Educational Psychology
, by Woolfolk, Anita E.
- ISBN: 9780137144549 | 0137144547
- Cover: Paperback
- Copyright: 12/28/2008
The 11th Edition maintains the lucid writing style for which the author is renowned, combined with a clear emphasis on educational psychology's practical relevance for teachers and students in classrooms. The new edition includes expanded coverage of Constructivism, Social Cognitive Theory, and Self-Regulated Learning, as well as new chapters devoted toThe Learning Sciences and Constructivism (Ch 9)andSocial Cognitive Views of Learning and Motivation (Ch 10). Still the most applied text on the market, this text is replete with examples, lesson segments, case studies, and practical ideas from experienced teachers. The text provides solid, up-to-date coverage of the foundational areas within educational psychology: learning, development, motivation, teaching, and assessment, combined with intelligent examination of emerging trends in the field and society that affect student learning, such as student diversity, inclusion of students with special learning needs, technology, education and neuroscience, and No Child Left Behind.
| 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 | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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