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| Preface | |
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| The Teacher as Practitioner and Researcher | |
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| Teaching: A Noble Profession | |
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| The Many Roles of a Teacher | |
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| Teaching: A Complex and Challenging Process | |
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| Teaching as Action | |
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| Teaching as Art and Science | |
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| Teacher as Decision Maker | |
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| Personal Theory Guiding Decision Making | |
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| Testing Personal Theories | |
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| Educational Psychology Theory and Research: Facilitating Teacher Decision Making | |
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| Methods of Educational Research | |
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| Statistics: A Language of Research | |
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| Teachers as Practitioners-Researchers | |
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| Reflective Teaching | |
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| Connections | |
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| Action Research | |
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| The Organizing Model for this Text | |
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| Action Research | |
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| Considering the Uniqueness of "Who" We Teach | |
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| Developmental Theory: Cognitive Development | |
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| What Is Development? | |
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| Why Is Understanding Development Important to Classroom Teachers? | |
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| Piaget's Theory of Cognitive Development | |
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| Basic Cognitive Concepts | |
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| Schema | |
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| Assimilation | |
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| Accommodation | |
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| Equilibration | |
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| Piaget's Stages of Cognitive Development | |
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| Sensorimotor Stage | |
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| Preoperational Stage | |
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| Concrete Operational Stage | |
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| Formal Operational Stage | |
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| Adolescent Social Cognition: The Work of Elkind | |
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| Personal Fable | |
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| Imaginary Audience | |
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| The Alternative Perspective of Vygotsky | |
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| Vygotsky's Views of Knowledge Construction | |
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| Vygotsky's Sociocultural Perspective | |
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| The Work of the Constructivists and the Neo-Piagetians | |
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| Bronfenbrenner's Ecological Systems Theory | |
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| Information-Processing Theories | |
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| Connections | |
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| Language Reflecting and Affecting Cognition | |
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| How Do We Acquire Language? | |
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| Language Development | |
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| Vocabulary and Meaning | |
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| Teaching and Language | |
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| Key Elements of the Phonics Approach | |
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| Action Research | |
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| Teaching Elements of the Whole Language Approach | |
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| Developmental Theory: Moral and Psychosocial Development | |
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| Moral Development | |
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| Piaget's Work | |
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| Kohlberg's Stages | |
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| An Alternative to Kohlberg | |
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| From Moral Reasoning to Moral Behavior: The Lickona Model | |
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| Cheating Behavior | |
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| Violence and Aggression | |
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| Psychosocial Development | |
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| Erikson's work | |
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| Marcia's Identity Status Theory | |
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| Other Psychosocial Issues | |
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| The Development of Self-Concept | |
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| Teen Pregnancy | |
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| Eating Disorders | |
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| Connections | |
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| Aids | |
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| Child Abuse | |
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| Divorce | |
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| Action Research | |
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| Suicide | |
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| Exceptionalities: Addressing Students' Unique Needs | |
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| Responding to the Educational Needs of Exceptional Students | |
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| The Role of Legislation | |
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| Full Inclusion versus a Continuum of Service | |
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| The Argument for Full Inclusion | |
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| Including Children with Exceptional Intelligence | |
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| Intelligence: A Singular Trait or Multiple Dimensions? | |
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| Assessing Intelligence | |
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| Mental Retardation | |
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| Causes of Mental Retardation | |
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| Implications for the Classroom Teacher | |
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| Action Research | |
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| Gifted and Talented Students | |
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| Defining Giftedness | |
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| Implications for the Classroom Teacher | |
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| Specific Learning Disabilities | |
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| Defining Specific Learning Disabilities | |
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| Dyslexia | |
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| Attention Deficit Disorder | |
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| Students with Physical Challenges and Chronic Health Problems | |
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| Neurological Disabilities | |
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| Chronic Diseases | |
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| Connections | |
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| Sensory Impairments | |
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| Hearing Impairment | |
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| Visual Impairment | |
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| Students with Communicative Disorders | |
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| Language Disorders | |
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| Speech Disorders | |
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| Students with Emotional/Behavioral Disorders | |
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| Defining Emotional/Behavioral Disorders | |
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| Implications for the Classroom Teacher | |
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| Student Diversity | |
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| Increasing Diversity in the United States | |
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| Difference: Just That ... Difference! | |
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| Cultural Diversity | |
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| How Will Your Students Vary Culturally? | |
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| Defining Culture | |
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| Addressing Cultural Diversity | |
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| Approaches to Multicultural Education | |
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| Experience, the Best Teacher | |
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| Race and Ethnicity | |
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| Race as a Microcultural Element | |
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| Race and Schooling | |
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| Connections | |
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| Recommendations | |
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| Linguistic Diversity | |
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| How Will Your Students Vary Linguistically? | |
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| Dispelling Myths | |
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| Facilitating American English | |
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| Characteristics of Linguistic Diversity in Students | |
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| General Recommendations | |
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| Learning Style | |
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| What Do We Know About Diversity in Learning Styles? | |
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| Action Research | |
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| Questions About Learning Styles and Teaching | |
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| Gender Role | |
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| What's the Debate Surrounding Gender Differences? | |
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| Similarities and Differences in Girls and Boys | |
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| Gender Typing Across the Ages | |
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| General Recommendations for Eliminating Gender Typing | |
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| Newer Controversies About Educating Girls and Boys | |
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| Socioeconomic Status | |
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| Defining Socioeconomic Status and Dispelling Myths | |
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| Dispelling Myths Surrounding Low SES Families | |
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| What Is the Relationship Between SES and School Achievement? | |
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| How Do We Address SES in School? | |
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| Recommendations for Teaching Poor Children | |
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| Embracing Diversity | |
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| The How of Teaching: Learning Theory and Instructional Practice | |
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| Learning Theories: Behaviorism | |
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| What Is Learning? An Overview of Learning Theories | |
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| Basic Premises of Learning Theories | |
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| Personal View of Learning | |
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| An Overview of Classic Theories | |
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| How Do Behaviorists Explain How We Learn? | |
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| A Look at Classical Conditioning | |
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| Association of Stimuli | |
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| Classical Conditioning in the Classroom | |
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| Stimulus Generalization | |
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| Connections | |
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| Stimulus Discrimination | |
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| Extinction | |
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| Focusing on Operant Conditioning | |
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| Skinner and Operant Conditioning | |
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| Reinforcement | |
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| Types of Reinforcement | |
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| Identifying Student Reinforcers | |
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| Delivering a Reinforcement | |
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| Operant Conditioning in the Classroom | |
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| Modifying Undesirable Behavior | |
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| Neobehaviorism | |
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| How Do Neobehaviorists Explain Learning? | |
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| Social Learning Theory | |
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| Action Research | |
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| Cognitive Behavior Modification | |
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| Cognitive Learning Theories | |
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| Foundations of Cognitive Learning Theory | |
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| Gestalt Psychology | |
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| Information Processing Model | |
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| The Multistore Model | |
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| Connections | |
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| Contemporary Cognitive Theories | |
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| Dual Coding Theory | |
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| Cognitive Behavior Modification | |
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| Schema Theory | |
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| Cognitive Structuralism | |
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| Bruner and Learning via Insight | |
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| Action Research | |
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| Ausubel and Meaningful Reception Learning | |
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| Organizing Strategies | |
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| Factors Affecting Rote and Meaningful Verbal Learning | |
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| The How of Teaching: Considering Issues of Motivation and Management | |
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| Motivation in the Classroom | |
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| What Is Motivation? | |
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| The Motivation-Learning Connection | |
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| Arousal: Necessary for Learning | |
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| Fear and Anxiety: Arousal as Detriment to Learning | |
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| Understanding Motivation | |
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| Extrinsic and Intrinsic Motivation | |
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| The Classroom: A Setting of Extrinsic and Intrinsic Motivation | |
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| Value and Expectancy | |
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| Value: An Essential Motivational Ingredient | |
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| Need/Drive Theory | |
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| Maslow's Hierarchy: Categorizing Needs and Motives | |
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| Implications and Directions for Teachers | |
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| Achievement Need: A Motivation of Special Interest to Teachers | |
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| Expectancy: A Second Motivational Ingredient | |
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| Self-Efficacy: Personal Expectations as Motivation | |
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| Motivation, Self-Efficacy, and Goal Setting | |
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| Attribution Theory | |
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| Achievement Motivation: Beliefs About Ability and Self-Worth | |
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| Motivational Sets Reflecting Self-Worth Orientations | |
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| Action Research | |
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| The Classroom: Impacting Student Motivation | |
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| Teacher Expectations: A Motivational Element | |
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| Classroom Climate: A Motivational Element | |
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| Connections | |
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| Classroom Ecology and Management | |
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| The Classroom: A Complex Environment | |
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| The Classroom--A Setting of Human Ecology | |
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| Creating a Positive Physical Environment | |
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| Fundamental Considerations | |
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| Creating a Positive Environment: Some Guiding Principles | |
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| Connections | |
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| Physical Environment: Congruency with Learning Activities | |
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| Creating a Positive Social Environment | |
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| Creating an Effective Learning Community | |
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| Entitavity | |
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| Cohesiveness | |
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| Matching Environment to Learning Style | |
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| Action Research | |
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| Classroom Management | |
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| Student or Classroom Management? | |
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| Classroom Management: More than Student Control | |
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| Goals of Classroom Management | |
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| The Need for "Schoolization" | |
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| Connections | |
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| Classroom Management: Reflecting Student Developmental Needs | |
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| Focusing on the Many as Well as the Few | |
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| Action Research | |
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| Prevention | |
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| Establishing Effective Learning Environments | |
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| Maintaining Effective Learning Environments | |
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| Intervention | |
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| Rules and Consequences Stopping Misbehavior | |
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| The Need to Stop and Train | |
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| Remediation | |
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| Developing Self-Control | |
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| Remediating Chronic Behavioral Problems | |
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| Developing Student Responsibility and Self-Control | |
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| The Gordon Model: Discipline Through Self-Control | |
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| Putting It All Together: Planning-Doing-Assessing | |
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| Planning: Essential to Instruction | |
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| Purposes of Planning | |
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| Classroom Planning: Reflecting the Mission of the Educational System | |
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| Factors Affecting Planning | |
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| Experienced Teacher Planning | |
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| Novice Teacher Planning | |
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| Instructional Objectives | |
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| Mager's Format for Writing Objectives | |
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| Gronlund's Approach for Writing Objectives | |
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| Domains and Taxonomies of Objectives | |
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| Connections | |
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| Cognitive Domain | |
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| Action Research | |
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| Affective Domain | |
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| Psychomotor Domain | |
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| Gagne's Outcomes of Instruction | |
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| Verbal Information | |
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| Intellectual Skills | |
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| Cognitive Strategies | |
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| Attitudes | |
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| Motor Skills | |
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| Effective Planning and Teaching | |
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| The Hunter Model | |
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| Alternatives to the Hunter Model | |
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| Learner-Centered Instruction: Metacognition and Constructivism | |
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| What Is Metacognition? | |
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| Definitions | |
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| Metacognition and Development | |
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| Comparing Novices and Experts | |
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| Teachers' Roles in Training Metacognition | |
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| Metacognitive Learning Strategies | |
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| Instructional Methods that Promote Metacognition | |
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| Constructivism: The "New" Movement | |
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| Rationale and Philosophical Implications | |
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| Modern-day Piaget | |
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| Constructivist Perspectives | |
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| Characterizing Constructivist Teaching and Classrooms | |
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| Action Research | |
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| Discovery Learning | |
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| Connections | |
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| Classroom Assessment | |
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| What Is Classroom Assessment? | |
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| Defining Assessment | |
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| Distinguishing Related Terms | |
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| Why Plan For Assessment? | |
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| Diagnosis | |
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| Instructional Effectiveness | |
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| Student Feedback | |
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| What Are the Different Kinds of Traditional Assessment? | |
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| Formative, Summative, and Diagnostic Assessment | |
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| Criterion- and Norm-Referenced Assessment | |
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| Assessment Origin | |
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| How Do Teacher-Made Tests Facilitate Assessment? | |
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| The Need for Instructional Objectives | |
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| Tables of Specification | |
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| Item Type | |
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| Issues and Concerns About Teacher-Made Tests | |
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| How Do Standardized Tests Facilitate Assessment? | |
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| Distinguishing Standardized Tests | |
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| Basic Considerations and Concepts in Assessment | |
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| Validity | |
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| Reliability | |
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| Interpreting Results | |
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| Ethics in Assessment | |
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| Special Concerns and Considerations with Standardized Tests | |
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| New Developments: Authentic Assessment | |
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| Connections | |
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| Performance Assessment | |
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| Portfolio Assessment | |
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| Action Research | |
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| Another Alternative Form of Assessment: Action Research | |
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| An Additional Concern About Assessment: Old and New | |
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| Glossary | |
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| References | |
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| Index | |
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| Credits | |