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摘要
摘要
Renowned for its clarity, readability, and organization, this market-leading Educational Psychology book continues to offer the best blend of current theory, research, and practice in a completely up-to-date new edition. This book provides an organizational framework that readers can immediately grasp to help them understand complex and ever-evolving theories. The Eighth Edition reflects the field's continuing interest in constructivism and authentic learning as well as other areas of growing emphasis such as students with disabilities and inclusion. Other topics that have been added or received significant updating include self-regulated learning, brain development, culturally relevant pedagogy, and student autonomy. Includes free Interactive Companion CD-ROM, featuring video clips of the author discussing important topics and instructive scenes from real classrooms; links to useful websites that deepen awareness of issues pertinent to teaching; activities that provide challenging problems and cases from which readers may gain further insight into the applications of theories covered. For anyone interested in educational psychology.
目录
| 1 Teachers, Teaching and Educational Psychology |
| Do Teachers Make a Difference? |
| What Is Good Teaching? |
| The Role of Educational Psychology |
| Using Research to Understand and Improve Teaching |
| How This Book Can Help You Learn |
| Using Web Resources to Enhance Professional Development |
| 2 Cognitive Development and Language |
| A Definition of Development |
| Piaget's Theory of Cognitive Development |
| Implications of Piaget's Theory for Teachers |
| Vygotsky's Sociocultural Perspective |
| Implications of Vygotsky's Theory for Teachers |
| The Development of Language |
| 3 Personal, Social, and Emotional Development |
| The Work of Erikson |
| Understanding Ourselves and Others |
| Moral Development |
| Socialization: Family, Peers, and Teachers |
| Challenges for Children |
| 4 Learner Differences |
| Language and Labeling |
| Individual Differences in Intelligence |
| Ability Differences and Teaching |
| Cognitive and Learning Styles |
| Changes in the Law: Integration, Mainstreaming, and Inclusion |
| Prevalent Problems and Mild Disabilities |
| Students with Communication Disorders |
| Less Prevalent Problems and More Severe Disabilities |
| Section 504 Protections for Students |
| Students Who Are Gifted and Talented |
| 5 Culture and Community |
| Today's Multicultural Classrooms |
| Social Class Differences |
| Ethnic and Racial Differences |
| Girls and Boys: Differences in the Classroom |
| Language Differences in the Classroom |
| Creating Culturally Compatible Classrooms |
| Bringing it All Together: Teaching Every Student |
| 6 Behavioral Views of Learning |
| Understanding Learning |
| Early Explanations of Learning: Contiguity and Classical Conditioning |
| Operant Conditioning: Trying New Responses |
| Applied Behavior Analysis |
| Behavioral Approaches to Teaching and Management |
| Recent Approaches: Self-Regulation and Cognitive Behavior Modification |
| Problems and Issues |
| 7 Cognitive Views of Learning |
| Elements of the Cognitive Perspective |
| The Information Processing Model of Memory |
| Long-Term Memory: The Goal of Training |
| Metacognition, Regulation, and Individual Differences |
| Becoming Knowledgeable: Some Basic Principles |
| 8 Complex Cognitive Processes |
| Learning and Teaching About Concepts |
| Problem Solving |
| Teaching Concepts in Diverse Classrooms |
| Problem Solving |
| Becoming an Expert Student: Learning Strategies and Study Skills |
| Teaching for Transfer |
| 9 Social Cognitive and Constructivist Views of Learning |
| Social Processes in Learning |
| Social Learning and Social Cognitive Theories |
| Constructivism and Situated Learning |
| Applications of Constructivist and Situated Perspectives on Learning |
| Looking Back at Learning |
| 10 Motivation in Learning and Teaching |
| What Is Motivation? |
| Four General Approaches to Motivation |
| Goal Orientation and Motivation |
| Goals: Lessons for Teachers |
| Interests and Emotions |
| Self-Schemas |
| Motivation to Learn in School |
| On TARGETT for Learning |
| Bringing it All Together: Strategies to Encourage Motivation and Thoughtful Learning |
| 11 Creating Learning Environments |
| The Need for Organization |
| Creating a Positive Learning Environment |
| Maintaining a Good Environment for Learning |
| The Need for Communication |
| Summing it up: Learning Environments for All Students |
| 12 Teaching for Academic Learning |
| The First Step: Planning |
| Teacher-Directed Instruction |
| Teacher Expectations |
| Student-Centered Teaching: Examples in Reading, Mathematics, and Science |
| Effective Teaching in Inclusive Classrooms |
| 13 Teaching for Self-Regulation, Creativity, and Tolerance |
| Self-Regulation and Agency |
| Creativity |
| Social and Emotional Learning |
| Compassion and Tolerance |
| Creating a Learning Community |
| 14 Standardized Testing |
| Evaluation, Measurement, and Assessment |
| What Do Test Scores Mean? |
| Types of Standardized Tests |
| Issues in Standardized Testing |
| New Directions in Standardized Testing |
| 15 Classroom Assessment and Grading |
| Formative and Summative Assessment |
| Getting the Most from Traditional Assessment Approaches |
| Innovations in Assessment |
| Effects of Grades and Grading on Students |
| Grading and Reporting: Nuts and Bolts |
| Beyond Grading: Communication |
| Appendix: Preparing for Licensure: PRAXIS II |
| Glossary |
| References |
| Name Index |
| Subject Index |