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Educational Psychology with Student Toolbox CD-ROM and Powerweb/OLC Card

ISBN: 9780072855876 | 0072855878
Edition: 2nd
Format: Paperback
Publisher: McGraw-Hill Humanities/Social Sciences/Languages
Pub. Date: 1/27/2003

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SummaryTable of Contents
John Santrock's Educational Psychology shows excels in showing future teachers how to put theory into practice. The text reflects the voices of today's teachers and students, and includes numerous case studies to help teachers understand how to apply educational psychology. It covers the latest research-including expanded coverage of learning and cognition-and offers fully integrated technology and supplement programs to support student learning.
Prefacexv
Educational Psychology: A Tool for Effective Teaching
2(30)
Exploring Educational Psychology
4(4)
... MORE
Historical Background
4(3)
Teaching: Art and Science
7(1)
Effective Teaching
8(7)
Professional Knowledge and Skills
8(4)
Commitment and Motivation
12(2)
Self-Assessment 1.1 The Best and Worst Characteristics of My Teachers
14(1)
Research in Educational Psychology
15(15)
Why Research Is Important
15(1)
The Scientific Research Approach
16(1)
Research Methods
17(4)
Program Evaluation Research, Action Research, and the Teacher-as-Researcher
21(3)
Research Challenges
24(5)
Crack the Case The Curriculum Decision
29(1)
Reach Your Learning Goals
30(1)
Key Terms
31(1)
Portfolio Activities
31(1)
Taking It to the Net
31(1)
Student Toolbox
31(1)
Cognitive and Language Development
32(34)
An Overview of Child Development
34(2)
Why Studying Development Is Important
34(1)
Processes and Periods
35(1)
Cognitive Development
36(20)
The Brain
37(2)
Piaget's Theory
39(12)
Vygotsky's Theory
51(3)
Self-Assessment 2.1 Applying Piaget and Vygotsky in My Classroom
54(2)
Language Development
56(8)
What Is Language?
56(1)
Biological and Environmental Influences
57(2)
How Language Develops
59(4)
Crack the Case The Book Report
63(1)
Reach Your Learning Goals
64(1)
Key Terms
65(1)
Portfolio Activities
65(1)
Taking It to the Net
65(1)
Student Toolbox
65(1)
Social Contexts and Socioemotional Development
66(38)
Contemporary Theories
68(5)
Bronfenbrenner's Ecological Theory
68(3)
Erikson's Life-Span Development Theory
71(2)
Social Contexts of Development
73(17)
Families
74(7)
Peers
81(3)
Schools
84(6)
Socioemotional Development
90(12)
The Self
91(2)
Moral Development
93(1)
Self-Assessment 3.1 Where Are You Now? Exploring Your Identity
94(7)
Crack the Case The Fight
101(1)
Reach Your Learning Goals
102(1)
Key Terms
103(1)
Portfolio Activities
103(1)
Taking It to the Net
103(1)
Student Toolbox
103(1)
Individual Variations
104(28)
Intelligence
106(17)
Individual Intelligence Tests
107(1)
Individual Tests Versus Group Tests
108(2)
Theories of Multiple Intelligences
110(5)
Self-Assessment 4.1 Evaluating Myself on Gardner's Eight Types of Intelligence
115(2)
Controversies and Issues in Intelligence
117(6)
Learning and Thinking Styles
123(3)
Dichotomies of Learning and Thinking Styles
123(2)
Evaluating Learning and Thinking Styles
125(1)
Personality and Temperament
126(4)
Personality
126(1)
Temperament
126(3)
Crack the Case The Workshops
129(1)
Reach Your Learning Goals
130(1)
Key Terms
131(1)
Portfolio Activities
131(1)
Taking It to the Net
131(1)
Student Toolbox
131(1)
Sociocultural Diversity
132(40)
Culture and Ethnicity
134(12)
Culture
134(2)
Socioeconomic Status
136(5)
Ethnicity
141(2)
Language Issues
143(3)
Multicultural Education
146(7)
Empowering Students
146(1)
Culturally Relevant Teaching
147(1)
Issues-Centered Education
147(1)
Improving Relationships Among Children from Different Ethnic Groups
148(4)
The Issue of Whether a Core of ``White'' Values Should Be Taught
152(1)
Gender
153(15)
Views on Gender Development
154(2)
Gender Stereotyping, Similarities, and Differences
156(4)
Gender-Role Classification
160(1)
Self-Assessment 5.1 What Gender-Role Orientation Will I Present to My Students?
161(1)
Gender in Context
162(1)
Eliminating Gender Bias
162(5)
Crack the Case These Boys
167(1)
Reach Your Learning Goals
168(1)
Key Terms
169(1)
Portfolio Activities
170(1)
Taking It to the Net
170(1)
Student Toolbox
170(2)
Learners Who Are Exceptional
172(36)
Who Are Children with Disabilities?
174(17)
Sensory Disorders
175(2)
Physical Disorders
177(1)
Mental Retardation
178(3)
Speech and Language Disorders
181(1)
Learning Disabilities
182(4)
Attention Deficit Hyperactivity Disorder
186(2)
Emotional and Behavioral Disorders
188(2)
Self-Assessment 6.1 Evaluating My Experiences with People Who Have Various Disabilities and Disorders
190(1)
Educational Issues Involving Children with Disabilities
191(9)
Legal Aspects
191(3)
Placements and Services
194(3)
Parents as Educational Partners
197(1)
Technology
198(2)
Children Who Are Gifted
200(5)
Characteristics
201(1)
The Classic Terman Studies
201(1)
Educating Children Who Are Gifted
202(2)
Crack the Case Now What?
204(1)
Reach Your Learning Goals
205(1)
Key Terms
206(1)
Portfolio Activities
207(1)
Taking It to the Net
207(1)
Student Toolbox
207(1)
Behavioral and Social Cognitive Approaches
208(36)
What Is Learning?
210(2)
What Learning Is and Is Not
210(1)
Approaches to Learning
210(2)
Behavioral Approaches to Learning
212(6)
Classical Conditioning
212(3)
Operant Conditioning
215(3)
Applied Behavior Analysis in Education
218(8)
What Is Applied Behavior Analysis?
218(1)
Increasing Desirable Behaviors
218(4)
Decreasing Undesirable Behaviors
222(3)
Evaluating Operant Conditioning and Applied Behavior Analysis
225(1)
Social Cognitive Approaches to Learning
226(14)
Bandura's Social Cognitive Theory
226(1)
Observational Learning
227(3)
Self-Assessment 7.1 Models and Mentors in My Life and My Students' Lives
230(2)
Cognitive Behavior Approaches and Self-Regulation
232(3)
Self-Assessment 7.2 Self-Monitoring
235(3)
Evaluating the Social Cognitive Approaches
238(1)
Crack the Case Consequences
239(1)
Reach Your Learning Goals
240(1)
Key Terms
241(1)
Portfolio Activities
242(1)
Taking It to the Net
242(1)
Student Toolbox
242(2)
The Information-Processing Approach
244(36)
The Nature of the Information-Processing Approach
246(2)
Information, Memory, and Thinking
246(1)
Siegler's View
247(1)
Memory
248(18)
What Is Memory?
248(1)
Encoding
248(7)
Storage
255(6)
Retrieval and Forgetting
261(5)
Expertise
266(7)
Expertise and Learning
266(4)
Acquiring Expertise
270(1)
Self-Assessment 8.1 How Effective Are My Memory and Study Strategies?
271(1)
Expertise and Teaching
272(1)
Metacognition
273(5)
Developmental Changes
273(1)
The Good Information-Processing Model
274(1)
Strategies and Metacognitive Regulation
274(3)
Crack the Case The Test
277(1)
Reach Your Learning Goals
278(1)
Key Terms
278(1)
Portfolio Activities
279(1)
Taking It to the Net
279(1)
Student Toolbox
279(1)
Complex Cognitive Processes
280(32)
Conceptual Understanding
282(5)
What Are Concepts?
282(1)
Promoting Concept Formation
283(4)
Thinking
287(11)
What Is Thinking?
287(1)
Reasoning
287(1)
Critical Thinking
288(2)
Decision Making
290(3)
Creative Thinking
293(3)
Self-Assessment 9.1 How Good Am I at Thinking Creatively?
296(2)
Problem Solving
298(6)
Steps in Problem Solving
298(2)
Obstacles to Solving Problems
300(1)
Problem-Based Learning
301(2)
Self-Assessment 9.2 How Effective Are My Thinking and Problem-Solving Strategies?
303(1)
Transfer
304(6)
What Is Transfer?
304(1)
Types of Transfer
304(5)
Crack the Case The Statistics Test
309(1)
Reach Your Learning Goals
310(1)
Key Terms
310(1)
Portfolio Activities
311(1)
Taking It to the Net
311(1)
Student Toolbox
311(1)
Social Constructivist Approaches
312(26)
Social Constructivist Approaches to Teaching
314(2)
Social Constructivism in the Broader Constructivist Context
314(2)
Situated Cognition
316(1)
Teachers and Peers as Joint Contributors to Students' Learning
316(8)
Scaffolding
316(1)
Cognitive Apprenticeship
317(1)
Tutoring
317(4)
Cooperative Learning
321(3)
Structuring Small-Group Work
324(5)
Composing the Group
325(1)
Team-Building Skills
326(1)
Structuring Group Interaction
327(1)
Self-Assessment 10.1 Evaluating My Social Constructivist Experiences
328(1)
Social Constructivist Programs
329(7)
Fostering a Community of Learners
329(2)
Schools for Thought
331(2)
A Collaborative School
333(2)
Crack the Case The Constructivist Classroom
335(1)
Reach Your Learning Goals
336(1)
Key Terms
336(1)
Portfolio Activities
337(1)
Taking It to the Net
337(1)
Student Toolbox
337(1)
Learning and Cognition in the Content Areas
338(36)
Expert Knowledge and Pedagogical Content Knowledge
340(1)
Reading
341(7)
A Developmental Model of Reading
341(1)
Approaches to Reading
342(1)
Cognitive Approaches
343(2)
Social Constructivist Approaches
345(3)
Writing
348(6)
Developmental Changes
348(1)
Cognitive Approaches
349(1)
Social Constructivist Approaches
350(3)
Self-Assessment 11.1 Evaluating My Reading and Writing Experiences
353(1)
Mathematics
354(5)
Developmental Changes
355(1)
Controversy in Math Education
356(1)
Some Constructivist Principles
356(2)
Technology and Math Instruction
358(1)
Connecting with Parents
358(1)
Science
359(5)
Scientific Thinking
359(1)
Science Education
360(1)
Constructivist Teaching Strategies
360(4)
Social Studies
364(6)
What Is Social Studies?
364(3)
Constructivist Approaches
367(2)
Crack the Case The Constructivist Math Curriculum
369(1)
Reach Your Learning Goals
370(1)
Key Terms
371(1)
Portfolio Activities
371(1)
Taking It to the Net
372(1)
Student Toolbox
372(2)
Planning, Instruction, and Technology
374(38)
Planning
376(2)
Instructional Planning
376(1)
Time Frames and Planning
377(1)
Teacher-Centered Lesson Planning and Instruction
378(14)
Teacher-Centered Lesson Planning
378(5)
Direct Instruction
383(1)
Teacher-Centered Instructional Strategies
384(7)
Evaluating Teacher-Centered Instruction
391(1)
Lesson-Centered Lesson Planning and Instruction
392(7)
Learner-Centered Principles
392(4)
Some Learner-Centered Instructional Strategies
396(2)
Evaluating Learner-Centered Instruction
398(1)
Technology and Education
399(9)
The Technology Revolution
399(1)
The Internet
400(1)
Technology and Sociocultural Diversity
401(1)
Standards for Technology-Literate Students
402(2)
The Future: Ubiquitous Computing
404(1)
Self-Assessment 12.1 Evaluating My Technology Skills and Attitudes
405(2)
Crack the Case The Big Debate
407(1)
Reach Your Learning Goals
408(1)
Key Terms
409(1)
Portfolio Activities
409(1)
Taking It to the Net
410(1)
Student Toolbox
410(2)
Motivation, Teaching, and Learning
412(34)
Exploring Motivation
414(4)
What Is Motivation?
414(1)
Perspectives on Motivation
415(3)
Motivation to Achieve
418(13)
Extrinsic and Intrinsic Motivation
418(4)
Other Cognitive Processes
422(8)
Anxiety and Achievement
430(1)
Teacher Expectations
430(1)
Motivation, Relationships, and Sociocultural Contexts
431(6)
Social Motives
431(1)
Social Relationships
432(2)
Sociocultural Contexts
434(3)
Hard-to-Reach, Low-Achieving Students
437(5)
Discouraged Students
437(2)
Uninterested or Alienated Students
439(1)
Self-Assessment 13.1 Evoluating My Motivation
440(1)
Crack the Case The Reading Incentive Program
441(1)
Reach Your Learning Goals
442(1)
Key Terms
443(1)
Portfolio Activities
444(1)
Taking It to the Net
444(1)
Student Toolbox
444(2)
Managing the Classroom
446(40)
Why Classrooms Need to Be Managed Effectively
448(6)
Management Issues in Elementary and Secondary School Classrooms
449(1)
The Crowded, Complex, and Potentially Chaotic Classroom
449(1)
Getting Off to the Right Start
450(1)
Emphasizing Instruction and a Positive Classroom Climate
451(1)
Management Goals and Strategies
452(2)
Designing the Physical Environment of the Classroom
454(5)
Principles of Classroom Arrangement
454(1)
Arrangement Style
454(5)
Creating a Postive Environment for Learning
459(6)
General Strategies
459(1)
Creating, Teaching, and Maintaining Rules and Procedures
460(2)
Getting Students to Cooperate
462(3)
Being a Good Communicator
465(7)
Speaking Skills
465(3)
Listening Skills
468(1)
Communicating Nonverbally
469(2)
Self-Assessment 14.1 Evaluating My Communication Skills
471(1)
Dealing with Problem Behaviors
472(10)
Management Strategies
472(2)
Dealing with Aggression
474(2)
Classroom and School-Based Programs
476(5)
Crack the Case The Chatty Student
481(1)
Reach Your Learning Goals
482(1)
Key Terms
483(1)
Portfolio Activities
484(1)
Taking It to the Net
484(1)
Student Toolbox
484(2)
Standardized Tests and Teaching
486(32)
The Nature of Standardized Tests
488(5)
What Is a Standardized Test?
488(1)
The Purposes of Standardized Tests
488(2)
Criteria for Evaluating Standardized Tests
490(3)
Aptitude and Achievement Tests
493(7)
Comparing Aptitude and Achievement Tests
493(1)
Types of Standardized Achievement Tests
493(1)
High-Stakes State-Mandated Tests
494(4)
District and National Tests
498(2)
The Teacher's Roles
500(10)
Preparing Students to Take Standardized Tests
500(1)
Administering Standardized Tests
501(1)
Understanding and Interpreting Test Results
502(4)
Self-Assessment 15.1 Evaluating My Knowledge of and Skills in Computing Measures of Central Tendency and Variability
506(3)
Using Standardized Test Scores to Plan and Improve Instruction
509(1)
Issues in Standardized Testing
510(4)
Standardized Tests, Alternative Assessments, and High-Stakes Testing
510(1)
Diversity and Standardized Testing
511(2)
Crack the Case Standardized Tests
513(1)
Reach Your Learning Goals
514(1)
Key Terms
515(1)
Portfolio Activities
516(1)
Taking It to the Net
516(1)
Student Toolbox
516(2)
Classroom Assessment
518(2)
The Classroom as an Assessment Context
520(8)
Assessment as an Integral Part of Teaching
520(3)
Making Assessment Compatible with Contemporary Views of Learning and Motivation
523(1)
Creating Clear, Appropriate Learning Targets
523(1)
Establishing High-Quality Assessments
524(3)
Current Trends
527(1)
Traditional Tests
528(8)
Selected-Response Items
529(4)
Constructed-Response Items
533(3)
Alternative Assessments
536(9)
Trends in Alternative Assessment
536(1)
Performance-Based Assessment
536(6)
Portfolio Assessment
542(3)
Grading and Reporting Performance
545(6)
The Purposes of Grading
545(1)
Self-Assessment 16.1 Planning My Classroom Assessment Philosophy
546(1)
The Components of a Grading System
547(2)
Reporting Students' Progress and Grades to Parents
549(1)
Some Issues in Grading
550(1)
Computers and Assessment
551(5)
Using Computers for Assessment
551(1)
Constructing, Printing, Administering, and Scoring Tests
551(1)
Electronic Portfolios
552(1)
Record Keeping
553(2)
Crack the Case The Project
555(1)
Reach Your Learning Goals
556(1)
Key Terms
557(1)
Portfolio Activities
558(1)
Taking It to the Net
558(1)
Student Toolbox
558
Glossary1(1)
References1(1)
Credits1(1)
Name Index1(1)
Subject Index1

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