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| Preface: How to Use This Book | |
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| Teachers, Teaching And Educational Psychology | |
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| Educational Psychology for Teachers | |
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| Cognitive Development And Language | |
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| Development: Some General Principles | |
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| Piaget's Theory of Cognitive Development | |
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| Vygotsky's Sociocultural Perspective | |
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| Implications of Piaget and Vygotsky for Teachers | |
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| Personal, Social And Moral Development | |
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| Understanding Ourselves and Others | |
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| Socialization: Family, Peers, and Teachers | |
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| Moral Development | |
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| Learner Differences And Learning Needs | |
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| Individual Differences: Intelligence, Cognitive Processing, and Learning Styles | |
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| Integration and Inclusion: Teaching Every Child | |
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| Ability Differences and Teaching | |
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| Culture And Community | |
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| Diversity in Today's Classrooms | |
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| Girls and Boys: Differences in the Classroom | |
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| Creating Culturally Compatible Classrooms | |
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| Behavioral Views Of Learning | |
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| Behavioral Explanations of Learning: Contiguity, Classical Conditioning, Operant Conditioning | |
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| Applied Behavior Analysis | |
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| Observational Learning and Cognitive Behavior Modification | |
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| Cognitive Views Of Learning | |
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| Elements of the Cognitive Perspective: Information Processing | |
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| Long-Term Memory: The Goal of Teaching | |
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| Cognition and Metacognition | |
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| Complex Cognitive Processes | |
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| Learning and Teaching About Concepts | |
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| Problem Solving and Creativity | |
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| Teaching for Transfer | |
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| Social Cognitive And Constructivist Views Of Learning | |
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| Social Learning and Social Cognitive Theories | |
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| Cognitive and Social Constructivism | |
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| Applications of Constructivist and Situated Perspectives on Learning | |
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| Motivation In Learning And Teaching | |
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| Motivation: A Definition and Four General Approaches | |
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| Needs, Goals, Interests and Emotions | |
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| Beliefs and Self-Schemas | |
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| Motivation to Learn in School | |
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| Engaged Learning: Cooperation and Communication | |
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| Social Processes and Cooperation | |
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| Creativity and Community | |
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| Creating Learning Environments | |
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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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| Teaching For Academic Learning | |
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| The First Step: Planning | |
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| VTeacher-Directed Instruction | |
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| Student-Centered Teaching in Content Areas and Inclusive Classrooms | |
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| Evaluation, Measurement And Assessment | |
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| Definitions and Concepts | |
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| Standardized Tests | |
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| Issues and New Directions in Standardized Testing | |
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| Getting the Most from Traditional Classroom Assessment Approaches: Testing and Grading | |
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| Innovations in Classroom Assessment | |
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| Becoming a Professional: Passing the PRAXIS(tm) | |
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| Insights About Job Interview Questions | |
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| Creating Your Teaching Portfolio | |
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| Enhan | |