Educational psychology in the classroom:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York
Wiley
1976
|
| Ausgabe: | 5. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVIII, 521 S.: Ill. |
| ISBN: | 0471536490 |
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Datensatz im Suchindex
| _version_ | 1804119214544388096 |
|---|---|
| adam_text | Titel: Educational psychology in the classroom
Autor: Lindgren, Henry Clay
Jahr: 1976
Contents 1 Understanding the psychology of teaching and learning 1 Education as a storm center j Educational psychology and the search for answers / Understanding educational processes / Psychology and the professional status of teachers | Focal areas of educational psychology / The learner j The learning process | The learning situation ƒ What understanding” means / A many-sided approach j An awareness of important factors j Probing beneath the surface of behavior j Thinking causally j Making valid predictions / Sources of understanding / Laymen’s concepts of education j What psychologists can contribute ƒ Teachers’ experiences j Educational psychology as applied science j Interpreting educational measurements 2 M^eurners and their motives 19 The inside (and outside) story of motivation | Why do learners behave as they ! do? j The need to become competent and effective j “Need” defined j Basic needs j Anxiety, tension, and apprehensiveness j How we learn to be anxious j The human organism as an energy system j Rewards, reinforcements, and benefits j Stimulation, arousal, and excitement j Genetic aspects of behavior and motivation j Social influences on personality and motivation j The case of the first-born child j Perception and personality j The “self”—the center of the psychological universe j How “the self” operates j “Reality” is how we perceive it j How perceptions change with maturity j Understanding motives / Motives that lie “beyond awareness” j Motive as purpose and goal j Motives as multiple causes of behavior xi
3 The growth and maturation of the learner 43 Indications of growth and development j Maturity: a concept larger than age” j Aspects and dimensions of development j Cognitive development j The responsibility of the school j Piaget’s developmental stages j Do schools help children learn to think? j Intervention and stimulation during the preschool years j Social development j Social competence and the curriculum / Directions of social development I Morality and social learning j Emotional or affective development j Emotional maturity I Phases of emotional development j Physical development j Adaptation of the school to differences in levels of maturity j Sex differences in physical development j Relationship with other types of development j Nutritional deficiencies j Individual differences in growth and development j Consistencies and inconsistencies within individuals j Accelerated and retarded development j Providing for individual differences 4 The learner and his family 75 The family as teacher j Learning that occurs incidentally and unintentionally / The family situation j Change and instability j What if the mother works? j The emotional climate of the family j How children’s behavior and parental attitudes interact j Families as agents of the culture j Teaching and learning a life style j Children’s problems and culture conflict j Social class and subcultural differences I Social-class patterns of behavior j Aggression and physical punishment I Cultural values and children’s attitudes j The middle-class way of life: words, words, and more words f How an understanding of social class is helpful ƒ Meeting needs of learners from lower-social-class homes 5 The learner and the peer group 99 The need to relate to others / Relations with others during childhood and adolescence j Who children like best j Early stages in peer-group formation j Relations with peers during the middle years of childhood j
Conflicts between adult demands and peer-group pressures j Relations with peers during adolescence j • • XII CONTENTS
Adolescent relations with authority j The tyranny of the peer group j Measuring peer acceptance j Using sociometry j Teachers’ estimates of peer acceptance j What sociometrie data tell us about children and adolescents / Social forces influencing behavior j Peer-group norms j The teacher and the peer group: collaborators or antagonists? | Cohesiveness j Morale j The psychological climate of the classroom j The effects of a competitive climate j Hostility among peer groups I Ethnic prejudice j Effects of intergroup hostility / How schools can deal with intergroup hostility and aggression 6 Problem behavior in the classroom 129 Teachers’ attitudes toward problem behavior / Personal difficulties and learning progress j Everyday types of problems j Prevalence of problem behavior j Understanding the meaning of problem behavior j Emotional problems of everyday living I Anxiety as a cause and effect of problem behavior j Mechanisms of escape and defense j Rationalization j Displaced hostility j Self-punishment j Repression j Conformity / Shyness j Learning defense mechanisms j Background factors in problem behavior ƒ Emotional conflict as a basis for problem behavior j Problem behavior and students’ social environment | The hyperactive child j Prevalence of problem behavior among boys j Discouragement as a factor in problem behavior j School policies and conditions that are detrimental to mental health j Ways in which schools can improve mental health 7 Traditional / conventional views of learning and instruction 157 The learning process / Everyone has a theory/The carrot-and-stick” approach j The mind is a storehouse” ƒ “Didn’t they teach you anything in grade school?” I Practice makes perfect” j Teaching = telling; learning = being told” I “How to ride a bicycle: First you master the principles of mass, weight, and motion, and then . ? / Geometry is good for you—it teaches you how to
think” I School is preparation for life: Since life is grim, school should be grimmer” / If learning isn’t fun, it isn’t learning” / The pervasive power of traditional/conventional beliefs about learning • • • XIII CONTENTS
S Psychological concepts of the teaching-learning process 181 Why theory is necessary j The development of theoretical concepts based on science / Putting traditional/conventional theories to the test j Requirements of a usable teaching-learning theory j What an effective teaching-learning theory should do I Assumptions underlying an effective teaching-learning theory j Students motives and teachers theories j Conditioning or reinforcement theories j Classical conditioning j Operant conditioning j Operant conditioning in the classroom ¡ The rise and fall of the teaching machine j Learning theory and teaching experience: an unbridged gap j Theories which emphasize the wholeness of experience j Gestaltist approaches j Field theory j Learning as problem solving: a cognitive approach j Phenomenological concepts of learning / Teaching for mastery j The great humanist-behaviorist controversy! Skinnerians versus Rogerians j What is lacking: a social view of learning 9 Cognitive and affective factors in learning 209 The need for attention j Intrinsic and extrinsic rewards j Factors which interfere with learning j The curriculum and its presentation / Systems of classifying levels of learning j The learning of skills and information j The learning of concepts j The learning of attitudes / Attitudinal patterns and classroom learning j Wholes and parts / Problems encountered in using the whole method of learning j Personality factors and student performance I Personality factors as predictors j Readiness to learn j The influence of anxiety on learning j On being normally anxious I 10 Managing classroom learning 235 Are teachers necessary? j Teachers as managers | The teacher as a model ƒ The teacher as a psychological weathermaker j The teacher as a question- poser j Closed and open systems j Teachers expectations and students behavior j The “Pygmalion effect”: an elusive phenomenon ƒ Student norms ver- i sus
teacher expectations / What teachers’ anxiety does to their perceptions | Directing and controlling learning / Is it guidance? Is it manipulation? Does it get results? I “But Mom, I have to do my homework Evaluation, feedback, xiv CONTENTS
and anxiety j Teacher-centered versus group-centered methods j Overdwelling and other dominating habits j Getting it all together through structure and organization I The teacher as an autocrat / Communication and intercommunication / Communication as an essential skill j 1 The increasing complexity of teaching-learning problems 11 Discipline and the learning situation 257 The meaning of discipline j Styles of discipline / Teacher-imposed discipline j Punishment j Group-imposed discipline j Self-imposed discipline j Task-imposed discipline j Methods and techniques of discipline j Class management through “stage setting” j The teacher’s role as an anxiety reducer j How much anxiety is enough”? j Control of misbehavior through behavior modification j Teachers’ anxieties about discipline 12 The learner-centered classroom 285 Deficiencies and strengths of traditional/conventional approaches to education I Modern approaches to education j The managerial approach / Characteristics of learner-centered or “open” methods ƒ Individualized approaches to instruction I Computer-assisted instruction (CAI) j Innovations in curriculum and instruction I Getting the student involved / Helping students learn from one another I Learners in group settings / Promoting the major objectives of education j Group relations in the classroom j Group discussion / The use of “buzz groups j Committees / Getting the most out of group methods j Current status of learner-centered methods / Whatever happened to free schools? j Resistance to open schools and other learner-centered methods j Prospects for learner-centered methods 13 The evaluation of learning 315 The teacher s role as an evaluator j Observing and measuring progress toward goals I Specifying goals in behavioral terms j Measurement, evaluation, and the use of tests ƒ Evaluational feedback and learning j Attitudes toward evaluation j Contract plans with built-in
evaluation ƒ Teacher-made tests j Oral examinations XV CONTENTS
I Essay examinations j Choice-type or objective” tests j Reliability and validity I Standardized tests j The growth of standardized testing j Standardized achievement test batteries j Interpreting test results j Accountability: the search for hard evidence / The new look; the management assessment model j Accountability and teaching j Never mind the details—just tell me in words of one syllable . . / Criterion-referenced testing j Reporting pupil progress 14 Individual differences and their measurement 349 What is different” about individual differences? j Measuring cognitive differences j The first intelligence tests j Group intelligence tests: their promise and disappointment j What intelligence tests measure j Stability and change in IQ j The environment-heredity controversy j Are intelligence tests unfair to some children? j Underachievers: a puzzling problem j Aptitude, interest, and personality measurement j Measuring special aptitudes j Measuring vocational interests j Questionnaire measures of personal and social adjustment j Assessing personal and social adjustment with projective tests j Public criticism of personality assessment j Observational appraisals of pupils social behavior j Appraising and fostering creativity j Divergent and convergent thinking j Independence, nonconformity, and creativity j Can creativity be taught? 15 Exceptional children: learners who have special needs 377 Adapting educational practices to the needs of learners j Special education for exceptional children j What is special about special education? j Attitudes, motives, and treatment j Labeling and classifying children: more of a hindrance than a help j Failure and overprotection j Problems of slow and fast learners j Concepts of mental retardation j Helping mentally retarded children j Nonpromotion of slow learners j The problems of gifted children j Identifying gifted students j Special programs for the gifted j
Does double promotion help or hinder gifted children? j Ability grouping: the X, Y, Z of homogeneity j Social and emotional maladjustments j Communication disorders j The delinquent j Vulnerability to delinquency j The severely disturbed child j Identifying exceptional children” xvi CONTENTS
1 6 Problems of the socially disadvantaged learner 409 Social deprivation and poverty j Psychological effects of social deprivation j The inner-city environment / The socially deprived preschool child / The home of the socially disadvantaged child j Rewards: ego, social, and direct j What happens when rewards are postponed j n Aft versus n Ach j “Good behavior’’ versus achievement j Social disadvantage and cognitive development j Differences in rates of cognitive development j IQ and social deprivation / Experiences of black children and youth j Tasks for remedial programs j Preparation for free choices j Building ego strength j Attitudes of teachers in remedial programs j The Early Training Project at George Peabody College ƒ Background j Reinforcement of learning experiences j Developing n Ach j Delay of gratification and reinforcement | Learning to persist j Follow-up with mothers j Results j Planning and operating intervention and enrichment programs j The need for careful planning j Verbal facility and “cute little boys’’ j Programs for adolescents j Learning to work with inner-city adolescents j Using paraprofessionals in inner-city schools / 7 Psychological services: individualized help for the learner 439 The shortcomings of mass education j The need for individualized attention j Psychological or guidance specialists j The school counselor | The school psychologist j The school social worker j Medical specialists j Administrative personnel j Individualized attention from teachers j The need for special instruction j Personal adjustment problems j Individualized attention from psychological specialists / Emotional disturbances j Problems of choosing a career j The guidance worker and the dropout” j Group counseling of students with problems j The problem of academic pressure j Helping schools adjust to the psychological needs of students / The case conference j Life-space or “crisis”
interviewing j Collaboration of teachers and guidance workers / S The psychology of being a teacher 461 The importance of self-understanding j Instructional and administrative roles I The instructor j The teacher as model j The classroom manager j Clerk / Youth xvii CONTENTS
group worker j Public-relations person j Psychologically oriented roles j The artist in human relations j The social psychologist j The catalyst / The clinician ƒ Self-expressive roles / The need to help others j The learner and scholar j The parent-figure j The power seeker j The security seeker j Disintegrative and Integrative forces in teaching j Bureaucratic restrictions j Conflicts in roles j Conflicts in expectations j The teacher and the public: conflicts in priorities [ Conflicts in loyalties and responsibilities j Teachers as targets for hostility j Psychological effects of disintegrative factors j Integrative factors in teaching References and Author Index 489 Subject Index 513 XVIH CONTENTS
|
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| discipline | Pädagogik Psychologie |
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| indexdate | 2024-07-09T16:22:38Z |
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| isbn | 0471536490 |
| language | English |
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| spelling | Lindgren, Henry Clay 1914-2005 Verfasser (DE-588)119036878 aut Educational psychology in the classroom Henry Clay Lindgren 5. ed. New York Wiley 1976 XVIII, 521 S.: Ill. txt rdacontent n rdamedia nc rdacarrier Psychopédagogie Educational psychology Unterrichtspsychologie (DE-588)4187083-9 gnd rswk-swf Schulpsychologie (DE-588)4077212-3 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf 1\p (DE-588)4151278-9 Einführung gnd-content Lernpsychologie (DE-588)4074166-7 s Pädagogische Psychologie (DE-588)4044321-8 s 2\p DE-604 Schulpsychologie (DE-588)4077212-3 s 3\p DE-604 Unterrichtspsychologie (DE-588)4187083-9 s 4\p DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=003125669&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 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 4\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Lindgren, Henry Clay 1914-2005 Educational psychology in the classroom Psychopédagogie Educational psychology Unterrichtspsychologie (DE-588)4187083-9 gnd Schulpsychologie (DE-588)4077212-3 gnd Lernpsychologie (DE-588)4074166-7 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd |
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| title | Educational psychology in the classroom |
| title_auth | Educational psychology in the classroom |
| title_exact_search | Educational psychology in the classroom |
| title_full | Educational psychology in the classroom Henry Clay Lindgren |
| title_fullStr | Educational psychology in the classroom Henry Clay Lindgren |
| title_full_unstemmed | Educational psychology in the classroom Henry Clay Lindgren |
| title_short | Educational psychology in the classroom |
| title_sort | educational psychology in the classroom |
| topic | Psychopédagogie Educational psychology Unterrichtspsychologie (DE-588)4187083-9 gnd Schulpsychologie (DE-588)4077212-3 gnd Lernpsychologie (DE-588)4074166-7 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd |
| topic_facet | Psychopédagogie Educational psychology Unterrichtspsychologie Schulpsychologie Lernpsychologie Pädagogische Psychologie Einführung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=003125669&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT lindgrenhenryclay educationalpsychologyintheclassroom |