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Educational Psychology : A Practitioner-Researcher Model of Teaching

Educational Psychology : A Practitioner-Researcher Model of Teaching - 01 edition

ISBN13: 978-0534557010

Cover of Educational Psychology : A Practitioner-Researcher Model of Teaching 01 (ISBN 978-0534557010)
ISBN13: 978-0534557010
ISBN10: 0534557015
Cover type:
Edition/Copyright: 01
Publisher: Wadsworth, Inc
Published: 2001
International: No

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Educational Psychology : A Practitioner-Researcher Model of Teaching - 01 edition

ISBN13: 978-0534557010

Richard Parsons, Stephanie Lewis Hinson and Debbie Sardo-Brown

ISBN13: 978-0534557010
ISBN10: 0534557015
Cover type:
Edition/Copyright: 01
Publisher: Wadsworth, Inc

Published: 2001
International: No
Summary

While covering the basic concepts of psychological theory as it applies to education, child development, human learning and behavior, classroom management and assessment, this text is written from the point of view that teaching is both an art and a science. It is the first text to offer a practitioner-researcher model of teaching in which both pre-service and in-service teachers learn to integrate observational skills and hypothesis testing into their classroom teaching as a way of constantly checking research and theory against demonstrated results. Based on the practice of Action Research, it challenges students to become critical thinkers both as immediate consumers of teacher training courses and later as classroom teachers.

Benefits:

  • The author's unique emphasis on ''Action Research'' throughout the text helps students learn to become practitioner-researchers and understand that teaching is decision making.
  • Field Experience exercises in each chapter invite students to visit classrooms and observe teaching in action.
  • Introductory vignettes, You Make the Call, and Theory to Practice features encourage critical thinking.
  • Case illustrations, including examples from the film ''Stand and Deliver'', provide multiple examples of the theory and concepts discussed in each chapter and highlight the variety and scope of the types of decisions all teachers are required to make.
  • Pedagogical aids in every chapter, such as Chapter Objectives, Concept Maps, Key Terms, and Chapter Summaries reinforce material in the text.
  • Connections in every chapter offer opportunities for using the Internet to obtain the most up-to-date information in the area of educational psychology and the world of the teacher.
  • Reflections from the Field provide real world examples of the principles and theories discussed in each chapter.
  • Teacher's Toolbox exercises show educational research and theory in action, particularly in urban settings and/or with diverse student populations.
  • Chapter 11 features a unique coverage of planning as a key component of teacher competence and success.

Author Bio

Parsons, Richard : West Chester University of Pennsylvania


Hinson, Stephanie Lewis : West Chester University of Pennsylvania


Sardo-Brown, Debbie : West Chester University of Pennsylvania

Table of Contents

1. THE TEACHER AS PRACTITIONER AND RESEARCHER.

Teaching: A Noble Profession. Teaching: A Complex and Challenging Process. Teacher as Decision Maker. Educational Psychology Theory and Research: Facilitating Decision Making. Teachers as Practitioners-Researchers. The Organizing Model for this Text. A Final Note.

SECTION I: CONSIDERING THE UNIQUENESS OF ''WHO'' WE TEACH.

2. DEVELOPMENTAL THEORY: COGNITIVE DEVELOPMENT.

What is Development? Why is Understanding Development Important to Classroom Teachers? Piaget's Theory of Cognitive Development. Basic Cognitive Concepts. Piaget's Stage of Cognitive Development. Adolescent Social Cognition: The Work of Elking. The Alternative Perspective of Vygotsky. The Work of the Constructivists and the Neo-Piagetians. Language Reflecting and Affecting Cognition. Language Development. Teaching and Language.

3. DEVELOPMENTAL THEORY: MORAL AND PSYCHOSOCIAL DEVELOPMENT.

Moral Development. Psychosocial Development. Other Psychological Issues.

4. EXCEPTIONALITIES-ADDRESSING STUDENTS' UNIQUE NEEDS.

Responding to the Educational Needs of Exceptional Students. Full Inclusion Versus a Continuum of Service. Including Children With Exceptional Intelligence. Mental Retardation. Gifted and Talented Students. Specific Learning Disabilities. Students With Physical Challenges and Chronic Health Problems. Sensory Impairment. Students With Communicative Disorders. Students With Emotional/Behavioral Disorders.

5. STUDENT DIVERSITY.

Increasing Diversity in the United States. Difference: Just That...Difference! Cultural Diversity. Race and Ethnicity. Linguistic Diversity. Learning Styles. Gender Roles. Socioeconomic Status. Embracing Diversity.

SECTION II: THE HOW OF TEACHING: LEARNING THEORY AND INSTRUCTIONAL PRACTICE.

6. LEARNING THEORIES: BEHAVIORISM.

What is Learning? How Do Behaviorists Explain How We Learn? A Look at Classical Conditioning. Focusing on Operant Conditioning. Neo-Behaviorism.

7. COGNITIVE LEARNING THEORIES.

Foundations of Cognitive Learning Theories. The Information Processing Model. Contemporary Cognitive Theories. Factors Affecting Rote and Meaningful Verbal Learning.

SECTION III: THE HOW OF TEACHING: CONSIDERING ISSUES OF MOTIVATION AND MANAGEMENT.

8. MOTIVATION IN THE CLASSROOM.

What is Motivation? The Motivation-Learning Connection. Understanding Motivation. Value: an Essential Motivational Ingredient. Expectancy: A Second Motivational Ingredient. The Classroom: Impacting Student Motivation.

9. CLASSROOM ECOLOGY AND MANAGEMENT.

The Classroom: A Complex Environment. Creating a Positive Physical Environment. Creating a Positive Social Environment. Matching Environment to Learning Style. 10. CLASSROOM MANAGEMENT. Student or Classroom Management? Focusing on the Many as Well as the Few. Prevention. Intervention. Remediation.

SECTION IV: PUTTING IT ALL TOGETHER: PLANNING-DOING-ASSESSING.

11. PLANNING: ESSENTIAL TO INSTRUCTION.

Purpose of Planning. Classroom Planning: Reflecting the Mission of the Educational System. Types of Planning. Factors Affecting Planning. Instructional Objectives. Domains and Taxonomies of Objectives. Gagne's Outcomes of Instruction. Effective Planning and Teaching.

12. LEARNER-CENTERED INSTRUCTION: METACOGNITION AND CONSTRUCTIVISM.

What is Metacognition? Teachers' Role in Training Metacognition. Constructivism: The New Movement.

13. CLASSROOM ASSESSMENT.

What is Classroom Assessment? Why Plan for Assessment? What Are The Different Kinds of Traditional Assessments? How Do Teacher-Made Tests Facilitate Assessment? How Do Standardized Tests Facilitate Assessment? Basic Considerations and Concepts in Assessment. New Developments: Authentic Assessment.

GLOSSARY.
REFERENCES.
INDEX.
CREDITS

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