CiNii Books - Educational psychology : a learning-centered approach to classroom practice

This educational psychology text reflects authentic classroom experience. The connections between educational psychology theory and real practice are made throughout the text via case studies, the voices of real teachers, and examples derived directly from the practice of classroom teachers. The authors take a strong learning-centered, constructivist approach to the teaching-learning process, encouraging students to reflect on their own experiences and the experiences of others, and to build their own metaphors and theories of teaching.

Table of Contents

'Focus Questions,' 'Application Questions,' 'Summary,' and 'Key Concepts' appear in every chapter. 1. Views of Teaching and Learning. Teacher Chronicle: Teacher Talk. What Are Teaching and Learning? How Can You Develop a Theory of Teaching? Discovering Metaphors for Teaching and Learning Analyzing Metaphors in Teacher Problem Solving. How Can You Learn to Think Like an Expert Teacher? Differences between Expert and Novice Teachers Teachers Thought Processes The Processes of Reflective Construction. On What Theory of Teaching Is This Book Based? Working Assumptions about Teaching and Learning The Teaching Approach of This Textbook. Teacher Chronicle Conclusion: Teacher Talk. I. DEVELOPMENT. 2. Cognitive Development. Teacher Chronicle: Cracking the Code. What Are the Dimensions of Human Development? Development Capabilities Influences on Development. How Do Individuals Cognitive Abilities Develop? Organizing and Adapting Mental Constructs Constructing Knowledge through Active Experience Piagets Stages of Cognitive Development. What Is the Social Basis for Cognitive Development? Acquiring Tools to Understand the Environment Vygotskys Zone of Proximal Development Using Learning to Facilitate Development. How Does the Ability to Process Information Develop? Increasing Attention Acquiring Knowledge Monitoring Cognitive Processes. How Do Individuals Develop Language Skills? Syntax Semantics Pragmatics. How Can You Accommodate the Developmental Differences and Needs of Your Students? Assessing Student Thinking Providing Concrete Experiences Using Authentic Activities Encouraging Student Interaction Using Many Sign Systems. Teacher Chronicle Conclusion: Cracking the Code. 3. Personal and Interpersonal Growth. Teacher Chronicle: Looks Can Deceive. How Do Individuals Develop Self-Concepts and Self-Esteem? Development of Self-Concept Cultural Diversity and Sense of Self Development of Self-Esteem. How Does Social Interaction Influence Personal Growth? Eriksons Theory of Psychosocial Development Marcias Work on Identity Statuses The Significance of Developmental Crises for Teachers The Importance of Parental Involvement Key Socioemotional Issues at Different Grade Levels What Social Problems Affect Students School Lives. How Do Individuals Develop Moral Reasoning? Piagets Framework of Moral Reasoning Kohlbergs Stages of Moral Development Criticisms of Kohlbergs Theory Gilligans Theory of Gender-Based Morality Lickonas Integrative Model of Personal and Interpersonal Development. Teacher Chronicle Conclusion: Looks Can Deceive. II. DIVERSITY. 4. Cultural Diversity and Values in the Classroom. Teacher Chronicles: Grandma Tales. What are Some Sources of Diversity? Cultural Diversity Racial and Ethnic Identity Language and Culture Socioeconomic Status Gender and Sexual Identity Exceptional Ability and Disability. How Can Cultural Conflicts Arise in Your Classroom? Cultures of the School and Home Learning Styles and Classroom Organization Communication Styles. What Are the Dimensions of Multicultural Education? Education for Integration and Assimilation Education for Cultural Pluralism Multiculturalism: Different Is Not Deficient Bilingual-Bicultural Education Multicultural Curricula and School Reform. How Can Your Knowledge of Diversity Enhance Teaching and Learning in Your Classroom? Accepting Student Diversity Using Multicultural Teaching Strategies. Teacher Chronicle Conclusion: Grandma Tales. 5. Individual Variability in the Classroom. Teacher Chronicle: My Name Is Robo. How Do Students Vary in Intelligence? The Definition and Measurement of Intelligence Cultural Views of Intelligence and Student Performance Three Traditional Theories of Intelligence Gardners Theory of Multiple Intelligences Sternbergs Triarchic Theory of Intelligence. How Do Students Vary in the Ways They Think and Learn? Thinking and Learning Dispositions Learning Styles and Cultural Differences. How Do Students Vary in Abilities and Disabilities? Exceptional Learners Exceptionality and Diversity Students with High-Incidence Disabilities Students with Low-Incidence Disabilities Students Who Are Gifted and Talented. What Provisions Are Made for the Education of Students at Risk and Exceptional Learners? Compensatory Education Intervention and Prevention Programs Special Education and Inclusion. How Will You Use Your Knowledge of Individual Variability to Enhance Teaching and Learning? Accepting Individual Differences Creating an Inclusive Classroom Adapting Instruction Using Alternative Assessments. Teacher Chronicle Conclusion: My Name Is Robo. III. LEARNING. 6. Environment and Behavior. Teacher Chronicle: Out of Control. What Is Behavioral Science? Principles of Classical Conditioning Principles of Operant Conditioning. How Does Reinforcement Influence Behavior? Antecedents of Behavior Kinds of Reinforcers Principles of Reinforcement. How Can You Develop Strategies for Changing Student Behavior? Strengthening Desirable Behaviors Weakening Undesirable Behaviors Teaching New Behaviors. How Can You Maintain Newly Established Behaviors? Continuous Reinforcement Intermittent Reinforcement. How Can Behavioral Principles Enhance the Teaching-Learning Process in Your Classroom? Working with Individuals to Change Behavior Managing by Rules Managing a Token Economy Using Praise Effectively Making Behavioral Principles Work for You. Teacher Chronicle Conclusion: Out of Control. 7. Thinking, Remembering, and Problem Solving. Chapter Outline. Teacher Chronicle: Chinese Proverb. What Is Involved in Thinking, Remembering, and Problem Solving? Differing Views of Cognition Learning How to Learn. How Can You Teach in Ways that Facilitate the Processing of Information? Transferring Information in the Sensory Register Encoding Information in the Short Term Store (STS) Retrieving Information from the Long Term Store (LTS). Why Is It Important to Activate Students Prior Knowledge? Episodic Memory Semantic Memory Procedural Memory Conditional Memory. How Can You Help Students to Remember What They Learn? Enhancing Imagery Using Mnemonic Devices Generating Metaphors and Analogies Encouraging Automaticity through Practice. How Can You Help Students Learn to Solve Problems? Strategic versus Tactical Problem Solving Expert versus Novice Problem Solving Teaching Problem Solving. How Can a Constructivist Approach Enhance the Teaching-Learning Process in Your Classroom? Active Learning Authentic Activity and Situated Learning Communities of Learning A Constructivist Classroom. Teacher Chronicle Conclusion: Chinese Proverb. 8. Social Learning. Teacher Chronicle: Wizard Week. What Are the Dimensions of Social Learning? Models and Observers Learning versus Performance Vicarious Learning and Enactive Listening Other Cognitive Capabilities Reciprocal Determinism. What Is Modeling and How Does Modeling Influence Learners? Inhibitory and Disinhibitory Effects Facilitative and Environmental Effects Arousal Effects Observational Learning Effects. What Are the Processes of Observational Learning? Attention Retention Production Motivation. How Can Your Knowledge of Social Learning Make You a More Effective Teacher? Selecting Effective Models Using Cognitive Modeling as an Instructional Approach Helping Learners Build a Sense of Self-Efficacy Teaching Goal-Setting and Self-Regulation Skills Selecting Diverse Models Using Peer Models Being a Model. Teacher Chronicle Conclusion: Wizard Week. IV. MOTIVATION AND CLASSROOM LEADERSHIP. 9. Facilitating Student Motivation. Teacher Chronicle: Golden Opportunities. What Is Motivation to Learn? Intrinsic and Extrinsic Motivation Internal and External Sources of Motivation Different Perspectives on Motivation. How Do Students Needs and Wants Affect Their Motivation to Learn? Maslows Hierarchy of Needs The Need to Achieve The Need for Autonomy Students Goals. How Do Students Beliefs Affect Their Motivation to Learn? Beliefs about Knowledge and Ability Beliefs in Self-Efficacy Attribution of Causes for Success and Failure Learned Helplessness Impacts of Cultural Beliefs and Values on Students Motivation. How Do Teachers Beliefs Affect Student Motivation? Beliefs about Students The Impact of Teacher Expectations Beliefs about Teaching Efficacy. How Can You Enhance Your Students Motivation to Learn? Arousing Curiosity Using Reinforcement Effectively Varying Classroom Goal Structures Motivational Training Applying the ARCS Model. Teacher Chronicle Conclusion: Golden Opportunities. 10. Leading Learning-Oriented Classrooms. Teacher Chronicle: Reflecting on Randy. What Is Classroom Management and Leadership? Metaphors for Managing Classrooms Processes and Products of Classroom Management Classroom Leadership and Authority. How Can You Create a Learning-Oriented Environment? Arranging the Classroom Establishing Rules and Procedures Building a Positive Atmosphere. How Can Instruction Be Managed to Support a Learning-Oriented Environment? Giving Clear Instructions Gaining Attention Maintaining Attention Pacing Summarizing Making Smooth Transitions. How Can Misbehavior Be Addressed and the Learning Orientation Restored? A Self-Correctional Approach to Student Misbehavior The Control Theory Approach to Misbehavior The Applied Behavior Analysis Approach to Misbehavior The Assertive Discipline Approach to Misbehavior. How Can Your Knowledge of Classroom Management Help You Become an Effective Teacher? Teaching Self-Responsibility Managing Cultural Diversity Teaching Ourselves to Share the Power. Teacher Chronicle Conclusion: Reflecting on Randy. V. EFFECTIVE INSTRUCTION. 11. Planning and Teaching to Learning Outcomes. Teacher Chronicle: Word Power. What Are Possible Outcomes of Learning? Gagn?s Taxonomy of Learning Outcomes Blooms Taxonomy for the Cognitive Domain Krathwohls Taxonomy for the Affective Domain Harrows Taxonomy for the Psychomotor Domain Thinking in the Content Areas. How Do Teachers Determine and Specify Instructional Outcomes? Deciding on Instructional Goals Specifying Performance Objectives Outcomes-Based Education. How Do Instructional Events Facilitate Learning Outcomes? Gagn?s Events of Instruction Bruners Discovery Learning Ausubels Reception Learning Transfer of Learning A Cultural Approach to Teaching Thinking. How Can You Make Instructional Decisions That Will Help All Students Learn? A Systematic Approach to Planning Effective Instruction A Flexible Approach to Delivering Instruction: Accommodating Student Diversity. Teacher Chronicle Conclusion: Word Power. 12. Teaching for Active Learning. Teacher Chronicle: Electricity. What Is Active Learning? Student Thinking Critical Thinking Teaching that Yields Active Learning. How Can Teacher-Centered Instruction Support Active Learning? Lecturing Explaining Questioning Independent Practice. How Can Student-Centered Instruction Support Active Learning? Small Group Discussion Peer Teaching and Learning Cooperative Learning Interactive Instructional Technology. How Will Your Knowledge of Active Learning Techniques Help You Become a More Effective Teacher? Teacher Chronicle Conclusion: Electricity. VI. EVALUATION. 13. Assessing Student Performance. Teacher Chronicle: Testing Trials. What is Assessment and How Are Assessment Practices Changing? Defining Assessment Changing Views of Assessment Authentic Assessment Types of Assessment Goals. How Can You Plan and Construct Classroom Tests? Planning Objective Tests Constructing Selection-Type Items Constructing Supply-Type Items. How Can You Construct Alternative Assessments? Observation-Based Assessment Portfolio Assessments Performance Assessments. How Can You Ensure Sound Assessment Practices? Validity Reliability Conducting Item Analysis Avoiding Pitfalls in Assessment. How Can You Use Assessment to Improve Teaching and Learning? Teacher Chronicle Conclusion: Testing Trials. 14. Communicating Student Progress. Teacher Chronicle: Benefit of the Doubt. What Are the Benchmarks of Student Progress? Criterion-Referenced Benchmarks Norm-Referenced Benchmarks. How Do You Interpret Assessment Results? Qualitative and Quantitative Information Summarizing Quantitative Information. How Do You Interpret Standardized Results? Types of Standardized Tests The Normal Distribution Standardized Test Scores Confidence and Test Scores Issues in Standardized Testing Minimum Competency Testing Computerized Adaptive Testing. How Can Criterion-Referenced Judgments Help You Assign Grades? Grading Systems Achievement or Effort? Pass/Fail Grading Contract Grading Research on Grading. How Will Your Knowledge of Student Progress Help You Become a More Effective Teacher? Reporting Student Progress Involving Students and Parents Involving Parents from Culturally and Socially Diverse Backgrounds Standards of Assessment Quality that Support the Teaching-Learning Process. Teacher Chronicle Conclusion: Benefit of the Doubt. References. Glossary. Name Index. Subject Index.

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Educational psychology : a learning-centered approach to classroom practice

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