Educational Psychology: Developing Learners, 10th Edition
- Length: 848 pages
- Edition: 10
- Language: English
- Publisher: Pearson
- Publication Date: 2019-01-18
- ISBN-10: 0135206472
- ISBN-13: 9780135206478
- Sales Rank: #32156 (See Top 100 Books)
Help students understand their own learning and apply the core concepts and principles of educational psychology Educational Psychology: Developing Learners is known for its exceptionally clear and engaging writing, its in-depth focus on learning, and its extensive concrete applications. The text’s unique approach moves seamlessly between theory and application, helping students understand concepts by examining their own learning and then showing them how to apply these concepts as teachers. The 10th Edition reflects the most current research on learning, development, motivation, and assessment. It features extensive and integrated coverage of diversity, technology, contexts of learning, and neuropsychology. In addition, compelling application-based examples and authentic artifacts are included throughout the book to help readers connect educational psychology to real children and classrooms.
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Cover Title Page Brief Contents Contents About the Authors Preface 1 Teaching and Educational Psychology Case Study: The “No D” Policy Reflecting on What You Already Know About Learning and Instruction Studying and Learning Effectively Developing as a Teacher Understanding and Interpreting Research Findings Quantitative Research Qualitative Research Mixed‐Methods Research Interpreting Research Results: A Cautionary Note From Research to Practice: The Importance of Principles and Theories Collecting Data and Drawing Conclusions About Your Own Students Assessing Students’ Achievements and Interpreting Their Classroom Behaviors Conducting Action Research Part 1: Development and Diversity 2 Cognitive and Linguistic Development Case Study: Carrots General Principles of Human Development The Multiple Layers of Environmental Influence: Bioecological Systems and the Importance of Culture Role of the Brain in Learning and Development Piaget’s Theory of Cognitive Development Piaget’s Basic Assumptions Piaget’s Proposed 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 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 Common Social Groups in Childhood and Adolescence Popularity and Social Isolation 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 at School 4 Group Differences Case Study: Why Jack Wasn’t in School Cultural and Ethnic Differences Navigating Different Cultures at Home and at School Cultural Competence 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 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 There’s No Such Thing as Learning Styles Does It Make Sense to Teach to Students’ “Right Brains” or “Left Brains”? Analytic and Holistic Thinking 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 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 Part 2: Learning and Motivation 6 Learning, Cognition, and Memory Case Study: Bones 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 Technology to Facilitate Meaningful Learning 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 7 Complex Cognitive Processes Case Study: Taking Over Thinking About Thinking and Learning How to Learn: The Importance of Metacognition Effective Learning Strategies Factors Affecting Strategy Use Metacognitive Strategies in the Digital Age Diversity, Disabilities, and Exceptional Abilities in Metacognition Transfer Factors Affecting Transfer Problem Solving and Creativity Factors Affecting Problem‐Solving Success and Creative Thinking Teaching Problem‐Solving Strategies Fostering Creative Thinking Using Computer Technology to Foster and Support Creative Problem‐Solving Critical Thinking Encouraging Critical Thinking in the Classroom, the Outside World, and Cyberspace Diversity in Transfer, Problem Solving, Creativity, andCritical Thinking Accommodating Students with Special Needs 8 Learning and Cognition in Context Case Study: It’s All in How You Look at Things Basic Assumptions of Contextual Theories Social Interactions as Contexts Interactions with More Advanced Individuals Interactions with Peers Creating a Community of Learners Cultures as Contexts Schemas, Scripts, and Worldviews as Aspects of Culture Communities of Practice as Aspects of Culture Societies as Contexts Authentic Activities Digital Technologies as Contexts Technology in Learning and Instruction Promoting Technological Literacy Online Learning Academic Content Domains as Contexts Language Arts: Reading and Writing Mathematics Science Social Studies Taking Student Diversity into Account 9 Behaviorist Views of Learning Case Study: The Attention Getter Basic Assumptions of Behaviorism Building on Existing Stimulus–Response Associations: Classical Conditioning Classical Conditioning of Involuntary Emotional Responses Common Phenomena in Classical Conditioning Addressing Counterproductive Emotional Responses Learning from Consequences: Instrumental Conditioning Contrasting Classical Conditioning and Instrumental Conditioning The Various Forms That Reinforcement Can Take The Various Forms That Punishment Can Take Strategies for Encouraging Productive Behaviors and Discouraging Undesirable Ones Using Reinforcement Effectively Shaping New Behaviors Encouraging Desired Behaviors Through Antecedent Stimuli and Responses Creating Conditions for Extinction Cueing Inappropriate Behaviors Reinforcing Incompatible Behaviors Using Punishment When Necessary Reflecting on the Consequences You Either Intentionally or Unintentionally Impose Addressing Especially Difficult Classroom Behaviors Applied Behavior Analysis Functional Analysis Positive Behavioral Interventions and Supports Schoolwide Positive Behavioral Interventions and Supports Diversity in Student Behaviors and Reactions to Consequences Accommodating Students with Special Needs 10 Social Cognitive Views of Learning Case Study: Two Students, Same Problem Basic Assumptions of Social Cognitive Theory The Social Cognitive View of Reinforcement and Punishment Modeling Behaviors and Skills That Can Be Learned Through Modeling Characteristics of Effective Models Essential Conditions for Successful Modeling Self‐Efficacy How Self‐Efficacy Affects Behavior and Cognition Some Overconfidence—But Not Too Much—Can Be Beneficial Factors in the Development of Self‐Efficacy Teacher Self‐Efficacy Self‐Regulation Self‐Regulated Behavior Self‐Regulated Learning Self‐Regulated Problem Solving Diversity in Self‐Regulation Promoting Self‐Regulation in Students at Risk Revisiting Reciprocal Causation Comparing Theoretical Perspectives of Learning 11 Motivation and Affect Case Study: Passing Algebra The Nature of Motivation Intrinsic versus Extrinsic Motivation Basic Human Needs Arousal Cognitive and Sociocultural Factors in Motivation Expectancies and Values Interests Self‐Determination Diversity in Addressing Needs Attributions Goal Theories Mindsets Short‐Term Motivation Interventions Diversity in Cognitive and Sociocultural Factors Affecting Motivation Effects of Teacher Attributions and Expectations on Students’ Motivation How Teacher Attributions and Expectations Affect Students’ Achievement Targets: A Mnemonic for Remembering Motivational Strategies Affect and Its Effects How Affect and Motivation Are Interrelated Anxiety in the Classroom Diversity in Affect Motivating Students in Any Environment Part 3: Classroom Strategies 12 Instructional Strategies Case Study: Westward Expansion General Principles That Can Guide Instruction Planning for Instruction Identifying the Goals of Instruction Conducting a Task Analysis Developing a Lesson Plan Creating a Class Website to Share Goals and Facilitate Communication Throughout the School Year Teacher‐Directed Instructional Strategies Presenting New Material Through Traditional Expository Methods: Lectures and Textbooks Asking Questions and Giving Feedback Providing Practice Through In‐Class Assignments Giving Homework Conducting Direct Instruction Promoting Mastery Using Instructional Websites Effectively Promoting Deliberate Practice Helping Students Learn How to Learn Learner‐Directed Instructional Strategies Stimulating and Guiding Class Discussions Conducting Reciprocal Teaching Sessions Conducting Discovery and Inquiry Activities Conducting Cooperative Learning Activities Structuring Peer Tutoring Sessions Conducting Technology‐Based Collaborative Learning Activities Taking Instructional Goals and Student Diversity into Account Considering Group Differences Accommodating Students with Special Needs 13 Creating a Productive Learning Environment Case Study: A Contagious Situation Creating a Setting Conducive to Learning Arranging the Classroom Establishing and Maintaining Productive Teacher–Student Relationships Creating an Effective Psychological Climate Setting Limits Planning Activities That Keep Students on Task Monitoring What Students Are Doing Modifying Instructional Strategies Taking Developmental Differences into Account Taking Individual and Group Differences into Account Expanding the Sense of Community Beyond the Classroom Working with Other Faculty Members Working with the Community at Large Working with Parents Dealing with Misbehaviors Ignoring Certain Behaviors Cueing Students Discussing Problems Privately with Students Recognizing Microaggressions Teaching Self‐Regulation Skills Conferring with Parents Conducting Planned, Systematic Interventions Taking Students’ Cultural Backgrounds into Account Addressing Aggression and Violence at School Bullying and Cyberbullying Addressing Gang‐Related Problems 14 Classroom Assessment Strategies That Promote Learning Case Study: The Math Test The Many Forms and Purposes of Assessment Guiding Instructional Decision Making Determining What Students Have Learned from Instruction Evaluating the Quality of Instruction Diagnosing Learning and Performance Problems Promoting Learning Enhancing Learning Through Ongoing Assessments and Regular Feedback Including Students in the Assessment Process Using Digital Technologies in Formative Assessment Important Qualities of Good Assessments Reliability Standardization Validity Assessing Students’ Progress and Achievement Both Informally and Formally Informally Observing Students’ Behaviors Using Paper–Pencil Assessments Using Performance Assessments Additional Considerations in Formal Assessment Taking Student Diversity into Account in Classroom Assessments Accommodating Group Differences Accommodating Students with Special Needs 15 Summarizing Students’ Achievements and Abilities Case Study: B in History Summarizing the Results of a Single Assessment Raw Scores Criterion‐Referenced Scores Norm‐Referenced Scores Using Criterion‐Referenced versus Norm‐Referenced Scores in the Classroom Determining Achievement Using Final Grades and Portfolios Considering—or Not Considering—Other Factors in Grading Including Students in the Grading Process Using Portfolios Types and Purposes of Portfolios Benefits and Limitations of Portfolios Helping Students Construct Portfolios Standardized Tests Types of Standardized Tests Individual versus Group Administration of Standardized Tests Guidelines for Choosing and Using Standardized Tests Interpreting Standardized Test Scores High‐Stakes Testing and Teacher Accountability The Every Student Succeeds Act Problems with High‐Stakes Testing Productive Steps Forward in High‐Stakes Testing Taking Student Diversity into Account Cultural Bias in Test Content Cultural and Ethnic Differences Language Differences and English Language Learners Accommodating Students with Special Needs Confidentiality and Communication About Assessment Results Communicating Assessment Results to Students and Parents Appendix A Describing Associations with Correlation Coefficients Appendix B Determining Reliability and Predictive Validity Glossary References Name Index Subject Index
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