| |
| |
Problem-Based Scenarios | |
| |
| |
Preface | |
| |
| |
INTASC Standards | |
| |
| |
| |
Educational Psychology | |
| |
| |
Teaching as Both Art and Science | |
| |
| |
Educational Psychology: Theory and Practice | |
| |
| |
Theory: A Scientific Framework for Understanding Learners | |
| |
| |
Practice: Combining Science with the Art of Teaching | |
| |
| |
Working along the Theory-Practice Continuum | |
| |
| |
Theory and Practice in the Classroom Community | |
| |
| |
Community of Learners: The Social Construction of Knowledge | |
| |
| |
Core Principles and Concepts of Educational Psychology | |
| |
| |
Educational Psychology in the Classroom | |
| |
| |
Integrating Education and Psychology | |
| |
| |
Self-Regulated Learning | |
| |
| |
Classroom Management | |
| |
| |
Exceptional Learning Needs | |
| |
| |
Transition to Learner-Centered Classrooms | |
| |
| |
Translating Core Principles and Concepts into Practice | |
| |
| |
Problem-Based Learning | |
| |
| |
Using Problem-Based Learning to Become an Effective Teacher | |
| |
| |
Features of This Text | |
| |
| |
Theory-Based Narration | |
| |
| |
Problem-Based Scenarios | |
| |
| |
Using the Problem-Based Scenarios | |
| |
| |
Focus on the Classroom | |
| |
| |
| |
Development: A Holistic Preview | |
| |
| |
Development as a Central Concept in Education | |
| |
| |
Controversies Surrounding Development | |
| |
| |
Nature versus Nurture (Controversy 1) | |
| |
| |
Continuity-Discontinuity (Controversy 2) | |
| |
| |
Problem-Based Scenario 2.1 | |
| |
| |
Early-Late Experience (Controversy 3) | |
| |
| |
Defining Development | |
| |
| |
Using a Developmental Perspective in the Classroom | |
| |
| |
Adjusting Curricula to Developmental Needs | |
| |
| |
Physical Development | |
| |
| |
Problem-Based Scenario 2.2 | |
| |
| |
Periods of Physical Development | |
| |
| |
Problem-Based Scenario 2.3 | |
| |
| |
Language Development | |
| |
| |
Communication among Other Animals | |
| |
| |
Features of Human Language | |
| |
| |
Theories of Language Development | |
| |
| |
Problem-Based Scenario 2.4 | |
| |
| |
Language and the Brain | |
| |
| |
Problem-Based Scenario 2.5 | |
| |
| |
Stages of Language Development | |
| |
| |
Cognitive Development | |
| |
| |
Bruner's Models of Mind | |
| |
| |
Models of Mind and Problem-Based Learning | |
| |
| |
Theoretical Perspectives on Cognitive Development | |
| |
| |
Problem-Based Scenario 2.6 | |
| |
| |
Problem-Based Scenario 2.7 | |
| |
| |
Social and Emotional Development | |
| |
| |
Problem-Based Scenario 2.8 | |
| |
| |
Problem-Based Scenario 2.9 | |
| |
| |
Problem-Based Scenario 2.10 | |
| |
| |
Summary | |
| |
| |
A Metacognitive Challenge | |
| |
| |
Artifacts for Problem-Based Scenarios | |
| |
| |
| |
Learning and Cognition: Developmental and Sociocultural Perspectives | |
| |
| |
Piaget and the Cognitive Revolution | |
| |
| |
Critical Response to Piaget's Theory of Development | |
| |
| |
Strengths of Piaget's Theory | |
| |
| |
Building on Piaget's Theory: A Neo-Piagetian Approach | |
| |
| |
Building on Piaget's Theory: Neo-Piagetian Approaches to Development | |
| |
| |
Fischer's Roles and the Importance of Context | |
| |
| |
Case's Substages of Development | |
| |
| |
Comparison of Piagetian and Neo-Piagetian Theories | |
| |
| |
Educational Implications | |
| |
| |
A Conceptual Approach to Teaching | |
| |
| |
Problem-Based Scenario 3.1 | |
| |
| |
Fostering Expertise | |
| |
| |
Using a Novice-Expert Framework | |
| |
| |
Conceptual Bridging | |
| |
| |
Using Students' Intuitive Knowledge | |
| |
| |
Problem-Based Scenario 3.2 | |
| |
| |
Problem-Based Scenario 3.3 | |
| |
| |
Concept Mapping | |
| |
| |
Sociocultural Psychology and Education | |
| |
| |
Socially Shared Cognition | |
| |
| |
Socially Meaningful Activities | |
| |
| |
Problem-Based Scenario 3.4 | |
| |
| |
Problem-Based Scenario 3.5 | |
| |
| |
Summary | |
| |
| |
A Metacognitive Challenge | |
| |
| |
Artifacts for Problem-Based Scenarios | |
| |
| |
| |
Learning and Cognition: Expanding Our Perspectives | |
| |
| |
Understanding Learning | |
| |
| |
Behaviorism: Evidence of Learning in Behavior | |
| |
| |
Applied Behavioral Analysis: The Influence of Environment on Behavior | |
| |
| |
Problem-Based Scenario 4.1 | |
| |
| |
Problem-Based Scenario 4.2 | |
| |
| |
Problem-Based Scenario 4.3 | |
| |
| |
Problem-Based Scenario 4.4 | |
| |
| |
Social Learning Theory: Observing and Learning from Our Social Environment | |
| |
| |
Summary | |
| |
| |
A Metacognitive Challenge | |
| |
| |
Artifacts for Problem-Based Scenarios | |
| |
| |
| |
Learning and Cognition: Applications for Diverse Classrooms | |
| |
| |
Information Processing: Capturing the Complexity of Human Learning | |
| |
| |
Artificial Intelligence | |
| |
| |
Information-Processing Model | |
| |
| |
Applying Information-Processing Theory in the Classroom | |
| |
| |
Metacognition and Knowledge Acquisition | |
| |
| |
Metacognition | |
| |
| |
Thinking and Learning Styles | |
| |
| |
Problem-Based Scenario 5.1 | |
| |
| |
Developing a Teaching Style | |
| |
| |
Choosing a Particular Teaching Strategy | |
| |
| |
Problem-Based Scenario 5.2 | |
| |
| |
Problem-Based Scenario 5.3 | |
| |
| |
Summary | |
| |
| |
A Metacognitive Challenge | |
| |
| |
Artifacts for Problem-Based Scenarios | |
| |
| |
| |
Understanding Our Learners: Social and Emotional Development | |
| |
| |
Social Development | |
| |
| |
Social Developmental Competencies | |
| |
| |
Development of Social Cognition | |
| |
| |
Case's Stages of Social Cognitive Development | |
| |
| |
Social Skills: Cultural Conventions for Behavior | |
| |
| |
Problem-Based Scenario 6.1 | |
| |
| |
Problem-Based Scenario 6.2 | |
| |
| |
Understanding Friendship | |
| |
| |
Problem-Based Scenario 6.3 | |
| |
| |
Problem-Based Scenario 6.4 | |
| |
| |
Social Development and Education | |
| |
| |
Development of Self | |
| |
| |
Psychosocial Development | |
| |
| |
Self-Conceptions, Values, and Gender across Childhood and Adolescence | |
| |
| |
Problem-Based Scenario 6.5 | |
| |
| |
Emotional Development | |
| |
| |
Problem-Based Scenario 6.6 | |
| |
| |
Moral Development | |
| |
| |
Stages of Moral Development | |
| |
| |
Problem-Based Scenario 6.7 | |
| |
| |
Problem-Based Scenario 6.8 | |
| |
| |
Problem-Based Scenario 6.9 | |
| |
| |
Problem-Based Scenario 6.10 | |
| |
| |
Problem-Based Scenario 6.11 | |
| |
| |
Problem-Based Scenario 6.12 | |
| |
| |
Summary | |
| |
| |
A Metacognitive Challenge | |
| |
| |
Artifacts for Problem-Based Scenarios | |
| |
| |
| |
Understanding Our Learners: Society and Culture | |
| |
| |
Development in a Cultural Context | |
| |
| |
Bronfenbrenner's Ecological Theory | |
| |
| |
Erikson's Theory of Life-Span Development | |
| |
| |
Integrating the Two Theories | |
| |
| |
The Social Context of Development | |
| |
| |
The Influence of Family on Development | |
| |
| |
Socioeconomic Status | |
| |
| |
Problem-Based Scenario 7.1 | |
| |
| |
Problem-Based Scenario 7.2 | |
| |
| |
Culture and Ethnicity | |
| |
| |
Problem-Based Scenario 7.3 | |
| |
| |
Problem-Based Scenario 7.4 | |
| |
| |
Problem-Based Scenario 7.5 | |
| |
| |
Problem-Based Scenario 7.6 | |
| |
| |
Schools and Classrooms | |
| |
| |
School Culture | |
| |
| |
Teacher-Student Relationships | |
| |
| |
Cultural Differences in Schools | |
| |
| |
A Learning Society | |
| |
| |
Classroom Culture | |
| |
| |
Gender and Schooling | |
| |
| |
Problem-Based Scenario 7.7 | |
| |
| |
Problem-Based Scenario 7.8 | |
| |
| |
Learning Beyond the Walls of School | |
| |
| |
Summary | |
| |
| |
A Metacognitive Challenge | |
| |
| |
Artifacts for Problem-Based Scenarios | |
| |
| |
| |
Understanding Our Learners: Intelligence and Creativity | |
| |
| |
Intelligence | |
| |
| |
One Intelligence or Many? | |
| |
| |
Intelligence Quotient or IQ | |
| |
| |
Problem-Based Scenario 8.1 | |
| |
| |
Problem-Based Scenario 8.2 | |
| |
| |
Multiple Intelligences | |
| |
| |
Problem-Based Scenario 8.3 | |
| |
| |
Children's Conceptions of Intelligence | |
| |
| |
Intelligence and Culture | |
| |
| |
Creativity | |
| |
| |
What Is Creativity? | |
| |
| |
Assessing Creativity: The Torrance Test | |
| |
| |
Problem-Based Scenario 8.4 | |
| |
| |
Problem-Based Scenario 8.5 | |
| |
| |
Summary | |
| |
| |
A Metacognitive Challenge | |
| |
| |
Artifacts for Problem-Based Scenarios | |
| |
| |
| |
Understanding Our Learners: Motivation | |
| |
| |
Components of Motivation | |
| |
| |
Learners' Self-Images: Understanding What It Means to Learn | |
| |
| |
Self-Efficacy: Our Sense of Our Own Competence | |
| |
| |
Attribution Theory: Beliefs about Why We Succeed or Fail | |
| |
| |
Problem-Based Scenario 9.1 | |
| |
| |
Intrinsic and Extrinsic Motivation: Why We Learn | |
| |
| |
Awareness of Personal Motivation | |
| |
| |
Developmental Patterns in Motivation | |
| |
| |
Theories of Intelligence and Students' Motivation to Learn: What These Mean in School | |
| |
| |
Teaching Characteristics and Motivation | |
| |
| |
Performance Goals | |
| |
| |
Mastery Goals and the Incremental Theory of Intelligence | |
| |
| |
Teachers' Theories of Intelligence: Their Influence on Practice | |
| |
| |
Influencing Motivation in the Classroom | |
| |
| |
Mastery Goals | |
| |
| |
Reward Systems in Education | |
| |
| |
Problem-Based Scenario 9.2 | |
| |
| |
Problem-Based Scenario 9.3 | |
| |
| |
Problem-Based Scenario 9.4 | |
| |
| |
Summary | |
| |
| |
A Metacognitive Challenge | |
| |
| |
Artifacts for Problem-Based Scenarios | |
| |
| |
| |
Understanding the Learning Context: The Supportive Classroom | |
| |
| |
Psychological Needs: Building Competence, Autonomy, and Relatedness | |
| |
| |
Making Thinking and Learning Visible | |
| |
| |
Classroom Management versus the Supportive Classroom | |
| |
| |
Organizing and Managing Classroom Life | |
| |
| |
Five Features of Classroom Management | |
| |
| |
The Importance of Effective Communication in Education | |
| |
| |
Communicating with Students: Clarity, Respect, and Encouragement | |
| |
| |
Types of Teacher Communication | |
| |
| |
Communicating with Parents: Clarity and Openness | |
| |
| |
Problem-Based Scenario 10.1 | |
| |
| |
Building Mutual Respect | |
| |
| |
Communicating with Colleagues: Sharing Points of View and Teaching Strategies | |
| |
| |
Learning and Teaching Tools | |
| |
| |
Complementing Supportive Environments with Effective Instruction | |
| |
| |
Instructional Design: From Educational Philosophy to Evaluation of Learning | |
| |
| |
Problem-Based Scenario 10.2 | |
| |
| |
Instructional Media: Ensuring an Appropriate Match with Educational Goals | |
| |
| |
Developing a Teaching Repertoire | |
| |
| |
Problem-Based Scenario 10.3 | |
| |
| |
Problem-Based Scenario 10.4 | |
| |
| |
Summary | |
| |
| |
A Metacognitive Challenge | |
| |
| |
Artifacts for Problem-Based Scenarios | |
| |
| |
| |
Understanding the Learner in Context: Assessing Learning | |
| |
| |
Assessment and Evaluation as Part of Teaching and Learning | |
| |
| |
A Note about Terminology | |
| |
| |
The Teacher's Role in Assessment | |
| |
| |
Learner-Centered Assessment | |
| |
| |
Real-Life Teaching and Learning | |
| |
| |
From Authentic Pedagogy to Authentic Assessment | |
| |
| |
Authenticity in Testing | |
| |
| |
Problem-Based Scenario 11.1 | |
| |
| |
Authenticity Increases Achievement | |
| |
| |
Authentic Assessment Strategies | |
| |
| |
Portfolios | |
| |
| |
Rubrics | |
| |
| |
Observation | |
| |
| |
Problem-Based Scenario 11.2 | |
| |
| |
Considering Context | |
| |
| |
Reporting to Students and Parents | |
| |
| |
Clear and Concise Reporting | |
| |
| |
Summary | |
| |
| |
A Metacognitive Challenge | |
| |
| |
Artifacts for Problem-Based Scenarios | |
| |
| |
| |
Understanding Test Results in Context | |
| |
| |
Testing as a Component of Authentic Assessment | |
| |
| |
Tests and Testing | |
| |
| |
Why Are You Giving the Test? | |
| |
| |
Understanding the Results of Tests | |
| |
| |
Teacher-Made Tests | |
| |
| |
Test Validity | |
| |
| |
Test Reliability | |
| |
| |
Construction of Teacher-Made Tests | |
| |
| |
Planning the Test | |
| |
| |
Writing Test Items | |
| |
| |
Standardized Testing | |
| |
| |
Making Sense of Measurement and Statistics | |
| |
| |
The Normal Curve | |
| |
| |
Problem-Based Scenario 12.1 | |
| |
| |
Problem-Based Scenario 12.2 | |
| |
| |
Problem-Based Scenario 12.3 | |
| |
| |
Summary | |
| |
| |
A Metacognitive Challenge | |
| |
| |
Artifacts for Problem-Based Scenarios | |
| |
| |
Glossary | |
| |
| |
References | |
| |
| |
Index | |