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| Becoming an Expert | |
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| The "Thinking" Triangle | |
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| What Is An Expert Teacher? | |
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| What Do We Know About Expert Learners? | |
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| How Educational Psychology Helps Create Expert Teachers and Learners | |
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| Human Development | |
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| Cognitive Development | |
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| Cognitive Development: Concepts for Teaching | |
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| Piaget's Stage Theory of Cognitive Development | |
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| Vygotsky's Sociocultural Theory of Cognitive Development | |
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| Information Processing Theories: Examining Learning and Memory Skills | |
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| Three Major Approaches to Cognitive Development: A Comparison | |
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| Theory of Mind | |
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| Language Development | |
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| Brain Development | |
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| Personal, Gender, Social, and Moral Development | |
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| Why Understanding Personal, Gender, Social, and Moral Development Is Important to Teachers | |
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| Personal Development: Becoming Unique | |
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| Temperament | |
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| Sexual and Gender Development: Acquiring Gender Roles | |
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| Social Development: Learning to Interact with Others | |
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| Moral Development: Acquiring a Sense of Right and Wrong | |
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| Identifying, Understanding, and Managing Developmental Risks | |
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| Human Diversity | |
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| Individual Differences: Intelligence, Cognitive and Learning Styles, and Creativity | |
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| Why Understanding Individual Differences Is Important to Teachers | |
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| Understanding Individual Differences in Intelligence | |
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| Current Educational Controversies in Intelligence | |
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| Cognitive Styles and Learning Styles | |
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| Understanding Individual Differences in Creativity | |
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| Individual Differences: Exceptional Children | |
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| Why Understanding Exceptional Children Is Important to Teachers | |
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| Teaching Exceptional Children | |
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| Extremes of Intellectual Functioning: Gliftedness | |
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| Extremes of Intellectual Functioning: Mental Retardation | |
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| Challenges to Learning | |
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| Group Differences: Socioeconomic Status, Ethnicity, Gender, and Language | |
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| Why Understanding Group Differences Is Important to Teachers | |
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| Socioeconomic Diversity | |
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| Ethnic and Racial Diversity | |
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| Gender Diversity | |
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| Language Diversity | |
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| Multicultural Education | |
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| Thinking, Learning, And Memory | |
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| Behavioral Approaches to Learning | |
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| Why Understanding Behavioral Learning Is Important to Teachers | |
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| Learning by Classical Conditioning | |
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| Learning by Operant Conditioning | |
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| Social Learning | |
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| Cognitive-Behavioral Modification | |
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| Cognitive Approaches to Learning | |
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| Why Understanding Cognitive Approaches to Learning Is Important to Teachers | |
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| The Standard Memory Model | |
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| Alternative Models of Memory | |
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| Retrieving Information | |
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| Constructivist Alpproaches | |
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| Thinking: Concept Formation, Reasoning, and Problem Solving | |
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| Why Understanding Thinking Is Important to Teachers | |
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| Concept Formation | |
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| Reasoning | |
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| Problem Solving | |
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| Transfer | |
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| Decision Making | |
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| Teaching for Thinking | |
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| Motivation And Instruction | |
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| Motivating Students | |
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| Why Understanding Motivation Is Important to Teachers | |
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| Intrinsic and Extrinsic Motivation | |
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| Four Ways to Understand Motivation | |
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| The Role of Arousal Level | |
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| The Role of Student Goals | |
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| The Role of Student Needs | |
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| The Role of Student Attributions and Beliefs | |
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| Motivating Challenging Students | |
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| Classroom Management | |
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| Why Understanding Classroom Management Is Important to Teachers | |
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| How Effective Teachers Manage Their Students | |
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| Developing and Implementing Rules and Procedures | |
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| Maintaining Control and Preventing Problems | |
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| Special Approaches to Classroom Management | |
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| Classroom Teaching | |
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| Why Understanding Classroom Teaching Is Important to Teachers | |
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| Principles of Teacher-Centered Teaching | |
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| Principles of Student-Centered or Constructivist Teaching | |
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| Assessment | |
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| Standardized Testing | |
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| Why Understanding Standardized Testing Is Important to Teachers | |
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| What Are Standardized Tests? | |
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| Types of Standardized Tests | |
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| Assessing Test Quality | |
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| Interpreting Standardized Test Scores | |
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| Issues and Concerns in Standardized Testing | |
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| Classroom Assessments | |
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| Why Understanding Classroom Assessments Is Important to Teachers | |
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| Traditional Assessments | |
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| Authentic Assessment | |
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| Grading and Reporting | |
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| References | |
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| Name Index | |
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| Subject Index | |