Paper-Pencil Assessment | |
| |
| |
| Performance Assessment | |
| |
| |
| Choosing Appropriate Performance Tasks | |
| |
| |
| Planning and Administering the Assessment | |
| |
| |
| Scoring Students' Responses | |
| |
| |
| RSVP Characteristics of Performance Assessment | |
| |
| |
| Including Students in the Assessment Process | |
| |
| |
| Encouraging Risk Taking | |
| |
| |
| Evaluating an Assessment Tool Through Item Analysis | |
| |
| |
| Taking Student Diversity into Account in Classroom Assessments | |
| |
| |
| Test Anxiety | |
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| Testwiseness | |
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| Accommodating Group Differences | |
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| Accommodating Students with Special Needs | |
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| The Big Picture | |
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| Learning, Motivation, and Assessment | |
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| General Guidelines for Classroom Assessment | |
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| Case Study: Pick and Choose | |
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| Summarizing Student Achievement | |
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| Case Study: B in History | |
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| Revisiting Self-Regulation and the RSVP Characteristics | |
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| Summarizing the Results of a Single Assessment | |
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| Raw Scores | |
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| Criterion-Referenced Scores | |
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| Norm-Referenced Scores | |
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| Using Criterion-Referenced Versus Norm-Referenced Scores in the Classroom | |
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| Determining Final Class Grades | |
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| Considering Improvement, Effort, and Extra Credit | |
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| Choosing Criterion-Referenced or Norm-Referenced Grades | |
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| Including Students in the Grading Process | |
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| Using Portfolios | |
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| Standardized Tests | |
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| Types of Standardized Tests | |
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| Technology and Assessment | |
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| Guidelines for Choosing and Using Standardized Tests | |
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| Interpreting Standardized Test Scores | |
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| High-Stakes Testing and Accountability | |
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| Problems with High-Stakes Testing | |
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| Potential Solutions to the Problems | |
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| Taking Student Diversity into Account | |
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| Cultural Bias | |
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| Language Differences | |
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| Accommodating Students with Special Needs | |
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| Confidentiality and Communication About Assessment Results | |
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| Communicating Assessment Results to Students and Parents | |
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| The Big Picture | |
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| Case Study: Can Johnny Read? | |
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| Describing Associations with Correlation Coefficients | |
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| Analyses of the Ending Case Studies | |
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| Matching Book and Ancillary Content to the Praxis Principles of Learning and Teaching Tests | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |