| Learning, Teaching, and Educational Psychology | |
| Learning and Teaching Today | |
| Dramatic Diversity: Students Today | |
| High Expectations: No Child Left Behind | |
| Do Teachers Make a Difference? Two Examples | |
| What Is Good Teaching? | |
| Inside four classrooms | |
| Beginning Teachers | |
| The Role of Educational Psychology | |
| In the Beginning: Linking Educational Psychology and Teaching | |
| Is it Just Common Sense? | |
| Using Research to Understand and Improve Teaching | |
| What is Scientifically Based Research? | |
| Theories for Teaching | |
| Preview: Theories for Educational Psychology | |
| Stages: Piaget, Freud, and Erikson | |
| Learning and Motivation: Behaviorism, Information Processing, and Social Cognitive Theory | |
| Contextual Theories: Vygotsky and Bronfenbrenner | |
| Three Questions Across the Theories | |
| Beware of Either/Or | |
| Diversity and Convergence in Educational Psychology Students | |
| Cognitive Development and Language | |
| A Definition of Development | |
| Three Questions Across the Theories | |
| General Principles of Development | |
| The Brain and Cognitive Development | |
| Piaget's Theory of Cognitive Development | |
| Influences on Development | |
| Basic Tendencies in Thinking | |
| Four Stages of Cognitive Development | |
| Information-Processing and Neo-Piagetian Views of Cognitive Development | |
| Some Limitations of Piaget's Theory | |
| Vygotsky's Sociocultural Perspective | |
| The Social Sources of Individual Thinking | |
| Cultural Tools and Cognitive Development | |
| The Role of Language and Private Speech | |
| The Zone of Proximal Development | |
| Limitations of Vygotsky's Theory | |
| Implications of Piaget's and Vygotsky's Theories for Teachers | |
| Piaget: What Can We Learn? | |
| Vygotsky: What Can We Learn? | |
| Reaching Every Student: Using the Tools of the Culture | |
| The Development of Language | |
| What Develops? Language and Cultural | |
| When and How Does Language Develop? | |
| Diversity in Language: Dual Language Development | |
| Emergent Literacy | |
| Diversity and Convergence in Cognitive Development | |
| Diversity | |
| Convergences | |
| The Self, Social, and Moral Development | |
| Bronfenbrenner: The Social Context for Development | |
| Families | |
| Peers | |
| Teachers and Students | |
| Reaching Every Student: Teachers and Child Abuse | |
| Physical Development | |
| Physical and Motor Development | |
| Play, Recess, and Physical Activity | |
| Challenges in Physical Development | |
| The Brain and Adolescent Development | |
| Self and Identity | |
| Erickson: Stages of Psychosocial Development | |
| Racial and Ethnic Identity | |
| Self-concept | |
| Self-esteem | |
| Point/Counterpoint: The School's Roes in Self-Esteem | |
| Sex Differences in Self-Concept and Self-Esteem | |
| Gender Development | |
| Sex and Gender | |
| Gender Bias | |
| Understanding Others and Moral Development | |
| Theory of Mind and Intention | |
| Moral Development | |
| Moral Judgments, Social Conventions, and Personal Choices | |
| Diversity in Moral Reasoning | |
| Moral Behavior: Cheating | |
| Diversity and Convergence in Personal/Social Development | |
| Learner Differences and Learning Needs | |
| Intelligence | |
| Language and Labels | |
| What Does Intelligence Mean? | |
| Multiple Intelligences | |
| Intelligence as a Process | |
| Measuring Intelligence | |
| Sex Differences in Intelligence | |
| Learning and Thinking Styles | |
| Learning Styles/Preferences | |
| Intellectual Styles | |
| Individual Differences and the Law | |
| IDEA | |
| Section 504 Protections | |
| Students with Learning Challenges | |
| Neuroscience and Learning Challenges | |
| Students with Learning Disabilities | |
| Students with Hyperactivity and Attention Disorders | |
| Students with Language and Communication Disorders | |
| Students with Emotional or Behavioral Difficulties | |
| Students with Intellectual Difficulties | |
| Students with Health Impairments | |
| Students Who are Deaf | |
| Autism Spectrum Disorders and Asperger Syndrome | |
| Response to Intervention (RTI) | |
| Students Who are Gifted and Talented | |
| Who are These Students? | |
| Identifying and Teaching Gifted Students | |
| Diversity and Convergences | |
| Culture and Diversity | |
| Today's Diverse Classrooms | |
| American Cultural Diversity | |
| Meet Five Students | |
| Cautions: Interpreting Cultural Differences | |
| Economic and Social Class Differences | |
| Social Class and SES | |
| Poverty and School Achievement | |
| Ethnic and Racial Differences | |
| Terms: Ethnicity and Race | |
| Ethnic and Racial Differences in School Achievement | |
| The Legacy of Discrimination | |
| Stereotype Threat | |
| Language Differences in the Classroom | |
| Dialects | |
| Bilingualism | |
| Reaching Every Student: Recognizing Giftedness in Bilingual Students | |
| Bilingual Education | |
| Gender in Teaching and Learning | |
| Gender Bias in Texts | |
| Gender Bias in Teaching | |
| Multicultural Education: Creating Culturally Compatible Classrooms | |
| Culturally Relevant Pedagogy | |
| Fostering Resilience | |
| Diversity and Convergences | |
| Diversity in Learning | |
| Convergences: Teaching Every Student | |
| Learning And Motivation | |
| Behavioral Views of Learning | |
| Understanding Learning | |
| Neuroscience of Learning | |
| Learning Is Not Always What It Seems | |
| Early Explanations of Learning: Contiguity and Classical Conditioning | |
| Operant Conditioning: Trying New Responses | |
| Types of Consequences | |
| Reinforcement Schedules | |
| Antecedents and Behavior Change | |
| Applied Behavior Analysis | |
| Methods for Encouraging Behaviors | |
| Handling Undesirable Behavior | |
| Putting it All Together: Behavioral Approaches to Teaching and Management | |
| Group Consequences | |
| Contingency Contracts and Token Reinforcement | |
| Reaching Every Student: Severe Behavior Problems | |
| What's New" | |
| Functional Behavioral Assessment and Positive Behavior Supports | |
| Challenges to Behavioral Views: Thinking about Behavior | |
| Social Learning Theory | |
| Elements of Observational Learning | |
| Self-Management | |
| Problems and Issues | |
| Criticisms of Behavioral Methods | |
| Ethical Issues | |
| Diversity and Convergences in Behavioral Learning | |
| Diversity | |
| Convergence | |
| Cognitive Views of Learning | |
| Elements of the Cognitive Perspective | |
| Comparing Cognitive and Behavioral Views | |
| The Brain and Cognitive Learning | |
| The Importance of Knowledge in Learning | |
| Cognitive Views of Memory | |
| Sensory Memory | |
| Working Memory | |
| Long Term-Memory | |
| Capacity, Duration, and Contents of Long-Term Memory | |
| Explicit Memories: Semantic and Episodic | |
| Implicit Memories | |
| Storing and Retrieving Information in Long-Term Memory | |
| Becoming Knowledgeable: Some Basic Principles | |
| Development of Declarative Knowledge | |
| Development of Procedural Knowledge | |
| Diversity and Convergences in Cognitive Learning | |
| Diversity: Individual Differences and Working Memory | |
| Diversity: Individual Differences and Long-Term Memory | |
| Convergences: Connecting with Families | |
| Complex Cognitive Processes | |
| Metacognition | |
| Metacognitive Knowledge and Regulation | |
| Sources of Individual Differences in Metacognition | |
| Learning Strategies | |
| Learning Strategies and Tactics | |
| Visual Tools for Organizing | |
| Reading Strategies | |
| Applying Learning Strategies | |
| Reaching Every Student: Learning Strategies for Students with Learning Disabilities | |
| Problem Solving | |
| Identifying: Problem Finding | |
| Defining Goals and Representing the Problem | |
| Exploring Possible Solution Strategies | |
| Anticipating, Acting, and Looking Back | |
| Factors That Hinder Problem Solving | |
| Expert Knowledge and Problem solving | |
| Creativity and Creative Problem Solving | |
| Defining Creativity | |
| What Are the Sources of Creativity? | |
| Assessing Creativity | |
| Creativity in the Classroom | |
| The Big C: Revolutionary Innovation | |
| Critical Thinking | |
| Developing Critical Thinking | |
| The Language of Thinking | |
| Critical Thinking in Specific Subjects | |
| Teaching for Transfer | |
| The Many Views of Transfer | |
| Teaching for Positive Transfer | |
| Diversity and Convergences in Complex Cognitive Processes | |
| Diversity | |
| Convergences | |
| The Learning Sciences and Constructivism | |
| What are the Learning Sciences? | |
| What is Constructivism? | |
| Cognitive Constructivism: Piaget | |
| Social Constructivism: Vygotsky | |
| How is Knowledge Constructed? | |
| Common Elements of Constructivist Student-Centered Teaching | |
| Applications of Constructivist Theories | |
| Discovery, Inquiry, and Problem-Based Learning | |
| Cooperative Learning | |
| Cognitive Apprenticeships and Reciprocal Teaching | |
| Fostering Communities of Learning | |
| Dilemmas of Constructivist Practice | |
| Brain-based Teaching | |
| Service Learning | |
| Learning in a Digital World | |
| Learning about and with Technology | |
| Access | |
| Diversity and Convergence in Constructivist Views | |
| Social Cognitive Views of Motivation and Learning | |
| Social Cognitive Theory and Triarchic Reciprocity | |
| Self-Efficacy: Students and Teachers | |
| Academic Self-Efficacy, Learning, and Motivation | |
| Teachers' Sense of Efficacy | |
| Agency and Self-Regulation | |
| What Influences Self-Regulated Learning ? | |
| Models of Self-Regulated Learning | |
| An Individual Example | |
| Reaching Every Student: Two Classrooms and a Family | |
| Teaching Applications of Social Cognitive Theory | |
| Modeling and Observational Learning | |
| Teaching for Self-regulation | |
| Cognitive Behavior Modification | |
| Diversity and Convergence in Social Cognitive Explanations | |
| Motivation in Learning and Teaching | |
| Teachers' Casebook: What Would You Do? | |
| What Is Motivation? | |
| Meeting Some StudentsIntrinsic and Extrinsic Motivation | |
| Five General Approaches to Motivation | |
| Needs | |
| Maslow's Hierarchy of Needs | |
| Self-Determination: Need for Competence, Autonomy, and Relatedness | |
| Needs: Lessons for Teachers | |
| Goal Orientations | |
| Types of Goals and Goal Orientations | |
| Feedback, Goal Framing, and Goal Acceptance | |
| Goals: Lessons for Teachers | |
| Beliefs and Self-Perceptions | |
| Beliefs about Knowing: Epistemological Beliefs | |
| Beliefs about Ability | |
| Beliefs about Causes and Control: Attribution Theory | |
| Beliefs about Self-Worth | |
| Beliefs and Attributions: Lessons for Teachers | |
| Interests, Curiosity, Emotions, and Anxiety | |
| Tapping Interests | |
| Curiosity: Novelty and Complexity | |
| Emotions and Anxiety | |
| Reaching Every Student: Coping with Anxiety | |
| Curiosity, Interests, and Emotions: Lessons for Teachers | |
| Motivation to Learn and School | |
| Tasks for Learning | |
| Supporting Autonomy and Recognizing Accomplishment | |
| Grouping, Evaluation, and Time | |
| Diversity and Convergences in Motivation to Learn | |
| Diversity in Motivation | |
| Convergences: Strategies to Encourage Motivation | |
| Summary Table | |
| Teaching And Assessment | |
| Creating Learning Environments | |
| Teachers' Casebook: What Would You Do? | |
| The Need for Organization | |
| The Basic Task: Gain Their Cooperation The Goals of Classroom Management Creating a Positive Learning Environment | |
| Some Research Results Routines and Rules Required Planning Spaces for Learning Planning for Computer Uses Getting Started: The First Weeks of Class Maintaining a Good Environment for Learning | |
| Encouraging Engagement Prevention Is the Best Medicine Caring Relationships: Connections in School | |
| Dealing with Discipline Problems | |
| Stopping Problems Quickly | |
| Bullying and Cyber-Bullying | |
| Special Problems with High School Students Violence in Schools | |
| Prevention | |
| Reaching Every Student: Peer Mediation and Negotiation The Need for Communication | |
| Message Sent-Message Received Diagnosis: Whose Problem Is It? Counseling: The Student's Problem Confrontation and Assertive Discipline Diversity and Convergences in Learning Environments | |
| Diversity: Culturally Responsive ManagementConvergences: Research on Management Approaches Summary Table | |
| Teachers' Casebook: What Would They Do? | |
| Teaching Every Student | |
| The First Step: Planning | |
| Research on Teaching | |
| Characteristics of Effective Teachers | |
| Knowledge for Teaching | |
| Teacher Expectations | |
| Teaching Approaches | |
| Explanation and Direct Instruction | |
| Seatwork and Homework | |
| Hands-on, Minds-on Activities and Projects | |
| Conceptual Change Teaching | |
| Differentiated Instruction | |
| Flexible Grouping | |
| Peer-Assisted Learning | |
| Differentiated Instruction in Inclusive Classrooms | |
| Diversity and Convergence in Teaching | |
| Culturally Relevant Teaching | |
| Beyond Models to Excellent Teaching: Learner-Centered Principles | |
| Classroom Assessment, Grading, and Standardized | |
| Testing | |
| Basics of Assessment | |
| Measurement and Assessment | |
| Assessing the Assessments: Reliability and Validity | |
| Classroom Assessment: Testing | |
| Using the Tests from Textbooks | |
| Objective Testing | |
| Essay Testing | |
| Alternatives to Traditional Assessments | |
| Authentic Classroom Assessment | |
| Portfolios and Exhibitions | |
| Evaluating Portfolios and Performances | |
| Informal Assessments | |
| Grading | |
| Criterion-referenced versus Norm-referenced Grading | |
| Effects Grading on Students | |
| Grades and Motivation | |
| Beyond Grading: Communicating with Families | |
| Standardized Testing | |
| Types of Scores | |
| Interpreting Standardized Test Reports | |
| Accountability and High-Stakes Testing | |
| Reaching Every Student: Helping Students with Disabilities Prepare for High-Stakes Tests | |
| Diversity and Convergences in Assessment | |
| Diversity | |
| Convergences | |
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