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| Brief Table of Contents | |
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| Teaching And Educational Psychology | |
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| Development And Diversity | |
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| Cognitive And Linguistic Development | |
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| Personal And Social Development | |
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| Group Differences | |
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| Individual Differences And Special Educational Needs | |
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| Learning And Motivation | |
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| Learning, Cognition, And Memory | |
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| Complex Cognitive Processes | |
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| Learning And Cognition In Context | |
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| Behaviorist Views Of Learning | |
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| Social Cognitive Views Of Learning | |
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| Motivation And Affect | |
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| Classroom Strategies | |
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| Instructional Strategies | |
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| Creating A Productive Learning Environment | |
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| Classroom Assessment Strategies | |
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| Summarizing Students' Achievement And Abilities | |
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| Appendices | |
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| Describing Associations With Correlation Coefficients | |
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| Determining Reliability And Predictive Validity | |
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| Matching Book And Myeducationlab Content To The Praxis Principles Of Learning And Teaching Tests | |
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| Detailed | |
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| Teaching And Educational Psychology | |
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| Case Study: The "No D" Policy | |
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| Teaching As Evidence-Based Practice | |
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| Understanding And Interpreting Research Findings | |
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| Quantitative Research | |
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| Qualitative Research | |
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| Interpreting Research Results: A Cautionary Note | |
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| From Research to Practice: The Importance of Theories | |
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| Collecting Data And Drawing Conclusions About Your Own Students | |
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| Assessing Students' Achievements and Behaviors | |
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| Conducting Action Research | |
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| Developing As A Teacher | |
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| Strategies For Studying And Learning Effectively | |
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| What Have You Learned? | |
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| Practice For Your Licensure Exam: New Software | |
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| Development And Diversity | |
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| Cognitive And Linguistic Development | |
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| Case Study: Apple Tarts | |
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| General Principles Of Human Development | |
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| The Multiple Layers of Environmental Influence: Bronfenbrenner's Theory | |
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| Role Of The Brain In Learning And 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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| Critiquing Piaget's Theory | |
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| Considering Diversity from the Perspective of Piaget's Theory | |
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| Contemporary Extensions and Applications of 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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| Critiquing Vygotsky's Theory | |
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| Considering Diversity from the Perspective of Vygotsky's Theory | |
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| Contemporary Extensions and Applications of Vygotsky's Theory | |
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| Contrasting Piaget's and Vygotsky's Theories | |
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| Language Development | |
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| Theoretical Issues Regarding Language Development | |
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| Diversity in Language Development | |
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| Second-Language Learning and English Language Learners | |
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| What Have You Learned? | |
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| Practice For Your Licensure Exam: Stones Lesson | |
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| Personal And Social Development | |
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| Case Study: Hidden Treasure | |
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| Personality Development | |
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| Temperament | |
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| Environmental Influences on Personality Development | |
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| The "Big Five" Personality Traits | |
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| Temperament, Personality, and Goodness of Fit | |
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| Development Of A Sense Of Self | |
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| Factors Influencing Sense of Self | |
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| Developmental Changes in Sense of Self | |
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| Diversity in Sense of Self | |
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| Development Of Peer Relationships And Interpersonal Understandings | |
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| Roles of Peers in Children's Development | |
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| Characteristics of Peer Relationships | |
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| Social Cognition | |
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| Aggression | |
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| Technology and Peer Relationships | |
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| Diversity in Peer Relationships and Social Cognition | |
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| Promoting Healthy Peer Relationships | |
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| Moral And Prosocial Development | |
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| Developmental Trends in Morality and Prosocial Behavior | |
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| Factors Influencing Moral and Prosocial Development | |
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| Diversity in Moral and Prosocial Development | |
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| Encouraging Moral and Prosocial Development in the Classroom | |
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| What Have You Learned? | |
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| Practice For Your Licensure Exam: 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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| 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 Culturally Inclusive Classroom Environment | |
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| Gender Differences | |
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| Research Findings Regarding Gender Differences | |
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| Origins of Gender Differences | |
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| Making Appropriate Accommodations for Gender Differences | |
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| Socioeconomic Differences | |
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| Challenges Associated with Poverty | |
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| Fostering Resilience | |
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| Working with Homeless Students | |
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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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| What Have You Learned? | |
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| Practice For Your Licensure Exam: The Active And The Passive | |
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| Individual Differences And Special Educational | |
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| Needs | |
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| Case Study: Tim | |
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| Intelligence | |
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| Theoretical Perspectives of Intelligence | |
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| Measuring Intelligence | |
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| Nature and Nurture in the Development of Intelligence | |
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| Cultural and Ethnic Diversity in Intelligence | |
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| Being Smart about Intelligence and IQ Scores | |
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| Cognitive Styles And Dispositions | |
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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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| Potential Benefits and Drawbacks of Inclusion | |
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| Identifying Students' Special Needs: Response to Intervention and People-First Language | |
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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 | |
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| Students With Social Or Behavioral Problems | |
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| Emotional and Behavioral Disorders | |
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| Autism Spectrum Disorders | |
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| General Recommendations | |
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| Students With General Delays In Cognitive And Social Functioning | |
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| Intellectual Disabilities | |
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| Students With Physical Or 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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| General Recommendations | |
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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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| General Recommendations For Working With Students Who Have Special Needs | |
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| What Have You Learned? | |
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| Practice For Your Licensure Exam: Quiet Amy | |
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| Learning And Motivation | |
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| Learning, Cognition, And Memory | |
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| Case Study: The New World | |
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| Basic Assumptions Of 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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| Learning, Memory, and the Brain | |
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| Critiquing the Three-Component Model | |
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| Long-Term Memory Storage | |
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| How Knowledge Can Be Organized | |
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| How Declarative Knowledge Is Learned | |
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| How Procedural Knowledge Is Learned | |
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| Roles of Prior Knowledge and Working Memory in Long-Term Memory Storage | |
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| Encouraging a Meaningful Learning Set and Conceptual Understanding | |
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| Using Mnemonics in the Absence of Relevant Prior Knowledge | |
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| When Knowledge Construction Goes Awry: Addressing | |
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| Learners' Misconceptions | |
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| Obstacles to Conceptual Change | |
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| Promoting Conceptual Change | |
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| Long-Term Memory Retrieval | |
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| Factors Affecting Retrieval | |
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| Why Learners Sometimes Forget | |
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| Diversity In Cognitive Processes | |
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| Facilitating Cognitive Processing in Students with Special Needs | |
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| What Have You Learned? | |
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| Practice For Your Licensure Exam: Vision Unit | |
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| Complex Cognitive Processes | |
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| Case Study: Taking Over | |
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| Metacognition And Learning Strategies | |
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| Effective Learning Strategies | |
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| Factors Affecting Strategy Use | |
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| Diversity, Disabilities, and Exceptional Abilities in Metacognition | |
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| Transfer | |
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| Factors Affecting Transfer | |
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| Problem Solving | |
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| Problem Encoding | |
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| Problem-Solving Strategies: Algorithms and Heuristics | |
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| Working Memory and Problem Solving | |
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| Metacognition in Problem Solving | |
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| Using Computer Technology to Teach Problem-Solving Skills | |
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| Creativity | |
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| Fostering Creativity | |
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| Critical Thinking | |
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| Fostering Critical Thinking | |