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Learning, Teaching, and Educational Psychology | |
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Learning and Teaching Today | |
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Dramatic Diversity: Students Today | |
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High Expectations: No Child Left Behind | |
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Do Teachers Make a Difference? Two Examples | |
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What Is Good Teaching? | |
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Inside four classrooms | |
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Beginning Teachers | |
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The Role of Educational Psychology | |
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In the Beginning: Linking Educational Psychology and Teaching | |
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Is it Just Common Sense? | |
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Using Research to Understand and Improve Teaching | |
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What is Scientifically Based Research? | |
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Theories for Teaching | |
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Preview: Theories for Educational Psychology | |
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Stages: Piaget, Freud, and Erikson | |
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Learning and Motivation: Behaviorism, Information Processing, and Social Cognitive Theory | |
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Contextual Theories: Vygotsky and Bronfenbrenner | |
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Three Questions Across the Theories | |
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Beware of Either/Or | |
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Diversity and Convergence in Educational Psychology Students | |
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Cognitive Development and Language | |
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A Definition of Development | |
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Three Questions Across the Theories | |
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General Principles of Development | |
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The Brain and Cognitive Development | |
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Piaget's Theory of Cognitive Development | |
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Influences on Development | |
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Basic Tendencies in Thinking | |
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Four Stages of Cognitive Development | |
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Information-Processing and Neo-Piagetian Views of Cognitive Development | |
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Some Limitations of Piaget's Theory | |
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Vygotsky's Sociocultural Perspective | |
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The Social Sources of Individual Thinking | |
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Cultural Tools and Cognitive Development | |
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The Role of Language and Private Speech | |
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The Zone of Proximal Development | |
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Limitations of Vygotsky's Theory | |
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Implications of Piaget's and Vygotsky's Theories for Teachers | |
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Piaget: What Can We Learn? | |
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Vygotsky: What Can We Learn? | |
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Reaching Every Student: Using the Tools of the Culture | |
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The Development of Language | |
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What Develops? Language and Cultural | |
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When and How Does Language Develop? | |
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Diversity in Language: Dual Language Development | |
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Emergent Literacy | |
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Diversity and Convergence in Cognitive Development | |
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Diversity | |
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Convergences | |
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The Self, Social, and Moral Development | |
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Bronfenbrenner: The Social Context for Development | |
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Families | |
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Peers | |
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Teachers and Students | |
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Reaching Every Student: Teachers and Child Abuse | |
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Physical Development | |
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Physical and Motor Development | |
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Play, Recess, and Physical Activity | |
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Challenges in Physical Development | |
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The Brain and Adolescent Development | |
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Self and Identity | |
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Erickson: Stages of Psychosocial Development | |
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Racial and Ethnic Identity | |
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Self-concept | |
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Self-esteem | |
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Point/Counterpoint: The School's Roes in Self-Esteem | |
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Sex Differences in Self-Concept and Self-Esteem | |
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Gender Development | |
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Sex and Gender | |
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Gender Bias | |
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Understanding Others and Moral Development | |
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Theory of Mind and Intention | |
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Moral Development | |
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Moral Judgments, Social Conventions, and Personal Choices | |
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Diversity in Moral Reasoning | |
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Moral Behavior: Cheating | |
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Diversity and Convergence in Personal/Social Development | |
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Learner Differences and Learning Needs | |
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Intelligence | |
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Language and Labels | |
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What Does Intelligence Mean? | |
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Multiple Intelligences | |
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Intelligence as a Process | |
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Measuring Intelligence | |
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Sex Differences in Intelligence | |
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Learning and Thinking Styles | |
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Learning Styles/Preferences | |
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Intellectual Styles | |
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Individual Differences and the Law | |
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IDEA | |
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Section 504 Protections | |
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Students with Learning Challenges | |
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Neuroscience and Learning Challenges | |
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Students with Learning Disabilities | |
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Students with Hyperactivity and Attention Disorders | |
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Students with Language and Communication Disorders | |
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Students with Emotional or Behavioral Difficulties | |
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Students with Intellectual Difficulties | |
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Students with Health Impairments | |
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Students Who are Deaf | |
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Autism Spectrum Disorders and Asperger Syndrome | |
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Response to Intervention (RTI) | |
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Students Who are Gifted and Talented | |
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Who are These Students? | |
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Identifying and Teaching Gifted Students | |
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Diversity and Convergences | |
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Culture and Diversity | |
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Today's Diverse Classrooms | |
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American Cultural Diversity | |
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Meet Five Students | |
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Cautions: Interpreting Cultural Differences | |
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Economic and Social Class Differences | |
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Social Class and SES | |
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Poverty and School Achievement | |
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Ethnic and Racial Differences | |
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Terms: Ethnicity and Race | |
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Ethnic and Racial Differences in School Achievement | |
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The Legacy of Discrimination | |
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Stereotype Threat | |
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Language Differences in the Classroom | |
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Dialects | |
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Bilingualism | |
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Reaching Every Student: Recognizing Giftedness in Bilingual Students | |
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Bilingual Education | |
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Gender in Teaching and Learning | |
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Gender Bias in Texts | |
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Gender Bias in Teaching | |
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Multicultural Education: Creating Culturally Compatible Classrooms | |
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Culturally Relevant Pedagogy | |
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Fostering Resilience | |
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Diversity and Convergences | |
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Diversity in Learning | |
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Convergences: Teaching Every Student | |
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Learning And Motivation | |
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Behavioral Views of Learning | |
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Understanding Learning | |
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Neuroscience of Learning | |
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Learning Is Not Always What It Seems | |
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Early Explanations of Learning: Contiguity and Classical Conditioning | |
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Operant Conditioning: Trying New Responses | |
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Types of Consequences | |
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Reinforcement Schedules | |
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Antecedents and Behavior Change | |
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Applied Behavior Analysis | |
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Methods for Encouraging Behaviors | |
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Handling Undesirable Behavior | |
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Putting it All Together: Behavioral Approaches to Teaching and Management | |
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Group Consequences | |
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Contingency Contracts and Token Reinforcement | |
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Reaching Every Student: Severe Behavior Problems | |
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What's New" | |
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Functional Behavioral Assessment and Positive Behavior Supports | |
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Challenges to Behavioral Views: Thinking about Behavior | |
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Social Learning Theory | |
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Elements of Observational Learning | |
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Self-Management | |
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Problems and Issues | |
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Criticisms of Behavioral Methods | |
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Ethical Issues | |
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Diversity and Convergences in Behavioral Learning | |
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Diversity | |
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Convergence | |
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Cognitive Views of Learning | |
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Elements of the Cognitive Perspective | |
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Comparing Cognitive and Behavioral Views | |
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The Brain and Cognitive Learning | |
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The Importance of Knowledge in Learning | |
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Cognitive Views of Memory | |
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Sensory Memory | |
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Working Memory | |
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Long Term-Memory | |
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Capacity, Duration, and Contents of Long-Term Memory | |
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Explicit Memories: Semantic and Episodic | |
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Implicit Memories | |
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Storing and Retrieving Information in Long-Term Memory | |
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Becoming Knowledgeable: Some Basic Principles | |
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Development of Declarative Knowledge | |
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Development of Procedural Knowledge | |
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Diversity and Convergences in Cognitive Learning | |
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Diversity: Individual Differences and Working Memory | |
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Diversity: Individual Differences and Long-Term Memory | |
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Convergences: Connecting with Families | |
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Complex Cognitive Processes | |
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Metacognition | |
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Metacognitive Knowledge and Regulation | |
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Sources of Individual Differences in Metacognition | |
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Learning Strategies | |
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Learning Strategies and Tactics | |
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Visual Tools for Organizing | |
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Reading Strategies | |
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Applying Learning Strategies | |
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Reaching Every Student: Learning Strategies for Students with Learning Disabilities | |
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Problem Solving | |
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Identifying: Problem Finding | |
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Defining Goals and Representing the Problem | |
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Exploring Possible Solution Strategies | |
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Anticipating, Acting, and Looking Back | |
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Factors That Hinder Problem Solving | |
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Expert Knowledge and Problem solving | |
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Creativity and Creative Problem Solving | |
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Defining Creativity | |
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What Are the Sources of Creativity? | |
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Assessing Creativity | |
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Creativity in the Classroom | |
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The Big C: Revolutionary Innovation | |
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Critical Thinking | |
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Developing Critical Thinking | |
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The Language of Thinking | |
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Critical Thinking in Specific Subjects | |
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Teaching for Transfer | |
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The Many Views of Transfer | |
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Teaching for Positive Transfer | |
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Diversity and Convergences in Complex Cognitive Processes | |
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Diversity | |
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Convergences | |
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The Learning Sciences and Constructivism | |
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What are the Learning Sciences? | |
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What is Constructivism? | |
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Cognitive Constructivism: Piaget | |
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Social Constructivism: Vygotsky | |
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How is Knowledge Constructed? | |
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Common Elements of Constructivist Student-Centered Teaching | |
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Applications of Constructivist Theories | |
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Discovery, Inquiry, and Problem-Based Learning | |
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Cooperative Learning | |
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Cognitive Apprenticeships and Reciprocal Teaching | |
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Fostering Communities of Learning | |
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Dilemmas of Constructivist Practice | |
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Brain-based Teaching | |
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Service Learning | |
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Learning in a Digital World | |
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Learning about and with Technology | |
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Access | |
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Diversity and Convergence in Constructivist Views | |
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Social Cognitive Views of Motivation and Learning | |
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Social Cognitive Theory and Triarchic Reciprocity | |
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Self-Efficacy: Students and Teachers | |
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Academic Self-Efficacy, Learning, and Motivation | |
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Teachers' Sense of Efficacy | |
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Agency and Self-Regulation | |
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What Influences Self-Regulated Learning ? | |
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Models of Self-Regulated Learning | |
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An Individual Example | |
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Reaching Every Student: Two Classrooms and a Family | |
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Teaching Applications of Social Cognitive Theory | |
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Modeling and Observational Learning | |
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Teaching for Self-regulation | |
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Cognitive Behavior Modification | |
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Diversity and Convergence in Social Cognitive Explanations | |
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Motivation in Learning and Teaching | |
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Teachers' Casebook: What Would You Do? | |
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What Is Motivation? | |
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Meeting Some StudentsIntrinsic and Extrinsic Motivation | |
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Five General Approaches to Motivation | |
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Needs | |
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Maslow's Hierarchy of Needs | |
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Self-Determination: Need for Competence, Autonomy, and Relatedness | |
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Needs: Lessons for Teachers | |
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Goal Orientations | |
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Types of Goals and Goal Orientations | |
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Feedback, Goal Framing, and Goal Acceptance | |
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Goals: Lessons for Teachers | |
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Beliefs and Self-Perceptions | |
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Beliefs about Knowing: Epistemological Beliefs | |
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Beliefs about Ability | |
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Beliefs about Causes and Control: Attribution Theory | |
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Beliefs about Self-Worth | |
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Beliefs and Attributions: Lessons for Teachers | |
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Interests, Curiosity, Emotions, and Anxiety | |
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Tapping Interests | |
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Curiosity: Novelty and Complexity | |
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Emotions and Anxiety | |
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Reaching Every Student: Coping with Anxiety | |
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Curiosity, Interests, and Emotions: Lessons for Teachers | |
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Motivation to Learn and School | |
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Tasks for Learning | |
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Supporting Autonomy and Recognizing Accomplishment | |
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Grouping, Evaluation, and Time | |
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Diversity and Convergences in Motivation to Learn | |
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Diversity in Motivation | |
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Convergences: Strategies to Encourage Motivation | |
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Summary Table | |
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Teaching And Assessment | |
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Creating Learning Environments | |
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Teachers' Casebook: What Would You Do? | |
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The Need for Organization | |
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The Basic Task: Gain Their Cooperation The Goals of Classroom Management Creating a Positive Learning Environment | |
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Some Research Results Routines and Rules Required Planning Spaces for Learning Planning for Computer Uses Getting Started: The First Weeks of Class Maintaining a Good Environment for Learning | |
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Encouraging Engagement Prevention Is the Best Medicine Caring Relationships: Connections in School | |
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Dealing with Discipline Problems | |
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Stopping Problems Quickly | |
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Bullying and Cyber-Bullying | |
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Special Problems with High School Students Violence in Schools | |
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Prevention | |
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Reaching Every Student: Peer Mediation and Negotiation The Need for Communication | |
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Message Sent-Message Received Diagnosis: Whose Problem Is It? Counseling: The Student's Problem Confrontation and Assertive Discipline Diversity and Convergences in Learning Environments | |
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Diversity: Culturally Responsive ManagementConvergences: Research on Management Approaches Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Teaching Every Student | |
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The First Step: Planning | |
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Research on Teaching | |
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Characteristics of Effective Teachers | |
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Knowledge for Teaching | |
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Teacher Expectations | |
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Teaching Approaches | |
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Explanation and Direct Instruction | |
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Seatwork and Homework | |
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Hands-on, Minds-on Activities and Projects | |
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Conceptual Change Teaching | |
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Differentiated Instruction | |
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Flexible Grouping | |
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Peer-Assisted Learning | |
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Differentiated Instruction in Inclusive Classrooms | |
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Diversity and Convergence in Teaching | |
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Culturally Relevant Teaching | |
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Beyond Models to Excellent Teaching: Learner-Centered Principles | |
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Classroom Assessment, Grading, and Standardized | |
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Testing | |
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Basics of Assessment | |
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Measurement and Assessment | |
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Assessing the Assessments: Reliability and Validity | |
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Classroom Assessment: Testing | |
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Using the Tests from Textbooks | |
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Objective Testing | |
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Essay Testing | |
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Alternatives to Traditional Assessments | |
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Authentic Classroom Assessment | |
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Portfolios and Exhibitions | |
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Evaluating Portfolios and Performances | |
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Informal Assessments | |
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Grading | |
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Criterion-referenced versus Norm-referenced Grading | |
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Effects Grading on Students | |
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Grades and Motivation | |
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Beyond Grading: Communicating with Families | |
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Standardized Testing | |
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Types of Scores | |
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Interpreting Standardized Test Reports | |
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Accountability and High-Stakes Testing | |
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Reaching Every Student: Helping Students with Disabilities Prepare for High-Stakes Tests | |
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Diversity and Convergences in Assessment | |
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Diversity | |
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Convergences | |