Educational Psychology: Theory and Practice

by Robert E. Slavin

• ISBN13: 9780205196456
• ISBN10: 0205196454
• Edition: 5th
• Format: Paperback
• Copyright: 1996-07-01
• Publisher: Prentice Hall

Summary

This edition continues to have in-depth, practical coverage with a focus on the intentional teacher. It presents up-to-the-minute research that a reflective, intentional teacher can apply. The eighth edition of this popular text from renowned educational psychologist Robert Slavin translates theory into practices that teachers can use in their classrooms and focuses on the concept of intentionality. An "intentional teacher," according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become "intentional teachers," the author models best practices through classroom examples and offers questions to guide the reader. Book jacket.

Table of Contents

Features	p. xiii
Preface	p. xv
About the Author	p. xxvii
Educational Psychology: A Foundation for Teaching	p. 1
What Makes a Good Teacher?	p. 3
Knowing the Subject Matters (but So Does Teaching Skill)	p. 3
Mastering the Teaching Skills	p. 4
Can Good Teaching Be Taught?	p. 5
The Intentional Teacher	p. 5
What is the Role of Research in Educational Psychology?	p. 8
Personal Reflection: Adapting	p. 9
The Goal of Research in Educational Psychology	p. 10
The Value of Research in Educational Psychology to the Teacher	p. 10
Teaching as Decision Making	p. 10
Theory Into Practice: Teaching as Decision Making	p. 12
Research + Common Sense = Effective Teaching	p. 13
Research on Effective Programs	p. 13
Impact of Research on Educational Practice	p. 14
Theory Into Practice: How to Be an Intelligent Consumer of Educational Psychology Research	p. 14
What Research Methods are Used in Educational Psychology?	p. 16
Experiments	p. 16
Correlational Studies	p. 20
Descriptive Research	p. 21
Action Research	p. 21
Personal Reflection: Using Research to Inform Teaching	p. 22
How Can I Become an Intentional Teacher?	p. 22
Teacher Certification	p. 22
Beyond Certification	p. 24
Teaching Dilemmas: Cases to Consider: Choosing a New Curriculum	p. 25
Chapter Summary	p. 26
Key Terms	p. 26
Self-Assessment: Practicing for Licensure	p. 27
Theories of Development
What are Some Views of Human Development?	p. 30
Aspects of Development	p. 30
Issues of Development	p. 30
How Did Piaget View Cognitive Development?	p. 31
How Development Occurs	p. 32
Piaget's Stages of Development	p. 33
Personal Reflection: Egocentrism in Action	p. 37
How is Piaget's Work Viewed Today?	p. 41
Criticisms and Revisions of Piaget's Theory	p. 41
Theory Into Practice: Educational Implications of Piaget's Theory	p. 42
Neo-Piagetian and Information-Processing Views of Development	p. 43
How Did Vygotsky View Cognitive Development?	p. 43
How Development Occurs	p. 44
Applications of Vygotskian Theory in Teaching	p. 46
Theory Into Practice: Classroom Applications of Vygotsky's Theory	p. 46
How Did Erikson View Personal and Social Development?	p. 47
Stages of Psychosocial Development	p. 48
Implications and Criticisms of Erikson's Theory	p. 50
What are Some Theories of Moral Development?	p. 51
Piaget's Theory of Moral Development	p. 51
Kohlberg's Stages of Moral Reasoning	p. 53
Theory Into Practice: Fostering Moral Development in the Classroom	p. 55
Criticisms of Kohlberg's Theory	p. 56
Personal Reflection: Developing Character	p. 57
Teaching Dilemmas: Cases to Consider: Using Moral Reasoning	p. 58
The Intentional Teacher: Using What You Know about Human Development to Improve Teaching and Learning	p. 59
Chapter Summary	p. 60
Key Terms	p. 61
Self-Assessment: Practicing for Licensure	p. 62
Development during Childhood and Adolescence	p. 64
How Do Children Develop During the Preschool Years?	p. 66
Physical Development in Early Childhood	p. 67
Language Acquisition	p. 68
Personal Reflection: Understanding Development	p. 68
Teaching Dilemmas: Cases to Consider: Adapting Instruction	p. 71
Theory Into Practice: Promoting Literacy Development in Young Children	p. 72
Socioemotional Development	p. 73
What Kinds of Early Childhood Education Programs Exist?	p. 75
Day-Care Programs	p. 75
Preschools	p. 75
Compensatory Preschool Programs	p. 76
Early Intervention	p. 77
Kindergarten Programs	p. 77
Developmentally Appropriate Practice	p. 78
How Do Children Develop During the Elementary Years?	p. 78
Physical Development during Middle Childhood	p. 78
Cognitive Abilities	p. 79
Socioemotional Development in Middle Childhood	p. 79
Theory Into Practice: Promoting the Development of Self-Esteem	p. 81
Theory Into Practice: Helping Children Develop Social Skills	p. 83
How do Children Develop During the Middle School and High School Years?	p. 83
Physical Development during Adolescence	p. 83
Cognitive Development	p. 84
Characteristics of Hypothetical-Deductive Reasoning	p. 84
Theory Into Practice: Promoting Formal Operational Thought	p. 85
Socioemotional Development in Adolescence	p. 85
Identity Development	p. 86
Personal Reflection: Coping with Change	p. 86
James Marcia's Four Identity Statuses	p. 87
Self-Concept and Self-Esteem	p. 88
Social Relationships	p. 88
Emotional Development	p. 89
Problems of Adolescence	p. 90
Theory Into Practice: Providing Developmental Assets for Adolescents	p. 92
The Intentional Teacher: Using What You Know about Early Childhood, Middle Childhood, and Adolescent Students to Improve Teaching and Learning	p. 92
Chapter Summary	p. 94
Key Terms	p. 95
Self-Assessment: Practicing for Licensure	p. 95
Student Diversity	p. 96
What Is the Impact of Culture on Teaching and Learning?	p. 98
How Does Socioeconomic Status Affect Student Achievement?	p. 99
The Role of Child-Rearing Practices	p. 101
The Link between Income and Summer Learning	p. 101
The Role of Schools as Middle-Class Institutions	p. 102
School and Community Factors	p. 103
School, Family, and Community Partnerships	p. 103
Theory into Practice: Parent Involvement	p. 104
Is the Low Achievement of Children from Low-Income Groups Inevitable?	p. 105
Implications for Teachers	p. 105
How Do Ethnicity and Race Affect Students' School Experiences?	p. 106
Racial and Ethnic Composition of the United States	p. 106
Academic Achievement of Students from Under-Represented Groups	p. 107
Why Have Students from Under-Represented Groups Lagged in Achievement?	p. 107
Teaching Dilemmas: Cases to Consider: Meeting Resistance	p. 109
Effects of School Desegregation	p. 110
Personal Reflection: Being Sensitive to Race	p. 111
Theory into Practice: Teaching in a Culturally Diverse School	p. 111
How Do Language Differences and Bilingual Programs Affect Student Achievement?	p. 112
Bilingual Education	p. 113
Theory into Practice: Teaching English Language Learners	p. 114
What Is Multicultural Education?	p. 116
Dimensions of Multicultural Education	p. 117
How Do Gender and Gender Bias Affect Students' School Experiences?	p. 118
Do Males and Females Think and Learn Differently?	p. 118
Sex-Role Stereotyping and Gender Bias	p. 119
Theory into Practice: Avoiding Gender Bias in Teaching	p. 120
How Do Students Differ in Intelligence and Learning Styles?	p. 121
Definitions of Intelligence	p. 122
Theory into Practice: Multiple Intelligences	p. 124
Origins of Intelligence	p. 125
Theories of Learning Styles	p. 125
Aptitude-Treatment Interactions	p. 126
Personal Reflection: Understanding Diverse Thinkers	p. 126
Chapter Summary	p. 127
The Intentional Teacher: Using What You Know about Student Diversity to Improve Teaching and Learning	p. 128
Key Terms	p. 130
Self-Assessment: Practicing for Licensure	p. 130
Behavioral Theories of Learning	p. 132
What Is Learning?	p. 134
What Behavioral Learning Theories Have Evolved?	p. 135
Pavlov: Classical Conditioning	p. 135
Thorndike: The Law of Effect	p. 136
Skinner: Operant Conditioning	p. 136
What Are Some Principles of Behavioral Learning?	p. 138
The Role of Consequences	p. 138
Reinforcers	p. 139
Theory into Practice: Classroom Uses of Reinforcement	p. 141
Intrinsic and Extrinsic Reinforcers	p. 141
Theory into Practice: Practical Reinforcers	p. 142
Punishers	p. 143
Immediacy of Consequences	p. 145
Shaping	p. 145
Personal Reflection: Modifying Behavior	p. 146
Extinction	p. 147
Schedules of Reinforcement	p. 148
Teaching Dilemmas: Cases to Consider: Dealing with Behavior Problems	p. 150
Maintenance	p. 151
The Role of Antecedents	p. 152
How Has Social Learning Theory Contributed to Our Understanding of Human Learning?	p. 154
Bandura: Modeling and Observational Learning	p. 154
Theory into Practice: Observational Learning	p. 155
Meichenbaum's Model of Self-Regulated Learning	p. 157
Strengths and Limitations of Behavioral Learning Theories	p. 159
Chapter Summary	p. 159
The Intentional Teacher: Using What You Know about Behavioral and Social Learning Theory to Improve Teaching and Learning	p. 160
Key Terms	p. 162
Self-Assessment: Practicing for Licensure	p. 163
Information Processing and Cognitive Theories of Learning	p. 164
What Is an Information-Processing Model?	p. 166
Sensory Register	p. 167
Short-Term or Working Memory	p. 169
Long-Term Memory	p. 171
Factors That Enhance Long-Term Memory	p. 175
Other Information-Processing Models	p. 175
Research on the Brain	p. 177
What Causes People to Remember or Forget?	p. 181
Forgetting and Remembering	p. 181
Theory into Practice: Reducing Retroactive Inhibition	p. 182
Practice	p. 185
How Can Memory Strategies Be Taught?	p. 186
Verbal Learning	p. 186
Paired-Associate Learning	p. 186
Theory into Practice: Keyword Mnemonics	p. 187
Serial and Free-Recall Learning	p. 188
What Makes Information Meaningful?	p. 189
Rote versus Meaningful Learning	p. 190
Schema Theory	p. 191
Teaching Dilemmas: Cases to Consider: Differing Approaches	p. 192
How Do Metacognitive Skills Help Students Learn?	p. 192
What Study Strategies Help Students Learn?	p. 193
Note-Taking	p. 194
Underlining	p. 194
Summarizing	p. 194
Writing to Learn	p. 195
Outlining and Mapping	p. 195
The PQ4R Method	p. 195
Theory into Practice: Teaching the PQ4R Method	p. 196
Personal Reflection: Defining Effective	p. 196
How Do Cognitive Teaching Strategies Help Students Learn?	p. 197
Making Learning Relevant and Activating Prior Knowledge	p. 197
Organizing Information	p. 199
Chapter Summary	p. 201
The Intentional Teacher: Using What You Know about Cognitive Theories of Learning to Improve Teaching and Learning	p. 202
Key Terms	p. 204
Self-Assessment: Practicing for Licensure	p. 205
The Effective Lesson	p. 206
What is Direct Instruction?	p. 209
Personal Reflection: Balancing Instruction	p. 209
How Is a Direct Instruction Lesson Taught?	p. 210
State Learning Objectives	p. 213
Theory into Practice: Planning a Lesson	p. 213
Orient Students to the Lesson	p. 214
Theory into Practice: Communicating Objectives to Students	p. 215
Review Prerequisites	p. 215
Present New Material	p. 216
Conduct Learning Probes	p. 219
Provide Independent Practice	p. 222
Assess Performance and Provide Feedback	p. 224
Provide Distributed Practice and Review	p. 224
Teaching Dilemmas: Cases to Consider: Designing Lessons	p. 225
What Does Research on Direct Instruction Methods Suggest?	p. 226
Advantages and Limitations of Direct Instruction	p. 227
How Do Students Learn and Transfer Concepts?	p. 227
Concept Learning and Teaching	p. 227
Teaching for Transfer of Learning	p. 228
How Are Discussions Used in Instruction?	p. 232
Subjective and Controversial Topics	p. 232
Difficult and Novel Concepts	p. 232
Affective Objectives	p. 232
Whole-Class Discussions	p. 233
Small-Group Discussions	p. 234
Chapter Summary	p. 235
The Intentional Teacher: Using What You Know about Direct Instruction to Improve Teaching and Learning	p. 236
Key Terms	p. 238
Self-Assessment: Practicing for Licensure	p. 239
Student-Centered and Constructivist Approaches to Instruction	p. 240
What is the Constructivist view of Learning?	p. 243
Historical Roots of Constructivism	p. 243
Top-Down Processing	p. 245
Cooperative Learning	p. 245
Discovery Learning	p. 245
Teaching Dilemmas: Cases to Consider: Developing Self-Regulating Techniques	p. 247
Self-Regulated Learning	p. 248
Scaffolding	p. 248
APA's Learner-Centered Psychological Principles	p. 249
Constructivist Methods in the Content Areas	p. 250
Theory Into Practice: Introducing Reciprocal Teaching	p. 252
Research on Constructivist Methods	p. 254
How is Cooperative Learning Used in Instruction?	p. 255
Cooperative Learning Methods	p. 256
Theory Into Practice: Student Teams-Achievement Divisions (STAD)	p. 257
Research on Cooperative Learning	p. 259
Personal Reflection: Working Together	p. 261
How Are Problem-Solving and Thinking Skills Taught?	p. 262
The Problem-Solving Process	p. 262
Teaching Creative Problem Solving	p. 264
Teaching Thinking Skills	p. 266
Critical Thinking	p. 269
The Intentional Teacher: Using What You Know about Student-Centered and Constructivist Approaches to Improve Teaching and Learning	p. 270
Chapter Summary	p. 271
Key Terms	p. 272
Self-Assessment: Practicing for Licensure	p. 273
Accommodating Instruction to Meet Individual Needs	p. 274
What Are Elements of Effective Instruction Beyond A Good Lesson?	p. 276
Carroll's Model of School Learning and QAIT	p. 277
How Are Students Grouped to Accommodate Achievement Differences?	p. 279
Between-Class Ability Grouping	p. 281
Untracking	p. 284
Regrouping for Reading and Mathematics	p. 284
Nongraded (Cross-Age Grouping) Elementary Schools	p. 284
Within-Class Ability Grouping	p. 285
What is Mastery Learning?	p. 286
Forms of Mastery Learning	p. 286
Theory Into Practice: Applying the Principles of Mastery Learning	p. 287
Research on Mastery Learning	p. 288
What Are Some Ways of Individualizing Instruction?	p. 288
Peer Tutoring	p. 289
Adult Tutoring	p. 290
Theory Into Practice: Effectively Using Tutoring Methods to Meet Individual Needs	p. 291
How is Technology Used in Education?	p. 292
Technology for Instruction	p. 292
Technology for Learning	p. 293
Teaching Dilemmas: Cases to Consider: Should Computers Be in Labs or Classrooms?	p. 293
Technology for Administration	p. 299
Research on Computer-Assisted Instruction	p. 299
Cutting Edge Educational Technologies	p. 300
Personal Reflection: Computers in Education	p. 301
What Educational Programs Exist for Students Placed at Risk?	p. 302
Compensatory Education Programs	p. 303
Early Intervention Programs	p. 307
Comprehensive School Reform Programs	p. 308
After-School and Summer School Programs	p. 309
Chapter Summary	p. 309
The Intentional Teacher: Using What You Know about Accommodating Instruction to Meet Individual Needs	p. 310
Key Terms	p. 312
Self-Assessment: Practicing for Licensure	p. 313
Motivating Students to Learn	p. 314
What is Motivation?	p. 317
What Are Some Theories of Motivation?	p. 318
Motivation and Behavioral Learning Theory	p. 318
Motivation and Human Needs	p. 319
Motivation and Attribution Theory	p. 321
Motivation and Self-Regulated Learning	p. 324
Theory Into Practice: Giving Students Motivating Feedback	p. 324
Motivation and Expectancy Theory	p. 325
How Can Achievement Motivation Be Enhanced?	p. 326
Motivation and Goal Orientations	p. 327
Personal Reflection: Using Different Styles	p. 327
Learned Helplessness and Attribution Training	p. 330
Theory Into Practice: Helping Students Overcome Learned Helplessness	p. 331
Teacher Expectations and Achievement	p. 331
Teaching Dilemmas: Cases to Consider: Expectations	p. 333
Anxiety and Achievement	p. 333
How can Teachers Increase Students' Motivation to Learn?	p. 334
Intrinsic and Extrinsic Motivation	p. 334
How Can Teachers Enhance Intrinsic Motivation?	p. 336
Principles for Providing Extrinsic Incentives to Learn	p. 338
Teaching Dilemmas: Cases to Consider: Adapting Strategies	p. 339
How Can Teachers Reward Performance, Effort, and Improvement?	p. 341
Using Praise Effectively	p. 342
Teaching Students to Praise Themselves	p. 343
Using Grades as Incentives	p. 343
Incentive Systems Based on Goal Structure	p. 343
Chapter Summary	p. 344
The Intentional Teacher: Using What You Know about Motivation to Improve Teaching and Learning	p. 346
Key Terms	p. 347
Self-Assessment: Practicing for Licensure	p. 347
Effective Learning Environments	p. 348
What is an Effective Learning Environment?	p. 351
What is the Impact of Time on Learning?	p. 352
Using Allocated Time for Instruction	p. 352
Using Engaged Time Effectively	p. 355
Can Time On-Task Be Too High?	p. 360
Personal Reflection: Maintaining Control	p. 360
Classroom Management in the Student-Centered Classroom	p. 361
What Practices Contribute to Effective Classroom Management?	p. 361
Starting Out the Year Right	p. 362
Setting Class Rules	p. 363
Teaching Dilemmas: Cases to Consider: Rules of the Room	p. 364
What Are Some Strategies for Managing Routine Misbehavior?	p. 364
The Principle of Least Intervention	p. 365
Prevention	p. 365
Nonverbal Cues	p. 366
Praising Behavior That Is Incompatible with Misbehavior	p. 367
Praising Other Students	p. 367
Verbal Reminders	p. 367
Repeated Reminders	p. 367
Applying Consequences	p. 368
How is Applied Behavior Analysis Used to Manage More Serious Behavior Problems?	p. 369
How Student Misbehavior Is Maintained	p. 369
Principles of Applied Behavior Analysis	p. 371
Applied Behavior Analysis Programs	p. 374
Theory Into Practice: Using a Daily Report Card System	p. 376
Theory into Practice: Establishing a Group
Contingency Program	p. 377
Ethics of Behavioral Methods	p. 378
How Can Serious Behavior Problems be Prevented?	p. 379
Preventive Programs	p. 379
Identifying Causes of Misbehavior	p. 380
Enforcing Rules and Practices	p. 380
Enforcing School Attendance	p. 380
Check and Connect	p. 381
Avoiding Tracking	p. 381
Practicing Intervention	p. 381
Requesting Family Involvement	p. 382
Using Peer Mediation	p. 382
Judiciously Applying Consequences	p. 383
Chapter Summary	p. 383
The Intentional Teacher: Using What You Know about Effective Learning Environments to Improve Teaching and Learning	p. 384
Key Terms	p. 386
Self-Assessment: Practicing for Licensure	p. 387
Learners with Exceptionalities	p. 388
Who are Learners with Exceptionalities?	p. 391
"People-First" Language	p. 392
Types of Exceptionalities and the Numbers of Students Served	p. 392
Students with Mental Retardation	p. 394
Theory into Practice: Teaching Adaptive Behavior Skills	p. 398
Students with Learning Disabilities	p. 399
Theory into Practice: Teaching Students with Learning Disabilities	p. 401
Students with Attention Deficit Hyperactivity Disorder	p. 403
Theory into Practice: Students with ADHD: The Role of the Teacher	p. 403
Students with Speech or Language Impairments	p. 404
Students with Emotional and Behavioral Disorders	p. 405
Students with Autism	p. 407
Students with Sensory, Physical, and Health Impairments	p. 407
Students Who Are Gifted and Talented	p. 408
What is Special Education?	p. 411
Public Law 94-142 and IDEA	p. 411
An Array of Special-Education Services	p. 414
Teaching Dilemmas: Cases to Consider: Referring a Student	p. 417
Theory into Practice: Preparing IEPs	p. 419
What is Inclusion?	p. 423
Personal Reflection: The Struggle over Inclusion	p. 424
Research on Inclusion	p. 425
Adapting Instruction	p. 427
Theory into Practice: Adapting Instruction for Students with Special Needs	p. 427
Teaching Learning Strategies and Metacognitive Awareness	p. 428
Prevention and Early Intervention	p. 429
Computers and Students with Disabilities	p. 429
Buddy Systems and Peer Tutoring	p. 430
Special-Education Teams	p. 431
Social Integration of Students with Disabilities	p. 431
Teaching Dilemmas: Cases to Consider: Finding What Works	p. 432
Chapter Summary	p. 433
The Intentional Teacher: Using What You Know about Learners with Exceptionalities to Improve Teaching and Learning	p. 434
Key Terms	p. 436
Self-Assessment: Practicing for Licensure	p. 436
Assessing Student Learning	p. 438
What are Instructional Objectives and How are They Used?	p. 440
Planning Lesson Objectives	p. 441
Theory into Practice: Planning Courses, Units, and Lessons	p. 444
Linking Objectives and Assessment	p. 446
Using Taxonomies of Instructional Objectives	p. 447
Research on Instructional Objectives	p. 450
Why Is Evaluation Important?	p. 450
Evaluation as Feedback	p. 451
Evaluation as Information	p. 452
Evaluation as Incentive	p. 453
How is Student Learning Evaluated?	p. 453
Formative and Summative Evaluations	p. 453
Norm-Referenced and Criterion-Referenced Evaluations	p. 453
Matching Evaluation Strategies with Goals	p. 454
How Are Tests Constructed?	p. 456
Principles of Achievement Testing	p. 456
Theory into Practice: Making Assessments Fair	p. 458
Using a Table of Specifications	p. 459
Writing Selected-Response Test Items	p. 461
Theory Into Practice: Writing Multiple-Choice Tests (Format Suggestions)	p. 462
Writing Constructed-Response Items	p. 465
Writing and Evaluating Essay Tests	p. 466
Theory into Practice: Detecting Bluffing in Students' Essays	p. 468
Writing and Evaluating Problem-Solving Items	p. 469
Theory into Practice: Peer Evaluations	p. 470
What are Authentic, Portfolio, and Performance Assessments?	p. 472
Portfolio Assessment	p. 473
Theory into Practice: Using Portfolios in the Classroom	p. 475
Performance Assessment	p. 477
How Well Do Performance Assessments Work?	p. 477
Scoring Rubrics for Performance Assessments	p. 479
How are Grades Determined?	p. 480
Establishing Grading Criteria	p. 481
Assigning Letter Grades	p. 481
Teaching Dilemmas: Cases to Consider: Establishing a Grading System	p. 482
Performance Grading	p. 483
Other Alternative Grading Systems	p. 484
Assigning Report Card Grades	p. 486
Personal Reflection: Assigning Grades	p. 486
Chapter Summary	p. 487
The Intentional Teacher: Using What You Know about Assessing Student Learning to Improve Teaching and Learning	p. 488
Key Terms	p. 490
Self-Assessment: Practicing for Licensure	p. 491
Standardized Tests	p. 492
What are Standardized Tests and How are They Used?	p. 495
Selection and Placement	p. 496
Diagnosis	p. 496
Evaluation	p. 497
School Improvement	p. 497
Accountability	p. 497
Personal Reflection: Mixed Messages	p. 500
Theory into Practice: Teaching Test-Taking Skills	p. 501
What Types of Standardized Tests are Given?	p. 503
Aptitude Tests	p. 503
Norm-Referenced Achievement Tests	p. 506
Criterion-Referenced Achievement Tests	p. 507
Standard Setting	p. 507
How are Standardized Tests Interpreted?	p. 507
Percentile Scores	p. 507
Grade-Equivalent Scores	p. 508
Standard Scores	p. 509
Theory into Practice: Interpreting Standardized Test Scores	p. 512
What are Some Issues Concerning Standardized and classroom testing?	p. 517
Test Validity	p. 517
Test Reliability	p. 518
Test Bias	p. 519
Teaching Dilemmas: Cases to Consider: Dealing with High-Stakes Testing	p. 520
Computer Test Administration	p. 520
Chapter Summary	p. 521
The Intentional Teacher: Using What You Know about Standardized Tests to Improve Teaching and Learning	p. 522
Key Terms	p. 522
Self-Assessment: Practicing for Licensure	p. 524
Developing Your Portfolio	p. 525
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