Applying twelve different learning theories to improve classroom teaching: ways to close the achievement gap
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Lewiston [u.a.]
Edwin Mellen Press
2008
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 345-372) and index |
| Beschreibung: | iv, 381 p. 24 cm |
| ISBN: | 9780773449756 0773449752 |
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| 245 | 1 | 0 | |a Applying twelve different learning theories to improve classroom teaching |b ways to close the achievement gap |c George R. Taylor, Stephanie Johns Hawkins, Delores S. Harvey ; with a foreword by Leontye Lewis |
| 264 | 1 | |a Lewiston [u.a.] |b Edwin Mellen Press |c 2008 | |
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| 700 | 1 | |a Harvey, Delores S. |e Verfasser |4 aut | |
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Datensatz im Suchindex
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|---|---|
| adam_text | TABLE OF CONTENTS PREFACE FOREWORD BY LEONTYE LEWIS II ACKNOWLEDGEMENTS
IV C~P~1 1 THE GOALS AND PHILOSOPHY OF EDUCATION INTRODUCTION 1 PHYSICAL
ASPED OF LEARNING 3 LEARNED INTELLIGENCE 5 EARLY CONTRIBUTORS TO
LEARNING THEORIES 9 THEORY DEFINED 9 TBEORIES OF LEARNING 10
CLASSIFICATION OFLEARNING THEORIES 10 SCIENTIFIC THEORY 11
CHARACTERISTIC OF SCIENTIFIC THEORY 12 THE SCIENTIFIC METHOD 13 CHAPTER
2 15 THE LEARNING EXPERIMENT IDENTIFICATION, SELECTION, AND STATEMENT OF
TBE PROBLEM 15 DEVELOPMENT OF TESTABLE HYPOTHESES AND RESEARCH QUESTIONS
16 VAUDATING AND ESTABLISHING RELIABUITY 01 INSTRUMENTS 16 EIPERIMENTAL
CONDITIONS 17 STATISTIEAL ANALYSIS 17 DESERIPTIVE ANALYSIS 17
CONSTRNCTING THEORY 18 TESTING THEORY 18 FINDINGSIRESULTS 18
TRIANGULATION 18 ETHIEAL ISSUES IN CONDUCTING RESEARCH 19 CONSENT 19
HANN 10 PRIVACY 11 DECEPTION 11 SUMMARY 13 CHAPTER3 EMOTIONS AND
MOTIVATION IN LEARNING INTRODUCTION THE ROLE 01 EMOTIONS IN LEARNING
MOTIVATION DRIVE THEORY ATTRITION THEORY SEIL-SYSTEM PLANNING KNOWLEDGE
AWARENES8 METACOGNITION PROACTIVE REFLECTION SELF-EFFIEACY SOCIAL
EFFICACY SUMMARY 15 15 18 30 31 31 33 34 34 34 35 35 35 36 CHAPTER4
CONTRIBUTIONS OF EARLY THEORIES INTRODUETION CONTRIBUTIONS OF EARLY
THEORISTS EDWARD L. THORNDIKE JOHN B. WATSON EDWIN R. GUTHRIE IVAN P.
PAVLOV CLASSIEAL CONDITIONING THE CLASSICAL CONDITIONING MODEL
SIMULTANEOUS CONDITIONING DELAYED CONDITIONING TRAEE CONDITIONING
BAEKWARD CONDITIONING EXTINETION HIGHER ORDER CONDITIONING
DISERIMINATION CLASSIEAL CONDITIONING IN HUMAN LEARNING BURRHUS FREDERIE
SKINNER RESPONDENTS AND OPERANT BEHAVIOR OPERANT CONDITIONING
REINFOREEMENT POSITIVE AND NEGATIVE REINFOREEMENTS EXTINETION SHAPING
CHAINING PROGRAMMED LEARNING SUMMARY CHAPTER5 APPLICATION OF BEHAVIORAL
THEORIES THE IMPACT OF BEHAVIORISM BEHAVIORAL STRATEGIES 37 37 37 38 38
39 40 41 42 43 43 44 44 44 45 45 46 48 48 49 51 51 53 54 54 55 57 59 60
61 MASTERY LEAMIDG 61 MASTERY LEAMING DEFINED 62 THE BUNTER MODEL 62
COMPONENTS 01 MASTERY LEAMING 63 PROPONENTS OLMASTERY LEAMING 65
CLASSROOM IMPLICATIONS 66 CRITICS 01 MASTERY LEARNING 68 BEHAVIOR
ANALYSIS 68 THE APPLICATION 01 BEHAVIOR THRONGH A TOKEN ECONOMY SYSTEM
69 SCHOOL-WIDE TOKEN ECONOMY SYSTEM 70 CONTIDGENCY CODTRACTING 71
COMPUTER TECHNOLOGY AND TECHNOLOGICAL SERVICES 71 ADVANTAGES 01 USING
COMPUTERS AND OTHER TECHNICAL DEVICES 72 INTEGRATING TECHNOLOGY IN THE
CLASSROOM 75 LEARNIDG OECURS IN CONTEIT 75 LEARNIDG IS ACTIVE 76 LEAMING
IS SOCIAL 76 LEAMING IS REFLECTIVE 77 THE INTEMET 78 SUMMARY 79 CHAPTER6
83 SIAL LEAROING STRATEGIES INTRODUCTION 83 VZGOTSKY S THEORY 84
COMMONALITY AMOOG THEORIES 85 SOCIAL COGOITIVE THEORY 86 MILLER AOD
DOUARD 87 DRIVE 87 ES ~ RESPOOSE 88 REWARD 88 SAME BEHAVIOR 88
MATCHED-DEPEODEOT BEHAVIOR 88 COPYING BEHAVIOR 89 JUUAN P. ROTTER 89
ALBERT BANDURA 92 OBSERVATIONAL LEARNING 93 MODELING AND IMITATION 9S
SELF-EFFICAEY 99 SUMMARY 102 CHAPTER 7 107 APPUCATIONOF SOCIAL LEARNING
THEORIES INTRODUCTION 107 APPLIEATION OFMODELING TEEHNIQUES 109 ANGER
AND HOSTILITY 111 SOCIAL SKIUSTEACHING STRATEGIES 112 TEACHING
SELF-REGULATION SKILLS 112 BE AWARE OF ONE S THINKING PATTERNS 113
DEVELOPAND EVALUATE LONG-TERM GOALS 113 INTEGRATIVE ASPEETS OFSOEIAL
SKILLS DEVELOPMENT 115 COGNITIVE BEHAVIOR MODIFICATION 119
SELF-REGULATIONOF BEHAVIOR 121 SELF-OBSERVATION 122 SELF-EFFIEAEY 123
SUMMARY 125 CHAPTER 8 129 COGNITIVE PSYCHOLOGY OVERVIEW 129 BEHAVIORAL
APPROACH 130 DEVELOPMENTAL APPROACH 132 INFORMATION-PROEESSING APPROACH
137 LINGOISTIC APPROACH 140 A COMPARISON BETWEEN COGNITIVE AND
BEHAVIORAL PSYCHOLOGY 142 SUMMARY 143 CHAPTER 9 145 IMPACT OF EARLY
COGNITIVE THEORISTS OVERVIEW 145 EDWARD C. TOLMAN 146 CLASSROOM
APPLICATION 149 JEAN PIAGET 149 OVERVIEW OF PIAGET S CONTRIBUTIONS 150
SENSORI-MOTOR STAGE (BIRTH TO AGE 2) 152 CONCRETE OPERATIONS (AGES 7 TO
11) 154 FORMALOPERATIONAL STAGE (AGES 11 TO ADULTHOOD) 155 CLASSROOM
APPLICATION 156 LEV VYGOTSKY 157 CLASSROOM APPLICATION 158 GESTALT
PSYCHOLOGY 158 CLASSROOM APPLICATION 160 SUMMARY 161 CHAPTER 10 163
CONCEPTUAL LEAMING FREQUENTLY USED COGNITIVE STRATEGIES AND PROCEDURES
163 OVERVIEW 163 COMPOSITIONS 164 THEORIES OF CONCEPT LEARNING 165
PROTOTYPE OFA CONCEPT 165 RULES OF CONCEPTS 166 ASSOCIATIVE AND
COGNITIVE PROCESSES 167 CLASSROOM APPLICATIONS 168 SUMMARY 170 CHAPTER
11 173 CRITICAL THINKING AND PROBLEM SOLVING OVERVIEW 173 PRINCIPLES AND
COMPONENTS OF CRITICAL THINKING AND PROBLEM SOLVING SKILLS 175 CRITICAL
THINKING AND PIAGET S THEORY OF COGNITIVE DEVELOPMENT 180 CLASSROOM
APPLICATIONS 181 IMPLICATIONS FOR INDIVIDUALS WITH DISABILITIES 185
SUMMARY 188 CHAPTER 12 191 HOLISTIC LEARNING AND EDUCATION OVERVIEW
HOLISTIC LEARNING AND EDUCATION DEFINED HOLISTIC LEARNING AND EDUCATION
RELATIONSHIP TO THEORIES OF LEARNING COMPONENTS OF HOLISTIC LEARNING
ADVOCATES FOR HOLISTIC LEARNING EDUCATION TEACHING CHILDREN WITH
DISABILITIES SUMMARY CHAPTER 13 RECIPROCAL TEACHING OVERVIEW KEY
STRATEGIES INTRODUCING RECIPROCAL THINKING STRATEGIES INSTRUCTIONAL USES
OFRECIPROCAL TEACHING RESEARCH FINDINGS KEY TERMS AND VOCABULARY LIST
SUMMARY CHAPTER 14 THEORY OF MULTIPLE INTELLIGENCE OVERVIEW THE SEVEN
INTELLIGENCES 191 194 195 195 198 200 207 209 211 211 212 214 215 217
218 220 223 223 223 THE THEORETIEAL BASIS FOR MULTIPLE INTELUEGENCE
THEORY 226 KEY POINTS IN MULTIPLE INTELUEGENCE THEORY 227 ASSESSING
STUDENTTS MULTIPLE INTELUEGENCES 229 OBSERVATIONS 229 MULTIPLE
INTELLIGENCES AND CURRICULUM DEVELOPMENT 229 MULTIPLE INTELLIGENCES AND
TEACHING STRATEGIES 230 CHECKLIST FOR ASSESSING STUDENTST MULTIPLE
INTELUEGENCES 234 INTEGRATING MULTIPLE INTELUEGENCES WITH LEARNING STYLES
AND BRAIN-BASED RESEARCH 238 MULTIPLE INTELUEGENCES AND SPECIAL EDUEATION
240 SUMMARY 242 CHAPTER 15 243 BRAIN .* BASED LEARNING INTRODUCTION 243
PRINCIPLES OF BRAIN-BASED LEARNING 246 BRAIN-BASED RESEARCH 249 BRAIN
RESEARCH IN ADOLESCENCE 259 IMPLICATION OF NEURO SCIENCE RESEARCH INTO
THE CURRICULUM 261 BRAIN-BASED MODELS 265 PRINCIPLES OFLEARNING USING
BRAIN-BASED RESEARCH 266 SUMMARY 268 CHAPTER 16 271 INTEGRATING LEARNING
STYLES INTO THE CURRICULUM INTRODUCTION 271 COGNITIVE DIMENSION 272
PHYSIOLOGIEAL DIMENSION 272 EVALUATING LEARNING STYLES . 273 THE
RELATIONSHIP OF CULTURE TO LEARNING STYLE 282 VISUAL LEARNING STYLE 283
HAPTIC LEARNING STYLE 283 ASSESSMENT INSTRUMENTS 285 THE LEARNING
CHANNEL PREFERENCE CHECKLIST 285 AUDITORY LEARNING STYLE 285 THE
RELATIONSHIP BETWEEN LEARNING AND INSTRUCTIONAL STYLES 286 A PROPOSED
MODEL 286 IMPLICATIONS FOR EDUCATION 288 SUMMARY 289 CHAPTER 17 291 A
PROPOSED MODEL FOR CLOSING THE ACHIEVEMENT GAP POLITICAL 291 ECONOMIC
292 SOCIAL 292 MEETING STANDARDS 293 TEACHER PREPARATION 294
COLLABORATION 296 LOESL INTERVENTION 296 STATE INTERVENTION 297 FEDERAL
INTERVENTION 297 A MODEL FOR CLOSING THE ACHIEVEMENT GAP 297
CONDITIONING THEORIES 298 SOCIAL LEARNING THEORIES 298 COGNITIVE
THEORIES 299 SUMMARY 299 CHAPTER 18 301 SOME CONCLUDING REMARKS
IMPORTANCE OF LEARNING THEORIES TO EDUCATIONAL PRACTICES 302
COMMONALITIES AMONG LEARNING THEORIES 303 REQUIREMENT OF AN ADEQUATE
THEORY OF LEARNING FOR TEACHERS 304 SOME PREDICTIONS 306 APPENDICES A
DESCRIPTION8 OF THE EIGHT INTELLIGENCES 307 B MULTIPLE INTELLIGENCE
SURVEY 313 E USING BRAIN RESEARCH TO IMPACT INSTRUCTION FOR ALL LEARNERS
319 D BRAIN RESEARCH IN ADOLESCENCE 323 E RESOURCE MATERIALS ON
BRAIN-BASED LEARNING 325 F THE NATIONAL CENTER FOR TEACHING THINKING
AUSTUDENTS CAN BE GOOD THINKERS 327 G IMAGING STUDY REVEALS BRAIN
FUNCTION OF POOR READERS EAN IMPROVE 329 GLOSSARY 333 BIBLIOGRAPHY 345
INDEX 373
|
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| spelling | Taylor, George R. Verfasser aut Applying twelve different learning theories to improve classroom teaching ways to close the achievement gap George R. Taylor, Stephanie Johns Hawkins, Delores S. Harvey ; with a foreword by Leontye Lewis Lewiston [u.a.] Edwin Mellen Press 2008 iv, 381 p. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 345-372) and index Learning, Psychology of Multiple intelligences Cognitive styles Social learning Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 s Unterrichtsführung (DE-588)4187078-5 s DE-604 Hawkins, Stephanie Johns Verfasser aut Harvey, Delores S. Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017319817&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Taylor, George R. Hawkins, Stephanie Johns Harvey, Delores S. Applying twelve different learning theories to improve classroom teaching ways to close the achievement gap Learning, Psychology of Multiple intelligences Cognitive styles Social learning Unterrichtsführung (DE-588)4187078-5 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4187078-5 (DE-588)4074166-7 |
| title | Applying twelve different learning theories to improve classroom teaching ways to close the achievement gap |
| title_auth | Applying twelve different learning theories to improve classroom teaching ways to close the achievement gap |
| title_exact_search | Applying twelve different learning theories to improve classroom teaching ways to close the achievement gap |
| title_full | Applying twelve different learning theories to improve classroom teaching ways to close the achievement gap George R. Taylor, Stephanie Johns Hawkins, Delores S. Harvey ; with a foreword by Leontye Lewis |
| title_fullStr | Applying twelve different learning theories to improve classroom teaching ways to close the achievement gap George R. Taylor, Stephanie Johns Hawkins, Delores S. Harvey ; with a foreword by Leontye Lewis |
| title_full_unstemmed | Applying twelve different learning theories to improve classroom teaching ways to close the achievement gap George R. Taylor, Stephanie Johns Hawkins, Delores S. Harvey ; with a foreword by Leontye Lewis |
| title_short | Applying twelve different learning theories to improve classroom teaching |
| title_sort | applying twelve different learning theories to improve classroom teaching ways to close the achievement gap |
| title_sub | ways to close the achievement gap |
| topic | Learning, Psychology of Multiple intelligences Cognitive styles Social learning Unterrichtsführung (DE-588)4187078-5 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Learning, Psychology of Multiple intelligences Cognitive styles Social learning Unterrichtsführung Lernpsychologie |
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