Educational psychology: theory into practice
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Englewood Cliffs, N.J.
Prentice Hall
1988
|
| Edition: | 2. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Literaturverz. S. 623 - 640 |
| Physical Description: | XX, 663 S. Ill., graph. Darst. |
| ISBN: | 0132368862 |
Staff View
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Record in the Search Index
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| adam_text | Titel: Educational psychology
Autor: Slavin, Robert E
Jahr: 1988
Contents Preface XV Chapter 1 Educational Psychology: A Tool for Teachers l What Makes a Good Teacher? 2 Why This Book Was Written 3 Educational Psychology: A Problem-Solving Approach 3 Teachers on Teaching: Learning to Teach 4 Why Is Research in Educational Psychology Important? 5 What Good Is Research in Educational Psychology to the Teacher? 6 / Research Methods in Educational Psychology 8 Why Teaching Is the Hardest Job in the World, and Why Teachers Secretly Love It—A Dedication 15 Summary 16 / Study Questions 17 / Suggested Readings 17 PART ONE: chapter 2 Q£yEI_QPMEI IT Theories of Development 19 v Aspects of Development 20 Continuous and Discontinuous Theories 21 Piaget’s Theory of Cognitive Development 22 Principal Concepts in Piaget’s Theory 22 / The Stages 24 / Criticisms and Revisions of Piaget’s Theory 35 Theory into Practice: Piaget s Theory of Cognitive Development 36 Erikson’s Theory of Personal and Social Development 37 The Stages 39 Teachers on Teaching: Personal and Social Development 41 Theory into Practice: Personal and Social Development 44 Moral Reasoning 47 Piaget’s Theory of Moral Development 47 / Kohlberg’s Stages of Moral Reasoning 49 Teachers on Teaching: Moral Reasoning 49 Limitations of Kohlberg’s Theory 52
Relationships Among Major Theories 52 Summary 54 / Study Questions 55 / Suggested Readings 56 Chapter 3 Development During Childhood and Adolescence 59 Development During Early Childhood 60 Physical Development 60 / Cognitive Abilities 62 / Language 62 / Early Childhood Education 65 / Socioemotional Development 68 / Play 70 Theory into Practice: Teaching Preschoolers and Kindergartners 72 Development During Middle Childhood 74 Physical Development 75 / Cognitive Abilities 76 Teachers on Teaching: Elementary School Teaching 79 Socioemotional Development 80 Theory into Practice: Teaching Elementary-Age Children 84 Development During Adolescence 86 Physical Development 86 / Cognitive Abilities 88 Teachers on Teaching: Junior High and High School Teaching 90 Socioemotional Development 92 / Problems of Adolescence 98 Theory into Practice: Teaching Junior High and High School Students 100 Summary 102 / Study Questions 104 / Suggested Readings 105 PART TWO: Chapter 4 LEARNING Behavioral Theories of Learning 107 What Is Learning? 108 Theories of Learning 109 Evolution of Behavioral Learning Theories 109 Ivan Pavlov: Classical Conditioning 109 / E. L. Thorndike: The Law of Effect 111 / B. F. Skinner: Operant Conditioning 112 Principles of Behavioral Learning Theories 113 Consequences 113 / Reinforcers 113 Teachers on Teaching: Strategies for Reinforcement 115 Theory into Practice: Classroom Uses of Reinforcement 116 Punishers 117 / Immediacy of Consequences 118 / Shaping 121 / Extinction 122 Teachers on Teaching: Encouraging Desirable Behavior 123 Schedules of Reinforcement 126 Teachers on Teaching: Reinforcement Schedules 127 Maintenance 130 / Antecedent Stimuli 131 / Discrimination 132 / Generalization 132 Social Learning Theory 133 Modeling 133 Teachers on Teaching: Modeling 134 Self-Regulation 136 Vi Contents
Applications of Behavioral Learning Theories 138 Strengths and Limitations of Behavioral Learning Theories 139 Summary 139 / Study Questions 140 / Suggested Readings 141 Chapter 5 information Processing and Memory 143 Humans as Information Processors 144 Information Processing 144 Sensory Register 145 / Short-Term Memory 150 Teachers on Teaching: Focusing on Important Information 151 Long-Term Memory 153 / Levels of Processing 157 / Allocating Mental Resources 158 / Forgetting 160 Teachers on Teaching: Helping Students Process Information 162 Theory into Practice: Reducing Retroactive Inhibition 164 Memory Strategies 165 Verbal Learning 166 / Paired-Associate Learning 166 Theory into Practice: Paired-Associate Learning Strategies 168 Serial and Free-Recall Learning 170 Theory into Practice: Serial and Free-Recall Learning Strategies 171 Practice 173 Teachers on Teaching: Overlearning and Memorization 174 Summary 175 / Study Questions 176 / Suggested Readings 177 Chapter 6 Meaningful Learning 179 Making Information Meaningful 180 Rote and Meaningful Learning 180 / Inert versus Useful Knowledge 181 / Schema Theory and Meaningful Learning 182 / Helping Students Understand 184 / Advance Organizers 185 Theory into Practice: Advance Organizers 186 Organization of Information 187 / Questions 188 / Elaboration 189 / Generative Learning 190 Study Strategies 190 Underlining 191 / Note Taking 191 / Summarizing 192 / Student-Generated Questions 192 / Outlining, Networking, and Mapping 192 / Cooperative Scripts 192 / Effective Study Strategies: Conclusions 193 Theory into Practice: Study Strategies 194 Metacognitive Learning Strategies 196 Theory into Practice: Reciprocal Teaching 198 Teaching Thinking Skills 201 Concept Learning 202 Teaching of Concepts 204 Contents Vii
Teachers on Teaching: Teaching Concepts 206 Transfer of Learning and Problem Solving 207 Transfer of Concepts 207 Teachers on Teaching: Helping Students Transfer Learning 208 Varied Context 209 / Strategies for Solving Problems 209 Teachers on Teaching: Problem Solving 213 Cognitive Models of Instruction 215 Jerome Bruner: Discovery Learning 215 Theory into Practice: Discovery Learning 217 David Ausubel: Reception Learning 218 Theory into Practice: Expository Teaching 219 Robert Gagné: Events of Learning and Instruction 220 Summary 225 / Study Questions 226 / Suggested Readings 227 PART THREE: INSTRUCTION Chapter 7 Organizing for Instruction What to Teach and How to Teach It Instructional Objectives Types of Objectives 233 / Objectives and Assessment 234 / Bloom’s Taxonomy of Educational Objectives 236 / Research on Instructional Objectives 239 / Outcomes of Learning 241 / Taxonomy of Affective Objectives 242 / Psychomotor Objectives 243 Theory into Practice: Planning Courses, Units, and Lessons Teachers on Teaching: Instructional Objectives Task Analysis 246 Arranging the Classroom for Effective Instruction Teachers on Teaching: Physical Arrangement of the Classroom Models of Effective Instruction Effective Instruction: Not Just Good Teaching 252 / Carroll’s Model of School Learning 253 / The QAIT Model of Effective Instruction 254 Summary 257 / Study Questions 258 / Suggested Readings 259 229 230 230 243 246 249 250 251 Chapter 8 The Lesson 261 Parts of the Lesson 262 Sample Lessons 263 Lessons: Step-by-Step 268 State Instructional Objectives and Orient Students to Lesson 268 / Review Prerequisites 269 / Present New Material 271 / Conduct Learning Probes 274 / Provide Independent Practice 278 viii Contents
Teachers on Teaching: Lessons and Homework 280 Assess Performance and Provide Feedback 281 Provide Distributed Practice and Review 282 Direct Instruction 282 Theory into Practice: Direct Instruction Methods 283 Research on Direct Instruction Methods 288 Discussions 290 Whole-Class Discussions 291 Teachers on Teaching: Class Discussions 294 Small-Group Discussions 297 Humanistic Education 298 Open Schools 301 / Humanistic Education versus Direct Instruction 303 Summary 305 / Study Questions 306 / Suggested Readings 307 Chapter 9 Accommodating student Differences 309 The Problem of Student Differences 310 Types of Differences 311 / Learning Styles 312 / Providing Appropriate Levels of Instruction 313 Grouping Students by Ability 314 Ability Grouping Between Classes 314 / Ability Grouping Within Classes 317 / General Principles of Ability Grouping 320 Teachers on Teaching: Ability Grouping 318 Theory into Practice: Ability-Grouped Active Teaching 321 Effective Use of Reading Groups 326 Assigning Students to Groups 326 / Content and Pace of Lessons 326 / Guidelines for Instruction 327 / Cooperative Integrated Reading and Composition 328 Mastery Learning 329 Basic Principles 329 Theory into Practice: Mastery Learning 334 Individualized Instruction 338 Programmed Instruction 338 / Team Assisted Individualization 340 / Tutoring 341 Teachers on Teaching: Tutoring 342 Informal Remediation and Enrichment 343 Computer-Assisted Instruction 344 History of CAI 345 / Types of CAI Programs 346 / Research on CAI 349 Appropriate Levels of Instruction: Review of General Principles 350 Summary 351 / Study Questions 352 / Suggested Readings 353 Contents ix
Chapter 10 Motivation 355 Meaning and Importance of Motivation 356 Theories of Motivation 357 Motivation and Reinforcers 357 / Rewards and Reinforcers 357 / Motivation and Needs 359 / Cognitive Dissonance 361 Teachers on Teaching: Increasing Student Motivation 362 Attribution Theory 365 / Motivation and Personality 368 / Achievement Motivation 369 / Learned Helplessness 371 / Achievement Motivation and Attribution Training 372 / Expectancy Theories of Motivation 373 / Teacher and Student Expectations 375 Teachers on Teaching: Effects of Achievement and Expectations 376 Incentives for Learning 378 Intrinsic and Extrinsic Motivation 378 / Enhancing Intrinsic Motivation 380 / Incentives for Learning: Basic Principles 382 Teachers on Teaching: Incentives for Learning 384 Classroom Rewards 386 / Praise 387 / Feedback 389 / Grades as Incentives 389 / Goal Setting 390 Rewarding Effort and Improvement 390 Theory into Practice: Individual Learning Expectations 391 Behavior Modification and Home-Based Reinforcement Strategies 393 / Cooperation and Competition 394 / Cooperative Learning Methods 395 Summary 398 / Study Questions 400 / Suggested Readings 401 Chapter 11 Classroom Management and Discipline 403 Time and Learning 405 Where Does the Time Go? 405 / Allocated Time for Instruction 407 / Engaged Time 409 / Engaged Time versus Engaging Instruction: A Caution 415 / Classroom Rules and Behavior 416 Theory into Practice: Management Concerns over the School Years 417 Teachers on Teaching: Management at Different Grade Levels 419 Discipline 420 Structure and Freedom 420 / Managing Routine Misbehavior 420 / Managing More Serious Behavior Problems 424 Teachers on Teaching: Misconduct and Discipline 425 Behavior Modification 426 What Maintains Student Misbehavior? 426 Behavior Modification and Classroom Management 429 Individual Behavior Modification Strategies 430 / Home-Based Reinforcement 434 X Contents
436 Theory into Practice: Daily Report Cards Whole-Class Behavior Modification 438 Group Contingencies 439 Teachers on Teaching: Solving Discipline Problems 440 Theory into Practice: Group Contingency Programs 443 Ethics of Behavior Modification 444 Delinquency 445 Preventing Delinquency 446 Summary 448 / Study Questions 450 / Suggested Readings 451 PART FOUR: Chapters INDIVIDUAL Exceptional students 453 Who Is an “Exceptional Student”? 454 How Many Students Are “Exceptional ? 454 Types of Exceptional Students 456 What’s in a Label 456 / Mental Exceptionalities 456 / Giftedness 463 Teachers on Teaching: Teaching Gifted Children 465 Serious Emotional Disturbance 466 / Behavior Disorders 469 / Communication Disorders 473 / Children with Physical Problems 475 Teachers on Teaching: Helping Exceptional Children 478 Special Education 480 Public Law 94-142 480 / A Continuum of Special Education Services 482 Theory into Practice: Preparing IEPs 486 Mainstreaming 492 Research on Mainstreaming 493 Theory into Practice: Adapting Instruction 496 Computers and the Handicapped Student 499 / Buddy Systems and Peer Tutoring 500 / Coordination with Special Education Personnel 500 / Social Integration of Handicapped Students 501 Summary 502 / Study Questions 504 / Suggested Readings 505 Chapter 13 Social Class, Ethnicity, and Gender 507 Cultural Differences 508 Social Class 509 Schools as Middle-Class Institutions 511 / Compensatory Education 513 Ethnicity and Race 515 Racial and Ethnic Composition of the United States 516 Desegregation 520 Theory into Practice: Teaching in Desegregated Schools 521 Language Minorities 523 Bilingual Education 524 Contents Xi
Theory into Practice: Teaching in the Culturally Diverse Classroom 526 Gender Differences 527 Actual versus Learned Gender Differences 527 / Gender Differences in Early Socialization 529 Teachers on Teaching: Social-Class, Ethnic, and Gender Differences 530 Gender Differences and the School 530 / Gender Differences in Achievement 532 / Social-Class and Sex-Role Differences 533 Theory into Practice: Avoiding Gender Bias in Teaching 533 Summary 535 / Study Questions 536 / Suggested Readings 537 PART FIVE: MEASUREMENT AND EVALUATION Chapter 14 Student Evaluation: Tests and Crades Student Evaluation Why Do We Evaluate? Evaluations as Incentives 542 / Informational Value of Evaluations 543 Teachers on Teaching: Tests and Their Uses Evaluation Strategies Formative versus Summative Evaluation 547 / Norm-Referenced versus Criterion-Referenced Evaluation 549 / Matching Strategies with Goals 548 Achievement Tests Basic Principles of Achievement Testing 551 / Tables of Specifications 553 Theory into Practice: Writing Test Items Teachers on Teaching: Designing Tests Grading and Evaluating Grading Criteria 568 / Assigning Letter Grades 569 Teachers on Teaching: Grading Report Card Grades 573 Summary 574 / Study Questions 574 / Suggested Readings 575 539 540 541 545 546 551 555 564 568 572 Chapter 15 Using and Interpreting Standardized Tests 577 What Are Standardized Tests? 578 Uses of Standardized Tests 579 Selection and Placement 579 / Diagnosis 579 / Evaluation 580 Types of Standardized Tests 580 Aptitude Tests 582 / Achievement Tests 583 Interpreting Standardized Tests 586 Types of Scores 586 / Validity, Reliability, and Bias 592 Teachers on Teaching: Standardized Tests 597 Theory into Practice: Interpreting Standardized Test Results 599 xii Contents
604 Selecting Standardized Tests Why Are You Testing in the First Place? 604 / The Uses of Standardized Tests in the Schools 607 / Problems and Issues in Standardized Testing 609 Summary 610 / Study Questions 611 / Suggested Readings 612 Glossary 613 References 623 Acknowledgments 641 Name Index 643 Subject index 649 About the Author 663 Contents Xiii
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| spelling | Slavin, Robert E. 1950- Verfasser (DE-588)140504338 aut Educational psychology theory into practice Robert E. Slavin 2. ed. Englewood Cliffs, N.J. Prentice Hall 1988 XX, 663 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Literaturverz. S. 623 - 640 Psychopédagogie Educational psychology Psychology, Educational Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf 1\p (DE-588)4123623-3 Lehrbuch gnd-content Pädagogische Psychologie (DE-588)4044321-8 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=000737860&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
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| title | Educational psychology theory into practice |
| title_auth | Educational psychology theory into practice |
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| title_full | Educational psychology theory into practice Robert E. Slavin |
| title_fullStr | Educational psychology theory into practice Robert E. Slavin |
| title_full_unstemmed | Educational psychology theory into practice Robert E. Slavin |
| title_short | Educational psychology |
| title_sort | educational psychology theory into practice |
| title_sub | theory into practice |
| topic | Psychopédagogie Educational psychology Psychology, Educational Pädagogische Psychologie (DE-588)4044321-8 gnd |
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