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Ebook details:
عنوان: Educational Psychology: Reflection for Action
نویسنده: Angela M. O'Donnell, Johnmarshall Reeve, Jeffrey K. Smith
ناشر: John Wiley & Sons; 3rd edition (December 6, 2011)
زبان: English
شابک: 1118076133, 978-1118076132
حجم: 235 Mb
فرمت: Image Pdf

Title Page Copyright About the Authors Preface Acknowledgments Brief Contents Contents 1 Introducing Educational Psychology and Reflective Teaching Chapter Overview Educational Psychology Critical Thinking and Reflective Teaching Educational Psychology as a Scientific Field of Study A Focus on Learning Theories and Research What Is a Theory? Linking Theory to Practice Research Methods Narrowing the Gap between Theory and Practice Reflective Teaching Levels of Reflection Reflection for Action A Model of Reflective Teaching: RIDE Summary Exercises 2 Teachers and Teaching Reflection for Action Chapter Overview The Teaching Life What Is Teaching? Teacher Development Concerns of Beginning Teachers Phases of Professional Growth Beliefs about Teaching and Learning Content Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge Differences in Knowledge between Experts and Novices Professional Development Teaching Efficacy Developing Teaching Efficacy Metaphors for Teaching The Payoff: Enjoying Your Work, Finding Passion, and Having Societal Trust Planning Instructional Goals Using Goals in Classroom Teaching Translating Goals into Plans Planning for Students with Special Needs General Approaches to Teaching Expository Teaching Discovery Learning Direct Instruction Reflection for Action: RIDE Further Practice: Your Turn Summary Exercises Lesson Plans 3 Cognitive Development Reflection for Action Chapter Overview Brain Development Brain Structure and Function How Experience (Education) Affects Brain Development Cognitive Development Adaptation and Schemas: Piaget's Theory Stages in Cognitive Development Classroom Applications Limitations Sociocognitive Development Cognitive Development as an Apprenticeship: Vygotsky's Theory Scaffolding in the Zone of Proximal Development Instructional Conversations Role of Language Cultural Tools Importance of Peers Classroom Applications Which Theory Should Teachers Apply? Language Development How Language Develops Technology Support for Young Readers and Students with Special Needs Second-Language Acquisition and Bilingualism Reflection for Action: RIDE Further Practice: Your Turn Summary Exercises Lesson Plans 4 Social Development Reflection for Action Chapter Overview Relationships Mental Models—Self and Others Quality of Relationships Culture, Diversity, and Special Needs Trust: The Beginning of Positive Social Development Students' Attachment Styles with Teachers Attachment for Learners with Special Needs Psychosocial Development Erikson's Framework Moral Development Stages of Moral Development The Ethic of Care Character and Conscience: Doing the Right Thing for the Right Reason Social Competence Social Competence in Special Education Aggression Instrumental and Hostile Aggression Video Game Technology and Aggression Bullying Reflection for Action: RIDE Further Practice: Your Turn Summary Exercises Lesson Plans 5 Behavioral Learning Theory Reflection for Action Chapter Overview Explaining Learning Behavioral, Cognitive, and Social-Constructivist Theories of Learning Contrasting Three Theories of Learning Kinds of Learning That Can Be Explained by Behavioral Learning Theory Principles of Behavioral Learning Theory Types of Behavioral Learning Theories Operant Learning Theory Reinforcement Positive Reinforcers to Strengthen Behaviors Negative Reinforcers to Strengthen Behaviors Selecting Reinforcers Patterns of Reinforcement Punishment Positive Punishers to Suppress Behaviors Negative Punishers to Suppress Behaviors Can Punishment Be Used Effectively? Behavioral Learning Theory and Diverse Learners Applied Behavior Analysis Behavioral Learning Theory and Special Needs Students Managing Behavior Increasing Desirable Behaviors Decreasing Undesirable Behaviors Why Do Students Misbehave? Promoting Self-Management The Fundamental Task of Classroom Management Contracts and Contingencies Influences of Behavioral Learning Theory on Instruction Mastery Learning Instructional Technology Reflection for Action: RIDE Further Practice: Your Turn Summary Exercises Lesson Plans 6 Managing Learning in Classrooms Reflection for Action Chapter Overview Designing the Physical Environment The Influence of the Environment on Behavior Designing the Elementary School Classroom Designing the Middle or Secondary School Classroom Addressing Student Diversity and Special Needs through the Physical Environment Using Technology to Design Your Classroom Designing the Social Environment: Norms and Rules The Tension between Freedom and Structure Getting Started Establishing Procedures for Routines Misbehavior: Informal Correctives and Imposing Penalties Conclusions about Establishing Norms and Rules Uncommon Sense: Kids Need to Be Brought Back on Task? A Student-Centered Approach Managing Day-to-Day Classroom Instruction Independent Work or Seatwork Small-Group Work Whole-Class Instruction Special Needs, Diversity, and Instruction Dealing with Behavior Problems Chronic Problems Acute Problems Personal Problems Particular Problems Reflection for Action: RIDE Further Practice: Your Turn Summary Exercises Lesson Plans 7 Cognitive Learning Theory Reflection for Action Chapter Overview Cognitive Theories of Learning The Information-Processing Model Perception Attention Memory Systems Sensory Memory Short-Term Memory A Model of Working Memory Memory Difficulties of Children with Special Needs Long-Term Memory Encoding, Retrieval, and Forgetting Types of Knowledge Organization, Practice, and Elaboration Mnemonic Strategies Imagery and Visual-Learning Strategies Retrieval and Forgetting Categorization Teaching Concepts Diversity, Culture, and Experience in Developing Concepts and Categories Reflection for Action: RIDE Further Practice: Your Turn Summary Exercises Lesson Plans 8 Social Learning Theory, Complex Cognition, and Social Constructivism Reflection for Action Chapter Overview Social Learning Theory Modeling Conditions Necessary for Observational Learning Modeling and TV Viewing Complex Cognition Metacognition Self-Explanation Reasoning and Argumentation Problem Solving Transfer Complex Cognition and Social Constructivism The Role of Experience Scaffolding Scaffolding with Technology Scaffolding for Students with Special Needs Scaffolding for Students from Diverse Backgrounds Instruction Influenced by Social-Constructivist and Sociocultural Theory Cognitive Apprenticeships Reciprocal Teaching Problem-Based Learning Classroom Communities Reflection for Action: RIDE Further Practice: Your Turn Summary Exercises Lesson Plans 9 Learning from Peers Reflection for Action Chapter Overview Perspectives on Peer Learning Theoretical Orientations toward Learning from Peers The Social-Motivational Perspective The Social-Cohesion Perspective Are These Approaches Effective? Cognitive-Elaboration Perspectives Cognitive-Developmental Perspectives Tutoring Evidence for the Effectiveness of Tutoring Processes Involved in Tutoring Tutoring Diverse Learners Tutoring and Students with Special Needs Tutoring for Higher-Order Outcomes Learning in Heterogeneous Groups Examples of Cooperative Techniques Collaboration and Technology WebQuests Online Mentoring Knowledge Forum Influences on Effectiveness in Heterogeneous Groups Gender and Cooperative Groups Race, Ethnicity, and Language Special Needs and Cooperative Learning Status Characteristics Learning from Peers: Practices for Learning The Importance of Discourse Quality The Role of the Teacher Classroom Tasks Reflection for Action: RIDE Further Practice: Your Turn Summary Exercises Lesson Plans 10 Motivation and Engagement Reflection for Action Chapter Overview Engagement What Engagement Looks Like From Where Does Engagement Come? Why Engagement Is Important The Classroom Flow: Learning Environment → Motivation → Engagement → Student Outco Engaging Diverse Learners Motivation Intrinsic and Extrinsic Motivation Hidden Costs of Rewards Using Extrinsic Motivators Effectively How to Motivate Students with Intellectual and Developmental Disabilities: Intrinsically or Extrinsi Types of Extrinsic Motivation Psychological Needs Autonomy Competence Relatedness The Engagement Model Curiosity, Interest, and Positive Affect Sparking Curiosity Building Interest Inducing Positive Affect Using Technology to Promote Engagement Engagement-Draining Motivational Deficits Calming Anxiety, Protecting Self-Worth, and Overcoming Fear of Failure Instructional Strategies to Ease Motivational Deficits Understanding Amotivation Motivating Students during Uninteresting Lessons Reflection for Action: RIDE Further Practice: Your Turn Summary Exercises Lesson Plans 11 Motivation to Learn Reflection for Action Chapter Overview Motivation Is Rooted in Constructive Thinking A Social-Cognitive Approach to Thinking and Motivation Self-Efficacy Why Self-Efficacy Is Important Sources of Self-Efficacy Mastery-Modeling Programs Technology, Socioeconomic Status, and Self-Efficacy Self-Efficacy in Students with Learning Disabilities Mastery Beliefs Reactions to Failure Learned Helplessness Attributions Preventing Helplessness, Fostering Mastery Hope Goals Difficult, Specific Goals Increase Performance Implementation Intentions Feedback A Caution before Assigning a Goal Goal-Setting Programs Possible Selves Achievement Goals Promoting Mastery Goals Grade-Level Effects on Achievement Goals Self-Regulation Self-Regulatory Processes: Forethought through Reflection Promoting Self-Regulation Coregulation Self-Regulation for Students in Different Grades and for Learners with Special Needs Self-Concept Enhancing the Self-Concept Self-Esteem Reflection for Action: RIDE Further Practice: Your Turn Summary Exercises Lesson Plans 12 Individual Differences and Special Needs Reflection for Action Chapter Overview Variability in the Classroom Intelligence The History of Intelligence Controversies in Intelligence Current Thinking on Issues of Intelligence How Is Intelligence Measured? Talent Deliberate Practice and the Monotonic-Benefits Assumption Effort Becomes Talent Early Talent and Developed Talent Extremes of Intelligence Giftedness Intellectual and Developmental Disabilities Differences in Ability and Instruction Between-Class Ability Grouping Within-Class Ability Grouping Learners with Special Needs The Law and Special Education Identifying Children with Special Needs Inclusion Prevalent Student Needs and Challenges Learning Disabilities Autism and Related Disorders Physical and Sensory Challenges Attention-Deficit Disorder Attention-Deficit-Hyperactivity Disorder Differentiating Instruction Reflection for Action: RIDE Further Practice: Your Turn Summary Exercises Lesson Plans 13 Issues in Diversity Reflection for Action Chapter Overview Diverse Learners Student Diversity in the United States The Relationships among Race, Ethnicity, and Socioeconomic Status Differences in Socioeconomic Status and Their Role in Learning Ethnicity and Learning English Language Learners Using Technology to Support ELL Students' Learning Multicultural Education: An Overview What Is Culture? Issues in Multicultural Education Advantages and Concerns of Multicultural Education Social Justice Implementing a Multicultural Approach to Teaching Getting Started on a Multicultural Approach Digging Deeper: Looking at Various Multicultural Approaches to Education Becoming a Teacher of Diverse Children Working in Culturally Different Contexts Reflection for Action: RIDE Further Practice: Your Turn Summary Exercises Lesson Plans 14 Assessment for Learning Reflection for Action Chapter Overview Assessments in Everyday Life Assessments All around Us The Characteristics of Useful (and Welcome) Assessments Assessment for Learning: Roles, Goals, and Audiences Student, Parent, and Teacher Concerns in Assessment Other Audiences and Areas of Concern Diversity among Students and Their Parents Formative and Summative Assessment Principles of Assessment and Grading Communication Fairness Growth Options for Assessment Recognition Format Generative Format Alternative, or Production, Format Informal Assessments Developing and Using Assessments Determining What to Assess Rubrics Determining the Best Assessment Format Assessing Students with Special Needs Administering, Scoring, and Communicating Assessment Results Interpreting Classroom Assessments Comparing Performance with Expectations Reflecting on Assessments to Improve Them The Student Role in Assessment Developing a Grading System Options for Grading Systems Record Keeping for Grading Communicating with Parents Parent/Teacher/Student Conferences Maintaining Communication Reflection for Action: RIDE Further Practice: Your Turn Summary Exercises Lesson Plans 15 Standardized and Standards-Based Assessments Reflection for Action Chapter Overview The Nature and Development of Standardized Assessment What Are Standards and Where Do They Come From? A Brief History of Standardized Assessments School and Statewide Testing Programs Standards-Based Assessment College Admissions Testing Intelligence Testing Selecting Standardized Assessments Categories of Assessments Technical Issues in Assessment Statistics Used in Assessment Scales Norms and Equating Setting Passing and Other Proficiency Scores Validity and Reliability Interpreting Standardized Assessments Finding the Child in the Data Demystifying the Assessment Report Combining Standardized Results with Other Information Bringing the Child to the Classroom Thinking about the Classroom, School, and District Levels Looking at Scores for English Language Learners Looking at Scores for Students with Special Needs Controversies in Assessment Bias in Testing High-Stakes Testing and Its Implications Reflection for Action: RIDE Further Practice: Your Turn Summary Lesson Plans Exercises Appendix: Looking at the Praxis II Principles of Learning and Teaching Assessment and the INTASC Pri Glossary A B C D E F G H I J L M N O P Q R S T U V W Z References Name Index A B C D E F G H I J K L M N O P Q R S T U V W Y Z Subject Index A B C D E F G H I J K L M N O P Q R S T U V W Y Z

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