Educational psychology:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Pearson
2013
|
| Ausgabe: | 12. ed., internat. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXV, 587, [84] S. Ill. 28 cm |
| ISBN: | 9780132910996 |
Internformat
MARC
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| 245 | 1 | 0 | |a Educational psychology |c Anita Woolfolk |
| 250 | |a 12. ed., internat. ed. | ||
| 264 | 1 | |a Boston [u.a.] |b Pearson |c 2013 | |
| 300 | |a XXV, 587, [84] S. |b Ill. |c 28 cm | ||
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| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Educational psychology / Textbooks | |
| 650 | 7 | |a Onderwijspsychologie |2 gtt | |
| 650 | 7 | |a Leren |2 gtt | |
| 650 | 0 | 7 | |a Schulpsychologie |0 (DE-588)4077212-3 |2 gnd |9 rswk-swf |
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Datensatz im Suchindex
| _version_ | 1804149546206363648 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
PREFACE V
P 1
LEARNING, TEACHING, AND EDUCATIONAL PSYCHOLOGY 2
TEACHERS CASEBOOK-LEAVING NO STUDENT BEHIND: WHAT WOULD YOU DO? 2
OVE V W ND OBJECTLVES 3
LEARNING AND TEACHING TODAY 4
STUDENTS TODAY: DRAMATIC DIVERSITY AND REMARKABLE
TECHNOLOGY 4
CONFIDENCE IN EVERY CONTEXT 5
HIGH EXPECTATIONS FOR TEACHERS AND STUDENTS 6
DO TEACHERS MAKE A DIFFERENCE? 7
TEACHER-STUDENT RELATIONSHIPS 7. THE COST OF POOR
TEACHING 7
WHAT 15 GOOD TEACHING? 8
INSIDE FOUR CLASSROOMS 8
A BILINGUAL PT GRADE 8 * A SUBURBAN 5 TH GRADE 8
* AN INCLUSIVE CLASS 8 AN ADVANCED MATH CLASS 9
* SO WH AT IS GOOD TEACHING? 9
DIFFERENTIATED INSTRUCTION 10
WHY DO WE NEED DIFFERENTIATED INSTRUCTION? 10. ELEMENTS
OF DIFFERENTIATION 10
BEGINNING TEACHERS 11
THE ROLE OF EDUCATIONAL PSYCHOLOGY 12
IN THE BEGINNING: LINKING EDUCATIONAL PSYCHOLOGY
AND TEACHING 12
EDUCATIONAL PSYCHOLOGY TODAY 12
IS IT JUST COMMON SENSE? 13
TAKING TURNS 13 HELPING STUDENTS 13. SKIPPING
GRADES 13. OBVIOUS ANSWERS? 13
USING RESEARCH TO UNDERSTAND AND IMPROVE
LEARNING 14
DESCRIPTIVE STUDIES 14. CORRELATION STUDIES 14
* EXPERIMENTAL STUDIES 15 SINGLE-SUBJECT EXPERIMENTAL
DESIGNS 16. MICROGENETIC STUDIES 16
* THE ROLE OFTIME IN RESEARCH 16. TEACHERS AS
RESEARCHERS 16
WH AT IS SCIENTIFICALLY BASED RESEARCH? 18
THEORIES FOR TEACHING 18
POINT/COUNTERPOINT: WHAT KIND OF RESEARCH
SHOULD GUIDE EDUEATION? 19
SUPPORTING STUDENT LEARNING 21
SUMMARY AND KEY TERMS 23
CONNECT AND EXTEND TO LIEENSURE 24
TEAEHERS CASEBOOK-LEAVING NO CHILD BEHIND:
WHAT WOULD THEY DO? 25
PART I STUDENTS
( 1-1 PT
COGNITIVE DEVELOPMENT 28
TEACHERS CASEBOOK-SYMBOLS AND CYMBALS: WHAT WOULD YOU DO? 28
OVERVIEW AND OBJECTIVES 29
ADEFINITION OF DEVELOPMENT 30
THREE QUESTIONS ACROSS THE THEORIES 30
WHAT ISTHE SOURCE OF DEVELOPMENT? NATURE VERSUS
NURTURE 30. WHAT ISTHE SHAPE OF DEVELOPMENT? CONTINUITY
VERSUS DISCONTINUITY 31 * TIMING: IS IT TOO LATE? CRITICAL
VERSUS SENSITIVE PERIODS 31 * BEWARE OF EITHER/OR 31
GENERAL PRINCIPLES OF DEVELOPMENT 32
THE BRAIN AND COGNITIVE DEVELOPMENT 32
THE DEVELOPING BRAIN: NEURONS 33
THE DEVELOPING BRAIN: CEREBRAL CORTEX 35
ADOLESCENT DEVELOPMENT AND THE BRAIN 36
PUTTING IT ALL TOGETHER: HOW THE BRAIN WORKS 37
NEUROSCIENCE, LEARNING, AND TEACHING 37
INSTRUCTION AND BRAIN DEVELOPMENT 37
THE BRAIN AND LEARNING TO READ 38
EMOTIONS, LEARNING, AND THE BRAIN 39
POINT/COUNTERPOINT: BRAIN-BASED EDUCATION 40
LESSONS FOR TEACHERS: GENERAL PRINCIPLES 40
PIAGET S THEORY OF COGNITIVE DEVELOPMENT 42
INFLUENCES ON DEVELOPMENT 43
BASIC TENDENCIES IN THINKING 43
ORGANIZATION 43. ADAPTATION 43. EQUILIBRATION 44
FOUR STAGES OF COGNITIVE DEVELOPMENT 44
INFANCY: THE SENSORIMOTOR STAGE 44. EARLY CHILDHOOD
TO THE EARLY ELEMENTARY YEARS: THE PREOPERATIONAL
STAGE 45. LATER ELEMENTARY TO THE MIDDLE SCHOOL YEARS:
THE CONCRETE-OPERATIONAL STAGE 47
IMAGE 2
XVI CONTENTS
FAMILY AND COMMUNITY PARTNERSHIPS GUIDELINES:
HELPING FAMILIES CARE FOR PREOPERATIONAL CHILDREN 47
GUIDELINES: TEACHING THE CONCRETE-OPERATIONAL CHILD 49
HIGH SCHOOL AND COLLEGE: FORMALOPERATIONS 50. DO WE ALL
REACH THE FOURTH STAGE? 51
GUIDELINES: HELPING STUDENTS TO USE FORMAL
OPERATIONS 51
INFORMATION PROCESSING, NEO-PIAGETIAN, AND NEUROSCIENCE VIEWS OF
COGNITIVE DEVELOPMENT 52
SOME LIMITATIONS OF PIAGET S THEORY 53
THE TROUBLE WITH STAGES 53. UNDERESTIMATING CHILDREN S
ABILITIES 54. COGNITIVE DEVELOPMENT AND CULTURE 54
VYGOTSKY S SOCIOCULTURAL PERSPECTIVE 55
THE SOCIAL SOURCES OF INDIVIDUAL THINKING 55
CULTURAL TOOLS AND COGNITIVE DEVELOPMENT 56
TECHNICAL TOOLS IN A DIGITAL AGE 57. PSYCHOLOGICAL TOOLS 57
THE ROLE OF LANGUAGE AND PRIVATE SPEECH 58
PRIVATE SPEECH: VYGOTSKY S AND PIAGET S VIEWS COMPARED 58
THE ZONE OF PROXIMAL DEVELOPMENT 59
PRIVATE SPEECH AND THE ZONE 59. THE ROLE OF LEARNING AND
DEVELOPMENT 60
LIMITATIONS OF VYGOTSKY S THEORY 60
IMPLICATIONS OF PIAGET S AND VYGOTSKY S THEORIES FOR
TEACHERS 60
PIAGET: WH AT CAN WE LEARN? 60
UNDERSTANDING AND BUILDING ON STUDENTS THINKING 61 * ACTIVITY
AND CONSTRUCTING KNOWLEDGE 61
VYGOTSKY: WHAT CAN WE LEARN? 62
THE ROLE OF ADULTS AND PEERS 62. ASSISTED LEARNING 62
REACHING EVERY STUDENT: TEACHING IN THE MAGIE
MIDDLE 63
GUIDELINES: APPLYING VYGOTSKY S IDEAS IN TEACHING 63
COGNITIVE DEVELOPMENT: LESSONS FOR TEACHERS 64
SUMMARY AND KEY TERMS 64
CONNECT AND EXTEND TO LICENSURE 66
TEACHERS CASEBOOK-SYMBOLS AND CYMBALS: WHAT WOULD
THEY DO? 67
THE SELF, SOCIAL,
AND MORAL * DEVELOPMENT 68
TEACHERS CASEBOOK-MEAN GIRLS: WHAT WOULD YOU DO? 68 OVERVIEW AND
OBJECTIVES 69
PHYSICAL DEVELOPMENT 70
PHYSICAL AND MOTOR DEVELOPMENT 70
YOUNG CHILDREN 70. ELEMENTARY SCHOOL YEARS 70. THE
ADOLESCENT YEARS 71 * EARLY AND LATER MATURING 71
GUIDELINES: DEALING WITH PHYSICAL DIFFERENCES IN
THE CLASSROOM 72
PLAY, RECESS, AND PHYSICAL ACTIVITY 72
PHYSICAL EXERCISE AND RECESS 73
CHALLENGES IN PHYSICAL DEVELOPMENT 73
OBESITY 73. EATING DISORDERS 74
GUIDELINES: SUPPORTING POSITIVE BODY IMAGES 75
BRONFENBRENNER: THE SOCIAL CONTEXT FOR DEVELOPMENT 75
THE IMPORTANCE OF CONTEXT AND THE BIOECOLOGICAL
MODEL 75
FAMILIES 77
FAMILY STRUCTURE 77. PARENTING STYLES 78. CULTURE AND
PARENTING 78
FAMILY AND COMMUNITY PARTNERSHIPS GUIDELINES:
CONNECTING WITH FAMILIES 79
ATTACHMENT 80. DIVORCE 80
PEERS 80
GUIDELINES: HELPING CHILDREN OF DIVORCE 81
CROWDS 81 PEER CULTURES 82 CLIQUES AND FRIENDSHIPS 82
* POPULARITY 82. WHO IS LIKELY TO HAVE PROBLEMS WITH
PEERS? 83
REACHING EVERY STUDENT: TEACHER SUPPORT 83
ACADEMIC AND PERSONAL CARING 84
TEACHERS AND CHILD ABUSE 85
SOCIETY AND MEDIA 85
IDENTITY AND SELF-CONCEPT 87
ERIKSON: STAGES OF PSYCHOSOCIAL DEVELOPMENT 87
THE PRESCHOOL YEARS: TRUST, AUTONOMY, AND INITIATIVE 88
* THE ELEMENTARY AND MIDDLE SCHOOL YEARS: INDUSTRY VERSUS
INFERIORITY 89
GUIDELINES: ENCOURAGING INITIATIVE AND INDUSTRY 90
ADOLESCENCE: THE SEARCH FOR IDENTITY 90
GUIDELINES: SUPPORTING IDENTITY FORMATION 92
IDENTITY AND TECHNOLOGY 92. BEYOND THE SCHOOL YEARS 93
RACIAL-ETHNIC IDENTITY 93
ETHNIC IDENTITIES: OUTCOME AND PROCESS 93. RACIALLDENTITY:
OUTCOME AND PROCESS 94. RACIAL AND ETHNIC PRIDE 94
SELF-CONCEPT 95
THE STRUCTURE OF SELF-CONCEPT 95. HOW SELF-CONCEPT
DEVELOPS 95. SELF-CONCEPT AND ACHIEVEMENT 96
SELF-ESTEEM 97
SEX DIFFERENCES IN SELF-CONCEPT AND SELF-ESTEEM 97
POINT/COUNTERPOINT: WHAT SHOULD SCHOOLS
DO TO ENCOURAGE STUDENTS SELF-ESTEEM? 98
UNDERSTANDING OTHERS AND MORAL DEVELOPMENT 99
THEORY OF MIND AND INTENTION 99
MORAL DEVELOPMENT 99
KOHLBERG S THEORIES OF MORAL DEVELOPMENT 100. CRITICISMS
OF KOHLBERG S THEORY 101 * GENDER DIFFERENCES: THE
MORALITY OF CARING 101
MORAL JUDGMENTS, SOCIAL CONVENTIONS, AND PERSONAL
CHOICES 102
IMAGE 3
MORAL VERSUS CONVENTIONAL DOMAINS 103 IMPLICATIONS FOR
TEACHERS 103
DIVERSITY IN MORAL REASONING 103
MORAL BEHAVIOR: AGGRESSION AND CHEATING 104
AGGRESSION 104. RELATIONAL AGGRESSION 105 MEDIA,
MODELING, AND AGGRESSION 106 VIDEO GAMES AND
AGGRESSIVE BEHAVIOR 106 CHEATING 106
GUIDELINES: DEALING WITH AGGRESSION AND ENEOURAGING
COOPERATION 107
PERSONAL/SODA I DEVELOPMENT: LESSONS FOR TEAEHERS 108
SUMMARY AND KEY TERMS 109
CONNECT AND EXTEND TO LICENSURE 111
TEAEHERS CASEBOOK-MEAN GIRLS: WHAT WOULD
THEY DO? 112
LEARNER DIFFERENCES
AND LEARNING NEEDS 114
TEAEHERS CASEBOOK-INCLUDING EVERY STUDENT. WHAT WOULD YOUDO? 114
IVE S 115
INTELLIGENEE 116
LANGUAGE AND LABELS 116
DISABILITIES AND HANDICAPS 116. PERSON-FIRST
LANGUAGE 117. POSSIBLE BIASES IN THE APPLICATION OF
LABELS 117
WH AT DOES INTELLIGENCE MEAN? 119
INTELLIGENCE: ONE ABILITY OR MANY? 119
MULTIPLE INTELLIGENCES 120
WH AT ARE THESE INTELLIGENCES? 120 CRITICS OF MI
THEORY 120. GARDNER RESPONDS 121 MULTIPLE
INTELLIGENCES GO TO SCHOOL 122
MULTIPLE INTELLIGENCES: LESSONS FOR TEACHERS 122
INTELLIGENCE AS A PROCESS 123
MEASURING INTELLIGENCE 124
BINET S DILEMMA 124
GUIDELLNES~ INTERPRETING 10 SCORES 125
WH AT DOES AN 10 SCORE MEAN? 125. GROUP VERSUS
INDIVIDUAL TESTS 125 THE FLYNN EFFECT: ARE WE GETTING
SMARTER? 126. INTELLIGENCE AND ACHIEVEMENT 126
GENDER DIFFERENCES IN INTELLIGENCE 126
HEREDITY OR ENVIRONMENT? 127 BEING SMART ABOUT 10
TESTS 128
LEARNING AND THINKING STYLES 128
LEARNING STYLES/PREFERENCES 128
CAUTIONS ABOUT LEARNING STYLES 129 THE VALUE OF
CONSIDERING LEARNING STYLES 129
BEYOND EITHER/OR 130
CONTENTS XVII
INDIVIDUAL DIFFERENEES AND THE LAW 130 IDEA 131
LEAST RESTRICTIVE ENVIRONMENT 132. INDIVIDUALIZED
EDUCATION PROGRAM 132
FAMILY AND COMMUNITY PARTNERSHIPS:
PRODUCTIVE CONFERENEES 133
THE RIGHTS OF STUDENTS AND FAMILIES 133
SECTION 504 PROTECTIONS 135
STUDENTS WITH LEARNING CHALLENGES 136
NEUROSCIENCE AND LEARNING CHALLENGES 136
STUDENTS WITH LEARNING DISABILITIES 136
STUDENT CHARACTERISTICS 137 TEACHING STUDENTS WITH
LEARNING DISABILITIES 139
STUDENTS WITH HYPERACTIVITY AND ATTENTION
DISORDERS 139
DEFINITIONS 140. TREATING ADHD WITH DRUGS 140
POINT/COUNTERPOINT: PILLS OF SKILLS FOR
CHILDREN WITH ADHD? 141
ALTERNATIVES/ADDITIONS TO DRUG TREATMENTS 141
LESSONS FOR TEACHERS: LEARNING DISABILITIES AND ADHD 142
STUDENTS WITH COMMUNICATION DISORDERS 142
SPEECH DISORDERS 143 LANGUAGE DISORDERS 143
STUDENTS WITH EMOTIONAL OR BEHAVIORAL DIFFICULTIES 144
GUIDELINES: DISDPLINING STUDENTS WITH EMOTIONAL
PROBLEMS 146
SUICIDE 146. DRUG ABUSE 147. PREVENTION 149
STUDENTS WITH INTELLECTUAL DISABILITIES 149
GUIDELINES: TEAEHING STUDENTS WITH INTELLECTUAL
DISABILITIES 150
STUDENTS WITH HEALTH IMPAIRMENTS 150
CEREBRAL PALSY AND MULTIPLE DISABILITIES 150. SEIZURE
DISORDERS (EPILEPSY) 151. OTHER SERIOUS HEALTH
CONCERNS: ASTHMA, HIV/AIDS, AND DIABETES 152. STUDENTS
WITH VISION IMPAIRMENTS 152. STUDENTS WHO ARE
DEAF 153
AUTISM SPECTRUM DISORDERS AND ASPERGER SYNDROME 153
THEORY OF MIND 154 INTERVENTIONS 154
RESPONSE TO INTERVENTION (RTI) 155
STUDENTS WHO ARE GIFTED AND TALENTED 155
WHO ARE THESE STUDENTS? 156
WHAT IS THE ORIGIN OF THESE GIFTS? 156. WHAT PROBLEMS
00 THE GIFTED FACE? 157
IDENTIFYING GIFTED STUDENTS 158
RECOGNIZING GIFTS AND TALENTS 158
TEACHING GIFTED STUDENTS 158
ACCELERATION 158 METHODS AND STRATEGIES 159
SUMMARY AND KEY TERMS 161
CONNEET AND EXTEND TO LIEENSURE 163
TEAEHERS CASEBOOK-INCLUDING EVERY STUDENT:
WHAT WOULD THEY DO? 164
IMAGE 4
XVIII CONTENTS
AP 1:
LANGUAGE DEVELOPMENT,
LANGUAGE DIVERSITY, ANO IMMIGRANT EOUCATION 166
TEACHERS CASEBOOK-CULTURES CIASS IN THE CLASSROOM: WHAT WOULD YOU DO?
166
OVERVIEW AND OBJECTIVES 167
THE DEVELOPMENT OF LANGUAGE 168
WHAT DEVELOPS? LANGUAGE AND CULTURAL DIFFERENCES 168
THE PUZZLE OF LANGUAGE 168
WHEN AND HOW DOES LANGUAGE DEVELOP? 169
SOUNDS AND PRONUNCIATION 169. VOCABULARYAND
MEANING 169. GRAMMAR AND SYNTAX 170. PRAGMATICS:
USING LANGUAGE IN SOCIAL SITUATIONS 170. METALINGUISTIC
AWARENESS 171
EMERGENT LITERACY 171
INSIDE-OUT AND OUTSIDE-IN SKILLS 172. BUILDING A
FOUNDATION 172
EMERGENT LITERACY AND BILINGUAL CHILDREN 173
GUIDELINES: SUPPORTING LANGUAGE AND PROMOTING
LITERACY 174
DIVERSITY IN LANGUAGE DEVELOPMENT 175
DUAL LANGUAGE DEVELOPMENT 175
SECOND LANGUAGE LEARNING 175. BENEFITS OF
BILINGUALISM 176. LANGUAGE LOSS 176
SIGNED LANGUAGES 178
WHAT IS INVOLVED IN BEING BILINGUAL? 178
CONTEXTUALIZED AND ACADEMIC LANGUAGE 180
GUIDELINES: PROMOTING LANGUAGE LEARNING 181
DIALECT DIFFERENCES IN THE CLASSROOM 182
DIALECTS 182
DIALECTS AND PRONUNCIATION 182. DIALECTS AND TEACHING 183
GENDERLECTS 184
TEACHING IMMIGRANT STUDENTS AND ENGLISH LANGUAGE
LEARNERS 184
IMMIGRANTS AND REFUGEES 185
CLASSROOMS TODAY 186
FOUR STUDENT PROFILES 186
GENERATION 1.5: STUDENTS IN TWO WORLDS 188
BILINGUAL EDUCATION AND ENGLISH LEARNERS 189
TWO APPROACHES TO ENGLISH LANGUAGE
LEARNING 189. RESEARCH ON BILINGUAL
EDUCATION 189. BILINGUALISM FOR ALL: TWO-WAY
IMMERSION 189
POINT/COUNTERPOINT: WH AT IS THE BEST WAY TO TEACH
ENGLISH LANGUAGE LEARNERS? 190
SHELTERED INSTRUCTION 191
AFFECTIVE AND EMOTIONAL/SOCIAL CONSIDERATIONS 194
GUIDELINES: PROVIDING EMOTIONAL SUPPORT AND
INCREASING SELF-ESTEEM FOR ENGLISH LANGUAGE
LEARNERS 195
WORKING WITH FAMILIES: USING THE TOOLS OF THE
CULTURE 196
FAMILY AND COMMUNITY PARTNERSHIPS GUIDELINES:
WELCOMING ALL FAMILIES 197
SPECIAL CHALLENGES: ENGLISH LANGUAGE LEARNERS WITH
DISABILITIES AND SPECIAL GIFTS 197
ENGLISH LANGUAGE LEARNERS WITH DISABILITIES 197
REACHING EVERY STUDENT: RECOGNIZING GIFTEDNESS IN BILINGUAL
STUDENTS 198
SUMMARY AND KEY TERMS 199
CONNECT AND EXTEND TO LICENSURE 201
TEACHERS CASEBOOK-CULTURE CLASS IN THE CLASSROOM:
WH AT WOULD THEY DO? 202
CULTUREANO
DIVERSITY 204
TEACHERS CASEBOOK-WHITE GIRLS CLUB: WHAT WOULD YOU DO? 204
OVERVIEW AND OBJECTIVES 205
TODAY S DIVERSE CLASSROOMS 206
AMERICAN CULTURAL DIVERSITY 206
MEET FOUR MORE STUDENTS 207
CAUTIONS: INTERPRETING CULTURAL DIFFERENCES 210
CULTURAL CONFLICTS AND COMPATIBILITIES 210. DANGERS IN
STEREOTYPING 210
ECONOMIC AND SOCIAL CLASS DIFFERENCES 211
SOCIAL CLASS AND SES 211
POVERTY AND SCHOOL ACHIEVEMENT 211
HEALTH, ENVIRONMENT, AND STRESS 213. LOW EXPECTATIONSLOW ACADEMIC
SELF-CONCEPT 213. PEER INFLUENCES
AND RESISTANCE CULTURES 213. HOME ENVIRONMENT AND
RESOURCES 214. SUMMER SETBACKS 214
POINT/COUNTERPOINT: IS TRACKING AN EFFECTIVE
STRATEGY? 215
TRACKING: POOR TEACHING 215
GUIDELINES: TEACHING STUDENTS WHO LIVE IN
POVERTY 216
ETHNICITY AND RACE IN TEACHING AND LEARNING 216
TERMS: ETHNICITY AND RACE 216
ETHNIC AND RACIAL DIFFERENCES IN SCHOOL
ACHIEVEMENT 217
THE LEGACY OF DISCRIMINATION 219
WHAT 15PREJUDICE? 220. THE DEVELOPMENT OF
PREJUDICE 220. CONTINUING DISCRIMINATION 221
IMAGE 5
STEREOTYPE THREAT 222
SHORT-TERM EFFECTS: TEST PERFORMANCE 222. LONG- TERM
EFFECTS: DISIDENTIFICATION 223 COMBATING STEREOTYPE
THREAT 224
GENDER IN TEACHING AND LEARNING 224
SEX AND GENDER 224 SEXUAL ORIENTATION 225
GENDER ROLES 225
GENDER BIAS IN CURRICULUM MATERIALS 227
GENDER BIAS IN TEACHING 228
GUIOELINES: AVOIDING GENDER BIAS IN
TEACHING 229
MULTICULTURAL EDUCATION: CREATING CULTURALLY
COMPATIBLE CLASSROOMS 230
CULTURALLY RELEVANT PEDAGOGY 231
FOSTERING RESILIENCE 233
RESILIENT STUDENTS 233. RESILIENT CLASSROOMS 233
* SELF-AGENCY STRAND 234 RELATIONSHIP STRAND 234
DIVERSITY IN LEARNING 234
FAMILY ANO COMMUNITY PARTNERSHIPS
GUIOELINES: BUILDING LEARNING
COMMUNITIES 235
SOCIALORGANIZATION 235. CULTURAL VALUES AND LEARNING
PREFERENCES 236. CAUTIONS (AGAIN) ABOUT LEARNING STYLES
RESEARCH 236. SOCIOLINGUISTICS 237. SOURCES OF
MISUNDERSTANDINGS 237
LESSONS FOR TEACHERS: TEACHING EVERY STUDENT 237
KNOW YOUR STUDENTS 238. RESPECT YOUR
STUDENTS 238 TEACH YOUR STUDENTS 238
GUIOELINES: CULTURALLY RELEVANT TEACHING 239
SUMMARY AND KEY TERMS 240
CONNECT AND EXTEND TO LICENSURE 241 TEACHERS CASEBOOK-WHITE GIRLS CLUB:
WHAT WOULD THEY OO? 242
PART 11 LEARNING AND
MOTIVATION
PT R 7
BEHAVIORAL VIEWS OF LEARNING 244
TEACHERS CASEBOOK-SICK OF CLASS: WHAT WOULD YOU OO? 244
OVERVIEW AND OBJECTIVES 245 UNDERSTANDING LEARNING 246 NEUROSCIENCE OF
BEHAVIORAL LEARNING 246
LEARNING IS NOT ALWAYS WHAT IT SEEMS 247
CONTENTS XIX
EARLY EXPLANATIONS OF LEARNING: CONTIGUITY AND CLASSICAL
CONDITIONING 248
GUIOELINES: APPLYING CLASSICAL CONDITIONING 249 OPERA NT CONDITIONING:
TRYING NEW RESPONSES 250
TYPES OF CONSEQUENCES 250 REINFORCEMENT 250 PUNISHMENT 252
REINFORCEMENT SCHEDULES 252
EXTINCTION 254
ANTECEDENTS AND BEHAVIOR CHANGE 254
EFFECTIVE INSTRUCTION DELIVERY (EID) 255 CUEING 255
* PROMPTING 255
APPLIED BEHAVIOR ANALYSIS 256
METHODS FOR ENCOURAGING BEHAVIORS 256
REINFORCING WITH TEACHER ATTENTION 256
GUIOELINES: USING PRAISE APPROPRIATELY 257
SELECTING REINFORCERS: THE PREMACK PRINCIPLE 257 * SHAPING 258. POSITIVE
PRACTICE 259
HANDLING UNDESIRABLE BEHAVIOR 259
NEGATIVE REINFORCEMENT 259
GUIOELINES: ENCOURAGING POSITIVE BEHAVIORS 260
REPRIMANDS 261 * RESPONSE COST 261 * SOCIAL ISOLATION 261 * SOME
CAUTIONS ABOUT PUNISHMENT 262
PUTTING IT ALL TOGETHER: BEHAVIORAL APPROACHES
TO TEACHING AND MANAGEMENT 262
GROUP CONSEQUENCES 262 GUIOELINES: USING PUNISHMENT 263
CONTINGENCY CONTRACTS AND TOKEN
REINFORCEMENT 264
REACHING EVERY STUDENT: SEVERE BEHAVIOR
PROBLEMS 266
FUNCTIONAL BEHAVIORAL ASSESSMENT AND POSITIVE
BEHAVIOR SUPPORTS 267
DISCOVERING THE WHY : FUNCTIONAL BEHAVIORAL
ASSESSMENTS 267 POSITIVE BEHAVIOR SUPPORTS 268
SELF-MANAGEMENT 269
GOAL SETTING 269. MONITORING AND EVALUATING
PROGRESS 270. SELF-REINFORCEMENT 270
FAMILY ANO COMMUNITY PARTNERSHIPS GUIOELINES:
STUDENT SELF-MANAGEMENT 271
CHALLENGES, CAUTIONS, AND CRITICISMS 271 BEYOND BEHAVIORISM: BANDURA S
CHALLENGE 271 ENACTIVE AND OBSERVATIONAL LEARNING 272. LEARNING AND
PERFORMANCE 272
CRITICISMS OF BEHAVIORAL METHODS 272
POINT/COUNTERPOINT: SHOULD STUDENTS
BE REWARDED FOR LEARNING? 273
ETHICALLSSUES 274
GOALS 274 STRATEGIES 274
BEHAVIORAL APPROACHES: LESSONS FOR TEACHERS 275
SUMMARY AND KEY TERMS 275
CONNECT AND EXTEND TO LICENSURE 277 TEACHERS CASEBOOK-SICK OF CIASS: WH
AT WOULD THEY OO? 278
IMAGE 6
COGNITIVE
VIEWS OF LEARNING 280
TEAEHERS CASEBOOK-REMEMBERING THE BASIES: WHAT WOULD YOU OO? 280
OB :TIV 1
ELEMENTS OF THE COGNITIVE PERSPECTIVE 282 COMPARING COGNITIVE AND
BEHAVIORAL VIEWS 282
VIEWS OF LEARNING 282. GOALS 282 THE BRAIN AND COGNITIVE LEARNING 283
THE IMPORTANCE OF KNOWLEDGE IN COGNITION 283 GENERAL AND SPECIFIC
KNOWLEDGE 284 COGNITIVE VIEWS OF MEMORY 284
SENSORY MEMORY 286
CAPACITY, DURATION, AND CONTENTS OF SENSORY MEMORY 286. PERCEPTION 286.
THE
ROLE OF ATTENTION 287 ATTENTION AND
MULTITASKING 288 ATTENTION AND TEACHING 288
WORKING MEMORY 288 GUIOELINES: GAINING AND MAINTAINING ATTENTION 289 THE
CENTRAL EXECUTIVE 291 * THE PHONOLOGICAL LOOP 291
* THE VISUOSPATIAL SKETCHPAD 291 * THE EPISODIC BUFFER 292 THE DURATION
AND CONTENTS OF WORKING
MEMORY 292
COGNITIVE LOAD AND RETAINING INFORMATION 292 THREE KINDS OF COGNITIVE
LOAD 292. RETAINING INFORMATION
IN WORKING MEMORY 293. FORGETTING 294
INDIVIDUAL DIFFERENCES IN WORKING MEMORY 294 DEVELOPMENTAL DIFFERENCES
294. INDIVIDUAL DIFFERENCES 295
LONG-TERM MEMORY 296 CAPACITY, DURATION, AND CONTENTS OF LONG-TERM
MEMORY 296
CONTENTS OF LONG-TERM MEMORY: DECIARATIVE, PROCEDURAL, AND
SELF-REGULATORY KNOWLEDGE 296
EXPLICIT MEMORIES: SEMANTIC AND EPISODIC 298
PROPOSITIONS AND PROPOSITIONAL NETWORKS 298. IMAGES 298
* TWO ARE BETTER THAN ONE: WORDS AND IMAGES 299 * CONCEPTS 299.
PROTOTYPES, EXEMPLARS, AND THEORYBASED CATEGORIES 299 SCHEMAS 300.
EPISODIC
MEMORY 301
IMPLICIT MEMORIES 302 STORING AND RETRIEVING INFORMATION IN LONG-TERM
MEMORY 303
FAMILY ANO COMMUNITY PARTNERSHIPS GUIOELINES:
ORGANIZING LEARNING 304
IMAGERY 304 LEVELS OF PROCESSING THEORY 306. RETRIEVING
INFORMATION FROM LONG- TERM MEMORY 306. SPREADING
ACTIVATION 306 RECONSTRUCTION 306 FORGETTING AND
LONG-TERM MEMORY 307
INDIVIDUAL DIFFERENCES AND LONG-TERM
MEMORY 307
BEEOMING KNOWLEDGEABLE: SOME BASIC PRINCIPLES 307
REACHING EVERY STUDENT: DEVELOPMENT OF
DECLARATIVE KNOWLEDGE 307
MAKING IT MEANINGFUL 308 MNEMONICS 308. ROTE MEMORIZATION 309
POINT/COUNTERPOINT: WHAT S WRONG WITH MEMORIZING? 310
DEVELOPMENT OF PROCEDURAL KNOWLEDGE 310
AUTOMATED BASIC SKILLS 311 * DOMAIN-SPECIFIC SKILLS 311
GUIOELINES: HELPING STUDENTS UNDERSTAND AND REMEMBER 312
SUMMARY AND KEY TERMS 312
CONNEET AND EXTEND TO LIEENSURE 314
TEACHERS CASEBOOK-REMEMBERING THE BASICS:
WHAT WOULD THEY OO? 314
COMPLEX COGNITIVE
PROCESSES 316
TEAEHERS CASEBOOK-UNCRITICAL THINKING. WH AT WOULD YOU DO? 316
OVERVIEW AND OBJEETIVES 317
METAEOGNITION 318
METACOGNITIVE KNOWLEDGE AND REGULATION 318
INDIVIDUAL DIFFERENCES IN METACOGNITION 319
LESSONS FOR TEACHERS: DEVELOPING METACOGNITION 319
METACOGNITIVE DEVELOPMENT FOR YOUNGER STUDENTS 319
* METACOGNITIVE DEVELOPMENT FOR SECONDARY AND COLLEGE STUDENTS (LIKE
YOU) 320
LEARNING STRATEGIES 321 BEING STRATEGIE ABOUT LEARNING 321
DECIDING WH AT IS IMPORTANT 322. SUMMA RIES 323
* UNDERLINING AND HIGHLIGHTING 323. TAKING NOTES 323
VISUAL TOOLS FOR ORGANIZING 325 READING STRATEGIES 326
APPLYING LEARNING STRATEGIES 326 APPROPRIATE TASKS 326 VALUING LEARNING
326
GUIDELINES: BECOMING AN EXPERT STUDENT 327 EFFORT AND EFFICACY 327
REACHING EVERY STUDENT: LEARNING STRATEGIES FOR
STRUGGLING STUDENTS 328
PROBLEM SOLVING 328 IDENTIFYING: PROBLEM FINDING 329
DEFINING GOALS AND REPRESENTING THE PROBLEM 330
IMAGE 7
FOCUSING ATTENTION ON WHAT IS RELEVANT 330. UNDERSTANDING
THE WORDS 330 UNDERSTANDING THE WHOLE
PROBLEM 331 * TRANSLATION AND SCHEMA TRAINING: DIRECT
INSTRUCTION IN SCHEMAS 332. TRANSLATION AND SCHEMA
TRAINING: WORKED EXAMPLES 333. THE RESULTS OF PROBLEM
REPRESENTATION 334
EXPLORING POSSIBLE SOLUTION STRATEGIES 334
AIGORITHMS 335. HEURISTICS 335
ANTICIPATING, ACTING, AND LOOKING BACK 335
FACTORS THAT HINDER PROBLEM SOLVING 336
SOME PROBLEMS WITH HEURISTICS 336
EXPERT KNOWLEDGE AND PROBLEM SOLVING 337
KNOWING WHAT IS IMPORTANT 337 MEMORY FOR PATTERNS AND
ORGANIZATION 337
GUIDELINES: PROBLEM SOLVING 338
PROCEDURAL KNOWLEDGE 338. PLANNING AND MONITORING 339
CREATIVITY AND CREATIVE PROBLEM SOLVING 339
DEFINING CREATIVITY 339
ASSESSING CREATIVITY 339
WH AT ARE THE SOURCES OF CREATIVITY? 340
CREATIVITY AND COGNITION 340 CREATIVITY AND DIVERSITY 341
CREATIVITY IN THE CLASSROOM 342
THE BIG C: REVOLUTIONARY INNOVATION 342
GUIDELINES: ENCOURAGING CREATIVITY 343
CRITICAL THINKING AND ARGUMENTATION 343
DEVELOPING CRITICAL THINKING 343
CRITICAL THINKING IN SPECIFIC SUBJECTS 344
ARGUMENTATION 344
POINT/COUNTERPOINT: SHOULD SCHOOLS TEACH CRITICAL
THINKING AND PROBLEM SOLVING? 345
TEACHING FOR TRANSFER 346
THE MANY VIEWS OF TRANSFER 347
TEACHING FOR POSITIVE TRANSFER 348
WH AT IS WORTH LEARNING? 348. HOW CAN TEACHERS HELP? 348
FAMILY AND COMMUNITY PARTNERSHIPS GUIDELINES:
PROMOTING TRANSFER 349
STAGES OF TRANSFER FOR STRATEGIES 349
SUMMARY AND KEY TERMS 350
CONNECT AND EXTEND TO LICENSURE 351
TEACHERS CASEBOOK-UNCRITICAL THINKING: WH AT WOULD THEY DO? 352
PT R 10
THE LEARNING SCIENCES AND CONSTRUCTIVISM 354
TEACHERS CASEBOOK-LEARNING TO COOPERATE: WHAT WOULD YOU DO? 354
OVERVIEW AND OBJECTIVES 355
CONTENTS XXI
THE LEARNING SDENCES 356 WHAT ARE THE LEARNING SCIENCES? 356
BASIC ASSUMPTIONS OF THE LEARNING SCIENCES 356
EMBODIED COGNITION 357
COGNITIVE AND SODAL CONSTRUCTIVISM 358
CONSTRUCTIVIST VIEWS OF LEARNING 359
PSYCHOLOGICAL/LNDIVIDUAL/COGNITIVE CONSTRUCTIVISM 359
* VYGOTSKY S SOCIAL CONSTRUCTIVISM 361
* CONSTRUCTIONISM 361
HOW IS KNOWLEDGE CONSTRUCTED? 362
KNOWLEDGE: SITUATED OR GENERAL? 363
COMMON ELEMENTS OF CONSTRUCTIVIST STUDENT-CENTERED
TEACHING 363
COMPLEX LEARNING ENVIRONMENTS AND AUTHENTIE TASKS 364
* SOCIAL NEGOTIATION 364. MULTIPLE PERSPECTIVES AND
REPRESENTATIONS OF CONTE NT 364. UNDERSTANDING
THE KNOWLEDGE CONSTRUCTION PROCESS 365. STUDENT
OWNERSHIP OF LEARNING 365
APPLYING CONSTRUCTIVIST PERSPECTIVES 365
INQUIRY AND PROBLEM-BASED LEARNING 366
EXAMPLES OF INQUIRY 366. PROBLEM-BASED LEARNING 367
* RESEARCH ON INQUIRY AND PROBLEM-BASED LEARNING 369
COGNITIVE APPRENTICESHIPS AND RECIPROCAL
TEACHING 369
POINT/COUNTERPOINT: ARE INQUIRY AND PROBLEM-BASED
LEARNING EFFECTIVE TEACHING APPROACHES? 370
COGNITIVE APPRENTICESHIPS IN READING: RECIPROCAL
TEACHING 370. APPLYING RECIPROCAL TEACHING 371
COLLABORATION AND COOPERATION 372
COLLABORATION, GROUP WORK, AND COOPERATIVE LEARNING 372
* BEYOND GROUPS TO COOPERATION 373 WHAT CAN GO
WRONG: MISUSES OF GROUP LEARNING 374
TASKS FOR COOPERATIVE LEARNING 374
HIGHLY STRUCTURED, REVIEW, AND SKILL-BUILDING TASKS 374
* III-STRUCTURED, CONCEPTUAL, AND PROBLEM-SOLVING
TASKS 375. SOCIAL SKILLS AND COMMUNICATION TASKS 375
PREPARING STUDENTS FOR COOPERATIVE LEARNING 375
SETTING UP COOPERATIVE GROUPS 376. GIVING AND RECEIVING
EXPLANATIONS 376. ASSIGNING ROLES 376
DESIGNS FOR COOPERATION 379
RECIPROCAL QUESTIONING 379. JIGSAW 380. STRUCTURED
CONTROVERSIES 380
REACHING EVERY STUDENT: USING COOPERATIVE LEARNING
WISELY 381
GUIDELINES: USING COOPERATIVE LEARNING 382
DILEMMAS OF CONSTRUCTIVIST PRACTICE 382
SERVICE LEARNING 383
FAMILY AND COMMUNITY PARTNERSHIP GUIDELINES:
SERVICE LEARNING 384
LEARNING IN A DIGITAL WORLD 385
LEARNING ENVIRONMENTS AND TECHNOLOGY 385
VIRTUAL LEARNING ENVIRONMENTS 386
IMAGE 8
XXII CONTENTS
DEVELOPMENTALLY APPROPRIATE COMPUTER ACTIVITIES
FOE YOUNG CHILDREN 387
COMPUTERS AND OLDER STUDENTS 388
MEDIA/DIGITAL LITERACY 388
GUIDELINES: USING COMPUTERS 389
GUIDELINES: SUPPORTING THE DEVELOPMENT
OF MEDIA LITERACY 390
SUMMARY AND KEY TERMS 391
CONNECT AND EXTEND TO LICENSURE 392
TEACHERS CASEBOOK-LEARNING TO COOPERATE:
WHAT WOULD THEY DO? 393
11
SOCIAL COGNITIVE VIEWS OF LEARNING AND MOTIVATION 396
TEACHERS CASEBOOK-FAILURE TO SELF-REGULATE: WHAT WOULD YOU DO? 396
OVERVIEW AND OBJECTIVES 397
SODAL COGNITIVE THEORY 398
A SELF-DIRECTED LIFE: ALBERT BANDURA 398
BEYOND BEHAVIORISM 398
TRIARCHIC RECIPROCAL CAUSALITY 399
MODELING: LEARNING FROM OTHERS 400
ELEMENTS OF OBSERVATIONAL LEARNING 401
ATTENTION 401 * RETENTION 401 * PRODUCTION 402
* MOTIVATION AND REINFORCEMENT 402
OBSERVATIONAL LEARNING IN TEACHING 402
DIRECTING ATTENTION 403. FINE-TUNING ALREADY-LEARNED
BEHAVIOR 403. STRENGTHENING OR WEAKENING
INHIBITIONS 403. TEACHING NEW BEHAVIORS 403
GUIDELINES: USING OBSERVATIONAL LEARNING 404
AROUSING EMOTION 404
SELF-EFFICACY AND AGENCY 404
SELF-EFFICACY, SELF-CONCEPT, AND SELF-ESTEEM 405
SOURCES OF SELF-EFFICACY 406
SELF-EFFICACY IN LEARNING AND TEACHING 406
GUIDELINES: ENCOURAGING SELF-EFFICACY 407
TEACHERS SENSE OF EFFICACY 408
POINT/COUNTERPOINT: ARE HIGH LEVELS OF TEACHER
EFFICACY BENEFIDAL? 409
SELF-REGULATED LEARNING 409
WH AT INFLUENCES SELF-REGULATION? 410
KNOWLEDGE 410. MOTIVATION 411 * VOLITION 411
* DEVELOPMENT OF SELF-REGULATION 411
MODELS OF SELF-REGULATED LEARNING AND AGENCY 412
AN INDIVIDUAL EXAMPLE OF SELF-REGULATED LEARNING 413
TWO CLASSROOMS 414
WRITING 414. MATH PROBLEM SOLVING 415
TECHNOLOGY AND SELF-REGULATION 415
FAMILY AND COMMUNITY PARTNERSHIPS GUIDELINES:
SUPPORTING SELF-REGULATION AT HOME AND IN SCHOOL 416
REACHING EVERY STUDENT: FAMILIES AND SELF-REGULATION 416
ANOTHER APPROACH TO SELF-REGULATION: COGNITIVE
BEHAVIOR MODIFICATION 416
EMOTIONAL SELF-REGULATION 418
GUIDELINES: ENCOURAGING EMOTIONAL SELF-REGULATION 419
TEACHING TOWARD SELF-EFFICACY AND SELF-REGULATED
LEARNING 420
COMPLEX TASKS 420
CONTROL 421
SELF-EVALUATION 422
COLLABORATION 422
BRINGING IT ALL TOGETHER: THEORIES OF LEARNING 422
SUMMARY AND KEY TERMS 424
CONNECT AND EXTEND TO LICENSURE 426
TEACHERS CASEBOOK-FAILURE TO SELF-REGULATE:
WHAT WOULD THEY DO? 426
1
MOTIVATION IN LEARNING AND TEACHING 428
TEACHERS CASEBOOK-MOTIVATING STUDENTS WHEN RESOURCES ARE THIN: WHAT
WOULD
YOU DO? 428
OVERVIEW AND OBJECTIVES 429
WH AT IS MOTIVATION? 430
MEETING SOME STUDENTS 430
INTRINSIC AND EXTRINSIC MOTIVATION 431
FIVE GENERAL APPROACHES TO MOTIVATION 432
BEHAVIORAL APPROACHES TO MOTIVATION 433 HUMANISTIC
APPROACHES TO MOTIVATION 433 COGNITIVE APPROACHES
TO MOTIVATION 433. SOCIAL COGNITIVE THEORIES 433
* SOCIOCULTURAL CONCEPTIONS OF MOTIVATION 433
NEEDS 434
MASLOW S HIERARCHY OF NEEDS 434
SELF-DETERMINATION: NEED FOR COMPETENCE, AUTONOMY,
AND RELATEDNESS 435
SELF-DETERMINATION IN THE CLASSROOM 435. INFORMATION AND
CONTROL 436 THE NEED FOR RELATEDNESS 436
GUIDELINES: SUPPORTING SELF-DETERMINATION
AND AUTONOMY 437
NEEDS: LESSONS FOR TEACHERS 437
GOAL ORIENTATIONS 438
TYPES OF GOALS AND GOAL ORIENTATIONS 438
FOUR ACHIEVEMENT GOAL ORIENTATIONS IN SCHOOL 439. WAITARE PERFORMANCE
GOALS ALWAYS BAD? 439. BEYOND
MASTERY AND PERFORMANCE 440. GOALS IN SOCIAL
CONTEXT 441
IMAGE 9
FEEDBACK, GOAL FRAMING, AND GOAL ACCEPTANCE 441
GOALS: LESSONS FOR TEACHERS 441
BELIEFS AND SELF-PERCEPTIONS 442
BELIEFS ABOUT KNOWING: EPISTEMOLOGICAL BELIEFS 442
BELIEFS ABOUT ABILITY 443
BELIEFS ABOUT CAUSES AND CONTROL: ATTRIBUTION THEORY 444
ATTRIBUTIONS IN THE CLASSROOM 444. TEACHER ACTIONS AND
STUDENT ATTRIBUTIONS 445
BELIEFS ABOUT SELF-WORTH 445
LEARNED HELPLESSNESS 445 SELF-WORTH 446
GUIDELINES: ENCOURAGING SELF-WORTH 447
BELIEFS AND ATTRIBUTIONS: LESSONS FOR TEACHERS 447
INTERESTS, CURIOSITY, EMOTIONS, AND ANXIETY 448
TAPPING INTERESTS 448
CATCHING AND HOLDING INTERESTS 449
CURIOSITY: NOVELTY AND COMPLEXITY 449
POINT/COUNTERPOINT: DOES MAKING LEARNING
FUN MAKE FOR GOOD LEARNING? 450
GUIDELINES: BUILDING ON STUDENTS INTERESTS AND
CURIOSITY 451
EMOTIONS AND ANXIETY 451
NEUROSCIENCE AND EMOTION 451 * ACHIEVEMENT
EMOTIONS 452. AROUSAL AND ANXIETY 453 ANXIETY IN
THE CLASSROOM 453. HOW DOES ANXIETY INTERFERE WITH
ACHIEVEMENT? 453
REACHING EVERY STUDENT: COPING WITH ANXIETY 454
CURIOSITY, INTERESTS, AND EMOTIONS: LESSONS FOR
TEACHERS 454
MOTIVATION TO LEARN IN SCHOOL: ON TARGET 454
GUIDELINES: COPING WITH ANXIETY 455
TASKS FOR LEARNING 456
TASK VALUE 456 BEYOND TASK VALUE TO GENUINE
APPRECIATION 457 AUTHENTIE TASKS 457
SUPPORTING AUTONOMY AND RECOGNIZING
ACCOMPLISHMENT 458
SUPPORTING CHOICES 458 RECOGNIZING ACCOMPLISHMENT 459
GROUPING, EVALUATION, AND TIME 459
GROUPING AND GOAL STRUCTURES 459 EVALUATION 460
TIME 460 PUTTING IT ALL TOGETHER 460
DIVERSITY IN MOTIVATION 460
LESSONS FOR TEACHERS: STRATEGIES TO ENCOURAGE
MOTIVATION 463
CAN I DO IT? BUILDING CONFIDENCE AND POSITIVE EXPECTATIONS 463
* DO I WANT TO DO IT? SEEING THE VALUE OF LEARNING 464
* WHAT DO I NEED TO DO TO SUCCEED? STAYING FOCUSED ON
THE TASK 465. DO I BELONG IN THIS CLASSROOM? 465
FAMILY AND COMMUNITY PARTNERSHIPS GUIDELINES:
MOTIVATION TO LEARN 465
SUMMARY AND KEY TERMS 465
CONNECT AND EXTEND TO LICENSURE 468
TEACHERS CASEBOOK-MOTIVATING STUDENTS
WHEN RESOURCES ARE THIN: WH AT WOULD
THEY DO? 468
CONTENTS XXIII
PART 111 TEACHING AND
ASSESSING
CREATING LEARNING ENVIRONMENTS 470
TEAC RS CCLSEBOOK BULLIES AND VICTIMO;: WH T WOULD YOU DO? 470
THE NEED FOR ORGANIZATION 472
THE BASIC TASK: GAIN THEIR COOPERATION 472
THE GOALS OF CLASSROOM MANAGEMENT 473
ACCESS TO LEARNING 473. MORE TIME FOR LEARNING 474
* MANAGEMENT FOR SELF-MANAGEMENT 474
CREATING A POSITIVE LEARNING ENVIRONMENT 476
SOME RESEARCH RESULTS 476
ROUTINES AND RULES REQUIRED 476
ROUTINES AND PROCEDURES 476
GUIDELINES: ESTABLISHING CIASS ROUTINES 477
RULES 478. RULES FOR ELEMENTARY SCHOOL 478. RULES FOR
SECONDARY SCHOOL 478 CONSEQUENCES 479 WHO SETS
THE RULES AND CONSEQUENCES? 479
PLANNING SPACES FOR LEARNING 481
PERSONAL TERRITORIES 481 * INTEREST AREAS 481
GUIDELINES: DESIGNING LEARNING SPACES 482
GETTING STARTED: THE FIRST WEEKS OF CLASS 482
EFFECTIVE MANAGERS FOR ELEMENTARY STUDENTS 483 EFFECTIVE
MANAGERS FOR SECONDARY STUDENTS 484
MAINTAINING A GOOD ENVIRONMENT FOR LEARNING 484
ENCOURAGING ENGAGEMENT 484
GUIDELINES: KEEPING STUDENTS ENGAGED 485
PREVENTION IS THE BEST MEDICINE 485
WITHITNESS 485 OVERLAPPING AND GROUP FOCUS 486
* MOVEMENT MANAGEMENT 486 STUDENT SOCIAL SKILLS
AS PREVENTION 486
CARING RELATIONSHIPS: CONNECTIONS WITH SCHOOL 487
SCHOOL CONNECTIONS 487 CREATING COMMUNITIES OF CARE FOR
ADOLESCENTS 488
DEALING WITH DISCIPLINE PROBLEMS 488
STOPPING PROBLEMS QUICKLY 488
GUIDELINES: IMPOSING PENALTIES 489
BULLYING AND CYBER-BULLYING 490
VICTIMS 490. BULLYING AND TEASING 490. CHANGING
ATTRIBUTIONS 490 CYBER-BULLYING 491
SPECIAL PROBLEMS WITH HIGH SCHOOL STUDENTS 491
POINT/COUNTERPOINT: IS ZERO TOLERANCE A GOOD
IDEA? 493
IMAGE 10
TEACHING EVERY
STUDENT 506
537
RAT 15
CLASSROOM ASSESSMENT, GRADING, AND STANDARDIZED TESTING 546
TEACHERS CASEBOOK-GIVING MEANINGFUL GRADES: WH AT WOULD YOU DA? 546
OVERVIEW AND OBJECTIVES 547
BASICS OF ASSESSMENT 548
MEASUREMENT AND ASSESSMENT 548
GUIDELINES: TEACHING EFFECTIVELY 522
SEATWORK AND HOMEWORK 523
SEATWORK 523 HOMEWORK 524
QUESTIONING AND DISCUSSION 524
POINT/COUNTERPOINT: IS HOMEWORK A VALUABLE
USE OF TIME? 525
FAMILY AND COMMUNITY PARTNERSHIPS GUIDELINES:
HOMEWORK 526
KINDS OF OUESTIONS 526 FITTING THE OUESTIONS TO THE
STUDENTS 527. RESPONDING TO STUDENT ANSWERS 528
* GROUP DISCUSSION 529
GUIDELINES: PRODUCTIVE GROUP DISCUSSIONS 530
FITTING TEACHING TO YOUR GOALS 530
DIFFERENTIATED INSTRUCTION 531
WITHIN-CLASS AND FLEXIBLE GROUPING 531
THE PROBLEMS WITH ABILITY GROUPING 531 * FLEXIBLE
GROUPING 531
GUIDELINES: USING FLEXIBLE GROUPING 532
ADAPTIVE TEACHING 532
REACHING EVERY STUDENT: DIFFERENTIATED INSTRUCTION
IN INCLUSIVE CLASSROOMS 534
TECHNOLOGY AND DIFFERENTIATION 534
GUIDELINES: TEACHERS AS MENTORS 537
MENTORING STUDENTS AS A WAY OF DIFFERENTIATING TEACHING
TEACHER EXPECTATIONS 537
TWO KINDS OF EXPECTATION EFFECTS 538
SOURCES OF EXPECTATIONS 538
DO TEACHERS EXPECTATIONS REALLY AFFECT STUDENTS
ACHIEVEMENT? 539
INSTRUCTIONAL STRATEGIES 539
GUIDELINES: AVOIDING THE NEGATIVE EFFECTS OF
TEACHER EXPECTATIONS 540
TEACHER-STUDENT INTERACTIONS 541
LESSONS FOR TEACHERS: COMMUNICATING APPROPRIATE
EXPECTATIONS 541
SUMMARY AND KEY TERMS 541
CONNECT AND EXTEND TO LICENSURE 543
TEACHERS CASEBOOK-REACHING AND TEACHING
EVERY STUDENT: WHAT WOULD THEY DO? 544
521
508
498
~ 1 R
TEACHERS CASEBOOK-REACHING AND TEACHING EVERY STUDENT: WH AT WOULD YOU
DO? 506
OVERVIEW AND OBJECTIVES 507
RESEARCH ON TEACHING 508
CHARACTERISTICS OF EFFECTIVE TEACHERS 508
CLARITY AND ORGANIZATION 508. WARMTH AND ENTHUSIASM
KNOWLEDGE FOR TEACHING 509
RECENT RESEARCH ON TEACHING 509
THE FIRST STEP: PLANNING 512
RESEARCH ON PLANNING 512
OBJECTIVES FOR LEARNING 513
AN EXAMPLE OF STANDARDS: TECHNOLOGY 513. CLASSROOMS:
INSTRUCTIONAI OBJECTIVES 514. MAGER: START WITH THE
SPECIFIC 514. GRONLUND: START WITH THE GENERAL 514
FLEXIBLE AND CREATIVE PLANS-USING TAXONOMIES 515
THE COGNITIVE DOMAIN 515. THE AFFECTIVE DOMAIN 516
* THE PSYCHOMOTOR DOMAIN 517
GUIDELINES: USING INSTRUCTIONAL OBJECTIVES 518
PLANNING FROM A CONSTRUCTIVIST PERSPECTIVE 518
TEACHING APPROACHES 519
DIRECT INSTRUCTION 519
ROSENSHINE S SIX TEACHING FUNCTIONS 520. ADVANCE
ORGANIZERS 520. WHY DOES DIRECT INSTRUCTION WERK?
* EVALUATING DIRECT INSTRUCTION 521
GUIDELINES: HANDLING POTENTIALLY EXPLOSIVE
SITUATIONS 494
THE NEED FOR COMMUNICATION 494
MESSAGE SENT-MESSAGE RECEIVED 494
DIAGNOSIS: WHOSE PROBLEM IS IT? 495
COUNSELING: THE STUDENT S PROBLEM 496
CONFRONTATION AND ASSERTIVE DISCIPLINE 496
I MESSAGES 497. ASSERTIVE DISCIPLINE 497
* CONFRONTATIONS AND NEGOTIATIONS 498
REACHING EVERY STUDENT: PEER MEDIATION AND NEGOTIATION
RESEARCH ON MANAGEMENT APPROACHES 499
INTEGRATING IDEAS 499
FAMILY AND COMMUNITY PARTNERSHIPS GUIDELINES:
CLASSROOM MANAGEMENT 500
COMMUNICATING WITH FAMILIES ABOUT CLASSROOM
MANAGEMENT 500
DIVERSITY: CULTURALLY RESPONSIVE MANAGEMENT 500
SUMMARY AND KEY TERMS 501
CONNECT AND EXTEND TO LICENSURE 503
TEACHERS CASEBOOK-BULLIES AND VICTIMS: WH AT
WOULD THEY DO? 504
IMAGE 11
FORMATIVE AND SUMMATIVE ASSESSMENT 548. NORM-
REFERENCED TEST INTERPRETATIONS 550. CRITERIONREFERENCED TEST
INTERPRETATIONS 550
ASSESSING THE ASSESSMENTS: RELIABILITY AND
VALIDITY 551
RELIABILITY OFTEST SCORES 551 * ERROR IN SCORES 551
* CONFIDENCE INTERVAL 552. VALIDITY 552. ABSENCE
OF BIAS 553
CLASSROOM ASSESSMENT: TESTING 554
USING THE TESTS FROM TEXTBOOKS 554
OBJECTIVE TESTING 554
USING MULTIPLE-CHOICE TESTS 555. WRITING MULTIPLE-CHOICE
QUESTIONS 555
GUIDELINES: WRITING OBJECTIVE TEST
ITEMS 556
ESSAY TESTING 556
CONSTRUCTING ESSAYTESTS 557. EVALUATING ESSAYS 557
* THE VALUE OFTRADITIONAL TESTING 558. CRITICISMS OF
TRADITIONAL TESTS 558
AUTHENTIE CLASSROOM ASSESSMENTS 558
PORTFOLIOS AND EXHIBITIONS 559
PORTFOLIOS 560. EXHIBITIONS 560
EVALUATING PORTFOLIOS AND PERFORMANCES 560
SCORING RUBRICS 560
GUIDELINES: CREATING PORTFOLIOS 562
GUIDELINES: DEVELOPING A RUBRIE 562
RELIABILITY, VALIDITY, GENERALIZABILITY 563. DIVERSITY AND BIAS IN
PERFORMANCE ASSESSMENT 564
INFORMAL ASSESSMENTS 564
JOURNALS 564. INVOLVING STUDENTS IN ASSESSMENTS 565
GRADING 566
NORM-REFERENCED VERSUS CRITERION-REFERENCED GRADING 566
EFFECTS OF GRADING ON STUDENTS 568
THE VALUE OF FAILING? 568. RETENTION IN GRADE 568
GRADES AND MOTIVATION 568
POINT/COUNTERPOINT: SHOULD CHILDREN BE HELD
BACK? 569
CONTENTS XXV
GUIDELINES: USING ANY GRADING SYSTEM 570
BEYOND GRADING: COMMUNICATING WITH FAMILIES 571
STANDARDIZED TESTING 572
TYPES OF SCORES 572
MEASUREMENTS OF CENTRAL TENDENCY AND
STANDARD DEVIATION 572. THE NORMAL
DISTRIBUTION 573. PERCENTILE RANK SCORES 574. GRADEEQUIVALENT SCORES
574. STANDARD SCORES 574
INTERPRETING STANDARDIZED TEST REPORTS 575
DISCUSSING TEST RESULTS WITH FAMILIES 578
ACCOUNTABILITY AND HIGH-STAKES TESTING 578
MAKING DECISIONS 578
FAMIL Y AND COMMUNITY PARTNERSHIPS GUIDELINES:
CONFERENCES AND EXPLAINING TEST RESULTS 579
DOCUMENTED PROBLEMS WITH HIGH-STAKES TESTING 580. USING
HIGH-STATES TESTING WEIL 580
REACHING EVERY STUDENT: HELPING STUDENTS WITH DISABILITIES
PREPARE FOR HIGH-STAKES TESTS 581
GUIDELINES: PREPARING YOURSELF AND YOUR STUDENTS FOR
TESTING 582
LESSONS FOR TEACHERS: QUALITY ASSESSMENT 583
SUMMARY AND KEY TERMS 583
CONNECT AND EXTEND TO LICENSURE 585
TEACHERS CASEBOOK-GIVING MEANINGFUL GRADES: WHAT WOULD
THEY DO? 586
LICENSURE APPENDIX A-1
GLOSSARY G-1 REFERENCES R-1
NAME INDEX 1-1
SUBJECT INDEX 1-9 PHOTO CREDITS P-1
|
| 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 | BV040485033 |
| classification_rvk | CX 1000 |
| ctrlnum | (OCoLC)816246580 (DE-599)BVBBV040485033 |
| discipline | Psychologie |
| edition | 12. ed., internat. ed. |
| format | Book |
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| genre | 1\p (DE-588)4006432-3 Bibliografie gnd-content 2\p (DE-588)4123623-3 Lehrbuch gnd-content |
| genre_facet | Bibliografie Lehrbuch |
| id | DE-604.BV040485033 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:24:45Z |
| institution | BVB |
| isbn | 9780132910996 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025332178 |
| oclc_num | 816246580 |
| open_access_boolean | |
| owner | DE-29 DE-11 |
| owner_facet | DE-29 DE-11 |
| physical | XXV, 587, [84] S. Ill. 28 cm |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Pearson |
| record_format | marc |
| spelling | Hoy, Anita Woolfolk 1947- Verfasser (DE-588)133757048 aut Educational psychology Anita Woolfolk 12. ed., internat. ed. Boston [u.a.] Pearson 2013 XXV, 587, [84] S. Ill. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Educational psychology / Textbooks Onderwijspsychologie gtt Leren gtt Schulpsychologie (DE-588)4077212-3 gnd rswk-swf Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf 1\p (DE-588)4006432-3 Bibliografie gnd-content 2\p (DE-588)4123623-3 Lehrbuch gnd-content Pädagogische Psychologie (DE-588)4044321-8 s DE-604 Schulpsychologie (DE-588)4077212-3 s 3\p DE-604 Lernpsychologie (DE-588)4074166-7 s 4\p DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025332178&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 4\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Hoy, Anita Woolfolk 1947- Educational psychology Educational psychology / Textbooks Onderwijspsychologie gtt Leren gtt Schulpsychologie (DE-588)4077212-3 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4077212-3 (DE-588)4044321-8 (DE-588)4074166-7 (DE-588)4006432-3 (DE-588)4123623-3 |
| title | Educational psychology |
| title_auth | Educational psychology |
| title_exact_search | Educational psychology |
| title_full | Educational psychology Anita Woolfolk |
| title_fullStr | Educational psychology Anita Woolfolk |
| title_full_unstemmed | Educational psychology Anita Woolfolk |
| title_short | Educational psychology |
| title_sort | educational psychology |
| topic | Educational psychology / Textbooks Onderwijspsychologie gtt Leren gtt Schulpsychologie (DE-588)4077212-3 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Educational psychology / Textbooks Onderwijspsychologie Leren Schulpsychologie Pädagogische Psychologie Lernpsychologie Bibliografie Lehrbuch |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025332178&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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