The Beginning | |
Psychology for Teaching | p. 2 |
Psychology for Teaching | p. 4 |
Teaching and Your Beliefs | p. 5 |
Psychology | p. 7 |
Models of Learners and Teachers | p. 12 |
A Model of Teaching | p. 15 |
Psychology Applied to Teaching | p. 17 |
Teaching as Decision Making | p. 19 |
Teaching as Problem Solving | p. 19 |
Teaching to Empower Students | p. 20 |
Teaching as a Reflective Activity | p. 21 |
Teaching as a Craft | p. 22 |
Teaching as a Career | p. 25 |
Cultural and Global Diversity | p. 28 |
Main Points | p. 30 |
Applied Questions | p. 32 |
Internet Activity | p. 32 |
Study Terms | p. 32 |
Suggested Readings | p. 33 |
Development and Teaching | |
An Overview of Development | p. 36 |
Concepts in Human Development | p. 38 |
Principles of Human Development | p. 40 |
Moral Development | p. 52 |
Language Development | p. 57 |
Main Points | p. 62 |
Applied Questions | p. 64 |
Internet Activity | p. 64 |
Study Terms | p. 64 |
Suggested Readings | p. 65 |
Cognitive and Social Development | p. 66 |
Gender Roles | p. 68 |
Personality Development: Erik Erikson | p. 74 |
Cognitive Development | p. 78 |
Piaget's Most Basic Ideas | p. 79 |
Construction of the Intellect: Piaget's Theory | p. 83 |
Educational Implications of Piaget's Theory | p. 99 |
Vygotsky's Cultural/Cognitive Theory | p. 103 |
Educational Implications of Vygotsky's Theory | p. 106 |
Main Points | p. 108 |
Applied Questions | p. 110 |
Internet Activity | p. 110 |
Study Terms | p. 110 |
Suggested Readings | p. 111 |
Learning and Teaching | |
Behaviorism and Social Learning Theory | p. 114 |
Learning | p. 116 |
Three Approaches to Human Learning | p. 119 |
Pavlov's Classical Conditioning | p. 120 |
Watson's Environmentalism | p. 122 |
Thorndike's Connectionism | p. 124 |
Skinner's Operant Conditioning | p. 130 |
A Summary of Behavioristic Contributions to Instruction | p. 145 |
Beyond Freedom: A Philosophical Discussion | p. 148 |
Bandura's Social Cognitive Theory | p. 149 |
Instructional Implications of Social Cognitive Theory | p. 158 |
Main Points | p. 159 |
Applied Questions | p. 161 |
Internet Activity | p. 161 |
Study Terms | p. 161 |
Suggested Readings | p. 162 |
Thinking and Remembering | p. 164 |
Cognitivism | p. 166 |
The Modal Model of Memory | p. 169 |
Processes in Long-Term Memory | p. 177 |
Educational Applications: Teaching for Retrieval | p. 179 |
Metacognition | p. 186 |
Main Points | p. 196 |
Applied Questions | p. 197 |
Internet Activity | p. 197 |
Study Terms | p. 198 |
Suggested Readings | p. 198 |
Cognitive Approaches to Teaching | p. 200 |
Direct Instruction and Constructivism | p. 203 |
Bruner's Theory: Discovery Learning | p. 208 |
Ausubel's Theory: Reception Learning | p. 213 |
Discovery or Reception? | p. 219 |
Some Cognitive Instructional Models and Emphases | p. 223 |
Another Look at Constructivism | p. 229 |
Main Points | p. 231 |
Applied Questions | p. 234 |
Internet Activity | p. 234 |
Study Terms | p. 234 |
Suggested Readings | p. 235 |
Humanistic Approaches to Teaching | p. 236 |
Humanistic Psychology | p. 238 |
Rogerian Humanistic Theory | p. 240 |
Humanism in the Classroom | p. 246 |
Specific Humanistic Programs in the Classroom | p. 251 |
Some Reactions to Humanistic Education | p. 265 |
Constructivism, Humanism, and the Best Teaching Practices | p. 267 |
Main Points | p. 268 |
Applied Questions | p. 269 |
Internet Activity | p. 269 |
Study Terms | p. 270 |
Suggested Readings | p. 270 |
Diversity and Teaching | |
Intelligence and Creativity | p. 274 |
Some Views and Theories of Intelligence | p. 276 |
Measuring Intelligence | p. 285 |
Some Influences on Intelligence | p. 296 |
Creativity | p. 300 |
Connections Between Creativity and Intelligence | p. 305 |
Main Points | p. 310 |
Applied Questions | p. 311 |
Internet Activity | p. 311 |
Study Terms | p. 312 |
Suggested Readings | p. 312 |
Learners with Special Needs | p. 314 |
The Talented and the Gifted | p. 317 |
Teaching Those with Disabilities | p. 331 |
Definition and Identification of Exceptionality | p. 338 |
Main Points | p. 352 |
Applied Questions | p. 354 |
Internet Activity | p. 354 |
Study Terms | p. 354 |
Suggested Readings | p. 355 |
Multicultural Education: Adapting Instruction for Learners | p. 356 |
Multiculturalism | p. 358 |
Adapting Instruction for Diverse Learners | p. 367 |
Tracking | p. 368 |
The Learning Styles Approach | p. 371 |
Programmed Instruction | p. 373 |
Computers in Education | p. 377 |
Other Individualized Instructional Programs | p. 389 |
Attribute -- Treatment Interaction | p. 393 |
Main Points | p. 395 |
Applied Questions | p. 397 |
Internet Activity | p. 397 |
Study Terms | p. 397 |
Suggested Readings | p. 398 |
More Effective Instruction | |
Motivation and Teaching | p. 402 |
Motives: Explanations for Behavior | p. 405 |
Historical Views of Human Motivation | p. 406 |
Magnitude of Motivation: Arousal Theory | p. 409 |
A Behavioristic View of Motivation | p. 414 |
A Humanistic View of Motivation | p. 418 |
Cognitive Views of Motivation | p. 422 |
Classroom Applications of Cognitive Views | p. 431 |
Main Points | p. 436 |
Applied Questions | p. 437 |
Internet Activity | p. 437 |
Study Terms | p. 438 |
Suggested Readings | p. 438 |
Classroom Management | p. 440 |
Classroom Management and Discipline | p. 442 |
Humanistic Models of Classroom Management | p. 448 |
Democratic Models of Classroom Management | p. 454 |
Behavioristic Models of Classroom Management | p. 462 |
Some Practices for Your Classroom Management Plan | p. 475 |
Main Points | p. 480 |
Applied Questions | p. 482 |
Internet Activity | p. 482 |
Study Terms | p. 482 |
Suggested Readings | p. 483 |
Instructional Objectives and School Assessments | p. 484 |
Measurement and Evaluation in Schools | p. 486 |
Instructional Goals and Assessment | p. 490 |
Blueprints for Teacher-Made Tests | p. 499 |
Characteristics of a Good Measuring Instrument | p. 501 |
Standardized Tests | p. 505 |
Teacher-Made Tests | p. 510 |
Criterion-Referenced Testing | p. 515 |
Performance-Based Assessments | p. 518 |
Some Legal Issues in Educational Assessment | p. 524 |
Concluding Thoughts on Educational Assessment | p. 526 |
Main Points | p. 527 |
Applied Questions | p. 529 |
Internet Activity | p. 529 |
Study Terms | p. 530 |
Suggested Readings | p. 530 |
Epilogue and a Growing Footnote | p. 532 |
Glossary | p. 535 |
Bibliography | p. 561 |
Index | p. 590 |
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