| |
| |
| |
Educational Psychology and Teacher Decision Making | |
| |
| |
Case Study: Hidden Treasure | |
| |
| |
Teaching as Decision Making | |
| |
| |
Using Research in Classroom Decision Making | |
| |
| |
Drawing Conclusions from Research | |
| |
| |
Applying Psychological Theories in Classroom Decision Making | |
| |
| |
Importance of Regular Assessments in Classroom Decision Making | |
| |
| |
Accommodating Diversity in the Classroom | |
| |
| |
Developing as a Teacher | |
| |
| |
Studying Educational Psychology Effectively | |
| |
| |
The Big Picture | |
| |
| |
Case Study: More Harm Than Good? | |
| |
| |
| |
Development and Diversity | |
| |
| |
| |
Cognitive and Linguistic Development | |
| |
| |
Case Study: Economic Activities | |
| |
| |
Basic Principles of Human Development | |
| |
| |
Role of the Brain in Cognitive Development | |
| |
| |
Piaget's Theory of Cognitive Development | |
| |
| |
Piaget's Basic Assumptions | |
| |
| |
Piaget's Stages of Cognitive Development | |
| |
| |
Current Perspectives on Piaget's Theory | |
| |
| |
Vygotsky's Theory of Cognitive Development | |
| |
| |
Vygotsky's Basic Assumptions | |
| |
| |
Current Perspectives on Vygotsky's Theory | |
| |
| |
An Information Processing View of Cognitive Development | |
| |
| |
Attention | |
| |
| |
Learning Strategies | |
| |
| |
Knowledge | |
| |
| |
Metacognition | |
| |
| |
Critiquing Information Processing Theory | |
| |
| |
Linguistic Development | |
| |
| |
Theoretical Perspectives on Language Development | |
| |
| |
Trends in Language Development | |
| |
| |
Learning a Second Language | |
| |
| |
Considering Diversity in Cognitive and Linguistic Development | |
| |
| |
Accommodating Students with Special Needs | |
| |
| |
The Big Picture | |
| |
| |
Case Study: In the Eye of the Beholder | |
| |
| |
| |
Development of Self, Social Skills, and Morality | |
| |
| |
Case Study: The Bad Apple | |
| |
| |
Environmental Influences on Personal, Social, and Moral Development | |
| |
| |
Effects of Parenting | |
| |
| |
Effects of Culture | |
| |
| |
Peer Influences | |
| |
| |
Self-Socialization | |
| |
| |
Development of a Sense of Self | |
| |
| |
Factors Influencing the Development of Self-Views | |
| |
| |
Developmental Changes in Sense of Self | |
| |
| |
Social Development | |
| |
| |
Peer Relationships | |
| |
| |
Social Cognition | |
| |
| |
Fostering Social Skills | |
| |
| |
Promoting Social Interaction Among Diverse Groups | |
| |
| |
Moral and Prosocial Development | |
| |
| |
Developmental Trends in Morality and Prosocial Behavior | |
| |
| |
Development of Moral Reasoning: Kohlberg's Theory | |
| |
| |
Possible Gender Differences in Moral Reasoning: Gilligan's Theory | |
| |
| |
Determinants of Moral and Prosocial Behavior | |
| |
| |
Promoting Moral and Prosocial Development in the Classroom | |
| |
| |
Considering Diversity in Sense of Self, Social Development, and Morality | |
| |
| |
Ethnic Differences | |
| |
| |
Gender Differences | |
| |
| |
Socioeconomic Differences | |
| |
| |
Accommodating Students with Special Needs | |
| |
| |
The Big Picture | |
| |
| |
Characteristics of Different Age-Groups | |
| |
| |
General Themes in Personal, Social, and Moral Development | |
| |
| |
Case Study: The Scarlet Letter | |
| |
| |
| |
Group Differences | |
| |
| |
Case Study: Why Jack Wasn't in School | |
| |
| |
Keeping Group Differences in Perspective | |
| |
| |
Cultural and Ethnic Differences | |
| |
| |
Navigating Different Cultures at Home and at School | |
| |
| |
Examples of Cultural and Ethnic Diversity | |
| |
| |
Creating a More Multicultural Classroom Environment | |
| |
| |
Gender Differences | |
| |
| |
Origins of Gender Differences | |
| |
| |
Socioeconomic Differences | |
| |
| |
Risk Factors Associated with Poverty | |
| |
| |
Working with Homeless Students | |
| |
| |
Fostering Resilience | |
| |
| |
Building on Students' Strengths | |
| |
| |
Students at Risk | |
| |
| |
Characteristics of Students at Risk | |
| |
| |
Why Students Drop Out | |
| |
| |
Supporting Students at Risk | |
| |
| |
Remembering Within-Group Diversity | |
| |
| |
Group Differences and Special Needs | |
| |
| |
The Big Picture | |
| |
| |
Case Study: The Active and the Passive | |
| |
| |
| |
Individual Differences and Special Educational Needs | |
| |
| |
Case Study: Tim | |
| |
| |
Keeping Individual Differences in Perspective | |
| |
| |
Intelligence | |
| |
| |
Measuring Intelligence | |
| |
| |
How Theorists Conceptualize Intelligence | |
| |
| |
Nature, Nurture, and Group Differences in Intelligence | |
| |
| |
Being Optimistic About Students' Potential | |
| |
| |
Temperament | |
| |
| |
Temperament in the Classroom | |
| |
| |
Educating Students with Special Needs in General Education Classrooms | |
| |
| |
Public Law 94-142: Individuals with Disabilities Education Act (IDEA) | |
| |
| |
Is Inclusion in the Best Interest of Students? | |
| |
| |
Classifying Students with Special Needs | |
| |
| |
Students with Specific Cognitive or Academic Difficulties | |
| |
| |
Learning Disabilities | |
| |
| |
Attention-Deficit Hyperactivity Disorder (ADHD) | |
| |
| |
Speech and Communication Disorders | |
| |
| |
General Recommendations for Students with Specific Cognitive or Academic Difficulties | |
| |
| |
Students with Social or Behavioral Problems | |
| |
| |
Emotional and Behavioral Disorders | |
| |
| |
Autism | |
| |
| |
General Recommendations for Students with Social or Behavioral Problems | |
| |
| |
Students with General Delays in Cognitive and Social Functioning | |
| |
| |
Mental Retardation | |
| |
| |
Students with Physical and Sensory Challenges | |
| |
| |
Physical and Health Impairments | |
| |
| |
Visual Impairments | |
| |
| |
Hearing Loss | |
| |
| |
Severe and Multiple Disabilities | |
| |
| |
General Recommendations for Students with Physical and Sensory Challenges | |
| |
| |
Students with Advanced Cognitive Development | |
| |
| |
Giftedness | |
| |
| |
Considering Diversity When Identifying and Addressing Special Needs | |
| |
| |
The Big Picture | |
| |
| |
Case Study: Quiet Amy | |
| |
| |
| |
Learning and Motivation | |
| |
| |
| |
Learning and Cognitive Processes | |
| |
| |
Case Study: Darren's Day at School | |
| |
| |
Looking at Learning from Different Perspectives | |
| |
| |
Learning as a Change in Behavior | |
| |
| |
Learning as a Change in Mental Representations or Associations | |
| |
| |
Learning and the Brain | |
| |
| |
Keeping an Open Mind About Theories of Learning | |
| |
| |
Basic Assumptions of Cognitive Psychology | |
| |
| |
Basic Terminology in Cognitive Psychology | |
| |
| |
A Model of Human Memory | |
| |
| |
The Nature of the Sensory Register | |
| |
| |
Moving Information to Working Memory: The Role of Attention | |
| |
| |
The Nature of Working (Short-Term) Memory | |
| |
| |
Moving Information to Long-Term Memory: Connecting New Information with Prior Knowledge | |
| |
| |
The Nature of Long-Term Memory | |
| |
| |
Critiquing the Three-Component Model | |
| |
| |
Long-Term Memory Storage | |
| |
| |
The Various Forms of Knowledge | |
| |
| |
How Declarative Knowledge Is Learned | |
| |
| |
How Procedural Knowledge Is Learned | |
| |
| |
Prior Knowledge and Working Memory in Long-Term Memory Storage | |
| |
| |
Using Mnemonics in the Absence of Relevant Prior Knowledge | |
| |
| |
Long-Term Memory Retrieval | |
| |
| |
The Nature of Long-Term Memory Retrieval | |
| |
| |
Factors Affecting Retrieval | |
| |
| |
Why Learners Sometimes Forget | |
| |
| |
Giving Students Time to Process: Effects of Increasing Wait Time | |
| |
| |
Accommodating Diversity in Cognitive Processes | |
| |
| |
Facilitating Cognitive Processing in Students with Special Needs | |
| |
| |
The Big Picture | |
| |
| |
Case Study: How Time Flies | |
| |
| |
| |
Knowledge Construction | |
| |
| |
Case Study: Pulling It All Together | |
| |
| |
Constructive Processes in Learning and Memory | |
| |
| |
Construction in Storage | |
| |
| |
Construction in Retrieval | |
| |
| |
Knowledge Construction as a Social Process | |
| |
| |
Benefits of Joint Meaning-Making with Peers | |
| |
| |
Organizing Knowledge | |
| |
| |
Concepts | |
| |
| |
Schemas and Scripts | |
| |
| |
Theories | |
| |
| |
When Knowledge Construction Goes Awry: Origins and Effects of Misconceptions | |
| |
| |
Promoting Effective Knowledge Construction | |
| |
| |
Providing Opportunities for Experimentation | |
| |
| |
Presenting the Ideas of Others | |
| |
| |
Emphasizing Conceptual Understanding | |
| |
| |
Promoting Dialogue | |
| |
| |
Using Authentic Activities | |
| |
| |
Creating a Community of Learners | |
| |
| |
The Challenge of Conceptual Change | |
| |
| |
Considering Diversity in Constructive Processes | |
| |
| |
Accommodating Students with Special Needs | |
| |
| |
The Big Picture | |
| |
| |
Case Study: Earth-Shaking Summaries | |
| |
| |
| |
Higher-Level Thinking Processes | |
| |
| |
Case Study: A Question of Speed | |
| |
| |
The Nature of Higher-Level Thinking | |
| |
| |
Metacognition and Study Strategies | |
| |
| |
Effective Study Strategies | |
| |
| |
Factors Affecting Strategy Use | |
| |
| |
Transfer | |
| |
| |
Basic Concepts in Transfer | |
| |
| |
Factors Affecting Transfer | |
| |
| |
Importance of Retrieval in Transfer | |
| |
| |
Problem Solving | |
| |
| |
Basic Concepts in Problem Solving | |
| |
| |
Cognitive Factors Affecting Problem Solving | |
| |
| |
Using Computer Technology to Promote Problem Solving | |
| |
| |
Creativity | |
| |
| |
Fostering Creativity | |
| |
| |
Critical Thinking | |
| |
| |
Fostering Critical Thinking | |
| |
| |
Considering Diversity in Higher-Level Thinking Processes | |
| |
| |
Accommodating Students with Special Needs | |
| |
| |
The Big Picture | |
| |
| |
Case Study: Checks and Balances | |
| |
| |
| |
Behaviorist Views of Learning | |
| |
| |
Case Study: The Attention Getter | |
| |
| |
Basic Assumptions of Behaviorism | |
| |
| |
Classical Conditioning | |
| |
| |
Classical Conditioning of Emotional Responses | |
| |
| |
Common Phenomena in Classical Conditioning | |
| |
| |
Operant Conditioning | |
| |
| |
Contrasting Classical and Operant Conditioning | |
| |
| |
Reinforcement in the Classroom | |
| |
| |
Using Reinforcement Effectively | |
| |
| |
Shaping New Behaviors | |
| |
| |
Effects of Antecedent Stimuli and Responses | |
| |
| |
Reducing and Eliminating Undesirable Behaviors | |
| |
| |
Extinction | |
| |
| |
Cueing Inappropriate Behaviors | |
| |
| |
Reinforcing Incompatible Behaviors | |
| |
| |
Punishment | |
| |
| |
Maintaining Desirable Behaviors Over the Long Run | |
| |
| |
Promoting Intrinsic Reinforcement | |
| |
| |
Using Intermittent Reinforcement | |
| |
| |
Addressing Especially Difficult Classroom Behaviors | |
| |
| |
Applied Behavior Analysis | |
| |
| |
Functional Analysis and Positive Behavioral Support | |
| |
| |
Considering Diversity in Student Behaviors | |
| |
| |
Accommodating Students with Special Needs | |
| |
| |
Strengths and Potential Limitations of Behavioral Approaches | |
| |
| |
The Big Picture | |
| |
| |
Case Study: Hostile Helen | |
| |
| |
| |
Social Cognitive Views of Learning | |
| |
| |
Case Study: Parlez-Vous Francais? | |
| |
| |
Basic Assumptions of Social Cognitive Theory | |
| |
| |
The Social Cognitive View of Reinforcement and Punishment | |
| |
| |
Expectations | |
| |
| |
Vicarious Experiences | |
| |
| |
Cognitive Processing | |
| |
| |
Decisions About How to Behave | |
| |
| |
Nonoccurrence of Expected Consequences | |
| |
| |
Modeling | |
| |
| |
Behaviors That Can Be Learned Through Modeling | |
| |
| |
How Modeling Affects Behavior | |
| |
| |
Characteristics of Effective Models | |
| |
| |
Helping Students Learn from Models | |
| |
| |
Self-Efficacy | |
| |
| |
How Self-Efficacy Affects Behavior and Cognition | |
| |
| |
Factors in the Development of Self-Efficacy | |
| |
| |
Fostering High Self-Efficacy | |
| |
| |
Teacher Self-Efficacy | |
| |
| |
Self-Regulation | |
| |
| |
Self-Regulated Behavior | |
| |
| |
Self-Regulated Learning | |
| |
| |
Self-Regulated Problem Solving | |
| |
| |
Reciprocal Causation | |
| |
| |
Considering Diversity from a Social Cognitive Perspective | |
| |
| |
Using Diverse Models to Promote Success and Self-Efficacy | |
| |
| |
Promoting Self-Regulation in Students at Risk | |
| |
| |
Supporting Students with Special Needs | |
| |
| |
The Big Picture | |
| |
| |
Unifying Ideas in Social Cognitive Theory | |
| |
| |
Comparing the Three Perspectives of Learning | |
| |
| |
Case Study: Teacher's Lament | |
| |
| |
| |
Motivation and Affect | |
| |
| |
Case Study: Quick Draw | |
| |
| |
The Nature of Motivation | |
| |
| |
How Motivation Affects Learning and Behavior | |
| |
| |
Extrinsic Versus Intrinsic Motivation | |
| |
| |
Theoretical Perspectives of Motivation | |
| |
| |
The Trait Perspective | |
| |
| |
The Behaviorist Perspective | |
| |
| |
The Social Cognitive Perspective | |
| |
| |
The Cognitive Perspective | |
| |
| |
What Basic Needs Do People Have? | |
| |
| |
Self-Worth | |
| |
| |
Relatedness | |
| |
| |
Affect and Its Effects | |
| |
| |
How Affect Is Related to Motivation | |
| |
| |
How Affect Is Related to Learning and Cognition | |
| |
| |
Anxiety | |
| |
| |
Addressing Diversity in Motivation and Affect | |
| |
| |
Cultural and Ethnic Differences | |
| |
| |
Gender Differences | |
| |
| |
Socioeconomic Differences | |
| |
| |
Accommodating Students with Special Needs | |
| |
| |
The Big Picture | |
| |
| |
Guiding Principles | |
| |
| |
Case Study: When "Perfect" Isn't Good Enough | |
| |
| |
| |
Cognitive Factors in Motivation | |
| |
| |
Case Study: Passing Algebra | |
| |
| |
The Interplay of Cognition and Motivation | |
| |
| |
Self-Perceptions and Intrinsic Motivation | |
| |
| |
Self-Efficacy | |
| |
| |
Self-Determination | |
| |
| |
Expectancies and Values | |
| |
| |
Internalizing the Values of Others | |
| |
| |
Fostering Expectancies and Values in the Classroom | |
| |
| |
Interest | |
| |
| |
Situational Versus Personal Interest | |
| |
| |
Promoting Interest in Classroom Subject Matter | |
| |
| |
Goals | |
| |
| |
Achievement Goals | |
| |
| |
Work-Avoidance Goals | |
| |
| |
Social Goals | |
| |
| |
Career Goals | |
| |
| |
Coordinating Multiple Goals | |
| |
| |
Dispositions | |
| |
| |
Attributions: Perceived Causes of Success and Failure | |
| |
| |
How Attributions Influence Affect, Cognition, and Behavior | |
| |
| |
Developmental Trends in Attributions | |
| |
| |
Factors Influencing the Development of Attributions | |
| |
| |
Mastery Orientation Versus Learned Helplessness | |
| |
| |
Teacher Expectations and Attributions | |
| |
| |
How Expectations and Attributions Affect Classroom Performance | |
| |
| |
Forming Productive Expectations and Attributions for Student Performance | |
| |
| |
Considering Diversity in the Cognitive Aspects of Motivation | |
| |
| |
Ethnic Differences | |
| |
| |
Gender Differences | |
| |
| |
Socioeconomic Differences | |
| |
| |
Accommodating Students with Special Needs | |
| |
| |
The Big Picture | |
| |
| |
General Principles of Motivation | |
| |
| |
Revisiting the Four Theoretical Perspectives | |
| |
| |
Case Study: Writer's Block | |
| |
| |
| |
Classroom Strategies | |
| |
| |
| |
Instructional Strategies | |
| |
| |
Case Study: Oregon Trail | |
| |
| |
Overview of Instructional Strategies | |
| |
| |
Planning for Instruction | |
| |
| |
Identifying the Goals of Instruction | |
| |
| |
Conducting a Task Analysis | |
| |
| |
Developing a Lesson Plan | |
| |
| |
Expository Approaches | |
| |
| |
Lectures and Textbooks | |
| |
| |
Mastery Learning | |
| |
| |
Direct Instruction | |
| |
| |
Computer-Based Instruction | |
| |
| |
Online Research | |
| |
| |
Hands-On and Practice Activities | |
| |
| |
Discovery Learning | |
| |
| |
In-Class Activities | |
| |
| |
Computer Simulations and Applications | |
| |
| |
Homework | |
| |
| |
Authentic Activities | |
| |
| |
Interactive and Collaborative Approaches | |
| |
| |
Teacher Questions | |
| |
| |
Class Discussions | |
| |
| |
Reciprocal Teaching | |
| |
| |
Technology-Based Discussions | |
| |
| |
Cooperative Learning | |
| |
| |
Peer Tutoring | |
| |
| |
Taking Student Diversity into Account | |
| |
| |
Considering Group Differences | |
| |
| |
Accommodating Students with Special Needs | |
| |
| |
The Big Picture | |
| |
| |
Case Study: Uncooperative Students | |
| |
| |
| |
Creating a Productive Learning Environment | |
| |
| |
Case Study: A Contagious Situation | |
| |
| |
Creating an Environment Conducive to Learning | |
| |
| |
Arranging the Classroom | |
| |
| |
Creating an Effective Classroom Climate | |
| |
| |
Setting Limits | |
| |
| |
Planning Activities That Keep Students on Task | |
| |
| |
Monitoring What Students Are Doing | |
| |
| |
Modifying Instructional Strategies | |
| |
| |
Taking Individual and Developmental Differences into Account | |
| |
| |
Dealing with Misbehaviors | |
| |
| |
Ignoring Behavior | |
| |
| |
Cueing a Student | |
| |
| |
Discussing a Problem Privately with a Student | |
| |
| |
Teaching Self-Regulation Strategies | |
| |
| |
Using Behaviorist Approaches | |
| |
| |
Conferring with Parents | |
| |
| |
Addressing Aggression and Violence at School | |
| |
| |
Creating a Nonviolent School Environment | |
| |
| |
Intervening Early for Students at Risk | |
| |
| |
Providing Intensive Intervention for Students in Trouble | |
| |
| |
Taking Student Diversity into Account | |
| |
| |
Creating a Supportive Climate | |
| |
| |
Defining and Responding to Misbehaviors | |
| |
| |
Accommodating Students with Special Needs | |
| |
| |
Coordinating Efforts with Others | |
| |
| |
Working with Other Teachers | |
| |
| |
Working with the Community at Large | |
| |
| |
Working with Parents | |
| |
| |
The Big Picture | |
| |
| |
Case Study: Old Friends | |
| |
| |
| |
Classroom Assessment Strategies | |
| |
| |
Case Study: The Math Test | |
| |
| |
Assessments as Tools | |
| |
| |
The Various Forms of Educational Assessment | |
| |
| |
Using Assessment for Different Purposes | |
| |
| |
Promoting Learning | |
| |
| |
Guiding Instructional Decision Making | |
| |
| |
Diagnosing Learning and Performance Problems | |
| |
| |
Promoting Self-Regulation | |
| |
| |
Determining What Students Have Learned | |
| |
| |
Important Qualities of Good Assessment | |
| |
| |
Reliability | |
| |
| |
Standardization | |
| |
| |
Validity | |
| |
| |
Praticality | |
| |
| |
Informal Assessment | |
| |
| |
RSVP Characteristics of Informal Assessment | |
| |
| |
Paper-Pencil Assessment | |
| |
| |
Constructing the Assessment Instrument | |
| |
| |
Administering the Assessment | |
| |
| |
Scoring Students' Responses | |
| |
| |
RSVP Characteristics of Paper-Pencil Assessment | |
| |
| |
Performance Assessment | |
| |
| |
Choosing Appropriate Performance Tasks | |
| |
| |
Planning and Administering the Assessment | |
| |
| |
Scoring Students' Responses | |
| |
| |
RSVP Characteristics of Performance Assessment | |
| |
| |
Including Students in the Assessment Process | |
| |
| |
Encouraging Risk Taking | |
| |
| |
Evaluating an Assessment Tool Through Item Analysis | |
| |
| |
Taking Student Diversity into Account in Classroom Assessments | |
| |
| |
Test Anxiety | |
| |
| |
Testwiseness | |
| |
| |
Accommodating Group Differences | |
| |
| |
Accommodating Students with Special Needs | |
| |
| |
The Big Picture | |
| |
| |
Learning, Motivation, and Assessment | |
| |
| |
General Guidelines for Classroom Assessment | |
| |
| |
Case Study: Pick and Choose | |
| |
| |
| |
Summarizing Student Achievement | |
| |
| |
Case Study: B in History | |
| |
| |
Revisiting Self-Regulation and the RSVP Characteristics | |
| |
| |
Summarizing the Results of a Single Assessment | |
| |
| |
Raw Scores | |
| |
| |
Criterion-Referenced Scores | |
| |
| |
Norm-Referenced Scores | |
| |
| |
Using Criterion-Referenced Versus Norm-Referenced Scores in the Classroom | |
| |
| |
Determining Final Class Grades | |
| |
| |
Considering Improvement, Effort, and Extra Credit | |
| |
| |
Choosing Criterion-Referenced or Norm-Referenced Grades | |
| |
| |
Including Students in the Grading Process | |
| |
| |
Using Portfolios | |
| |
| |
Standardized Tests | |
| |
| |
Types of Standardized Tests | |
| |
| |
Technology and Assessment | |
| |
| |
Guidelines for Choosing and Using Standardized Tests | |
| |
| |
Interpreting Standardized Test Scores | |
| |
| |
High-Stakes Testing and Accountability | |
| |
| |
Problems with High-Stakes Testing | |
| |
| |
Potential Solutions to the Problems | |
| |
| |
Taking Student Diversity into Account | |
| |
| |
Cultural Bias | |
| |
| |
Language Differences | |
| |
| |
Accommodating Students with Special Needs | |
| |
| |
Confidentiality and Communication About Assessment Results | |
| |
| |
Communicating Assessment Results to Students and Parents | |
| |
| |
The Big Picture | |
| |
| |
Case Study: Can Johnny Read? | |
| |
| |
| |
Describing Associations with Correlation Coefficients | |
| |
| |
| |
Analyses of the Ending Case Studies | |
| |
| |
| |
Matching Book and Ancillary Content to the Praxis Principles of Learning and Teaching Tests | |
| |
| |
Glossary | |
| |
| |
References | |
| |
| |
Name Index | |
| |
| |
Subject Index | |