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Preface | |
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Teachers, Teaching, and Educational Psychology | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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Teaching After No Child Left Behind | |
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Do Teachers Make a Difference? | |
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Stories of Learning/Tributes to Teaching | |
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What Is Good Teaching? | |
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The Role of Educational Psychology | |
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Point/Counterpoint: What Kind of Research Should Guide Education? | |
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Diversity and Convergences in Educational Psychology | |
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Summary Table | |
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Teachers' Casebook: Connections to Praxis II/What Would They Do? | |
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Students | |
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Cognitive Development and Language | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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A Definition of Development | |
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Piaget's Theory of Cognitive Development | |
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Point/Counterpoint: Brain-based Education | |
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Stories of Learning/Tributes to Teaching | |
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Vygotsky's Sociocultural Perspective | |
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Implications of Piaget's and Vygotsky's Theories for Teachers | |
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The Development of Language | |
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Family and Community Partnerships: Promoting Literacy | |
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Diversity and Convergences in Cognitive Development | |
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Summary Table | |
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Teachers' Casebook: Connections to Praxis II/What Would They Do? | |
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Guidelines | |
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Personal, Social, and Emotional Development | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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Physical Development | |
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Erikson: Stages of Individual Development | |
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Bronfenbrenner: The Social Context for Development | |
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Stories of Learning/Tributes to Teaching | |
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Self-Concept: Understanding Ourselves | |
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Point/Counterpoint: What Should Schools Do to Encourage Students' Self-Esteem? | |
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Diversity and Identity | |
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Emotional and Moral Development | |
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Diversity and Convergences in Personal/Social Development | |
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Family and Community Partnerships: Building Self-Esteem | |
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Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Guidelines | |
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Learner Differences and Learning Needs | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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Intelligence | |
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Ability Differences and Teaching | |
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Point/Counterpoint: Is Tracking an Effective Strategy? | |
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Learning Styles | |
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Individual Differences and the Law | |
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Family and Community Partnerships: Productive Conferences | |
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Common Challenges | |
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Less Prevalent Problems/More Severe Disabilities | |
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Students Who Are Gifted and Talented | |
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Stories of Learning/Tributes to Teaching | |
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Diversity and Convergences in Learning Abilities | |
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Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Guidelines | |
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Culture and Diversity | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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Today's Diverse Classrooms | |
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Economic and Social Class Differences | |
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Ethnic and Racial Differences | |
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Girls and Boys: Differences in the Classroom | |
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Language Differences in the Classroom | |
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Point/Counterpoint: Do Boys and Girls Learn Differently? | |
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Creating Culturally Inclusive Classrooms | |
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Stories of Learning/Tributes to Teaching | |
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Family and Community Partnerships: Building Learning Communities | |
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Diversity and Convergences | |
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Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Guidelines | |
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Learning and Motivation | |
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Behavioral Views of Learning | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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Understanding Learning | |
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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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Applied Behavior Analysis | |
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Stories of Learning/Tributes to Teaching | |
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Behavioral Approaches to Teaching and Management | |
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Observational Learning and Cognitive Behavior Modification: Thinking about Behavior | |
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Family and Community Partnerships: Student Self-Management | |
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Point/Counterpoint: Should Students Be Rewarded for Learning? | |
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Diversity and Convergence in Behavioral Learning | |
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Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Guidelines | |
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Cognitive Views of Learning | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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Elements of the Cognitive Perspective | |
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The Information Processing Model of Memory | |
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Long-Term Memory: The Goal of Teaching | |
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Metacognition | |
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Becoming Knowledgeable: Some Basic Principles | |
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Stories of Learning/Tributes to Teaching | |
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Point/Counterpoint: What's Wrong with Memorizing? | |
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Diversity and Convergences in Cognitive Learning | |
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Family and Community Partnerships: Organizing Learning | |
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Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Guidelines | |
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Complex Cognitive Processes | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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Learning and Teaching about Concepts | |
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Problem Solving | |
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Point/Counterpoint: Should Students Be Allowed to Use Calculators and Spell-Checkers? | |
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Creativity and Creative Problem Solving | |
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Becoming an Expert Student: Learning Strategies and Study Skills | |
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Teaching for Transfer | |
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Stories of Learning/Tributes to Teaching | |
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Diversity and Convergences in Complex Cognitive Processes | |
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Family and Community Partnerships: Promoting Transfer | |
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Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Guidelines | |
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Social Cognitive and Constructivist Views of Learning | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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Social Cognitive Theory | |
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Stories of Learning/Tributes to Teaching | |
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Applying Social Cognitive Theory | |
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Cognitive and Social Constructivism | |
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Applying Constructivist Perspectives | |
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Point/Counterpoint: Should Schools Teach Critical Thinking and Problem Solving? | |
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Diversity and Convergences in Theories of Learning | |
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Family and Community Partnerships: Communicating about Innovations | |
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Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Guidelines | |
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Motivation in Learning and Teaching | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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What Is Motivation? | |
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Stories of Learning/Tributes to Teaching | |
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Needs: Competence, Autonomy, and Relatedness | |
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Goal Orientations and Motivation | |
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Interests and Emotions | |
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Point/Counterpoint: Does Making Learning Fun Make for Good Learning? | |
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Beliefs and Self-Schemas | |
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Motivation to Learn in School: On TARGET | |
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Diversity and Convergences in Motivation to Learn | |
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Family and Community Partnerships: Motivation to Learn | |
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Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Guidelines | |
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Engaged Learning: Cooperation and Community | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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Social Processes in Learning | |
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Collaboration and Cooperation | |
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Stories of Learning/Tributes to Teaching | |
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The Classroom Community | |
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Point/Counterpoint: Should Schools Teach Character and Compassion? | |
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Violence in Schools | |
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Community Outside the Classroom: Service Learning | |
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Diversity and Convergences in Social Engagement | |
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Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Guidelines | |
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Teaching and Assessing | |
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Creating Learning Environments | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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The Need for Organization | |
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Creating a Positive Learning Environment | |
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Maintaining a Good Environment for Learning | |
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Stories of Learning/Tributes to Teaching | |
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Point/Counterpoint: Is Zero Tolerance a Good Idea? | |
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The Need for Communication | |
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Diversity and Convergences in Learning Environments | |
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Family and Community Partnerships: Classroom Management | |
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Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Guidelines | |
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Teaching for Learning | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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The First Step: Planning | |
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Teacher-Directed Instruction | |
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Point/Counterpoint: Is Homework a Valuable Use of Time? | |
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Family and Community Partnerships: Homework | |
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Stories of Learning/Tributes to Teaching | |
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Student-Centered Teaching: Examples in Reading, Mathematics, and Science | |
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Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Guidelines | |
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Standardized Testing | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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Measurement and Assessment | |
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What Do Test Scores Mean? | |
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Types of Standardized Tests | |
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Family and Community Partnerships: Explaining and Using Test Results | |
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Issues in Standardized Testing | |
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Point/Counterpoint: Should Tests Be Used to Hold Teachers Accountable? | |
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Stories of Learning/Tributes to Teaching | |
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New Directions in Assessment | |
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Diversity and Convergences in Standardized Testing | |
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Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Guidelines | |
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Classroom Assessment and Grading | |
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Teachers' Casebook: What Would You Do? | |
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Overview | |
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Formative and Summative Assessment | |
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Getting the Most from Traditional Assessment | |
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Alternatives to Traditional Assessments | |
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Point/Counterpoint: Which Is Better-Traditional Tests or Authentic Assessments? | |
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Stories of Learning/Tributes to Teaching | |
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Effects of Grading on Students | |
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Grading and Reporting: Nuts and Bolts | |
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Beyond Grading: Communicating with Families | |
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Family and Community Partnerships: Conferences | |
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Diversity and Convergences in Classroom Assessment | |
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Summary Table | |
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Teachers' Casebook: What Would They Do? | |
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Guidelines | |
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Handbook for Teaching and Lifelong Learning | |
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Creating a Praxis II/Licensure Examination Study Guide | |
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Standards and Licensure: Praxis II and INTASC | |
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Getting a Job: Job Interview Questions That Educational Psychology Will Help You Answer | |
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Enhancing Your Expertise: Continuing Your Learning | |
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Glossary | |
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References | |
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Name Index | |
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Subject Index | |