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