Educational Psychology : Developing Learners

by Ormrod, Jeanne Ellis

• ISBN13: 9780131190870
• ISBN10: 0131190873
• Edition: 5th
• Format: Paperback
• Copyright: 2006-01-01
• Publisher: Prentice Hall

Summary

Educational Psychology: Developing Learnersis known for its exceptionally clear and engaging writing, its in-depth focus on learning, and its extensive concrete applications. Its unique approach helps teachers understand concepts by encouraging them to examine their own learning and then showing them how to apply these concepts. The book gives an in-depth understanding of the central ideas of educational psychology, and moves seamlessly between theory and applications, including innumerable concrete examples-video cases, written cases, artifacts, and more-to help the reader connect educational psychology to children and classrooms.

Table of Contents

Educational Psychology and Teacher Decision Making	2	(16)
Case Study: Hidden Treasure	3	(1)
Teaching as Decision Making	4	(1)
Using Research in Classroom Decision Making	5	(5)
Drawing Conclusions from Research	7	(3)
Applying Psychological Theories in Classroom Decision Making	10	(1)
Importance of Regular Assessments in Classroom Decision Making	10	(1)
Accommodating Diversity in the Classroom	11	(2)
Developing as a Teacher	13	(1)
Studying Educational Psychology Effectively	14	(2)
The Big Picture	16	(1)
Case Study: More Harm Than Good?	16	(2)
PART I DEVELOPMENT AND DIVERSITY
Cognitive and Linguistic Development	18	(42)
Case Study: Economic Activities	19	(1)
Basic Principles of Human Development	20	(2)
Role of the Brain in Cognitive Development	22	(2)
Piaget's Theory of Cognitive Development	24	(9)
Piaget's Basic Assumptions	25	(1)
Piaget's Stages of Cognitive Development	26	(5)
Current Perspectives on Piaget's Theory	31	(2)
Vygotsky's Theory of Cognitive Development	33	(9)
Vygotsky's Basic Assumptions	34	(3)
Current Perspectives on Vygotsky's Theory	37	(5)
An Information Processing View of Cognitive Development	42	(7)
Attention	43	(1)
Learning Strategies	44	(1)
Knowledge	45	(1)
Metacognition	46	(2)
Critiquing Information Processing Theory	48	(1)
Linguistic Development	49	(6)
Theoretical Perspectives on Language Development	50	(1)
Trends in Language Development	50	(3)
Learning a Second Language	53	(2)
Considering Diversity in Cognitive and Linguistic Development	55	(2)
Accommodating Students with Special Needs	55	(2)
The Big Picture	57	(1)
Case Study: In the Eye of the Beholder	58	(2)
Development of Self, Social Skills, and Morality	60	(42)
Case Study: The Bad Apple	61	(1)
Environmental Influences on Personal, Social, and Moral Development	61	(4)
Effects of Parenting	62	(1)
Effects of Culture	62	(2)
Peer Influences	64	(1)
Self-Socialization	64	(1)
Development of a Sense of Self	65	(7)
Factors Influencing the Development of Self-Views	66	(2)
Developmental Changes in Sense of Self	68	(4)
Social Development	72	(14)
Peer Relationships	73	(4)
Social Cognition	77	(6)
Fostering Social Skills	83	(2)
Promoting Social Interaction Among Diverse Groups	85	(1)
Moral and Prosocial Development	86	(9)
Developmental Trends in Morality and Prosocial Behavior	87	(2)
Development of Moral Reasoning: Kohlberg's Theory	89	(2)
Possible Gender Differences in Moral Reasoning: Gilligan's Theory	91	(1)
Determinants of Moral and Prosocial Behavior	92	(1)
Promoting Moral and Prosocial Development in the Classroom	93	(2)
Considering Diversity in Sense of Self, Social Development, and Morality	95	(3)
Ethnic Differences	95	(1)
Gender Differences	96	(1)
Socioeconomic Differences	96	(1)
Accommodating Students with Special Needs	97	(1)
The Big Picture	98	(1)
Characteristics of Different Age-Groups	98	(1)
General Themes in Personal, Social, and Moral Development	98	(1)
Case Study: The Scarlet Letter	99	(3)
Group Differences	102	(36)
Case Study: Why Jack Wasn't in School	103	(1)
Keeping Group Differences in Perspective	104	(1)
Cultural and Ethnic Differences	105	(11)
Navigating Different Cultures at Home and at School	105	(2)
Examples of Cultural and Ethnic Diversity	107	(6)
Creating a More Multicultural Classroom Environment	113	(3)
Gender Differences	116	(8)
Origins of Gender Differences	121	(3)
Socioeconomic Differences	124	(5)
Risk Factors Associated with Poverty	125	(3)
Working with Homeless Students	128	(1)
Fostering Resilience	128	(1)
Building on Students' Strengths	129	(1)
Students at Risk	129	(4)
Characteristics of Students at Risk	130	(1)
Why Students Drop Out	131	(1)
Supporting Students at Risk	131	(2)
Remembering Within-Group Diversity	133	(2)
Group Differences and Special Needs	134	(1)
The Big Picture	135	(1)
Case Study: The Active and the Passive	136	(2)
Individual Differences and Special Educational Needs	138	(44)
Case Study: Tim	139	(1)
Keeping Individual Differences in Perspective	140	(1)
Intelligence	140	(9)
Measuring Intelligence	141	(3)
How Theorists Conceptualize Intelligence	144	(3)
Nature, Nurture, and Group Differences in Intelligence	147	(1)
Being Optimistic About Students' Potential	148	(1)
Temperament	149	(2)
Temperament in the Classroom	150	(1)
Educating Students with Special Needs in General Education Classrooms	151	(3)
Public Law 94-142: Individuals with Disabilities Education Act (IDEA)	151	(2)
Is Inclusion in the Best Interest of Students?	153	(1)
Classifying Students with Special Needs	154	(1)
Students with Specific Cognitive or Academic Difficulties	155	(8)
Learning Disabilities	155	(4)
Attention-Deficit Hyperactivity Disorder (ADHD)	159	(2)
Speech and Communication Disorders	161	(1)
General Recommendations for Students with Specific Cognitive or Academic Difficulties	162	(1)
Students with Social or Behavioral Problems	163	(5)
Emotional and Behavioral Disorders	163	(3)
Autism	166	(1)
General Recommendations for Students with Social or Behavioral Problems	167	(1)
Students with General Delays in Cognitive and Social Functioning	168	(2)
Mental Retardation	169	(1)
Students with Physical and Sensory Challenges	170	(6)
Physical and Health Impairments	170	(1)
Visual Impairments	171	(1)
Hearing Loss	172	(2)
Severe and Multiple Disabilities	174	(1)
General Recommendations for Students with Physical and Sensory Challenges	174	(2)
Students with Advanced Cognitive Development	176	(2)
Giftedness	176	(2)
Considering Diversity When Identifying and Addressing Special Needs	178	(1)
The Big Picture	179	(1)
Case Study: Quiet Amy	180	(2)
PART II LEARNING AND MOTIVATION
Learning and Cognitive Processes	182	(40)
Case Study: Darren's Day at School	183	(1)
Looking at Learning from Different Perspectives	184	(3)
Learning as a Change in Behavior	184	(1)
Learning as a Change in Mental Representations or Associations	185	(1)
Learning and the Brain	186	(1)
Keeping an Open Mind About Theories of Learning	187	(1)
Basic Assumptions of Cognitive Psychology	187	(2)
Basic Terminology in Cognitive Psychology	189	(2)
A Model of Human Memory	191	(5)
The Nature of the Sensory Register	191	(1)
Moving Information to Working Memory: The Role of Attention	192	(1)
The Nature of Working (Short-Term) Memory	193	(1)
Moving Information to Long-Term Memory: Connecting New Information with Prior Knowledge	194	(1)
The Nature of Long-Term Memory	195	(1)
Critiquing the Three-Component Model	195	(1)
Long-Term Memory Storage	196	(14)
The Various Forms of Knowledge	196	(1)
How Declarative Knowledge Is Learned	197	(9)
How Procedural Knowledge Is Learned	206	(1)
Prior Knowledge and Working Memory in Long-Term Memory Storage	207	(1)
Using Mnemonics in the Absence of Relevant Prior Knowledge	208	(2)
Long-Term Memory Retrieval	210	(6)
The Nature of Long-Term Memory Retrieval	210	(1)
Factors Affecting Retrieval	211	(3)
Why Learners Sometimes Forget	214	(2)
Giving Students Time to Process: Effects of Increasing Wait Time	216	(1)
Accommodating Diversity in Cognitive Processes	217	(2)
Facilitating Cognitive Processing in Students with Special Needs	219	(1)
The Big Picture	219	(1)
Case Study: How Time Flies	220	(2)
Knowledge Construction	222	(32)
Case Study: Pulling It All Together	223	(1)
Constructive Processes in Learning and Memory	224	(3)
Construction in Storage	224	(2)
Construction in Retrieval	226	(1)
Knowledge Construction as a Social Process	227	(1)
Benefits of Joint Meaning-Making with Peers	227	(1)
Organizing Knowledge	228	(7)
Concepts	228	(5)
Schemas and Scripts	233	(1)
Theories	234	(1)
When Knowledge Construction Goes Awry: Origins and Effects of Misconceptions	235	(3)
Promoting Effective Knowledge Construction	238	(7)
Providing Opportunities for Experimentation	238	(1)
Presenting the Ideas of Others	239	(1)
Emphasizing Conceptual Understanding	239	(2)
Promoting Dialogue	241	(1)
Using Authentic Activities	242	(1)
Creating a Community of Learners	243	(2)
The Challenge of Conceptual Change	245	(5)
Considering Diversity in Constructive Processes	250	(1)
Accommodating Students with Special Needs	251	(1)
The Big Picture	251	(1)
Case Study: Earth-Shaking Summaries	251	(3)
Higher-Level Thinking Processes	254	(40)
Case Study: A Question of Speed	255	(1)
The Nature of Higher-Level Thinking	256	(1)
Metacognition and Study Strategies	257	(12)
Effective Study Strategies	259	(6)
Factors Affecting Strategy Use	265	(4)
Transfer	269	(5)
Basic Concepts in Transfer	269	(2)
Factors Affecting Transfer	271	(2)
Importance of Retrieval in Transfer	273	(1)
Problem Solving	274	(10)
Basic Concepts in Problem Solving	275	(3)
Cognitive Factors Affecting Problem Solving	278	(5)
Using Computer Technology to Promote Problem Solving	283	(1)
Creativity	284	(3)
Fostering Creativity	285	(2)
Critical Thinking	287	(3)
Fostering Critical Thinking	288	(2)
Considering Diversity in Higher-Level Thinking Processes	290	(2)
Accommodating Students with Special Needs	291	(1)
The Big Picture	292	(1)
Case Study: Checks and Balances	292	(2)
Behaviorist Views of Learning	294	(34)
Case Study: The Attention Getter	295	(1)
Basic Assumptions of Behaviorism	295	(3)
Classical Conditioning	298	(3)
Classical Conditioning of Emotional Responses	299	(1)
Common Phenomena in Classical Conditioning	300	(1)
Operant Conditioning	301	(9)
Contrasting Classical and Operant Conditioning	302	(1)
Reinforcement in the Classroom	302	(5)
Using Reinforcement Effectively	307	(3)
Shaping New Behaviors	310	(1)
Effects of Antecedent Stimuli and Responses	311	(3)
Reducing and Eliminating Undesirable Behaviors	314	(5)
Extinction	314	(1)
Cueing Inappropriate Behaviors	314	(1)
Reinforcing Incompatible Behaviors	315	(1)
Punishment	315	(4)
Maintaining Desirable Behaviors Over the Long Run	319	(2)
Promoting Intrinsic Reinforcement	320	(1)
Using Intermittent Reinforcement	320	(1)
Addressing Especially Difficult Classroom Behaviors	321	(2)
Applied Behavior Analysis	321	(1)
Functional Analysis and Positive Behavioral Support	322	(1)
Considering Diversity in Student Behaviors	323	(1)
Accommodating Students with Special Needs	324	(1)
Strengths and Potential Limitations of Behavioral Approaches	324	(2)
The Big Picture	326	(1)
Case Study: Hostile Helen	326	(2)
Social Cognitive Views of Learning	328	(36)
Case Study: Parlez-Vous Francais?	329	(1)
Basic Assumptions of Social Cognitive Theory	329	(2)
The Social Cognitive View of Reinforcement and Punishment	331	(3)
Expectations	331	(1)
Vicarious Experiences	332	(1)
Cognitive Processing	332	(1)
Decisions About How to Behave	333	(1)
Nonoccurrence of Expected Consequences	333	(1)
Modeling	334	(6)
Behaviors That Can Be Learned Through Modeling	335	(1)
How Modeling Affects Behavior	336	(1)
Characteristics of Effective Models	337	(1)
Helping Students Learn from Models	338	(2)
Self-Efficacy	340	(6)
How Self-Efficacy Affects Behavior and Cognition	341	(1)
Factors in the Development of Self-Efficacy	342	(2)
Fostering High Self-Efficacy	344	(2)
Teacher Self-Efficacy	346	(1)
Self-Regulation	346	(11)
Self-Regulated Behavior	347	(5)
Self-Regulated Learning	352	(3)
Self-Regulated Problem Solving	355	(2)
Reciprocal Causation	357	(2)
Considering Diversity from a Social Cognitive Perspective	359	(2)
Using Diverse Models to Promote Success and Self-Efficacy	359	(1)
Promoting Self-Regulation in Students at Risk	360	(1)
Supporting Students with Special Needs	360	(1)
The Big Picture	361	(2)
Unifying Ideas in Social Cognitive Theory	361	(1)
Comparing the Three Perspectives of Learning	362	(1)
Case Study: Teacher's Lament	363	(1)
Motivation and Affect	364	(26)
Case Study: Quick Draw	365	(1)
The Nature of Motivation	365	(3)
How Motivation Affects Learning and Behavior	366	(1)
Extrinsic Versus Intrinsic Motivation	367	(1)
Theoretical Perspectives of Motivation	368	(2)
The Trait Perspective	368	(1)
The Behaviorist Perspective	369	(1)
The Social Cognitive Perspective	370	(1)
The Cognitive Perspective	370	(1)
What Basic Needs Do People Have?	370	(4)
Self-Worth	370	(2)
Relatedness	372	(2)
Affect and Its Effects	374	(9)
How Affect Is Related to Motivation	375	(1)
How Affect Is Related to Learning and Cognition	376	(1)
Anxiety	377	(6)
Addressing Diversity in Motivation and Affect	383	(3)
Cultural and Ethnic Differences	384	(1)
Gender Differences	385	(1)
Socioeconomic Differences	385	(1)
Accommodating Students with Special Needs	385	(1)
The Big Picture	386	(1)
Guiding Principles	387	(1)
Case Study: When ``Perfect'' Isn't Good Enough	387	(3)
Cognitive Factors in Motivation	390	(42)
Case Study: Passing Algebra	391	(1)
The Interplay of Cognition and Motivation	392	(1)
Self-Perceptions and Intrinsic Motivation	392	(6)
Self-Efficacy	393	(1)
Self-Determination	394	(4)
Expectancies and Values	398	(2)
Internalizing the Values of Others	399	(1)
Fostering Expectancies and Values in the Classroom	400	(1)
Interest	400	(3)
Situational Versus Personal Interest	401	(2)
Promoting Interest in Classroom Subject Matter	403	(1)
Goals	403	(7)
Achievement Goals	404	(4)
Work-Avoidance Goals	408	(1)
Social Goals	408	(1)
Career Goals	409	(1)
Coordinating Multiple Goals	409	(1)
Dispositions	410	(2)
Attributions: Perceived Causes of Success and Failure	412	(7)
How Attributions Influence Affect, Cognition, and Behavior	414	(1)
Developmental Trends in Attributions	415	(2)
Factors Influencing the Development of Attributions	417	(1)
Mastery Orientation Versus Learned Helplessness	418	(1)
Teacher Expectations and Attributions	419	(5)
How Expectations and Attributions Affect Classroom Performance	420	(1)
Forming Productive Expectations and Attributions for Student Performance	421	(3)
Considering Diversity in the Cognitive Aspects of Motivation	424	(4)
Ethnic Differences	424	(1)
Gender Differences	425	(1)
Socioeconomic Differences	425	(2)
Accommodating Students with Special Needs	427	(1)
The Big Picture	428	(2)
General Principles of Motivation	428	(1)
Revisiting the Four Theoretical Perspectives	428	(2)
Case Study: Writer's Block	430	(2)
PART III CLASSROOM STRATEGIES
Instructional Strategies	432	(50)
Case Study: Oregon Trail	433	(1)
Overview of Instructional Strategies	434	(1)
Planning for Instruction	435	(8)
Identifying the Goals of Instruction	436	(4)
Conducting a Task Analysis	440	(2)
Developing a Lesson Plan	442	(1)
Expository Approaches	443	(8)
Lectures and Textbooks	443	(3)
Mastery Learning	446	(1)
Direct Instruction	447	(2)
Computer-Based Instruction	449	(1)
Online Research	450	(1)
Hands-On and Practice Activities	451	(6)
Discovery Learning	451	(2)
In-Class Activities	453	(1)
Computer Simulations and Applications	454	(1)
Homework	455	(1)
Authentic Activities	456	(1)
Interactive and Collaborative Approaches	457	(17)
Teacher Questions	458	(2)
Class Discussions	460	(2)
Reciprocal Teaching	462	(3)
Technology-Based Discussions	465	(1)
Cooperative Learning	465	(5)
Peer Tutoring	470	(4)
Taking Student Diversity into Account	474	(3)
Considering Group Differences	474	(1)
Accommodating Students with Special Needs	475	(2)
The Big Picture	477	(1)
Case Study: Uncooperative Students	477	(5)
Creating a Productive Learning Environment	482	(40)
Case Study: A Contagious Situation	483	(1)
Creating an Environment Conducive to Learning	484	(15)
Arranging the Classroom	485	(1)
Creating an Effective Classroom Climate	485	(5)
Setting Limits	490	(3)
Planning Activities That Keep Students on Task	493	(3)
Monitoring What Students Are Doing	496	(1)
Modifying Instructional Strategies	496	(1)
Taking Individual and Developmental Differences into Account	497	(2)
Dealing with Misbehaviors	499	(5)
Ignoring Behavior	499	(1)
Cueing a Student	500	(1)
Discussing a Problem Privately with a Student	500	(2)
Teaching Self-Regulation Strategies	502	(1)
Using Behaviorist Approaches	503	(1)
Conferring with Parents	504	(1)
Addressing Aggression and Violence at School	504	(3)
Creating a Nonviolent School Environment	506	(1)
Intervening Early for Students at Risk	507	(1)
Providing Intensive Intervention for Students in Trouble	507	(1)
Taking Student Diversity into Account	507	(3)
Creating a Supportive Climate	508	(1)
Defining and Responding to Misbehaviors	509	(1)
Accommodating Students with Special Needs	510	(1)
Coordinating Efforts with Others	510	(9)
Working with Other Teachers	510	(2)
Working with the Community at Large	512	(1)
Working with Parents	512	(7)
The Big Picture	519	(1)
Case Study: Old Friends	520	(2)
Classroom Assessment Strategies	522	(48)
Case Study: The Math Test	523	(1)
Assessments as Tools	524	(1)
The Various Forms of Educational Assessment	525	(2)
Using Assessment for Different Purposes	527	(3)
Promoting Learning	527	(2)
Guiding Instructional Decision Making	529	(1)
Diagnosing Learning and Performance Problems	529	(1)
Promoting Self-Regulation	529	(1)
Determining What Students Have Learned	529	(1)
Important Qualities of Good Assessment	530	(9)
Reliability	531	(3)
Standardization	534	(1)
Validity	534	(4)
Practicality	538	(1)
Informal Assessment	539	(2)
RSVP Characteristics of Informal Assessment	540	(1)
Paper-Pencil Assessment	541	(12)
Constructing the Assessment Instrument	542	(7)
Administering the Assessment	549	(1)
Scoring Students' Responses	550	(2)
RSVP Characteristics of Paper-Pencil Assessment	552	(1)
Performance Assessment	553	(8)
Choosing Appropriate Performance Tasks	553	(2)
Planning and Administering the Assessment	555	(1)
Scoring Students' Responses	556	(1)
RSVP Characteristics of Performance Assessment	557	(4)
Including Students in the Assessment Process	561	(1)
Encouraging Risk Taking	562	(1)
Evaluating an Assessment Tool Through Item Analysis	563	(1)
Taking Student Diversity into Account in Classroom Assessments	564	(4)
Test Anxiety	564	(2)
Testwiseness	566	(1)
Accommodating Group Differences	566	(1)
Accommodating Students with Special Needs	566	(2)
The Big Picture	568	(1)
Learning, Motivation, and Assessment	568	(1)
General Guidelines for Classroom Assessment	568	(1)
Case Study: Pick and Choose	569	(1)
Summarizing Student Achievement	570
Case Study: B in History	571	(1)
Revisiting Self-Regulation and the RSVP Characteristics	572	(1)
Summarizing the Results of a Single Assessment	572	(5)
Raw Scores	572	(1)
Criterion-Referenced Scores	573	(1)
Norm-Referenced Scores	574	(3)
Using Criterion-Referenced Versus Norm-Referenced Scores in the Classroom	577	(1)
Determining Final Class Grades	577	(5)
Considering Improvement, Effort, and Extra Credit	579	(1)
Choosing Criterion-Referenced or Norm-Referenced Grades	580	(1)
Including Students in the Grading Process	581	(1)
Using Portfolios	582	(2)
Standardized Tests	584	(7)
Types of Standardized Tests	584	(3)
Technology and Assessment	587	(1)
Guidelines for Choosing and Using Standardized Tests	587	(1)
Interpreting Standardized Test Scores	588	(3)
High-Stakes Testing and Accountability	591	(3)
Problems with High-Stakes Testing	592	(1)
Potential Solutions to the Problems	593	(1)
Taking Student Diversity into Account	594	(2)
Cultural Bias	594	(1)
Language Differences	595	(1)
Accommodating Students with Special Needs	595	(1)
Confidentiality and Communication About Assessment Results	596	(3)
Communicating Assessment Results to Students and Parents	598	(1)
The Big Picture	599	(1)
Case Study: Can Johnny Read?	600
Appendix A: Describing Associations with Correlation Coefficients	1	(1)
Appendix B: Analyses of the Ending Case Studies	1	(1)
Appendix C: Matching Book and Ancillary Content to the Praxis® Principles of Learning and Teaching Tests	1	(1)
Glossary	1	(1)
References	1	(1)
Name Index	1	(1)
Subject Index	1