| کد | bk-30687 |
|---|---|
| نوع | کاغذی |
| عنوان | Educational psychology : theory and practice |
| نویسنده | .Robert E Slavin |
| ناشر | Pearson |
| محل نشر | Boston, Massachusetts |
| سال انتشار | 2012میلادی |
| نوبت چاپ | 1 |
| تعداد جلد | 10 |
| زبان | انگلیسی |
| قطع | وزیری |
| چکیده |
xxxiv, 572 pages : 28 cm Overview: From renowned educational psychologist, Robert Slavin, the Tenth Edition of this popular text translates theory into practices that teachers can use in their classrooms with deeper inquiry into the concept of intentionality and a thorough integration of standards. This edition highlights current issues and emerging trends in the field of educational psychology. The tenth edition continues to have in-depth, practical coverage with a focus on the intentional teacher by presenting up-to-the-minute research that a reflective, intentional teacher can apply. An "intentional teacher," according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become "intentional teachers," the author offers a set of questions to guide them and models best practices through classroom examples Includes bibliographical references (pages 497-540) and indexes List of features -- Preface -- Educational Psychology: A Foundation For Teaching: -- What makes a good teacher?: -- Knowing the subject matters (but so does teaching skill) -- Mastering teaching skills --Can good teaching be taught? -- Intentional teacher -- 21st century skills -- What is the role of research in educational psychology?: -- Goal of research in educational psychology -- Value of research in educational psychology to you the teacher -- Teaching as decision making: -- Theory Into Practice: Teaching as decision making -- Research + common sense = effective teaching -- Research on effective programs -- Impact of research on educational practice -- Theory Into Practice: How to be an intelligent consumer of educational psychology research -- What research methods are used in educational psychology?: -- Experiments -- Correlational studies -- Descriptive research -- Action research -- How can I become an intentional teacher?: -- Teacher certification -- Beyond certification -- Chapter 1 summary -- Key terms -- Self-Assessment: Practicing For Licensure -- MyEducationLab -- Cognitive, Language, And Literacy Development: -- How do children develop cognitively?: -- Aspects of development -- Issues of development -- How did Piaget view cognitive development?: -- How development occurs -- Piaget's stages of development -- How is Piaget's work viewed today?: -- Criticisms and revisions of Piaget's Theory -- Theory Into Practice: Educational implications of Piaget's Theory -- Neo-Piagetian views of development -- How did Vygotsky view cognitive development?: -- How development occurs -- Theory Into Practice: Classroom applications of Vygotsky's Theory -- How do language and literacy develop?: -- Language and literacy development during the preschool years -- Theory Into Practice: Promoting literacy development in young children -- Language and literacy development during the elementary and secondary years -- Theory Into Practice: Building vocabulary in elementary and secondary schools -- Chapter 2 summary -- Intentional Teacher: Using what you know about development to improve teaching and learning -- Key terms -- Self-assessment: practicing for licensure -- MyEducationLab -- Social, Moral, And Emotional Development: -- What are some views of personal and social development?: -- Erikson's stages of psychosocial development -- Implications and criticisms of Erikson's Theory -- What are some views of moral development?: -- Piaget's Theory of moral development -- Kohlberg's stages of moral reasoning -- Criticism of Kohlberg's Theory -- How do children develop socially and emotionally?: -- Socioemotional development during the preschool years -- Socioemotional development during the elementary years -- Theory Into Practice: Promoting the development of self-esteem -- Theory Into Practice: -- Helping children develop social skills -- Socioemotional development during the middle schools and high school years -- Intentional Teacher: Using what you know about early childhood, middle childhood, and adolescent students to improve teaching and learning -- Theory Into Practice: Preventing adolescents' problems -- Chapter 3 summary -- Key terms -- Self-assessment: practicing for licensure -- MyEducationLab -- Student Diversity: -- What is the impact of culture on teaching and learning? -- How does socioeconomic status affect student achievement?: -- Role of child-rearing practices -- Link between income and summer learning -- Role of schools as middle-class institutions -- School and community factors -- Promoting resilience among students who are disadvantaged -- School, family, and community partnerships -- Theory Into Practice: Parent involvement -- Supporting the achievement of children from low-income groups -- Non-school solutions to achievement problems of children who are disadvantaged -- Implications for teachers -- How do ethnicity and race affect students' school experiences?: -- Racial and ethnic composition of the United States -- Academic achievement of students from underrepresented groups -- Barriers to the achievement of students from underrepresented groups -- Stereotype threat -- Effects of school desegregation -- Theory Into Practice: Teaching in a culturally diverse school -- How do language differences and bilingual programs affect student achievement?: -- Bilingual education -- Theory Into Practice: Teaching English learners -- What is multicultural education?: -- Dimensions of multicultural education -- 21st Century Learning: Global awareness -- How do gender and gender bias affect student's school experiences?: -- Male and female thinking and learning -- Boy crisis -- Sex-role stereotyping and gender bias -- Theory Into Practice: Avoiding gender bias in teaching -- How do students differ in intelligence and learning styles?: -- Definitions of intelligence -- Theory Into Practice: Multiple intelligences -- Origins of intelligence -- Theories of learning styles -- Aptitude-treatment interactions -- Theory Into Practice: Understanding diverse thinkers -- Intentional Teacher: Using what you know about student diversity to improve teaching and learning -- Chapter 4 summary -- Key terms -- Self-Assessment: Practicing For Licensure -- MyEducationLab -- Behavioral Theories Of Learning: -- What is learning? -- What are behavioral learning theories?: -- Pavlov: Classical conditioning -- Skinner: Operant conditioning -- What are some principles of behavioral learning?: -- Role of consequences -- Reinforcers -- Theory Into Practice: Classroom uses of reinforcement -- Theory Into Practice: Practical reinforcers -- Punishers -- Immediacy of consequences -- Shaping -- Extinction -- Schedules of reinforcement -- Maintenance -- Role of antecedents -- How has social learning theory contributed to our understanding of human learning?: -- Bandura: Modeling and observational learning -- Theory Into Practice: Observational learning -- Meichenbaum's model of self-regulated learning -- 21st Century Learning: Self-reliance -- Strengths and limitations of behavioral learning theories -- Chapter 5 summary -- Intentional Teacher: Using what you know about behavioral and social learning theory to improve teaching and learning -- Key terms -- Self-Assessment: Practicing For Licensure -- MyEducationLab Information Processing And Cognitive Theories Of Learning: -- What is an information-processing model?: -- Sensory register -- Short-term or working memory -- Long-term memory -- Factors that enhance long-term memory -- Other information-processing models -- What is learned from research on the brain?: -- Implications for education -- Applications of brain research to classroom teaching -- What causes people to remember or forget?: -- Forgetting and remembering -- Theory Into Practice: Reducing retroactive inhibition -- Practice -- How can memory strategies be taught?: -- Verba learning -- Theory Into Practice: Keyword Mnemonics -- What make information meaningful?: -- Rote versus meaningful learning -- Schema Theory -- How do metacognitive skills help students learn? -- What study strategies help students learn?: -- Practice tests -- Note-taking -- Underlining -- Summarizing -- Writing to learn -- Outlining and concept mapping -- PQ4R Method -- Theory Into Practice: Teaching the PQ4R Method -- How do cognitive teaching strategies help students learn? -- 21st Century Learning: Learning how to learn -- Making learning relevant and activating prior knowledge -- Organizing information -- Intentional Teacher: Using what you know about cognitive theories of learning to improve teaching and learning -- Chapter 6 summary -- Key terms -- Self-Assessment: Practicing For Licensure -- MyEducationLab -- Effective Lesson: -- What is direct instruction? -- How is a direct instruction lesson taught?: -- State learning objectives -- Theory Into Practice: Planning a lesson -- Orient students to the lesson -- Theory Into Practice: Communicating objectives to students -- Review prerequisites -- Present new material -- Conduct learning probes -- Theory Into Practice: Assessment for Learning -- Theory Into Practice: Questioning Strategies to avoid -- Provide independent practice -- Assess performance and provide feedback -- Provide distributed practice and review -- 21st Century Learning: Enhancing classroom lessons with technology -- How does research on direct instruction methods inform teaching? -- How do students learn and transfer concepts? -- Concept learning and teaching -- Teaching for transfer for learning -- How are discussions used in instruction?: -- Subjective and controversial topics -- Difficult and novel concepts -- Affective objectives -- Whole-class discussions -- Small-group discussions -- Chapter 7 summary -- Intentional Teacher: Using what you know about direct instruction to improve teaching and learning -- Key terms -- Self-Assessment: Practicing For Licensure -- MyEducationLab -- Student-Centered And Constructivist Approaches To Instruction: -- What is the constructivist view of learning?: -- Historical roots of constructivism -- Top-down processing -- Cooperative learning -- Discovery learning -- Self-regulated learning -- Scaffolding -- APA's learner-centered psychological principles -- Constructivist methods in the content areas -- Theory Into Practice: Introducing reciprocal teaching -- Research on constructivist methods -- How is cooperative learning used in instruction?: -- Cooperative learning methods -- Theory Into Practice: Student Teams-Achievement Divisions (STAD) -- Research on cooperative learning -- 21st Century Learning: Cooperative learning -- How are problem-solving and thinking skills taught?: -- Problem-solving process -- Teaching creative problem solving -- Teaching thinking skills -- Critical thinking -- Chapter 8 summary -- Intentional Teacher: Using what you know about student-centered and constructivist approaches to improve teaching and learning -- Key terms -- Self-Assessment: Practicing For Licensure -- MyEducationLab -- Grouping Differentiation, And Technology: -- What are elements of effective instruction beyond a good lesson?: -- Carroll's model of school learning and QAIT -- How are students grouped to accommodate achievement differences?: -- Between-class ability grouping -- Untracking -- Regrouping for reading and mathematics -- Nongraded (cross-age grouping) elementary schools -- Within-class ability grouping -- Retention -- What are some ways of differentiating instruction? -- Differentiated instruction -- Peer tutoring -- Tutoring by teachers -- Theory Into Practice: Effectively using peer tutoring methods to meet individual needs -- What educational programs exist for students placed at risk?: -- Compensatory education programs -- Early intervention programs -- Comprehensive school reform programs -- After-school and summer school programs -- How is technology used in education?: -- Technology for teaching -- Internet for teachers -- Technology for learning -- Internet for students -- Theory Into Practice: Helping students judge internet sources -- Web 2-0 -- Instructional television and embedded multimedia -- 21st Century Learning: Mindful use of technology -- Technology for administration -- Challenges of integrating technology -- Research on computer-assisted instruction -- Chapter 9 summary -- Intentional Teacher: Using what you know about differentiating instruction to meet individual needs -- Key terms -- Self-Assessment: Practicing For Licensure -- MyEducationLab -- Motivating Students To Learn: -- What is motivation? -- What are some theories of motivation?: -- Motivation and behavioral learning theory -- Motivation and human needs -- Motivation and Attribution Theory -- Motivation and self-regulated learning -- Theory Into Practice: Giving students motivating feedback -- Motivation and expectancy theory -- How can achievement motivation be enhanced?: -- Motivation and goal orientations -- Learned helplessness -- Theory Into Practice: Helping students overcome learned helplessness -- Teacher expectations and achievement -- Anxiety and achievement -- How can teachers increase students' motivation to learn?: -- Intrinsic and extrinsic motivation -- Enhancing intrinsic motivation -- 21st Century Learning: Intrinsic motivation -- Principles for providing extrinsic incentives to learn -- Using praise effectively -- Teaching students to praise themselves -- Chapter 10 summary -- Intentional Teacher: Using what you know about motivation to improve teaching and learning -- Key terms -- Self-Assessment: Practicing For Licensure -- MyEducationLab Effective Learning Environments: -- What is an effective learning environment? -- What is the impact of time on learning?: -- Using allocated time for instruction -- Using engaged time effectively -- Overdoing time on task -- Classroom management in the student-centered classroom -- What practices contribute to effective classroom management?: -- Starting out the year right -- Setting class rules -- 21st Century Learning: Effective use of time -- What are some strategies for managing routine misbehavior?: -- Principle of least intervention -- Prevention -- Theory Into Practice: Consistency management and cooperative discipline -- Nonverbal cues -- Praising behavior that is incompatible with misbehavior -- Praising other students -- Verbal reminders -- Repeated reminders -- Applying consequences -- How is applied behavior analysis used to manage more serious behavior problems?: -- How student misbehavior is maintained -- Principles of applied behavior analysis -- Applied behavior analysis programs -- Theory Into Practice: Using a daily report card system -- Theory Into Practice: Establishing a group contingency program -- Ethics of behavioral methods -- How can serious behavior problems be prevented?: -- Preventive programs -- Identifying causes of misbehavior -- Enforcing rules and practices -- Enforcing school attendance -- Theory Into Practice: Check and connect -- Practicing intervention -- Requesting family involvement -- Using peer mediation -- Confronting bullying -- Judiciously applying consequences -- Chapter 11 summary -- Intentional Teacher: Using what you know about effective learning environments to improve teaching and learning -- Key Terms -- Self-Assessment: Practicing For Licensure -- MyEducationLab -- Learning With Exceptionalities: -- Who are learners with exceptionalities?: -- People-first language -- Types of exceptionalities and the number of students served -- Students with mental retardation -- Theory Into Practice: Teaching adaptive behavior skills -- Students with learning disabilities -- Theory Into Practice: Teaching students with learning disabilities -- Students with attention deficit hyperactivity disorder -- Theory Into Practice: Students with ADHA: the role of the teacher students with speech or language impairments -- Students with emotional and behavioral disorders -- Students with autism spectrum disorder -- Students with sensory, physical, and health impairments -- Students who are gifted and talented -- What is special education?: -- Public Law 94-142 and IDEA -- Array of special-education services -- Theory Into Practice: Preparing IEPs -- What is response to intervention? -- Tier 1: Prevention -- Tier 2: Immediate intervention -- Tier 3: Intensive intervention -- Research on response to intervention -- What is inclusion?: -- Research on inclusion -- What are effective strategies for students with disabilities in general education?: -- Adapting instruction -- Theory Into Practice: Adapting instruction for students with special needs -- Teaching learning strategies and metacognitive awareness -- Prevention and early intervention -- Tutoring and small-group interventions for struggling readers -- Computers and students with disabilities -- Buddy systems and peer tutoring -- Special-education teams -- 21st Century Learning: Including all learners -- Social integration of students with disabilities -- Chapter 12 summary -- Intentional Teacher: Using what you know about learners with exceptionalities to improve teaching and learning -- Key terms -- Self-Assessment: Practicing For Licensure -- MyEducationLab -- Assessing Student Learning: -- What are instructional objectives and how are they used?: -- Planning lesson objectives -- Theory Into Practice: Planning courses, units, and lessons -- Aligning objectives and assessment -- Using taxonomies of instructional objectives -- Research on instructional objectives -- Why is evaluation important? -- Evaluation as feedback -- Evaluation as information -- Evaluation as incentive -- How is student learning evaluated?: -- Formative and summative evaluations -- Norm-referenced and criterion-referenced evaluations -- Matching evaluation strategies with goals -- 21st Century Learning: Creativity and authentic problem solving -- How are tests constructed?: -- Principles of achievement testing -- Theory Into Practice: Making assessments fair -- Using a table of specifications -- Writing selected-response test items -- Theory Into Practice: Writing multiple-choice tests (format suggestions) -- Writing constructed-response items -- Writing and evaluating essay tests --Theory Into Practice: Detecting bluffing in students' essays -- Writing and evaluating problem-solving items -- Theory Into Practice: Peer evaluations -- What are authentic, portfolio, and performance assessments?: -- Portfolio assessment -- Theory Into Practice: Using portfolios in the classroom -- Performance assessment -- Effectiveness of performance assessments -- Scoring rubrics for performance assessments -- How are grades determined?: -- Establishing grading criteria -- Assigning letter grades -- Performance grading -- Other alternative grading systems -- Assigning report card grades -- Intentional Teacher: Using what you know about assessing student learning to improve teaching and learning -- Chapter 13 summary -- Key terms -- Self-Assessment: Practicing for Licensure -- MyEducationLab -- Standardized Tests And Accountability: -- What are standardized tests and how are they used?: -- Selection and placement -- Diagnosis -- Evaluation and accountability -- School improvement -- What types of standardized test are given?: -- Aptitude tests -- Norm-referenced achievement tests -- Criterion-referenced achievement tests -- Standard setting -- How are standardized tests interpreted?: Percentile scores -- Grade-equivalent scores -- Standard scores -- Theory Into Practice: Interpreting standardized test scores -- What are some issues concerning standardized and classroom testing?: -- Test validity -- Rest reliability -- Test bias -- Computer test administration -- How are you as an educator held accountable for student achievement?: -- No child left behind -- Theory Into Practice: Teaching test-taking skills -- Education policies of the Obama Administration -- Benchmark assessments -- Data-driven reform -- Value-added assessment systems -- Testing accommodations with students with disabilities -- Testing accommodations for English learners -- Chapter 14 summary -- Intentional Teacher: Using what you know about standardized tests to improve teaching and learning -- Key terms -- Self-Assessment: Practicing For Licensure -- MyEducationLab -- Appendix: Using this text to prepare for the Praxis Principles of Learning and Teaching exam -- References -- Name index -- Subject index |
| تاریخ ثبت در بانک | 12 خرداد 1399 |