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Chapter 1 — Learning, Teaching, and Educational Psychology
Learning and Teaching Today
Dramatic Diversity: Students Today
High Expectations: No Child Left Behind
Do Teachers Make a Difference? Two Examples
What Is Good Teaching?
Inside four classrooms
Beginning Teachers
The Role of Educational Psychology
In the Beginning: Linking Educational Psychology and Teaching
Is it Just Common Sense?
Using Research to Understand and Improve Teaching
What is Scientifically Based Research?
Theories for Teaching
Preview: Theories for Educational Psychology
Stages: Piaget, Freud, and Erikson
Learning and Motivation: Behaviorism, Information Processing, and Social Cognitive Theory
Contextual Theories: Vygotsky and Bronfenbrenner
Three Questions Across the Theories
Beware of Either/Or
Diversity and Convergence in Educational Psychology
STUDENTS
Chapter 2 — Cognitive Development and Language
A Definition of Development
Three Questions Across the Theories
General Principles of Development
The Brain and Cognitive Development
Piaget’s Theory of Cognitive Development
Influences on Development
Basic Tendencies in Thinking
Four Stages of Cognitive Development
Information-Processing and Neo-Piagetian Views of Cognitive Development
Some Limitations of Piaget’s Theory
Vygotsky’s Sociocultural Perspective
The Social Sources of Individual Thinking
Cultural Tools and Cognitive Development
The Role of Language and Private Speech
The Zone of Proximal Development
Limitations of Vygotsky’s Theory
Implications of Piaget’s and Vygotsky’s Theories for Teachers
Piaget: What Can We Learn?
Vygotsky: What Can We Learn?
Reaching Every Student: Using the Tools of the Culture
The Development of Language
What Develops? Language and Cultural
When and How Does Language Develop?
Diversity in Language: Dual Language Development
Emergent Literacy
Diversity and Convergence in Cognitive Development
Diversity
Convergences
Chapter 3 — The Self, Social, and Moral Development
Bronfenbrenner: The Social Context for Development
Families
Peers
Teachers and Students
Reaching Every Student: Teachers and Child Abuse
Physical Development
Physical and Motor Development
Play, Recess, and Physical Activity
Challenges in Physical Development
The Brain and Adolescent Development
Self and Identity
Erickson: Stages of Psychosocial Development
Racial and Ethnic Identity
Self-concept
Self-esteem
Point/Counterpoint: The School’s Roes in Self-Esteem
Sex Differences in Self-Concept and Self-Esteem
Gender Development
Sex and Gender
Gender Bias
Understanding Others and Moral Development
Theory of Mind and Intention
Moral Development
Moral Judgments, Social Conventions, and Personal Choices
Diversity in Moral Reasoning
Moral Behavior: Cheating
Diversity and Convergence in Personal/Social Development
Chapter 4 — Learner Differences and Learning Needs
Intelligence
Language and Labels
What Does Intelligence Mean?
Multiple Intelligences
Intelligence as a Process
Measuring Intelligence
Sex Differences in Intelligence
Learning and Thinking Styles
Learning Styles/Preferences
Intellectual Styles
Individual Differences and the Law
IDEA
Section 504 Protections
Students with Learning Challenges
Neuroscience and Learning Challenges
Students with Learning Disabilities
Students with Hyperactivity and Attention Disorders
Students with Language and Communication Disorders
Students with Emotional or Behavioral Difficulties
Students with Intellectual Difficulties
Students with Health Impairments
Students Who are Deaf
Autism Spectrum Disorders and Asperger Syndrome
Response to Intervention (RTI)
Students Who are Gifted and Talented
Who are These Students?
Identifying and Teaching Gifted Students
Diversity and Convergences
Chapter 5 — Culture and Diversity
Today’s Diverse Classrooms
American Cultural Diversity
Meet Five Students
Cautions: Interpreting Cultural Differences
Economic and Social Class Differences
Social Class and SES
Poverty and School Achievement
Ethnic and Racial Differences
Terms: Ethnicity and Race
Ethnic and Racial Differences in School Achievement
The Legacy of Discrimination
Stereotype Threat
Language Differences in the Classroom
Dialects
Bilingualism
Reaching Every Student: Recognizing Giftedness in Bilingual Students
Bilingual Education
Gender in Teaching and Learning
Gender Bias in Texts
Gender Bias in Teaching
Multicultural Education: Creating Culturally Compatible Classrooms
Culturally Relevant Pedagogy
Fostering Resilience
Diversity and Convergences
Diversity in Learning
Convergences: Teaching Every Student
LEARNING AND MOTIVATION
Chapter 6 - Behavioral Views of Learning
Understanding Learning
Neuroscience of Learning
Learning Is Not Always What It Seems
Early Explanations of Learning: Contiguity and Classical Conditioning
Operant Conditioning: Trying New Responses
Types of Consequences
Reinforcement Schedules
Antecedents and Behavior Change
Applied Behavior Analysis
Methods for Encouraging Behaviors
Handling Undesirable Behavior
Putting it All Together: Behavioral Approaches to Teaching and Management
Group Consequences
Contingency Contracts and Token Reinforcement
Reaching Every Student: Severe Behavior Problems
What’s New” Functional Behavioral Assessment and Positive Behavior Supports
Challenges to Behavioral Views: Thinking about Behavior
Social Learning Theory
Elements of Observational Learning
Self-Management
Problems and Issues
Criticisms of Behavioral Methods
Ethical Issues
Diversity and Convergences in Behavioral Learning
Diversity
Convergence
Chapter 7 - Cognitive Views of Learning
Elements of the Cognitive Perspective
Comparing Cognitive and Behavioral Views
The Brain and Cognitive Learning
The Importance of Knowledge in Learning
Cognitive Views of Memory
Sensory Memory
Working Memory
Long Term-Memory
Capacity, Duration, and Contents of Long-Term Memory
Explicit Memories: Semantic and Episodic
Implicit Memories
Storing and Retrieving Information in Long-Term Memory
Becoming Knowledgeable: Some Basic Principles
Development of Declarative Knowledge
Development of Procedural Knowledge
Diversity and Convergences in Cognitive Learning
Diversity: Individual Differences and Working Memory
Diversity: Individual Differences and Long-Term Memory
Convergences: Connecting with Families
Chapter 8 - Complex Cognitive Processes
Metacognition
Metacognitive Knowledge and Regulation
Sources of Individual Differences in Metacognition
Learning Strategies
Learning Strategies and Tactics
Visual Tools for Organizing
Reading Strategies
Applying Learning Strategies
Reaching Every Student: Learning Strategies for Students with Learning Disabilities
Problem Solving
Identifying: Problem Finding
Defining Goals and Representing the Problem
Exploring Possible Solution Strategies
Anticipating, Acting, and Looking Back
Factors That Hinder Problem Solving
Expert Knowledge and Problem solving
Creativity and Creative Problem Solving
Defining Creativity
What Are the Sources of Creativity?
Assessing Creativity
Creativity in the Classroom
The Big C: Revolutionary Innovation
Critical Thinking
Developing Critical Thinking
The Language of Thinking
Critical Thinking in Specific Subjects
Teaching for Transfer
The Many Views of Transfer
Teaching for Positive Transfer
Diversity and Convergences in Complex Cognitive Processes
Diversity
Convergences
Chapter 9 — The Learning Sciences and Constructivism
What are the Learning Sciences?
What is Constructivism?
Cognitive Constructivism: Piaget
Social Constructivism: Vygotsky
How is Knowledge Constructed?
Common Elements of Constructivist Student-Centered Teaching
Applications of Constructivist Theories
Discovery, Inquiry, and Problem-Based Learning
Cooperative Learning
Cognitive Apprenticeships and Reciprocal Teaching
Fostering Communities of Learning
Dilemmas of Constructivist Practice
Brain-based Teaching
Service Learning
Learning in a Digital World
Learning about and with Technology
Access
Diversity and Convergence in Constructivist Views
Chapter 10 - Social Cognitive Views of Motivation and Learning
Social Cognitive Theory and Triarchic Reciprocity
Self-Efficacy: Students and Teachers
Academic Self-Efficacy, Learning, and Motivation
Teachers’ Sense of Efficacy
Agency and Self-Regulation
What Influences Self-Regulated Learning?
Models of Self-Regulated Learning
An Individual Example
Reaching Every Student: Two Classrooms and a Family
Teaching Applications of Social Cognitive Theory
Modeling and Observational Learning
Teaching for Self-regulation
Cognitive Behavior Modification
Diversity and Convergence in Social Cognitive Explanations
Chapter 11 - Motivation in Learning and Teaching
Teachers’ Casebook: What Would You Do?
What Is Motivation?
Meeting Some Students
Intrinsic and Extrinsic Motivation
Five General Approaches to Motivation
Needs
Maslow’s Hierarchy of Needs
Self-Determination: Need for Competence, Autonomy, and Relatedness
Needs: Lessons for Teachers
Goal Orientations
Types of Goals and Goal Orientations
Feedback, Goal Framing, and Goal Acceptance
Goals: Lessons for Teachers
Beliefs and Self-Perceptions
Beliefs about Knowing: Epistemological Beliefs
Beliefs about Ability
Beliefs about Causes and Control: Attribution Theory
Beliefs about Self-Worth
Beliefs and Attributions: Lessons for Teachers
Interests, Curiosity, Emotions, and Anxiety
Tapping Interests
Curiosity: Novelty and Complexity
Emotions and Anxiety
Reaching Every Student: Coping with Anxiety
Curiosity, Interests, and Emotions: Lessons for Teachers
Motivation to Learn and School
Tasks for Learning
Supporting Autonomy and Recognizing Accomplishment
Grouping, Evaluation, and Time
Diversity and Convergences in Motivation to Learn
Diversity in Motivation
Convergences: Strategies to Encourage Motivation
Summary Table
TEACHING AND ASSESSMENT
Chapter 12 - Creating Learning Environments
Teachers’ Casebook: What Would You Do?
The Need for Organization
The Basic Task: Gain Their Cooperation
The Goals of Classroom Management
Creating a Positive Learning Environment
Some Research Results
Routines and Rules Required
Planning Spaces for Learning
Planning for Computer Uses
Getting Started: The First Weeks of Class
Maintaining a Good Environment for Learning
Encouraging Engagement
Prevention Is the Best Medicine
Caring Relationships: Connections in School
Dealing with Discipline Problems
Stopping Problems Quickly
Bullying and Cyber-Bullying
Special Problems with High School Students
Violence in Schools
Prevention
Reaching Every Student: Peer Mediation and Negotiation
The Need for Communication
Message Sent–Message Received
Diagnosis: Whose Problem Is It?
Counseling: The Student’s Problem
Confrontation and Assertive Discipline
Diversity and Convergences in Learning Environments
Diversity: Culturally Responsive Management
Convergences: Research on Management Approaches
Summary Table
Teachers’ Casebook: What Would They Do?
Chapter 13. Teaching Every Student
The First Step: Planning
Research on Teaching
Characteristics of Effective Teachers
Knowledge for Teaching
Teacher Expectations
Teaching Approaches
Explanation and Direct Instruction
Seatwork and Homework
Hands-on, Minds-on Activities and Projects
Conceptual Change Teaching
Differentiated Instruction
Flexible Grouping
Peer-Assisted Learning
Differentiated Instruction in Inclusive Classrooms
Diversity and Convergence in Teaching
Culturally Relevant Teaching
Beyond Models to Excellent Teaching: Learner-Centered Principles
Chapter 14 - Classroom Assessment, Grading, and Standardized
Testing
Basics of Assessment
Measurement and Assessment
Assessing the Assessments: Reliability and Validity
Classroom Assessment: Testing
Using the Tests from Textbooks
Objective Testing
Essay Testing
Alternatives to Traditional Assessments
Authentic Classroom Assessment
Portfolios and Exhibitions
Evaluating Portfolios and Performances
Informal Assessments
Grading
Criterion-referenced versus Norm-referenced Grading
Effects Grading on Students
Grades and Motivation
Beyond Grading: Communicating with Families
Standardized Testing
Types of Scores
Interpreting Standardized Test Reports
Accountability and High-Stakes Testing
Reaching Every Student: Helping Students with Disabilities Prepare for High-Stakes Tests
Diversity and Convergences in Assessment
Diversity
Convergences
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