Educational Psychology
Pearson
978-0-13-196861-5 (ISBN)
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Educational Psychology: Developing Learners, Fifth Edition, is known for its exceptionally clear and engaging writing, its in-depth focus on learning, and its extensive concrete applications. Its unique approach helps students understand concepts by encouraging them to examine their own learning and then showing them how to apply these concepts as teachers. The book concentrates on core concepts and principles and gives students an in-depth understanding of the central ideas of educational psychology. The text, more then any other text, moves seamlessly between theory and applications, and includes innumerable concrete examples–video cases, written cases, student artifacts, and more–to help students connect educational psychology to children and classrooms. Its six chapters on learning, wealth of practical applications, and innovative learning package make this the best text for maximum student comprehension.
Chapter 1 Educational Psychology and Teacher Decision Making Teaching as Decision Making Ï Using Research in Classroom Decision Making Ï Applying Psychological Theories in Classroom Decision Making Ï Importance of Regular Assessments in Classroom Decision Making Ï Accommodating Diversity in the Classroom Ï Developing as a Teacher Ï Studying Educational Psychology Effectively
PART I. DEVELOPMENT AND DIVERSITY
Chapter 2 Cognitive and Linguistic Development
Basic Principles of Human Development Ï Role of the Brain in Cognitive Development Ï Piaget’s Theory of Cognitive Development Ï Vygotsky’s Theory of Cognitive Development Ï An Information Processing View of Cognitive Development Ï Linguistic Development Ï Considering Diversity in Cognitive and Linguistic Development
Chapter 3 Development of Self, Social Skills, and Morality Environmental Influences on Personal, Social, and Moral Development Ï Development of a Sense of Self Ï Social Development Ï Moral and Prosocial Development Ï Considering Diversity in Sense of Self, Social Development, and Morality
Chapter 4 Group Differences Keeping Group Differences in Perspective Ï Cultural and Ethnic Differences Ï Gender Differences Ï Socioeconomic Differences Ï Students At Risk Ï Remembering Within-Group Diversity
Chapter 5 Individual Differences and Special Educational Needs
Keeping Individual Differences in Perspective Ï Intelligence Ï Temperament Ï Educating Students with Special Needs in General Education Classrooms Ï Classifying Students with Special Needs Ï Students with Specific Cognitive or Academic Difficulties Ï Students with Social or Behavioral Problems Ï Students with General Delays in Cognitive and Social Functioning Ï Students with Physical and Sensory Challenges Ï Students with Advanced Cognitive Development Ï Considering Diversity when Identifying and Addressing Special Needs
PART II. LEARNING AND MOTIVATION
Chapter 6 Learning and Cognitive Processes Looking at Learning from Different Perspectives Ï Basic Assumptions of Cognitive Psychology Ï Basic Terminology in Cognitive Psychology Ï A Model of Human Memory Ï Long-Term Memory Storage Ï Long-Term Memory Retrieval Ï Giving Students Time to Process: Effects of Increasing Wait Time Ï Accommodating Diversity in Cognitive Processes
Chapter 7 Knowledge Construction Constructive Processes in Learning and Memory Ï Knowledge Construction as a Social Process Ï Organizing Knowledge Ï When Knowledge Construction Goes Awry: Origins and Effects of Misconceptions Ï Promoting Effective Knowledge Construction Ï The Challenge of Conceptual Change Ï Considering Diversity in Constructive Processes
Chapter 8 Higher-Level Thinking Processes The Nature of Higher-Level Thinking Ï Metacognition and Study Strategies Ï Transfer Ï Problem Solving Ï Creativity Ï Critical Thinking Ï Considering Diversity in Higher-Level Thinking Processes
Chapter 9 Behaviorist Views of Learning Basic Assumptions of Behaviorism Ï Classical Conditioning Ï Operant Conditioning Ï Shaping New Behaviors Ï Effects of Antecedent Stimuli and Responses Ï Reducing and Eliminating Undesirable Behaviors Ï Maintaining Desirable Behaviors Over the Long Run Ï Addressing Especially Difficult Classroom Behaviors Ï Considering Diversity in Student Behaviors Ï Strengths and Potential Limitations of Behavioral Approaches
Chapter 10 Social Cognitive Views of Learning Basic Assumptions of Social Cognitive Theory Ï The Social Cognitive View of Reinforcement and Punishment Ï Modeling Ï Self-Efficacy Ï Self-Regulation Ï Reciprocal Causation Ï Considering Diversity from a Social Cognitive Perspective
Chapter 11 Motivation and Affect The Nature of Motivation Ï Theoretical Perspectives of Motivation Ï What Basic Needs Do People Have? Ï Affect and Its Effects Ï Addressing Diversity in Motivation and Affect
Chapter 12 Cognitive Factors in Motivation
The Interplay of Cognition and Motivation Ï Self-Perceptions and Intrinsic Motivation Ï Expectancies and Values Ï Interest Ï Goals Ï Dispositions Ï Attributions: Perceived Causes of Success and Failure Ï Teacher Expectations and Attributions Ï Considering Diversity in the Cognitive Aspects of Motivation
PART III. CLASSROOM STRATEGIES
Chapter 13 Instructional Strategies
Overview of Instructional Strategies Ï Planning for Instruction Ï Expository Approaches Ï Hands-On and Practice Activities Ï Interactive and Collaborative Approaches Ï Taking Student Diversity into Account
Chapter 14 Creating a Productive Learning Environment Creating an Environment Conducive to Learning Ï Dealing with Misbehaviors Ï Addressing Aggression and Violence at School Ï Taking Student Diversity into Account Ï Coordinating Efforts with Others
Chapter 15 Classroom Assessment Strategies Assessment as Tools Ï The Various Forms of Educational Assessment Ï Using Assessment for Different Purposes Ï Important Qualities of Good Assessment Ï Informal Assessment Ï Paper-Pencil Assessment Ï Performance Assessment Ï Including Students in the Assessment Process Ï Encouraging Risk Taking Ï Evaluating an Assessment Tool Through Item Analysis Ï Taking Student Diversity into Account in Classroom Assessments
Chapter 16 Summarizing Student Achievement Revisiting Self-Regulation and the RSVP Characteristics Ï Summarizing the Results of a Single Assessment Ï Determining Final Class Grades Ï Using Portfolios Ï Standardized Tests Ï High-Stakes Testing and Accountability Ï Taking Student Diversity into Account Ï Confidentiality and Communication about Assessment Results
Appendix A: Describing Relationships with Correlation Coefficients
Appendix B: Case Study Analyses
Appendix C: Matching Book and Ancillary Content to the Praxis Principles of Learning and Teaching Tests
Glossary.
References.
Name Index.
Subject Index.
| Erscheint lt. Verlag | 10.2.2005 |
|---|---|
| Sprache | englisch |
| Maße | 228 x 276 mm |
| Gewicht | 1690 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| ISBN-10 | 0-13-196861-0 / 0131968610 |
| ISBN-13 | 978-0-13-196861-5 / 9780131968615 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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