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Preface | |
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Learning, Teaching, and Educational Psychology | |
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Learning and Teaching | |
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Research and Theory in Educational Psychology | |
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Reflecting on Cluster 1: Learning, Teaching, and Educational Psychology | |
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Cognitive Development and Language | |
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Development: Some General Principles | |
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Piagetian and Information Processing Theories | |
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Vygotsky's Sociocultural Perspective | |
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Implications of Piaget's and Vygotsky's Theories for Teachers | |
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Reflecting on Cluster | |
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Family and Community Partnerships: Supporting Language and Promoting Literacy | |
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Guidelines | |
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Teaching the Preoperational Child | |
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Teaching the Concrete-Operational Child | |
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Helping Students to Use Formal Operations | |
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Applying Vygotsky's Ideas in Teaching | |
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The Self, Social, and Moral Development | |
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Bronfenbrenner: the Social Context for Development | |
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The Self | |
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Understanding Others and Moral Development | |
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Reflecting on Cluster | |
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Family and Community Partnerships: Connecting with Families | |
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Guidelines | |
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Learner Differences and Learning Needs | |
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Intelligence and Thinking Styles | |
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Inclusion: Teaching Every Child | |
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Students Who Are Gifted and Talented | |
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Reflecting on Cluster | |
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Family and Community Partnerships: Productive Conferences | |
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Guidelines | |
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Interpreting IQ Scores | |
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Disciplining Students with Emotional Problems | |
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Teaching Students with Intellectual Disabilities | |
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Culture and Diversity | |
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Social and Economic Diversity | |
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Ethnicity, Race, and Language | |
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Multicultural Education: Creating Culturally Compatible Classrooms | |
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Reflecting on Cluster | |
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Family and Community Partnerships: Building Learning Communities | |
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Guidelines | |
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Avoiding Gender Bias in Teaching | |
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Culturally Relevant Teaching | |
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Behavioral Views of Learning | |
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Behavioral Explanations of Learning | |
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Applications of Behavioral Learning | |
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Challenges and Problems in Behavioral Learning | |
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Reflecting on Cluster | |
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Family and Community Partnerships: Student Self-Management | |
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Guidelines | |
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Applying Classical Conditioning | |
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Using Praise Appropriately | |
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Encouraging Positive Behaviors | |
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Using Punishment | |
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Cognitive Views of Learning | |
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Basics of the Cognitive Perspective | |
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Long Term Memory | |
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Reflecting on Cluster | |
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Family and Community Partnerships: Organizing Learning | |
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Guidelines | |
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Gaining and Maintaining Attention | |
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Helping Students Understand and Remember | |
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Complex Cognitive Processes | |
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Metacognitive and Learning Strategies | |
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Problem Solving and Creativity | |
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Critical Thinking and Transfer | |
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Reflecting on Cluster | |
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Family and Community Partnerships: Promoting Transfer | |
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Guidelines | |
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Becoming an Expert Student | |
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Problem Solving | |
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Encouraging Creativity | |
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The Learning Sciences, Constructivism, and Constructivist Teaching | |
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The Learning Sciences and Constructivism | |
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Constructivist Perspectives in the Classroom | |
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Learning Beyond the Classroom | |
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Reflecting on Cluster | |
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Family and Community Partnerships: Communicating about Innovations | |
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Guidelines | |
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Using Cooperative Learning | |
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Using Service Learning | |
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Using Computers | |
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Supporting the Development of Media Literacy | |
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Social Cognitive Views of Learning and Motivation | |
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Social Cognitive Theory and Applications | |
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Self-Regulated Learning and Teaching | |
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Reflecting on Cluster | |
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Family and Community Partnerships: Supporting Self-Regulation at Home and in School | |
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Guidelines | |
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Using Observational Learning | |
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Encouraging Self-Efficacy | |
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Encouraging Emotional Self-Regulation | |
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Motivation in Learning and Teaching | |
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Motivation Basics | |
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Needs, Goals, and Beliefs | |
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Interests, Curiosity, and Emotions | |
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Overview | |
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Motivation to Learn in School: On TARGET | |
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Reflecting on Cluster | |
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Family and Community Partnerships: Motivation to Learn | |
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Guidelines | |
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Supporting Self-Determination and Autonomy | |
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Encouraging Self-Worth | |
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Building on Students' Interests and Curiosity | |
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Coping with Anxiety | |
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Creating Learning Environments | |
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Positive Learning Environments | |
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Encouraging Engagement and Preventing Problems | |
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Reflecting on Cluster | |
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Family and Community Partnerships: Classroom Management | |
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Guidelines | |
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Establishing Class Routines | |
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Designing Learning Spaces | |
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Keeping Students Engaged | |
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Imposing Penalties | |
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Handling Potentially Explosive Situations | |
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Teaching Every Student | |
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Planning for Effective Teaching | |
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Teaching Approaches | |
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Differentiated Instruction | |
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Reflecting on Cluster | |
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Family and Community Partnerships: Homework | |
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Guidelines | |
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Using Instructional Objectives | |
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Advance Organizers and Expository Teaching | |
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Teaching Effectively | |
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Productive Group Discussions | |
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Using Flexible Grouping | |
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Avoiding the Negative Effects of Teacher Expectations | |
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Classroom Assessment, Grading, and Standardized Testing | |
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Teachers' Casebook: What Would You Do? | |
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Basics of Assessment | |
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Classroom Assessment, Testing, and Grading | |
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Standardized Testing | |
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Reflecting on Cluster | |
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Family and Community Partnerships: Conferences and Explaining Test Results | |
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Guidelines | |
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Glossary | |
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References | |
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Name Index | |
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Subject Index | |