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Educational Psychology: Reflection for Action / Edition 3

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Overview

This text is an unbound, binder-ready edition.

Teachers help students learn, develop, and realize their potential. To become successful in their craft, teachers need to learn how to establish high-quality relationships with their students, and they need to learn how to implement instructional strategies that promote students' learning, development, and potential. To prepare pre-service teachers for the profession, the study of educational psychology can help them to better understand their students and better understand their process of teaching. Such is the twofold purpose of Educational Psychology – to help pre-service teachers understand their future students better and to help them understand all aspects of the teaching-learning situation. The pursuit of these two purposes leads to the ultimate goal of this text – namely, to help pre-service teachers become increasingly able to promote student learning, development, and potential when it becomes their turn to step into the classroom and take full-time responsibility for their own classes.

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Product Details

  • ISBN-13: 9781118076132
  • Publisher: Wiley
  • Publication date: 12/6/2011
  • Edition description: New Edition
  • Edition number: 3
  • Pages: 672
  • Sales rank: 449,196
  • Product dimensions: 8.30 (w) x 10.80 (h) x 1.00 (d)

Meet the Author

Angela M. O’Donnell is a Professor in the Department of Educational Psychology at The State University of New Jersey, Rutgers. She is the current President of Division 15 of the American Psychological Association. She has published extensively on the cognitive processes involved in learning.

Johnmarshall Reeve is a Professor in the Department of Psychological and Quantitative Foundations at the University of Iowa. His research interests center on the empirical study of all aspects of human motivation and emotion, on which he has written widely.

Jeffrey Smith is Professor of Education at The State University of New Jersey, Rutgers.  He is former Associate Dean of the Graduate School of Education.  His research interests include psychological factors involved in assessment, and classroom assessment and grading.

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Table of Contents

1 Introducing Educational Psychology and Reflective Teaching xxxiv

Educational Psychology 2

Theories and Research 6

Narrowing the Gap between Theory and Practice 17

Reflective Teaching 19

2 Teachers and Teaching 28

The Teaching Life 30

What Is Teaching? 31

Teacher Development 33

Teaching Efficacy 41

Planning 48

General Approaches to Teaching 57

3 Cognitive Development 66

Brain Development 68

Cognitive Development 72

Sociocognitive Development 85

Language Development 93

4 Social Development 108

Relationships 111

Psychosocial Development 119

Moral Development 127

Social Competence 132

Aggression 136

5 Behavioral Learning Theory 150

Explaining Learning 152

Principles of Behavioral Learning Theory 155

Reinforcement 156

Punishment 160

Behavioral Learning Theory and Diverse Learners 164

Applied Behavior Analysis 165

Behavioral Learning Theory and Special Needs Students 167

Managing Behavior 167

Influences of Behavioral Learning Theory on Instruction 177

6 Managing Learning in Classrooms 186

Designing the Physical Environment 188

Designing the Social Environment: Norms and Rules 195

Managing Day-to-Day Classroom Instruction 206

Dealing with Behavior Problems 211

7 Cognitive Learning Theory 222

Cognitive Theories of Learning 224

The Information-Processing Model 225

Memory Systems 230

Encoding, Retrieval, and Forgetting 238

Categorization 244

8 Social Learning Theory, Complex Cognition, and Social Constructivism 254

Social Learning Theory 256

Complex Cognition 262

Complex Cognition and Social Constructivism 268

Instruction Influenced by Social-Constructivist and Sociocultural Theory 279

9 Learning from Peers 290

Perspectives on Peer Learning 292

Tutoring 304

Learning in Heterogeneous Groups 311

Collaboration and Technology 314

Influences on Effectiveness in Heterogeneous Groups 316

Learning from Peers: Practices for Learning 321

10 Motivation and Engagement 332

Engagement 334

Motivation 341

Intrinsic and Extrinsic Motivation 342

Psychological Needs 348

Curiosity, Interest, and Positive Affect 356

Engagement-Draining Motivational Deficits 360

11 Motivation to Learn 372

Motivation Is Rooted in Constructive Thinking 375

Self-Efficacy 376

Variability in the Classroom 414

Intelligence 415

Talent 423

Extremes of Intelligence 427

Differences in Ability and Instruction 429

Learners with Special Needs 430

Prevalent Student Needs and Challenges 435

Mastery Beliefs 381

Goals 387

Self-Regulation 397

Self-Concept 401

12 Individual Differences and Special Needs 412

13 Issues in Diversity 450

Diverse Learners 452

English Language Learners 460

Multicultural Education: An Overview 461

Implementing a Multicultural Approach to Teaching 465

Becoming a Teacher of Diverse Children 469

14 Assessment for Learning 482

Assessments in Everyday Life 484

Assessment for Learning: Roles, Goals, and Audiences 486

Principles of Assessment and Grading 489

Options for Assessment 491

Developing and Using Assessments 502

Interpreting Classroom Assessments 509

Developing a Grading System 513

Communicating with Parents 517

15 Standardized and Standards-Based Assessments 526

The Nature and Development of Standardized Assessment 528

Technical Issues in Assessment 534

Interpreting Standardized Assessments 547

Controversies in Assessment 555

Appendix: Looking at the Praxis II™ Principles of Learning and Teaching Assessment and the INTASC Principles 564

Glossary 574

References 582

Name Index 619

Subject Index 629

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