Psychology in teaching, learning, and growth:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Allyn and Bacon
1995
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| Ausgabe: | 5. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XI, 627 S. Ill. |
| ISBN: | 0205152694 |
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Datensatz im Suchindex
| _version_ | 1804141785566412800 |
|---|---|
| adam_text | Titel: Psychology in teaching, learning, and growth
Autor: Hamachek, Don E
Jahr: 1995
Contents Preface ix I TOWARD DEVELOPING A PSYCHOLOGICAL FRAMEWORK FOR UNDERSTANDING HUMAN BEHAVIOR AND IMPLICATIONS FOR EDUCATIONAL PROCESSES 1 1 Three Major Theoretical Positions About Human Behavior 3 Classical Psychoanalytic Psychology: Central Ideas 7 Behavioristic Psychology: Central Ideas 17 Humanistic Psychology: Central Ideas 26 Epilogue 32 Study and Review Questions 33 References 34 Selected Readings of Related Interest 35 2 Psychological Models for Understanding Behavioral Dynamics 36 The Developmental Tasks Model (Robert Havighurst) 39 The Concept-of-Competence Model (Robert W. White) 41 The Self-Actualization Model (Abraham Maslow) 45 The Fully Functioning Person Model (Carl Rogers) 51 The Psychosocial Stages Model (Erik Erikson) 54 Ways to Promote Healthy Self-Attitudes in Students 63 Epilogue 66 Study and Review Questions 67 References 68 Selected Readings of Related Interest 69 II TOWARD UNDERSTANDING GROWTH DYNAMICS INVOLVED IN PHYSICAL, PSYCHOLOGICAL, COGNITIVE, AND MORAL DEVELOPMENT 71 3 The Elementary Years: Behavioral Dynamics and Age-Level Characteristics 73 Physical Development: Basic Characteristics 76 Social Development: Basic Characteristics 83 Emotional Development: Basic Characteristics 85
IV Contents Cognitive Development: Basic Characteristics 88 Understanding Middle Childhood 94 Epilogue 94 Study and Review Questions 96 References 96 Selected Readings of Related Interest 98 4 The Adolescent Years: Behavioral Dynamics and Age-Level Characteristics What Is Adolescence? 102 Physical Development: Basic Characteristics 105 Social Development: Basic Characteristics 116 Emotional Development: Basic Characteristics 119 Cognitive Development: Basic Characteristics 123 Epilogue 126 Study and Review Questions 128 References 128 Selected Readings of Related Interest 130 5 Developmental Processes Involved in Intellectual Growth and Moral Reasoning What Constitutes Intelligence? 137 What Can We Conclude about the Nature of Intelligence? 146 Intellectual Development as Described by Piaget 148 Vygotsky s Social-Cognitive Theory 163 Intellectual Functioning and Brain Development 165 The Effects of Nature and Nurture on Intelligence 169 School Performance as Related to Intelligence 170 Moral Reasoning: Its Development and Expression 172 Epilogue 179 Study and Review Questions 182 References 183 Selected Readings of Related Interest 187 III TOWARD UNDERSTANDING LEARNING: INFORMATION-PROCESSING, STRATEGIES FOR ENHANCING LEARNING AND MOTIVATION, ROLE OF SELF-CONCEPT AND EXPECTATIONS, AND MEASUREMENT OF LEARNING OUTCOMES 6 Information Processing: A Model of How Learning and Memory Occur What Is Meant by Information Processing? 194 Components of the Information-Processing Model 195
Contents v Why Do We Forget? 209 Strategies for Improving Long-Term Memory 210 Teaching Strategies that Can Enhance Retention and Learning 217 Epilogue 219 Study and Review Questions 220 References 221 Selected Readings of Related Interest 223 7 Approaches to Classroom Learning and Learning Enhancement 224 What Is Learning? 228 How Learning Occurs: Cognitive and Behavioristic Views 229 The Evolution of Learning within a Cognitive Framework 230 Cognitive Models of Learning 232 A Behaviorist Model: Encouraging Learning through Reinforcement 243 Cognitive and Reinforcement Methods Are Not Mutually Exclusive 258 Styles and Patterns of Learning Vary among Students 259 Implications for Teachers 264 Epilogue 265 Study and Review Questions 266 References 267 Selected Readings of Related Interest 270 8 Motivational Dynamics and Human Learning 272 What Is Motivation? 275 Praise and Criticism: Their Motivational Effects 283 The Effects of Success and Failure on Level of Aspiration 290 Attribution Theory: Implications for Understanding Motivation and Motivational Processes 292 Self-Esteem: Its Effects on Success and Failure Expectations 302 Competition and Cooperation: Effects on Motivation 306 Epilogue 314 Study and Review Questions 315 References 316 Selected Readings of Related Interest 320 9 Self-Concept Dynamics and Teacher Expectations as Related to Learning 322 Self, Self-Concept, Self-Esteem, and Personality 326 Self-Concept and Behavior Are Interactive and Reciprocal 326 Self-Concept Is Hierarchical and Multidimensional 327
VI Contents Self-Esteem Is Affected by One s Comparison of Self with Others 330 Level of Aspiration and Self-Esteem are Interrelated 332 History of Successes and Failures Affects Level of Self-Esteem 332 The Importance of Success in the Early Years 333 Self-Concept and School Performance Are Often Linked 339 Which Comes First—A Positive Self-Concept or High Achievement? 341 Success: Antidote for a Negative Self-Concept 345 A Positive Self-Concept Is Necessary but Not Enough 346 Behavioral Differences between Students with High and Low Self-Concept 347 Strategies Teachers Can Use to Enhance Self-Concept and School Achievement 348 What Is the Psychology behind Teacher Expectations? 354 Do Teacher Expectations Really Make a Difference? 361 A Word of Caution about Expectations 363 Epilogue 363 Study and Review Questions 365 References 366 Selected Readings of Related Interest 369 10 Assessing Learning Outcomes 371 Measurement and Evaluation: Different but Related 375 Assessment Prerequisites: Definition of Goals and Objectives 376 Objectives Come in Three Domains: Cognitive, Affective, and Psychomotor 378 What Are the Characteristics of a Good Test? 381 Measures of Central Tendency: Aids for Interpreting Test Scores 384 Score Distribution Dictates Measure of Central Tendency to Use 385 Range, Percentile Rank, and Standard Deviation: Score Interpretation Aids 387 No Test Is Perfect—Each Has Its Own Standard Error of Measurement 390 Criterion-Referenced Assessment—Every Student Can Pass 391 Norm-Referenced Assessment—Not Everyone Passes 395 Choosing between Norm- and Criterion-Referenced Assessment 395 Planning and Constructing Good Classroom Tests 396 Standardized Tests: Their Purpose and Use 405 Grading and Reporting: Issues and Problems 406 Alternative Methods for Assessing Student Progress 408 Some Type of Grading System Is Necessary 414 Epilogue 415
Contents vu Study and Review Questions 415 References 416 Selected Readings of Related Interest 418 IV TOWARD BECOMING AN EFFECTIVE TEACHER AND ACHIEVING POSITIVE TEACHING OUTCOMES 11 Psychology and Behaviors of Effective Teachers Good Teaching Is Done in More Than One Way How Are Effective Teachers Identified? 425 Personality Traits of Good Teachers 426 Intellectual Characteristics of Effective Teachers Interaction Styles and Instructional Methods of Effective Teachers 437 Epilogue 445 Study and Review Questions 447 References 447 Selected Readings of Related Interest 451 12 Understanding Oneself: A Way to Enhance Teaching Effectiveness 452 How Can Self-Understanding Be Helpful? 456 Ways to Acquire Self-Understanding 457 How Self-Understanding Can Help Us Be Better Teachers 477 A Teacher s Self-Understanding Can Make a Positive Difference 481 Epilogue 482 Study and Review Questions 483 References 483 Selected Readings of Related Interest 485 13 Making Teaching Meaningful, Relevant, and Lasting 486 Plan Teaching with an Eye to Students Readiness to Learn 490 Teaching for Transfer of Learning 495 Approaches to Maximizing Positive Transfer 498 Honing the Fine Art of Teacher Questioning 501 Using the Psychological Content of a Curriculum 506 Making the Results of Teaching and Learning More Lasting 511 Microsociety Schools: Experiments in Education Relevancy 522 Reaching Students from Varied Ethnic and Cultural Backgrounds 524 Epilogue 530 Study and Review Questions 532 References 532 419 421 424 432
Contents viii Selected Readings of Related Interest 535 V TOWARD UNDERSTANDING THE PSYCHOLOGY OF CLASSROOM DYNAMICS AND GROUP BEHAVIOR 537 14 Psychology and Development of Healthy Classroom Dynamics 539 Psychology and Dynamics of Classroom Climate 542 Interpersonal Attraction Patterns and Their Effect on Group Climate 548 Classroom Norms: Their Development and Expression 553 Cohesiveness: A Group s Interpersonal Glue 559 Creating A Climate of Open Communication 563 Epilogue 568 Study and Review Questions 569 References 570 Selected Readings of Related Interest 572 15 Strategies for Achieving Positive Classroom Management 573 How Serious Is the Problem of School Discipline? 577 Managing A Classroom: What Effective Teachers Do 578 Prevention: The Best Management Strategy of All 584 Teacher Behaviors that Help Set a Positive, Cooperative Tone 588 Assertive Discipline: The Canter Model of Classroom Management 595 Diagnostic Thinking: A Psychodynamic Approach to Classroom Management 597 When Are Disciplinary Measures Necessary? 602 Some Cautions about the Use of Punishment 604 Guidelines for Developing Positive Classroom Discipline 606 Epilogue 607 Study and Review Questions 608 References 609 Selected Readings of Related Interest 610 NAME INDEX 613 SUBJECT INDEX 620
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| title | Psychology in teaching, learning, and growth |
| title_auth | Psychology in teaching, learning, and growth |
| title_exact_search | Psychology in teaching, learning, and growth |
| title_full | Psychology in teaching, learning, and growth Don Hamachek |
| title_fullStr | Psychology in teaching, learning, and growth Don Hamachek |
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| title_short | Psychology in teaching, learning, and growth |
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