Educational psychology: windows on classrooms
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2013
|
| Ausgabe: | 9. ed., international ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXVI, 549, [90] S. Ill., graph. Darst. |
| ISBN: | 9780132920858 0132920859 |
Internformat
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| 100 | 1 | |a Eggen, Paul D. |d 1940- |e Verfasser |0 (DE-588)137412045 |4 aut | |
| 245 | 1 | 0 | |a Educational psychology |b windows on classrooms |c Paul Eggen ; Don Kauchak |
| 250 | |a 9. ed., international ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2013 | |
| 300 | |a XXVI, 549, [90] S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 650 | 4 | |a Educational psychology | |
| 650 | 4 | |a Learning, Psychology of | |
| 650 | 0 | 7 | |a Pädagogische Psychologie |0 (DE-588)4044321-8 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Lernpsychologie |0 (DE-588)4074166-7 |2 gnd |9 rswk-swf |
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Datensatz im Suchindex
| _version_ | 1804148499529334784 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
CHAPTER 1 LEV VYGOTSKY S SOCIOCULTURAL THEORY
EDUCATIONAL PSYCHOLOGY: UNDERSTANDING OF COGNITIVE DEVELOPMENT 45
LEARNING AND TEACHING 2
LEARNING AND DEVELOPMENT IN A CULTURAL CONTEXT 45
THE PRE-EMINENCE OF TEACHERS 5
ZONE OF PROXIMAL DEVELOPMENT 48
SCAFFOLDING: INTERACTIVE INSTRUCTIONAL SUPPORT 48
EDUCATIONAL PSYCHOLOGY, EXPERT TEACHING,
PIAGET S AND VYGOTSKY S VIEWS
AND PROFESSIONAL KNOWLEDGE 6
OF COGNITIVE DEVELOPMENT 50
PROFESSIONAL KNOWLEDGE 6
TECHNOLOGY, LEARNING, AND DEVELOPMENT:
TEACHER KNOWLEDGE AND REFLECTIVE PRACTICE 12 IS TECHNOLOGY INTERFERING
WITH
THE ROLE OF RESEARCH IN ACQUIRING COGNITIVE DEVELOPMENT? 52
PROFESSIONAL KNOWLEDGE 14
LANGUAGE DEVELOPMENT 53
RESEARCH AND THE DEVELOPMENT OF THEORY 16
THEORIES OF LANGUAGE DEVELOPMENT 53
PROFESSIONAL KNOWLEDGE: LICENSURE EXAMS 17 EARLY LANGUAGE DEVELOPMENT 54
THEMES FOR THIS TEXT 19 LANGUAGE DEVELOPMENT IN THE SCHOOL YEARS 54
STUDENT LEARNING AND DEVELOPMENT 19 USING LANGUAGE TO LEARN 55
SELF-REGULATION 20
SUMMARY 60
TECHNOLOGY, LEARNING, AND DEVELOPMENT 21
CASE STUDIES IN EDUCATIONAL PSYCHOLOGY 22
UNDERSTANDING COGNITIVE AND LANGUAGE DEVELOPMENT: PREPARING FOR YOUR
LICENSURE EXAM 60
CASE STUDIES AND CLASSROOM APPLICATIONS 22
QUESTIONS FOR CASE ANALYSIS 61
CASE STUDIES AND LICENSURE EXAMS 23
SUMMARY 24 CHAPTER 3
UNDERSTANDING PROFESSIONAL KNOWLEDGE: PERSONAL, SOCIAL, AND MORAL
DEVELOPMENT 64 PREPARING FOR YOUR LICENSURE EXAM 24 BRANFENBRENNER S
BIOECOLOGICAL MODELQUESTIONS FOR CASE ANALYSIS 26 OF DEVELOPMENT 67
ENVIRONMENTAL INFLUENCES ON DEVELOPMENT 67 OBSTACLES TO HEALTHY
DEVELOPMENT 71 TECHNOLOGY, LEARNING, AND DEVELOPMENT: THE LEARNER
CYBERBULLYING 75 2 PHYSICAL DEVELOPMENT 76 CHAPTER EARLY CHILDHOOD AND
ELEMENTARY YEARS 76 COGNITIVE AND LANGUAGE DEVELOPMENT 28 THE ADOLESCENT
YEARS 77 WHAT IS DEVELOPMENT? 30 THE DEVELOPMENT OF IDENTITY AND
SELF-CONCEPT 78 PRINCIPLES OF DEVELOPMENT 31 ERIKSON S THEORY OF
PSYCHOSOCIAL DEVELOPMENT 78 BRAIN RESEARCH AND COGNITIVE DEVELOPMENT 31
CONTEMPORARY VIEWS OF IDENTITY DEVELOPMENT 80 PIAGET S THEORY OF
COGNITIVE DEVELOPMENT 34 THE DEVELOPMENT OF SELF -CONCEPT 82 THE DRIVE
FOR EQUILIBRIUM 34 ETHNIC IDENTITY 85 THE DEVELOPMENT OF SCHEMES 35
SOCIAL DEVELOPMENT 87 RESPONDING TO EXPERIENCES: ASSIMILATION
PERSPECTIVE TAKING: UNDERSTANDING OTHERS AND ACCOMMODATION 35 THOUGHTS
AND FEELINGS 87 FACTORS INFLUENCING DEVELOPMENT 36 SOCIAL PROBLEM
SOLVING 88 STAGES OF DEVELOPMENT 38 DEVELOPMENT OF MORALITY, SOCIAL
PIAGET S STAGES AND RESEARCH ON STUDENT THINKING 42 RESPONSIBILITY, AND
SELF-CONTRAL 90 EVALUATING PIAGET S THEORY 43 SOCIETY S INTEREST IN
MORAL DEVELOPMENT 90 CURRENT VIEWS OF COGNITIVE DEVELOPMENT 44 MORAL,
CONVENTIONAL, AND PERSONAL DOMAINS 91 XVII
IMAGE 2
WHEN LEARNERS CONSTRUCT INVALID KNOWLEDGE:
MISCONCEPTIONS AND CONCEPTUAL CHANGE 193
MISCONCEPTIONS IN TEACHING AND LEARNING 195
THE ORIGIN OF MISCONCEPTIONS 195
EXCEPTIONALITIES AND LEAMING PROBLEMS 152
THE LABELING CONTROVERSY 152
CATEGORIES OF EXCEPTIONALITIES 153
SELF-REGULATION AND STUDENTS WITH EXCEPTIONALITIES 163
TECHNOLOGY, LEARNING, AND DEVELOPMENT: USING TECHNOLOGY TO SUPPORT
LEARNERS WITH DISABILITIES 163
BRAIN RESEARCH AND EXCEPTIONALITIES 164
STUDENTS WHO ARE GIFTED AND TALENTED 166
CHARACTERISTICS OF STUDENTS WHO ARE GIFTED AND TALENTED 166
IDENTIFYING STUDENTS WHO ARE GIFTED AND TALENTED 167
PROGRAMS FOR THE GIFTED AND TALENTED 167
TEACHERS RESPONSIBILITIES IN INCLUSIVE CLASSROOMS 169
MODIFYING INSTRUCTION TO MEET STUDENTS NEEDS 169
COLLABORATING WITH SPECIAL EDUCATION PROFESSIONALS 170
PROMOTING SOCIAL INTEGRATION AND DEVELOPMENT 171
CHAPTER 6
PRINCIPLES OF COGNITIVE LEARNING THEORY AND THE CONSTRUCTION OF
KNOWLEDGE 180
PRINCIPLES OF COGNITIVE LEARNING THEORY 182
LEARNING AND DEVELOPMENT DEPEND ON EXPERIENCE 182
PEOPLE WANT THEIR EXPERIENCES TO MAKE SENSE 184
TO MAKE SENSE OF THEIR EXPERIENCES, LEARNERS CONSTRUCT KNOWLEDGE 184
KNOWLEDGE THAT LEARNERS CONSTRUCT DEPENDS ON WHAT THEY ALREADY KNOW 185
SOCIAL INTERACTION FACILITATES LEARNING 185
THE PROCESS OF KNOWLEDGE CONSTRUCTION 188
KNOWLEDGE CONSTRUCTION AS AN INDIVIDUAL PROCESS:
COGNITIVE CONSTRUCTIVISM 188
SOCIAL INFLUENCES IN OUR LIVES 189
SOCIAL PROCESSES IN LEARNING AND TEACHING: SOCIAL CONSTRUCTIVISM 190
XVIII * CONTENTS
PIAGET S THEORY OF MORAL DEVELOPMENT
KOHLBERG S THEORY OF MORAL DEVELOPMENT
EMOTIONAL FACTORS IN MORAL DEVELOPMENT
EMOTIONAL SELF-REGULATION
SUMMARY
UNDERSTANDING PERSONAL, SOCIAL, AND MORAL DEVELOPMENT: PREPARING FOR
YOUR LICENSURE EXAM
QUESTIONS FOR CASE ANALYSIS
CHAPTER 4
LEARNER DIVERSITY CULTURE ETHNICITY
CULTURE AND CLASSROOMS
LINGUISTIC DIVERSITY
ENGLISH DIALECTS
ENGLISH LEARNERS
GENDER
SCHOOL-RELATED GENDER DIFFERENCES
GENDER DIFFERENCES IN CLASSROOMS
GENDER STEREOTYPES AND PERCEPTIONS
SOCIOECONOMIC STATUS
POVERTY
HOW SES INFLUENCES LEARNING
SES: SOME CAUTIONS AND IMPLICATIONS FOR TEACHERS
STUDENTS AT RISK
RESILIENCE AND STUDENTS AT RISK
SUMMARY
UNDERSTANDING LEAMER DIVERSITY:
PREPARING FOR YOUR LICENSURE EXAM
QUESTIONS FOR CASE ANALYSIS
CHAPTER 5
LEARNERS WITH EXCEPTIONALITIES INTELLIGENCE INTELLIGENCE: ONE TRAIT OR
MANY?
INTELLIGENCE: NATURE AND NURTURE
ABILITY GROUPING
LEARNING STYLES
THE LEGAL BASIS TOR WORKING WITH STUDENTS HAVING EXCEPTIONALITIES
INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)
MAJOR PROVISIONS OF IDEA
IDENTIFYING STUDENTS WITH EXCEPTIONALITIES
91
92
95
96
100
100
101
104
106 107
108
112
112
113
120
121
122
122
125
125 126
127
128
129
134
134
135
138
140 141
144
144
145
141
147 148
151
SUMMARY
UNDERSTANDING LEARNERS WITH EXCEPTIONALITY:
PREPARING TOR YOUR LICENSURE EXAM
QUESTIONS TOR CASE ANALYSIS
* *
LEARNING
115
115
111
IMAGE 3
CONTENTS * XIX
PRINEIPLES OF LEARNING IN CLASSROOMS 198
THE TEACHER S ROLE IN KNOWLEDGE CONSTRUCTION 198
SUGGESTIONS FOR CLASSROOM PRACTICE 198
TECHNOLOGY, LEAMING, AND DEVELOPMENT: CAPITALIZINGON TECHNOLOGY TO
PROMOTE KNOWLEDGE CONSTRUCTION 202
EVALUATING CONSTRUCTIVIST INSTRUCTION 203
COGNITIVE PROEESSES 226
ATTENTION 226
TECHNOLOGY, LEARNING, AND DEVELOPMENT: THE INFLUENCE OF TECHNOLOGY ON
ATTENTION 227
PERCEPTION 229
ENCODING AND ENCODING STRATEGIES 230
FORGETTING 236
DEVELOPMENTAL DIFFERENCES IN COGNITIVE PROCESSES 237
METACOGNITION: KNOWLEDGE AND CONTROL OF COGNITIVE PROEESSES 239
DEVELOPMENTAL DIFFERENCES IN METACOGNITION 241
UNCONSCIOUS PROCESSING IN HUMAN MEMORY 241 EVALUATING THE HUMAN MEMORY
MODEL 245
SUMMARY 246
UNDERSTANDING THE HUMAN MEMORY MODEL:
PREPARING FOR YOUR LICENSURE EXAM 246
QUESTIONS FOR CASE ANALYSIS 247
CONCEPT LEARNING: A COMPLEX COGNITIVE PROCESS 254
PROBLEM SOLVING 257
WELL-DEFINED AND LLL-DEFINED PROBLEMS 257
CHALLENGES IN TEACHING PROBLEM SOLVING 257
HELPING STUDENTS BECOME PROBLEM SOLVERS 260 CREATIVITY IN PROBLEM
SOLVING 267
PROBLEM-BASED LEARNING 268
TECHNOLOGY, LEARNING, AND DEVELOPMENT: USING TECHNOLOGY TO PRORNOTE
PROBLEM SOLVING 268
MISCONCEPTIONS RESISTANCE TO CHANGE TEACHING FOR CONCEPTUAL CHANGE
SUMMARY
UNDERSTANDING PRINEIPLES OF COGNITIVE LEARNING THEORY: PREPARING FOR
YOUR LIEENSURE EXAM
QUESTIONS FOR CASE ANALYSIS
CHAPTER 7
COGNITIVE LEARNING AND HUMAN MEMORY HUMAN MEMORY A MODEL OF HUMAN MEMORY
MEMORY STORES
SENSORY MEMORY
WORKING MEMORY
LONG-TERM MEMORY
DEVELOPMENTAL DIFFERENCES IN THE MEMORY STORES
THE BRAIN AND HUMAN MEMORY
CHAPTER 8
COMPLEX COGNITIVE PROCESSES CONEEPT LEARNING THEORIES OF CONCEPT
LEARNING
196
196
207
207
209
210
213 213
214 214
215 218 223 224
250 252 253
THE STRATEGIE LEAMER METACOGNITION: THE FOUNDATION OF STRATEGIC LEARNING
STUDY STRATEGIES
RESEARCH ON STUDY STRATEGIES: IMPLICATIONS FOR YOU AND YOUR STUDENTS
CRITICAL THINKING
TRANSFER OF LEAMING
GENERAL AND SPECIFIC TRANSFER
FACTORS AFFECTING THE TRANSFER OF LEARNING
SUMMARY
UNDERSTANDING COMPLEX COGNITIVE PROCESSES:
PREPARING FOR YOUR LIEENSURE EXAM
QUESTIONS FOR CASE ANALYSIS
CHAPTER 9
BEHAVIORISM AND SOCIA! COGNITIVE THEORY
BEHAVIORIST VIEWS OF LEAMING CLASSICAL CONDITIONING
OPERANT CONDITIONING
APPLIED BEHAVIOR ANALYSIS
TECHNOLOGY, LEARNING, AND DEVELOPMENT:
CAPITALIZING ON TECHNOLOGY TO TEACH BASIC SKILLS
EVALUATING BEHAVIORISM
SOCIAL COGNITIVE THEORY
COMPARING BEHAVIORISM AND SOCIAL COGNITIVE THEORY
MODELING
VICARIOUS LEARNING
NONOCCURRENCE OF EXPECTED CONSEQUENCES
THE OUTCOMES OF MODELING
PROCESSES INVOLVED IN LEARNING FROM MODELS
EFFECTIVENESS OF MODELS
SELF-REGULATED LEARNING
EVALUATING SOCIAL COGNITIVE THEORY
270
270
271
275 276
280 281 281
286
286
288
290
292 293
296 303
307 308
310
311
312 314 314 315
316 317 318 320
IMAGE 4
XX * CONTENTS
401
404
398
398
399
386
388
390
393 393 396 396
397
QUESTIONS FOR CASE ANALYSIS
THE TEACHER: PERSONAL QUALITIES THAT INCREASE MOTIVATION TO LEARN 366
PERSONAL TEACHING EFFICACY: BELIEFS ABOUT TEACHING AND LEARNING 367
MODELING AND ENTHUSIASM: COMMUNICATING GENUINE INTEREST 367
CARING: MEETING NEEDS FOR BELONGING AND RELATEDNESS 368
TEACHER EXPECTATIONS: PROMOTING LEARNING AND ACHIEVEMENT 369
LEARNING CLIMATE: CREATING A MOTIVATING ENVIRONMENT 372
ORDER AND SAFETY: CLASSROOMS AS SECURE PLACES TO LEARN 373
SUCCESS: DEVELOPING SELF-EFFICACY 373
CHALLENGE: INCREASING PERCEPTIONS OF COMPETENCE 373 TASK COMPREHENSION:
INCREASING FEELINGS OF AUTONOMY AND VALUE 374
INSTRUCTIONAL VARIABLES: DEVELOPING INTEREST IN LEARNING ACTIVITIES 376
INTRODUCTORY FOCUS: ATTRACTING STUDENTS ATTENTION 377
PERSONALIZATION: LINKS TO STUDENTS LIVES 377
INVOLVEMENT: INCREASING SITUATIONAL INTEREST 380 FEEDBACK: INFORMATION
ABOUT LEARNING PROGRESS 381
ASSESSMENT AND LEARNING: USING FEEDBACK TO INCREASE INTEREST AND
SELF-EFFICACY 383
SUMMARY 386
UNDERSTANDING STUDENT MOTIVATION: PREPARING FOR YOUR LICENSURE EXAM
CHAPTER 12
CLASSROOM MANAGEMENT: DEVELOPING SELF-REGULATED LEARNERS GOALS OF
CLASSROOM MANAGEMENT DEVELOPING LEARNER SELF-REGULATION
CREATING A COMMUNITY OF CARING AND TRUST
MAXIMIZING TIME FOR TEACHING AND LEARNING
PLANNING FOR CLASSROOM MANAGEMENT
THE INTERDEPENDENCE OF MANAGEMENT AND INSTRUCTION
CLASSROOM ORGANIZATION
PLANNING FOR CLASSROOM MANAGEMENT IN ELEMENTARY SCHOOLS
PLANNING FOR CLASSROOM MANAGEMENT IN MIDDLE AND SECONDARY SCHOOLS
PLANNING FOR THE FIRST DAYS OF SCHOOL
358
359
353 353
354
358
324
328
330 331
332 332
336 336
337 340
342
342
343 343 345 346
348 349
349 350 350
324
325
362
365 365
THE INFLUENCE OF BELIEFS ON MOTIVATION TO LEARN EXPECTATIONS: BELIEFS
ABOUT OUTCOMES
BELIEFS ABOUT INTELLIGENCE
SELF-EFFICACY: BELIEFS ABOUT CAPABILITY
BELIEFS ABOUT VALUE
ATTRIBUTIONS: BELIEFS ABOUT CAUSES OF PERFORMANCE
SUMMARY
UNDERSTANDING BEHAVIORISM AND SOCIAL COGNITIVE THEORY: PREPARING FOR
YOUR LICENSURE EXAM
QUESTIONS FOR CASE ANALYSIS
THE INFLUENCE OF GOALS ON MOTIVATION TO LEARN
MASTERY AND PERFORMANCE GOALS
SOCIAL GOALS
WORK-AVOIDANCE GOALS
GOALS AND MOTIVATION: IMPLICATIONS FOR TEACHERS
THE INFLUENCE OF INTEREST AND EMOTION ON MOTIVATION TO LEARN
PERSONAL AND SITUATIONAL INTEREST
EMOTION AND MOTIVATION
SUMMARY
UNDERSTANDING THE RELATIONSHIP BETWEEN MOTIVATION AND LEARNING:
PREPARING FOR YOUR LICENSURE EXAM
QUESTIONS FOR CASE ANALYSIS
C1ASSROOM PROCESSES
CHAPTER 11
A CLASSROOM MODEL FOR PROMOTING STUDENT MOTIVATION CREATING A
MASTERY-FOCUSED CLASSROOM A MODEL FOR PROMOTING STUDENT MOTIVATION
CHAPTER 10
MOTIVATION AND LEARNING WHAT IS MOTIVATION? EXTRINSIC AND LNTRINSIC
MOTIVATION
MOTIVATION TO LEARN
THEORETICAL VIEWS OF MOTIVATION
THE INFLUENCE OF NEEDS ON MOTIVATION TO LEARN
MASLOW S HIERARCHY OF NEEDS
THE NEED FOR SELF-DETERMINATION
THE NEED TO PRESERVE SELF-WORTH
IMAGE 5
GOMMUNICATING WITH PARENTS
BENEFITS OF COMMUNICATION
STRATEGIES FOR INVOLVING PARENTS
INTERVENING WHEN MISBEHAVIOR OCCURS
EMOTIONAL FACTORS IN INTERVENTIONS
COGNITIVE INTERVENTIONS
BEHAVIORAL INTERVENTIONS
AN INTERVENTION CONTINUUM
SERIOUS MANAGEMENT PROBLEMS: DEFIANCE AND AGGRESSION
RESPONDING TO DEFIANT STUDENTS
RESPONDING TO FIGHTING
RESPONDING TO BULLYING
SUMMARY
UNDERSTANDING GLASSROOM MANAGEMENT:
PREPARING FOR YOUR LICENSURE EXAM
QUESTIONS FOR GASE ANALYSIS
CHAPTER 13
LEARNING AND EFFECTIVE TEACHING PLANNING FOR INSTRUCTION IDENTIFYING
TOPICS
SPECIFYING LEARNING OBJECTIVES
PREPARING AND ORGANIZING LEARNING ACTIVITIES
PLANNING FOR ASSESSMENT
INSTRUCTIONAL ALIGNMENT
PLANNING IN A STANDARDS-BASED ENVIRONMENT
THE COMMON-CORE STATE STANDARDS INITIATIVE
IMPLEMENTING INSTRUCTION
TEACHER BELIEFS AND BEHAVIORS
ORGANIZATION
REVIEW
FOCUS
QUESTIONING
FEEDBACK
CLOSURE
COMMUNICATION
MODELS OF INSTRUCTION
DIRECT INSTRUCTION
LECTURE-DISCUSSION
GUIDED DISCOVERY
COOPERATIVE LEARNING
DIFFERENTIATING INSTRUCTION
GONTENTS * XXI
406 TECHNOLOGY, LEARNING, AND DEVELOPMENT:
406 USING POWERPOINT EFFECTIVELY 467
407 ASSESSMENT AND LEARNING: USING ASSESSMENT 410 AS A LEARNING TOOL 471
411 SUMMARY 474
412 UNDERSTANDING EFFECTIVE TEACHING: PREPARING FOR
415 YOUR LICENSURE EXAM 474
418 QUESTIONS FOR GASE ANALYSIS 476
421 CHAPTER 14
422 INCREASING LEARNING THROUGH 422 ASSESSMENT 478 423 GLASSROOM
ASSESSMENT 481426 ASSESSMENT FOR STUDENT LEARNING 482 VALIDITY: MAKING
ACCURATE ASSESSMENT DECISIONS 484426 RELIABILITY: CONSISTENCY IN
ASSESSMENT 484428 INFORMAL ASSESSMENT 485 INFORMAL ASSESSMENT DURING
LEARNING ACTIVITIES 486 RELIABILITY OF INFORMAL ASSESSMENTS 487 430
FORMAL ASSESSMENT 488433 PAPER-AND-PENCILLTEMS 489433 COMMERCIALLY
PREPARED TEST ITEMS 494434 PERFORMANCE ASSESSMENTS 495437 PORTFOLIO
ASSESSMENT: INVOLVING STUDENTS IN 437 THE ASSESSMENT PROCESS 499438
EVALUATING FORMAL ASSESSMENT FORMATS 500438 EFFECTIVE ASSESSMENT
PRACTICES 501440 PLANNING FOR ASSESSMENT 502442 PREPARING STUDENTS FOR
ASSESSMENTS 503444 ADMINISTERING ASSESSMENTS 506445 ANALYZING RESULTS
507445 GRADING AND REPORTING: THE TOTAL 446 ASSESSMENT SYSTEM 509446
FORMATIVE AND SUMMATIVE ASSESSMENT 510449 DESIGNING A GRADING SYSTEM
510450 ASSIGNING GRADES: INCREASING LEARNING AND 451 MOTIVATION 511
TECHNOLOGY, LEARNING, AND DEVELOPMENT: 453 USING TECHNOLOGY TO IMPROVE
YOUR 453 ASSESSMENT SYSTEM 513457 SUMMARY 518460463 UNDERSTANDING
EFFECTIVE ASSESSMENT PRACTICES: PREPARING FOR YOUR LICENSURE EXAM 518466
520 QUESTIONS FOR GASE ANALYSIS
IMAGE 6
XXII * CONTENTS
RE F E REN CES R-1
9 LOS S A R Y G-1
APPENDIXA FEEDBACK FOR CHECK YOUR UNDERSTANDING QUESTIONS A-1
APPENDIX B
FEEDBACK FOR PREPARING FOR YOUR LICENSURE EXAM QUESTIONS 8-1
1-9
1-1
SUBJECT INDEX
APPENDIX C
USING THIS TEXT TO PRACTICE FOR THE PRAXIS * PRINCIPLES OF LEARNING
AND TEACHING EXAM (-1
NAME INDEX
547 548
532
533 534
536
540 541 542
543
547
522
524 525
525
526 527 528
UNDERSTANDING AND INTERPRETING STANDARDIZED TEST SCORES
DESCRIPTIVE STATISTICS
INTERPRETING STANDARDIZED TEST RESULTS
DIVERSITY AND STANDARDIZED TESTING
STUDENT DIVERSITY AND ASSESSMENT BIAS
STANDARDIZED TESTING AND ENGLISH LEARNERS
ACCOMMODATING STUDENTS WITH DISABILITIES
SUMMARY
UNDERSTANDING STANDARDIZED TESTING:
PREPARING FOR YOUR LICENSURE EXAM
QUESTIONS TOR CASE ANALYSIS
CHAPTER 15
8TANDARDIZED TESTING AND LEARNING ACCOUNTABILITY AND STANDARDIZED
TESTING STANDARDIZED TESTING
HIGH-STAKES TESTS
STANDARDIZED TESTS
FUNCTIONS OF STANDARDIZED TESTS
TYPES OF STANDARDIZED TESTS
EVALUATING STANDARDIZED TESTS: VALIDITY REVISITED
|
| any_adam_object | 1 |
| author | Eggen, Paul D. 1940- Kauchak, Donald P. 1946- |
| author_GND | (DE-588)137412045 (DE-588)137411979 |
| author_facet | Eggen, Paul D. 1940- Kauchak, Donald P. 1946- |
| author_role | aut aut |
| author_sort | Eggen, Paul D. 1940- |
| author_variant | p d e pd pde d p k dp dpk |
| building | Verbundindex |
| bvnumber | BV039643485 |
| classification_rvk | CP 5000 CX 1000 CX 4500 |
| ctrlnum | (OCoLC)754167846 (DE-599)BVBBV039643485 |
| 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 | 9. ed., international ed. |
| format | Book |
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| genre | 1\p (DE-588)4522595-3 Fallstudiensammlung gnd-content |
| genre_facet | Fallstudiensammlung |
| id | DE-604.BV039643485 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:08:06Z |
| institution | BVB |
| isbn | 9780132920858 0132920859 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024493346 |
| oclc_num | 754167846 |
| open_access_boolean | |
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| owner_facet | DE-703 DE-29 DE-355 DE-BY-UBR DE-19 DE-BY-UBM |
| physical | XXVI, 549, [90] S. Ill., graph. Darst. |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Pearson |
| record_format | marc |
| spelling | Eggen, Paul D. 1940- Verfasser (DE-588)137412045 aut Educational psychology windows on classrooms Paul Eggen ; Don Kauchak 9. ed., international ed. Boston ; Munich [u.a.] Pearson 2013 XXVI, 549, [90] S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Educational psychology Learning, Psychology of Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Schulpsychologie (DE-588)4077212-3 gnd rswk-swf 1\p (DE-588)4522595-3 Fallstudiensammlung gnd-content Lernpsychologie (DE-588)4074166-7 s DE-604 Schulpsychologie (DE-588)4077212-3 s Pädagogische Psychologie (DE-588)4044321-8 s Kauchak, Donald P. 1946- Verfasser (DE-588)137411979 aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024493346&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 |
| spellingShingle | Eggen, Paul D. 1940- Kauchak, Donald P. 1946- Educational psychology windows on classrooms Educational psychology Learning, Psychology of Pädagogische Psychologie (DE-588)4044321-8 gnd Lernpsychologie (DE-588)4074166-7 gnd Schulpsychologie (DE-588)4077212-3 gnd |
| subject_GND | (DE-588)4044321-8 (DE-588)4074166-7 (DE-588)4077212-3 (DE-588)4522595-3 |
| title | Educational psychology windows on classrooms |
| title_auth | Educational psychology windows on classrooms |
| title_exact_search | Educational psychology windows on classrooms |
| title_full | Educational psychology windows on classrooms Paul Eggen ; Don Kauchak |
| title_fullStr | Educational psychology windows on classrooms Paul Eggen ; Don Kauchak |
| title_full_unstemmed | Educational psychology windows on classrooms Paul Eggen ; Don Kauchak |
| title_short | Educational psychology |
| title_sort | educational psychology windows on classrooms |
| title_sub | windows on classrooms |
| topic | Educational psychology Learning, Psychology of Pädagogische Psychologie (DE-588)4044321-8 gnd Lernpsychologie (DE-588)4074166-7 gnd Schulpsychologie (DE-588)4077212-3 gnd |
| topic_facet | Educational psychology Learning, Psychology of Pädagogische Psychologie Lernpsychologie Schulpsychologie Fallstudiensammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024493346&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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