The Beginning | |
Psychology for Teaching | p. 2 |
Psychology for Teaching | p. 4 |
Teaching and Your Beliefs | p. 5 |
Psychology | p. 7 |
Models of Learners and Teachers | p. 12 |
A Model of Teaching | p. 15 |
Psychology Applied to Teaching | p. 17 |
Teaching as Decision Making | p. 19 |
Teaching as Problem Solving | p. 19 |
Teaching to Empower Students | p. 20 |
Teaching as a Reflective Activity | p. 21 |
Teaching as a Craft | p. 22 |
Teaching as a Career | p. 25 |
Cultural and Global Diversity | p. 28 |
Main Points | p. 30 |
Applied Questions | p. 32 |
Internet Activity | p. 32 |
Study Terms | p. 32 |
Suggested Readings | p. 33 |
Development and Teaching | |
An Overview of Development | p. 36 |
Concepts in Human Development | p. 38 |
Principles of Human Development | p. 40 |
Moral Development | p. 52 |
Language Development | p. 57 |
Main Points | p. 62 |
Applied Questions | p. 64 |
Internet Activity | p. 64 |
Study Terms | p. 64 |
Suggested Readings | p. 65 |
Cognitive and Social Development | p. 66 |
Gender Roles | p. 68 |
Personality Development: Erik Erikson | p. 74 |
Cognitive Development | p. 78 |
Piaget's Most Basic Ideas | p. 79 |
Construction of the Intellect: Piaget's Theory | p. 83 |
Educational Implications of Piaget's Theory | p. 99 |
Vygotsky's Cultural/Cognitive Theory | p. 103 |
Educational Implications of Vygotsky's Theory | p. 106 |
Main Points | p. 108 |
Applied Questions | p. 110 |
Internet Activity | p. 110 |
Study Terms | p. 110 |
Suggested Readings | p. 111 |
Learning and Teaching | |
Behaviorism and Social Learning Theory | p. 114 |
Learning | p. 116 |
Three Approaches to Human Learning | p. 119 |
Pavlov's Classical Conditioning | p. 120 |
Watson's Environmentalism | p. 122 |
Thorndike's Connectionism | p. 124 |
Skinner's Operant Conditioning | p. 130 |
A Summary of Behavioristic Contributions to Instruction | p. 145 |
Beyond Freedom: A Philosophical Discussion | p. 148 |
Bandura's Social Cognitive Theory | p. 149 |
Instructional Implications of Social Cognitive Theory | p. 158 |
Main Points | p. 159 |
Applied Questions | p. 161 |
Internet Activity | p. 161 |
Study Terms | p. 161 |
Suggested Readings | p. 162 |
Thinking and Remembering | p. 164 |
Cognitivism | p. 166 |
The Modal Model of Memory | p. 169 |
Processes in Long-Term Memory | p. 177 |
Educational Applications: Teaching for Retrieval | p. 179 |
Metacognition | p. 186 |
Main Points | p. 196 |
Applied Questions | p. 197 |
Internet Activity | p. 197 |
Study Terms | p. 198 |
Suggested Readings | p. 198 |
Cognitive Approaches to Teaching | p. 200 |
Direct Instruction and Constructivism | p. 203 |
Bruner's Theory: Discovery Learning | p. 208 |
Ausubel's Theory: Reception Learning | p. 213 |
Discovery or Reception? | p. 219 |
Some Cognitive Instructional Models and Emphases | p. 223 |
Another Look at Constructivism | p. 229 |
Main Points | p. 231 |
Applied Questions | p. 234 |
Internet Activity | p. 234 |
Study Terms | p. 234 |
Suggested Readings | p. 235 |
Humanistic Approaches to Teaching | p. 236 |
Humanistic Psychology | p. 238 |
Rogerian Humanistic Theory | p. 240 |
Humanism in the Classroom | p. 246 |
Specific Humanistic Programs in the Classroom | p. 251 |
Some Reactions to Humanistic Education | p. 265 |
Constructivism, Humanism, and the Best Teaching Practices | p. 267 |
Main Points | p. 268 |
Applied Questions | p. 269 |
Internet Activity | p. 269 |
Study Terms | p. 270 |
Suggested Readings | p. 270 |
Diversity and Teaching | |
Intelligence and Creativity | p. 274 |
Some Views and Theories of Intelligence | p. 276 |
Measuring Intelligence | p. 285 |
Some Influences on Intelligence | p. 296 |
Creativity | p. 300 |
Connections Between Creativity and Intelligence | p. 305 |
Main Points | p. 310 |
Applied Questions | p. 311 |
Internet Activity | p. 311 |
Study Terms | p. 312 |
Suggested Readings | p. 312 |
Learners with Special Needs | p. 314 |
The Talented and the Gifted | p. 317 |
Teaching Those with Disabilities | p. 331 |
Definition and Identification of Exceptionality | p. 338 |
Main Points | p. 352 |
Applied Questions | p. 354 |
Internet Activity | p. 354 |
Study Terms | p. 354 |
Suggested Readings | p. 355 |
Multicultural Education: Adapting Instruction for Learners | p. 356 |
Multiculturalism | p. 358 |
Adapting Instruction for Diverse Learners | p. 367 |
Tracking | p. 368 |
The Learning Styles Approach | p. 371 |
Programmed Instruction | p. 373 |
Computers in Education | p. 377 |
Other Individualized Instructional Programs | p. 389 |
Attribute -- Treatment Interaction | p. 393 |
Main Points | p. 395 |
Applied Questions | p. 397 |
Internet Activity | p. 397 |
Study Terms | p. 397 |
Suggested Readings | p. 398 |
More Effective Instruction | |
Motivation and Teaching | p. 402 |
Motives: Explanations for Behavior | p. 405 |
Historical Views of Human Motivation | p. 406 |
Magnitude of Motivation: Arousal Theory | p. 409 |
A Behavioristic View of Motivation | p. 414 |
A Humanistic View of Motivation | p. 418 |
Cognitive Views of Motivation | p. 422 |
Classroom Applications of Cognitive Views | p. 431 |
Main Points | p. 436 |
Applied Questions | p. 437 |
Internet Activity | p. 437 |
Study Terms | p. 438 |
Suggested Readings | p. 438 |
Classroom Management | p. 440 |
Classroom Management and Discipline | p. 442 |
Humanistic Models of Classroom Management | p. 448 |
Democratic Models of Classroom Management | p. 454 |
Behavioristic Models of Classroom Management | p. 462 |
Some Practices for Your Classroom Management Plan | p. 475 |
Main Points | p. 480 |
Applied Questions | p. 482 |
Internet Activity | p. 482 |
Study Terms | p. 482 |
Suggested Readings | p. 483 |
Instructional Objectives and School Assessments | p. 484 |
Measurement and Evaluation in Schools | p. 486 |
Instructional Goals and Assessment | p. 490 |
Blueprints for Teacher-Made Tests | p. 499 |
Characteristics of a Good Measuring Instrument | p. 501 |
Standardized Tests | p. 505 |
Teacher-Made Tests | p. 510 |
Criterion-Referenced Testing | p. 515 |
Performance-Based Assessments | p. 518 |
Some Legal Issues in Educational Assessment | p. 524 |
Concluding Thoughts on Educational Assessment | p. 526 |
Main Points | p. 527 |
Applied Questions | p. 529 |
Internet Activity | p. 529 |
Study Terms | p. 530 |
Suggested Readings | p. 530 |
Epilogue and a Growing Footnote | p. 532 |
Glossary | p. 535 |
Bibliography | p. 561 |
Index | p. 590 |
Table of Contents provided by Syndetics. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.