Educational psychology: developing learners
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2010
|
| Ausgabe: | 7. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. R1-R52) and indexes |
| Beschreibung: | XXIII, 590, [126] S. Ill. 28 cm |
| ISBN: | 9780137001149 0137001142 9780135118726 |
Internformat
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| 100 | 1 | |a Ormrod, Jeanne Ellis |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Educational psychology |b developing learners |c Jeanne Ellis Ormrod |
| 250 | |a 7. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2010 | |
| 300 | |a XXIII, 590, [126] S. |b Ill. |c 28 cm | ||
| 336 | |b txt |2 rdacontent | ||
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| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. R1-R52) and indexes | ||
| 650 | 4 | |a Educational psychology | |
| 650 | 4 | |a Teaching | |
| 650 | 4 | |a Learning | |
| 650 | 4 | |a Classroom management | |
| 650 | 0 | 7 | |a Motivationspsychologie |0 (DE-588)4075001-2 |2 gnd |9 rswk-swf |
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Datensatz im Suchindex
| _version_ | 1804142796549914624 |
|---|---|
| adam_text | CASE STUDY: HIDDEN TREASURE 61 PERSONALITY DEVELOPMENT 62 TEMPERAMENT 62
* ENVIRONMENTAL INFLUENCES ON PERSONALITY DEVELOPMENT 63 * THE BIG
FIVE PERSONALITY TRAITS 66 * TEMPERAMENT, PERSONALITY, ANEL GOOELNESS
OF FIT 66 DEVELOPMENT OF A SENSE OF SELF 66 FACTARS INFLUENCING SENSE OF
SELF 68 * DEVELOPMENTAL CHANGES IN SENSE OF SELF 70 * DIVERSITY IN SENSE
OF SELF 74 CHAPTER 3 PERSONAL AND SOCIAL DEVELOPMENT 61 VYGOTSKY S BASIC
ASSUMPTIONS 39 * CRITIQUING VYGOTSKY S THEOLY 42 * CONSIELERING
DIVERSITY FROM THE PERSPECTIVE OF VYGOTS THEORY 43 * CONTEMPORATY
EXTENSIONS ANEL APPLICATIONS OF VYGOTSKY S THEORY 44 LANGUAGE
DEVELOPMENT 49 THEORETICAL ISSUES REGARELING LANGUAGE DEVELOPMENT 49 *
TRENELS IN LANGUAGE DEVELOPMENT 50 * DIVERSITY IN LANGUAGE DEVELOPMENT
53 * SECOND-LANGUAGE LEARNING ANEL ENGLISH LANGUAGE LEARNERS 53 THE BIG
PICTURE 57 PRACTICE FUER YUEUR LICE SURE EXAM: STANES LESSON 58 RT I
ELOPMENT AND DIVERSITY .1
************************.*********************************.********
PREFACE X SPECIAL TOPICS XIX CHAPTER 1 TEACHING AND EDUCATIONAL
PSYCHOLOGY 1 CASESTUDY: PICTURE YOURSELF 1 TEACHING AS EVIDENCE-BASED
PRACTICE 2 UNDERSTANDING RESEARCH 4 QUANTITATIVE RESEARCH 5 *
QUALITATIVE RESEARCH 7 * INTERPRETING RESEARCH RESULTS: A CAUTIONARY
NOTE 8 * FROM RESEARCH TO PRAETICE: THE IMPORTANCE OF THEORIES 9
COLLECTING DATA AND DRAWING CONCLUSIONS ABOUT YOUR OWN STUDENTS 10
ASSESSING STUDENTS ACHIEVEMENTS AND BEHAVIORS 10 * CONELUCTING ACTION
RESEARCH 11 DEVELOPING AS A TEACHER 12 STRATEGIES FOR STUDYING AND
LEARNING EFFECTIVELY 13 THE BIG PICTURE 14 PRACTICE FUER YUEUR
LICENSUREEXAM: NEW SOFTWARE 15 CONTENTS CHAPTER 2 COGNITIVE AND
LINGUISTIC DEVELOPMENT 19 CASESTUDY: APPLETARTS 19 GENERAL PRINCIPLES OF
HUMAN DEVELOPMENT 20 THE MULTIPLE LAYERS OF ENVIRONMENTAL INFLUENCE:
BRONFENBRENNER S THEORY 22 ROLE OF THE BRAIN IN LEARNING AND DEVELOPMENT
23 PIAGET S THEORY OF COGNITIVE DEVELOPMENT 26 PIAGET S BASIC
ASSUMPTIONS 27 * PIAGET S STAGES OF COGNITIVE DEVELOPMENT 29 *
CRITIQUING PIAGET S THEOLY 34 * CONSIELERING DIVERSITY FROM THE
PERSPECTIVE OF PIAGET S THEOTY 35 * CONTEMPORATY EXTENSIONS ANEL
APPLICATIONS OF PIAGET S THEOLY 36 VYGOTSKY S THEORY OF COGNITIVE
DEVELOPMENT 38 DEVELOPMENT OF PEER RELATIONSHIPS AND INTERPERSONAL
UNDERSTANDINGS 75 ROLES OF PEERS IN CHILELREN S DEVELOPMENT 76 *
CHARACTERISTICS OF PEER RELATIONSHIPS 77 * SOCIAL COGNITION 81 *
AGGRESSION 84 * TECHNOLOGY ANEL PEER RELATIONSHIPS 86 * DIVERSITY IN
PEER RELATIONSHIPS ANEL SOCIAL COGNITION 87 * PROMOTING HEALTHY PEER
RELATIONSHIPS 87 MORAL AND PROSOCIA! DEVELOPMENT 90 DEVELOPMENTAL
TRENELS IN MORALITY ANEL PROSOCIAL BEHAVIOR 90 * FACTARS INFLUENCING
MORAL ANEL PROSOCIAL DEVELOPMENT 95 * DIVERSITY IN MORAL ANEL PROSOCIAL
DEVELOPMENT 95 * ENCOURAGING MORAL ANEL PROSOCIAL DEVELOPMENT IN THE
CLASSROOM 97 THE BIG PICTURE 99 PRACTICE FUER YUEUR LICENSURE EXAM: THE
SCARLET LETTER 100 V VI CONTENTS .... , . CHAPTER 6 LEARNING AND
COGNITIVE PROCESSES 179 CASE SRUOY: BONES 179 BASIC ASSUMPTIOL1S OF
COGNITIVE PSYCHOLOGY 180 A MODEL OF HUMAN MEMORY 183 THE ATURE OF THE
SENSOLY REGISTER 185 * MOVING INFORMATION TO WORKING MEMORY: THE ROLE OF
ATTENTION 186 * THE ATURE OF WORKING ( HORT-TERM) MEMOLY 186 * MOVING
INFORMATION TO LONG-TERM MEMOLY: CONNECTING NEW INFORMATION WITH PRIOR
KNOWLEDGE 189 * THE NATURE OF LONG-TERM MEMORY 189 * CRITIQUING THE
THREE- OMPONENT MODEL 190 LONG-TERM MEMORY STORAGE 190 HOW DECLARATIVE
KNOWLEDGE IS LEARNECL 191 * HOW PROCEDURAL KNOWLECLGE IS LEARNED 197.
ROLES OF PRIOR KNOWLECLGE ANCL WORKING MEMORY IN LONG-TERM MEMOLY
STORAGE 198 * ENCOURAGING A MEANINGFUL LEARNING SET 201 * USING
MNEMONICS IN THE ABSENCE OF RELEVANT PRIOR KNOWLEDGE 202 LONG-TERM
MEMORY RETRIEVAL 204 FACTORS AFFECTING RETRIEVAL 204 * WHY LEARNERS
SOMETIMES FOL GET 209 DIVERSITY IN COGNITIVE PROCESSES 210 FACILITATING
COGNITIVE PROCESSING IN STUDENTS WITH SPECIAL EEDS 211 THE BIG PICULRE
213 PRACTICE FUER YUEUR LICENSURE EXAM: HOWTINLE FLIES 214 RT 11 ~ RNING
AND MOTIVATION STUDENTS WITH GENERAL DELAYS IN COGNITIVE AND SOCIAL
FUNCTIONING 166 INTELLECTUAL DISABILITIES 166 STUDENTS WITH PHYSICAL OR
SENSORY CHALLENGES 168 PHYSICAL ANCL HEALTH IMPAIRMENTS 168 * VISUAL
IMPAIRMENTS 169 * HEARING LOSS 170 * GENERAL RECOMMENDATIONS 171
STUDENTS WITH ADVANCED COGNITIVE DEVELOPMENT 172 GIFTECLNESS 172
CONSIDERING DIVERSITY WHEN IDENTIFYING AND ADDRESSING SPECIAL NEEDS 174
GENERAL RECOMMENDATIONS FOR WORKING WITH STUDENTS WHO HAVE SPECIAL NEEDS
175 THE BIG PICTURE 176 PRACTICE FUER YUEUR LICENSURE EXAM: QUIET AMY 176
CASE STUDY: TIM 13 7 LNTELLIGENCE 138 THEORETICAL PERSPECTIVES OF
INTELLIGENCE 138 * MEASURING INTELLIGENCE 142 * NATURE AND NURTURE IN
THE DEVELOPMENT OF INTELLIGENCE 144 * CULTURAL AND ETHNIC DIVERSITY IN
INTELLIGENCE 145 * BEING SMART ABOUT INTELLIGENCE ANCL IQ SCORES 145
COGNITIVE STYLES AND DISPOSITIONS 147 EDUCATING STUDENTS WITH SPECIAL
NEEDS IN GENERAL EDUCATION CLASSROOMS 149 PUBLIC LAW 94-142: INDIVIDUALS
WITH DISABILITIES EDUCATION ACT (IDEA) 150 * POTENTIAL BENEFITS AND
DRAWBACKS OF INCLUSION 152 * IDENTIFYING STUDENTS PARTICULAR SPECIAL
NEEDS: RESPONSE TO INTERVENTION AND PEOPLE-FIRST LANGUAGE 153 STUDENTS
WITH SPECIFIC COGNITIVE OR ACADEMIC DIFFICULTIES 154 LEARNING
DISABILITIES 154 * ATTENTION-DEFICIT HYPERACTIVITY DISORCLER (ADHD) 158
* SPEECH AND COMMUNICATION DISORCLERS 159 * GENERAL RECOMMENCLATIONS 161
STUDENTS WITH SOCIAL OR BEHAVIORAL PROBLEMS 161 EMOTIONAL AND BEHAVIORAL
DISORDERS 162 * AUTISM SPEC- TRUM DISORDERS 164 * GENERAL
RECOMMENDATIONS 165 CHAPTER 5 INDIVIDUAL DIFFERENCES AND SPECIAL
EDUCATIONAL NEEDS 137 CASE STUDY: WHY LACK WASN T IN SCHOOL 103 CULTURAL
AND ETLMIC DIFFERENCES 104 AVIGATING DIFFERENT CULTURES AT HOME AND AT
SCHOOL 105 * EXAMPLES OF CULTURAL AND ETHNIC DIVERSITY 107 * CREATING A
CULTURALLY INCLUSIVE CLASSROOM ENVIRONMENT 113 GENDER DIFFERENCES 118
RESEARCH FINDINGS REGARDING GENDER DIFFERENCES 118 * ORIGINS OF GENDER
DIFFERENCES 121 * MAKING APPROPRIATE ACCOMMODATIONS FAR GENDER
DIFFERENCES 124 SOCIOECONOMIC DIFFERENCES 125 CHALLENGES ASSOCIATED WITH
POVERTY 126 * FOSTERING RESILIENCE 128 * WORKING WITH HOMELESS STUDENTS
129 STUDENTS AT RISK 130 CHARACTERISTICS OF STUDENTS AT RISK 130 * WHY
STUDENTS DROP OUT 131 * SUPPORTING STUDENTS AT RISK 132 THE BIG PICTURE
133 PRACTICE FUER YUEUR LICE SURE EXAM: THE ACTIVE AND THE PASSIVE 134
CHAPTER 4 GROUP DIFFERENCES 103 CHAPTER 7 KNOWLEDGE CONSTRUCTION 217
CASESTUDY: THE EW WORLD 217 CONSTRUCTIVE PROCESSES IN LEARNING AND
MEMORY 218 CONSTRUCTION IN STORAGE 218 * CONSTRUCTION IN RETRIEVAL 220 *
KNOWLEDGE CONSTRUCTION AS A SOCIAL PROCESS 220 ORGANIZING KNOWLEDGE 222
CONCEPTS 222 * SCHEMA AND SCRIPTS 224 * THEORIES 226 * WORLDVIEWS 227
PROMOTING EFFECTIVE KNOWLEDGE CONSTRUCTION 228 PROVIDING OPPORTUNITIES
FOR FIRSTHAND OBSERVATION AND EXPERIMENTATION 228 * PRESENTING EXPERTS
PERSPECTIVES 228 * EMPHASIZING CONCEPTUAL UNDERSTANDING 229 *
ENCOURAGING CLASSROOM DIALOGUE 230 * ASSIGNING AUTHENTIC ACTIVITIES 231
* SCAFFOLDING THEOLY CONSTRUCTION 232 * CREATING A COMMUNITY OF LEARNERS
234 WHEN KNOWLEDGE CONSTRUCTION GOES AWRY: ADDRESSING LEARNERS
MISCONCEPTIONS 236 OBSTACLES TO CONCEPTUAL CHANGE 239 * PROMOTING
CONCEPTUAL CHANGE 240 DIVERSITY IN CONSTRUCTIVE PROCESSES 243
ACCOMMODATING STUDENTS WITH SPECIAL NEEDS 244 THE BIG PICTURE 245
PRACTICE FUER YUEUR LLCE SURE EXAM: VISION UNIT 246 CHAPTER 8 COMPLEX
COGNITIVE PROCESSES 249 CASESTUDY: TAKING OVER 249 METACOGNITION AND
LEARNING STRATEGIES 250 EFFECTIVE LEARNING STRATEGIES 251 * FACTORS
AFFECTING STRATEGY USE 256 * DIVERSITY, DISABILITIES, AND EXCEPTIONAL
ABILITIES IN METACOGNITION 258 TRANSFER 261 FACTORS AFFECTING TRANSFER
263 PROBLEM SOLVING 265 PROBLEM-SOLVING STRATEGIES: A1GORITHMS AND
HEURISTICS 267 * COGNITIVE FACTORS AFFECTING PROBLEM SOLVING 269 * USING
COMPUTER TECL111010GY TO TEACH PROBLEM-SOLVING SKILLS 272 CREATIVITY 273
FOSTERING CREATIVITY 274 CONTENTS VII CRITICAL THINKING 275 FOSTERING
CRITICAL THINKING 277 DIVERSITY IN CREATIVITY, CRITICAL THINKING, AND
OTHER COMPLEX THINKING PROCESSES 278 ACCOMMODATING STUDENTS WITH SPECIAL
EEDS 280 THE BIG PICTURE 281 PRACTICE FUER YUEUR LLCE SURE EXAM: INTERVIEW
WITH EMILY 282 CHAPTER 9 BEHAVIORIST VIEWS OF LEARNING 285 CASE STUDY:
THE ATTENTION GETTER 285 BASIC ASSUMPTIONS OF BEHAVIORISM 286 BLIILDING
ON EXISTING STIMULUS-RESPONSE ASSOCIATIONS: CLASSICAL CONDITIONING 287
CLASSICAL CONDITIONING OF INVOLUNTARY EMOTIONAL RESPONSES 289 * COMMON
PHENOMENA IN CLASSICAJ CONDITIONING 290 * ADDRESSING COUNTERPRODUCTIVE
EMOTIONAL RESPONSES 291 LEARNING FROM CONSEQUENCES: INSTRUMENTAL
CONDITIONING 291 CONTRASTING CLASSICAL CONDITIONING AND INSTRUMENTAL
CONDITIONING 292 * THE VARIOUS FORMS THAT REINFORCEMENT CAN TAKE 293 *
THE VARIOUS FORMS THAT PUNISHMENT CAN TAKE 297 STRATEGIES FOR
ENCOURAGING PRODUCTIVE BEHAVIORS 301 USING REINFORCEMENT EFFECTIVELY 302
* SHAPING NEW BEHAVIORS 307 * BRINGING ANTECEDENT STIMULI AND RESPONSES
INTO D1E PICTURE 308 STRATEGIES FOR DISCOLIRAGING UNDESIRABLE BEHAVIORS
310 CREATING CONDITIONS FOR EXTINCTION 310 * CUEING INAPPROPRIATE
BEHAVIORS 310 * REINFORCING INCOMPATIBLE BEHAVIORS 311 * USING
PUNISHMENT WHEN NECESSARY 311 ADDRESSING ESPECIALLY DIFFICULT CLASSROOM
BEHAVIORS 313 APPLIED BEHAVIOR ANALYSIS 313 * FUNCTIONAL ANALYSIS AND
POSITIVE BEHAVIORAL SUPPORT 314 DIVERSITY IN STUDENT BEHAVIORS AND
REACTIONS TO CONSEQUENCES 316 ACCOMMODATING STUDENTS WITH SPECIAL NEEDS
317 STRENGTHS AND POTENTIAL LINTITATIONS OF BEHAVIORAL APPROACHES 317
THE BIG PICTURE 319 PRACTICE FUER YOUR LLCE SURE EXAM: HOSTILE HELEN 320
VIII CONTENTS CHAPTER 10 SOCIAL COGNITIVE VIEWS OF LEARNING 323 CASE
STUDY: PARLEZ-VOUS FRAN ;:AIS? 323 BASIC ASSUMPTIONS OF SOCIAL COGNITIVE
THEORY 324 THE SOCIAL COGNITIVE VIEW OF REINFORCEMENT AND PUNISHMENT 326
MODELING 329 BEHAVIORS AND SKILLS THAT CAN BE LEARNEEL THROUGH MOELELING
330 * CHARACTERISTICS OF EFFECTIVE MODELS 331 * ESSENTIAL CONDITIONS FOR
SUCCESSFUL MODELING 333 SELF-EFFICACY 335 HOW SELF-EFFICACY AFFECTS
BEHAVIOR AND COGNITION 335 * FAETORS IN THE DEVELOPMENT OF SELF-EFFICACY
337 * TEACHER SELF-EFFICACY 339 SELF-REGULATION 341 SELF-REGULATEEL
BEHAVIOR 342 * SELF-REGULATEEL LEARNING 347 * SEJF-REGULATEEI PROBLEM
SOLVING 349 * DIVERSITY IN SELF-REGULATION 351 REVISITING RECIPROCAL
CAUSATION 352 COMPARING THE THREE GENERAL PERSPECTIVES OF LEARNING 356
THE BIG PICTURE 357 PRACTICE FUER YUEUR LICENSURE EXAM: TEACHER S LAMENT
358 CHAPTER 11 MOTIVATION AND AFFECT 361 CASE STUDY: PASSINGALGEBRA 361
THE NATURE OF MOTIVATION 362 EXTRINSIC VERSUS INTRINSIC MOTIVATION 364
BASIC HUMAN NEEDS 365 AROUSAL 365 * COMPETENCE ANEL SELF-WORTH 366 *
SELF-DETERMINATION 368 * RELATEELNESS 371 * UNIVERSALITY ANEL DIVERSITY
IN BASIC NEEEIS 372 * A POSSIBLE HIERARCHY OF NEEELS: MASLOW S THEORY
373 COGNITIVE FACTORS IN MOTIVATION 374 INTERESTS 375 * EXPECTANCIES
ANEL VALUES 376 * GOALS 379 * ATTRIBUTIONS 385 * TEACHER EXPECTATIONS
ANEL ATTRIBUTIONS 391 * DIVERSITY IN COGNITIVE FACTORS AFFECTING
MOTIVATION 395 AFFECT AND ITS EFFECTS 399 HOW AFFECT ANEL MOTIVATION ARE
INTERRELATEEL 399 * HOW AFFECT IS RELATEEL TO LEARNING ANEL COGNITION
400 * ANXIETY IN THE CLASSROOM 401 * DIVERSITY IN AFFECT 406 THE BIG
PICTURE 408 PRACTICE FUER YUEUR LICENSURE EXAM: WHEN PERFECT ISN T GOOD
ENOUGH 410 PART 111 CLASSROOM STRATEGIES CHAPTER 12 INSTRUCTIONAL
STRATEGIES 413 CASE SRUDY: OREGON TRAIL 413 PLANNING FOR INSTRUCTION 415
IELENTIFYING THE GOALS OF INSTRUCTION 415 * CONELUCTING A TASK ANALYSIS
420 * DEVELOPING A LESSON PLAN 422 * SETTING UP A CLASS WEBSITE 422
EXPOSITORY STRATEGIES 423 LECTURES ANEL TEXTBOOKS 423 * MASTERY LEARNING
424 * DIRECT INSTRUCTION 427 * COMPUTER-BASEEL INSU LLCTION 428 *
INSTRUCTIONAL WEBSITES 429 HANDS-ON, HEAD-ON, AND PRACTICE ACTIVITIES
430 DISCOVERY ANEL INQUIRY LEARNING 430 * IN-CLASS ASSIGNMENTS 432 *
COMPUTER SIMULATIONS ANEL APPLICATIONS 433 * HOMEWORK 435 INTERACTIVE
AND COLLABORATIVE APPROACHES 436 TEACHER QUESTIONS 436 * CLASS
DISCLLSSIONS 436 * RECIPROCAL TEACHING 440 * COOPERATIVE LEARNING 442 *
PEER TUTORING 447 * TECHNOLOGY-BASEEL COLLABORATIVE LEARNING 449 TAKING
STUDENT DIVERSITY INTOACCOUNT 451 CONSIELERING GROUP DIFFERENCES 451 *
ACCOMMOELATING STUELENTS WITH SPECIAL NEEEIS 452 THE BIG PICTURE 454
PRACTICE FUER YUEUR LICENSURE EXAM: COOPERATIVE LEARNING PROJECT 456
CHAPTER 13 CREATING A PRODUCTIVE LEARNING ENVIRONMENT 459 CASE STUDY: A
CONTAGIOUS SITUATION 459 CREATING A SETTING CONDUCIVE TO LEARNING 460
ARRANGING THE CLASSROOM 460 * ESTABLISHING ANEL MAINTAINING PROELUCTIVE
TEACHER-STUELENT RELATIONSHIPS 462 * CREATING AN EFFECTIVE PSYCHOLOGICAL
CLIMATE 464 * SETTING LIMITS 466 * PLANNING ACTIVITIES THAT KEEP
STUELENTS ON TASK 470 * MONITORING WHAT STUELENTS ARE DOING 473 *
MOELIFYING INSTRUCTIONAL STRATEGIES 473 * TAKING DEVELOPMENTAL
DIFFERENCES INTO ACCOUNT 474 * TAKING INELIVIELUAL ANEL GROUP
DIFFERENCES INTO ACCOUNT 474 COORDINATING EFFORTS WITH OTHERS 477
WORKING WITH OTHER FACLILTY MEMBERS 477 * WORKING WITH THE COMMUNITY AT
LARGE 479 * WORKING WITH PARENTS 479 DEALING WITH MISBEHAVIORS 485
IGNORING BEHAVIOR 485 * CUEING STUDENTS 486 * DISCUSSING PROBLEMS
PRIVATELY WITH STUDENTS 487 * TEACHING SELF-REGULATION STRATEGIES 488 *
CONFERRING WITH PARENTS 489 * CONDUCTING PLANNED, SYSTEMATIC
INTERVENTIONS 491 * TAKING STUDENTS CULTURAL BACKGROUNELS INTO ACCOUNT
493 ADDRESSING AGGRESSION AND VIOLENCE AT SCHOOL 495 A THREE-LEVEL
APPROACH 496 * ADELRESSING GANG-RELATED PROBLEMS 498 THE BIG PICTURE 500
PRACTICEFORYOUR LICENSUREEXAM: THE GOOD BUDDY 500 CHAPTER 14 CLASSROOM
ASSESSMENT STRATEGIES 503 CASE STUDY: THE MATH TEST 503 THE MANY FORMS
OF ASSESSMENT 504 USING ASSESSMENT FOR DIFFERENT PURPOSES 507 GUIELING
INSTRUCTIONAL DECISION MAKING 507 * DIAGNOSING LEARNING ANEL PERFORMANCE
PROBLEMS 507 * DETERMINING WHAT STUELENTS HAVE LEARNED FROM INSTRUCTION
508 * EVALUATING THE QUALITY OF INSTRUCTION 508 * PROMOTING LEARNING 508
IMPORTANT QUALITIES OF GOOD ASSESSMENT 511 RELIABILITY 511 *
STANELARDIZATION 514 * VALIELITY 514 * PRACTICALITY 520 INFORMAL
ASSESSMENT 522 RSVP CHARACTERISTICS OF INFORMAL ASSESSMENT 523 PAPER-
PENCIL ASSESSMENT 524 CONSTRUCTING THE ASSESSMENT INSTRUMENT 532 *
AELMINISTERING THE ASSESSMENT 532 * SCORING STUDENTS RESPONSES 533 *
RSVP CHARACTERISTICS OF PAPER-PENCIL ASSESSMENT 534 PERFORMANCE
ASSESSMENT 535 CHOOSING APPROPRIATE PERFORMANCE TASKS 535 * PLANNING AND
AELMINISTERING THE ASSESSMENT 537 * SCORING STUELENTS RESPONSES 538 *
RSVP CHARACTERISTICS OF PERFORMANCE ASSESSMENT 540 ADDITIONAL
CONSIDERATIONS IN FORMAL ASSESSMENT 541 INCLUDING STUELENTS IN THE
ASSESSMENT PROCESS 541 * TEACHING TESTWISENESS 542 * KEEPING TEST
ANXIETY IN CHECK 543 * ENCOURAGING RISK TAKING 544 * EVALUATING AN
ASSESSMENT AFTER THE FACT: ITEM ANALYSIS 546 TAKING STUDENT DIVERSITY
INTO ACCOUNT IN CLASSROOM ASSESSMENTS 547 ACCOMMOELATING GROUP
DIFFERENCES 547 * ACCOMMODATING STUELENTS WITH SPECIAL NEEEIS 548 THE
BIG PICTURE 548 PRACTICE FOR YOUR LICENSUREEXAM: PICK ANEL CHOOSE 550
CONTENTS IX CHAPTER 15 SUMMARIZING STUDENTS ACHIEVEMENT AND ABILITIES
553 CASE STUDY: BINHISTORY 553 SUMMARIZING THE RESULTS OF A SINGLE
ASSESSMENT 554 RAW SCORES 554 * CRITERION-REFERENCEEL SCORES 554 *
NORM-REFERENCEEL SCORES 555 * USING CRITERION- REFERENCED VERSUS
NORM-REFERENCEEL SCORES IN THE CLASSROOM 559 DETERMINING FINAL CLASS
GRADES 561 CONSIDERING IMPROVEMENT, EFFORT, ANEL EXTRA CREELIT 563 *
CHOOSING CRITERION-REFERENCEEL 01 NORM-REFERENCEEL GRAELES 564 *
INCLUELING STUELENTS IN THE GRAELING PROCESS 565 USING PORTFOLIOS 565
TYPES ANEL PURPOSES OF PORTFOLIOS 566 * BENEFITS ANEL LIMITATIONS OF
PORTFOLIOS 567 * HELPING STUELENTS CONSTRUCT PORTFOLIOS 568 STANDARDIZED
TESTS 568 TYPES OF STANELARDIZED TESTS 570 * TECHNOLOGY ANEL ASSESSMENT
572 * GUIELELINES FOR CHOOSING ANEL USING STANDARELIZEEL TESTS 572 *
INTERPRETING STANELARELIZED TEST SCORES 574 HIGH-STAKES TESTING AND
ACCOUNTABILITY 576 THE U.S. NO CHILD LEFT BEHIND ACT 576 * PROBLEMS WITH
HIGH-STAKES TESTING 577 * POTENTIAL SOLUTIONS 579 TAKING STUDENT
DIVERSITY INTOACCOUNT 581 CULTURAL BIAS IN TEST CONTENT 581 * CULTURAL
AND ETHNIC DIFFERENCES 582 * LANGUAGE DIFFERENCES ANEL ENGLISH LANGUAGE
LEARNERS 583 * ACCONUNOELATING STUDENTS WITH SPECIAL NEEEIS 583
CONFIDENTIALITY AND COMMUNICATION ABOUT ASSESSMENT RESULTS 584
COMMUNICATING ASSESSMENT RESULTS TO STUELENTS ANCL PARENTS 587 THE BIG
PICTURE 589 PRACTICE FORYOUR LICENSUREEXAM: CANJOHNNY READ? 589 APPENDIX
A: DESCRIBING ASSOCIATIONS WITH CORRELATION COEFFICIENTS A-1 APPENDIX B:
DETERMINING RELIABILITYAND PREDICTIVE VALIDITY B-1 APPENDIX C: MATCHING
BOOK AND MYEDUCATIONLAB CONTE NT TO THE PRAXIS PRINCIPLES OF LEAMING
AND TEACHING TESTS C-1 GLOSSARY G-1 REFERENCES R-1 NAME INDEX N-1
SUBJECT INDEX S-L PHOTO CREDITS P-1
|
| any_adam_object | 1 |
| author | Ormrod, Jeanne Ellis |
| author_facet | Ormrod, Jeanne Ellis |
| author_role | aut |
| author_sort | Ormrod, Jeanne Ellis |
| author_variant | j e o je jeo |
| building | Verbundindex |
| bvnumber | BV036126062 |
| 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 |
| classification_tum | PSY 520f PSY 500f |
| ctrlnum | (OCoLC)431936326 (DE-599)BVBBV036126062 |
| 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 | 7. ed. |
| format | Book |
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| genre | 1\p (DE-588)4123623-3 Lehrbuch gnd-content |
| genre_facet | Lehrbuch |
| id | DE-604.BV036126062 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:37:28Z |
| institution | BVB |
| isbn | 9780137001149 0137001142 9780135118726 |
| language | English |
| lccn | 2009034081 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020208469 |
| oclc_num | 431936326 |
| open_access_boolean | |
| owner | DE-29 DE-91 DE-BY-TUM |
| owner_facet | DE-29 DE-91 DE-BY-TUM |
| physical | XXIII, 590, [126] S. Ill. 28 cm |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Pearson |
| record_format | marc |
| spelling | Ormrod, Jeanne Ellis Verfasser aut Educational psychology developing learners Jeanne Ellis Ormrod 7. ed. Boston ; Munich [u.a.] Pearson 2010 XXIII, 590, [126] S. Ill. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. R1-R52) and indexes Educational psychology Teaching Learning Classroom management Motivationspsychologie (DE-588)4075001-2 gnd rswk-swf Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Entwicklungspsychologie (DE-588)4014963-8 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf 1\p (DE-588)4123623-3 Lehrbuch gnd-content Unterrichtsführung (DE-588)4187078-5 s Motivationspsychologie (DE-588)4075001-2 s 2\p DE-604 Pädagogische Psychologie (DE-588)4044321-8 s Entwicklungspsychologie (DE-588)4014963-8 s 3\p DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020208469&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 |
| spellingShingle | Ormrod, Jeanne Ellis Educational psychology developing learners Educational psychology Teaching Learning Classroom management Motivationspsychologie (DE-588)4075001-2 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd Unterrichtsführung (DE-588)4187078-5 gnd |
| subject_GND | (DE-588)4075001-2 (DE-588)4044321-8 (DE-588)4014963-8 (DE-588)4187078-5 (DE-588)4123623-3 |
| title | Educational psychology developing learners |
| title_auth | Educational psychology developing learners |
| title_exact_search | Educational psychology developing learners |
| title_full | Educational psychology developing learners Jeanne Ellis Ormrod |
| title_fullStr | Educational psychology developing learners Jeanne Ellis Ormrod |
| title_full_unstemmed | Educational psychology developing learners Jeanne Ellis Ormrod |
| title_short | Educational psychology |
| title_sort | educational psychology developing learners |
| title_sub | developing learners |
| topic | Educational psychology Teaching Learning Classroom management Motivationspsychologie (DE-588)4075001-2 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd Unterrichtsführung (DE-588)4187078-5 gnd |
| topic_facet | Educational psychology Teaching Learning Classroom management Motivationspsychologie Pädagogische Psychologie Entwicklungspsychologie Unterrichtsführung Lehrbuch |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020208469&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT ormrodjeanneellis educationalpsychologydevelopinglearners |