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