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Becoming an Expert | |
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The "Thinking" Triangle | |
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What Is An Expert Teacher? | |
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What Do We Know About Expert Learners? | |
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How Educational Psychology Helps Create Expert Teachers and Learners | |
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Human Development | |
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Cognitive Development | |
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Cognitive Development: Concepts for Teaching | |
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Piaget's Stage Theory of Cognitive Development | |
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Vygotsky's Sociocultural Theory of Cognitive Development | |
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Information Processing Theories: Examining Learning and Memory Skills | |
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Three Major Approaches to Cognitive Development: A Comparison | |
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Theory of Mind | |
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Language Development | |
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Brain Development | |
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Personal, Gender, Social, and Moral Development | |
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Why Understanding Personal, Gender, Social, and Moral Development Is Important to Teachers | |
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Personal Development: Becoming Unique | |
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Temperament | |
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Sexual and Gender Development: Acquiring Gender Roles | |
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Social Development: Learning to Interact with Others | |
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Moral Development: Acquiring a Sense of Right and Wrong | |
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Identifying, Understanding, and Managing Developmental Risks | |
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Human Diversity | |
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Individual Differences: Intelligence, Cognitive and Learning Styles, and Creativity | |
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Why Understanding Individual Differences Is Important to Teachers | |
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Understanding Individual Differences in Intelligence | |
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Current Educational Controversies in Intelligence | |
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Cognitive Styles and Learning Styles | |
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Understanding Individual Differences in Creativity | |
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Individual Differences: Exceptional Children | |
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Why Understanding Exceptional Children Is Important to Teachers | |
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Teaching Exceptional Children | |
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Extremes of Intellectual Functioning: Gliftedness | |
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Extremes of Intellectual Functioning: Mental Retardation | |
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Challenges to Learning | |
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Group Differences: Socioeconomic Status, Ethnicity, Gender, and Language | |
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Why Understanding Group Differences Is Important to Teachers | |
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Socioeconomic Diversity | |
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Ethnic and Racial Diversity | |
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Gender Diversity | |
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Language Diversity | |
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Multicultural Education | |
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Thinking, Learning, And Memory | |
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Behavioral Approaches to Learning | |
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Why Understanding Behavioral Learning Is Important to Teachers | |
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Learning by Classical Conditioning | |
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Learning by Operant Conditioning | |
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Social Learning | |
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Cognitive-Behavioral Modification | |
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Cognitive Approaches to Learning | |
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Why Understanding Cognitive Approaches to Learning Is Important to Teachers | |
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The Standard Memory Model | |
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Alternative Models of Memory | |
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Retrieving Information | |
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Constructivist Alpproaches | |
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Thinking: Concept Formation, Reasoning, and Problem Solving | |
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Why Understanding Thinking Is Important to Teachers | |
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Concept Formation | |
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Reasoning | |
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Problem Solving | |
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Transfer | |
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Decision Making | |
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Teaching for Thinking | |
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Motivation And Instruction | |
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Motivating Students | |
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Why Understanding Motivation Is Important to Teachers | |
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Intrinsic and Extrinsic Motivation | |
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Four Ways to Understand Motivation | |
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The Role of Arousal Level | |
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The Role of Student Goals | |
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The Role of Student Needs | |
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The Role of Student Attributions and Beliefs | |
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Motivating Challenging Students | |
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Classroom Management | |
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Why Understanding Classroom Management Is Important to Teachers | |
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How Effective Teachers Manage Their Students | |
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Developing and Implementing Rules and Procedures | |
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Maintaining Control and Preventing Problems | |
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Special Approaches to Classroom Management | |
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Classroom Teaching | |
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Why Understanding Classroom Teaching Is Important to Teachers | |
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Principles of Teacher-Centered Teaching | |
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Principles of Student-Centered or Constructivist Teaching | |
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Assessment | |
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Standardized Testing | |
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Why Understanding Standardized Testing Is Important to Teachers | |
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What Are Standardized Tests? | |
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Types of Standardized Tests | |
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Assessing Test Quality | |
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Interpreting Standardized Test Scores | |
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Issues and Concerns in Standardized Testing | |
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Classroom Assessments | |
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Why Understanding Classroom Assessments Is Important to Teachers | |
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Traditional Assessments | |
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Authentic Assessment | |
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Grading and Reporting | |
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References | |
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Name Index | |
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Subject Index | |