Educational psychology:
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Upper Saddle River [u.a.]
Merrill
2010
|
| Edition: | 2. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references (p. 547-586) and indexes |
| Physical Description: | XXIV, 615 S. Ill. 28 cm |
| ISBN: | 0205626076 9780205626076 |
Staff View
MARC
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| 084 | |a 5,3 |2 ssgn | ||
| 100 | 1 | |a Sternberg, Robert J. |d 1949- |e Verfasser |0 (DE-588)120038986 |4 aut | |
| 245 | 1 | 0 | |a Educational psychology |c Robert J. Sternberg ; Wendy M. Williams |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Upper Saddle River [u.a.] |b Merrill |c 2010 | |
| 300 | |a XXIV, 615 S. |b Ill. |c 28 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. 547-586) and indexes | ||
| 650 | 4 | |a Educational psychology |v Textbooks | |
| 650 | 0 | 7 | |a Pädagogische Psychologie |0 (DE-588)4044321-8 |2 gnd |9 rswk-swf |
| 689 | 0 | 0 | |a Pädagogische Psychologie |0 (DE-588)4044321-8 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Williams, Wendy M. |d 1960- |e Verfasser |0 (DE-588)121580954 |4 aut | |
| 856 | 4 | 2 | |m Digitalisierung UB Erlangen |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018700213&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-018700213 | |
Record in the Search Index
| _version_ | 1806232125527031808 |
|---|---|
| adam_text |
PART ONE I /-IUMAN VEVELOPMENT BECOMING AN EXPERT 3 CONSTRUCTING YOUR
OWN LEARNING 5 WHAT EXPERT TEACHERS KNOW THAT NOVICE TEACHERS DO NOT 6
WHAT IS AN EXPERT TEACHER? 6 DEVELOPING EXPERTISE IN TEACHING: A PROCESS
7 EXPERT TEACHERS HAVE EXPERT KNOWLEDGE 8 FORUM: CONTENT KNOWLEDGE OR
KNOWLEDGE ABOUT TEACHING? 9 EXPERT TEACHERS ARE EFFICIENT 14 EXPERT
TEACHERS HAVE CREATIVE INSIGHT 17 ADVANTAGES OF EXPERTISE 18
IMPLICATIONS FOR TEACHING 20 WHAT DO WE KNOW ABOUT EXPERT LEARNERS? 20
USE OF EFFECTIVE LEARNING STRATEGIES 20 EXPERT TEACHER INTERVIEW:
BECOMING AN EXPERT TEACHER 22 INCREMENTAL VIEW OF INTELLIGENCE 23 HIGH
ASPIRATIONS 25 HIGH PERCEIVED SELF-EFFICACY 26 THE FLEXIBLE EXPERT:
DEVELOPING TEACHING AND LEARNING EXPERTISE 26 PURSUIT OF A TASK TO
COMPLETION 27 RESPONSIBILITY FOR SELF AND ACTIONS 28 ABILITY TO DELAY
GRATIFICATION 28 IMPLICATIONS FOR TEACHING 29 HOW EDUCATIONAL PSYCHOLOGY
HELPS CREATE EXPERT TEACHERS AND LEARNERS 29 DESCRIPTIVE RESEARCH 30
EXPERIMENTAL RESEARCH 31 IMPLICATIONS FOR TEACHING 31 SUMMING IT UP 31
KEY TERMS AND DEFINITIONS 32 BECOMING AN EXPERT: QUESTIONS AND PROBLEMS
33 Z THE DEVELOPMENT OF COGNITIVE, LEARNING, AND LANGUAGE SKILLS 35
COGNITIVE DEVELOPMENT: CONCEPTS FOR TEACHING 36 THE IMPORTANCE OF
COGNITIVE DEVELOPMENT TO TEACHERS 36 MATURATION VERSUS LEARNING 37
CANALIZATION: A KEY TO TEACHING 38 COGNITIVE DEVELOPMENT: CONTINUOUS
VERSUS STAGELIKE 39 DOMAIN-GENERAL VERSUS DOMAIN-SPECIFIC COGNITIVE
DEVELOPMENT 40 IMPLICATIONS FOR TEACHING 40 PIAGET'S STAGE THEORY OF
COGNITIVE DEVELOPMENT 41 EXPLAINING DIFFERENT LEVELS OF PERFORMANCE IN
DIFFERENT SKIFLS 41 MECHANISMS OF COGNITIVE DEVELOPMENT 41 STAGES OF
COGNITIVE DEVELOPMENT 42 CONSTRUCTING YOUR OWN LEARNING 46 EVALUATING
PIAGET'S THEORY 46 NEO-PIAGETIAN VIEWS 47 TEACHING BEYOND PIAGET 49
IMPLICATIONS FOR TEACHING 49 VYGOTSKY'S SOCIOCULTURAL THEORY OF
COGNITIVE DEVELOPMENT 51 INTERNALIZATION 51 THE ZONE OF PROXIMAL
DEVELOPMENT 52 SCAFFOLDING 53 EXPERT TEACHER INTERVIEW: DEVELOPMENT AND
STUDENT INTERACTION 54 THE FLEXIBLE EXPERT: TEACHING AND LEARNING ABOUT
COGNITIVE DEVELOPMENT 56 EVALUATING VYGOTSKY'S THEORY 56 IMPLICATIONS
FOR TEACHING 56 INFORMATION-PROCESSING THEORIES: EXAMINING LEARNING AND
MEMORY SKILLS 57 VERBAL SKILLS 57 CONTENTS " VA CONSTRUCTING YOUR OWN
LEARNING 58 QUANTITATIVE SKILLS 58 MEMORY SKILLS 59 IMPLICATIONS FOR
TEACHING 60 THREE MAJOR APPROACHES TO COGNITIVE DEVELOPMENT: A
COMPARISON 61 THEORY OF MI ND 62 LANGUAGE DEVELOPMENT 62 WHAT MAKES A
LANGUAGE A LANGUAGE? 62 STAGES OF LANGUAGE ACQUISITION 63 THEORIES OF
LANGUAGE ACQUISITION: A COMPARISON 64 THE RELATIONSHIP BETWEEN LANGUAGE
AND THOUGHT 65 BILINGUALISM AND EDUCATION: AN 1NTRODUCTION 65 FORUM:
BILINGUAL EDUCATION 67 IMPLICATIONS FOR TEACHING 68 BRAIN DEVELOPMENT 69
EXPERTISE AND COGNITIVE DEVELOPMENT 70 SUMMING IT UP 70 KEY TERMS AND
DEFINITIONS 72 BECOMING AN EXPERT: QUESTIONS AND PROBLEMS 73 PERSONAL,
GENDER, SOCIAL, AND MORAL DEVELOPMENT 75 WHY UNDERSTANDING PERSONAL,
GENDER, SOCIAL-EMOTIONAL, AND MORAL DEVELOPMENT IS IMPORTANT TO TEACHERS
76 PERSONAL DEVELOPMENT: BECOMING UNIQUE 77 ERIKSON'S THEORY OF
PSYCHOSOCIAL DEVELOPMENT 77 THE FLEXIBLE EXPERT: TEACHING AND LEARNING
ABOUT PERSONAL DEVELOPMENT 79 MARCIA'S THEORY OF THE ACHIEVEMENT OF A
PERSONAL 1DENTITY 81 EVALUATING THE THEORIES OF ERIKSON AND MARCIA 82
IMPLICATIONS FOR TEACHING 83 TEMPERAMENT 84 EXPERT TEACHER INTERVIEW:
EARLY ADOLESCENT IDENTITY DEVELOPMENT 84 SEXUAL AND GENDER DEVELOPMENT:
ACQUIRING GENDER ROLES 87 VIEWS ON SEXUAL AND GENDER DEVELOPMENT 87
FREUD'S VIEW OF PSYCHOSEXUAL DEVELOPMENT 88 FORUM: SINGLE-SEX VERSUS
MIXED-SEX SCHOOLS 89 IMPLICATIONS FOR TEACHING 92 SOCIAL DEVELOPMENT:
LEARNING TO INTERACT WITH OTHERS 93 ATTACHMENT 93 FRIENDSHIP AND PLAY 95
DEVELOPMENT OF PERSPECTIVE TAKING 97 IMPLICATIONS FOR TEACHING 98 MORAL
DEVELOPMENT: ACQUIRING A SENSE OF RIGHT AND WRONG 99 PIAGET'S THEORY OF
MORAL DEVELOPMENT 99 KOHLBERG'S THEORY OF MORAL DEVELOPMENT: LEVELS AND
STAGES 10 1 CONSTRUCTING YOUR OWN LEARNING 101 THE FLEXIBLE EXPERT:
MOVING FROM PRECONVENTIONAL TO CONVENTIONAL MORAL REASONING 103
GILLIGAN'S ALTERNATIVE TO KOHLBERG'S THEORY 104 CONSTRUCTING YOUR OWN
LEARNING 104 EVALUATING KOHLBERG'S THEORY 104 IMPLICATIONS FOR TEACHING
105 IDENTIFYING, UNDERSTANDING, AND MANAGING DEVELOPMENTAL RISKS 106 AT
RISK FOR EATING DISORDERS 107 AT RISK FOR MAJOR DEPRESSION 109 AT RISK
FOR VIOLENT BEHAVIOR 111 DRUG USE:APREVALENT PROBLEM 111 UNWANTED
CONSEQUENCES OF SEXUAL ACTIVITY 113 SUMMING IT UP 115 KEY TERMS AND
DEFINITIONS 115 BECOMING AN EXPERT: QUESTIONS AND PROBLEMS 117 PART TWO
I FIUMAN VIVERSITY INDIVIDUAL DIFFERENCES: INTELLIGENCE, COGNITIVE AND
LEARNING STYLES, CREATIVITY, AND WISDOM 119 WHY UNDERSTANDING INDIVIDUAL
DIFFERENCES IS IMPORTANT TO TEACHERS 120 UNDERSTANDING INDIVIDUAL
DIFFERENCES IN INTELLIGENCE 121 WHAT 1SINTELLIGENCE? 121 PSYCHOMETRIE
APPROACHES TO 1NTELLIGENCE 122 FORUM: IS SPEED OF INFORMATION PROCESSING
IMPORTANT TO INTELLIGENCE? 124 IMPLICATIONS FOR TEACHING 126 BIOLOGICAL
APPROACHES TO 1NTELLIGENCE 126 VLLL CONTENTS CONTEMPORARY SYSTEMS
APPROACHES TO INTELLIGENCE 127 IMPLICATIONS FOR TEACHING 129 EXPERT
TEACHER INTERVIEW: DIFFERENT LEARNING STYLES 130 IMPLICATIONS FOR
TEACHING 132 IMPLICATLONS FOR TEACHING 133 THE FLEXIBLE EXPERT: TEACHING
AND LEARNING ABOUT THE TRIARCHIC THEORY OF INTELLLGENCE 134 CONSTRUCTING
YOUR OWN LEARNING 135 CURRENT EDUCATIONAL CONTROVERSIES IN INTELLIGENCE
135 CULTURE AND INTELLIGENCE 136 HERITABILITY AND MODIFIABILITY OF
INTELLIGENCE 137 IMPLICATIONS FOR TEACHING 141 CHILDREN AT RISK 141
TEACHING STUDENTS OFVARYING LEVELS:ABILITY GROUPING 142 IMPLICATIONS FOR
TEACHING 144 COGNITIVE STYLES AND LEARNING STYLES 144 COGNITIVE STYLES
145 LEARNING STYLES 146 UNDERSTANDING INDIVIDUAL DIFFERENCES IN
CREATIVITY 148 THE MYSTICAL APPROACH 148 THE PSYCHOMETRIC APPROACH 148
SOCIAL-PSYCHOLOGICAL APPROACHES 149 A CONFLUENCE APPROACH 149
IMPLICATLONS FOR TEACHING 149 WISDOM 150 SUMMING IT UP 153 KEY TERMS AND
DEFINITIONS 154 BECOMING AN EXPERT: QUESTIONS AND PROBLEMS 155
INDIVIDUAL DIFFERENCES: EXCEPTIONAL CHILDREN 157 TEACHING EXCEPTIONAL
CHILDREN 159 MAJOR LAWS AND LEGAL RIGHTS: NO CHILD LEFT BEHIND 159 THE
FLEXIBLE EXPERT: TEACHING AND LEARNING IN INCLUSIVE CLASSROOMS 163
SPECIAL EDUCATION SERVICES: WHERE CAN YOU GO FOR EXTRA HELP? 163
REFERRING STUDENTS FOR SPECIAL EDUCATION 164 EXTREMES OF INTELLECTUAL
FUNCTIONING: GIFTEDNESS 165 IDEAS ABOUT GIFTEDNESS 165 IDENTIFYING
GIFTED STUDENTS 165 TEACHING GIFTED STUDENTS 167 CONSTRUCTING YOUR OWN
LEARNING 169 IMPLICATIONS FOR TEACHING 169 EXTREMES OF INTELLECTUAL
FUNCTIONING: INTELLECTUAL DISABILITY 170 CAUSES OF INTELLECTUAL
DISABILITY 171 LEVELS OF INTELLECTUAL DISABILITY 171 CHARACTERIZATIONS
OF INTELLECTUAL DISABILITY 173 IMPLICATIONS FOR TEACHING 174 CHALLENGES
TO LEARNING 174 LEARNING DISABILITIES 175 EXPERT TEACHER INTERVIEW:
WORKING WITH INCLUSION STUDENTS 176 FORUM: WHAT IS THE BEST WAY TO TEACH
STUDENTS WITH LEARNING DISABLLITIES? 179 IMPLICATIONS FOR TEACHING 180
ATTENTION- DEFICITLHYPERACTIVITY DISORDER 181 EMOTIONAL AND BEHAVIORAL
DISORDERS 182 HEALTH DISORDERS 185 SENSORY IMPAIRMENTS 186 COMMUNICATION
DISORDERS 187 PERCEPTUAL DEFICITS 188 LEARNING AND MEMORY DEFICITS 188
ARE THERE DISTINCT DEFICITS DUE TO HEMISPHERIC SPECIALIZATION? 189
5UMMING IT UP 191 KEY TERMS AND DEFINITIONS 192 BECOMING AN EXPERT:
QUESTIONS AND PROBLEMS 193 GROUP DIFFERENCES: SOCIOECONOMIC STATUS,
ETHNICITY, GENDER, AND LANGUAGE 195 WHY UNDERSTANDING GROUP DIFFERENCES
IS IMPORTANT TO TEACHERS 197 DEFINING THE TERMS USED TO DISCUSS GROUP
DIJFERENCES 198 SOCIOECONOMIC DIVERSITY 199 SES AND SCHOOL ACHIEVEMENT
200 SES, FAMILY SIZE, AND STUDENTS' DEVELOPMENT 203 SES, PARENTING
STYLE, AND EDUCATIONAL PERFORMANCE 204 SES, SELF-ESTEEM, AND ACHIEVEMENT
206 SES DOES NOT PREDETERMINE ACHIEVEMENT 207 IMPLICATIONS FOR TEACHING
207 ETHNIC DIVERSITY 208 GROUP DIJFERENCES IN TEST SCORES 209 CONTENTS
LX THE ROLE OF MENTORING IN SCHOOL PERFORMANCE 214 IMPLICATIONS FOR
TEACHING 214 GEN DER DIVERSITY 215 WHAT TEACHERS NEED TO KNOW ABOUT SEX
DIJFERENCES 215 THE EVIDENCE FOR SEX DIJFERENCES IN COGNITIVE
PERFORMANCE 216 ARE FEMALE-MALE DIJFERENCES BIOLOGICAL, CULTURAL, OR
BOTH? 217 CONSTRUCTING YOUR OWN LEARNING 219 IMPLICATIONS FOR TEACHING
220 LANGUAGE DIVERSITY 220 TEACHING NONNATIVE SPEAKERS OF ENGLISH 221
SES AND LANGUAGE USE 222 IMPLICATIONS FOR TEACHING 223 MULTICULTURAL
EDUCATION 223 THE RATIONALE FOR MULTICULTURAL EDUCATION 224
COMPATIBILITY OF CULTURAL AND SCHOOL VALUES 224 EXPERT TEACHER
INTERVIEW: DIVERSITY IN HIGH SCHOOL 226 AVOIDING GROUP STEREOTYPES 227
THE FLEXIBLE EXPERT: TEACHING AND LEARNING ABOUT GROUP DIFFERENCES 228
MULTICULTURAL APPLICATIONS IN THE CLASSROOM 228 IMPLICATIONS FOR
TEACHING 230 FORUM: MULTICULTURAL EDUCATION: A GOOD IDEA? 230 SUMMING IT
UP 231 KEY TERMS AND DEFINITIONS 232 BECOMING AN EXPERT: QUESTIONS AND
PROBLEMS 232 PART T/-TREE I T/-TINKIN(F, LEARNIN(F AND MEMORY BEHAVIORAL
APPROACHES TO LEARNING 235 WHY UNDERSTANDING BEHAVIORAL LEARNING IS
IMPORTANT TO TEACHERS 237 LEARNING BY CLASSICAL CONDITIONING 237 THE
DISCOVERY OF CLASSICAL CONDITIONING 238 HOW DOES CLASSICAL CONDITIONING
HAPPEN? 238 GENERALIZATION AND DISCRIMINATION IN CLASSICAL CONDITIONING
240 CLASSICAL CONDITIONING AND ADDICTIONS 241 IMPLICATIONS FOR TEACHING
242 LEARNING BY OPERANT CONDITIONING 243 THE DISCOVERY OF OPERANT
CONDITIONING 244 GENERALIZATION AND DISCRIMINATION IN OPERANT
CONDITIONING 245 RECOGNIZING OPERANT CONDITIONING IN THE CLASSROOM 245
HOW DOES OPERANT CONDITIONING HAPPEN? 245 THE FLEXIBLE EXPERT: TEACHING
AND LEARNING ABOUT EFFECTIVE PRAISE 247 FORUM: ARE BEHAVIORAL APPROACH
ES ETHICAL? 247 CONSTRUCTING YOUR OWN LEARNING 254 BEHAVIORAL
MODIJICATION: CHANGING STUDENTS' BEHAVIOR 254 EXPERT TEACHER INTERVIEW:
METHODS OF BEHAVIORAL CONDITIONING 256 IMPLICATIONS FOR TEACHING 256
LEARNED HELPLESSNESS 257 LEARNED OPTIMISM 258 SOCIAL LEARNING 259 THE
DISCOVERY OF SOCIAL LEARNING 259 HOW DOES SOCIAL LEARNING HAPPEN? 260
IMPLICATIONS FOR TEACHING 262 COGNITIVE-BEHAVIORAL MODIFICATION 262
SUMMING IT UP 264 KEY TERMS AND DEFINITIONS 265 BECOMING AN EXPERT:
QUESTIONS AND PROBLEMS 266 COGNITIVE APPROACH ES TO LEARNING 269 WHY
UNDERSTANDING COGNITIVE APPROACHES TO LEARNING IS IMPORTANT TO TEACHERS
270 THE STANDARD MEMORY MODEL 271 ENCODING KNOWLEDGE INTO THREE MEMORY
STORES 272 FORUM: IS THERE EVER A NEED FOR ROTE MEMORIZATION? 275 TYPES
OFSTORAGE IN LONG-TERM MEMORY 276 IMPLICATIONS FOR TEACHING 281 EXPLICIT
VERSUS IMPLICIT MEMORY 282 ALTERNATIVE MODELS OF MEMORY 283
CONNECTIONIST MODELS 283 THE WORKING-MEMORY MODEL 285 THE
LEVELS-OF-PROCESSING MODEL 286 IMPLICATIONS FOR TEACHING 288 RETRIEVING
INFORMATION 288 TASKS USED TO ASSESS STUDENTS' MEMORIES 288 FACILITATING
STUDENTS' RETRIEVAL 289 X CONTENTS CONSTRUCTING YOUR OWN LEARNING 293
RETRIEVAL FAILURE 294 IMPLICATIONS FOR TEACHING 296 BIOLOGY OF MEMORY
296 CONSTRUCTIVIST APPROACHES 297 CONSTRUCTIVIST APPROACHES TO MEMORY
297 CONSTRUCTIVIST APPROACHES TO LEARNING 302 THE FLEXIBLE EXPERT:
TEACHING AND LEARNING ABOUT CONSTRUCTIVIST APPROACHES 303 EXPERT TEACHER
INTERVIEW: AUTHENTIC LEARNING EXPERIENCES 304 SUMMING IT UP 306 KEY
TERMS AND DEFINITIONS 307 BECOMING AN EXPERT: QUESTIONS AND PROBLEMS 309
USE GROUPS 340 MODEL AND EXPLICITLY TEACH THINKING SKILLS 342
CONSTRUCTING YOUR OWN LEARNING 342 SUMMING IT UP 342 KEY TERMS AND
DEFINITIONS 343 BECOMING AN EXPERT: QUESTIONS AND PROBLEMS 344 PART FOUR
I MOTIVATION ANV INSTRUCTION MOTIVATING STUDENTS 347 THINKING: CONCEPT
FORMATION, REASONING, AND PROBLEM SOLVING 311 WHY UNDERSTANDING
MOTIVATION IS IMPORTANT TO TEACHERS 348 THE FLEXIBLE EXPERT: TEACHING
AND LEARNING ABOUT MOTIVATION 350 WHY UNDERSTANDING THINKING IS
IMPORTANT TO TEACHERS 313 CONCEPT FORMATION 313 THE FLEXIBLE EXPERT:
TEACHING AND LEARNING ABOUT THINKING 314 DEFINING FEATURES OF CONCEPTS
314 CHARACTERISTIC FEATURES OF CONCEPTS 315 IMPLICATIONS FOR TEACHING
316 REASONING 317 DEDUCTIVE AND INDUCTIVE REASONING 317 EXPERT TEACHER
INTERVIEW: TEACHING CONCEPTS 318 DEVELOPING REASONING SKILLS 318 PROBLEM
SOLVING 323 THE PROBLEM-SOLVING CYDE 323 TYPES OF PROBLEMS 326
STRATEGIES FOR PROBLEM SOLVING 329 IMPEDIMENTS TO PROBLEM SOLVING 332
EXPERTISE IN PROBLEM SOLVING 332 IMPLICATIONS FOR TEACHING 333 TRANSFER
334 TYPES OFTRANSFER 334 TEACHING FOR TRANSFER 336 DECISION MAKING 337
SATISFICING 338 TEACHING FOR THINKING 338 FORUM: WHAT IS THE BEST WAY TO
TEACH THINKING? 339 USE ROLE PLAYING 340 INTRINSIC AND EXTRINSIC
MOTIVATION 351 RESEARCH ON INTRINSIC AND EXTRINSIC MOTIVATION 351
CONSTRUCTING YOUR OWN LEARNING 352 MOTIVATION AND THE DEVELOPMENT OF
EXCEPTIONAL ABILITIES 353 THE IMPORTANCE OF STUDENT INTEREST 354
EXTRINSIC REWARDS MAY UNDERMINE MOTIVATION 355 IMPLICATIONS FOR TEACHING
357 FORUM: MOTIVATION LEVEL OF TODAY'S STUDENTS 357 FOUR WAYS TO
UNDERSTAND MOTIVATION 358 BEHAVIORAL THEORIES AND EXTRINSIC MOTIVATION
358 COGNITIVE THEORIES AND INTRINSIC MOTIVATION 360 SOCIAL LEARNING
THEORIES: COMBINING INTRINSIC AND EXTRINSIC MOTIVATION 361 HUMANISTIC
THEORIES 361 IMPLICATIONS FOR TEACHING 362 THE ROLE OF AROUSAL LEVEL 363
AROUSAL LEVEL AND PERFORMANCE 363 EXPERT TEACHER INTERVIEW:
ACROSS-THE-CURRICULUM MOTIVATION 364 CREATING OPTIMAL AROUSAL LEVELS 364
IMPLICATIONS FOR TEACHING 367 THE ROLE OF STUDENT GOALS 367 WHY AND HOW
GOALS ENHANCE MOTIVATION 367 WHAT MAKES GOALS EFFECTIVE? 368 THE
IMPORTANCE OFTEACHER FEEDBACK AND TEACHER EXPECTATIONS 369 IMPLICATIONS
FOR TEACHING 370 CONTENTS XL THE ROLE OF STUDENT NEEDS 370 MASLOW'S
HIERARCHY OF NEEDS 371 ACHIEVEMENT MOTIVATION 373 SELF-DETERMINATION AND
CONTROL 374 IMPORTANCE OF STUDENT CHOICE 374 IMPLICATIONS FOR TEACHING
375 THE ROLE OF STUDENT ATTRIBUTIONS AND BELIEFS 376 ATTRIBUTION THEORY
376 BELIEFS ABOUT ABILITY AND SELF-EFFICACY 376 SELF-ESTEEM VERSUS
SELF-EFFICACY 381 IMPLICATIONS FOR TEACHING 382 MOTIVATING STUDENTS WITH
SPECIAL NEEDS 383 DIVERSITY IN STUDENT MOTIVATION AND ACHIEVEMENT 384
IMPLICATIONS FOR TEACHING 386 SUMMING IT UP 386 KEY TERMS AND
DEFINITIONS 387 BECOMING AN EXPERT: QUESTIONS AND PROBLEMS 388 CLASSROOM
MANAGEMENT 391 WHY UNDERSTANDING CLASSROOM MANAGEMENT IS IMPORTANT TO
TEACHERS 392 CHANGES IN OUR SOCIETY AND IN OUR SCHOOLS 393 GOALS OF
CLASSROOM MANAGEMENT 395 IMPLICATIONS FOR TEACHING 396 HOW EFFECTIVE
TEACHERS MANAGE THEIR STUDENTS 396 A PIONEERING STUDY OF CLASSROOM
MANAGERS 397 ADDITIONAL FINDINGS ABOUT CLASSROOM MANAGEMENT 401 THE
FLEXIBLE EXPERT: TEACHING AND LEARNING ABOUT CLASSROOM MANAGEMENT 401
IMPLICATIONS FOR TEACHING 402 DEVELOPING AND IMPLEMENTING RULES AND
PROCEDURES 403 THE ROLE OF GOOD PLANNING 403 PROCEDURES AND RULES 407
CONSTRUCTING YOUR OWN LEARNING 410 RESPONDING TO BROKEN RULES 410
MANAGING STUDENTS FROM AGE 6 TO AGE 18: AGE-RELATED ISSUES 411 FORUM:
WHO SHOULD CONTROL LEARNING, TEACHERS OR STUDENTS? 412 IMPLICATIONS FOR
TEACHING 413 MAINTAINING CONTROL AND PREVENTING PROBLEMS 414 THE
IMPORTANCE OF GOOD COMMUNICATION 414 RESPONDING TO STUDENT MISBEHAVIOR
415 EXPERT TEACHER INTERVIEW: CLASSROOM MANAGEMENT STRATEGIES 418
GENERAL BEHAVIORAL INFLUENCE TECHNIQUES 420 COPING WITH VIOLENCE IN
SCHOOL 421 IMPLICATIONS FOR TEACHING 423 SPECIAL APPROACHES TO CLASSROOM
MANAGEMENT 424 GROUP CONSEQUENCE SYSTEMS 424 TOKEN REINFORCEMENT SYSTEMS
424 CONTINGENCY CONTRACT SYSTEMS 425 IMPLICATIONS FOR TEACHING 425
SUMMING IT UP 425 KEY TERMS AND DEFINITIONS 426 BECOMING AN EXPERT:
QUESTIONS AND PROBLEMS 427 Z CLASSROOM TEACHING 429 WHY UNDERSTANDING
CLASSROOM TEACHING IS IMPORTANT TO TEACHERS 430 CHARACTERISTICS OF
EXPERT PLANNING 430 THE ROLE OF FLEXIBILITY IN PLANNINNG 431 PRINCIPLES
OF TEACHER-CENTERED TEACHING 432 THE ROLE OF PLANNING IN
TEACHER-CENTERED INSTRUCTION 432 DIRECT INSTRUCTION METHODS 438 TEACHING
AND REACHING EVERY STUDENT 446 LIMITATIONS OF DIRECT INSTRUCTION 447
IMPLICATIONS FOR TEACHING 448 PRINCIPLES OF STUDENT-CENTERED
(CONSTRUCTIVIST) TEACHING 449 CONSTRUCTIVISM: A FOCUS ON DIVERSITY AND
MOTIVATION 449 CREATING CONSTRUCTIVIST LEARNING ENVIRONMENTS 449
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES 450 THE ROLE OF PLANNING IN
STUDENT-CENTERED (CONSTRUCTIVIST) TEACHING 451 METHODS FOR TEACHING
CONSTRUCTIVELY 451 THE FLEXIBLE EXPERT: TEACHING AND LEARNING ABOUT
CLASSROOM TEACHING 460 EXPERT TEACHER INTERVIEW: INSTRUCTIONAL METHODS,
INCLUDING TECHNOLOGY 462 FORUM: WHO SHOULD BE AT THE CENTER? 465 " XLT
CONTENTS IMPLICATIONS FOR TEACHING 466 CONSTRUCTING YOUR OWN LEARNING
466 SUMMING IT UP 466 KEY TERMS AND DEFINITIONS 467 BECOMING AN EXPERT:
QUESTIONS AND PROBLEMS 468 PART FIVE I A55E55MENT STANDARDIZED TESTING
471 WHY UNDERSTANDING STANDARDIZED TESTING IS IMPORTANT TO TEACHERS 472
FORUM: COSTS AND BENEFITS OF STANDARDIZED TESTING 473 WHAT ARE
STANDARDIZED TESTS? 474 CONSTRUCTING YOUR OWN LEARN/NG 476 TYPES OF
STANDARDIZED TESTS 476 TESTS OF INTELLIGENCE 477 INTELLIGENCE TEST
SCORES 479 EXPERT TEACHER INTERVIEW: PREPARATION FOR TESTING 480 TESTS
OF APTITUDES AND INTERESTS 480 TESTS OF ACHIEVEMENT 482 IMPLICATIONS FOR
TEACHING 483 THE FLEXIBLE EXPERT: USING STANDARD/ZED TESTS EFFECTIVELY
484 ASSESSING TEST QUALITY 484 POPULATIONS AND SAMPIES 484 RELIABILITY
485 VALIDITY 486 INTERPRETING STANDARDIZED TEST SCORES 488 STATISTICAL
CONCEPTS UNDERLYING TEST SCORES 488 TYPES OF SCORES 491 IMPLICATIONS FOR
TEACHING 495 ISSUES AND CONCERNS IN STANDARDIZED TESTING 495 TEST BIAS
496 THE CULTURAL CONTEXT OF TESTING 497 MISUSES OF STANDARDIZED TESTS
499 NEW DIRECTIONS IN STANDARDIZED TESTING 501 SUMMING IT UP 502 KEY
TERMS AND DEFINITIONS 503 BECOMING AN EXPERT: QUESTIONS AND PROBLEMS 504
CLASSROOM ASSESSMENTS 507 WHY UNDERSTANDING CLASSROOM ASSESSMENTS IS
IMPORTANT TO TEACHERS 508 FORMAL AND INFORMAL ASSESSMENTS 509 EVALUATING
STUDENT ACHIEVEMENT 510 FORMATIVE AND SUMMATIVE ASSESSMENT 510
NORM-REFERENCED AND CRITERION-REFERENCED ASSESSMENTS 511 THE GOALS OF
ASSESSMENT 512 IMPLICATIONS FOR TEACHING 514 TRADITIONAL ASSESSMENTS 514
WHICH MATERIAL SHOULD THE TEST COVER? 514 THE WHEN AND HOW OFTESTING 516
DEVELOPING OBJECTIVE TEST QUESTIONS 517 DEVELOPING ESSAY TESTS 524
IMPLICATIONS FOR TEACHING 527 CONSTRUCTING YOUR OWN LEARNING 528
AUTHENTIC ASSESSMENTS 528 TYPES OF AUTHENTIE ASSESSMENTS 528 THE
FLEXIBLE EXPERT: TEACHING AND LEARNING ABOUT CLASSROOM ASSESSMENTS 529
CHARACTERISTICS OF GOOD AUTHENTIE ASSESSMENTS 529 PORTFOLIOS 531
EXHIBITIONS 532 EVALUATING PERFORMANCE ON AUTHENTIE ASSESSMENTS 532
FORUM: WHICH TYPES OF ASSESSMENTS ARE BEST? 533 IMPLICATIONS FOR
TEACHING 534 GRADING AND REPORTING 535 THE IMPORTANCE OF GRADES TO
STUDENTS 535 GENERAL GRADING GUIDELINES 536 RELATIVE IMPROVEMENT VERSUS
ABSOLUTE PERFORMANCE 536 CRITERION-REFERENCED AND NORM-REFERENCED
GRADING SYSTEMS 537 EXPERT TEACHER INTERVIEW: AUTHENTIC ASSESSMENT,
PORTFOLLOS, AND INVOLVING STUDENTS IN ASSESSMENT 538 TOTAL-POINT GRADING
SYSTEMS 540 PERCENTAGE GRADING SYSTEMS 541 IMPLICATIONS FOR TEACHING 542
SUMMING IT UP 543 KEY TERMS AND DEFINITIONS 543 BECOMING AN EXPERT:
QUESTIONS AND PROBLEMS 544 REFERENCES 547 NAME INDEX 587 SUBJECT INDEX
601 CONTENTS XLLL |
| any_adam_object | 1 |
| author | Sternberg, Robert J. 1949- Williams, Wendy M. 1960- |
| author_GND | (DE-588)120038986 (DE-588)121580954 |
| author_facet | Sternberg, Robert J. 1949- Williams, Wendy M. 1960- |
| author_role | aut aut |
| author_sort | Sternberg, Robert J. 1949- |
| author_variant | r j s rj rjs w m w wm wmw |
| building | Verbundindex |
| bvnumber | BV035841918 |
| callnumber-first | L - Education |
| callnumber-label | LB1051 |
| callnumber-raw | LB1051 |
| callnumber-search | LB1051 |
| callnumber-sort | LB 41051 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | CX 1000 |
| ctrlnum | (OCoLC)277040928 (DE-599)BVBBV035841918 |
| dewey-full | 370.15 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15 |
| dewey-search | 370.15 |
| dewey-sort | 3370.15 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| edition | 2. ed. |
| format | Book |
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| id | DE-604.BV035841918 |
| illustrated | Illustrated |
| indexdate | 2024-08-02T00:06:27Z |
| institution | BVB |
| isbn | 0205626076 9780205626076 |
| language | English |
| lccn | 2008052174 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-018700213 |
| oclc_num | 277040928 |
| open_access_boolean | |
| owner | DE-29 DE-703 DE-824 DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-473 DE-BY-UBG |
| owner_facet | DE-29 DE-703 DE-824 DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-473 DE-BY-UBG |
| physical | XXIV, 615 S. Ill. 28 cm |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Merrill |
| record_format | marc |
| spelling | Sternberg, Robert J. 1949- Verfasser (DE-588)120038986 aut Educational psychology Robert J. Sternberg ; Wendy M. Williams 2. ed. Upper Saddle River [u.a.] Merrill 2010 XXIV, 615 S. Ill. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 547-586) and indexes Educational psychology Textbooks Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Pädagogische Psychologie (DE-588)4044321-8 s DE-604 Williams, Wendy M. 1960- Verfasser (DE-588)121580954 aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018700213&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Sternberg, Robert J. 1949- Williams, Wendy M. 1960- Educational psychology Educational psychology Textbooks Pädagogische Psychologie (DE-588)4044321-8 gnd |
| subject_GND | (DE-588)4044321-8 |
| title | Educational psychology |
| title_auth | Educational psychology |
| title_exact_search | Educational psychology |
| title_full | Educational psychology Robert J. Sternberg ; Wendy M. Williams |
| title_fullStr | Educational psychology Robert J. Sternberg ; Wendy M. Williams |
| title_full_unstemmed | Educational psychology Robert J. Sternberg ; Wendy M. Williams |
| title_short | Educational psychology |
| title_sort | educational psychology |
| topic | Educational psychology Textbooks Pädagogische Psychologie (DE-588)4044321-8 gnd |
| topic_facet | Educational psychology Textbooks Pädagogische Psychologie |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018700213&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT sternbergrobertj educationalpsychology AT williamswendym educationalpsychology |