Educational psychology:
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Harlow, England
Pearson
[2021]
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| Ausgabe: | Fourteenth edition, global edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 661 Seiten, A-14, G-13, R-43, N-15, S-17 Illustrationen, Diagramme |
| ISBN: | 9781292331522 1292331526 |
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Datensatz im Suchindex
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| adam_text | CONTENTS Preface 5 and Evidence-Based Practices Researchers 47 POINT/COUNTERPOINT: What Kind of Research Should Guide Education? 48 CHAPTER 1 Theories for Teaching learning, Teaching, and Educational Psychology 30 Summary and Key Terms 5Í 53 Practice Using What You Have Learned Connect and Extend to Licensure 55 56 Teachers Casebook—Leaving No Student Behind: What Would They Do? 30 Overview and Objectives 50 Supporting Student Learning Teachers Casebook—Leaving No Student Behind; What Would You Do? 47 · Teachers as 57 31 Learning and Teaching Today PART I STUDENTS 32 Students Today: Dramatic Diversity and Remarkable CHAPTER 2 32 Technology Confidence in Every Context 33 35 Do Teachers Make a Difference? Teacher-Student Relationships Cognitive Development 34 High Expectations for Teachers and Students 36 Teaching Teachers Casebook—Symbols and Cymbals: What Would What is Good Teaching? 37 You Do? 37 Inside Three Classrooms 38 · Models of Good Teaching: Teacher Observation and Evaluation Beginning Teachers 43 · Answer 43 · Obvious Answers? 43 Using Research to Understand and Improve Learning Designs Studies Research 45 · ABAB Experimental 45 · Clinical Interviews and Case 46 · The Role of Time in 46 · What s The Evidence? Quantitative versus Qualitative Research Research 44 44 · Experimental 45 · Ethnography 62 63 66 Brain Development in Childhood and 43 · Answer Based 43 · Students in Control 61 62 The Developing Brain: Cerebral Cortex 42 43 · Skipping Grades Based on Research Studies 61 · Beware of Either/Or The Developing Brain: Neurons 42 42 · Answer Based on
Correlation Studies 61 · Timing: Is It Too Late? Critical The Brain and Cognitive Development Is It Just Common Sense? Research 61 · What Is the Shape of Development? Continuity General Principles of Development 42 Educational Psychology Today on Research 60 What Is the Source of Development? Nature versus Nur versus Sensitive Periods 42 60 Three Questions Across the Theories versus Discontinuity In the Beginning: Linking Educational Psychology and Helping Students 59 A Definition of Development ture 38 41 The Role of Educational Psychology Teaching 58 Overview and Objectives A Bilingual First Grade 37 · A Suburban Fifth Grade 37 · An Inclusive Class 37 · So What is Good Teaching? 58 35 · The Cost of Poor 46 · Mixed Methods 47 · Scientifically Based Research Adolescence 67 Putting It All Together: How the Brain Works 69 Culture and Brain Plasticity 69 POINT/COUNTERPOINT: Brain-Based Education 70 Neuroscience, Learning, and Teaching 70 Does Instruction Affect Brain Development? 70 · The Brain and Learning to Read 70 · Emotions, Learning, and the Brain 71 Lessons for Teachers: General Principles 72 Piaget s Theory of Cognitive Development 73 Influences on Development 74 15
16 CONTENTS Basic Tendencies in Thinking 74 Organization 74 · Adaptation 75 · Equilibration 75 Four Stages of Cognitive Development 75 Infancy: the Sensorimotor Stage 76 · Early Childhood Connect andl Extend to Licensure 98 Teachers’ Casebook—Symbols and Cymbals: What Would They Do? to the Early Elementary Years: The Preoperational CHAPTER 3 The Self, Social, and Moral bJ Development 100 Stage 77 FAMILY AND COMMUNITY PARTNERSHIPS: Helping Families Care for Preoperational Children 78 Later Elementary to the Middle School Years; The Concrete-Operational Stage 78 GUIDELINES: Teaching the Concrete-Operational Child 80 High School and College; Formal Operations Do We All Reach the Fourth Stage? 82 Some Limitations of Piaget s Theory The Trouble with Stages 82 83 · Cognitive Development and Culture 83 Information Processing, Neo-Piagetian, and Neuroscience Views of Cognitive Development Vygotsky s Sociocultural Perspective 84 Years 85 87 · Psychological 87 102 102 * The AdoiescentYears 103 · Early and Later Maturing 103 GUIDELINES: Dealing with Physical Differences in the Classroom 104 Play, Recess, and Physical Activity Cultural Differences in Play Recess 105 The Social Sources of Individual Thinking 85 Cultura! Tools and Cognitive Development 86 Technical Tools in a Digital Age 101 102 · Elementaty School Young Children 82 Operations 82 Underestimating Children s Abilities 104 105· Exercise and Reaching Every Student: Inclusive Athletics Challenges in Physical Development Obesity 106 · Eating Disorders 105 106 107 GUIDELINES: Supporting Positive Body (mages in The Role of
Language and Private Speech 87 private Speech: Vygotsky s and Piaget s Views Compared 100 Overview and Objectives Physical Development 102 Physical and Motor Development GUIDELINES: Helping Students to Use Formal Tools Teachers Casebook—Mean Girls: What Would You Do? 80 99 88 Development The Zone of Proximal Development 89 Private Speech and the Zone 89 · The Role of Learning and Development 90 90 Limitations of Vygotsky s Theory implications of Piaget s and Vygotsky s Theories for Teachers 90 Piaget: What Can We Learn? 91 Understanding and Building on Students Vygotsky: What Can We Learn? The Role of Adults and Peers Learning 93 108 Families 109 Family Structure 109 · Parenting Styles 110 · Culture and Parenting 111 FAMILY AND COMMUNITY PARTNERSHIPS: Connecting with Families 112 112 · Divorce 112 114 GUIDELINES: Helping Children of Divorce Peers 114 92 Cliques 92 · Assisted 115 · Crowds ♦ Friendships 115 · Peer Cultures 115 · Popularity 93 Reaching Every Student: Teaching in the Magic Middle 93 Cognitive Development: Lessons for Teachers 94 95 97 117 • Aggression 117 · Relational Aggression • Media, Modeling, and Aggression 118 118 GUIDELINES: Dealing with Aggression and Encouraging Cooperation GUIDELINES: Applying Vygotsky s Ideas in 115 116 ♦ Causes and Consequences of Rejection An Example Curriculum: Tools of the Mind Practice Using What You Have Learned 108 The Importance of Context and the Bioecological Model 108 Attachment Thinking 91 · Activity and Constructing Knowledge 91 Teaching 95 Summary and Key Terms Adolescents Bronfenbrenner. The Social Context for 119
Video Games and Aggressive Behavior 119 Reaching Every Student: Teacher Support Academic and Personal Caring 12Û Teachers and Child Abuse 121 Society and Media 122 120
17 CONTENTS Identity and Self*Concept 123 Intelligence Erikson: Stages of Psychosocial Development 124 The Preschool Years: Trust, Autonomy, and Initia tive 125 Technology 127 · Identity and 128 · Beyond the School Years Racial and Ethnic Identity 128 Black Radai Identity: Outcome and Process and Ethnic Pride 131 129 Multiple Intelligences Theory 129 Responds 130 · Racial 131 · How Self-Concept 132 · Self-Concept and Achievement Competence 133 135 135 Understanding Others and Moral Development Theory of Mind and Intention Moral Development Measuring Intelligence 156 136 157 158 · Group versus Individual IQ 158 · The Flynn Effect Are We Getting 158 Smarter? 159 GUIDELINES: Interpreting IQ Scores Intelligence and Achievement 159 Learning to Be Intelligent: Being Smart About IQ Assessing Creativity Moral versus Conventional Domains 138 · Implications 162 What Are the Sources of Creativity? 164 Diversity Creativity in the Classroom 140 Moral Behavior and the Example of Cheating 141 141 · Dealing with Cheating 143 Personal/Social Development: Lessons for 164 165 · Creative Schools Brainstorming Learning Styles Connect and Extend to Licensure 146 Teachers Casebook—Mean Girls: What Would They 167 167 «The Value of Considering Learning Styles Beyond Either/Or 168 169 Individual Differences and the Law IDEA 169 Least Restrictive Environment 147 Education Program Families 169 170· Individualized 170 · The Rights of Students and 171 CHAPTER 4 Section 504 Protections 172 FAMILY AND COMMUNITY PARTNERSHIPS: Productive Learner Differences and Learning Needs 148 Conferences 172 Students
with Learning Challenges Teachers Casebook—Including Every student: What Would 148 Overview and Objectives 149 166 167 Cautions About Learning Styles 145 165 GUIDELINES: Applying and Encouraging Creativity Learning Styles/Preferences 143 Summary and Key Terms 143 Practice Using What You Have Learned 163 163 164 · Creativity and Creativity and Cognition 139 Beyond Reasoning: Haidt s Social Intuitionist Model of 161 161 OK, But So What Why Does Creativity Matter? 138 160 160 Creativity: What It Is and Why It Matters 137 Moral Judgments, Social Conventions, and Personal Moral Psychology 157 158 · What Does an IQ Score Heredity or Environment? • Criticisms of Kohlberg s Theory You Do? 156 Gender Differences in Intelligence and Achievement 136 136 Kohlberg s Theories of Moral Development Do? Neuroscience and Intelligence Tests Encourage Students Self-Esteem? Teachers 155 School Mean? 133 POINT/COUNTERPOINT: What Should Schools Do to Who Cheats? 154 · Gardner 154 · Multiple Intelligences Go to Binet s Dilemma 134 for Teachers 153 154 · Critics of Another View: Sternberg s Successful Intelligence Sex Differences in Self-Concept of Academic Choices 153 Multiple Intelligences: Lessons for Teachers 131 The Structure of Self-Concept Self-Esteem 152 Intelligence: One Ability or Many? What Are These Intelligences? Multidimensional and Flexible Ethnic Identities Develops 152 What Does Intelligence Mean? Another View: Gardner s Multiple Intelligences 128 GUIDELINES: Supporting Identity Formation Self-Concept 150 · Person-First 151 · Possible Biases in the Application of Language Labels
126 GUIDELINES: Encouraging Initiative and Industry Adolescence: The Search for Identity 150 Disabilities and Handicaps 124 · The Elementary and Middle School Years: Industry versus Inferiority 150 Language and Labels 173 Neuroscience and Learning Challenges 173 Students with Learning Disabilities 174 Student Characteristics 175 · Teaching Students with Learning Disabilities 176
18 CONTENTS Students with Hyperactivity and Attention Disorders Definitions 178 · Treating ADHD with Drugs 177 178 • Alternatives/Additions to Drug Treatments 178 POINT/COUNTERPOINT: Pills or Skills for Children with ADHD? 179 Lessons for Teachers: Learning Disabilities and ing 181 182 210 · Building a 211 · When There Are Persistent 212 Problems Languages and Emergent Literacy Emergent Literacy 187 213 Literacy 214 Diversity in Language Development Health Concerns: Asthma, Sickle Cell Disease, and Diabetes 188 · Students with Vision Dual-Language Development 189 Second-Language Learning Bilingualism Autism Spectrum Disorders and Asperger 215 · Benefits of Dialect Differences in the Classroom What Is the Origin of These Gifts? 195 · What Problems Do Students Who Are Gifted Face? 195 Identifying Students Who Are Gifted and Talented Practice Using What You Have Learned Connect and Extend to Licensure 196 Dialects 198 201 202 Teachers Casebook—Including Every Student: What Would They Do? 203 220 221 221 221 · Dialects and Dialects and Pronunciation Teaching 221 Genderlects 222 Teaching Immigrant Students 197 Acceleration 198 · Methods and Strategies Summary and Key Terms 199 217 Contextualized and Academic Language 218 GUIDELINES; Promoting Language Learning 194 Recognizing Gifts and Talents 196 Teaching Students with Gifts and Talents 216 217 What Is Involved in Being Bilingual? 191 215 215 216* Language Loss Signed Languages Students Who Are Gifted and Talented Who Are These Students? 194 213 213 · Bilingual GUIDELINES: Supporting Language and Promoting Cerebral Palsy and
Multiple Disabilities 187 Seizure Disorders (Epilepsy) 188· Other Serious 189 ♦ Students Who Are Deaf 209 209 Emergent Literacy and Language Diversity 187 Students with Health and Sensory Impairments 208 · Pragmatics: 207 · Grammar and Syntax Using Language in Social Situations Foundation 185 207 207 · Vocabulary and Mean Emergent Literacy 209 Inside-Out and Outside-In Skills Students with Intellectual Disabilities 186 GUIDELINES: Teaching Students with Intellectual Syndrome 190 Interventions 191 Response to Intervention 206 · Beware of Either/Or • Metalinguistic Awareness Suicide 183 GUIDELINES: Disciplining Students with Emotional Impairments Differences 206 The Puzzle of Language Sounds and Pronunciation Students with Emotional or Behavioral Difficulties Disabilities 205 The Development of Language 206 What Develops? Language and Cultural Choices 207 When and How Does Language Develop? ADHD 179 Students with Communication Disorders 180 Speech Disorders 180· Language Disorders Problems 183 Drug Abuse 185 · Prevention Overview and Objectives Immigrants and Refugees Classrooms Today 222 223 224 Four Student Profiles 224 Generation 1.5: Students in Two Worlds 225 Affective and Emotional/Social Considerations 226 Working with Families: Using the Tools of the Culture 226 GUIDELINES: Providing Emotional Support and CHAPTER 5 Language Development, Language Diversity, and Immigrant Education 204 Teachers Casebook—Cultures Clash in the Classroom: What Would You Do? 204 Increasing Self-Esteem for Students Who Are ELLs 227 Funds of Knowledge and Welcome Centers 227 Student-Led
Conferences 228 FAMILY AND COMMUNITY PARTNERSHIPS: Welcoming All Families 229 Teaching Immigrant Students Who Are English Language Learners 230 Two Approaches to English Language Learning • Research on Bilingual Education 230 230
19 CONTENTS POINT/COUNTERPOINT: What Is the Best Way to Teach Students Who Are ELLs? 231 Effects: Test Performance 232 · Literature Response Groups Visual Strategies • Bilingualism for All: Two-Way Immersion Sheltered Instruction 233 232 233 264 · Long-Term Effects: Disidentification 265 · Combating Stereotype Threat and Discrimination 266 Gender in Teaching and Learning Specia) Challenges: Students Who Are English Language Learners with Disabilities and Special Gifts 236 Students Who Are English Language Learners with Sex and Gender 267 267 267 Gender Identity Gender Roles 237 Disabilities Who Is Affected by Stereotype Threat? 264 · Short-Term 268 Gender Bias in Curriculum Materials and Media Reaching Every Student: Recognizing Giftedness in Bilingual Students 239 Summary and Key Terms 239 Gender Bias in Teaching Sexual Orientation 271 POJNT/COUNTERPOINT: Should Girls and Boys Be Practice Using What You Have Learned Connect and Extend to Licensure 241 Taught Differently? 242 272 Discrimination Based on Gender Expression and Sexual Orientation 273 Teachers Casebook—Cultures Clash in the Classroom: What Would They Do? GUIDELINES: Avoiding Gender Bias in Teaching 243 Creating Culturally Compatible Classrooms Diversity İn Learning Culture and Diversity 244 tics Your Students 245 American Cultural Diversity Meet Two More Students Social Class and Socioeconomic Status Teachers Casebook—White Girls Club: What Would 252 CHAPTER 7 Health, Environment, and Stress 254 · Low Expectations—Low Academic Self-Concept Influences and Resistance Cultures 287 PARTII LEARNING AND MOTIVATION
250 252 Poverty and School Achievement 285 286 250 Extreme Poverty: Homeless and Highly Mobile ronment and Resources Connect and Extend to Licensure They Do? 250 283 283 284 Practice Using What You Have Learned Economic and Social Class Differences Students 282 · Teach Your Students Summary and Key Tenns 246 248 281 282 · Respect GUIDELINES: Culturally Relevant Teaching 246 Cautions: Interpreting Cultural Differences 249 Cultural Conflicts and Compatibilities 249 · Dangers in Stereotyping 281 - 282 · Know Your Students Know Yourself 244 Overview and Objectives 280 · Sociolinguis 281 · Cultural Discontinuity Lessons for Teachers: Teaching Every Student Teachers Casebook—White Girls Club: What Would Today s Diverse Classrooms 279 · Cultural Values and Learning 280 · Cautions (Again) About Learning Styles/Preferences Research Revised by Ellen L Usher 279 279 Social Organization Preferences 274 276 Culturally Relevant Pedagogy 277 Self-Agency Strand 279 · Relationship Strand CHAPTER 6 You Do? 270 270 254 · Peer Behavioral Views of Learning 288 254 · Home Envi 255 · Summer Setbacks 255 GUIDELINES: Teaching Students Who Live in Poverty Teachers Casebook—Sick of Class: What Would 256 Tracking: Poor Teaching You Do? 256 Ethnicity and Race in Teaching and Learning Terms: Ethnicity and Race 257 Ethnic and Racial Differences in School Achievement The Legacy of Inequality 260 What Is Prejudice? 261 · The Development of Preju dice 261 · From Prejudice to Discrimination Stereotype Threat 264 288 Overview and Objectives 257 263 Understanding Learning 258 Ethical Issues Goals 289 290
291 291 · Strategies 291 Learning Is Not Always What It Seems 291 Early Explanations of Learning: Contiguity and Classical Conditioning 292
20 CONTENTS POINT/COUNTERPOINT: Should Students Be Rewarded GUIDELINES: Applying Classical for Learning? 318 Criticisms of Behavioral Methods Conditioning 294 Operant Conditioning: Trying New Responses Types of Consequences 295 Reinforcement 295 · Punishment Summary and Key Terms 320 Practice Using What You Have Learned 296 297 Reinforcement Schedules Do? 298 Extinction 299 Antecedents and Behavior Change 299 Effective Instruction Delivery 299 · Cueing 300 Cognitive Views of Learning 326 Analysis 300 Methods for Encouraging Behaviors 301 Reinforcing with Teacher Attention 301 · Selerting Reinforcers: The Premack Principle Teachers Casebook—Remembering the Basics: What 301 GUIDELINES: Applying Operant Conditioning: Using Shaping Contingency Contracts, Token Reinforcement, and Group Consequences Systems 327 The Brain and Cognitive Learning 328 328 The Importance of Knowledge in Cognition General and Specific Knowledge 329 329 · Declarative, Procedural, and Self-Regulatory Knowledge 304 304 · Token Reinforcement 305 · Group Consequences 306 Negative Reinforcement 308 · Reprimands 309 • Response Cost 309 · Social Isolation 309 309 • Some Cautions About Punishment GUIDELINES: Applying Operant Conditioning: Using Punishment 310 Reaching Every Student: Severe Behavior Problems 311 Current Applications: Functional Behavioral Assessment, Positive Behavior Supports, and Self Management 311 Discovering the Why : Functional Behavioral Assessments 312 Positive Behavior Supports Self-Management 315 Cognitive Views of Memory Sensory Memory 313 332 ory tion 332 · The Role of Atten 332
· Perception 334 · Attention and Multitasking 317 Beyond Behaviorism: Bandura s Challenge and 317 Enartive and Observational Learning Performance 317 317 · Learning and 334 POINT/COUNTERPOINT; What s Wrong with Multitasking? 335 Attention and Teaching 335 GUIDELINES: Gaining and Maintaining Attention 336 Working Memory 337 Capacity of Working Memory 337 ’The Central Executive 338 · The Phonological Loop 338 • The Visuospatial Sketchpad 339 · The Episodic Buffer 339 · The Duration and Contents of Working Memory 339 Cognitive Load and Retaining Information Goal Setting 315 · Monitoring and Evaluating Progress 315 FAMILY AND COMMUNITY PARTNERSHIPS: Applying Operant Conditioning: Student Self-Management 316 Self-Reinforcement 316 Observational Learning 330 330 Capacity, Duration, and Contents of Sensory Mem 308 Handling Undesirable Behavior Challenges and Criticisms 326 Elements of the Cognitive Perspective 303 GUIDELINES: Applying Operant Conditioning: Encouraging Positive Behaviors 304 Contingency Contracts Would You Do? Overview and Objectives 302 303 · Positive Practice 322 324 Putting It All Together: Applied Behavior Praise Appropriately 319 Connect and Extend to Licensure 323 Teachers’ Casebook—Sick of Class: What Would They Neuroscience of Reinforcement and Punishment 318 Behavioral Approaches: Lessons for Teachers 294 Two Kinds of Cognitive Load in Working Memory 340 · Levels of Processing Theory 341 · Forgetting 342 Individual Differences in Working Memory Developmental Differences enees 343 342 342 · Individual Differ- Is Working Memory Really Separate? Long-Term
Memory 339 340 · Retaining Information 343 344 Capacity and Duration of Long-Term Memory 344 Contents of Long-Term Memory: Explicit (Declarative) Memories 345
CONTENTS Propositions and Propositional Networks • Images 345 Metacognitive Development for Younger Stu 345 · Two Are Better Than One: Words and Images 346 · Concepts 346 · Prototypes, Exemplars, and Theory-Based Categories • Teaching Concepts • Episodic Memory 346 347 · Schemas 347 351 · Reconstruction Spreading Activation ♦ Forgetting and Long-Term Memory 351 Retrieval Practice: Powerful But Underused Reading Strategies 352 Individual Differences in Long-Term Memory Basic Principles and Applications and Efficacy 352 353 · Imagery 353 · Context 355 355 · Effective Practice Reaching Every Student: Make it Meaningful 355 356 356 357 Development of Procedural Knowledge Automated Basic Skills 358 359 359 . Identifying: Problem Finding 380 Defining Goals and Representing the Problem 381 · Understanding the Whole standing the Words Problem 360 382 · Translation and Schema Training: Direct Instruction in Schemas 383 ♦ Translation and Schema 361 386 Searching for Possible Solution Strategies 386 · Heuristics Connect and Extend to Licensure 386 387 Anticipating, Acting, and Looking Back 387 388 Some Problems with Heuristics 388 GUIDELINES: Applying Problem Solving 361 Practice Using What You Have Learned 363 Expert Knowledge and Problem Solving Knowing What Is important 364 Teachers Casebook—Remembering the Basics: What Patterns and Organization Knowledge 364 Would They Do? lem Representation 384 · Worked Examples 385 · The Results of Prob Factors That Hinder Problem Solving Domain-Specific Strategies Summary and Key Terms 389 390 390 · Memory for 390 · Procedural 390 · Planning
and Monitoring GUIDELINES: Becoming an Expert Student Critical Thinking and Argumentation CHAPTER 9________ Complex Cognitive Processes 366 Teachers Casebook—Uncritical Thinking: What Would You Do? Overview and Objectives Individual Differences in Metacognition Lessons for Teachers: Developing Metacognition 394 Thinking and Problem Solving? 370 369 395 396 397 The Many Views of Transfer 368 392 394 Two Styles of Argumentation 394 POINT/COUNTERPOINT: Should Schools Teach Critical Teaching for Transfer 367 Metacognition 368 Metacognitive Knowledge and Regulation 392 Applying Critical Thinking in Specific Subjects Argumentation 390 391 What Critical Thinkers Do: Paul and Elder Model Lessons for Teachers 366 381 381 · Under Focusing Attention on What Is Relevant Algorithms GUIDELINES: Helping Students Understand and 379 379 and Embodied Cognition Lessons for Teachers: Declarative Knowledge 378 · Effort 379 Training: Worked Examples If You Have to Memorize__ Remember 378 378 · Valuing Learning Reaching Every Student: Teaching How to Learn Problem Solving Elaboration 352 FAMILY AND COMMUNITY PARTNERSHIPS: Organizing Learning 353 377 378 Appropriate Tasks 352 • Desirable Difficulty 375 Applying Learning Strategies Constructing Declarative Knowledge: Making Meaningful Mnemonics 374 Visual Tools for Organizing 351 374 374 · Taking 350 Teaching for Deep, Long-Lasting Knowledge: Organization 372 374 · Summaries • Underlining and Highlighting Notes 371 372 Deciding What Is Important 349 Connections 370 · Metacognitive Development for Secondary and College Students (Like You) Being
Strategic About Learning Contents of Long-Term Memory: Implicit Memories dents Learning Strategies 349 Retrieving Information in Long-Term Memory 21 397 Teaching for Positive Transfer 398 What Is Worth Learning? 398 · Lessons for Teachers: Supporting Transfer 399 · Stages of Transfer for Strategies 399 FAMILY AND COMMUNITY PARTNERSHIPS: Promoting Transfer 400
22 CONTENTS Cognitive Apprenticeships in Reading: Reciprocal Bringing it All Together: Teaching for Complex Learning and Robust Knowledge What Is Robust Knowledge? 400 Recognizing and Assessing Robust Knowledge Teaching for Robust Knowledge Practice Collaboration and Cooperation 402 402 · Self-Explanations Summary and Key Terms 403 Practice Using What You Have Learned Tasks for Cooperative Learning 402 Tasks 405 430 · Ill-Structured, Conceptual, and Problem- Solving Tasks 430 · Social Skills and Communication Tasks 430 Setting Up Cooperative Croups 40ό Explanations 432 Designs for Cooperation CHAPTER 10 Constructivism and Designing Learning Environments 408 Cognitive Constructivism Wisely 410 412 412 Complex Learning Environments and Authentic Tasks 414 · Soda! Negotiation 415 · Multiple Perspectives and Representations of Content 415 • Understanding the Knowledge Construction Process 415 ♦ Student Ownership of Learning ing 418 · Facilitating Through Asking and Answering Deep Questions 419 Inquiry and Problem-Based Learning Examples of Inquiry ing 420 420 421 · Problem-Based Learn 421 · Research on Inquiry and Problem-Based Learning Learning 438 ♦ Virtual Learning ments 439 · Immersive Virtual Learning Environ ments 440 · Games 440 Developmentally Appropriate Computer Activities for Young Children 441 Computational Thinking and Coding GUIDELINES: Using Computers Media/Digital Literacy 442 443 444 GUIDELINES: Supporting the Development of Media Literacy 445 The Flipped Classroom 446 Summary and Key Terms 447 Practice Using What You Have Learned 449 450 Teachers
Casebook—Learning to Cooperate: What Would 416 417 · Advance Organizers as Scaffold GUIDELINES: Facilitating Deep Questioning 438 439 · Personal Learning Environ Connect and Extendió Licensure 416 Facilitating in a Constructivist Classroom Scaffolding 415 415 436 436 Designing Learning Environments in a Digital World Technology and Learning 438 Environments Knowledge: Situated or General? 412 Common Elements of Constructivist Student-Centered Teaching 414 Environments Dilemmas of Constructivist Practice Technology-Rich Environments 410 Designing Constructivist Learning Environments Assumptions to Guide the Design of Learning 434 435 GUIDELINES: Using Cooperative Learning 411 · Social Constructivism How Is Knowledge Constructed? 434 Reaching Every Student: Using Cooperative Learning 409 Constructivist Views of Learning 433 · Jigsaw • Constructive/Structured Controversies 408 Cognitive and Social Constructivism 432 Reciprocal Questioning Teachers Casebook—Learning to Cooperate: What Would Overview and Objectives 43 ì 431 · Giving and Receiving Assigning Roles You Do? 430 Highly Structured, Review, and Skill-Building Connect and Extend to Licensure 405 Teachers Casebook—Uncritical Thinking: What Would They Do? 426 426 Collaboration, Group Work, and Cooperative Learning 427 · Beyond Groups to Cooperation 427 • What Can Go Wrong: Misuses of Group Learning 428 401 401 402 · Worked Examples • Analogies 425 · Applying Reciprocal Teaching Teaching 400 423 · Being Smart About Problem-Based 423 They Do? 451 CHAPTER 11 Social Cognitive Views of Learning and Motivation 452 Revised
by Ellen L Usher POINT/COUNTERPOlNȚ: Are Inquiry and Problem-Based Learning Effective Teaching Approaches? 424 Cognitive Apprenticeships and Reciprocal Teaching 424 Teachers Casebook-Failure to Seli-Regulate: What Would You Do? 452 Overview and Objectives 453
CONTENTS Soda! Cognitive Theory 454 A Seif-Directed Ufe: Albert Bandura Beyond Behaviorism Motivation in Learning and Teaching 488 455 Triadic Reciprocal Causality Elements of Observational Learning 458 · Retention Attention CHAPTER 12 454 454 Modeling: Learning by Observing Others 457 458 Teachers Casebook—Motivating Students When Resources 458 · Produc Are Thin: What Would You Do? 458 · Motivation and Reinforcement tion Observational Learning in Teaching Directing Attention Behaviors tions 459 What ís Motivation? 459 · Fine Tuning Already-Learned 460 · Strengthening or Weakening Inhibi 460 · Arousing 460 Agency and Self-Efficacy 461 Sources of Self-Efficacy 462 463 464 GUIDELINES: Encouraging Self-Efficacy What Influences Self-Regulation? 468 · Motivation 467 468 469 472 477 501 502 502 503 503 Attributions and Beliefs About Knowledge, Ability, and 479 Self-Worth 503 Attributions in the Classroom 504 Teacher Attributions Trigger Student Attributions 479 Beliefs About Knowing: Epistemological Beliefs Designing Classrooms for Self-Regulation 480 480 Mindsets and Beliefs About Ability Mindsets: Lessons for Teachers 481 Beliefs About Self-Worth 481 Learned Helplessness 482 Bringing It All Together: Theories of Learning 482 505 505 506 507 508 508 · Self-Worth Self-Worth: Lessons for Teachers Summary and Key Terms 484 Practice Using What You Have Learned 508 509 GUIDELINES: Encouraging Self-Worth 510 How Do You Feel About Learning? Interests, Curiosity, 485 486 Teachers Casebook—Failure to Self-Regulate: What Would 487 499 500 · Goals in 502 Expectancy-Value-Cost
Explanations Tasks Value 479 Connect and Extend to Licensure 498 501 Lessons for Teachers Teacher Stress, Efficacy, and Self-Regulated They Do? • Social and Work-Avoidance Goals Costs Teaching Toward Self-Efficacy and Self-Regulated Collaboration 498 • Wait—Are Performance Goals Always Bad? Goals: Lessons for Teachers GUIDELINES: Encouraging Emoționai Seif- Self-Evaluation 497 Feedback, Goal Framing, and Goal Acceptance 476 Emotional Self-Regulation 496 496 497 Goals and Goal Orientations Social Context 475 475 Another Approach to Self-Regulation: Cognitive Behavior Control 495 · Information 495 · The Need for Relatedness Four Achievement Goal Orientations in School 474 Technology and Self-Regulation Complex Tasks 494 Autonomy 472 474 · Math Problem Solving Learning 493 492 GUIDELINES: Supporting Seif-Determination and 469 · Volition Reaching Every Student: Examples of Self-Regulation in Learning Maslow s Hierarchy of Needs Needs: Lessons for Teachers A Social Cognitive Model of Self-Regulated Learning Regulation 493 Types of Goals and Goal Orientations Development of Self-Regulation Modification Needs and Self-Determination and Control 470 Two Classrooms 492 Self-Determination in the Classroom POINT/COUNTERPOINT: Are Grittier Students More Writing 491 Intrinsic and Extrinsic Motivation; Lessons Relatedness 465 466 Self-Regulated Learning: Skill and Will Successful? 490 Intrinsic and Extrinsic Motivation Self-Determination: Need for Competence, Autonomy, and Self-Efficacy ín Learning and Teaching Teachers Sense of Efficacy 490 What You Already Know About Motivation 462
Self-Efficacy, Self-Concept, and Self-Esteem 488 489 Meeting Some Students for Teachers GUIDELINES: Using Observational Learning Knowledge Overview and Objectives 4-59 460 · Teaching New Behaviors Emotion 23 Emotions, and Anxiety Tapping Interests Two Kinds of Interests Interests 511 510 510 510 · Catching and Holding
24 CONTENTS Overview and Objectives 535 The What and Why of Classroom Management POINT/COUNTERPOINT: Does Making Learning Fun Make for Good Learning? 512 The Basic Task: Gain Their Cooperation Curiosity: Novelty and Complexity 512 GUIDELINES: Building on Students’ Interests and Curiosity The Goals of Classroom Management Access to Learning 513 Flow 514 Emotions and Anxiety 514 Neuroscience and Emotion Emotions 515 · Arousal and Anxiety 516 · Anxiety in the Classroom 516· How Does Anxiety Interfere with Achievement? 517 Reaching Every Student: Coping with Anxiety 518 • Time ments 521 522 522 · Evaluation 523 523 525 526 · Do I Want To Do It? Seeing the Value of FAMILY AND COMMUNITY PARTNERSHIPS: Motivation to Learn 528 528 Connect and Extend to Licensure 545 · Who Sets the 544 · Consequences 545 546 546 · Interest Areas 547 547 531 532 547 GUIDELINES: Designing Learning Spaces 548 Effective Managers for Secondary Students 549 Maintaining a Good Environment for Learning 550 Encouraging Engagement 550 550 GUIDELINES: Keeping Students Engaged Withitness 551 551 · Overlapping and Group Focus • Movement Management as Prevention 552 Teacher Connections 552 552 · Student Social Skills Caring Relationships: Connections with School 552 552 · School Connec tions 554 · Creating Communities of Care for Adolescents 554 Dealing with Discipline Problems 555 Stopping Problems Quickly 529 Practice Using What You Have Learned 543 544 · Rules for Secondary Prevention Is the Best Medicine Learning 526 · What Do I Need to Do to Succeed? Staying Focused on the Task 527 Do I Belong in This
Classroom? 542 Effective Managers for Elementary Students Motivation 526 Can I Do It? Building Confidence and Positive Expecta Summary and Key Terms 541 541 Routines and Rules Required 542 Routines and Procedures 542 · Rules School 539 Personal Territories and Seating Arrange Lessons for Teachers: Strategies to Encourage tions Some Research Results Getting Started: The First Weeks of Class 523 · Putting It All Together Diversity in Motivation 541 Planning Spaces for Learning 519 Accomplishment 521 Supporting Choices 521 · Recognizing Grouping and Goal Structures • Management for Self-Management Rules and Consequences? • Authentic Tasks 520 Supporting Autonomy and Recognizing Accomplishment 540 Rules for Elementary School 519 Tasks for Learning 519 Beyond Task Value to Genuine Appreciation Grouping, Evaluation, and Time • Management Means Relationships GUIDELINES: Establishing Class Routines 517 GUIDELINES: Coping with Anxiety 518 Curiosity, Interests, and Emotions: Lessons for Teachers Motivation to Learn in School: On Target 539 539 · More Time for Learning Creating a Positive Learning Environment 514 · Achievement 536 538 555 GUIDELINES: Creating Caring Relationships If You Impose Penalties 557 556 Teachers Casebook—Motivating Students When Resources are Thin: What Would They Do? 533 Teacher-Imposed Penalties versus Student PART III TEACHING AND POINT/COUNTERPOINT: Is Zero Tolerance a Good ASSESSING What About Zero Tolerance? Responsibility 557 GUIDELINES: Imposing Penalties Idea? 560 Bullying and Cyberbullying CHAPTER 13 Managing Learning Environments 534 Victims 558
560 560 561 · Why Do Students Bully? 562 • What Can Teachers Do? Bullying and Teasing • Cyberbullying 563 Special Problems with High School Students GUIDELINES: Handling Potentially Explosive Teachers Casebook—Bullies and Victims: What Would You Do? 534 Situations 565 564 562
25 CONTENTS 566 The Need for Communication Seatwork and Homework Message Sent—Message Received Empathetic Listening 566 Seatwork 566 Discipline, and Problem Solving • Confrontations and Negotiations Homework 567 568 Students 568 Reaching Every Student: Peer Mediation and Restorative Justice 570 570 · Restorative Justice Research on Management Approaches Students 597 · Asking Deep Ques 599 · Responding to Student 599 · Group Discussion Fitting Teaching to Your Goals 600 601 Putting It All Together Understanding by Design Connect and Extend to Licensure GUIDELINES: Productive Group Discussions 575 Within-Class and Flexible Grouping Grouping 604 · Flexible 604 605 GUIDELINES: Using Flexible Grouping CHAPTER 14 Adaptive Teaching Teacher Expectations Overview and Objectives Research on Teaching Do Teachers Expectations Really Affect Students 579 Achievement? 581 613 Practice Using What You Have Learned Connect and Extend to Licensure 585 Standards a Valuable Guide for Teaching? Classrooms Targets for Learning 586 Flexible and Creative Plans—Using Taxonomies GUIDEUNES: Using Learning Targets 589 590 591 Direct Instruction 591 Rosenshine s Six Teaching Functions 617 CHAPTER 15 587 588 589 · Another Take on Learning Targets 589 Planning from a Constructivist Perspective Teachers Casebook—Reaching and Teaching Every 586 587 · The Affective Domain • The Psychomotor Domain 615 616 Student: What Would They Do? POINT/COUNTERPOINT: Are the Common Core 592 612 Summary and Key Terms 583 Direct Instruction Work? 611 Expectations 582 Learning Targets 584 An Example of State-Level Goals:
The Common Core Teaching Approaches Expectations GUIDELINES: Avoiding the Negative Effects of Teacher 583 The Cognitive Domain 610 Lessons for Teachers: Communicating Appropriate 581 Research on Teaching Strategies Research on Planning 609 609 Sources of Expectations Characteristics of Effective Teachers 580 Clarity and Organization 580 · Enthusiasm and Warmth The Hrst Step: Planning 607 609 Two Kinds of Expectation Effects 578 580 Knowledge for Teaching 606 Inclusive Classrooms Technology and Differentiation Teachers Casebook—Reaching and Teaching Every Instruction 605 Reaching Every Student: Differentiated Instruction in Teaching Every Student 578 Student: What Would You Do? 604 604 The Problems with Ability Grouping 577 601 602 Differentiated Instruction and Adaptive Teaching 576 596 598 · Fitting The Questions to the Answers Teachers Casebook—Bullies and Victims: What Would Ä 596 Questioning, Discussion, Dialogue, and Feedback FAMILY AND COMMUNITY PARTNERSHIPS: Homework 597 tions 573 Practice Using What You Have Learned They Do? 595 · Homework for Older 595 · Beware of Either/Or Kinds of Questions 570 571 Diversity: Culturally Responsive Management 571 FAMILY AND COMMUNITY PARTNERSHIPS: Classroom Management 573 Summary and Key Terms 595 · The Case Against Homework 567 · Assertive Discipline Peer Mediation 594 GUIDELINES: Effective Direct Instruction When Listening Is Not Enough: І-Messages, Assertive Г Messages 593 593 591 · Why Does 592 · Evaluating Direct Classroom Assessment, Grading, and Standardized Testing 618 Teachers Casebook—Giving Meaningful Grades: What
Would You Do? Overview and Objectives 618 619
26 CONTENTS Standardized Testing 620 Basics of Assessment Measurement and Assessment Types of Scores 620 Formative, Interim, and Summative Assessment 622 · Validity Reliability of Test Scores of Bias 621 622 · Absence Scores 624 Norm-Referenced Test Interpretations • Criterion-Referenced Test Interpretations Using the Tests from Textbooks Selected-Response Testing Multiple-Choice Questions and Explaining Test Results 627 · Writing Making Decisions 628 Think? 628 GUIDELINES: Writing Multiple-Choice Items 628 630 632 Reliability, Validity, Generalizability Bias in Performance Assessment Assessing Complex Thinking Connect and Extend to Licensure 637 Teachers Casebook—Giving Meaningful Grades: What 638 639 641 641 · Retention in Grade 641 641 642 Beyond Grading: Communicating with Families Would They Do? 661 Licensure Appendix Glossary G-1 References R-1 A-1 638 POINT/COUNTERPOINT: Should Children Be Held Back? 659 637 · Diversity and 638 Grades and Motivation 657 Practice Using What You Have Learned 637 Norm-Referenced versus Criterion-Referenced The Value of Failing? 656 656 656 Summary and Key Terms 636 Classroom Assessment: Lessons for Teachers Effects of Grading on Students 655 Teacher Accountability and Evaluation Teachers GUIDELINES: Developing a Rubric Grading 654 Quality Standardized Assessment: Lessons for 634 634 GUIDELINES: Creating Portfolios 653 Reaching Every Student: Helping Students with Disabilities Value-Added Measures 634 Evaluating Portfolios and Performances Grading 653 Prepare for High-Stakes Tests 631 634 · Exhibitions Scoring Rubrics 652 GUIDELINES:
Preparing Yourself and Your Students for Testing 631 · Involving Students in Authentic Assessments: Portfoliosand Exhibitions Portfolios 652 · Documented Problems with High-Stakes Testing In Sum: Using High-Stakes Testing Well 630 631 631 »Journals 651 652 · What Do Teachers New Directions: PARCC and SBAC 629 Formative and Authentic Classroom Assessments Informal Assessments 650 FAMILY AND COMMUNITY PARTNERSHIPS: Conferences 628 · Evaluating Essays Assessing Traditional Testing 648 650 Accountability and High-Stakes Testing 626 Constructed Responses: Essay Testing Constructing Essay Tests 647 Discussing Test Results with Families 625 626 Using Multiple-Choice Tests 647 · Standard Scores Interpreting Standardized Test Reports 625 644 646 · Percentile 646 · Grade-Equivalent Rank Scores 624 Interpreting Any Test Score Assessments Deviation 643 GUIDELINES: Using Any Grading System The Normal Distribution 623 Classroom Assessment: Testing Exit Tickets Measurements of Central Tendency and Standard 621 Assessing the Assessments: Reliability and Validity 643 643 643 Name Index N-1 Subject Index S-1 660
|
| any_adam_object | 1 |
| author | Hoy, Anita Woolfolk 1947- |
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| bvnumber | BV046435821 |
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| ctrlnum | (OCoLC)1164647770 (DE-599)BVBBV046435821 |
| discipline | Psychologie |
| edition | Fourteenth edition, global edition |
| format | Book |
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| id | DE-604.BV046435821 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T08:44:32Z |
| institution | BVB |
| isbn | 9781292331522 1292331526 |
| language | English |
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| physical | 661 Seiten, A-14, G-13, R-43, N-15, S-17 Illustrationen, Diagramme |
| publishDate | 2021 |
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| publisher | Pearson |
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| spelling | Hoy, Anita Woolfolk 1947- Verfasser (DE-588)133757048 aut Educational psychology Anita Wookfolk, Ohio State University, emerita Fourteenth edition, global edition Harlow, England Pearson [2021] © 2021 661 Seiten, A-14, G-13, R-43, N-15, S-17 Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Schulpsychologie (DE-588)4077212-3 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf (DE-588)4123623-3 Lehrbuch gnd-content Pädagogische Psychologie (DE-588)4044321-8 s 1\p DE-604 Schulpsychologie (DE-588)4077212-3 s 2\p DE-604 Lernpsychologie (DE-588)4074166-7 s 3\p DE-604 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031847964&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Hoy, Anita Woolfolk 1947- Educational psychology Pädagogische Psychologie (DE-588)4044321-8 gnd Schulpsychologie (DE-588)4077212-3 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4044321-8 (DE-588)4077212-3 (DE-588)4074166-7 (DE-588)4123623-3 |
| title | Educational psychology |
| title_auth | Educational psychology |
| title_exact_search | Educational psychology |
| title_full | Educational psychology Anita Wookfolk, Ohio State University, emerita |
| title_fullStr | Educational psychology Anita Wookfolk, Ohio State University, emerita |
| title_full_unstemmed | Educational psychology Anita Wookfolk, Ohio State University, emerita |
| title_short | Educational psychology |
| title_sort | educational psychology |
| topic | Pädagogische Psychologie (DE-588)4044321-8 gnd Schulpsychologie (DE-588)4077212-3 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Pädagogische Psychologie Schulpsychologie Lernpsychologie Lehrbuch |
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