Educational Psychology : Windows on Classrooms

ISBN 13:
9780131724488
ISBN 10:
0131724487
Edition: 7th
Format: Paperback
Copyright: 01/01/2007
Publisher: Pearson College Div
Newer Edition

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Summary

For courses in Introduction to Educational Psychology.Long recognized as very applied and practical, Eggen and Kauchak's Educational Psychology: Windows on Classrooms, seventh edition is now even more applied and concise, giving students exactly what they need to know in the course. The author's hallmark cases remain, in both written and videotape format, to introduce real-world applications in a way that no other text can. Along with expanded applications to diversity (urban, suburban, and rural areas), technology, and a new pedagogical system that completely restructures how information is delivered in the book and will help students really understand what they should be getting out of every single chapter. The text now comes with two new DVDs of video material and an access code for the new Teacher Prep Website that will be automatically shrinkwrapped with all new copies of the text. Educational Psychology: Windows on Classrooms once again truly fulfills the promise of its title, giving students a "window" on the classrooms in which they will someday teach.

Educational Psychology: Developing a Professional Knowledge Base

(26)

Educational Psychology and Becoming a Professional

(2)

Characteristics of Professionalism

(2)

Professional Knowledge and Learning to Teach

(8)

Knowledge of Content

(1)

Pedagogical Content Knowledge

(2)

General Pedagogical Knowledge

(1)

Knowledge of Learners and Learning

(1)

The INTASC Standards: States Respond to the Need for Professional Knowledge

(1)

Changes in Education: Reform and Accountability

(1)

Learning Contexts: Teaching and Learning in Urban Environments

(1)

The Role of Research in Acquiring Knowledge

(13)

Descriptive Research

(1)

Correlational Research

(1)

Experimental Research

(1)

Action Research

(2)

Research and the Development of Theory

(1)

The Use of Case Studies in Educational Psychology

(6)

Part 1: The Learner

The Development of Cognition and Language

(32)

What Is Development?

(4)

Principles of Development

(1)

The Human Brain and Cognitive Development

(3)

Piaget's Theory of Intellectual Development

(11)

The Drive for Equilibrium

(1)

Organization and Adaptation: The Development of Schemes

(1)

Factors Influencing Development

(1)

Stages of Development

(7)

Putting Piaget's Theory into Perspective

(2)

A Sociocultural View of Development: The Work of Lev Vygotsky

(1)

Social Interaction and Development

(1)

Language and Development

(6)

Culture and Development

(1)

The Relationship Between Learning and Development

(3)

Piaget's and Vygotsky's Views of Knowledge Construction

(2)

Language Development

(8)

Theories of Language Acquisition

(1)

Stages of Language Acquisition

(2)

Promoting Language Development: Suggestions for Teachers

(5)

Personal, Social, and Emotional Development

(34)

Personal Development

(3)

Heredity

(1)

Parents and Other Adults

(1)

Peers

(1)

Social Development

(5)

Perspective Taking: Understanding Others' Thoughts and Feelings

(1)

Social Problem Solving

(1)

Violence and Aggression in Schools

(4)

The Development of Identity and Self-Concept

(10)

Erikson's Theory of Psychosocial Development

(2)

The Development of Identity

(2)

The Development of Self-Concept

(3)

Ethnic Pride: Promoting Positive Self-Esteem and Ethnic Identity

(3)

Development of Morality, Social Responsibility, and Self-Control

(14)

Increased Interest in Moral Education and Development

(1)

Piaget's Description of Moral Development

(1)

Kohlberg's Theory of Moral Development

(5)

Emotional Factors in Moral Development

(2)

Learning Contexts: Promoting Personal, Social, and Moral Development in Urban Environments

(6)

Group and Individual Differences

(36)

Intelligence

(7)

Intelligence: One Trait or Many?

(3)

Intelligence: Nature Versus Nurture

100

(1)

Ability Grouping

100

(1)

Learning Styles

101

(2)

Socioeconomic Status

103

(3)

Influence of SES on Learning

104

(1)

SES: Some Cautions and Implications for Teachers

105

(1)

Culture

106

(11)

Ethnicity

106

(1)

Culture and Schooling

106

(4)

Language Diversity

110

(7)

Gender

117

(3)

Differences in the Classroom Behavior of Boys and Girls

118

(1)

Gender Stereotypes and Perceptions

118

(2)

Students Placed at Risk

120

(10)

Resilience

122

(8)

Learners with Exceptionalities

130

(32)

Changes in the Way Teachers Help Students with Exceptionalities

132

(6)

Individuals with Disabilities Education Act (IDEA)

132

(4)

Amendments to the Individuals with Disabilities Education Act

136

(2)

Students with Learning Problems

138

(11)

The Labeling Controversy

138

(1)

Mental Retardation

138

(2)

Learning Disabilities

140

(2)

Attention Deficit/Hyperactivity Disorder

142

(1)

Behavior Disorders

143

(2)

Communication Disorders

145

(1)

Visual Disabilities

146

(1)

Hearing Disabilities

147

(1)

Assessment and Learning: Assessment Trends in Special Education

148

(1)

Students Who Are Gifted and Talented

149

(4)

Creativity: What Is It?

150

(1)

Identifying Students Who Are Gifted and Talented

150

(3)

The Teacher's Role in Inclusive Classrooms

153

(9)

Identifying Students with Exceptionalities

153

(2)

Social Integration and Growth

155

(7)

Part 2: Learning

Behaviorism and Social Cognitive Theory

162

(36)

Behaviorist Views of Learning

164

(15)

What Is Behaviorism?

164

(1)

Classical Conditioning

165

(3)

Operant Conditioning

168

(9)

Putting Behaviorism into Perspective

177

(2)

Social Cognitive Theory

179

(11)

Comparing Behaviorism and Social Cognitive Theory

180

(1)

Modeling

181

(1)

Vicarious Learning

182

(1)

Nonoccurrence of Expected Consequences

183

(1)

Functions of Modeling

184

(1)

Processes Involved in Learning from Models

185

(1)

Effectiveness of Models

185

(1)

Self-Regulation

186

(3)

Putting Social Cognitive Theory into Perspective

189

(1)

Addressing Diversity: Behaviorism and Social Cognitive Theory

190

(8)

Classical Conditioning: Learning to Like and Dislike School

191

(1)

Motivating Hesitant Learners

192

(1)

Capitalizing on Minority Role Models

192

(6)

Cognitive Views of Learning

198

(34)

Cognitive Perspectives on Learning

200

(4)

Principles of Cognitive Learning Theory

201

(1)

A Definition of Learning

202

(2)

Memory Stores in Our Information Processing System

204

(7)

Sensory Memory

204

(1)

Working Memory

204

(3)

Long-Term Memory

207

(4)

Cognitive Processes in Our Information Processing System

211

(9)

Attention: The Beginning of Information Processing

211

(1)

Perception: Finding Meaning in Stimuli

212

(1)

Rehearsal: Retaining Information Through Repetition

213

(1)

Meaningful Encoding: Making Connections in Long-Term Memory

213

(5)

Forgetting

218

(2)

Metacognition: Knowledge and Control of Cognitive Processes

220

(12)

The Development of Metacognition

221

(4)

The Impact of Diversity on Information Processing

225

(2)

Putting Information Processing into Perspective

227

(5)

Constructing Knowledge

232

(30)

What Is Constructivism?

234

(4)

Cognitive Constructivism

235

(1)

Social Constructivism

236

(2)

Characteristics of Constructivism

238

(3)

Learners Construct Knowledge That Makes Sense to Them

238

(1)

New Learning Depends on Current Understanding

238

(1)

Social Interaction Facilitates Learning

239

(2)

Meaningful Learning Occurs Within Real-World Tasks

241

(1)

Outcomes of Knowledge Construction

241

(7)

Concepts

241

(3)

Schemas

244

(1)

Misconceptions and Conceptual Change

244

(4)

Implications of Constructivism for Teaching

248

(14)

The Teacher's Role in Constructivist Classrooms

248

(1)

Suggestions for Classroom Practice

248

(4)

Assessment and Learning: The Role of Assessment in Constructivist Classrooms

252

(1)

Putting Constructivism Into Perspective

252

(4)

Learning Contexts: Constructing Knowledge in Urban Environments

256

(6)

Complex Cognitive Processes

262

(34)

Problem Solving

265

(12)

Well-Defined and Ill-Defined Problems

266

(1)

A Problem-Solving Model

267

(2)

Expert-Novice Differences in Problem-Solving Ability

269

(6)

Problem-Based Learning

275

(2)

The Strategic Learner

277

(5)

Metacognition: The Foundation of Strategic Learning

277

(1)

Study Strategies

278

(4)

Critical Thinking

282

(5)

The Challenge of Critical Thinking

283

(1)

Elements of Critical Thinking

284

(3)

Transfer of Learning

287

(9)

General and Specific Transfer

288

(1)

Factors Affecting the Transfer of Learning

288

(8)

Part 3: Classroom Processes

Theories of Motivation

296

(38)

What Is Motivation?

298

(3)

Extrinsic and Intrinsic Motivation

299

(1)

Motivation to Learn

299

(2)

Behavioral Views of Motivation

301

(2)

Using Rewards in Classrooms

301

(1)

Criticisms of Behavioral Approaches to Motivation

301

(2)

Humanistic Views of Motivation

303

(4)

Development of the Whole Person

303

(4)

Cognitive Theories of Motivation

307

(21)

Expectancy X Value Theory

307

(3)

Self-Efficacy: Beliefs About Capability

310

(2)

Goals and Goal Orientation

312

(4)

Attribution Theory

316

(5)

Self-Determination Theory

321

(2)

Assessment and Learning: The Role of Assessment in Self-Determination

323

(3)

Diversity in Motivation to Learn

326

(2)

Affective Factors in Motivation

328

(6)

Self-Worth Theory

328

(1)

Arousal and Anxiety

329

(5)

Motivation in the Classroom

334

(32)

Class Structure: Creating a Learning-Focused Environment

337

(1)

Self-Regulated Learners: Developing Student Responsibility

338

(4)

Developing Self-Regulation: Applying Self-Determination Theory

338

(4)

Teacher Characteristics: Personal Qualities That Increase Student Motivation to Learn

342

(6)

Personal Teaching Efficacy: Beliefs About Teaching and Learning

343

(1)

Modeling and Enthusiasm: Communicating Genuine Interest

343

(1)

Caring: Meeting the Need for Belonging and Relatedness

344

(1)

Teacher Expectations: Increasing Perceptions of Competence

345

(3)

Climate Variables: Creating a Motivating Environment

348

(4)

Order and Safety: Classrooms as Secure Places to Learn

348

(1)

Success: Developing Learner Self-Efficacy

349

(1)

Challenge: Increasing Perceptions of Competence and Self-Determination

350

(1)

Task Comprehension: Increasing Perceptions of Autonomy and Value

350

(1)

The Target Program: Applying Goal Theory in Classrooms

351

(1)

Instructional Variables: Developing Interest in Learning Activities

352

(14)

Introductory Focus: Attracting Students' Attention

353

(1)

Personalization: Links to Students' Lives

354

(1)

Involvement: Increasing Intrinsic Motivation

355

(2)

Feedback: Meeting the Need to Understand

357

(2)

Assessment and Learning: Using Feedback to Increase Interest and Self-Efficacy

359

(1)

Learning Contexts: Motivation to Learn in the Urban Classroom

360

(6)

Creating Productive Learning Environments: Classroom Management

366

(38)

The Importance of Well-Managed Classrooms

369

(4)

Public and Professional Concerns

369

(1)

The Complexities of Classrooms

369

(1)

Influence on Motivation and Learning

370

(1)

Goals of Classroom Management

371

(2)

Planning for Productive Classroom Environments

373

(11)

Accommodating Student Characteristics

373

(1)

Arranging the Physical Environment

374

(2)

Organizing for Instruction

376

(5)

Learning Contexts: Classroom Management in Urban Environments

381

(3)

Communication with Parents

384

(5)

Benefits of Communication

384

(3)

Communication with Parents: Accommodating Learner Diversity

387

(2)

Intervening When Misbehavior Occurs

389

(9)

Guidelines for Successful Interventions

390

(2)

Cognitive Interventions

392

(2)

Behavioral Interventions

394

(1)

An Intervention Continuum

395

(3)

Serious Management Problems: Violence and Aggression

398

(6)

School Violence and Aggression

398

(1)

Long-Term Solutions to Violence and Aggression

399

(5)

Creating Productive Learning Environments: Principles and Models of Instruction

404

(38)

Planning for Instruction

406

(7)

Selecting Topics

407

(1)

Preparing Learning Objectives

407

(2)

Preparing and Organizing Learning Activities

409

(1)

Planning for Assessment

410

(1)

Instructional Alignment

410

(1)

Planning in a Standards-Based Environment

411

(2)

Implementing Instruction: Essential Teaching Skills

413

(10)

Attitudes

414

(1)

Organization

415

(1)

Communication

415

(1)

Focus: Attracting and Maintaining Attention

416

(1)

Feedback

416

(2)

Questioning

418

(2)

Learning Contexts: Instruction in Urban Environments

420

(3)

Models of Instruction

423

(13)

Direct Instruction

423

(4)

Lecture and Lecture-Discussion

427

(3)

Guided Discovery

430

(1)

Cooperative Learning

431

(2)

Cooperative Learning: A Tool for Capitalizing on Diversity

433

(3)

Assessment and Learning: Using Assessment as a Learning Tool

436

(6)

Learning and Instruction and Technology

442

(30)

What Is Technology?

444

(5)

Technology and Learning

445

(1)

Behaviorism and Technology

445

(1)

Technology and Cognitive Learning Theory

446

(3)

Social Cognitive Theory and Technology

449

(1)

Technology and Instruction

449

(16)

Drill-and-Practice Software

450

(1)

Tutorials

450

(2)

Simulations

452

(3)

Databases and Spreadsheets

455

(2)

Word Processing: Using Technology to Teach Writing

457

(1)

Internet-Based Technologies

458

(2)

Distance Education

460

(1)

Exploring Diversity: Employing Technology to Support Learners with Disabilities

461

(2)

Using Technology in the Classroom: Findings from Research

463

(2)

Teacher-Support Applications of Technology

465

(7)

Preparing Instructional Materials

465

(1)

Classroom Assessment

465

(2)

Communicating With Parents

467

(5)

Assessing Classroom Learning

472

(36)

Classroom Assessment

476

(3)

Functions of Classroom Assessment

476

(1)

Validity: Making Appropriate Assessment Decisions

477

(1)

Reliability: Consistency in Assessment

477

(2)

Traditional Assessment Strategies

479

(8)

Teachers' Assessment Patterns

479

(7)

Commercially Prepared Test Items

486

(1)

Alternative Assessment

487

(12)

Performance Assessment

487

(3)

Portfolio Assessment: Involving Students in Alternative Assessment

490

(2)

Putting Traditional and Alternative Assessments into Perspective

492

(2)

Planning for Assessment

494

(1)

Preparing Students for Assessments

495

(2)

Administering Assessments

497

(1)

Analyzing Results

498

(1)

Grading and Reporting: The Total Assessment System

499

(9)

Designing a Grading System

499

(1)

Assigning Grades: Increasing Learning and Motivation

500

(2)

Learning Contexts: Assessment in Urban Classrooms

502

(6)

Assessment Through Standardized Testing

508

Standardized Tests

511

(7)

Functions of Standardized Tests

512

(1)

Types of Standardized Tests

512

(3)

Evaluating Standardized Tests: Validity Revisited

515

(3)

Understanding and Interpreting Standardized Test Scores

518

(7)

Descriptive Statistics

519

(2)

Interpreting Standardized Test Results

521

(4)

Accountability Issues in Standardized Testing

525

(3)

Standards-Based Education and Accountability

525

(1)

Testing Teachers

526

(2)

Diversity Issues in Standardized Testing

528

Student Diversity and Test Bias

528

(3)

Issues in Standardized Testing: Implications for Teachers

531

Appendix A Using This Text to Practice for the Praxis™ Principles of Learning and Teaching Exam

(8)

Appendix B Feedback for ``Checking Your Understanding'' Questions

Glossary

(1)

References

(1)

Author Index

(5)

Subject Index

Educational Psychology : Windows on Classrooms

9780131724488

0131724487

Summary

Table of Contents

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