Educational Psychology: Pearson New International Edition

VitalSource eBook

Date de publication

28 octobre 2013

ISBN-13

9781292054728

Ampleur

Nombre de pages de contenu principal : 584

Code interne

1292054727

Protection technique e-livre

DRM

Google Livres Aperçu

Sommaire

Chapter 1: TEACHING AND EDUCATIONAL PSYCHOLOGY  

PART I. DEVELOPMENT AND DIVERSITY

Chapter 2: COGNITIVE AND LINGUISTIC DEVELOPMENT   

Chapter 3: PERSONAL AND SOCIAL DEVELOPMENT   

Chapter 4: GROUP DIFFERENCES  

Chapter 5: INDIVIDUAL DIFFERENCES AND SPECIAL EDUCATIONAL NEEDS

PART II. LEARNING AND MOTIVATION

Chapter 6: LEARNING, COGNITION, AND MEMORY   

Chapter 7: COMPLEX COGNITIVE PROCESSES

Chapter 8: LEARNING AND COGNITION IN CONTEXT

Chapter 9: BEHAVIORIST VIEWS OF LEARNING

Chapter 10: SOCIAL COGNITIVE VIEWS OF LEARNING

Chapter 11: MOTIVATION AND AFFECT  

PART III. CLASSROOM STRATEGIES

Chapter 12: INSTRUCTIONAL STRATEGIES   

Chapter 13: CREATING A PRODUCTIVE LEARNING ENVIRONMENT

Chapter 14: CLASSROOM ASSESSMENT STRATEGIES  

Chapter 15: SUMMARIZING STUDENTS’ ACHIEVEMENT AND ABILITIES

APPENDICES

Appendix A: DESCRIBING ASSOCIATIONS WITH CORRELATION COEFFICIENTS

Appendix B: DETERMINING RELIABILITY AND PREDICTIVE VALIDITY

Appendix C: MATCHING BOOK AND MYEDUCATIONLAB CONTENT TO THE PRAXIS PRINCIPLES OF LEARNING AND TEACHING TESTS

Detailed Table of Contents:

Chapter 1: TEACHING AND EDUCATIONAL PSYCHOLOGY

CASE STUDY: THE “NO D” POLICY   

TEACHING AS EVIDENCE-BASED PRACTICE   

UNDERSTANDING AND INTERPRETING RESEARCH FINDINGS   

   Quantitative Research  

   Qualitative Research  

   Interpreting Research Results: A Cautionary Note   

   From Research to Practice: The Importance of Theories   

COLLECTING DATA AND DRAWING CONCLUSIONS ABOUT YOUR OWN

   STUDENTS

   Assessing Students’ Achievements and Behaviors  

   Conducting Action Research

DEVELOPING AS A TEACHER

STRATEGIES FOR STUDYING AND LEARNING EFFECTIVELY  

WHAT HAVE YOU LEARNED?  

PRACTICE FOR YOUR LICENSURE EXAM: NEW SOFTWARE  

PART I. DEVELOPMENT AND DIVERSITY

Chapter 2: COGNITIVE AND LINGUISTIC DEVELOPMENT

CASE STUDY: APPLE TARTS  

GENERAL PRINCIPLES OF HUMAN DEVELOPMENT

   The Multiple Layers of Environmental Influence: Bronfenbrenner’s Theory  

ROLE OF THE BRAIN IN LEARNING AND DEVELOPMENT   

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

   Piaget’s Basic Assumptions   

   Piaget’s Stages of Cognitive Development  

   Critiquing Piaget’s Theory  

   Considering Diversity from the Perspective of Piaget’s Theory

   Contemporary Extensions and Applications of Piaget’s Theory

VYGOTSKY’S THEORY OF COGNITIVE DEVELOPMENT  

   Vygotsky’s Basic Assumptions  

   Critiquing Vygotsky’s Theory

   Considering Diversity from the Perspective of Vygotsky’s Theory   

   Contemporary Extensions and Applications of Vygotsky’s Theory   

   Contrasting Piaget’s and Vygotsky’s Theories   

LANGUAGE DEVELOPMENT   

   Theoretical Issues Regarding Language Development

   Diversity in Language Development

   Second-Language Learning and English Language Learners   

WHAT HAVE YOU LEARNED?  

PRACTICE FOR YOUR LICENSURE EXAM: STONES LESSON  

Chapter 3: PERSONAL AND SOCIAL DEVELOPMENT   

CASE STUDY: HIDDEN TREASURE

PERSONALITY DEVELOPMENT

   Temperament   

   Environmental Influences on Personality Development   

   The “Big Five” Personality Traits  

   Temperament, Personality, and Goodness of Fit

DEVELOPMENT OF A SENSE OF SELF   

   Factors Influencing Sense of Self  

   Developmental Changes in Sense of Self

   Diversity in Sense of Self

DEVELOPMENT OF PEER RELATIONSHIPS AND INTERPERSONAL UNDERSTANDINGS 

   Roles of Peers in Children’s Development  

   Characteristics of Peer Relationships   

   Social Cognition   

   Aggression   

   Technology and Peer Relationships  

   Diversity in Peer Relationships and Social Cognition   

   Promoting Healthy Peer Relationships

MORAL AND PROSOCIAL DEVELOPMENT   

   Developmental Trends in Morality and Prosocial Behavior  

   Factors Influencing Moral and Prosocial Development

   Diversity in Moral and Prosocial Development

   Encouraging Moral and Prosocial Development in the Classroom

WHAT HAVE YOU LEARNED?   

PRACTICE FOR YOUR LICENSURE EXAM: THE SCARLET LETTER  

Chapter 4: GROUP DIFFERENCES

CASE STUDY: WHY JACK WASN’T IN SCHOOL   

CULTURAL AND ETHNIC DIFFERENCES

   Navigating Different Cultures at Home and at School  

   Examples of Cultural and Ethnic Diversity   

   Creating a Culturally Inclusive Classroom Environment  

GENDER DIFFERENCES

   Research Findings Regarding Gender Differences  

   Origins of Gender Differences

   Making Appropriate Accommodations for Gender Differences

SOCIOECONOMIC DIFFERENCES  

   Challenges Associated with Poverty   

   Fostering Resilience   

   Working with Homeless Students  

STUDENTS AT RISK

   Characteristics of Students at Risk  

   Why Students Drop Out  

   Supporting Students at Risk

WHAT HAVE YOU LEARNED?   

PRACTICE FOR YOUR LICENSURE EXAM: THE ACTIVE AND THE PASSIVE  

Chapter 5: INDIVIDUAL DIFFERENCES AND SPECIAL EDUCATIONAL

NEEDS   

CASE STUDY: TIM  

INTELLIGENCE  

   Theoretical Perspectives of Intelligence

   Measuring Intelligence   

   Nature and Nurture in the Development of Intelligence  

   Cultural and Ethnic Diversity in Intelligence

   Being Smart about Intelligence and IQ Scores   

COGNITIVE STYLES AND DISPOSITIONS

EDUCATING STUDENTS WITH SPECIAL NEEDS IN GENERAL EDUCATION CLASSROOMS  

   Public Law 94-142: Individuals with Disabilities Education Act (IDEA)

   Potential Benefits and Drawbacks of Inclusion

   Identifying Students’ Special Needs: Response to Intervention and People-First

   Language   

STUDENTS WITH SPECIFIC COGNITIVE OR ACADEMIC DIFFICULTIES  

   Learning Disabilities   

   Attention-Deficit Hyperactivity Disorder (ADHD)

   Speech and Communication Disorders  

   General Recommendations

STUDENTS WITH SOCIAL OR BEHAVIORAL PROBLEMS

   Emotional and Behavioral Disorders   

   Autism Spectrum Disorders

   General Recommendations

STUDENTS WITH GENERAL DELAYS IN COGNITIVE AND SOCIAL

FUNCTIONING   

   Intellectual Disabilities

STUDENTS WITH PHYSICAL OR SENSORY CHALLENGES  

   Physical and Health Impairments   

   Visual Impairments

   Hearing Loss  

   General Recommendations  

STUDENTS WITH ADVANCED COGNITIVE DEVELOPMENT  

   Giftedness

CONSIDERING DIVERSITY WHEN IDENTIFYING AND ADDRESSING SPECIAL

   NEEDS

GENERAL RECOMMENDATIONS FOR WORKING WITH STUDENTS WHO HAVE SPECIAL NEEDS  

WHAT HAVE YOU LEARNED?  

PRACTICE FOR YOUR LICENSURE EXAM: QUIET AMY  

PART II. LEARNING AND MOTIVATION

Chapter 6: LEARNING, COGNITION, AND MEMORY

CASE STUDY: THE NEW WORLD   

BASIC ASSUMPTIONS OF COGNITIVE PSYCHOLOGY  

A MODEL OF HUMAN MEMORY  

   The Nature of the Sensory Register

   Moving Information to Working Memory: The Role of Attention

   The Nature of Working (Short-Term) Memory   

   Moving Information to Long-Term Memory: Connecting New Information with

   Prior Knowledge   

   The Nature of Long-Term Memory  

   Learning, Memory, and the Brain  

   Critiquing the Three-Component Model   

LONG-TERM MEMORY STORAGE   

   How Knowledge Can Be Organized  

   How Declarative Knowledge Is Learned  

   How Procedural Knowledge Is Learned  

   Roles of Prior Knowledge and Working Memory in Long-Term Memory Storage

   Encouraging a Meaningful Learning Set and Conceptual Understanding   

   Using Mnemonics in the Absence of Relevant Prior Knowledge  

WHEN KNOWLEDGE CONSTRUCTION GOES AWRY: ADDRESSING

   LEARNERS’ MISCONCEPTIONS

   Obstacles to Conceptual Change   

   Promoting Conceptual Change

LONG-TERM MEMORY RETRIEVAL

   Factors Affecting Retrieval

   Why Learners Sometimes Forget  

DIVERSITY IN COGNITIVE PROCESSES  

   Facilitating Cognitive Processing in Students with Special Needs   

WHAT HAVE YOU LEARNED?  

PRACTICE FOR YOUR LICENSURE EXAM: VISION UNIT

Chapter 7: COMPLEX COGNITIVE PROCESSES

CASE STUDY: TAKING OVER   

METACOGNITION AND LEARNING STRATEGIES   

   Effective Learning Strategies   

   Factors Affecting Strategy Use  

   Diversity, Disabilities, and Exceptional Abilities in Metacognition

TRANSFER

   Factors Affecting Transfer  

PROBLEM SOLVING  

   Problem Encoding   

   Problem-Solving Strategies: Algorithms and Heuristics  

   Working Memory and Problem Solving  

   Metacognition in Problem Solving

   Using Computer Technology to Teach Problem-Solving Skills

CREATIVITY   

   Fostering Creativity

CRITICAL THINKING  

   Fostering Critical Thinking