Educational Psychology : Windows on Classrooms

by Eggen, Paul D.; Kauchak, Donald P.

• ISBN13: 9780131108400
• ISBN10: 0131108409
• Edition: 6th
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: PEARSON

Summary

For Introduction to Educational Psychology courses.Revised and expanded, this is the new edition of the most applied introduction to educational psychology on the market today. Long recognized for its groundbreaking innovations in placing educational psychology firmly within the context of classrooms, this text examines every educational psychology theory learning, motivation, and development and every pertinent concept through the viewpoint of the teacher. Once again in this edition, the authors' hallmark cases, in both written and videotape format, introduce real-world applications in a way that no other text can, truly fulfilling the promise of its title to give students a "window" on the classrooms in which they will someday teach.

Table of Contents

Teaching in the Real World	2	(30)
Educational Psychology: Teaching in the Real World	4	(3)
Knowledge and Learning to Teach	7	(5)
Knowledge of Content	7	(1)
Pedagogical Content Knowledge	7	(3)
General Pedagogical Knowledge	10	(1)
Knowledge of Learners and Learning	10	(1)
The INTASC Standards: States Respond to the Need for Professional Knowledge	11	(1)
The Role of Research in Acquiring Knowledge	12	(1)
Descriptive Research	13	(12)
Correlational Research	14	(2)
Experimental Research	16	(1)
Action Research	16	(1)
Conducting Action Research in Classrooms: Instructional Strategies	17	(1)
Research and Development of Theory	18	(2)
Research and Teacher Decision Making	20	(1)
Critical Decision Making: The Role of Classroom Context	21	(1)
Practical Decision Making: The Need for Efficiency	21	(1)
Artistic Decision Making: Creativity in Teaching	22	(1)
Assessment and Learning: Gathering Information for Decision Making	23	(1)
Reflection and Decision Making	24	(1)
The Use of Case Studies in Educational Psychology	25	(4)
Video Cases	25	(1)
The Praxis Exam	25	(4)
Windows on Classrooms	29	(3)
Part 1: The Learner
The Development of Cognition and Language	32	(46)
Development: A Definition	34	(3)
Principles of Development	34	(1)
The Human Brain and Cognitive Development	35	(2)
Piaget's Theory of Intellectual Development	37	(18)
The Drive for Equilibrium	37	(1)
Organization and Adaptation: The Development of Schemes	37	(2)
Factors Influencing Development	39	(1)
Stages of Development	40	(7)
Assessment and Learning: Assessing Students' Cognitive Development	47	(2)
Technology and Learning: Using Technology to Develop Formal Thinking	49	(1)
Using Technology in Your Study of Educational Psychology: Examining Cognitive Development	50	(1)
Applying Piaget's Work in Classrooms: Instructional Strategies	51	(2)
Putting Piaget's Theory into Perspective	53	(2)
A Sociocultural View of Development: The Work of Lev Vygotsky	55	(8)
Social Interaction and Development	56	(1)
Language and Development	57	(1)
Culture and Development	58	(1)
The Relationship Between Learning and Development	58	(1)
Vygotsky's Work: Instructional Strategies	58	(3)
Piaget's and Vygotsky's Views of Knowledge Construction	61	(2)
Language Development	63	(11)
Theories of Language Acquisition	63	(2)
Stages of Learning Acquisition	65	(1)
Language Diversity	66	(1)
English as a Second Language	67	(3)
Teaching ELL Students: Instructional Strategies	70	(4)
Windows on Classrooms	74	(4)
Personal, Social, and Emotional Development	78	(38)
Personal Development	79	(3)
Heredity	80	(1)
Parents and Other Adults	80	(1)
Peers	81	(1)
Social Development	82	(7)
Perspective Taking	83	(1)
Social Problem Solving	83	(2)
Assessment and Learning: Assessing Students' Social Development	85	(1)
Promoting Social Development: Instructional Strategies	86	(1)
Technology and Learning: Using the Internet to Promote Social Development	87	(2)
Integrating Personal, Emotional, and Social Development: Erikson's Theory	89	(4)
Erikson's Stages of Psychosocial Development	89	(1)
Putting Erikson's Work into Perspective	90	(1)
Supporting Psychological Development	90	(3)
The Development of Identity and Self-Concept	93	(8)
The Development of Identity	93	(2)
The Development of Self-Concept	95	(1)
Self-Concept and Achievement	95	(1)
Promoting Psychological and Self Concept Development: Instructional Strategies	96	(2)
Ethnic Pride: Promoting Positive Self-Esteem and Ethnic Identity	98	(3)
Development of Morality, Social Responsibility, and Self-Control	101	(13)
Increased Interest in Moral Education and Development	101	(1)
Piaget's Description of Moral Development	102	(1)
Kohlberg's Theory of Moral Development	102	(5)
Emotional Factors in Moral Development	107	(1)
Using Technology in Your Study of Educational Psychology: Assessing Moral Thinking	108	(1)
The Moral Education Versus Character Education Debate	109	(1)
Promoting Moral Development: Instructional Strategies	110	(4)
Windows on Classrooms	114	(2)
Learner Differences	116	(42)
Intelligence	117	(12)
Intelligence: What Does It Mean?	118	(1)
Intelligence: One Trait or Many?	118	(4)
Intelligence: Nature Versus Nurture	122	(1)
Assessment and Learning: Cultural Controversies in Measuring Intelligence	123	(2)
Ability Grouping	125	(3)
Learning Styles	128	(1)
Socioeconomic Status (SES)	129	(3)
Influence of SES on Learning	130	(1)
SES: Some Cautions and Implications for Teachers	131	(1)
Culture	132	(8)
Ethnicity	132	(1)
Culture and Schooling	133	(4)
Culturally Responsive Teaching: Instructional Strategies	137	(3)
Gender	140	(4)
Differences in the Behavior of Boys and Girls	141	(1)
Gender Stereotypes and Perceptions	142	(1)
Responding to Gender Differences: Instructional Strategies	143	(1)
Students Placed at Risk	144	(10)
Resilience	146	(2)
Teaching Students Placed at Risk: Instructional Strategies	148	(3)
Technology and Learning: Equity Issues	151	(3)
Windows on Classrooms	154	(4)
Learners with Exceptionalities	158	(36)
Changes in the Way Teachers Help Students with Exceptionalities	160	(5)
Individuals with Disabilities Education Act (IDEA)	160	(3)
Amendments to the Individuals with Disabilities Education Act	163	(2)
Students with Learning Problems	165	(12)
The Labeling Controversy	165	(1)
Mental Retardation	166	(1)
Learning Disabilities	167	(2)
Attention Deficit / Hyperactivity Disorder (ADHD)	169	(1)
Behavior Disorders	170	(3)
Communication Disorders	173	(1)
Visual Disabilities	174	(1)
Hearing Disabilities	175	(1)
Assessment and Learning: Assessment Trends in Special Education	176	(1)
Students Who Are Gifted and Talented	177	(4)
Creativity: What Is It?	178	(1)
Identifying Students Who Are Gifted and Talented	179	(1)
Teaching Gifted and Talented Students: Instructional Strategies	179	(2)
The Teacher's Role in Inclusive Classrooms	181	(8)
Identifying Students with Exceptionalities	181	(1)
Teaching Students with Exceptionalities: Instructional Strategies	182	(4)
Technology and Learning: Assistive Technology	186	(3)
Windows on Classrooms	189	(5)
Part 2: Learning
Behaviorism and Social Cognitive Theory	194	(40)
Behaviorist Views of Learning	196	(18)
Contiguity	196	(1)
Classical Conditioning	197	(3)
Operant Conditioning	200	(7)
Behaviorism in the Classroom: Instructional Strategies	207	(5)
Putting Behaviorism into Perspective	212	(2)
Social Cognitive Theory	214	(13)
Comparing Behaviorism and Social Cognitive Theory	214	(2)
Modeling	216	(1)
Vicarious Learning	217	(1)
Effects of Modeling on Behavior	217	(1)
Technology and Learning: The Impact of Symbolic Modeling on Behavior	218	(2)
Processes Involved in Learning from Models	220	(1)
Effectiveness of Models	220	(1)
Self-Regulation	221	(2)
Social Cognitive Theory in the Classroom: Instructional Strategies	223	(2)
Assessment and Learning: Self-Modeling as an Assessment Tool	225	(1)
Putting Social Cognitive Theory into Perspective	226	(1)
Dealing with Diversity: Behaviorism and Social Cognitive Theory	227	(4)
Classical Conditioning: Learning to Like and Dislike School	228	(1)
Motivating Hesitant Learners	229	(1)
Capitalizing on Minority Role Models	229	(2)
Windows on Classrooms	231	(3)
Cognitive Views of Learning	234	(44)
Cognitive Perspectives on Learning	236	(2)
Principles of Cognitive Learning Theory	237	(1)
Information Processing	238	(25)
Models: Aids to Understanding	238	(1)
Sensory Memory	239	(1)
Working Memory	240	(3)
Long-Term Memory	243	(2)
Using Technology in Your Study of Educational Psychology: The Importance of Background Knowledge	245	(3)
Cognitive Processes	248	(11)
Metacognition: Knowledge and Control of Cognitive Processes	259	(3)
The Impact of Diversity on Information Processing	262	(1)
Information Processing in the Classroom: Instructional Strategies	263	(11)
Schema Production: Acquiring Integrated Declarative Knowledge	264	(1)
Promoting Schema Production in Classrooms: An Instructional Strategy	264	(3)
Understanding and Automaticity: Acquiring Procedural Knowledge	267	(1)
Promoting Understanding and Automaticity: An Instructional Strategy	267	(4)
Assessment and Learning: The Role of Assessment in Cognitive Instruction	271	(1)
Putting Information Processing into Perspective	272	(2)
Windows on Classrooms	274	(4)
Constructing Understanding	278	(32)
What Is Constructivism?	281	(1)
Different Views of Constructivism	281	(1)
Characteristics of Constructivism	282	(2)
Learners Construct Understanding That Makes Sense to Them	282	(1)
New Learning Depends on Current Understanding	283	(1)
Social Interaction Facilitates Learning	283	(1)
Meaningful Learning Occurs in Real-World Tasks	284	(1)
Implications of Constructivism for Teaching	284	(8)
The Teacher's Role in Constructivist Classrooms	284	(1)
Suggestions for Classroom Practice	285	(5)
Assessment and Learning: The Role of Assessment in Constructivist Classrooms	290	(2)
Constructivism in Classrooms: Instructional Strategies	292	(12)
Guided Discovery	293	(2)
Inquiry	295	(1)
Discussion	296	(2)
Cooperative Learning	298	(6)
Putting Constructivism into Perspective	304	(3)
Windows on Classrooms	307	(3)
Complex Cognitive Processes	310	(38)
Cognitive Learning	312	(7)
Concepts: Categories That Simplify the World	312	(1)
Theories of Concept Learning	313	(1)
Examples: The Key to Learning and Teaching Concepts	314	(1)
Concept Mapping: Embedding Concepts on Complex Schemas	315	(1)
Concept Learning: Misconceptions and Conceptual Change	316	(1)
Learning and Teaching Concepts: Instructional Strategies	317	(2)
Problem Solving	319	(11)
Well-Defined and Ill-Defined Problems	320	(1)
A Problem Solving Model	321	(2)
Expert-Novice Differences in Problem-Solving Ability	323	(1)
Helping Learners Become Better Problem Solvers: Instructional Strategies	324	(4)
Using Technology to Improve Problem-Solving Ability	328	(1)
Problem-Based Learning	329	(1)
The Strategic Learner	330	(8)
Metacognition: The Foundation of Strategic Learning	330	(1)
Study Strategies	331	(2)
Developing Strategic Learning in Students: Instructional Strategies	333	(1)
Critical Thinking	334	(4)
Transfer of Learning	338	(6)
General and Specific Transfer	338	(1)
Factors Affecting the Transfer of Learning	339	(3)
Assessment and Learning: The Role of Assessment in Transfer	342	(2)
Windows on Classrooms	344	(4)
Part 3: Classroom Processes
Theories of Motivation	348	(38)
Extrinsic and Intrinsic Motivation	350	(1)
Motivation to Learn	351	(1)
Behavioral Views of Motivation	351	(2)
Using Rewards in Classroom: Instructional Strategies	352	(1)
Humanistic Views of Motivation	353	(4)
Development of the Whole Person	353	(3)
Humanistic Views of Motivation: Instructional Strategies	356	(1)
Cognitive Theories of Motivation	357	(21)
Expectancy x Value Theory	358	(3)
Self-Efficacy: Beliefs About Capability	361	(1)
Goals and Goal Orientation	362	(5)
Attribution Theory	367	(2)
Beliefs, Goals, and Attributions: Instructional Strategies	369	(2)
Self-Determination Theory	371	(3)
Assessment and Learning: The Role of Assessment in Self-Determination	374	(1)
Developing Students' Self-Determination: Instructional Strategies	375	(3)
Affective Factors in Motivation	378	(5)
Self-Worth Theory	378	(1)
Arousal and Anxiety	379	(1)
Accommodating Affective Factors in Motivation: Instructional Strategies	380	(3)
Windows on Classrooms	383	(3)
Motivation in the Classroom	386	(38)
Class Structure: Creating a Learning-Focused Environment	388	(1)
Self-Regulated Learners: Developing Student Responsibility	389	(4)
Developing Self-Regulation: Applying Self-Determination Theory	390	(1)
Helping Students Develop Self-regulation: Instructional Strategies	390	(3)
Teacher Characteristics: Personal Qualities That Increase Student Motivation and Learning	393	(8)
Personal Teaching Efficacy: Beliefs About Teaching and Learning	393	(2)
Modeling and Enthusiasm: Communicating Genuine Interest	395	(1)
Caring: Meeting the Need for Relatedness	395	(2)
Teacher Expectations: Increasing Perceptions of Competence	397	(2)
Demonstrating Personal Qualities That Increase Motivation: Instructional Strategies	399	(2)
Climate Variables: Creating a Motivating Environment	401	(3)
Safety and Order: Classrooms as Secure Places to Learn	401	(1)
Success: Developing Learner Self-Efficacy	402	(1)
Challenge: Increasing Perceptions of Competence and Self-Determination	402	(1)
Task Comprehension: Increasing Perception of Control and Value	403	(1)
Instructional Variables: Developing Interest in Learning Activities	404	(10)
Introductory Focus: Attracting Students' Attention	405	(2)
Personalization: Links to Students' Lives	407	(1)
Involvement: Increasing Intrinsic Motivation	408	(2)
Feedback: Meeting the Need to Understand	410	(1)
Applying the Climate and Instructional Variables in Your Classroom: Instructional Strategies	410	(2)
Assessment and Learning: Using Feedback to Increase Interest and Self-Efficacy	412	(2)
Technology and Learning: Using Technology to Increase Learner Motivation	414	(2)
The Motivating Effects of Technology: Theoretical Explanations	415	(1)
Technology and Motivation: Cautions and Guidelines for Teachers	416	(1)
Motivation and Diversity	416	(4)
Motivation Problems: Student Perspectives	417	(1)
Motivation Problems: Possible Solutions	418	(2)
Windows on Classrooms	420	(4)
Creating Productive Learning Environments: Classroom Management	424	(36)
Classroom Management: A Definition	426	(3)
Classroom Management and the Complexities of the Classroom	426	(2)
Cognitive Approaches to Management: Developing Learner Responsibility	428	(1)
Planning for Effective Classroom Management	429	(8)
Rules and Procedures: Cornerstones of an Effective Management System	431	(1)
Creating and Teaching Rules: Instructional Strategies	431	(6)
Communication with Parents	437	(6)
Benefits of Communication	437	(1)
Involving Parents: Instructional Strategies	438	(2)
Communication with Parents: Accommodating Learner Diversity	440	(3)
Economic, Cultural, and Language Barriers??
Dealing with Misbehavior: Interventions	443	(12)
Guidelines for Successful Interventions	443	(2)
Cognitive Interventions	445	(3)
Behaviorist Interventions	448	(3)
An Intervention Continuum	451	(2)
Assessment and Learning: The Role of Assessment in Classroom Management	453	(2)
Serious Management Problems: Violence and Aggression	455	(3)
Immediate Action	455	(1)
Long-Term Solutions	456	(2)
Windows on Classrooms	458	(2)
Creating Productive Learning Environments: Principles of Instruction	460	(32)
Teacher Knowledge and Teacher Thinking	462	(2)
Teacher Knowledge	463	(1)
Teacher Thinking	463	(1)
Planning for Instruction	464	(8)
Deciding What Topics are Important to Study	464	(1)
Preparing Objectives: Deciding What Students Should Know, Value, or Be Able to Do	464	(4)
Preparing and Organizing Learning Activities	468	(1)
Planning for Assessment	469	(1)
Planning in a Standards-Based Environment	470	(2)
Implementing Instruction: Essential Teaching Skills	472	(15)
Attitudes	473	(1)
Use of Time	473	(1)
Organization	474	(1)
Communication	474	(1)
Focus: Attracting and Maintaining Attention	475	(1)
Feedback	476	(2)
Questioning	478	(3)
Review and Closure	481	(1)
Classroom Interaction: Accommodating Learner Diversity	481	(2)
Assessment and Learning: Using Assessment as a Learning Tool	483	(4)
Windows on Classrooms	487	(5)
Assessing Classroom Learning	492	(48)
Classroom Assessment	495	(3)
Functions of Classroom Assessment	495	(1)
Measurement and Evaluation	495	(2)
Validity: Making Appropriate Evaluation Decisions	497	(1)
Reliability: Consistency in Measurement	497	(1)
Traditional Assessment Strategies	498	(12)
Teachers' Assessment Patterns	498	(2)
Valid Test Items	500	(1)
Constructing Valid Test Items: Instructional Strategies	501	(8)
Commercially Prepared Test Items	509	(1)
Alternative Assessment	510	(9)
Performance Assessment	510	(1)
Designing Performance Assessments: Instructional Strategies	511	(3)
Portfolios: Involving Students in Alternative Assessment	514	(3)
Putting Traditional and Alternative Assessments into Perspective	517	(2)
Using Technology in Your Study of Educational Psychology: Assessment in the Balance	519	(1)
Effective Assessment Practices: Instructional Strategies	519	(8)
Planning for Assessment	519	(2)
Preparing Students for Assessment	521	(3)
Administering Assessments	524	(1)
Analyzing Results	525	(1)
Accommodating Diversity in Classrooms: Reducing Bias in Assessment	525	(2)
Grading and Reporting: The Total Assessment System	527	(9)
Designing a Grading System	528	(2)
Assigning Grades: Increasing Learning Motivation	530	(3)
Technology and Learning: Using Technology to Improve Assessment	533	(3)
Windows on Classrooms	536	(4)
Assessment Through Standardized Testing	540	(37)
Standardized Tests	542	(9)
Functions of Standardized Testing	543	(1)
Types of Standardized Tests	544	(4)
Evaluating Standardized Tests: Validity Revisited	548	(2)
The Teacher's Role in Standardized Testing: Instructional Strategies	550	(1)
Understanding and Interpreting Standardized Test Scores	551	(7)
Descriptive Statistics	551	(3)
Interpreting Standardized Test Results	554	(4)
Issues in Standardized Testing	558	(9)
Standards-Based Education and the Accountability Movement	558	(2)
Testing Teachers	560	(1)
Cultural Minorities and High Stakes Tests	560	(1)
Student Diversity and Test Bias	561	(1)
Eliminating Bias in Standardized Testing: Instructional Strategies	562	(2)
Standardized Testing with Alternative Formats	564	(1)
Issues in Standardized Testing: Implications for Teachers	565	(2)
Windows on Classrooms	567	(2)
Appendix
Using This Test to Practice for the PRAXIS™ Principles of Learning and Teaching Exam	569	(8)
Glossary	577	(10)
References	587	(38)
Name Index	625	(11)
Subject Index	636

Excerpts

The literature of educational psychology continues to rapidly evolve, and we have written the sixth edition ofEducational Psychology: Windows on Classroomsto remain on the cutting edge of theory and research in the field. At the same time, we have expanded on the theme that has made this book successful: to be the most applied text on the market. Our goals are to provide accurate, clear, and precise descriptions of research and theory combined with the suggestions that make these theories applicable in classroom practice. The subtitle "Windows on Classrooms" refers to our presentation of authentic classroom activities that are designed to provide you, our readers, with a realistic look at classrooms today and what they might become tomorrow. To this end, this new edition has a deeper focus and commitment to being: Case-basedthroughouteach chapter Exceptionally applied Filled with practice for the PRAXIS The edition is also expanded to include a new chapter that provides a detailed examination of the construction of understanding, a second chapter that presents a classroom model of student motivation, and a third chapter that focuses on the processes and issues involved in standardized testing. The following pages illustrate the features and new additions to this text. A BOOK THATTRULY INTEGRATES CASESTHROUGHT CHAPTERS To capture the real world of learning and teaching, we capitalize on the use of case studies. All chapters begin with an extended case study. These cases are detailed and rich and are integrated and elaborated throughout the chapters to make theory concrete and applicable. The process of situating theory in the context of real-world practice is consistent with the most recent learning and motivation research. In this regard, the book is a model for effective instruction and provides our readers with repeated opportunities to construct meaningful understandings of the book's contents. Elaborated Cases.The book does not merely reference the opening case, but it actually integrates and enriches the case as the chapter develops. Illustrations and captions are provided on pages throughout the chapter to call students' attention to the key points in the case study. Videos to Accompany Cases.Twelve of the chapter cases have a video counterpart. These video segments are included on two videotapes, "Looking Through Classroom Windows 1 and 2", in order of their appearance in the book. Viewing video cases and discussing and analyzing them can deepen understanding of concepts presented in the chapter. See the table on page 26 listing the topic, grade level, and content focus of each video case. End-of-Chapter Case Analysis.Chapter-ending cases, called "Windows on Classrooms," provide additional practice in understanding chapter concepts through analysis of the classroom-based case. Moreover, constructed-response questions and document-based analysis questions give students opportunities to practice analyzing cases for the PRAXIS "Principles of Learning and Teaching" Exam--and for professional practice. A BOOK THAT IS EXCEPTIONALLY APPLIED As might be expected from a case-based text, a central goal ofEducational Psychology: Windows on Classroomsis to help its readers be able to use educational psychology as teachers. The text examines every theory and concept through its application in classrooms, and a number of features help students connect content to classrooms. Classroom Connections at the Elementary, Middle School, and High School Levels.This box in each chapter offers strategies for applying the content to specific learning and teaching situations. Each strategy is illustrated with an example, derived largely from the authors' experiences in schools, for elementary classrooms, middle and junior high classrooms,