ISBN13:978-0205493838 ISBN10: 0205493831 This edition has also been released as: ISBN13: 978-0205459469 ISBN10: 0205459463
Summary: This best-selling, classic text provides beginning teachers with the tools and inspiration to become masters of their chosen profession.
The Tenth Edition maintains the lucid writing style for which the author is renowned, combined with a clear emphasis on educational psychology's practical relevance. This edition provides especially helpful new chapter on Engaged Learning: Cooperation and Community, recognizing the challenges educators face in the next dec...show moreade to keep all students connected to learning and all schools safe and compassionate.
The most applied text on the market, this text is replete with examples, lesson segments, case studies, and practical ideas from experienced teachers. In addition, at the end of the text is A Handbook for Successful Teaching and Lifelong Learning, which has four sections:
"Creating a Praxis II/Licensure Examination Study Guide"
"Standards and Licensure Appendix: Praxis II and INTASC"
"Getting a Job: Interview Questions that Educational Psychology will help you answer"
"Enhancing Your Expertise: Continuing your Learning"
The four sections of this Handbook for Successful Teaching and Lifelong Learning will give you even more tools for passing your licensing test, getting a job, and teaching well, no matter what surprises come your way.
For the first time, this text will appear in a "MyLabSchool Edition," so every copy will include an access code to a special version of Allyn and Bacon's hugely popular MyLabSchool, a collection of web-based resources for teacher candidates. This special site will contain the following:
A rich collection of video clips showing theoretical concepts and teaching methods in practice in real classrooms.
An electronic version of the text (an 'ebook') which contains chapter review quizzes after each section, and the capacity to generate and "individualized study plan," whereby students quiz answers are graded, and they are directed to specific pages and sections in the text that will help them correct erroneous answers and master the material.
A Lesson Plan/Portfolio Builder, which provides templates for lesson plans and portfolios and a database of state teaching standards that can be correlated to students' work by specific state, subject area, and grade level.
Access to Research Navigator, an extensive database of academic research journals and helpful advice on writing and formatting research papers
Many more resources (e.g. websites, lesson plans, sample assessments) that will help pre-service teachers get ready to get certified, get their first jobs, and start their careers with many ready-to-use teaching tools.
Edition/Copyright:10TH 07 Cover: Paperback Publisher:Allyn & Bacon, Inc. Published: 02/08/2006 International: No
View Table of Contents
1. TEACHERS, TEACHING, AND EDUCATIONAL PSYCHOLOGY
Teacher's Casebook: What Would You Do? Do Teachers Make a Difference? Teacher-Student Relationships Teacher Preparation and Quality What Is Good Teaching? Inside Four Classrooms Expert Knowledge Beginning Teachers The Role of Educational Psychology Some Interesting History Is It Just Common Sense? Using Research to Understand and Improve Learning What is Scientifically-Based Research? Theories for Teaching Becoming a Good Beginning Teacher Diversity and Convergences in Educational Psychology Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
2. COGNITIVE DEVELOPMENT AND LANGUAGE
Teachers' Casebook: What Would You Do? A Definition of Development General Principles of Development The Brain and Cognitive Development Piaget's Theory of Cognitive Development Influences on Development Basic Tendencies in Thinking Four Stages of Cognitive Development Information Processing andNeo-Piagetian Views of Cognitive Development Some Limitations of Piaget's Theory Vygotsky's Sociocultural Perspective The Social Sources of Individual Thinking Cultural Tools and Cognitive Development The Role of Language and Private Speech The Development of Language The Role of Learning and Development Limitations of Vygotsky's Theory Implications of Piaget's and Vygotsky's Theories for Teachers Piaget: What Can We Learn? Vygotsky: What Can We Learn? Reaching Every Student: Using the Tools of the Culture The Development of Language Diversity in Language: Dual Language Development Language Development in the School Years Diversity and Convergence in Cognitive Development Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
3. PERSONAL, SOCIAL, AND EMOTIONAL DEVELOPMENT
Teachers' Casebook: What Would You Do? Physical Development The Preschool Years Elementary School Adolescence The Brain and Adolescent Development Erikson : Stages of Individual Development The Preschool Years: Trust, Autonomy, and Initiative Elementary and Middle School Years: Industry versus Inferiority Adolescence: The Search for Identity Bronfenbrenner: The Social Context for Development Families Peers Teachers Self-Concept and Identity: Understanding Ourselves Self-Concept and Self-Esteem Point/CounterPoint School Life and Self-Esteem Diversity in Self-Concepts: Gender and Ethnicity Diversity and Self-Esteem Ethnic and Racial Identity Emotional and Moral Development Emotional Competence Intention, Theory of Mind, and a Sense of Right and Wrong Moral Development Moral Judgments, Social Conventions, and Personal Choices Diversity in Reasoning Moral Behavior Cheating Diversity and Convergence in Personal/Social Development Diversity Convergences Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
4. LEARNER DIFFERENCES AND LEARNING NEEDS
Teachers' Casebook: What Would You Do? Individual Differences in Intelligence Learner Differences and Labeling What does Intelligence Mean Multiple Intelligences Emotional Intelligence Intelligence as a Process How Is Intelligence Measured? Ability Differences and Teaching Between-Class Ability Grouping Within-Class Ability Grouping and Flexible Grouping Learning Styles and Preferences Cautions about Learning Preferences Visual/ Verbal Distinctions Individual Differences and the Law Individualized Education Program The Rights of Students and Families Least Restrictive Environment Section 504 Protections for Students The Most Common Challenges Students with Learning Disabilities Reaching Every Student: Higher Order Thinking and Learning Disabilities Students with Hyperactivity and Attention Disorders Students with Communication Disorders Students with Intellectual Disabilities Students with Emotional or Behavioral Disorders Less Prevalent Problems and More Severe Disabilities Students with Health Impairments Students Who Are Deaf and Hard of Hearing Students with Low Vision and Blindness Autism Spectrum Disorders and Asperger Syndrome Students Who Are Gifted and Talented Who Are These Students? Strategies for Identifying and Teaching Gifted Students Diversity and Convergence in Learning Abilities. Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
5. CULTURE AND DIVERSITY
Teachers' Casebook: What Would You Do? Today's Diverse Classrooms Individuals, Groups, and Society Multicultural Education American Cultural Diversity Economic and Social Class Differences Social Class and SES Poverty and School Achievement Ethnic and Racial Differences The Changing Demographics: Cultural Differences Ethnic and Racial Differences in School Achievement The Legacy of Discrimination Stereotype Threat Girls and Boys: Differences in the Classroom Sexual Identity Gender-Role Identity Sex Differences in Mental Abilities Eliminating Gender Bias Language Differences in the Classroom Dialects Bilingualism Reaching Every Student: Recognizing Giftedness in Bilingual Students Bilingual Education Creating Culturally Inclusive Classrooms Culturally Relevant Pedagogy Fostering Resilience Diversity and Convergences Diversity in Learning Convergences: Teaching Every Student Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
6. BEHAVIORAL VIEW OF LEARNING
Teachers' Casebook: What Would You Do? Understanding Learning Learning: A Definition Learning Is Not Always What It Seems Early Explanations of Learning: Contiguity and Classical Conditioning Operant Conditioning: Trying New Responses Types of Consequences Reinforcement Schedules Antecedents and Behavior Change Applied Behavior Analysis Methods for Encouraging Behaviors Coping with Undesirable Behavior Reaching Every Student: Functional Behavioral Assessment and Positive Behavior Support Behavioral Approaches to Teaching and Management Group Consequences Token Reinforcement Programs Contingency Contract Programs Reaching Every Student: Severe Behavior Problems Observational Learning and Cognitive Behavior Modification: Thinking about Behavior Observational Learning Elements of Observational Learning Observational Learning in Teaching Self-Management Cognitive Behavior Modification and Self-Instruction Problems and Issues Criticisms of Behavioral Methods Ethical Issues Diversity and Convergence in Behavioral Learning Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
7. COGNITIVE VIEWS OF LEARNING
Teachers' Casebook: What Would You Do? Elements of the Cognitive Perspective Comparing Cognitive and Behavioral Views The Importance of Knowledge in Learning The Information Processing Model of Memory Sensory Memory Working Memory Individual Differences and Working Memory Long-Term Memory: The Goal of Teaching Capacity, Duration, and Contents of Long-Term Memory Explicit Memories: Semantic and Episodic Implicit Memories Storing and Retrieving Information in Long-Term Memory Individual Differences and Long-Term Memory Metacognition Metacognitive Knowledge and Regulation Reaching Every Student: Metacognitive Strategies for Students with Learning Disabilities Becoming Knowledgeable: Some Basic Principles Development of Declarative Knowledge Becoming an Expert: Development of Procedural and Conditional Knowledge Diversity and Convergence in Cognitive Learning Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
8. COMPLEX COGNITIVE PROCESSES
Teachers' Casebook: What Would You Do? Learning and Teaching about Concepts Views of Concept Learning Strategies for Teaching Concepts Teaching Concepts through Discovery Teaching Concepts through Exposition Reaching Every Student: Learning Disabilities and Concept Teaching Problem Solving Identifying: Problem Finding Defining Goals and Representing the Problem Exploring Possible Solution Strategies Anticipating, Acting, and Looking Back Factors That Hinder Problem Solving Effective Problem Solving: What Do the Experts Do? Creativity and Creative Problem Solving Defining Creativity What are the Sources of Creativity? Assessing Creativity Creativity in the Classroom The Big C: Revolutionary Creativity Becoming an Expert Student: Learning Strategies and Study Skills Learning Strategies and Tactics Visual Tools for Organizing Reading Strategies Applying Learning Strategies Teaching for Transfer The Many Views of Transfer Teaching for Positive Transfer Diversity and Convergences in Complex Cognitive Processes Diversity Convergences Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
9. SOCIAL COGNITIVE AND CONSTRUCTIVIST VIEWS OF LEARNING
Teachers' Casebook: What Would You Do? Social Cognitive Theories Reciprocal Determinism Self-Efficacy Applying Social Cognitive Theories Self-Efficacy and Motivation Teachers' Sense of Efficacy Self Regulated Learning An Individual Example Reaching Every Student: Two Classrooms and the Family Teaching Toward Self-Efficacy and Self-Regulated Learning Cognitive and Social Constructivism Constructivist Views of Learning How Is Knowledge Constructed? Knowledge: Situated or General? Common Elements of Constructivist Perspectives Applying Constructivist Perspectives Inquiry and Problem-Based Learning Dialogue and Instructional Conversations Cognitive Apprenticeships Apprenticeships in Thinking An Integrated Constructivist Program: Fostering Communities of Learners Dilemmas of Constructivist Practice Working with Families Diversity and Convergences in Theories of Learning Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
10. MOTIVATION IN LEARNING AND TEACHING
Teachers' Casebook: What Would You Do? What Is Motivation? Meeting Some Students Intrinsic and Extrinsic Motivation Four General Approaches to Motivation Needs: Competence, Autonomy, and Relatedness Self-Determination Needs: Lessons for Teachers Goal Orientations and Motivation Types of Goals and Goal Orientations Feedback and Goal Acceptance Goals: Lessons for Teachers Interests and Emotions Taping Interests Arousal: Excitement and Anxiety in Learning Reaching Every Student: Coping with Anxiety Interests and Emotions: Lessons for Teachers Beliefs and Self-Schemas Beliefs about Ability Beliefs about Causes and Control: Attribution Theory Beliefs about Self-Efficacy and Learned Helplessness Beliefs about Self-Worth Beliefs and Self-Schemas: Lessons for Teachers Motivation to Learn in School: On TARGET Tasks for Learning Supporting Autonomy and Recognizing Accomplishment Grouping, Evaluation, and Time Diversity and Convergences in Motivation to Learn Diversity in Motivation to Learn Convergences: Strategies to Encourage Motivation and Thoughtful Learning Can I Do It? Building Confidence and Positive Expectations Do I Want to Do It? Seeing the Value of Learning What Do I Need to Do to Succeed? Staying Focused on the Task Do I Belong in this Classroom? Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
11. ENGAGED LEARNING: COOPERATION AND COMMUNITY
Teachers' Casebook: What Would You Do? Social Processes in Learning Peers Parents and Teachers Collaboration and Cooperation Collaboration, Group Work, and Cooperative Learning Tasks for Cooperative Learning Preparing Students for Cooperative Learning Designs for Cooperation Reaching Every Student: Using Cooperative Learning Wisely The Classroom Community Constructive Conflict Resolution Civic Values Getting Started on Community Violence in Schools Prevention Respect and Protect Community Outside the Classroom: Service Learning Diversity and Convergence in Engagement Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
12. CREATING LEARNING ENVIRONMENTS
Teachers' Casebook: What Would You Do? The Need for Organization The Basic Task: Gain Their Cooperation The Goals of Classroom Management Creating a Positive Learning Environment Some Research Results Rules and Procedures Required Planning Spaces for Learning Planning for Computer Uses Getting Started: The First Weeks of Class Maintaining a Good Environment for Learning Encouraging Engagement Prevention Is the Best Medicine Dealing with Discipline Problems Special Problems with Secondary Students Reaching Every Student: School-wide Positive Behavior Supports The Need for Communication Message Sent--Message Received Diagnosis: Whose Problem Is It? Counseling: The Student's Problem Confrontation and Assertive Discipline Diversity and Convergences in Learning Environments Diversity: Culturally Responsive Management Convergences: Research on Management Approaches Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
13. TEACHING FOR LEARNING
Teachers' Casebook: What Would You Do? The First Step: Planning Objectives for Learning Flexible and Creative Plans--Using Taxonomies Another View: Planning from a Constructivist Perspective Teacher-Directed Instruction Characteristics of Effective Teachers Explanation and Direct Instruction Seatwork and Homework Questioning and Recitation Group Discussion Teacher Expectations Two Kinds of Expectation Effects Sources of Expectations Do Teachers' Expectations Really Affect Students' Achievement? Student-Centered Teaching: Examples in Reading, Mathematics, and Science Learning to Read and Write Learning and Teaching Mathematics Learning Science Reaching Every Student: Effective Teaching in Inclusive Classrooms Technology and Exceptional Students Diversity and Convergence in Teaching Diversity: Differentiated Instruction Convergence: Beyond the Debates to Outstanding Teaching Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
14. STANDARDIZED TESTING
Teachers' Casebook: What Would You Do? Measurement and Assessment Norm-Referenced Tests Criterion-Referenced Tests What Do Test Scores Mean? Basic Concepts Types of Scores Interpreting Test Scores Types of Standardized Tests Achievement Tests: What Has the Student Learned? Aptitude Tests: How Well Will the Student Do in the Future? Issues in Standardized Testing Accountability and High-Stakes Testing The Dangers of High-Stakes Testing Preparing for Tests Reaching Every Student: Helping Student with Disabilities Prepare for High-Stakes Tests New Directions in Assessment Diversity and Convergence in Testing Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do?
15. CLASSROOM ASSESSMENT AND GRADING
Teachers' Casebook: What Would You Do? Formative and Summative Assessment Getting the Most from Traditional Assessment Planning for Testing Objective Testing Essay Testing Alternative to Traditional Assessments Authentic Classroom Assessment Portfolios and Exhibitions Evaluating Portfolios and Performances Informal Assessments Involving Students in Assessments Effects of Grading on Students Effects of Failure Effects of Feedback Grades and Motivation Grading and Reporting: Nuts and Bolts Criterion-Referenced versus Norm-Referenced Grading The Point System and Percentage Grading The Contract System and Grading Rubrics Other Issues in Grading Reaching Every Student Beyond Grading: Communicating with Families Diversity and Convergences in Classroom Assessment
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