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• Title Page
• Copyright Page
• Dedication
• About the Authors
• Preface
• Acknowledgments
• Brief Contents
• Contents
• 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
• 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
• Developing as a Teacher
• Strategies for Studying and Learning Effectively
• 2. Cognitive and Linguistic Development
• Case Study: Apple Tarts
• 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
• 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
• 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
• Do Students have Distinct Learning Styles?
• Does it Make Sense to Teach to Students’ “Right Brains” or “Left Brains”?
• Analytic and Holistic Thinking
• 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
• 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 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
• Metacognition and Learning Strategies
• 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
• 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
• Diversity in Creativity, Critical Thinking, and Other Complex Cognitive Processes
• 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
• Society and Technology as Contexts
• Authentic Activities
• Technological Innovations
• Academic Content Domains as Contexts
• Literacy
• 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
• Using Reinforcement Effectively
• Shaping New Behaviors
• Bringing Antecedent Stimuli and Responses into the Picture
• Strategies for Discouraging Undesirable Behaviors
• Creating Conditions for Extinction
• Cueing Inappropriate Behaviors
• Reinforcing Incompatible Behaviors
• Using Punishment When Necessary
• Addressing Especially Difficult Classroom Behaviors
• Applied Behavior Analysis
• Functional Analysis
• 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: Parlez-Vous Français?
• 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
• 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
• Revisiting Reciprocal Causation
• Comparing Theoretical Perspectives of Learning
• 11. Motivation and Affect
• Case Study: Passing Algebra
• The Nature of Motivation
• Intrinsic versus Extrinsic Motivation
• Early Views of Basic Human Needs
• Arousal
• Cognitive and Sociocultural Factors in Motivation
• Expectancies and Values
• Interests
• Self-Determination Theory
• Diversity in Addressing Needs
• Attributions
• Goals
• Mindsets
• 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
• A TARGETS 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
• 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
• Using Technology to Individualize Instruction
• Learner-Directed Instructional Strategies
• Stimulating and Guiding Class Discussions
• Conducting Reciprocal Teaching Sessions
• Conducting Discovery and Inquiry Activities
• Using Technology-Based Simulations and Games
• 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
• Teaching Self-Regulation Skills
• Conferring with Parents
• Conducting Planned, Systematic Interventions
• Taking Students’ Cultural Backgrounds into Account
• Addressing Aggression and Violence at School
• A Three-Level Approach
• Addressing Gang-Related Problems
• 14. Classroom Assessment Strategies
• 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
• Practicality
• 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 Final Class Grades
• 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 U.S. No Child Left Behind 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
• Appendix C: Matching Book and MyEdLab Content to the Praxis® Principles of Learning and Teaching Te
• Glossary
• References
• Name Index
• Subject Index
• Back Cover