Improving classroom effectiveness: strong psychology for strong methods
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Lanham [u.a.]
Rowman Littlefield Education
2012
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XVI, 191 S. |
| ISBN: | 9781607096009 9781607096016 |
Internformat
MARC
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Datensatz im Suchindex
| _version_ | 1804150178584723456 |
|---|---|
| adam_text | Contents
Preface
vii
Acknowledgments
ix
Introduction
xi
How to Use This Book
xv
1 Activating Motivation
І
2
Tasks and Individual Differences
27
3
Preparing to Get Attention
43
4
Introducing Concepts by a Whol¡stic Process
63
5
Developing Concepts through Elaboration
89
6
Elaboration Instruction for Lasting Memory
103
7
Motivational and Emotional Aspects of Elaborating Concepts 1
25
8
Facilitating Transfer of Knowledge
135
9
Aspects of Thinking Processes
151
10
Summarizing
173
Appendix I
:
Studies Find Reward Often No Motivator: Creativity
and Intrinsic I merest Diminish if Task Is Done for Gain 1
77
Alfie Kohn,
Special Thanks to the Boston Globe, Monday,
January
19,1987
Appendix
2:
Models of Affective Assessment
181
References
í
85
About the Author
191
Improving Classroom Effectiveness is
α
great tool for teachers. This book is based on cog¬
nitive concepts of instruction. Its concepts are organized on what teachers do. Teachers
prepare to teach, introduce new concepts, expand the concepts following the introduction,
teach thinking patterns, and transfer concepts. This book uses those ideas in the basic
organization. The concepts lead the teacher to develop a theory of instruction as opposed
to operating on intuition. The theory based on psychological concepts allows teachers to
develop applications that fit their styles. Evidence-based concepts are presented in this book
and are oriented toward what teachers do to plan and deliver instruction. To support those
ideas Harold Jones provides a strong application of intrinsic motivation. In each chapter,
there are Theory into Practice sections that explain some of the theory and how it relates
to classroom practices. Overall, this book will help teachers improve their teaching skills by
providing new ways of thinking.
HAROLD JONES, PhD, has been an elementary teacher, a middle school math
and science teacher, and a high school math teacher. After a career in K-12 teaching he
became a teacher educator at the university level. He has experience in rural as well as
urban schools. During his college-level work, Jones became interested in translating cogni¬
tive psychology as a basis for teaching methods, which is the impetus for this book.
ROWMAN
&
IITUEFIEID EDUCATION
A di tsion of Rowmon
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A wholly owned
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The Rowmon
&
Lifflefietd Publishing Group, Inc.
800-462-6420 ·
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[ISBN
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900001
|
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| isbn | 9781607096009 9781607096016 |
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| spellingShingle | Jones, Harold Improving classroom effectiveness strong psychology for strong methods Learning, Psychology of Cognitive learning theory Educational psychology Lernmotivation (DE-588)4074164-3 gnd Unterrichtsführung (DE-588)4187078-5 gnd |
| subject_GND | (DE-588)4074164-3 (DE-588)4187078-5 |
| title | Improving classroom effectiveness strong psychology for strong methods |
| title_auth | Improving classroom effectiveness strong psychology for strong methods |
| title_exact_search | Improving classroom effectiveness strong psychology for strong methods |
| title_full | Improving classroom effectiveness strong psychology for strong methods Harold Jones |
| title_fullStr | Improving classroom effectiveness strong psychology for strong methods Harold Jones |
| title_full_unstemmed | Improving classroom effectiveness strong psychology for strong methods Harold Jones |
| title_short | Improving classroom effectiveness |
| title_sort | improving classroom effectiveness strong psychology for strong methods |
| title_sub | strong psychology for strong methods |
| topic | Learning, Psychology of Cognitive learning theory Educational psychology Lernmotivation (DE-588)4074164-3 gnd Unterrichtsführung (DE-588)4187078-5 gnd |
| topic_facet | Learning, Psychology of Cognitive learning theory Educational psychology Lernmotivation Unterrichtsführung |
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