Educational Psychology (with "Becoming a Professional" CD-ROM), MyLabSchool Edition

by Woolfolk, Anita E.

• ISBN13: 9780205449194
• ISBN10: 0205449190
• Edition: 9th
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: Allyn & Bacon

Summary

This best-selling, classic text provides beginning teachers with the tools and inspiration to become masters of their chosen profession. The Ninth 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 material on the non-academic outcomes of schooling, recognizing the challenges educators face in the next decade to keep 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. The much-admired theme of Becoming a Professional is now further enhanced with information about how text content is specifically related to professional standards and PRAXIS II preparation.

Table of Contents

Preface	xxiii
Teachers, Teaching, and Educational Psychology	1	(22)
Teachers' Casebook: What Would You Do?	1	(1)
Overview	1	(1)
Do Teachers Make a Difference?	2	(1)
Teacher--Student Relationships	2	(1)
Teacher Preparation and Quality	2	(1)
Stories of Learning/Tributes to Teaching---Jay	3	(1)
What Is Good Teaching?	4	(3)
Inside Four Classrooms	4	(1)
A Bilingual 1st Grade	4	(1)
A Suburban 5th Grade	5	(1)
Two Advanced Math Classes	5	(1)
Expert Knowledge	6	(1)
Point/Counterpoint: What Is Good Teaching?	7	(2)
Beginning Teachers	8	(1)
Reaching Every Student: Creativity in an Urban School	9	(1)
The Role of Educational Psychology	9	(2)
Is It Just Common Sense?	10	(1)
Taking Turns	10	(1)
Helping Students	10	(1)
Skipping Grades	11	(1)
Obvious Answers?	11	(1)
Using Research to Understand and Improve Teaching	11	(4)
Descriptive Studies	11	(1)
Correlational Studies	12	(1)
Experimental Studies	12	(1)
Single-Subject Experimental Designs	13	(1)
Microgenetic Studies	14	(1)
The Role of Time in Research	14	(1)
Theories for Teaching	14	(1)
Teachers as Researchers	15	(1)
How This Book Can Help You Learn	15	(1)
Structure and Content Supports Learning	15	(1)
Getting Ready to Learn	15	(1)
Aids to Understanding	15	(1)
Applying Knowledge	16	(1)
Using Web Resources to Enhance Professional Development	16	(1)
Organize	16	(1)
Evaluate	16	(1)
Share	16	(1)
Becoming a Good Beginning Teacher	17	(1)
Enhancing Your Expertise with Technology: Professional Development	17	(1)
Summary Table	18	(2)
Becoming a Professional	20	(1)
Teachers' Casebook: What Would They Do?	21	(2)
PART 1 STUDENTS
Cognitive Development and Language	23	(42)
Teachers' Casebook: What Would You Do?	23	(1)
Overview	23	(1)
A Definition of Development	24	(5)
General Principles of Development	24	(1)
The Brain and Cognitive Development	24	(1)
The Developing Brain: Cerebral Cortex	25	(1)
Specialization and Integration	25	(1)
The Developing Brain: Neurons	26	(2)
Implications for Teachers	28	(1)
Point/Counterpoint: Brain-Based Education	29
Piaget's Theory of Cognitive Development	28	(11)
Influences on Development	30	(1)
Basic Tendencies in Thinking	30	(1)
Organization	30	(1)
Adaptation	31	(1)
Equilibration	31	(1)
Four Stages of Cognitive Development	31	(1)
Infancy: The Sensorimotor Stage	32	(1)
Early Childhood to the Elementary Years: The Preoperational Stage	33	(1)
Later Elementary to the Middle School Years: The Concrete-Operational Stage	34	(3)
Junior and Senior High: Formal Operations	37	(2)
Do We All Reach the Fourth Stage?	39	(1)
Stories of Learning/Tributes to Teaching---Desmund Tutu	39	(1)
Implications of Piaget's Theory for Teachers	40	(4)
Understanding and Building on Students' Thinking	40	(1)
Activity and Constructing Knowledge	41	(1)
The Value of Play	42	(1)
Some Limitations of Piaget's Theory	42	(1)
The Trouble with Stages	42	(1)
Underestimating Children's Abilities	43	(1)
Cognitive Development and Information Processing	43	(1)
Cognitive Development and Culture	44	(1)
Vygotsky's Sociocultural Perspective	44	(6)
The Social Sources of Individual Thinking	45	(1)
Cultural Tools and Cognitive Development	46	(1)
The Role of Language and Private Speech	47	(1)
Language and Cultural Diversity	47	(1)
Vygotsky's and Piaget's Views Compared	48	(1)
Self-Talk and Learning	49	(1)
The Role of Learning and Development	49	(1)
Vygotsky's and Piaget's Views Compared	49	(1)
The Role of Adults and Peers	50	(1)
Implications of Vygotsky's Theory for Teachers	50	(1)
Reaching Every Student: Scaffolding Learning	51	(2)
Assisted Learning	51	(1)
The Zone of Proximal Development	52	(1)
Private Speech and the Zone	52	(1)
Teaching	52	(1)
The Development of Language	53	(3)
Diversity in Language: Dual Language Development	54	(1)
Language Development in the School Years	54	(1)
Pronunciation	55	(1)
Syntax	55	(1)
Vocabulary and Meaning	55	(1)
Pragmatics	55	(1)
Metalinguistic Awareness	55	(1)
Partnerships with Families	55	(1)
Family and Community Partnerships: Promoting Literacy	56	(1)
Enhancing Your Expertise with Technology: Language and Literacy Development	57	(1)
Summary Table	58	(4)
Becoming a Professional	62	(1)
Teachers' Casebook: What Would They Do?	63
Guidelines
Teaching the Preoperational Child	35	(2)
Teaching the Concrete-Operational Child	37	(3)
Helping Students to Use Formal Operations	40	(13)
Applying Vygotsky's Ideas in Teaching	53	(12)
Personal, Social, and Emotional Development	65	(40)
Teachers' Casebook: What Would You Do?	65	(1)
Overview	65	(1)
The Work of Erikson	66	(4)
The Preschool Years: Trust, Autonomy, and Initiative	67	(1)
Elementary and Middle School Years: Industry versus Inferiority	67	(1)
Adolescence: The Search for Identity	67	(1)
Identity Statuses	68	(1)
Consequences of Different Statuses	69	(1)
Beyond the School Years	69	(1)
Understanding Ourselves and Others	70	(4)
Self-Concept and Self-Esteem	70	(1)
The Structure of Self-Concept	71	(1)
How Self-Concept Develops	72	(1)
School Life and Self-Esteem	73	(1)
Point/Counterpoint: What Should Schools Do to Encourage Students Self-Esteem?	74	(4)
Gender, Ethnicity, and Self-Esteem	75	(1)
Diversity and Self-Esteem	76	(1)
Personal and Collective Self-Esteem	77	(1)
Family and Community Partnerships: Building Self-Esteem	78	(2)
The Self and Others	78	(1)
Intention	78	(1)
Taking the Perspective of Others	78	(1)
Emotional Competence	79	(1)
Moral Development	80	(7)
Kohlberg's Stages of Moral Development	80	(2)
Alternatives to Kohlberg's Theory	82	(1)
Cultural Differences in Moral Reasoning	82	(1)
Diversity in Reasoning: The Morality of Caring	82	(1)
Moral Behavior	83	(1)
Aggression	84	(1)
Bullies	85	(1)
Relational Aggression	85	(1)
Victims	85	(1)
When Aggression Leads to Violence	86	(1)
Cheating	86	(1)
Socialization: Family, Peers, and Teachers	87	(4)
American Families Today	88	(1)
Divorce	88	(1)
Effects of Divorce	88	(1)
Peer Relationships and Peer Cultures	88	(1)
Who Is Likely to Have Problems with Peers?	89	(1)
Peer Cultures	90	(1)
New Roles for Teachers	90	(1)
Challenges for Children	91	(4)
Navigating Transitions	91	(1)
Young Children: Starting School	92	(1)
Students in the Middle Grades: Another Transition	92	(1)
Children and Youth at Risk	93	(1)
Child Abuse	94	(1)
Reaching Every Student: Safety on the Internet	95	(1)
Stories of Learning/Tributes to Teaching David	95	(2)
Eating Disorders	96	(1)
Drug Abuse	96	(1)
Suicide	96	(1)
Enhancing Your Expertise with Technology: Emotional and Social Development	97	(2)
Summary Table	99	(3)
Becoming a Professional	102	(1)
Teachers' Casebook: What Would They Do?	103
Guidelines
Encouraging Initiative in Preschool Children	68	(1)
Encouraging Industry	68	(2)
Supporting Identity Formation	70	(9)
Encouraging Emotional Competence	79	(7)
Dealing with Aggression and Encouraging Cooperation	86	(3)
Helping Children of Divorce	89	(2)
Supporting Personal and Social Development	91	(14)
Learner Differences and Learning Needs	105	(48)
Teachers' Casebook: What Would You Do?	105	(1)
Overview	105	(1)
Language and Labeling	106	(1)
Person-First Language	106	(1)
Disabilities and Handicaps	107	(1)
Individual Differences in Intelligence	107	(8)
What Does Intelligence Mean?	107	(1)
Intelligence: One Ability or Many?	108	(1)
Multiple Intelligences	108	(2)
Multiple Intelligences Go to School	110	(1)
Intelligence as a Process	111	(2)
How Is Intelligence Measured?	113	(1)
Binet's Dilemma	113	(1)
Group versus Individual IQ Tests	113	(1)
What Does an IQ Score Mean?	114	(1)
Intelligence and Achievement	114	(1)
Intelligence: Heredity or Environment?	115	(1)
Ability Differences and Teaching	115	(2)
Between-Class Ability Grouping	115	(2)
Point/Counterpoint: Is Tracking an Effective Strategy?	117	(1)
Within-Class Ability Grouping	118	(1)
Cognitive and Learning Styles	118	(3)
Cognitive Styles	118	(1)
Field Dependence and Field Independence	119	(1)
Impulsive and Reflective Cognitive Styles	119	(1)
Learning Styles and Preferences	120	(1)
What Are Learning Preferences?	120	(1)
Cautions	121	(1)
Changes in the Law: Integration and Inclusion	121	(2)
Least Restrictive Placement	122	(1)
Individualized Educational Program	122	(1)
The Rights of Students and Families	123	(1)
Family and Community Partnerships: Productive Conferences	123	(1)
Prevalent Problems and Mild Disabilities	124	(3)
Students with Learning Disabilities	124	(1)
Student Characteristics	125	(1)
Teaching Students with Learning Disabilities	126	(1)
Reaching Every Student: Higher Order Comprehension and Severe Learning Disabilities	127
Students with Communication Disorders	126	(7)
Speech Disorders	127	(1)
Language Disorders	128	(1)
Students with Mental Retardation	128	(3)
Students with Emotional or Behavioral Disorders	131	(2)
Enhancing Your Expertise with Technology: Learning about Learning Disabilities	133	(1)
Less Prevalent Problems and More Severe Disabilities	133	(3)
Students with Health Impairments	133	(1)
Cerebral Palsy and Multiple Disabilities	133	(1)
Seizure Disorders (Epilepsy)	134	(1)
Students Who Are Deaf and Hard of Hearing	134	(1)
Students with Low Vision and Blindness	135	(1)
Section 504 Protections for Students	136	(4)
Students with Hyperactivity and Attention Disorders	137	(1)
Treating and Teaching Students with ADHD	138	(2)
Students Who Are Gifted and Talented	140	(1)
Who Are These Students?	140	(1)
Stories of Learning/Tributes to Teaching--- Charelle	141	(4)
What Is the Origin of these Gifts?	141	(1)
What Problems Do the Gifted Face?	142	(1)
Strategies for Identifying and Teaching Gifted Students	143	(1)
Recognizing Gifts and Talents	143	(1)
Teaching Gifted Students	143	(2)
Summary Table	145	(5)
Becoming a Professional	150	(1)
Teachers' Casebook: What Would They Do?	151
Guidelines
Interpreting IQ Scores	114	(5)
Grouping by Achievement	119	(11)
Teaching Students with Mild Retardation	130	(2)
Disciplining Students with Emotional Problems	132	(21)
Culture and Community	153	(44)
Teachers' Casebook: What Would You Do?	153	(1)
Overview	153	(1)
Today's Multicultural Classrooms	154	(3)
Individuals, Groups, and Society	154	(2)
American Cultural Diversity	156	(1)
Culture and Group Membership	156	(1)
Cautions in Interpreting Cultural Differences	156	(1)
Social Class Differences	157	(4)
Being Poor	158	(1)
SES and Achievement	158	(1)
Poor Health Care	158	(1)
Low Expectations---Low Self-Esteem	158	(1)
Learned Helplessness	159	(1)
Peer Influences and Resistance Cultures	159	(1)
Tracking	159	(1)
Childrearing Styles	160	(1)
Home Environment and Resources	160	(1)
Ethnic and Racial Differences	161	(3)
The Changing Demographics: Cultural Differences	161	(1)
Cultural Conflicts	162	(1)
Cultural Compatibility	162	(1)
Ethnic and Racial Differences in School Achievement	163	(1)
Family and Community Partnerships: Building Learning Communities	164	(5)
The Legacy of Discrimination	164	(1)
The Development of Prejudice	165	(2)
Continuing Discrimination	167	(1)
Stereotype Threat	167	(1)
Short-Term Effects: Test Performance	167	(1)
Long-Term Effects: Disidentification	168	(1)
Combating Stereotype Threat	168	(1)
Girls and Boys: Differences in the Classroom	169	(6)
Gender-Role Identity	169	(1)
Gender-Role Stereotyping in the Preschool Years	170	(1)
Gender Bias in the Curriculum	171	(1)
Sex Discrimination in Classrooms	172	(1)
Sex Differences in Mental Abilities	172	(1)
Eliminating Gender Bias	172	(3)
Point/Counterpoint: Do Boys and Girls Learn Differently?	175
Language Differences in the Classroom	174	(4)
Dialects	174	(1)
Dialects and Pronunciation	175	(1)
Dialects and Teaching	176	(1)
Bilingualism	176	(1)
What Does Bilingualism Mean?	176	(1)
Becoming Bilingual	177	(1)
Reaching Every Student: Recognizing Giftedness in Bilingual Students	178	(3)
Bilingual Education	178	(2)
Research on Bilingual Programs	180	(1)
Creating Culturally Compatible Classrooms	181	(5)
Social Organization	182	(1)
Learning Styles	182	(1)
Possible Differences	182	(1)
Cautions about Learning Styles Research	183	(1)
Sociolinguistics	183	(1)
Participation Structures	184	(1)
Sources of Misunderstanding	184	(1)
Culturally Relevant Pedagogy	184	(1)
Students Must Experience Academic Success	185	(1)
Develop/Maintain Their Cultural Competence	185	(1)
Develop a Critical Consciousness to Challenge the Status Quo	185	(1)
Stories of Learning/Tributes to Teaching--- Mrs. Thompson	186	(1)
Bringing It All Together: Teaching Every Student	186	(3)
Know Your Students	186	(1)
Respect Your Students	187	(1)
Teach Your Students	187	(2)
Enhancing Your Expertise with Technology: Teaching Every Student	189	(1)
Summary Table	190	(4)
Becoming a Professional	194	(1)
Teachers' Casebook: What Would They Do?	195
Guidelines
Avoiding Sexism in Teaching	174	(3)
Dialects in the Classroom	177	(11)
Culturally Relevant Teaching	188	(9)
PART 2 LEARNING AND MOTIVATION
Behavioral Views of Learning	197	(38)
Teachers' Casebook: What Would You Do?	197	(1)
Overview	197	(1)
Understanding Learning	198	(2)
Learning: A Definition	198	(1)
Learning Is Not Always What It Seems	198	(2)
Early Explanations of Learning: Contiguity and Classical Conditioning	200	(2)
Pavlov's Dilemma and Discovery: Classical Conditioning	200	(1)
Generalization, Discrimination, and Extinction	201	(1)
Operant Conditioning: Trying New Responses	202	(7)
The Work of Thorndike and Skinner	203	(1)
Types of Consequences	203	(1)
Reinforcement	204	(1)
Punishment	205	(1)
Reinforcement Schedules	206	(1)
Extinction	207	(1)
Antecedents and Behavior Change	207	(1)
Cueing	207	(1)
Prompting	207	(2)
Applied Behavior Analysis	209	(3)
Methods for Encouraging Behaviors	209	(1)
Reinforcing with Teacher Attention	209	(1)
Selecting Reinforcers: The Premack Principle	210	(1)
Shaping	211	(1)
Stories of Learning/Tributes to Teaching--- My Third Grade Teacher	212	(4)
Positive Practice	213	(1)
Coping with Undesirable Behavior	213	(1)
Negative Reinforcement	214	(1)
Satiation	214	(1)
Reprimands	215	(1)
Response Cost	215	(1)
Social Isolation	215	(1)
Some Cautions	215	(1)
Behavioral Approaches to Teaching and Management	216	(2)
Mastery Learning	217	(1)
Group Consequences	217	(1)
Reaching Every Student: Students with Learning and Behavior Problems	218	(3)
Token Reinforcement Programs	219	(1)
Contingency Contract Programs	219	(2)
Recent Approaches: Self-Regulation and Cognitive Behavior Modification	221	(2)
Self-Management	221	(1)
Goal Setting	221	(1)
Monitoring and Evaluating Progress	222	(1)
Self-Reinforcement	222	(1)
Family and Community Partnerships: Student Self-Management	223	(2)
Cognitive Behavior Modification and Self-Instruction	223	(2)
Enhancing Your Expertise with Technology: Self-Regulation	225	(1)
Problems and Issues	225	(2)
Criticisms of Behavioral Methods	226	(1)
Ethical Issues	226	(1)
Goals	226	(1)
Point/Counterpoint: Should Students Be Rewarded for Learning?	227	(2)
Strategies	228	(1)
Summary Table	229	(3)
Becoming a Professional	232	(1)
Teachers' Casebook: What Would They Do?	233
Guidelines
Applying Classical Conditioning	202	(8)
Using Praise Appropriately	210	(3)
Encouraging Positive Behaviors	213	(3)
Using Punishment	216	(19)
Cognitive Views of Learning	235	(40)
Teachers' Casebook: What Would You Do?	235	(1)
Overview	235	(1)
Elements of the Cognitive Perspective	236	(3)
Comparing Cognitive and Behavioral Views	236	(1)
The Importance of Knowledge in Learning	237	(1)
General and Specific Knowledge	237	(1)
Declarative, Procedural, and Conditional Knowledge	238	(1)
The Information Processing Model of Memory	239	(7)
An Overview of the Model	239	(1)
Sensory Memory	240	(1)
Capacity, Duration, and Contents of Sensory Memory	240	(1)
Perception	240	(1)
The Role of Attention	241	(1)
Attention and Teaching	241	(1)
Working Memory	242	(1)
The Central Executive	243	(1)
The Phonological Loop	243	(1)
The Visuospacial Sketchpad	244	(1)
Duration and Contents of Working Memory	244	(1)
Retaining Information in Working Memory	245	(1)
Forgetting	246	(1)
Long-Term Memory: The Goal of Teaching	246	(2)
Capacity, Duration, and Contents of Long-Term Memory	246	(1)
Explicit Memories: Semantic and Episodic	247	(1)
Reaching Every Student: A Picture and a Few Hundred Words	248	(7)
Propositions and Propositional Networks	249	(1)
Images	249	(1)
Schemas	250	(1)
Episodic Memory	251	(1)
Implicit Memories	252	(1)
Storing and Retrieving Information in Long-Term Memory	252	(1)
Levels of Processing Theories	253	(1)
Retrieving Information from Long-Term Memory	253	(2)
Forgetting and Long-Term Memory	255	(1)
Metacognition, Regulation, and Individual Differences	255	(5)
Metacognitive Knowledge and Regulation	256	(1)
Individual Differences in Metacognition	257	(1)
Individual Differences and Working Memory	258	(1)
Developmental Differences	258	(1)
Individual Differences	259	(1)
Individual Differences and Long-Term Memory	259	(1)
Becoming Knowledgeable: Some Basic Principles	260	(2)
Development of Declarative Knowledge	260	(1)
Making it Meaningful	260	(1)
Mnemonics	261	(1)
Stories of Learning/Tributes to Teaching--- Susan	262	(2)
Rote Memorization	263	(1)
Point/Counterpoint: What's Wrong with Memorizing?	264	(2)
Becoming an Expert: Development of Procedural and Conditional Knowledge	264	(1)
Automated Basic Skills	265	(1)
Domain-Specific Strategies	266	(1)
Learning outside School	266	(1)
Family and Community Partnerships: Organizing Learning	266	(1)
Enhancing Your Expertise with Technology: Memory Techniques	267	(1)
Summary Table	268	(4)
Becoming a Professional	272	(1)
Teachers' Casebook: What Would They Do?	273
Guidelines
Getting and Maintaining Attention	242	(14)
Using Information Processing Ideas in the Classroom	256	(19)
Complex Cognitive Processes	275	(38)
Teachers' Casebook: What Would You Do?	275	(1)
Overview	275	(1)
Learning and Teaching about Concepts	276	(7)
Views of Concept Learning	276	(1)
Prototypes and Exemplars	276	(1)
Concepts and Schemas	277	(1)
Strategies for Teaching Concepts	277	(1)
An Example Concept-Attainment Lesson	277	(1)
Lesson Components	277	(2)
Lesson Structure	279	(1)
Extending and Connecting Concepts	279	(1)
Teaching Concepts through Discovery	280	(1)
Structure and Discovery	280	(1)
Discovery in Action	281	(1)
Teaching Concepts through Exposition	281	(1)
Advance Organizers	282	(1)
Steps in an Expository Lesson	282	(1)
Teaching Concepts in Diverse Classrooms	283	(1)
Problem Solving	283	(7)
Problem Solving: General or Domain-Specific?	284	(1)
Identifying: Problem Finding	285	(1)
Defining Goals and Representing the Problem	285	(1)
Focusing Attention	285	(1)
Understanding the Words	285	(1)
Understanding the Whole Problem	286	(1)
Translation and Schema Training	286	(1)
The Results of Problem Representation	287	(1)
Exploring Possible Solution Strategies	288	(1)
Algorithms	288	(1)
Heuristics	288	(1)
Anticipating, Acting, and Looking Back	289	(1)
Point/Counterpoint: Should Students Be Allowed to Use Calculators and Spell-Checkers?	290	(5)
Factors That Hinder Problem Solving	290	(1)
Functional Fixedness	290	(1)
Response Set	291	(1)
The Importance of Flexibility	291	(1)
Effective Problem Solving: What Do the Experts Do?	292	(1)
Expert Knowledge	292	(1)
Novice Knowledge	293	(2)
Enhancing Your Expertise with Technology: Problem Solving	295	(1)
Becoming an Expert Student: Learning Strategies and Study Skills	295	(5)
Learning Strategies and Tactics	296	(1)
Deciding What Is Important	296	(1)
Summaries	296	(1)
Underlining and Highlighting	297	(1)
Taking Notes	298	(1)
Visual Tools for Organizing	298	(1)
Reading Strategies	299	(1)
Reaching Every Student: Teaching Them How to Learn	300	(3)
Applying Learning Strategies	300	(1)
Valuing Learning	301	(1)
Effort and Efficacy	301	(1)
Epistomological Beliefs	302	(1)
Teaching for Transfer	303	(2)
A Contemporary View of Transfer	303	(1)
Teaching for Positive Transfer	304	(1)
What Is Worth Learning?	304	(1)
How Can Teachers Help?	304	(1)
Stories of Learning/Tributes to Teaching--- Esme Codell	305	(1)
Stages of Transfer for Strategies	305	(1)
Family and Community Partnerships: Promoting Transfer	306	(1)
Summary Table	307	(3)
Becoming a Professional	310	(1)
Teachers' Casebook: What Would They Do?	311
Guidelines
Applying Bruner's Ideas	281	(2)
Applying Ausubel's Ideas	283	(11)
Problem Solving	294	(7)
Becoming an Expert Student	301	(12)
Social Cognitive and Constructivist Views of Learning	313	(36)
Teachers' Casebook: What Would You Do?	313	(1)
Overview	313	(1)
Social Processes in Learning	314	(1)
Parents, Peers, and Teachers	314	(1)
Social Learning and Social Cognitive Theories	315	(1)
Stories of Learning/Tributes to Teaching--- Three Letters from Teddy	316	(6)
Learning by Observing Others	317	(1)
Attention	317	(1)
Retention	317	(1)
Production	317	(1)
Motivation and Reinforcement	318	(1)
Factors That Influence Observational Learning	318	(1)
Observational Learning in Teaching	319	(1)
Directing Attention	319	(1)
Fine-Tuning Already-Learned Behaviors	319	(1)
Strengthening or Weakening Inhibitions	320	(1)
Teaching New Behaviors	320	(1)
Arousing Emotion	320	(1)
Reciprocal Determinism	320	(2)
Constructivism and Situated Learning	322	(7)
Constructivist Views of Learning	323	(1)
Psychological/Individual Constructivism	323	(1)
Vygotsky's Social Constructivism	324	(1)
Constructionism	325	(1)
How Is Knowledge Constructed?	325	(1)
Knowledge: Situated or General?	326	(1)
Common Elements of Constructivist Perspectives	327	(1)
Complex Learning Environments and Authentic Tasks	327	(1)
Social Negotiation	327	(1)
Multiple Perspectives and Representations of Content	327	(1)
Understanding the Knowledge Construction Process	328	(1)
Student Ownership of Learning	328	(1)
Applications of Constructivist and Situated Perspectives on Learning	329	(5)
Inquiry and Problem-Based Learning	329	(1)
Examples of Inquiry	329	(2)
Problem-Based Learning	331	(1)
Research on Inquiry and Problem-Based Learning	332	(1)
Dialogue and Instructional Conversations	333	(1)
Reaching Every Student: Lunch Learning	334	(3)
Cognitive Apprenticeships	334	(2)
A Cognitive Apprenticeship in Learning Mathematics	336	(1)
Cognitive Apprenticeships in Thinking	336	(1)
Developing Thinking in Every Class	336	(1)
Point/Counterpoint: Should Schools Teach Critical Thinking and Problem Solving?	337	(3)
Critical Thinking	338	(1)
The Language of Thinking	338	(1)
An Integretated Constructivist Program: Fostering Communities of Learners	339	(1)
Family and Community Partnerships: Communicating about Innovations	340	(1)
Working with Families	340	(1)
Enhancing Your Expertise with Technology: Thinking Skills	341	(1)
Looking Back at Learning	341	(2)
Summary Table	343	(3)
Becoming a Professional	346	(1)
Teachers' Casebook: What Would They Do?	347
Guidelines
Using Observational Learning	321	(28)
Motivation in Learning and Teaching	349	(46)
Teachers' Casebook: What Would You Do?	349	(1)
Overview	349	(1)
What Is Motivation?	350	(2)
Meeting Some Students	350	(1)
Intrinsic and Extrinsic Motivation	351	(1)
Four General Approaches to Motivation	352	(5)
Behavioral Approaches to Motivation	352	(1)
Humanistic Approaches to Motivation	353	(1)
Maslow's Hierarchy	353	(1)
Cognitive Approaches to Motivation	354	(1)
Attribution Theory	354	(1)
Attributions in the Classroom	355	(1)
Teacher Actions and Student Attributions	355	(1)
Expectancy x Value Theories	356	(1)
Sociocultural Conceptions of Motivation	356	(1)
Stories of Learning/Tributes to Teaching--Creating Communities	357	(1)
Goal Orientation and Motivation	358	(4)
Types of Goals and Goal Orientations	359	(1)
Four Goal Orientations in School	359	(1)
Wait---Are Performance Goals Always Bad?	360	(1)
Beyond Mastery and Performance	360	(1)
Feedback and Goal Acceptance	361	(1)
Goals: Lessons for Teachers	361	(1)
Interests and Emotions	362	(2)
Tapping Interests	362	(2)
Point/Counterpoint: Does Making Learning Fun Make for Good Learning?	364	(3)
Arousal: Excitement and Anxiety in Learning	364	(1)
Curiosity: Novelty and Complexity	365	(1)
Anxiety in the Classroom	365	(1)
How Does Anxiety Interfere with Achievement?	366	(1)
Coping with Anxiety	366	(1)
Interests and Emotions: Lessons for Teachers	366	(1)
Self-Schemas	367	(7)
Beliefs about Ability	367	(1)
Beliefs about Self-Efficacy	368	(1)
Self-Efficacy, Self-Concept, and Self-Esteem	368	(1)
Sources of Self-Efficacy	369	(1)
Efficacy and Motivation	369	(1)
Teacher Efficacy	370	(1)
Self-Determination	370	(1)
Self-Determination in the Classroom	371	(1)
Information and Control	371	(1)
Learned Helplessness	371	(1)
Self-Worth	372	(2)
Self-Schemas: Lessons for Teachers	374	(1)
Motivation to Learn in School	374	(1)
On Target for Learning	375	(4)
Tasks for Learning	376	(1)
Task Value	376	(1)
Authentic Tasks	376	(2)
Supporting Autonomy and Recognizing Accomplishment	378	(1)
Supporting Choices	378	(1)
Recognizing Accomplishment	378	(1)
Reaching Every Student: Bounded Choice	379	(4)
Grouping, Evaluation, and Time	380	(1)
Grouping and Goal Structures	380	(1)
Evaluation	380	(1)
Time	381	(2)
Bringing It All Together: Strategies to Encourage Motivation and Thoughtful Learning	383	(3)
Can I Do It? Building Confidence and Positive Expectations	384	(1)
Do I Want to Do It? Seeing the Value of Learning	384	(1)
Attainment and Intrinsic Value	384	(1)
Instrumental Value	385	(1)
What Do I Need to Do to Succeed? Staying Focused on the Task	386	(1)
Enhancing Your Expertise with Technology: Motivation to Learn	386	(1)
Family and Community Partnerships: Motivation to Learn	387	(1)
Summary Table	388	(4)
Becoming a Professional	392	(1)
Teachers' Casebook: What Would They Do?	393
Guidelines
Building on Students' Interests	363	(4)
Coping with Anxiety	367	(5)
Supporting Self-Determination and Autonomy	372	(2)
Encouraging Self-Efficacy and Self-Worth	374	(21)
PART 3 TEACHING
Creating Learning Environments	395	(36)
Teachers' Casebook: What Would You Do?	395	(1)
Overview	395	(1)
The Need for Organization	396	(3)
The Basic Task: Gain Their Cooperation	396	(1)
The Goals of Classroom Management	397	(1)
More Time for Learning	397	(1)
Access to Learning	397	(2)
Management for Self-Management	399	(1)
Creating a Positive Learning Environment	399	(9)
Some Research Results	399	(1)
Rules and Procedures Required	400	(1)
Procedures	401	(1)
Rules	402	(1)
Rules for Elementary School	402	(1)
Rules for Secondary School	403	(1)
Consequences	403	(1)
Who Sets the Rules and Consequences?	404	(1)
Planning Spaces for Learning	404	(1)
Interest Areas	405	(1)
Personal Territories	405	(1)
Getting Started: The First Weeks of Class	406	(1)
Effective Managers for Elementary Students	407	(1)
Effective Managers for Secondary Students	407	(1)
Maintaining a Good Environment for Learning	408	(4)
Encouraging Engagement	408	(1)
Prevention Is the Best Medicine	408	(1)
Withitness	409	(1)
Overlapping and Group Focus	409	(1)
Movement Management	410	(1)
Dealing with Discipline Problems	410	(2)
Point/Counterpoint: Is Zero Tolerance a Good Idea?	412	(2)
Special Problems with Secondary Students	412	(2)
Enhancing Your Expertise with Technology: Classroom Management	414	(1)
Stories of Learning/Tributes to Teaching--- Robert and Daniel	415	(1)
The Need for Communication	415	(7)
Message Sent---Message Received	416	(1)
Diagnosis: Whose Problem Is It?	416	(1)
Counseling: The Student's Problem	417	(1)
Confrontation and Assertive Discipline	418	(1)
``I'' Messages	418	(1)
Assertive Discipline	418	(1)
Confrontations and Negotiations	419	(1)
Student Conflicts and Confrontations	420	(1)
Peer Harassment	420	(1)
Violence in the Schools	421	(1)
Summing It Up: Learning Environments for All Students	422	(1)
Research on Different Management Approaches	422	(1)
Culturally Responsive Management	422	(1)
Reaching Every Student: Culturally Responsive Management	423	(1)
Communicating with Families about Classroom Management	423	(1)
Family and Community Partnerships: Classroom Management	424	(1)
Summary Table	425	(3)
Becoming a Professional	428	(1)
Teachers' Casebook: What Would They Do?	429
Guidelines
Establishing Class Procedures	401	(5)
Designing Learning Spaces	406	(3)
Keeping Students Engaged	409	(2)
Imposing Penalties	411	(20)
Teaching for Academic Learning	431	(46)
Teachers' Casebook: What Would You Do?	431	(1)
Overview	431	(1)
The First Step: Planning	432	(8)
Objectives for Learning	433	(1)
Mager: Start with the Specific	433	(1)
Gronlund: Start with the General	434	(1)
Flexible and Creative Planning---Using Taxonomies	434	(1)
The Cognitive Domain	435	(1)
Bloom 2001	435	(1)
The Affective Domain	436	(1)
The Psychomotor Domain	436	(1)
Another View: Planning from a Constructivist Perspective	437	(1)
An Example of Constructivist Planning	438	(1)
Integrated and Thematic Plans	439	(1)
Teacher--Directed Instruction	440	(7)
Characteristics of Effective Teachers	440	(1)
Teachers' Knowledge	440	(1)
Clarity and Organization	440	(1)
Warmth and Enthusiasm	441	(1)
Explanation and Direct Instruction	441	(1)
Direct Instruction	441	(2)
Rosenshine's Six Teaching Functions	443	(1)
Why Does Direction Instruction Work?	443	(1)
Criticisms of Direct Instruction	443	(2)
Seatwork and Homework	445	(1)
Seatwork	445	(1)
Homework	446	(1)
Making Seatwork and Homework Valuable	446	(1)
Point/Counterpoint: Is Homework a Valuable Use of Time?	447	(1)
Questioning and Recitation	447	(1)
Family and Community Partnerships: Homework	448	(4)
Kinds of Questions	448	(1)
Fitting the Questions to the Students	449	(1)
Responding to Student Answers	450	(1)
Group Discussion	451	(1)
Enhancing Your Expertise with Technology: Questioning Techniques	452	(1)
Teacher Expectations	453	(2)
Two Kinds of Expectation Effects	453	(1)
Sources of Expectations	454	(1)
Do Teachers' Expectations Really Affect Students' Achievement?	454	(1)
Stories of Learning/Tributes to Teaching--- Small Victories	455	(2)
Teacher Behavior and Student Reaction	456	(1)
Instructional Strategies	456	(1)
Teacher-Student Interactions	456	(1)
Student-Centered Teaching: Examples in Reading, Mathematics, and Science	457	(8)
Learning to Read and Write	457	(1)
Balance in Reading and Writing	458	(3)
Comprehension Monitoring and Reading: Reciprocal Teaching	461	(1)
Applying Reciprocal Teaching	461	(1)
Learning and Teaching Mathematics	461	(2)
Learning Science	463	(2)
Beyond Debates to Outstanding Teaching	465	(1)
Effective Teaching in Inclusive Classrooms	465	(5)
Working with Individual Students	466	(1)
Reaching Every Student: Resource Rooms Collaborative Consultation, and Cooperative Teaching	467	(1)
Technology and Exceptional Students	468	(2)
Summary Table	470	(4)
Becoming a Professional	474	(1)
Teachers' Casebook: What Would They Do?	475
Guidelines
Using Instructional Objectives	437	(5)
Teaching Effectively	442	(10)
Productive Group Discussions	452	(6)
Avoiding the Negative Effects of Teacher Expectations	458	(6)
Teaching for Conceptual Change	464	(13)
Teaching for Self-Regulation, Creativity, and Tolerance	477	(36)
Teachers' Casebook: What Would You Do?	477	(1)
Overview	477	(1)
Self-Regulation and Agency	478	(1)
What Influences Self-Regulation?	478	(1)
Knowledge	478	(1)
Motivation	478	(1)
Family and Community Partnerships: Parents Supporting Self-Regulation	479	(3)
Volition	479	(1)
Family Influences	479	(1)
Self-Regulation Processes	480	(2)
Creativity	482	(4)
Defining Creativity	482	(1)
What Is the Source of Creativity?	482	(1)
Creativity and Cognition	483	(1)
Creativity and Diversity	483	(1)
Assessing Creativity	483	(1)
Creativity in the Classroom	484	(1)
Brainstorming	484	(1)
Take Your Time---and Play!	485	(1)
The Big C: Revolutionary Innovation	486	(1)
Social and Emotional Learning	486	(2)
Emotional Intelligence	486	(1)
What Is EQ?	487	(1)
EQ Goes to School	487	(1)
Cautions	487	(1)
Social Skills	488	(1)
Reaching Every Student: Learning to Listen	488	(2)
Life Skills: Preventing High-Risk Behaviors	489	(1)
Compassion and Tolerance	490	(1)
Point/Counterpoint: Should Schools Teach Character and Compassion?	491	(6)
Group Work and Cooperation in Learning	492	(1)
Beyond Groups to Cooperation	492	(1)
What Can Go Wrong: Misuses of Group Learning	493	(1)
Making Cooperative Learning Work	494	(1)
Setting Up Cooperative Groups	494	(1)
Giving and Receiving Explanations	495	(1)
Assigning Roles	495	(1)
Strategies for Cooperation	496	(1)
Jigsaw	496	(1)
Stories of Learning/Tributes to Teaching--- Carlos	497	(4)
Reciprocal Questioning	497	(2)
Scripted Cooperation	499	(1)
STAD	499	(2)
Enhancing Your Expertise with Technology: Cooperative Learning	501	(1)
Creating a Learning Community	501	(7)
Classroom Community	502	(2)
Getting Started on Community	504	(1)
Conflict and Negotiation	505	(1)
Respect and Protect	505	(1)
Community Outside the Classroom: Service Learning	506	(2)
Summary Table	508	(2)
Becoming a Professional	510	(1)
Teachers' Casebook: What Would They Do?	511
Guidelines
Encouraging Creativity	485	(15)
Using Cooperative Learning	500	(13)
PART 4 ASSESSING
Standardized Testing	513	(34)
Teachers' Casebook: What Would You Do?	513	(1)
Overview	513	(1)
Evaluation, Measurement, and Assessment	514	(2)
Norm-Referenced Tests	514	(1)
Criterion-Referenced Tests	515	(1)
What Do Test Scores Mean?	516	(9)
Basic Concepts	516	(1)
Frequency Distributions	516	(1)
Measurements of Central Tendency and Standard Deviation	517	(1)
The Normal Distribution	518	(1)
Types of Scores	519	(1)
Percentile Rank Scores	519	(1)
Grade Equivalent Scores	520	(1)
Standard Scores	521	(1)
Interpreting Test Scores	522	(1)
Reliability	522	(1)
True Score	522	(1)
Confidence Interval	523	(1)
Validity	523	(1)
Absence of Bias	524	(1)
Types of Standardized Tests	525	(5)
Achievement Tests: What Has the Student Learned?	526	(2)
Using Information from a Norm-Referenced Achievement Test	528	(1)
Diagnostic Tests: What Are the Student's Strengths and Weaknesses?	529	(1)
Aptitude Tests: How Well Will the Student Do in the Future?	530	(1)
IQ and Scholastic Aptitude	530	(1)
Discussing Test Results with Families	530	(1)
Issues in Standardized Testing	530	(1)
Family and Community Partnerships: Explaining and Using Test Results	531	(2)
How Widespread is Standardized Testing?	531	(1)
Accountability and High-Stakes Testing	532	(1)
Point/Counterpoint: Should Tests Be Used to Hold Teachers Accountable?	533	(4)
Testing Teachers	534	(1)
Praxis™	535	(1)
National Board Certification	535	(1)
The Uses of Testing in American Society	536	(1)
Preparing for Tests	536	(1)
Stories of Learning/Tributes to Teaching---The Test	537	(1)
Enhancing Your Expertise with Technology: Standardized Testing	538	(1)
New Directions in Standardized Testing	538	(2)
Authentic Assessment	538	(1)
Changes in the SAT	539	(1)
Reaching Every Student: Accommodations in Testing	540	(2)
Accommodating Diversity in Testing	540	(2)
Summary Table	542	(2)
Becoming a Professional	544	(1)
Teachers' Casebook: What Would They Do?	545
Guidelines
Increasing Reliability and Validity	524	(2)
Becoming an Expert Test-Taker	526	(21)
Classroom Assessment	547	(34)
Teachers' Casebook: What Would You Do?	547	(1)
Overview	547	(1)
Formative and Summative Assessment	548	(1)
Getting the Most from Traditional Assessment Approaches	548	(6)
Planning for Testing	549	(1)
When to Test?	549	(1)
Judging Textbook Tests	549	(1)
Objective Testing	550	(1)
Using Multiple-Choice Tests	550	(1)
Writing Multiple-Choice Questions	550	(2)
Essay Testing	552	(1)
Constructing Essay Tests	552	(1)
Evaluating Essay Tests: Dangers	552	(1)
Evaluating Essays: Methods	552	(2)
Point/Counterpoint: Which is Better---Traditional Tests or Authentic Assessments?	554	(1)
Innovations in Assessment	554	(3)
Authentic Classroom Assessment	555	(1)
Performance in Context: Portfolios and Exhibitions	555	(1)
Portfolios	556	(1)
Stories of Learning/Tributes to Teaching--- Meaningful Testing	557	(6)
Exhibitions	558	(1)
Evaluating Portfolios and Performances	559	(1)
Scoring Rubrics	559	(1)
Reliability, Validity, Generalizability	560	(2)
Diversity and Equity in Performance Assessment	562	(1)
Assessing Learning Potential: Dynamic Assessment	562	(1)
Enhancing Your Expertise with Technology: Assessment	563	(1)
Effects of Grades and Grading on Students	564	(2)
Effects of Failure	564	(1)
Effects of Feedback	565	(1)
Grades and Motivation	566	(1)
Grading and Reporting: Nuts and Bolts	566	(6)
Criterion-Referenced versus Norm-Referenced Grading	567	(1)
Criterion-Referenced Systems	567	(1)
Norm-Referenced Systems	567	(2)
The Point System and Percentage Grading	569	(1)
The Contract System and Grading Rubrics	570	(2)
Grading on Effort and Improvement	572	(1)
Reaching Every Student: Using Technology to Recognize Improvement	572	(1)
Cautions: Being Fair	572	(1)
Diversity and Grading	573	(1)
Beyond Grading: Communication	573	(2)
Family and Community Partnerships: Conferences	575	(1)
Summary Table	576	(2)
Becoming a Professional	578	(1)
Teachers' Casebook: What Would They Do?	579
Guidelines
Writing Objective Test Items	551	(8)
Creating Portfolios	559	(2)
Developing a Rubric	561	(6)
Minimizing the Detrimental Effects of Grades	567	(4)
Using Any Grading System	571	(10)
Appendix Standards and Licensure: PRAXIS II™ and INTASC	581	(18)
Glossary	599	(10)
References	609	(38)
Name Index	647	(12)
Subject Index	659