Educational Psychology

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  • Edition: 8th
  • Format: Paperback
  • Copyright: 2001-07-01
  • Publisher: Pearson College Div
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Renowned for its clarity, readability, and organization, this market leading text continues to offer the best blend of current theory, research, practice, and technology in a completely up-to-date new edition. This text provides an organizational framework that student readers can immediately grasp to help them understand complex and ever-evolving theories. The Eighth Edition reflects the field's continuing interest in constructivism and authentic learning as well as other areas of growing emphasis such as students with disabilities and inclusion. Other topics that have been added or received significant updating include self-regulated learning, brain development, culturally relevant pedagogy, student autonomy, and coping with conflict. (More than 250 new references are used.) As in previous editions, the text shows how educational psychology theories are applicable to everyday teaching, giving specific attention to the needs of beginning teachers. The author thoroughly illustrates concepts and theories with examples and analogies, then explores their implications for practice. As a result, students gain an understanding of educational psychology that they will be able to use in their own classrooms when they become teachers themselves.

Table of Contents

Each chapter begins with "What Do You Think?" Overview
Teachers' Casebook "What Would You Do?" and concludes with Summary
Key Terms
Teachers' Casebook "What Would They Do?" And Becoming a Professional
Teachers, Teaching, and Educational Psychology
What Is Good Teaching?
The Ultimate Goal of Teaching: Lifelong Expert Learning
The Role of Educational Psychology
How This Book Can Help You Learn
Cognitive Development and Language
A Definition of Development
Piaget's Theory of Cognitive Development
Implications of Piaget's Theory for Teachers
Vygotsky's Sociocultural Perspective
Implications of Vygotsky's Theory for Teachers
The Development of Language
Personal, Social, and Emotional Development
The Work of Erikson
Understanding Ourselves and Others
Moral Development
Socialization: Family, Peers, and Teachers
Challenges for Children
Learner Differences
Language and Labeling
Individual Differences in Intelligence
Ability Differences and Teaching
Creativity, Giftedness, and Talent
Cognitive and Learning Styles
Changes in the Law: Integration, Mainstreaming, and Inclusion
Prevalent Problems and Mild Disabilities
Less Prevalent Problems and More Severe Disabilities
Culture and Community
Today's Multicultural Classrooms
Social Class Differences
Ethnic and Racial Differences
Females and Males: Differences in the Classroom
Language Differences in the Classroom
Creating Culturally Compatible Classrooms
Bringing It All Together: Teaching Every Student
Behavioral Views of Learning
Understanding Learning
Early Explanations of Learning: Contiguity and Classical Conditioning
Operant Conditioning: Trying New Responses
Applied Behavior Analysis
Behavioral Approaches to Teaching and Management
Recent Approaches: Self-Regulation and Cognitive Behavior Management
Problems and Issues
Cognitive Views of Learning
Elements of the Cognitive Perspective
The Information Processing Model of Memory
Metacognition, Regulation, and Individual Differences
Becoming Knowledgeable: Some Basic Principles
Complex Cognitive Processes
The Importance of Understanding
Learning and Teaching about Concepts
Problem Solving
Becoming an Expert Student: Learning Strategies and Study Skills
Teaching for Transfer
Social Cognitive and Constructivist Views of Learning
Social Processes in Learning
Social Learning and Social Cognitive Theories
Constructivism and Situated Learning
Applications of Constructivist and Situated Perspectives on Learning
Looking back on Learning
Motivation: Issues and Explanations
What Is Motivation?
Four General Approaches to Motivation
Goal Orientation and Motivation
Interests and Emotions
Motivation, Teaching, and Learning
Motivation to Learn in School
On TARGETT for Learning
Teacher Expectations
Strategies to Encourage Motivation and Thoughtful Learning.
Creating Learning Environments
The Need for Organization
Creating a Positive Learning Environment
Creating a Learning Community
Maintaining a Good Environment for Learning
The Need for Communication
Teaching for Learning
The First Step: Planning
Formats for Teaching
Teacher Directed
Focus on the Teacher
Effective Teaching in Inclusive Classrooms
Focus on the Subject: Teaching Reading, Mathematics, and Science
Standardized Testing
Evaluation, Measurement, and Assessment
What Do Test Scores Mean?
Types of Standardized Tests
Issues in Standardized Testing
New Directions in Standardized Testing
Classroom Assessment and Grading
Formative and Summative Assessment
Getting the Most from Traditional Assessment Approaches
Innovations in Assessment
Effects of Grades and Grading on Students
Grading and Reporting: Nuts and Bolts
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