Includes summaries, practice test questions, exercises, and Internet linking.
Table of Contents1. THE TEACHER AS PRACTITIONER AND RESEARCHER. Teaching: A Noble Profession. Teaching: A Complex and Challenging Process. Teacher as Decision Maker. Educational Psychology Theory and Research: Facilitating Decision Making. Teachers as Practitioners-Researchers. The Organizing Model for this Text. A Final Note. SECTION I: CONSIDERING THE UNIQUENESS OF "WHO" WE TEACH. 2. DEVELOPMENTAL THEORY: COGNITIVE DEVELOPMENT. What is Development? Why is Understanding Development Important to Classroom Teachers? Piaget's Theory of Cognitive Development. Basic Cognitive Concepts. Piaget's Stage of Cognitive Development. Adolescent Social Cognition: The Work of Elking. The Alternative Perspective of Vygotsky. The Work of the Constructivists and the Neo-Piagetians. Language Reflecting and Affecting Cognition. Language Development. Teaching and Language. 3. DEVELOPMENTAL THEORY: MORAL AND PSYCHOSOCIAL DEVELOPMENT. Moral Development. Psychosocial Development. Other Psychological Issues. 4. EXCEPTIONALITIES-ADDRESSING STUDENTS' UNIQUE NEEDS. Responding to the Educational Needs of Exceptional Students. Full Inclusion Versus a Continuum of Service. Including Children With Exceptional Intelligence. Mental Retardation. Gifted and Talented Students. Specific Learning Disabilities. Students With Physical Challenges and Chronic Health Problems. Sensory Impairment. Students With Communicative Disorders. Students With Emotional/Behavioral Disorders. 5. STUDENT DIVERSITY. Increasing Diversity in the United States. Difference: Just That�Difference! Cultural Diversity. Race and Ethnicity. Linguistic Diversity. Learning Styles. Gender Roles. Socioeconomic Status. Embracing Diversity.SECTION II: THE HOW OF TEACHING: LEARNING THEORY AND INSTRUCTIONAL PRACTICE. 6. LEARNING THEORIES: BEHAVIORISM. What is Learning? How Do Behaviorists Explain How We Learn? A Look at Classical Conditioning. Focusing on Operant Conditioning. Neo-Behaviorism. 7. COGNITIVE LEARNING THEORIES. Foundations of Cognitive Learning Theories. The Information Processing Model. Contemporary Cognitive Theories. Factors Affecting Rote and Meaningful Verbal Learning. SECTION III: THE HOW OF TEACHING: CONSIDERING ISSUES OF MOTIVATION AND MANAGEMENT. 8. MOTIVATION IN THE CLASSROOM. What is Motivation? The Motivation-Learning Connection. Understanding Motivation. Value: an Essential Motivational Ingredient. Expectancy: A Second Motivational Ingredient. The Classroom: Impacting Student Motivation. 9. CLASSROOM ECOLOGY AND MANAGEMENT. The Classroom: A Complex Environment. Creating a Positive Physical Environment. Creating a Positive Social Environment. Matching Environment to Learning Style. 10. CLASSROOM MANAGEMENT. Student or Classroom Management? Focusing on the Many as Well as the Few. Prevention. Intervention. Remediation. SECTION IV: PUTTING IT ALL TOGETHER: PLANNING-DOING-ASSESSING. 11. PLANNING: ESSENTIAL TO INSTRUCTION. Purpose of Planning. Classroom Planning: Reflecting the Mission of the Educational System. Types of Planning. Factors Affecting Planning. Instructional Objectives. Domains and Taxonomies of Objectives. Gagne's Outcomes of Instruction. Effective Planning and Teaching. 12. LEARNER-CENTERED INSTRUCTION: METACOGNITION AND CONSTRUCTIVISM. What is Metacognition? Teachers' Role in Training Metacognition. Constructivism: The New Movement. 13. CLASSROOM ASSESSMENT. What is Classroom Assessment? Why Plan for Assessment? What Are The Different Kinds of Traditional Assessments? How Do Teacher-Made Tests Facilitate Assessment? How Do Standardized Tests Facilitate Assessment? Basic Considerations and Concepts in Assessment. New Developments: Authentic Assessment. GLOSSARY. REFERENCES. INDEX. CREDITS.
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