Educational Psychology, Active Learning Edition

by: Woolfolk, Anita E.

Educational Psychology, Active Learning Edition

by: Woolfolk, Anita E.

ISBN 13:
9780205435296
ISBN 10:
0205435297
Edition: 9th
Format: Paperback
Copyright: 01/01/2008
Publisher: Allyn & Bacon
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Preface

xxi

Teachers, Teaching, and Educational Psychology

(17)

Teachers' Casebook: What Would You Do?

(1)

Teachers, Teaching, and Educational Psychology

(1)

Overview

(1)

Teacher-Student Relationships

(1)

Teacher Preparation and Quality

(2)

Inside Four Classrooms

(1)

A Bilingual 1st Grade

(1)

A Suburban 5th Grade

(1)

Two Advanced Math Classes

(1)

Expert Knowledge

(1)

Beginning Teachers

(2)

The Role of Educational Psychology: Is It Just Common Sense?

(2)

Taking Turns

(1)

Helping Students

(1)

Skipping Grades

(1)

Obvious Answer?

(1)

Using Research to Understand and Improve Teaching

(4)

Descriptive Studies

(1)

Correlational Studies

(1)

Experimental Studies

(1)

Single-Subject Experimental Designs

(1)

Microgenetic Studies

(1)

The Role of Time in Research

(1)

Theories for Teaching

(1)

Teachers as Researchers

(1)

Summary

(1)

Key Terms

(1)

Check Yourself

(1)

Teachers' Casebook: What Would They Do?

Point/Counterpoint: What Is Good Teaching?

(11)

Cognitive Development and Language

(42)

Teachers' Casebook: What Would You Do?

(1)

Development: Some General Principles

(1)

Overview

(1)

The Brain and Cognitive Development

(3)

The Developing Brain: Cerebral Cortex

(1)

Specialization and Integration

(1)

The Developing Brain: Neurons

(2)

Implications for Teachers

(1)

The Development of Language

(2)

Diversity in Language: Dual Language Development

(1)

Language Development in the School Years

(3)

Pronunciation

(1)

Syntax

(1)

Vocabulary and Meaning

(1)

Pragmatics

(1)

Metalinguistic Awareness

(1)

Partnerships with Families

(2)

Summary

(1)

Key Terms

(1)

Check Yourself

(1)

Piaget's Theory of Cognitive Development

(1)

Overview

(1)

Influences on Development

(1)

Basic Tendencies in Thinking

(1)

Organization

(1)

Adaptation

(1)

Equilibration

(1)

Four Stages of Cognitive Development

(8)

Infancy: The Sensorimotor Stage

(1)

Early Childhood to the Elementary Years: The Preoperational Stage

(2)

Later Elementary to the Middle School Years: The Concrete-Operational Stage

(2)

Junior and Senior High: Formal Operations

(2)

Do We All Reach the Fourth Stage?

(1)

Summary

(1)

Key Terms

(1)

Check Yourself

(1)

Vygotsky's Sociocultural Perspective

(1)

Overview

(1)

The Social Sources of Individual Thinking

(1)

Cultural Tools and Cognitive Development

(1)

The Role of Language and Private Speech

(3)

Language and Cultural Diversity

(1)

Vygotsky's and Piaget's Views Compared

(1)

Self-Talk and Learning

(1)

The Role of Learning and Development

(1)

Vygotsky's and Piaget's Views Compared

(1)

The Role of Adults and Peers

(1)

Summary

(1)

Key Terms

(1)

Check Yourself

(1)

Implications of Piaget and Vygotsky for Teachers

(1)

Overview

(1)

Understanding and Building on Students' Thinking

(1)

Activity and Constructing Knowledge

(1)

The Value of Play

(1)

Some Limitations of Piaget's Theory

(2)

The Trouble with Stages

(1)

Underestimating Children's Abilities

(1)

Cognitive Development and Information Processing

(1)

Cognitive Development and Culture

(1)

Assisted Learning

(1)

The Zone of Proximal Development

(2)

Private Speech and the Zone

(1)

Teaching

(1)

Summary

(1)

Key Terms

(1)

Check Yourself

(1)

Teachers' Casebook: What Would They Do?

Point/Counterpoint: Brain-Based Education

(3)

Family and Community Partnerships: Promoting Literacy

(32)

Guidelines: Teaching the Preoperational Child

(2)

Teaching the Concrete-Operational Child

(2)

Helping Students to Use Formal Operations

(16)

Applying Vygotsky's Ideas in Teaching

(3)

Personal, Moral, and Social Development

(40)

Teachers' Casebook: What Would You Do?

(1)

Understanding Ourselves and Others

(1)

Overview

(1)

Erikson's Stages of Psychosocial Development

(1)

The Preschool Years: Trust, Autonomy, and Initiative

(2)

Elementary and Middle School Years: Industry versus Inferiority

(1)

Adolescence: The Search for Identity

(1)

Identity Statuses

(1)

Consequences of Different Statuses

(1)

Beyond the School Years

(1)

Self-Concept and Self-Esteem

(3)

The Structure of Self-Concept

(1)

How Self-Concept Develops

(1)

School Life and Self-Esteem

(2)

Gender, Ethnicity, and Self-Esteem

(3)

Diversity and Self-Esteem

(1)

Personal and Collective Self-Esteem

(1)

The Self and Others

(2)

Intention

(1)

Taking the Perspective of Others

(1)

Emotional Competence

(1)

Summary

(1)

Key Terms

(1)

Check Yourself

(1)

Moral Development

(1)

Overview

(1)

Kohlberg's Stages of Moral Development

(2)

Alternatives to Kohlberg's Theory

(1)

Cultural Differences in Moral Reasoning

(1)

Diversity in Reasoning: The Morality of Caring

(2)

Moral Behavior

(4)

Aggression

(1)

Bullies

(1)

Relational Aggression

(1)

Victims

(1)

When Aggression Leads to Violence

(1)

Cheating

(1)

Summary

(1)

Key Terms

(1)

Check Yourself

(1)

Socialization: Family, Peers, and Teachers

(1)

Overview

(1)

American Families Today

(1)

Divorce

(1)

Effects of Divorce

(1)

Peer Relationships and Peer Cultures

(2)

Who Is Likely to Have Problems with Peers?

(1)

Peer Cultures

(1)

New Roles for Teachers

(1)

Navigating Transitions

(2)

Young Children: Starting School

(1)

Students in the Middle Grades: Another Transition

(2)

Children and Youth at Risk

(3)

Child Abuse

(1)

Eating Disorders

(1)

Drug Abuse

(1)

Suicide

(1)

Summary

(1)

Key Terms

(1)

Check Yourself

(1)

Teachers' Casebook: What Would They Do?

Point/Counterpoint: What Should Schools Do to Encourage Students' Self-Esteem?

(4)

Family and Community Partnerships: Building Self-Esteem

(26)

Guidelines: Encouraging Initiative in Preschool Children

(1)

Encouraging Industry

(2)

Supporting Identity Formation

(9)

Encouraging Emotional Competence

(9)

Dealing with Aggression and Encouraging Cooperation

(5)

Helping Children of Divorce

(2)

Supporting Personal and Social Development

(3)

Safety on the Internet

(6)

Learner Differences and Learning Needs

100

(46)

Teachers' Casebook: What Would You Do?

101

(1)

Individual Differences: Intelligence, Cognitive Processing, and Learning Styles

102

(1)

Overview

102

(1)

Language and Labeling

102

(1)

Person-First Language

102

(1)

Disabilities and Handicaps

103

(1)

Individual Differences in Intelligence

103

(4)

Intelligence: One Ability or Many?

104

(1)

Multiple Intelligences

104

(2)

Multiple Intelligences Go to School

106

(1)

Intelligence as a Process

107

(2)

How Is Intelligence Measured?

109

(1)

Binet's Dilemma

109

(1)

Group versus Individual IQ Tests

109

(1)

What Does an IQ Score Mean?

110

(1)

Intelligence and Achievement

110

(1)

Intelligence: Heredity or Environment?

111

(1)

Cognitive Styles

111

(1)

Field Dependence and Field Independence

111

(1)

Impulsive and Reflective Cognitive Styles

112

(1)

Learning Styles and Preferences

112

(2)

What Are Learning Preferences?

113

(1)

Cautions

113

(1)

Summary

114

(1)

Key Terms

114

(1)

Check Yourself

115

(1)

Integration and Inclusion: Teaching Every Child in Today's Classroom

116

(1)

Overview

116

(1)

Least Restrictive Placement

116

(1)

Individualized Educational Program

117

(1)

The Rights of Students and Families

117

(1)

Prevalent Problems and Mild Disabilities

118

(1)

Students with Learning Disabilities

118

(3)

Student Characteristics

119

(2)

Teaching Students with Learning Disabilities

121

(1)

Students with Communication Disorders

121

(2)

Speech Disorders

121

(1)

Language Disorders

122

(1)

Students with Mental Retardation

123

(2)

Students with Emotional or Behavioral Disorders

125

(1)

Less Prevalent Problems and More Severe Disabilities

126

(1)

Students with Health Impairments

126

(2)

Cerebral Palsy and Multiple Disabilities

127

(1)

Seizure Disorders (Epilepsy)

127

(1)

Students Who Are Deaf and Hard of Hearing

128

(1)

Students with Low Vision and Blindness

128

(1)

Section 504 Protections for Students

129

(1)

Students with Hyperactivity and Attention Disorders

130

(1)

Treating and Teaching Students with ADHD

131

(2)

Summary

133

(1)

Key Terms

134

(1)

Check Yourself

135

(1)

Ability Differences and Teaching

136

(1)

Overview

136

(1)

Between-Class Ability Grouping

136

(1)

Within-Class Ability Grouping

137

(2)

Students Who are Gifted and Talented: Who Are These Students?

139

(2)

What Is the Origin of These Gifts?

140

(1)

What Problems Do The Gifted Face?

141

(1)

Strategies for Identifying and Teaching Gifted Students

141

(2)

Recognizing Gifts and Talents

142

(1)

Teaching Gifted Students

142

(1)

Summary

143

(1)

Key Terms

144

(1)

Check Yourself

144

(1)

Teachers' Casebook: What Would They Do?

145

Point/Counterpoint: Is Tracking an Effective Strategy?

138

Family and Community Partnerships: Productive Conferences

118

(28)

Guidelines: Interpreting IQ Scores

110

(12)

Encouraging Language Development

122

(2)

Teaching Students with Mild Retardation

124

(2)

Disciplining Students with Emotional Problems

126

(13)

Grouping by Achievement

139

(7)

Culture and Community

146

(42)

Teachers' Casebook: What Would You Do?

147

(1)

Diversity in Today's Classrooms

148

(1)

Overview

148

(1)

Individuals, Groups, and Society

148

(2)

American Cultural Diversity

150

(1)

Culture and Group Membership

150

(1)

Cautions in Interpreting Cultural Differences

150

(1)

Social Class Differences: Being Poor

151

(1)

SES and Achievement

152

(3)

Poor Health Care

152

(1)

Low Expectations---Low Self-Esteem

152

(1)

Learned Helplessness

153

(1)

Peer Influences and Resistance Cultures

153

(1)

Tracking

153

(1)

Childrearing Styles

154

(1)

Home Environment and Resources

154

(1)

Ethnic, Racial, and Cultural Differences: The Changing Demographics

155

(2)

Cultural Conflicts

156

(1)

Cultural Compatibility

156

(1)

Ethnic and Racial Differences in School Achievement

157

(1)

The Legacy of Discrimination

158

(3)

The Development of Prejudice

159

(1)

Continuing Discrimination

160

(1)

Stereotype Threat

161

(2)

Short-Term Effects: Test Performance

161

(1)

Long-Term Effects: Disidentification

162

(1)

Combating Stereotype Threat

162

(1)

Summary

163

(1)

Key Terms

163

(1)

Check Yourself

164

(1)

Girls and Boys: Differences in the Classroom

165

(1)

Overview

165

(1)

Gender-Role Identity

165

(3)

Gender-Role Stereotyping in the Preschool Years

166

(1)

Gender Bias in the Curriculum

167

(1)

Sex Discrimination in Classrooms

167

(1)

Sex Differences in Mental Abilities

168

(1)

Eliminating Gender Bias

169

(2)

Summary

171

(1)

Key Terms

171

(1)

Check Yourself

172

(1)

Creating Culturally Compatible Classrooms

173

(1)

Overview

173

(1)

Social Organization

173

(1)

Learning Styles

173

(2)

Possible Differences

173

(2)

Cautions about Learning Styles Research

175

(1)

Sociolinguistics: Language Differences in the Classroom

175

(1)

Participation Structures

175

(1)

Sources of Misunderstanding

175

(1)

Dialects

176

(1)

Dialects and Pronunciation

176

(1)

Dialects and Teaching

176

(1)

Bilingualism

177

(4)

What Does Bilingualism Mean?

177

(1)

Becoming Bilingual

178

(1)

Bilingual Education

179

(2)

Research on Bilingual Programs

181

(1)

Culturally Relevant Pedagogy

181

(2)

Students Must Experience Academic Success

181

(1)

Develop/Maintain Their Cultural Competence

181

(1)

Develop a Critical Consciousness to Challenge the Status Quo

182

(1)

Teaching Every Student: Know Your Students, Respect Your Students, Teach Your Students

183

(2)

Know Your Students

183

(1)

Respect Your Students

183

(1)

Teach Your Students

184

(1)

Summary

185

(1)

Key Terms

185

(1)

Check Yourself

186

(1)

Teachers' Casebook: What Would They Do?

187

Point/Counterpoint: Do Boys and Girls Learn Differently?

170

Family and Community Partnerships: Building Learning Communities

158

(30)

Guidelines: Avoiding Sexism in Teaching

169

(9)

Dialects in the Classroom

178

(6)

Culturally Relevant Teaching

184

(4)

Behavioral Views of Learning

188

(38)

Teachers' Casebook: What Would You Do?

189

(1)

Behavioral Explanations of Learning: Continguity, Classical Conditioning, and Operant Conditioning

190

(1)

Overview

190

(1)

Learning: A Definition

190

(1)

Learning Is Not Always What It Seems

191

(1)

Early Explanations of Learning: Contiguity and Classical Conditioning

192

(1)

Pavlov's Dilemma and Discovery: Classical Conditioning

192

(1)

Generalization, Discrimination, and Extinction

193

(1)

Operant Conditioning: Trying New Responses

194

(1)

The Work of Thorndike and Skinner

195

(1)

Types of Consequences

195

(3)

Reinforcement

196

(1)

Punishment

197

(1)

Reinforcement Schedules

198

(1)

Extinction

198

(1)

Antecedents and Behavior Change

199

(2)

Cueing

199

(1)

Prompting

200

(1)

Summary

201

(1)

Key Terms

201

(1)

Check Yourself

202

(1)

Applied Behavior Analysis

203

(1)

Overview

203

(1)

Methods for Encouraging Behaviors

203

(3)

Reinforcing with Teacher Attention

203

(2)

Selecting Reinforcers: The Premack Principle

205

(1)

Shaping

205

(1)

Positive Practice

206

(1)

Coping with Undesirable Behavior

206

(4)

Negative Reinforcement

206

(2)

Satiation

208

(1)

Reprimands

208

(1)

Response Cost

209

(1)

Social Isolation

209

(1)

Some Cautions

209

(1)

Summary

210

(1)

Key Terms

210

(1)

Check Yourself

211

(1)

Behavioral Approaches to Teaching and Management

212

(1)

Overview

212

(1)

Mastery Learning

212

(1)

Group Consequences

213

(1)

Token Reinforcement Programs

213

(1)

Contingency Contract Programs

214

(1)

Recent Approaches: Self-Regulation and Cognitive Behavior Modification

215

(1)

Self-Management

216

(2)

Goal Setting

216

(1)

Monitoring and Evaluating Progress

216

(1)

Self-Reinforcement

217

(1)

Cognitive Behavior Modification and Self-Instruction

218

(1)

Criticisms of Behavioral Methods

219

(3)

Ethical Issues

222

(1)

Goals

222

(1)

Strategies

222

(1)

Summary

223

(1)

Key Terms

223

(1)

Check Yourself

224

(1)

Teachers' Casebook: What Would They Do?

225

Point/Counterpoint: Should Students Be Rewarded for Learning?

221

Family and Community Partnerships: Student Self-Management

218

(8)

Guidelines: Applying Classical Conditioning

194

(10)

Using Praise Appropriately

204

(3)

Encouraging Positive Behaviors

207

(2)

Using Punishment

209

(17)

Cognitive Views of Learning

226

(38)

Teachers' Casebook: What Would You Do?

227

(1)

Elements of the Cognitive Perspective: Information Processing

228

(1)

Overview

228

(1)

Comparing Cognitive and Behavioral Views

228

(1)

The Importance of Knowledge in Learning

229

(1)

General and Specific Knowledge

230

(1)

Declarative, Procedural, and Conditional Knowledge

230

(1)

An Overview of the Information Processing Model of Memory

230

(2)

Sensory Memory

232

(2)

Capacity, Duration, and Contents of Sensory Memory

232

(1)

Perception

232

(1)

The Role of Attention

233

(1)

Attention and Teaching

233

(1)

Working Memory

234

(4)

The Central Executive

235

(1)

The Phonological Loop

235

(1)

The Visuospatial Sketchpad

236

(1)

Duration and Contents of Working Memory

236

(1)

Retaining Information in Working Memory

237

(1)

Forgetting

238

(1)

Summary

238

(1)

Key Terms

239

(1)

Check Yourself

240

(1)

Long-Term Memory: The Goal of Teaching

241

(1)

Overview

241

(1)

Capacity, Duration, and Contents of Long-Term Memory

241

(1)

Explicit Memories: Semantic and Episodic

242

(3)

Propositions and Propositional Networks

243

(1)

Images

243

(1)

Schemas

243

(2)

Episodic Memory

245

(1)

Implicit Memories

245

(1)

Storing and Retrieving Information in Long-Term Memory

246

(4)

Levels of Processing Theories

247

(1)

Retrieving Information from Long-Term Memory

247

(1)

Forgetting and Long-Term Memory

248

(2)

Summary

250

(1)

Key Terms

250

(1)

Check Yourself

251

(1)

Cognition, Metacognition, and Teaching

252

(1)

Overview

252

(1)

Metacognitive Knowledge and Regulation

252

(1)

Individual Differences in Metacognition

253

(1)

Individual Differences and Working Memory

253

(2)

Developmental Differences

254

(1)

Individual Differences

254

(1)

Individual Differences and Long-Term Memory

255

(1)

Development of Declarative Knowledge

255

(3)

Making it Meaningful

255

(2)

Mnemonics

257

(1)

Rote Memorization

258

(1)

Becoming an Expert: Development of Procedural and Conditional Knowledge

258

(2)

Automated Basic Skills

259

(1)

Domain-Specific Strategies

260

(1)

Learning Outside School

260

(1)

Summary

261

(1)

Key Terms

261

(1)

Check Yourself

262

(1)

Teachers' Casebook: What Would They Do?

263

Point/Counterpoint: What's Wrong with Memorizing?

259

(2)

Family and Community Partnerships: Organizing Learning

261

(3)

Guidelines: Getting and Maintaining Attention

234

(15)

Using Information Processing Ideas in the Classroom

249

(15)

Complex Cognitive Processes

264

(38)

Teachers' Casebook: What Would You Do?

265

(1)

Learning and Teaching about Concepts

266

(1)

Overview

266

(1)

Views of Concept Learning

266

(1)

Prototypes and Exemplars

266

(1)

Concepts and Schemas

267

(1)

Strategies for Teaching Concepts

267

(3)

An Example Concept-Attainment Lesson

267

(1)

Lesson Components

268

(1)

Lesson Structure

268

(2)

Extending and Connecting Concepts

270

(1)

Teaching Concepts through Discovery

270

(1)

Structure and Discovery

270

(1)

Discovery in Action

270

(1)

Teaching Concepts through Exposition

271

(2)

Advance Organizers

272

(1)

Steps in an Expository Lesson

273

(1)

Teaching Concepts in Diverse Classrooms

273

(1)

Summary

274

(1)

Key Terms

274

(1)

Check Yourself

275

(1)

Problem Solving

276

(1)

Overview

276

(1)

Problem Solving: General or Domain-Specific?

276

(1)

Identifying: Problem Finding

277

(1)

Defining Goals and Representing the Problem

277

(3)

Focusing Attention

278

(1)

Understanding the Words

278

(1)

Understanding the Whole Problem

278

(1)

Translation and Schema Training

279

(1)

The Results of Problem Representation

280

(1)

Exploring Possible Solution Strategies

280

(1)

Algorithms

280

(1)

Heuristics

281

(1)

Anticipating, Acting, and Looking Back

281

(1)

Factors That Hinder Problem Solving

282

(2)

Functional Fixedness

282

(1)

Response Set

283

(1)

The Importance of Flexibility

284

(1)

Effective Problem Solving: What Do the Experts Do?

284

(3)

Expert Knowledge

284

(2)

Novice Knowledge

286

(1)

Summary

287

(1)

Key Terms

287

(1)

Check Yourself

288

(1)

Teaching for Transfer

289

(1)

Overview

289

(1)

Learning Strategies and Tactics

289

(3)

Deciding What Is Important

290

(1)

Summaries

290

(1)

Underlining and Highlighting

290

(1)

Taking Notes

291

(1)

Visual Tools for Organizing

292

(1)

Reading Strategies

292

(2)

Applying Learning Strategies

294

(2)

Valuing Learning

294

(1)

Effort and Efficacy

295

(1)

Epistemological Beliefs

295

(1)

A Contemporary View of Teaching for Transfer

296

(1)

Teaching for Positive Transfer

297

(2)

What Is Worth Learning?

298

(1)

How Can Teachers Help?

298

(1)

Stages of Transfer for Strategies

298

(1)

Summary

299

(1)

Key Terms

300

(1)

Check Yourself

300

(1)

Teachers' Casebook: What Would They Do?

301

Point/Counterpoint: Should Students Be Allowed to Use Calculators and Spell-Checkers?

283

(16)

Family and Community Partnerships: Promoting Transfer

299

(3)

Guidelines Applying Bruner's Ideas

272

(1)

Applying Ausubel's Ideas

273

(13)

Problem Solving

286

(9)

Becoming an Expert Student

295

(7)

Social Cognitive and Constructivist Views of Learning

302

(36)

Teachers' Casebook: What Would You Do?

303

(1)

Social Learning and Social Cognitive Theories

304

(1)

Overview

304

(1)

Parents, Peers, and Teachers

304

(2)

Learning by Observing Others

306

(2)

Attention

306

(1)

Retention

307

(1)

Production

307

(1)

Motivation and Reinforcement

307

(1)

Factors That Influence Observational Learning

308

(1)

Observational Learning in Teaching

308

(2)

Directing Attention

309

(1)

Fine-Tuning Already-Learned Behaviors

309

(1)

Strengthening or Weakening Inhibitions

309

(1)

Teaching New Behaviors

309

(1)

Arousing Emotion

309

(1)

Reciprocal Determinism

310

(2)

Summary

312

(1)

Key Terms

312

(1)

Check Yourself

313

(1)

Constructivism and Situated Learning

314

(1)

Overview

314

(1)

Constructivist Views of Learning

315

(2)

Psychological/Individual Constructivism

315

(1)

Vygotsky's Social Constructivism

316

(1)

Constructionism

316

(1)

How Is Knowledge Constructed?

317

(1)

Knowledge: Situated or General?

318

(1)

Common Elements of Constructivist Perspectives

318

(2)

Complex Learning Environments and Authentic Tasks

319

(1)

Social Negotiation

319

(1)

Multiple Perspectives and Representations of Content

319

(1)

Understanding the Knowledge Construction Process

320

(1)

Student Ownership of Learning

320

(1)

Looking Back at Learning

320

(2)

Summary

322

(1)

Key Terms

322

(1)

Check Yourself

323

(1)

Applications of Constructivist and Situated Perspectives on Learning

324

(1)

Overview

324

(1)

Inquiry and Problem-Based Learning

324

(4)

Examples of Inquiry

324

(2)

Problem-Based Learning

326

(1)

Research on Inquiry and Problem-Based Learning

327

(1)

Dialogue and Instructional Conversations

328

(1)

Cognitive Apprenticeships

329

(2)

A Cognitive Apprenticeship in Learning Mathematics

330

(1)

Cognitive Apprenticeships in Thinking

331

(2)

Developing Thinking in Every Class

331

(1)

Critical Thinking

331

(2)

The Language of Thinking

333

(1)

An Integretated Constructivist Program: Fostering Communities of Learners

333

(2)

Working with Families

335

(1)

Summary

335

(1)

Key Terms

335

(1)

Check Yourself

336

(1)

Teachers' Casebook: What Would They Do?

337

Point/Counterpoint: Should Schools Teach Critical Thinking and Problem Solving?

332

(2)

Family and Community Partnerships: Communicating about Innovations

334

(4)

Guidelines: Using Observational Learning

310

(28)

Motivation in Learning and Teaching

338

(48)

Teachers' Casebook: What Would You Do?

339

(1)

Motivation: A Definition and Four General Approaches

340

(1)

Overview

340

(1)

Meeting Some Students

340

(1)

Intrinsic and Extrinsic Motivation

341

(2)

Behavioral Approaches to Motivation

343

(1)

Humanistic Approaches to Motivation

343

(1)

Maslow's Hierarchy

343

(1)

Cognitive Approaches to Motivation

344

(2)

Attribution Theory

344

(1)

Attributions in the Classroom

345

(1)

Teacher Actions and Student Attributions

345

(1)

Expectancy x Value Theories

346

(1)

Sociocultural Conceptions of Motivation

346

(2)

Summary

348

(1)

Key Terms

348

(1)

Check Yourself

349

(1)

Goals, Interests, and Emotions

350

(1)

Overview

350

(1)

Types of Goals and Goal Orientations

350

(3)

Four Goal Orientations in School

351

(1)

Wait---Are Performance Goals Always Bad?

351

(1)

Beyond Mastery and Performance

352

(1)

Feedback and Goal Acceptance

353

(1)

Goals: Lessons for Teachers

353

(1)

Tapping Interests and Emotions

353

(1)

Arousal: Excitement and Anxiety in Learning

354

(4)

Curiosity: Novelty and Complexity

355

(2)

Anxiety in the Classroom

357

(1)

How Does Anxiety Interfere with Achievement?

357

(1)

Coping with Anxiety

357

(1)

Interests and Emotions: Lessons for Teachers

358

(1)

Summary

359

(1)

Key Terms

359

(1)

Check Yourself

360

(1)

Self-Schemas

361

(1)

Overview

361

(1)

Beliefs about Ability

361

(1)

Beliefs about Self-Efficacy

362

(2)

Self-Efficacy, Self-Concept, and Self-Esteem

362

(1)

Sources of Self-Efficacy

362

(1)

Efficacy and Motivation

363

(1)

Teacher Efficacy

363

(1)

Self-Determination

364

(1)

Self-Determination in the Classroom

364

(1)

Information and Control

364

(1)

Learned Helplessness

365

(1)

Self-Worth

366

(1)

Self-Schemas: Lessons for Teachers

367

(1)

Summary

368

(1)

Key Terms

368

(1)

Check Yourself

369

(1)

Motivation to Learn in School

370

(1)

Overview

370

(1)

On TARGET for Learning

370

(1)

Tasks for Learning

370

(3)

Task Value

371

(1)

Authentic Tasks

371

(2)

Supporting Autonomy and Recognizing Accomplishment

373

(2)

Supporting Choices

373

(2)

Recognizing Accomplishment

375

(1)

Grouping, Evaluation, and Time

375

(2)

Grouping and Goal Structures

375

(1)

Evaluation

375

(1)

Time

376

(1)

Bringing it All Together: Strategies to Encourage Motivation and Thoughtful Learning

377

(1)

Can I Do It? Building Confidence and Positive Expectations

378

(1)

Do I Want to Do It? Seeing the Value of Learning

379

(2)

Attainment and Intrinsic Value

379

(1)

Instrumental Value

380

(1)

What Do I Need to Do to Succeed? Staying Focused on the Task

381

(1)

Summary

382

(1)

Key Terms

383

(1)

Check Yourself

384

(1)

Teachers' Casebook: What Would They Do?

385

Point/Counterpoint: Does Making Learning Fun Make Good Learning?

356

(26)

Family and Community Partnerships: Motivation to Learn

382

(4)

Guidelines: Building on Students' Interests

355

(3)

Coping with Anxiety

358

(7)

Supporting Self-Determination and Autonomy

365

(2)

Encouraging Self-Efficacy and Self-Worth

367

(19)

Creating Learning Environments

386

(36)

Teachers' Casebook: What Would You Do?

387

(1)

Creating a Positive Learning Environment

388

(1)

Overview

388

(1)

The Basic Task: Gain Their Cooperation

388

(1)

The Goals of Classroom Management

389

(3)

More Time for Learning

390

(1)

Access to Learning

390

(1)

Management for Self-Management

391

(1)

Some Research Results

392

(1)

Rules and Procedures Required

392

(5)

Procedures

393

(1)

Rules

393

(1)

Rules for Elementary School

394

(1)

Rules for Secondary School

395

(1)

Consequences

395

(1)

Who Sets the Rules and Consequences?

396

(1)

Planning Spaces for Learning

397

(1)

Interest-Areas

397

(1)

Personal Territories

397

(1)

Getting Started: The First Weeks of Class

398

(2)

Effective Managers for Elementary Students

398

(2)

Effective Managers for Secondary Students

400

(1)

Summary

400

(1)

Key Terms

400

(1)

Check Yourself

401

(1)

Maintaining a Good Environment for Learning

402

(1)

Overview

402

(1)

Encouraging Engagement

402

(1)

Prevention Is the Best Medicine

402

(2)

Withitness

403

(1)

Overlapping and Group Focus

403

(1)

Movement Management

403

(1)

Dealing with Discipline Problems

404

(1)

Special Problems with Secondary Students

405

(3)

Summary

408

(1)

Key Terms

408

(1)

Check Yourself

409

(1)

The Need for Communication

410

(1)

Overview

410

(1)

Message Sent---Message Received

410

(1)

Diagnosis: Whose Problem Is It?

411

(1)

Counseling: The Student's Problem

411

(1)

Confrontation and Assertive Discipline

412

(2)

Messages

412

(1)

Assertive Discipline

412

(1)

Confrontations and Negotiations

413

(1)

Student Conflicts and Confrontations

414

(2)

Peer Harassment

414

(1)

Violence in the Schools

415

(1)

Summing It Up: Learning Environments for All Students

416

(1)

Culturally Responsive Management

417

(1)

Communicating with Families about Classroom Management

418

(1)

Summary

419

(1)

Key Terms

419

(1)

Check Yourself

420

(1)

Teachers' Casebook: What Would They Do?

421

Point/Counterpoint: Is Zero Tolerance a Good Idea?

406

(12)

Family and Community Partnerships: Classroom Management

418

(4)

Guidelines: Establishing Class Procedures

394

(5)

Designing Learning Spaces

399

(4)

Keeping Students Engaged

403

(3)

Imposing Penalties

406

(16)

Teaching for Academic Learning

422

(46)

Teachers' Casebook: What Would You Do?

423

(1)

The First Step: Planning

424

(1)

Overview

424

(1)

Objectives for Learning

425

(2)

Mager: Start with the Specific

425

(1)

Gronlund: Start with the General

426

(1)

Flexible and Creative Plans---Using Taxonomies

427

(2)

The Cognitive Domain

427

(1)

Bloom 2001

427

(1)

The Affective Domain

428

(1)

The Psychomotor Domain

429

(1)

Another View: Planning from a Constructivist Perspective

429

(3)

An Example of Constructivist Planning

430

(1)

Integrated and Thematic Plans

430

(2)

Summary

432

(1)

Key Terms

432

(1)

Check Yourself

433

(1)

Teacher-Directed Instruction and Teacher Expectations

434

(1)

Overview

434

(1)

Characteristics of Effective Teachers

434

(2)

Teachers' Knowledge

434

(1)

Clarity and Organization

435

(1)

Warmth and Enthusiasm

435

(1)

Explanation and Direct Instruction

436

(3)

Direct Instruction

437

(1)

Rosenshine's Six Teaching Functions

437

(1)

Why Does Direct Instruction Work?

438

(1)

Criticisms of Direct Instruction

439

(1)

Seatwork and Homework

439

(3)

Seatwork

440

(1)

Homework

440

(1)

Making Seatwork and Homework Valuable

440

(2)

Questioning and Recitation

442

(3)

Kinds of Questions

443

(1)

Fitting the Questions to the Students

444

(1)

Responding to Student Answers

445

(1)

Group Discussion

445

(1)

Teacher Expectations: Two Kinds of Expectation Effects

446

(1)

Sources of Expectations

447

(1)

Do Teachers' Expectations Really Affect Students' Achievement?

448

(1)

Teacher Behavior and Student Reaction

448

(3)

Instructional Strategies

448

(1)

Teacher---Student Interactions

449

(2)

Summary

451

(1)

Key Terms

451

(1)

Check Yourself

452

(1)

Student-Centered Teaching in Content Areas and Inclusive Classrooms

453

(1)

Overview

453

(1)

Learning to Read and Write

454

(2)

Balance in Reading and Writing

454

(1)

Comprehension Monitoring and Reading: Reciprocal Teaching

454

(2)

Applying Reciprocal Teaching

456

(1)

Learning and Teaching Mathematics

456

(1)

Learning and Teaching Science

457

(2)

Beyond the Debates to Outstanding Teaching

459

(1)

Effective Teaching in Inclusive Classrooms

460

(1)

Resource Rooms, Collaborative Consultation, and Cooperative Teaching

461

(1)

Working with Individual Students

462

(1)

Technology and Exceptional Students

462

(2)

Summary

464

(1)

Key Terms

465

(1)

Check Yourself

466

(1)

Teachers' Casebook: What Would They Do?

467

Point/Counterpoint: Is Homework a Valuable Use of Time?

441

(1)

Family and Community Partnerships: Homework

442

(26)

Guidelines: Using Instructional Objectives

429

(7)

Teaching Effectively

436

(10)

Productive Group Discussions

446

(4)

Avoiding the Negative Effects of Teacher Expectations

450

(9)

Teaching for Conceptual Change

459

(9)

Teaching for Self-Regulation, Creativity, and Tolerance

468

(34)

Teachers' Casebook: What Would You Do?

469

(1)

Self-Regulation and Agency

470

(1)

Overview

470

(1)

What Influences Self-Regulation?

470

(1)

Knowledge

470

(1)

Motivation

471

(1)

Volition

471

(1)

Family Influences

471

(1)

Self-Regulation Processes

471

(2)

Social and Emotional Learning

473

(2)

What Is EQ?

474

(1)

EQ Goes to School

475

(1)

Cautions

475

(1)

Social Skills

475

(1)

Life Skills: Preventing High-Risk Behaviors

476

(1)

Compassion and Tolerance

477

(2)

Group Work and Cooperation in Learning

479

(2)

Beyond Groups to Cooperation

479

(1)

What Can Go Wrong: Misuses of Group Learning

480

(1)

Making Cooperative Learning Work

481

(2)

Setting Up Cooperative Groups

481

(1)

Giving and Receiving Explanations

481

(1)

Assigning Roles

482

(1)

Strategies for Cooperation

483

(4)

Jigsaw

483

(1)

Reciprocal Questioning

484

(1)

Scripted Cooperation

485

(1)

STAD

485

(2)

Summary

487

(1)

Key Terms

487

(1)

Check Yourself

488

(1)

Creativity and Community

489

(1)

Overview

489

(1)

Defining Creativity

489

(1)

What Is the Source of Creativity?

489

(1)

Creativity and Cognition

490

(1)

Creativity and Diversity

490

(1)

Assessing Creativity

490

(1)

Creativity in the Classroom

491

(2)

Brainstorming

491

(1)

Take Your Time---and Play!

492

(1)

The Big C: Revolutionary Innovation

493

(1)

Creating a Classroom Learning Community

493

(3)

Getting Started on Community

496

(1)

Conflict and Negotiation

496

(1)

Respect and Protect

497

(1)

Community Outside the Classroom: Service Learning

497

(2)

Summary

499

(1)

Key Terms

499

(1)

Check Yourself

500

(1)

Teachers' Casebook: What Would They Do?

501

Point/Counterpoint: Should Schools Teach Character and Compassion?

478

Family and Community Partnerships: Parents Supporting Self-Regulation

472

(30)

Guidelines: Using Cooperative Learning

486

(6)

Encouraging Creativity

492

(10)

Evaluation, Measurement, and Assessment

502

(65)

Teachers' Casebook: What Would You Do?

503

(1)

Definitions and Concepts

504

(1)

Overview

504

(1)

Norm-Referenced Tests

505

(1)

Criterion-Referenced Tests

505

(1)

What Test Scores Mean

506

(3)

Frequency Distributions

507

(1)

Measurements of Central Tendency and Standard Deviation

507

(1)

The Normal Distribution

508

(1)

Types of Scores

509

(3)

Percentile Rank Scores

509

(1)

Grade Equivalent Scores

510

(1)

Standard Scores

511

(1)

Interpreting Test Scores

512

(5)

Reliability

512

(1)

True Score

512

(1)

Confidence Interval

513

(1)

Validity

513

(1)

Absence of Bias

514

(3)

Summary

517

(1)

Key Terms

517

(1)

Check Yourself

518

(1)

Standardized Tests

519

(1)

Overview

519

(1)

Achievement Tests: What Has the Student Learned?

519

(3)

Using Information from a Norm-Referenced Achievement Test

519

(3)

Diagnostic Tests: What Are the Student's Strengths and Weaknesses?

522

(1)

Aptitude Tests: How Well Will the Student Do in the Future?

522

(1)

IQ and Scholastic Aptitude

522

(1)

Discussing Test Results with Families

523

(1)

How Widespread Is Standardized Testing?

523

(1)

Accountability and High Stakes Testing

524

(2)

Testing Teachers

526

(2)

PRAXIS™

527

(1)

National Board Certification

527

(1)

The Uses of Testing in American Society

528

(1)

Preparing for Tests

528

(1)

New Directions in Standardized Testing: Authentic Assessment

529

(3)

Changes in the SAT

530

(2)

Accommodating Diversity in Testing

532

(1)

Summary

532

(1)

Key Terms

532

(1)

Check Yourself

533

(1)

Getting the Most from Traditional Assessment Approaches: Testing and Grading

534

(1)

Overview

534

(1)

Formative and Summative Assessment

534

(1)

Planning for Testing

535

(1)

When to Test?

535

(1)

Judging Textbook Tests

535

(1)

Objective Testing

535

(3)

Using Multiple-Choice Tests

536

(1)

Writing Multiple-Choice Questions

536

(2)

Essay Testing

538

(2)

Constructing Essay Tests

538

(1)

Evaluating Essays: Dangers

538

(1)

Evaluating Essays: Methods

539

(1)

Grades, Grading, and Students

540

(1)

Effects of Failure

540

(1)

Effects of Feedback

541

(1)

Grades and Motivation

541

(1)

Grading and Reporting: Nuts and Bolts

542

(1)

Criterion-Referenced versus Norm-Referenced Grading

543

(1)

Criterion-Referenced Systems

543

(1)

Norm-Referenced Systems

543

(1)

The Point System and Percentage Grading

543

(3)

The Contract System and Grading Rubrics

546

(1)

Grading on Effort and Improvement

546

(2)

Cautions: Being Fair

548

(1)

Diversity and Grading

548

(1)

Beyond Grading: Communication

549

(2)

Summary

551

(1)

Key Terms

551

(1)

Check Yourself

552

(1)

Innovations in Classroom Assessment

553

(1)

Overview

553

(1)

Authentic Classroom Assessment

553

(2)

Performance in Context: Portfolios and Exhibitions

555

(3)

Portfolios

556

(1)

Exhibitions

557

(1)

Evaluating Portfolios and Performances

558

(3)

Scoring Rubrics

558

(3)

Reliability, Validity, Generalizability

561

(1)

Diversity and Equity in Performance Assessment

561

(1)

Assessing Learning Potential: Dynamic Assessment

561

(1)

Summary

562

(1)

Key Terms

563

(1)

Check Yourself

564

(1)

Teachers' Casebook: What Would They Do?

565

Point/Counterpoint: Should Tests Be Used to Hold Teachers Accountable?

525

(29)

Point/Counterpoint: Which Is Better---Traditional Tests or Authentic Assessments?

554

Family and Community Partnerships: Explaining and Using Test Results

515

(35)

Family and Community Partnerships: Conferences

550

(17)

Guidelines: Increasing Reliability and Validity

514

(2)

Becoming an Expert Test-Taker

516

(15)

Accommodations in Testing

531

(6)

Writing Objective Test Items

537

(5)

Minimizing the Detrimental Effects of Grades

542

(5)

Using Any Grading System

547

(11)

Creating Portfolios

558

(2)

Developing a Rubric

560

(7)

Appendix A: Becoming a Professional

567

(18)

Appendix B: Standards and Licensure: PRAXIS II™ and INTASC

585

(16)

Glossary

601

(10)

References

611

(38)

Name Index

649

(12)

Subject Index

661

Educational Psychology, Active Learning Edition

Educational Psychology, Active Learning Edition

9780205435296

0205435297

Table of Contents

Supplemental Materials

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Educational Psychology, Active Learning Edition

Educational Psychology, Active Learning Edition

9780205435296

0205435297

Table of Contents

Supplemental Materials

Write a Review

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