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| Preface | |
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| Human Development | |
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| Another Typical Day | |
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| Cognitive Development: Piaget and Vygotsky | |
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| Psychosocial Development: Erikson | |
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| Grades K-2 | |
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| Resolutions | |
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| Social Development: Self-Concept, Self-Esteem | |
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| Psychosocial Development: Erikson and Cognitive | |
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| Development: Bronfenbrenner | |
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| Grades 3-5 | |
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| Reaching Out | |
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| Social Development: Bronfenbrenner's Ecological Systems Theory, and Parental Divorce | |
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| Grades 3-5 | |
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| Choices | |
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| Moral Development: Piaget and Kohlberg | |
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| Social Development: Self-Concept, Self-Esteem, Baumrind's Parenting Styles, and Peers | |
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| Grades 6-8 | |
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| Identity Lost | |
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| Identity Development: Erikson, Marcia | |
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| Social Development: Bronfenbrenner | |
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| Baumrind's Parenting Styles, Peers, Self-Concept, Self-Esteem | |
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| Cognitive Development: Piaget | |
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| Moral Development: Kohlberg and Gilligan | |
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| Grades 9-12 | |
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| Individual Differences and Diversity | |
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| Quick Learners | |
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| Intelligence: IQ Origins, Heredity versus Environment, Sternberg, Gardner, Ability Grouping | |
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| Gifted and Gifted Education | |
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| Grades K-2 | |
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| Multiple Intelligences Goes to the Rain Forest | |
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| Intelligence: Gardner's Multiple Intelligences, Emotional Intelligence, and Sternberg's Triarchic Theory of Intelligence | |
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| Grades 3-5 | |
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| Home and School Cultures | |
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| Culture and Ethnicity: Diversity, Multicultural Education, and Bilingualism | |
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| Grades 3-5 | |
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| Teaching Jack and Jill | |
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| Gender Roles: Gender Differences and Stereotypes, Socialization of Gender Roles, and Equitable Teaching Practices | |
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| Grades 9-12 | |
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| Sink or Swim? | |
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| Exceptionalities: Attention Deficit Hyperactivity Disorder (ADHD), Learning Disabilities, and Exceptional Student Education (ESE) | |
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| Grades 6-8 | |
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| Learning Theories | |
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| The Note | |
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| Classical Conditioning and Behavior Modification | |
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| Grades 6-8 | |
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| The Shakespearean Dilemma | |
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| Operant Conditioning and Behavior Modification | |
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| Grades 9-12 | |
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| The Project | |
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| Social Cognitive Theory: Reciprocal Determinism, Observational Learning, Self-Efficacy, and Self-Regulation | |
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| Grades K-2 | |
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| Mars in Review | |
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| Cognitive Theories: Information Processing, and Memory; Operant Conditioning | |
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| Grades 6-8 | |
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| A Trip Back in Time | |
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| Social Constructivism: Situated Cognition, Cooperative Learning, Authentic Instruction, and Problem-Based Learning | |
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| Grades 9-12 | |
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| Getting Acquainted | |
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| Applications of Operant Conditioning and Behavior Modification | |
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| Social Cognitive Theory | |
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| Grades 3-5 | |
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| Motivation | |
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| Backfired | |
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| Extrinsic and Intrinsic Motivation and Goal Orientations | |
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| Grades 3-5 | |
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| Giving Up | |
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| Self-Efficacy, Attribution Theory, Learned Helplessness, and Goal Orientations | |
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| Grades 6-8 | |
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| To Belong or Not to Belong | |
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| Maslow's Need Hierarchy | |
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| Grades 9-12 | |
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| Classroom Management | |
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| Interruptions | |
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| Handling Problem Behaviors: Behavioral Approaches and Classroom Management | |
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| Grades K-2 | |
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| Parents' Night | |
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| Effective Communication with Parents: Parent Involvement and Home-School Communication | |
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| Grades 6-8 | |
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| The Rule Breaker | |
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| Classroom Management: Behavioral Approaches and Teacher Efficacy | |
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| Grades 3-5 | |
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| Purposeful Deliberations | |
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| Instruction: Learner-Centered versus Teacher-Centered and Effective Teaching | |
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| Grades 9-12 | |
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| Assessment and Evaluation | |
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| Standardized Testing: A Call to Arms | |
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| Standardized Testing: Role of Teachers and Parents, Controversies in Testing, and Student Preparation | |
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| Grades K-5 | |
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| Meaningful Classroom Assessment | |
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| Classroom Assessments: Traditional versus Alternative, Portfolio Assessment, and Fair Testing Practices | |
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| Grades 9-12 | |
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| Matrixes | |
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| Educator Accomplished Practices Matrix | |
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| Praxis II Matrix | |
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| Outside Readings | |