Educational psychology: active learning edition
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 11. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXXIII, 748 S. Ill., graph. Darst. |
| ISBN: | 9780135094105 0135094100 |
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| 245 | 1 | 0 | |a Educational psychology |b active learning edition |c Anita E. Woolfolk |
| 250 | |a 11. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2011 | |
| 300 | |a XXXIII, 748 S. |b Ill., graph. Darst. | ||
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| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
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Datensatz im Suchindex
| _version_ | 1804143055697084416 |
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| adam_text | CONTENTS TEACHERS CASEBOOK WHAT WOULD YOU DO? CLUSTER PREVIEW I CLUSTER
1 LEARNING, TEACHING, AND EDUCATIONAL PSYCHOLOGY 1 CLUSTER 2 COGNITIVE
DEVELOPMENT AND LANGUAGE 28 REFLECTING ON CLUSTER I LEARNING, TEACHING,
AND EDUCATIONAL PSYCHOLOGY 23 ACTIVITIES FOR REFLECTION 23 DIVERSITY AND
CONVERGENCES IN EDUCATIONAL PSYCHOLOGY 23 ACTIVE LEARNING CONNECTIONS 24
POINT I COUNTERPOINT WHAT KIND OF RESEARCH SHOULD GUIDE EDUCATION? 17
PREVIEW: THEORIES FOR EDUCATIONAL PSYCHOLOGY 18 STAGES: PIAGET, FREUD,
AND ERIKSON 18 JEAN PIAGET 18 SIGMUND FREUD 18 ERIK ERIKSON 19 LEAMING
AND MOTIVATION THEORIES: BEHAVIORISM, INFORMATION PROCESSING, AND SOCIAL
COGNITIVE THEORY 19 BEHAVIORISM 19 INFORMATION PROCESSING 19 SOCIAL
COGNITIVE THEORY 20 CONTEXTUAL THEORIES: VYGOTSKY AND BRONFENBRENNER 20
LEV VYGOTSKY 20 URIE BRONFENBRENNER 21 MODULE 2 SUMMARY 21 MODULE 3 *
DEVELOPMENT: SOME GENERAL PRINCIPLES 31 OVERVIEW 31 ADEFINITION OF
DEVELOPMENT 31 THREE QUESTIONS ACROSS THE THEORIES 32 WHAT IS THE SOURCE
OF DEVELOPMENT? NATURE VERSUS NURTURE 32 WHAT IS THE SHAPE OF
DEVELOPMENT? CONTINUITY VERSUS DISCONTINUITY 32 TIMING: IS IT TAO LATE?
CRITICA/ PERIODS AND EAR/IER VERSUS LATER EXPERIENCES 33 BEWARE OF
EITHER/OR 33 GENERAL PRINCIPLES OF DEVELOPMENT 33 THE BRAIN AND
COGNITIVE DEVELOPMENT 34 TEACHERS CASEBOOK WHAT WOULD YOU DA? 29
CLUSTER PREVIEW 29 TEACHERS CASEBOOK WHAT WOULD THEY DA? 26
MYEDUCATIONLAB 27 13 XXIII MODULE 1 * LEARNING AND TEACHING 3 OVERVIEW 3
LEARNING AND TEACHING TODAY 3 DRAMATIC DIVERSITY: STUDENTS TODAY 3 HIGH
EXPECTATIONS: NO CHILD LEFT BEHIND 4 DO TEACHERS MAKE A DIFFERENCE? 5
TEACHER-STUDENT RELATIONSHIPS 5 THE CAST OF PAAR TEACHING 5 WH AT IS
GOOD TEACHING? 6 INSIDE FOUR CLASSROOMS 6 A BILINGUA/1ST GRADE 6 A
SUBURBAN 5TH GRADE 6 AN INCLUSIVE CLASS 7 AN ADVANCED MATH CLASS 7 SO
WHAT IS GOOD TEACHING? 8 BEGINNING TEACHERS 8 MODULE 1 SUMMARY 9 MODULE
2 * RESEARCH AND THEORY IN EDUCATIONAL PSYCHOLOGY 11 OVERVIEW 11 THE
ROLE OF EDUCATIONAL PSYCHOLOGY 11 IN THE BEGINNING: LINKING EDUCATIONAL
PSYCHOLOGY AND TEACHING 11 EDUCATIONAL PSYCHOLOGY TODAY 12 IS IT JUST
COMMON SENSE? 12 TAKING T UMS 12 HE/PING STUDENTS 12 SKIPPING GRADES 13
OBVIOUS ANSWERS? 13 USING RESEARCH TO UNDERSTAND AND IMPROVE LEARNING
DESCRIPTIVE STUDIES 14 CORRELATION STUDIES 14 EXPERIMENTALSTUDIES 14
SING/E-SUBJECT EXPERIMENTAL DESIGNS 15 MICROGENETIC STUDIES 15 THE ROLE
OF TIME IN RESEARCH 15 TEACHERS AS RESEARCHERS 16 WHAT IS SCIENTIFICALLY
BASED RESEARCH? 16 THEORIES FOR TEACHING 16 PREFACE IX X CONTENTS THE
DEVELOPING BRAIN: NEURONS 34 THE DEVELOPING BRAIN: CEREBRA I CORTEX 36
THE DEVELOPMENT OF LANGUAGE 37 WHAT DEVELOPS? LANGUAGE AND CULTURAL
DIFFERENCES 37 THE PUZZLE OF LANGUAGE 37 WHEN AND HOW DOES LANGUAGE
DEVELOP? 38 SOUNDS AND PRONUNCIATION 38 VOCABULARY AND MEANING 38
GRAMMAR AND SYNTAX 39 PRAGMATICS: USING LANGUAGE IN SOCIAL SITUATIONS 40
METALINGUISTIC AWARENESS 40 DIVERSITY IN LANGUAGE DEVELOPMENT 40 DUAL
LANGUAGE DEVE/OPMENT 40 BENEFITS OF BILINGUALISM 41 SECOND LANGUAGE
LEARNING 41 EMERGENT LITERACY 41 BUILDING A FOUNDATION 42 MODULE 3
SUMMARY 44 PIAGET S THEORY OF COGNITIVE DEVELOPMENT 45 INFLUENCES ON
DEVELOPMENT 45 BASIC TENDENCIES IN THINKING 46 ORGANIZATION 46
ADAPTATION 46 EQUILIBRATION 47 FOUR STAGES OF COGNITIVE DEVELOPMENT 47
INFANCY: THE SENSORIMOTOR STAGE 48 EARLY CHILDHOOD TO THE EARLY
ELEMENTARY YEARS: THE PREOPERATIONAL STAGE 48 LATER ELEMENTARY TO THE
MIDDLE SCHOOL YEARS: THE CONCRETE-OPERATIONAL STAGE 49 HIGH SCHOOL AND
COLLEGE: FORMAL OPERATIONS 52 00 WE ALL REACH THE FOURTH STAGE? 54
INFORMATION-PROCESSING AND NEO-PIAGETIAN VIEWS OF COGNITIVE DEVELOPMENT
54 SOME LIMITATIONS OF PIAGET S THEORY 55 THE TROUBLE WITH STAGES 55
UNDERESTIMATING CHILDREN S ABILITIES 56 COGNITIVE DEVELOPMENT AND
CULTURE 56 MODULE 4 SUMMARY 57 MODULE 5 * VYGOTSKY S SOCIOCULTURAL
PERSPECTIVE 58 OVERVIEW 58 THE SOCIAL SOURCES OF INDIVIDUAL THINKING 59
CULTURAL TOOLS AND COGNITIVE DEVELOPMENT 60 POINT I COUNTERPOINT SHOULD
STUDENTS BE ALLOWED TO USECALCULATORSAND SPEIL CHECKERS? 61 THE ROLE OF
LANGUAGE AND PRIVATE SPEECH 61 PRIVATE SPEECH: VYGOTSKY S AND PIAGET S
VIEWS COMPARED 62 THE ZONE OF PROXIMAL DEVELOPMENT 63 MODULE 4 THEORIES
OVERVIEW * PIAGETIAN AND INFORMATION PROCESSING 45 45 PRIVATE SPEECH AND
THE ZONE 63 THE ROLE OF LEARNING AND DEVELOPMENT 64 LIMITATIONS OF
VYGOTSKY S THEORY 65 MODULE 5 SUMMARY 65 MODULE 6 * IMPLICATIONS OF
PIAGET S AND VYGOTSKY S THEORIES FOR TEACHERS 67 OVERVIEW 67 PIAGET:
WHAT CAN WE LEARN? 67 UNDERSTANDING AND BUILDING ON STUDENTS THINKING
67 ACTIVITY AND CONSTRUCTING KNOWLEDGE 68 VYGOTSKY: WHAT CAN WE LEARN?
69 THE ROLE OF ADULTS AND PEERS 69 ASSISTED LEARNING 69 TEACHING AND THE
MAGIE MIDDLE 69 REACHING EVERY STUDENT: USING THE TOOLS OF THE CULTURE
70 MODULE 6 SUMMARY 72 REFLECTING ON CLUSTER 2 COGNITIVE DEVELOPMENT AND
LANGUAGE 73 ACTIVITIES FOR REFLECTION 73 DIVERSITYAND CONVERGENCESIN
COGNITIVE DEVELOPMENT 73 ACTIVE LEARNINGCONNECTIONS 74 TEACHERS
CASEBOOK WHATWOULDTHEYDO? 76 MYEDUCATIONLAB 77 FAMILY AND COMMUNITY
PARTNERSHIPS SUPPORTING LANGUAGEAND PROMOTING LITERACY 43 GUIDELINES
TEACHING THE PREOPERATIONALCHILD 50 TEACHING THE CONCRETE-OPERATIONAL
CHILD 52 HELPING STUDENTSTO USE FORMALOPERATIONS 54 APPLYING
VYGOTSKY SIDEAS IN TEACHING 71 CLUSTER 3 THE SELF, SODAL, AND MORAL
DEVELOPMENT 78 TEACHERS CASEBOOK WHATWOULDYOUDO? 79 CLUSTER PREVIEW 79
MODULE 7 * BRONFENBRENNER: THE SODAL CONTEXT FOR DEVELOPMENT 81 OVERVIEW
81 FAMILIES 83 FAMILY STRUCTURE 83 PARENTING STYLES 83 CULTURE AND
PARENTING 85 DIVORCE 85 CONTENTS XI MODULE 9 * UNDERSTANDING OTHERS AND
MORAL DEVELOPMENT 119 PEERS 86 CROWDS AND CLIQUES 87 PEER CULTURES 87
FRIENDSHIPS 87 WHO IS LIKELY TO HAVE PROBLEMS WITH PEERS? 88 PEER
AGGRESSION 88 BULLIES 89 RELATIONAL AGGRESSION 90 VICTIMS 90 TEACHERS 90
ACADEMIC AND PERSONAL CARING 91 REACHING EVERY STUDENT: TEACHERS AND
CHILD ABUSE 91 MODULE 7 SUMMARY 94 123 124 125 CLUSTER 4 LEARNER
DIFFERENCES AND LEARNING NEEDS 134 MORAL VERSUS CONVENTIONAL DOMAINS
IMPLICATIONS FOR TEACHERS 124 DIVERSITY IN MORAL REASONING MORAL
BEHAVIOR AND CHEATING CHEATING 126 MODULE 9 SUMMARY 128 REFLECTING ON
CLUSTER 3 THE SELF, SOCIAL, AND MORAL DEVELOPMENT 129 ACTIVITIES FOR
REFLECTION 129 DIVERSITY AND CONVERGENCES IN PERSONAL/SOCIAL DEVELOPMENT
129 ACTIVE LEARNING CONNECTIONS 130 HELPING CHILDREN OF DIVORCE 86
DEALING WITH AGGRESSION AND ENCOURAGING COOPERATION 91 DEALING WITH
PHYSICALDIFFERENCES IN THE CLASSROOM 101 ENCOURAGING INITIATIVE IN
PRESCHOOL CHILDREN 103 ENCOURAGING INDUSTRY 104 SUPPORTING IDENTITY
FORMATION 106 SUPPORTING PERSONALAND MORAL DEVELOPMENT 126 OVERVIEW 119
THEORY OF MIND AND INTENTION 119 MORAL DEVELOPMENT 120 KOHLBERG S
THEORIES OF MORAL DEVELOPMENT 120 CRITICISMS OF KOHLBERG S THEORY 121
GENDER DIFFERENCES: THE MORALITY OF CARING 122 MORAL JUDGMENTS, SOCIAL
CONVENTIONS, AND PERSONAL CHOICES 122 TEACHERS CASEBOOK WHATWOULDYOU
DO? 135 CLUSTER PREVIEW 135 MODULE 10 * INTELLIGENCE AND THINKING STYLES
137 OVERVIEW 137 INTELLIGENCE 137 LANGUAGE AND LABELS 137 DISABILITIES
AND HANDICAPS 138 GUIDELINES TEACHERS CASEBOOK WHATWOULDTHEYDO? 132
MYEDUCATIONLAB 133 FAMILY AND COMMUNITY PARTNERSHIPS CONNECTING WITH
FAMILIES 84 101 107 108 100 105 98 97 95 109 109 110 96 95 114 117
MODULE 8 * THE SELF OVERVIEW 95 PHYSICAL DEVELOPMENT 95 PHYSICAL AND
MOTOR DEVELOPMENT YOUNG CHILDREN 95 ELEMENTARY SCHOOL YEARS THE
ADOLESCENT YEARS 96 PLAY, RECESS, AND PHYSICAL ACTIVITY PLAY 97 RECESS
98 CHALLENGES IN PHYSICAL DEVELOPMENT OBESITY 98 EATING DISORDERS 99 THE
BRAIN AND ADOLESCENT DEVELOPMENT SELF-CONCEPT AND IDENTITY 101 ERIKSON:
STAGES OF PSYCHOSOCIAL DEVELOPMENT THE PRESCHOOL YEARS: TRUST, AUTONOMY,
AND INITIATIVE 102 THE ELEMENTARY AND MIDDLE SCHOOL YEARS: INDUSTRY
VERSUS INFERIORITY 103 ADOLESCENCE: THE SEARCH FOR IDENTITY BEYOND THE
SCHOOL YEARS 106 ETHNIC AND RACIAL IDENTITY 107 ETHNIC IDENTITIES:
OUTCOME AND PROCESS RACIALLDENTITY: OUTCOME AND PROCESS RACIAL AND
ETHNIC PRIDE 108 SELF-CONCEPT 109 THE STRUCTURE OF SELF-CONCEPT HOW
SELF-CONCEPT DEVELOPS SELF-CONCEPT AND ACHIEVEMENT SELF-ESTEEM 110 SEX
DIFFERENCES IN SELF-CONCEPT AND SELF-ESTEEM 111 POINT I COUNTERPOINT
WHAT SHOULD SCHOOLS DO TO ENCOURAGE STUDENTS SELF-ESTEEM? 112 GENDER
DEVELOPMENT 114 SEX AND GENDER 114 SEXUAL ORIENTATION GENDER ROLES 116
MODULE 8 SUMMARY XII CONTENTS POINT I COUNTERPOINT SHOULD TEACHERS FOCUS
ON STUDENTS LEARNING STYLES? 149 MODULE 10 SUMMARY 151 MODULE 11 *
INDUSION: TEACHING EVERY CHILD 153 OVERVIEW 153 INDIVIDUAL DIFFERENCES
AND THE LAW 153 IDEA 153 PERSON-FIRST LANGUAGE 138 WHAT DOES
INTELLIGENCE MEAN? 138 INTELLIGENCE: ONE ABILITY OR MANY? 140 MULTIPLE
INTELLIGENCES 140 WHAT ARE THESE INTELLIGENCES? 140 EVALUATIONS OF MI
THEORY 141 MULTIPLE INTELLIGENCES GO TO SCHOOL 142 INTELLIGENCE AS A
PROCESS 143 MEASURING INTELLIGENCE 144 BINET S DILEMMA 144 WHAT DOES AN
10 SCORE MEAN? 145 GROUP VERSUS INDIVIDUAL 10 TESTS 145 THE FLYNN
EFFECT: ARE WE GETTING SMARTER? 145 INTELLIGENCE AND ACHIEVEMENT 145 SEX
DIFFERENCES IN INTELLIGENCE 146 HEREDITY OR ENVIRONMENT? 147 LEARNING
AND THINKING STYLES 147 LEARNING STYLES/PREFERENCES 148 CAUTIONS ABOUT
LEARNING STYLES 148 THE VALUE OF CONSIDERING LEARNING STYLES 148
INTELLECTUAL STYLES 148 168 171 GUIDELINES INTERPRETING 10 SCORES 146
DISCIPLINING STUDENTS WITH EMOTIONAL PROBLEMS TEACHING STUDENTS WITH
INTELLECTUAL DISABILITIES STUDENTS WITH VISION IMPAIRMENTS 173 STUDENTS
WHO ARE DEAF 174 AUTISM SPECTRUM DISORDERS AND ASPERGER SYNDROME 174
THEORY OF MIND 175 INTERVENTIONS 175 RESPONSE TO INTERVENTION (RTI) 176
MODULE 11 SUMMARY 176 MODULE 12 * STUDENTS WHO ARE GIFTED AND TALENTED
179 OVERVIEW 179 WHO ARE THESE STUDENTS? 179 WHAT IS THE ORIGIN OF THESE
GIFTS? 180 WHAT PROBLEMS DO THE GIFTED FACE? 181 IDENTIFYING AND
TEACHING GIFTED STUDENTS 181 RECOGNIZING GIFTS AND TALENTS 181 TEACHING
GIFTED STUDENTS 182 GIRLS AND GIFTEDNESS 183 GIFTED STUDENTS WITH
LEARNING DISABILITIES 183 GIFTED STUDENTS WHO LIVE IN POVERTY 184 MODULE
12 SUMMARY 184 REFLECTING ON CLUSTER 4 LEARNER DIFFERENCES AND LEARNING
NEEDS 185 ACTIVITIES FOR REFLECTION 185 DIVERSITY AND CONVERGENCES IN
LEARNING ABILITIES 185 ACTIVE LEARNING CONNECTIONS 186 CLUSTER 5 CULTURE
AND DIVERSITY 190 TEACHERS CASEBOOK WHATWOULDYOU DO? 191 CLUSTER
PREVIEW 191 TEACHERS CASEBOOK WHATWOULDTHEYDO? 188 MYEDUCATIONLAB 189
FAMILY AND COMMUNITY PARTNERSHIPS PRODUCTIVE CONFERENCES 157 MODULE 13 *
SODAL AND ECONOMIC DIVERSITY 193 OVERVIEW 193 TODAY S DIVERSE CLASSROOMS
193 AMERICAN CULTURAL DIVERSITY 193 MEET FIVE STUDENTS 194 CAUTIONS:
INTERPRETING CULTURAL DIFFERENCES 197 CU/TURAL CONFLICTS AND
COMPATIBILITIES 197 162 166 163 172 158 158 154 154 155 LEAST
RESTRICTIVE ENVIRONMENT INDIVIDUALIZED EDUCATION PROGRAM THE RIGHTS OF
STUDENTS AND FAMILIES SECTION 504 PROTECTIONS 155 STUDENTS WITH LEARNING
CHALLENGES NEUROSCIENCE AND LEARNING CHALLENGES STUDENTS WITH LEARNING
DISABILITIES 159 STUDENT CHARACTERISTICS 159 TEACHING STUDENTS WITH
LEARNING DISABILITIES 161 STUDENTS WITH HYPERACTIVITY AND ATTENTION
DISORDERS DEFINITIONS 162 TREATING AND TEACHING STUDENTS WITH ADHD
STUDENTS WITH LANGUAGE AND COMMUNICATION DISORDERS 165 SPEECH DISORDERS
165 LANGUAGE DISORDERS 166 STUDENTS WITH EMOTIONAL OR BEHAVIORAL
DIFFICULTIES SUICIDE 169 DRUG ABUSE 169 PREVENTION 170 STUDENTS WITH
INTELLECTUAL DISABILITIES 170 STUDENTS WITH HEALTH IMPAIRMENTS 171
CEREBRAL PALSY AND MULTIPLE DISABILITIES SEIZURE DISORDERS (EPILEPSY)
172 OTHER SERIOUS HEALTH CONCERNS: ASTHMA, HIV/AIDS, AND DIABETES 173
CONTENTS XIII DANGERS IN STEREOTYPING 198 ECONOMIC AND SOCIAL CLASS
DIFFERENCES 198 SOCIAL CLASS AND SES 198 POVERTY AND SCHOOL ACHIEVEMENT
199 HEALTH, ENVIRONMENT, AND STRESS 200 LOW EXPECTATIONS-LOW ACADEMIC
SELF-CONCEPT 201 PEER INFLUENCES AND RESISTANCE CULTURES 201 HORNE
ENVIRONMENT AND RESOURCES 202 SUMMER SETBACKS 202 TRACKING: POOR
TEACHING 202 POINT I COUNTERPOINT IS TRACKING AN EFFECTIVE STRATEGY? 203
MODULE 13 SUMMARY 204 239 250 250 248 246 252 CLUSTER 6 BEHAVIORAL VIEWS
* OF LEARNING 238 MODULE 17 * APPLICATIONS OF BEHAVIORAL LEARNING 253
OVERVIEW 253 APPLIED BEHAVIOR ANALYSIS 253 METHODS FOR ENCOURAGING
BEHAVIORS 253 MODULE 16 * BEHAVIORAL EXPLANATIONS OF LEARNING 241
OVERVIEW 241 UNDERSTANDING LEARNING 241 NEUROSCIENCE OF BEHAVIORAL
LEARNING 242 LEARNING 15 NOT ALWAYS WHAT IT SEEMS 242 EARLY EXPLANATIONS
OF LEARNING: CONTIGUITY AND CLASSICAL CONDITIONING 244 OPERANT
CONDITIONING: TRYING NEW RESPONSES 246 TYPES OF CONSEQUENCES
REINFORCEMENT 246 PUNISHMENT 247 REINFORCEMENT SCHEDULES EXTINCTION 250
ANTECEDENTS AND BEHAVIOR CHANGE EFFECTIVE INSTRUCTION DELIVERY (EID)
CUEING 250 PROMPTING 251 MODULE 16 SUMMARY AVOIDING GENDER BIAS IN
TEACHING 228 CULTURALLY RELEVANT TEACHING 233 GENDER BIAS IN TEACHING
227 MODULE 15 SUMMARY 229 TEACHERS CASEBOOK WHATWOULDYOU DO? CLUSTER
PREVIEW 239 REFLECTING ON CLUSTER 5 CULTURE AND DIVERSITY 230 ACTIVITIES
FOR REFLECTION 230 DIVERSITY AND CONVERGENCES IN CULTURALLY RELEVANT T
EACHING 230 ACTIVE LEARNING CONNECTIONS 234 GUIDELINES TEACHERS
CASEBOOK WHAT WOULD THEY DO? 236 MYEDUCATIONLAB 237 FAMILY AND COMMUNITY
PARTNERSHIPS BUILDING LEARNING COMMUNITIES 225 206 205 213 211 212 224
226 218 220 215 213 213 MODULE 14 * ETHNICITY, RACE, AND LANGUAGE 205
OVERVIEW 205 ETHNICITY AND RACE IN TEACHING AND LEARNING TERMS:
ETHNICITY AND RACE 206 ETHNIC AND RACIAL DIFFERENCES IN SCHOOL
ACHIEVEMENT THE LEGACY OF DISCRIMINATION 207 WHAT IS PREJUDICE 7 208 THE
DEVELOPMENT OF PREJUDICE 208 CONTINUING DISCRIMINATION 210 STEREOTYPE
THREAT 210 SHORT- TERM EFFECTS: TEST PERFORMANCE LONG- TERM EFFECTS:
DISIDENTIFICATION COMBATING STEREOTYPE THREAT 212 LANGUAGE DIFFERENCES
IN THE CLASSROOM DIALECTS 213 DIALECTS AND PRONUNCIATION DIALECTS AND
TEACHING GENDERLECTS 214 BILINGUALISM 214 WH AT DOES BILINGUALISM MEAN?
BECOMING BILINGUAL 216 BILINGUAL EDUCATION 216 TWO APPROACHES TO
BILINGUAL EDUCATION 216 REACHING EVERY STUDENT: RECOGNIZING GIFTEDNESS
IN BILINGUAL STUDENTS 218 RESEARCH ON BILINGUAL PROGRAMS MODULE 14
SUMMARY 219 MODULE 15 * MULTICULTURAL EDUCATION: CREATING CULTURALLY
COMPATIBLE CLASSROOMS 220 OVERVIEW 220 CULTURALLY RELEVANT PEDAGOGY
FOSTERING RESILIENCE 222 RESILIENT STUDENTS 222 RESILIENT CLASSROOMS 223
SELF-AGENCY STRAND 224 RELATIONSHIP STRAND 224 CONSTRUCTING A RESILIENT
CLASSROOM GENDER IN TEACHING AND LEARNING GENDER BIAS IN TEXTS 226 XIV
CONTENTS REINFORCING WITH TEACHER ATTENTION 254 SELECTING REINFORCERS:
THE PREMACK PRINCIPLE 254 SHAPING 256 POSITIVE PRACTICE 256 HANDLING
UNDESIRABLE BEHAVIOR 257 NEGATIVE REINFORCEMENT 258 REPRIMANDS 258
RESPONSE COST 259 SOCIALLSOLATION 259 SOME CAUTIONS ABOUT PUNISHMENT 259
PUTTING IT ALL TOGETHER: BEHAVIORAL APPROACHES TO TEACHING AND
MANAGEMENT 260 GROUP CONSEQUENCES 261 CONTINGENCY CONTRACTS AND TOKEN
REINFORCEMENT 262 REACHING EVERY STUDENT: SEVERE BEHAVIOR PROBLEMS 264
WHAT S NEW? FUNCTIONAL BEHAVIORAL AESSESSMENT AND POSITIVE
BEHA~ORSUPPORTS 265 DISCOVERING THE WHY : FUNCTIONAL BEHAVIORAL
ASSESSMENTS 265 POSITIVE BEHAVIOR SUPPORTS 267 MODULE 17 SUMMARY 268
TEACHERS CASEBOOK WHAT WOULD THEY DO? 280 MYEDUCATIONLAB 281 FAMIL Y
AND COMMUNITY PARTNERSHIPS STUDENT SELF-MANAGEMENT 273 GUIDELINES
APPLYING CLASSICAL CONDITIONING 245 USING PRAISE APPROPRIATELY 255
ENCOURAGING POSITIVE BEHAVIORS 257 USING PUNISHMENT 260 CLUSTER 7
COGNITIVE VIEWS OF LEARNING 282 TEACHERS CASEBOOK WHATWOULDYOU D07 283
CLUSTER PREVIEW 283 270 270 MODULE 18 * CHALLENGES AND PROBLEMS IN
BEHAVIORAL LEARNING 269 OVERVIEW 269 POINT I COUNTERPOINT SHOULD
STUDENTS BE REWARDED FOR LEARNING? 275 MODULE 18 SUMMARY 276 REFLECTING
ON CLUSTER 6 BEHAVIORAL VIEWS OF LEARNING 277 ACTIVITIES FOR REFLECTION
277 DIVERSITY AND CONVERGENCES IN BEHAVIORAL LEARNING 277 ACTIVE
LEARNING CONNECTIONS 278 294 294 285 285 287 290 292 296 MODULE 20 *
LONG-TERM MEMORY 297 OVERVIEW 297 LONG-TERM MEMORY 297 CAPACITY,
DURATION, AND CONTENTS OF LONG-TERM MEMORY 297 MODULE 19 * BASICS OF THE
COGNITIVE PERSPECTIVE 285 OVERVIEW 285 ELEMENTS OF THE COGNITIVE
PERSPECTIVE COMPARING COGNITIVE AND BEHAVIORAL VIEWS VIEWS OF LEARNING
286 METHODS 286 GOALS 286 THE BRAIN AND COGNITIVE LEARNING 286 THE
IMPORTANCE OF KNOWLEDGE IN LEARNING AN EXAMPLE STUDY 287 GENERAL AND
SPECIFIC KNOWLEDGE 288 COGNITIVE VIEWS OF MEMORY 288 SENSORY MEMORY 288
CAPA CITY, DURATION, AND CONTENTS OF SENSORY MEMORY 289 PERCEPTION 289
THE ROLE OF ATTENTION ATTENTION AND TEACHING WORKING MEMORY 292 THE
CENTRAL EXECUTIVE 292 THE PHONOLOGICAL LOOP 292 THE VISUOSPATIAL
SKETCHPAD 293 DURATION AND CONTENTS OF WORKING MEMORY COGNITIVE LOAD 294
RETAINING INFORMATION IN WORKING MEMORY FORGETTING 295 MODULE 19 SUMMARY
272 271 274 CHALLENGES TO BEHAVIORAL VIEWS: THINKING ABOUT BEHAVIOR 269
SOCIAL LEARNING THEORY 269 LEARNING AND PERFORMANCE 269 ENACTIVE AND
VICARIOUS LEARNING ELEMENTS OF OBSERVATIONAL LEARNING ATTENTION 270
RETENTION 271 PRODUCTION 271 MOTIVATION AND REINFORCEMENT
SELF-MANAGEMENT 271 GOAL SETTING 272 MONITORING AND EVALUATING PROGRESS
SELF-REINFORCEMENT 272 PROBLEMS AND ISSUES 273 CRITICISMS OF BEHAVIORAL
METHODS ETHICALLSSUES 274 GOALS 274 STRATEGIES 274 CONTENTS XV 344 345
MODULE 21 * METACOGNITIVE AND LEARNING STRATEGIES 327 OVERVIEW 327
METACOGNITION 327 METACOGNITIVE KNOWLEDGE AND REGULATION 327 SOURCESOF
INDIVIDUAL DIFFERENCES IN METACOGNITION 328 LEARNING STRATEGIES 328
LEAMING STRATEGIES AND TACTICS 328 DECIDING WHAT IS IMPORTANT 329
SUMMARIES 330 UNDERLINING AND HIGH/IGHTING 331 TAKING NOTES 331 VISUAL
TOOLS FOR ORGANIZING 331 READING STRATEGIES 332 APPLYING LEAMING
STRATEGIES 334 VA/UING LEARNING 334 EFFORT AND EFFICACY 334 REACHING
EVERY STUDENT: LEARNING STRATEGIES FOR STUDENTS WITH LEARNING
DISABILITIES 335 MODULE 21 SUMMARY 336 347 353 349 MODULE 22 * PROBLEM
SOLVING AND CREATIVITY 338 OVERVIEW 338 PROBLEM SOLVING 338 IDENTIFYING:
PROBLEM FINDING 339 DEFINING GOALS AND REPRESENTING THE PROBLEM 339
FOCUSING ATTENTION 340 UNDERSTANDING THE WORDS 340 UNDERSTANDING THE
WHOLE PROBLEM 340 TRANSLATION AND SCHEMA TRAINING 341 THE RESULTS OF
PROBLEM REPRESENTATION 343 EXPLORING POSSIBLE SOLUTION STRATEGIES 343
AIGORITHMS 343 HEURISTICS 344 ANTICIPATING, ACTING, AND LOOKING BACK
FACTORSTHAT HINDER PROBLEM SOLVING FIXATION 345 SOME PROBLEMS WITH
HEURISTICS 345 THE IMPORTANCE OF FLEXIBILITY 346 EXPERT KNOWLEDGE AND
PROBLEM SOLVING MEMORY FOR PATTERNS 347 PROCEDURAL KNOWLEDGE 348
ORGANIZATION 348 MONITORING 348 CREATIVITY AND CREATIVE PROBLEM SOLVING
349 DEFINING CREATIVITY 349 WHAT ARE THE SOURCESOF CREATIVITY?
CREATIVITY AND COGNITION 350 ASSESSINGCREATIVITY 350 CREATIVITY IN THE
CLASSROOM 352 THE BIG C: REVOLUTIONARY INNOVATION MODULE 22 SUMMARY 354
CLUSTER 8 COMPLEX COGNITIVE PROCESSES 324 TEACHERS CASEBOOK WHAT WOULD
YOU DO? 325 CLUSTER PREVIEW 325 GUIDELINES GAINING AND MAINTAINING
ATTENTION 291 HELPING STUDENTS UNDERSTAND AND REMEMBER 315 POINT I
COUNTERPOINT WHAT S WRANG WITH MEMORIZING? 312 DOMAIN-SPECIFICSTRATEGIES
314 MODULE 20 SUMMARY 314 REFLECTING ON CLUSTER 7 COGNITIVE VIEWS OF
LEARNING 317 ACTIVITIES FOR REFLECTION 317 DIVERSITY AND CONVERGENCES IN
COGNITIVE LEARNING 317 ACTIVE LEARNING CONNECTIONS 320 CONTENTS OF LONG-
TERM MEMORY: DECLARATIVE, PROCEDURAL, AND SELF-REGULATORY KNOWLEDGE 297
EXPLICIT MEMORIES: SEMANTIC AND EPISODIC 298 PROPOSITIONS AND
PROPOSITIONAL NETWORKS 299 IMAGES 300 TWO ARE BETTER THAN ONE: WORDS AND
IMAGES 300 CONCEPTS 300 PROTOTYPES AND EXEMPLARS 301 SCHEMAS 302
EPISODIC MEMORY 303 IMPLICIT MEMORIES 303 STORINGAND RETRIEVING
INFORMATIONIN LONG-TERMMEMORY 30S LEVELS OF PROCESSING THEORY 305
RETRIEVING INFORMATION FROM LONG- TERM MEMORY 306 SPREADING ACTIVATION
306 RECONSTRUCTION 306 FORGETTING AND LONG- TERM MEMORY 307 BECOMING
KNOWLEDGEABLE: SOME BASIC PRINCIPLES 308 REACHINGEVERYSTUDENT:
DEVELOPMENT OF DECLARATIVE KNOWLEDGE 308 MAKING IT MEANINGFUL 308
VISUALLMAGES AND ILLUSTRATIONS 309 MNEMONICS 310 ROTE MEMORIZATION 311
DEVELOPMENT OF PROCEDURAL KNOWLEDGE 311 AUTOMATED BASIC SKILLS 311
TEACHERS CASEBOOK WHAT WOULD THEY DO? 322 MYEDUCATIONLAB 323 FAMILY AND
COMMUNITY PARTNERSHIPS ORGANIZING LEARNING 320 XVI CONTENTS GUIDELINES
TEACHERS CASEBOOK WHATWOULDYOU DO? 369 CLUSTER PREVIEW 369 BECOMING AN
EXPERT STUDENT 335 PROBLEM SOLVING 347 ENCOURAGING CREATIVITY 352 MODULE
25 * CONSTRUCTIVIST PERSPECTIVES IN THE CLASSROOM 384 OVERVIEW 384
APPLYING CONSTRUCTIVIST PERSPECTIVES 384 INQUIRY AND PROBLEM-BASED
LEARNING 385 EXAMPLES OF INQUIRY 385 PROBLEM-BASED LEARNING 386 RESEARCH
ON INQUIRY AND PROBLEM-BASED LEARNING 388 BEWARE OF EITHER/OR 389
COGNITIVE APPRENTICESHIPS AND RECIPROCAL TEACHING 390 COGNITIVE
APPRENTICESHIPS IN READING: RECIPROCA/ TEACHING 391 APPLYING RECIPROCAL
TEACHING 391 COLLABORATION AND COOPERATION 392 COLLABORATION, GROUP
WORK, AND COOPERATIVE LEARNING 392 BEYOND GROUPS TO COOPERATION 393 WHAT
CAN GO WRONG: MISUSES OF GROUP LEARNING 394 TASKSFER COOPERATIVE
LEARNING 394 HIGHLY STRUCTURED, REVIEW, AND SKIFF-BUILDING TASKS 394
FFF-STRUCTURED, CONCEPTUA/, AND PROBLEM-SOLVING TASKS 395 SOCIA/ SKIFFS
AND COMMUNICATION TASKS 395 PREPARING STUDENTS FOR COOPERATIVE LEARNING
395 SETTING UP COOPERATIVE GROUPS 396 GIVING AND RECEIVING EXPLANATIONS
396 ASSIGNING RO/ES 396 DESIGNS FOR COOPERATION 398 RECIPROCAF
QUESTIONING 398 JIGSAW 400 STRUCTURED CONTROVERSIES 401 REACHING EVERY
STUDENT: USING COOPERATIVE LEARNING WISELY 402 MODULE 25 SUMMARY 403
POINT I COUNTERPOINT BRAIN-BASED EDUCATION 374 COGNITIVE AND SOCIAL
CONSTRUCTIVISM 375 CONSTRUCTIVIST VIEWS OF LEARNING 376
PSYCHO/OGICAL/LNDIVIDUA//COGNITIVE CONSTRUCTIVISM 377 VYGOTSKY S SOCIAL
CONSTRUCTIVISM 377 CONSTRUCTIONISM 378 HOW IS KNOWLEDGE CONSTRUCTED? 378
KNOWLEDGE: SITUATED OR GENERAL? 379 COMMON ELEMENTS OF CONSTRUCTIVIST
STUDENT-CENTERED TEACHING 380 COMP/EX LEARNING ENVIRONMENTS AND
AUTHENTIE TASKS 380 SOCIAL NEGOTIATION 381 MULTIPLE PERSPECTIVES AND
REPRESENTATIONS OF CONTENT 381 UNDERSTANDING THE KNOWLEDGE CONSTRUCTION
PROCESS 382 STUDENT OWNERSHIP OF LEARNING 382 MODULE 24 SUMMARY 382 371
373 CLUSTER 9 THE LEARNING SCIENCES, CONSTRUCTIVISM, AND CONSTRUCTIVIST
TEACHING 368 MODULE 24 * THE LEARNING SCIENCES AND CONSTRUCTIVISM 371
OVERVIEW 371 THE LEARNING SCIENCES 371 WHAT ARE THE LEARNING 5CIENCES?
371 BASICASSUMPTIONS OF THE LEARNING SEIENCES NEUROSCIENCE: TEACHING
WITH THE BRAIN IN MIND FNSTRUCTION AND BRAIN DEVELOPMENT 373
IMPLICATIONS FOR TEACHERS 373 MODULE 23 * CRITICAL THINKING AND TRANSFER
355 OVERVIEW 355 CRITICAL THINKING 355 DEVELOPING CRITICAL THINKING 355
POINT I COUNTERPOINT SHOULD SCHOOLS T EACH CRITICAL THINKING AND PROBLEM
SOLVING? 356 THE LANGUAGE OF THINKING 357 CRITICAL THINKING IN 5PECIFIC
5UBJECTS 357 TEACHING FOR TRANSFER 358 THE MANY VIEWS OF TRANSFER 358
TEACHING FOR POSITIVE TRANSFER 359 WHAT FS WORTH LEARNING? 360 HOW CAN T
EACHERS HELP? 360 STAGES OF TRANSFER FOR STRATEGIES 361 MODULE 23
SUMMARY 362 TEACHERS CASEBOOK WHAT WOULD THEY DO? 366 MYEDUCATIONLAB
367 FAMILY AND COMMUNITY PARTNERSHIPS PROMOTING TRANSFER 361 REFLECTING
ON CLUSTER 8 COMPLEX COGNITIVE PROCESSES 363 AECTIVITIES FOR REFLECTION
363 DIVERSITY AND CONVERGENCES IN COMPLEX COGNITIVE PROCESSES 363 AECTIVE
LEARNING CONNECTIONS 364 CONTENTS XVII TEACHERS CASEBOOK WHAT WOULD
THEY DO? 454 MYEDUCATIONLAB 455 FAMIL Y AND COMMUNITY PARTNERSHIPS
SUPPORTING SELF-REGULATION AT HOME AND IN SCHOOL 442 REFLECTING ON
CLUSTER 10 SODAL COGNITIVE VIEWS OF LEARNING AND MOTIVATION 450
ACTIVITIES FOR REFLECTION 450 DIVERSITY AND CONVERGENCES IN THEORIES OF
LEARNING 450 ACTIVE LEARNING CONNECTIONS 452 SOURCES OF SELF-EFFICACY
426 MODELING: LEARNING FROM OTHERS 427 APPLYING SODAL COGNITIVE THEORY
428 OBSERVATIONAL LEARNING IN TEACHING 428 DIRECTING ATTENTION 428 FINE-
TUNING A/READY-LEARNED BEHAVIORS 429 STRENGTHENING OR WEAKENING
INHIBITIONS 429 TEACHING NEW BEHAVIORS 429 AROUSING EMOTION 429
SELF-EFFICACY IN LEARNING AND TEACHING 430 TEACHERS SENSE OF EFFICACY
431 POINT I COUNTERPOINT ARE HIGH LEVELS OF TEACHER EFFICACY BENEFICIAL?
433 MODULE 27 SUMMARY 434 437 439 436 448 MODULE 28 * SELF-REGULATED
LEARNING AND TEACHING 435 OVERVIEW 435 SELF-REGULATED LEARNING 435 WH AT
INFLUENCES SELF-REGULATION? KNOWLEDGE 436 MOTIVATION 436 VOLITION 436
MODELS OF SELF-REGULATED LEARNING AND AGENCY AN INDIVIDUAL EXAMPLE OF
SELF-REGULATED LEARNING TWO CLASSROOMS 439 WRITING 440 MATH PROBLEM
SOLVING 440 TECHNOLOGY AND SELF-REGULATION 441 REACHING EVERY STUDENT:
FAMILIES AND SELF-REGULATION 441 ANOTHER APPROACH TO SELF-REGULATION:
COGNITIVE BEHAVIOR MODIFICATION 441 EMOTIONAL SELF-REGULATION 444
TEACHING TOWARD SELF-EFFICACY AND SELF-REGULATED LEARNING 444 COMPLEX
TASKS 445 CONTROL 446 SELF-EVALUATION 447 COLLABORATION 448 MODULE 28
SUMMARY MODULE 27 * SODAL COGNITIVE THEORY AND APPLICATIONS 423 OVERVIEW
423 SOCIAL COGNITIVE THEORY 423 A SELF-DIRECTED LIFE: ALBERT BANDURA 423
BEYOND BEHAVIORISM 424 TRIARCHIC RECIPROCAL CAUSALITY 424 SELF-EFFICACY
AND AGENCY 425 SE/F-EFFICACY, SE/F-CONCEPT, AND SE/F-ESTEEM 426 USING
COOPERATIVE LEARNING 402 USING SERVICE LEARNING 407 USING COMPUTERS 410
SUPPORTING THE DEVELOPMENT OF MEDIA LITERACY 412 GUIDELINES TEACHERS
CASEBOOK WHATWOULDTHEYDO? 418 MYEDUCATIONLAB 419 FAMILY AND COMMUNITY
PARTNERSHIPS COMMUNICATING ABOUT INNOVATIONS 416 CLUSTER 10 SODAL
COGNITIVE VIEWS OF LEARNING AND MOTIVATION 420 TEACHERS CASEBOOK WHAT
WOULD YOU DO? 421 CLUSTER PREVIEW 421 MODULE 26 * LEARNING BEYOND THE
CLASSROOM 405 OVERVIEW 405 SERVICE LEARNING 405 LEARNING IN A DIGITAL
WORLD 406 TELEVISION 406 COMPUTERS 407 DEVE/OPMENTALLY APPROPRIATE
COMPUTER ACTIVITIES 408 COMPUTERS AND OLDER STUDENTS 409 HOME RESOURCES
AND THE DIGITAL DIVIDE 409 MEDIA/DIGITAL LITERACY 411 AN INTEGRATED
CONSTRUCTIVIST PROGRAM: FOSTERING COMMUNITIES OF LEARNERS 411 DILEMMAS
OF CONSTRUCTIVIST PRACTICE 413 MODULE 26 SUMMARY 413 REFLECTING ON
CLUSTER 9 THE LEARNING SCIENCES, CONSTRUCTIVISM, AND CONSTRUCTIVIST
TEACHING 415 ACTIVITIES FOR REFLECTION 415 DIVERSITY AND CONVERGENCES IN
THE LEARNING SCIENCES AND CONSTRUCTIVISM 415 ACTIVE LEARNING CONNECTIONS
416 XVIII CONTENTS 477 GUIDELINES MODULE 30 SUMMARY 480 488 488 490
SUPPORTING SELF-DETERMINATION AND AUTONOMY 469 ENCOURAGING SELF-WORTH
480 BUILDING ON STUDENTS INTERESTS AND CURIOSITY 486 COPING WITH
ANXIETY 489 MODULE 31 * INTERESTS, CURIOSITY, AND EMOTIONS 482 OVERVIEW
482 INTERESTS, CURIOSITY, EMOTIONS, AND ANXIETY 482 TAPPING INTERESTS
482 CATCHING AND HOLDING INTERESTS 483 CURIOSITY: NOVELTY AND COMPLEXITY
483 POINT I COUNTERPOINT DOES MAKING LEARNING FUN MAKE FOR GOOD
LEARNING? 484 EMOTIONS AND ANXIETY 485 NEUROSCIENCE AND EMOTION 485
ACHIEVEMENT EMOTIONS 486 AROUSAL AND ANXIETY 487 ANXIETY IN THE
CLASSROOM 488 HOW DOES ANXIETY INTERFERE WITH ACHIEVEMENT? REACHING
EVERY STUDENT: COPING WITH ANXIETY CURIOSITY, INTERESTS, AND EMOTIONS:
LESSONS FOR TEACHERS 490 MODULE 31 SUMMARY MODULE 32 * MOTIVATION TO
LEARN IN SCHOOL: ON TARGET 491 OVERVIEW 491 TASKS FOR LEARNING 492 TASK
VALUE 492 AUTHENTIE TASKS 493 SUPPORTING AUTONOMY AND RECOGNIZING
ACCOMPLISHMENT 494 SUPPORTING CHOICES 494 RECOGNIZING ACCOMPLISHMENT 496
GROUPING, EVALUATION, AND TIME 496 GROUPING AND GOAL STRUCTURES 496
EVALUATION 497 TIME 497 MODULE 32 SUMMARY 500 REFLECTING ON CLUSTER 11
MOTIVATION IN LEARNING AND T EACHING 501 ACTIVITIES FOR REFLECTION 501
DIVERSITY AND CONVERGENCES IN MOTIVATION TO LEARN 501 ACTIVE LEARNING
CONNECTIONS 505 GUIDELINES TEACHERS CASEBOOK WHAT WOULD THEY DO? 506
MYEDUCATIONLAB 507 FAMILY AND COMMUNITY PARTNERSHIPS MOTIVATION TO LEARN
504 473 474 470 471 479 CLUSTER 11 MOTIVATION IN LEARNING AND TEACHING
456 USING OBSERVATIONAL LEARNING 430 ENCOURAGING SELF-EFFICACY 432
ENCOURAGING EMOTIONAL SELF-REGULATION 446 MODULE 29 * MOTIVATION BASICS
459 OVERVIEW 459 WHAT IS MOTIVATION? 459 MEETING SOME STUDENTS 459
INTRINSIC AND EXTRINSIC MOTIVATION 460 FIVE GENERAL APPROACHES TO
MOTIVATION 461 BEHAVIORAL APPROACHES TO MOTIVATION 462 HUMANISTIC
APPROACHES TO MOTIVATION 462 COGNITIVE APPROACHES TO MOTIVATION 462
SOCIAL COGNITIVE THEORIES 462 SOCIOCULTURAL CONCEPTIONS OF MOTIVATION
463 MODULE 29 SUMMARY 464 MODULE 30 * NEEDS, GOALS, AND BELIEFS 466
OVERVIEW 466 NEEDS 466 MASLOW S HIERARCHY OF NEEDS 466
SELF-DETERMINATION: NEED FOR COMPETENCE, AUTONOMY, AND RELATEDNESS 467
SE/F-DETERMINATION IN THE C1ASSRAOM 467 INFORMATION AND CONTRA I 468 THE
NEED FOR RELATEDNESS 468 NEEDS: LESSONS FOR TEACHERS 469 GOAL
ORIENTATIONS 470 TYPES OF GOALS AND GOAL ORIENTATIONS 470 FOUR
ACHIEVEMENT GOAL ORIENTATIONS IN SCHOOL WAIT-ARE PERFORMANCE GOALS
ALWAYS BAD? BEYOND MASTERY AND PERFORMANCE 472 GOALS IN SOCIAL CONTEXT
473 FEEDBACK, GOAL FRAMING, AND GOAL ACCEPTANCE GOALS: LESSONS FOR
TEACHERS 473 BELIEFS AND SELF-PERCEPTIONS 474 BELIEFS ABOUT KNOWING:
EPISTEMOLOGICAL BELIEFS BELIEFS ABOUT ABILITY 475 BELIEFS ABOUT CAUSES
AND CONTROL: ATTRIBUTION THEORY 476 ATTRIBUTIONS IN THE C1ASSROOM 477
TEACHER ACTIONS AND STUDENT ATTRIBUTIONS BELIEFS ABOUT SELF-WORTH 478
LEARNED HELPLESSNESS 478 SELF-WORTH 478 BELIEFS AND ATTRIBUTIONS:
LESSONS FOR TEACHERS TEACHERS CASEBOOK WHATWOULDYOU DO? 457 CLUSTER
PREVIEW 457 CLUSTER 12 CREATING LEARNING ENVIRONMENTS 508 TEACHERS
CASEBOOK WHAT WOULD YOU DO? 5CR CLUSTER PREVIEW 509 MODULE 33 * POSITIVE
LEARNING ENVIRONMENTS 511 OVERVIEW 511 THE NEED FOR ORGANIZATION 511 THE
BASIC TASK: GAIN THEIR COOPERATION 512 THE GOALS OF CLASSROOM MANAGEMENT
512 ACCESS TO LEARNING 513 MORE TIME FOR LEARNING 513 MANAGEMENT FOR
SELF-MANAGEMENT 514 CREATING A POSITIVE LEARNING ENVIRONMENT 515 SOME
RESEARCH RESULTS 51 S ROUTINES AND RULES REQUIRED 516 ROUTINES AND
PRACEDURES 516 RULES 516 RU/ES FOR E/EMENTARY SCHOOL 516 RULES FOR
SECONDARY SCHOOL 518 CONSEQUENCES 519 WHO SETS THE RULES AND
CONSEQUENCES? 520 PLANNING SPACES FOR LEARNING 521 PERSONAL TERRITORIES
521 INTEREST AREAS 521 PLANNING FOR COMPUTER USES 522 GETTING STARTED:
THE FIRST WEEKS OF CLASS 523 EFFECTIVE MANAGERS FOR ELEMENTARY STUDENTS
523 EFFECTIVE MANAGERS FOR SECONDARY STUDENTS 525 MODULE 33 SUMMARY 526
CONTENTS XIX PREVENTION 539 REACHING EVERY STUDENT: PEER MEDIATION AND
NEGOTIATION 539 THE NEED FOR COMMUNICATION 540 MESSAGE SENT-MESSAGE
RECEIVED 540 DIAGNOSIS: WHOSE PROBLEM IS IT? 541 COUNSELING: THE
STUDENT S PROBLEM 541 CONFRONTATION AND ASSERTIVE DISCIPLINE 542 F
MESSAGES 542 ASSERTIVE DISCIPLINE 542 CONFRONTATIONS AND NEGOTIATIONS
543 MODULE 34 SUMMARY 544 REFLECTING ON CLUSTER 12 CREATING LEARNING
ENVIRONMENTS 546 AECTIVITIES FOR REFLECTION 546 DIVERSITY AND
CONVERGENCES IN LEARNING ENVIRONMENTS 546 AECTIVE LEARNING CONNECTIONS
548 TEACHERS CASEBOOK WHATWOULD THEYDO? 550 MYEDUCATIONLAB 551 FAMILY
AND COMMUNITY PARTNERSHIPS CLASSROOM MANAGEMENT 548 GUIDELINES
ESTABLISHING CLASS ROUTINES 517 DESIGNING LEARNING SPACES 522 KEEPING
STUDENTS ENGAGED 528 IMPOSING PENALTIES 532 HANDLING POTENTIALLY
EXPLOSIVE SITUATIONS 537 555 560 560 MODULE 34 * ENCOURAGING ENGAGEMENT
AND PREVENTING PROBLEMS 527 OVERVIEW 527 MAINTAINING A GOOD ENVIRONMENT
FOR LEARNING ENCOURAGING ENGAGEMENT 527 PREVENTION IS THE BEST MEDICINE
528 WITHITNESS 528 OVERLAPPING AND GRAUP FOCUS 529 MOVEMENT MANAGEMENT
529 STUDENT SOCIAL SKILLS AS PREVENTION 529 CARING RELATIONSHIPS:
CONNECTIONS WITH SCHOOL 530 DEALING WITH DISCIPLINE PROBLEMS 531
STOPPING PROBLEMS QUICKLY 531 BULLYING AND CYBER-BULLYING 533 BULLYING
AND TEASING 533 CHANGING ATTRIBUTIONS 534 CYBER-BULLYING 534 SPECIAL
PROBLEMS WITH HIGH SCHOOL STUDENTS 534 POINT I COUNTERPOINT 15 ZERO
TOLERANCE A GOOD IDEA? 536 VIOLENCE IN SCHOOLS 537 527 CLUSTER 13
TEACHING EVERY STUDENT 552 TEACHERS CASEBOOK WHAT WOULD YOU DO? CLUSTER
PREVIEW 553 MODULE 35 * PLANNING FOR EFFECTIVE TEACHING 555 OVERVIEW 555
RESEARCH ON TEACHING 555 CHARACTERISTICS OF EFFECTIVE TEACHERS CLARITY
AND ORGANIZATION 556 WARMTH AND ENTHUSIASM 556 TEACHERS KNOW/EDGE 556
KNOWLEDGE FOR TEACHING 557 THE FIRST STEP: PLANNING 558 OBJECTIVES FOR
LEARNING 559 MAGER: START WITH THE SPECIFIC GRANLUND: START WITH THE
GENERAL 553 XX CONTENTS FLEXIBLE AND CREATIVE PLANS-USING TAXONOMIES 561
THE COGNITIVE DOMAIN 561 BLOOM 2001 561 THE AHECTIVE DOMAIN 562 THE
PSYCHOMOTOR DOMAIN 563 PLANNING FROM A CONSTRUCTIVIST PERSPECTIVE 564
MODULE 35 SUMMARY 565 MODULE 36 * TEACHING APPROACHES 566 OVERVIEW 566
EXPOSITORY TEACHING AND DIRECT INSTRUCTION 566 EXPOSITORY TEACHING 566
STEPS IN AN EXPOSITORY LESSON 567 DIRECT INSTRUCTION 567 ROSENSHINE SSIX
TEACHING FUNCTIONS 568 WHY DA DIRECT INSTRUCTION AND EXPOSITORY TEACHING
WORK? 569 EVALUATING DIRECT INSTRUCTION 570 SEATWORK AND HOMEWORK 572
SEATWORK 572 HOMEWORK 572 REFLECTING ON CLUSTER 13 TEACHING EVERY
STUDENT 597 ACTIVITIES FUER REFLECTION 597 DIVERSITY AND CONVERGENCES IN
T EACHING 597 ACTIVE LEARNING CONNECTIONS 598 TEACHERS CASEBOOK WHAT
WOULD THEY DO? CF:JJ MYEDUCATIONLAB 601 FAMILY AND COMMUNITY
PARTNERSHIPS HOMEWORK 574 GUIDELINES USING INSTRUCTIONAL OBJECTIVES 563
ADVANCE ORGANIZERS AND EXPOSITORY TEACHING 568 T EACHING EFFECTIVELY 570
PRODUCTIVE GROUP DISCUSSIONS 579 USING FLEXIBLE GROUPING 587 AVOIDING
THE NEGATIVE EFFECTS OF TEACHER EXPECTATIONS 594 578 581 582 TEACHERS
CASEBOOK WHATWOULDYOU DO? 603 CLUSTER PREVIEW 603 605 615 605 606 607
608 613 613 608 612 609 CLUSTER 14 CLASSROOM AESSESSMENT, GRADING, - AND
STANDARDIZED TESTING 602 MODULE 39 * CLASSROOM ASSESSMENT, TESTING, AND
GRADING 613 OVERVIEW 613 CLASSROOM ASSESSMENT: TESTING USING THE TESTS
FROM TEXTBOOKS OBJECTIVE TESTING 614 USING MU/TIPLE-CHOICE TESTS 614
WRITING MULTIPLE-CHOICE OUESTIONS MODULE 38 * BASICS OF ASSESSMENT
OVERVIEW 605 MEASUREMENT AND ASSESSMENT FORMATIVE AND SUMMATIVE
ASSESSMENT NORM-REFERENCED TEST INTERPRETATIONS CRITERION-REFERENCED
TEST INTERPRETATIONS ASSESSING THE ASSESSMENTS: RELIABILITY AND VALIDITY
608 RELIABILITY OF TEST SCORES ERROR IN SCORES 609 CONFIDENCE INTERVAL
VALIDITY 610 ABSENCE OF BIAS 611 MODULE 38 SUMMARY POINT I COUNTERPOINT
IS HOMEWORK A VALUABLE USE OF TIME? 573 QUESTIONING AND DISCUSSION 574
KINDS OF OUESTIONS 575 FITTING THE OUESTIONS TO THE STUDENTS 576
RESPONDING TO STUDENT ANSWERS 577 GROUP DISCUSSION 577 TEACHING READING,
WRITING, AND ARITHMETIC CURRICULUM WARS: READING 578 CURRICULUM WARS:
MATHEMATICS 580 BEING SENSIBLE ABOUT TEACHING MATHEMATICS CONCEPTUAL
CHANGE TEACHING IN SCIENCE MODULE 36 SUMMARY 583 MODULE 37 *
DIFFERENTIATED INSTRUCTION 585 OVERVIEW 585 WITHIN-CLASS AND FLEXIBLE
GROUPING 585 THE PROBLEMS WITH ABILITY GROUPING 586 FLEXIBLE GROUPING
586 THE ELEMENTS OF DIFFERENTIATED INSTRUCTION 587 REACHING EVERY
STUDENT: DIFFERENTIATED INSTRUCTION IN INCLUSIVE CLASSROOMS 588
TECHNOLOGY AND DIFFERENTIATION 589 TEACHER EXPECTATIONS 591 TWO KINDS OF
EXPECTATION EFFECTS 592 SOURCES OF EXPECTATIONS 592 DO TEACHERS
EXPECTATIONS REALLYAFFECT STUDENTS ACHIEVEMENT? 593 INSTRUCTIONAL
STRATEGIES 593 TEACHER-STUDENT INTERACTIONS 595 MODULE 37 SUMMARY 595
CONTENTS XXI POINT I COUNTERPOINT WHICH IS BETTER- T RADITIONAL TESTS OR
AUTHENTIE ASSESSMENTS? 618 PORTFOLIOS AND EXHIBITIONS 619 PORTFOLIOS 621
EXHIBITIONS 622 EVALUATING PORTFOLIOS AND PERFORMANCES 622 SCORING
RUBRICS 623 RELIABILITY, VALIDITY. GENERALIZABILITY 624 DIVERSITY AND
BIAS IN PERFORMANCE ASSESSMENT 625 INFORMAL ASSESSMENTS 626 JOURNALS 626
INVOLVING STUDENTS IN ASSESSMENTS 626 GRADING 628 NORM-REFERENCED VERSUS
CRITERION-REFERENCED GRADING 628 EFFECTS OF GRADING ON STUDENTS 628 THE
VA/UE OF FAILING? 630 RETENTION IN GRADE 630 GRADES AND MOTIVATION 631
BEYOND GRADING: COMMUNICATING WITH FAMILIES 631 MODULE 39 SUMMARY 634
652 CREATING PORTFOLIOS 623 DEVELOPING A RUBRIC 624 USING ANY GRADING
SYSTEM 632 PREPARING YOURSELF AND YOUR STUDENTS FOR TESTING 646
STANDARDS FOR EDUCATIONAL AND PSYCHOLOGICAL TESTING 650 DIVERSITY AND
CONVERGENCES IN ASSESSMENT 649 ACTIVE LEARNING CONNECTIONS 650 PART I *
LICENSURE EXAMINATION STUDY GUIDE 654 GUIDELINES TEACHERS CASEBOOK WHAT
WOULD THEY DO? MYEDUCATIONLAB 653 FAMIL Y AND COMMUNITY PARTNERSHIPS
CONFERENCES AND EXPLAINING TEST RESULTS 643 LLCENSURE APPENDIX 654 PART
11 * CORRELATING TEXT CONTE NT TO THE PRAXIS IJTM PRINCIPLES OF LEARNING
AND TEACHING TEST AND INT ASC STANDARDS 657 617 ESSAYTESTING 615
CONSTRUCTING ESSAY TESTS 615 EVA/UATING ESSAYS: DANGERS 616 EVALUATING
ESSAYS: METHODS 616 ALTERNATIVES TO TRADITIONAL ASSESSMENTS AUTHENTIC
CLASSROOM ASSESSMENT 617 SUBJECT INDEX 729 NAME INDEX 719 GLOSSARY 670
REFERENCES 681 642 644 640 635 636 637 637 645 648 MODULE 40 *
STANDARDIZED TESTING OVERVIEW 635 TYPES OF SCORES 635 MEASUREMENTS OF
CENTRAL TENDENCY AND STANDARD DEVIATION 635 THE NORMAL DISTRIBUTION
PERCENTILE RANK SCORES GRADE-EQUIVALENT SCORES STANDARD SCORES 638
INTERPRETING STANDARDIZED TEST REPORTS DISCUSSING TEST RESULTS WITH
FAMILIES 642 ACCOUNTABILITY AND HIGH-STAKES TESTING DOCUMENTED PROBLEMS
WITH HIGH-STAKES TESTING USING HIGH-STAKES TESTING WEIL 644 REACHING
EVERY STUDENT: HELPING STUDENTS WITH DISABILITIES PREPARE FOR
HIGH-STAKES TESTS MODULE 40 SUMMARY REFLECTING ON CLUSTER 14 CLASSROOM
ASSESSMENT, GRADING, AND STANDARDIZED T ESTING 649 ACTIVITIES FOR
REFLECTION 649
|
| any_adam_object | 1 |
| author | Hoy, Anita Woolfolk 1947- |
| author_GND | (DE-588)133757048 |
| author_facet | Hoy, Anita Woolfolk 1947- |
| author_role | aut |
| author_sort | Hoy, Anita Woolfolk 1947- |
| author_variant | a w h aw awh |
| building | Verbundindex |
| bvnumber | BV036493115 |
| callnumber-first | L - Education |
| callnumber-label | LB1051 |
| callnumber-raw | LB1051.W743 2011 |
| callnumber-search | LB1051.W743 2011 |
| callnumber-sort | LB 41051 W743 42011 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | CX 1000 |
| ctrlnum | (OCoLC)705684030 (DE-599)BVBBV036493115 |
| 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 | 11. ed. |
| format | Book |
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| genre | 1\p (DE-588)4123623-3 Lehrbuch gnd-content |
| genre_facet | Lehrbuch |
| id | DE-604.BV036493115 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:41:35Z |
| institution | BVB |
| isbn | 9780135094105 0135094100 |
| language | English |
| lccn | 2009046043 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020415698 |
| oclc_num | 705684030 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXXIII, 748 S. Ill., graph. Darst. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson |
| record_format | marc |
| spelling | Hoy, Anita Woolfolk 1947- Verfasser (DE-588)133757048 aut Educational psychology active learning edition Anita E. Woolfolk 11. ed. Boston ; Munich [u.a.] Pearson 2011 XXXIII, 748 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Educational psychology Textbooks Schulpsychologe (DE-588)4180193-3 gnd rswk-swf Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf 1\p (DE-588)4123623-3 Lehrbuch gnd-content Pädagogische Psychologie (DE-588)4044321-8 s Lernpsychologie (DE-588)4074166-7 s Schulpsychologe (DE-588)4180193-3 s 2\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=020415698&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 |
| spellingShingle | Hoy, Anita Woolfolk 1947- Educational psychology active learning edition Educational psychology Textbooks Schulpsychologe (DE-588)4180193-3 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4180193-3 (DE-588)4044321-8 (DE-588)4074166-7 (DE-588)4123623-3 |
| title | Educational psychology active learning edition |
| title_auth | Educational psychology active learning edition |
| title_exact_search | Educational psychology active learning edition |
| title_full | Educational psychology active learning edition Anita E. Woolfolk |
| title_fullStr | Educational psychology active learning edition Anita E. Woolfolk |
| title_full_unstemmed | Educational psychology active learning edition Anita E. Woolfolk |
| title_short | Educational psychology |
| title_sort | educational psychology active learning edition |
| title_sub | active learning edition |
| topic | Educational psychology Textbooks Schulpsychologe (DE-588)4180193-3 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Educational psychology Textbooks Schulpsychologe Pädagogische Psychologie Lernpsychologie Lehrbuch |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020415698&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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