Educational Psychology, VangoNotes Audio Study Guide

Lydfil / 2007 / Engelsk

Produktdetaljer

ISBN13
9780205503940
Publisert
2007
Utgave
10. utgave
Utgiver
Vendor
Pearson
Aldersnivå
06, P
Språk
Product language
Engelsk
Format
Product format
Lydfil
Vekt
1 gr
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Educational Psychology, VangoNotes Audio Study Guide

Lydfil / 2007 / Engelsk
Study on the go with VangoNotes. Just download chapter reviews from your text and listen to them on any mp3 player. Now wherever you are--whatever you're doing--you can study by listening to the following for each chapter of your textbook: * Big Ideas: Your "need to know" for each chapter* Practice Test: A gut check for the Big Ideas - tells you if you need to keep studying* Key Terms: Audio "flashcards" to help you review key concepts and terms* Rapid Review: A quick drill session - use it right before your test VangoNotes are flexible; download all the material directly to your player, or only the chapters you need. And they'reefficient. Use them in your car, at the gym, walking to class, wherever. So get yours today. And get studying.VangoNotes.com
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1. TEACHERS, TEACHING, AND EDUCATIONAL PSYCHOLOGY Teacher's Casebook: What Would You Do? Do Teachers Make a Difference? Teacher-Student RelationshipsTeacher Preparation and QualityWhat Is Good Teaching? Inside Four ClassroomsExpert KnowledgeBeginning TeachersThe Role of Educational Psychology Some Interesting HistoryIs It Just Common Sense?Using Research to Understand and Improve LearningWhat is Scientifically-Based Research?Theories for TeachingBecoming a Good Beginning TeacherDiversity and Convergences in Educational PsychologySummary Table Teachers' Casebook/PRAXIS Connections: What Would They Do? 2. COGNITIVE DEVELOPMENT AND LANGUAGE Teachers' Casebook: What Would You Do? A Definition of Development General Principles of DevelopmentThe Brain and Cognitive DevelopmentPiaget's Theory of Cognitive Development Influences on DevelopmentBasic Tendencies in ThinkingFour Stages of Cognitive DevelopmentInformation Processing andNeo-Piagetian Views of Cognitive DevelopmentSome Limitations of Piaget's TheoryVygotsky's Sociocultural Perspective The Social Sources of Individual ThinkingCultural Tools and Cognitive DevelopmentThe Role of Language and Private SpeechThe Development of Language The Role of Learning and DevelopmentLimitations of Vygotsky's TheoryImplications 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 CultureThe Development of LanguageDiversity in Language: Dual Language DevelopmentLanguage Development in the School YearsDiversity and Convergence in Cognitive DevelopmentSummary Table Teachers' Casebook/PRAXIS Connections: What Would They Do? 3. PERSONAL, SOCIAL, AND EMOTIONAL DEVELOPMENT Teachers' Casebook: What Would You Do?Physical DevelopmentThe Preschool YearsElementary SchoolAdolescence The Brain and Adolescent DevelopmentErikson : Stages of Individual DevelopmentThe Preschool Years: Trust, Autonomy, and Initiative Elementary and Middle School Years: Industry versus InferiorityAdolescence: The Search for IdentityBronfenbrenner: The Social Context for Development FamiliesPeersTeachersSelf-Concept and Identity: Understanding OurselvesSelf-Concept and Self-EsteemPoint/CounterPointSchool Life and Self-EsteemDiversity in Self-Concepts: Gender and EthnicityDiversity and Self-EsteemEthnic and Racial IdentityEmotional and Moral Development Emotional CompetenceIntention, Theory of Mind, and a Sense of Right and WrongMoral DevelopmentMoral Judgments, Social Conventions, and Personal ChoicesDiversity in ReasoningMoral Behavior CheatingDiversity and Convergence in Personal/Social DevelopmentDiversityConvergencesSummary Table Teachers' Casebook/PRAXIS Connections: What Would They Do? 4. LEARNER DIFFERENCES AND LEARNING NEEDS Teachers' Casebook: What Would You Do? Individual Differences in Intelligence Learner Differences and Labeling What does Intelligence MeanMultiple Intelligences Emotional Intelligence Intelligence as a Process How Is Intelligence Measured? Ability Differences and TeachingBetween-Class Ability Grouping Within-Class Ability Grouping and Flexible Grouping Learning Styles and PreferencesCautions about Learning Preferences Visual/ Verbal DistinctionsIndividual Differences and the Law Individualized Education Program The Rights of Students and Families Least Restrictive Environment Section 504 Protections for Students The Most Common ChallengesStudents with Learning Disabilities Reaching Every Student: Higher Order Thinking and Learning DisabilitiesStudents with Hyperactivity and Attention Disorders Students with Communication Disorders Students with Intellectual Disabilities Students with Emotional or Behavioral DisordersLess Prevalent Problems and More Severe Disabilities Students with Health Impairments Students Who Are Deaf and Hard of Hearing Students with Low Vision and Blindness Autism Spectrum Disorders and Asperger SyndromeStudents Who Are Gifted and Talented Who Are These Students? Strategies for Identifying and Teaching Gifted StudentsDiversity and Convergence in Learning Abilities.Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do? 5. CULTURE AND DIVERSITY Teachers' Casebook: What Would You Do?Today's Diverse Classrooms Individuals, Groups, and Society Multicultural EducationAmerican Cultural DiversityEconomic and Social Class Differences Social Class and SESPoverty and School AchievementEthnic and Racial Differences The Changing Demographics: Cultural DifferencesEthnic and Racial Differences in School AchievementThe Legacy of DiscriminationStereotype ThreatGirls and Boys: Differences in the Classroom Sexual IdentityGender-Role IdentitySex Differences in Mental AbilitiesEliminating Gender BiasLanguage Differences in the Classroom DialectsBilingualism Reaching Every Student: Recognizing Giftedness in Bilingual StudentsBilingual EducationCreating Culturally Inclusive Classrooms Culturally Relevant Pedagogy Fostering ResilienceDiversity and ConvergencesDiversity in LearningConvergences: Teaching Every StudentSummary Table Teachers' Casebook/PRAXIS Connections: What Would They Do? 6. BEHAVIORAL VIEW OF LEARNING Teachers' Casebook: What Would You Do?Understanding Learning Learning: A DefinitionLearning Is Not Always What It SeemsEarly Explanations of Learning: Contiguity and Classical Conditioning Operant Conditioning: Trying New Responses Types of ConsequencesReinforcement SchedulesAntecedents and Behavior ChangeApplied Behavior Analysis Methods for Encouraging BehaviorsCoping with Undesirable BehaviorReaching Every Student: Functional Behavioral Assessment and Positive Behavior Support Behavioral Approaches to Teaching and Management Group ConsequencesToken Reinforcement ProgramsContingency Contract ProgramsReaching Every Student: Severe Behavior ProblemsObservational Learning and Cognitive Behavior Modification: Thinking about BehaviorObservational Learning Elements of Observational Learning Observational Learning in Teaching Self-ManagementCognitive Behavior Modification and Self-InstructionProblems and Issues Criticisms of Behavioral MethodsEthical IssuesDiversity and Convergence in Behavioral Learning Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do? 7. COGNITIVE VIEWS OF LEARNING Teachers' Casebook: What Would You Do? Elements of the Cognitive Perspective Comparing Cognitive and Behavioral ViewsThe Importance of Knowledge in LearningThe Information Processing Model of Memory Sensory MemoryWorking Memory Individual Differences and Working MemoryLong-Term Memory: The Goal of Teaching Capacity, Duration, and Contents of Long-Term MemoryExplicit Memories: Semantic and EpisodicImplicit MemoriesStoring and Retrieving Information in Long-Term Memory Individual Differences and Long-Term MemoryMetacognitionMetacognitive Knowledge and RegulationReaching Every Student: Metacognitive Strategies for Students with Learning DisabilitiesBecoming Knowledgeable: Some Basic Principles Development of Declarative KnowledgeBecoming an Expert: Development of Procedural and Conditional KnowledgeDiversity and Convergence in Cognitive Learning Summary TableTeachers' Casebook/PRAXIS Connections: What Would They Do? 8. COMPLEX COGNITIVE PROCESSES Teachers' Casebook: What Would You Do? Learning and Teaching about Concepts Views of Concept LearningStrategies for Teaching ConceptsTeaching Concepts through DiscoveryTeaching Concepts through ExpositionReaching Every Student: Learning Disabilities and Concept TeachingProblem Solving Identifying: Problem FindingDefining Goals and Representing the ProblemExploring Possible Solution StrategiesAnticipating, Acting, and Looking BackFactors That Hinder Problem SolvingEffective Problem Solving: What Do the Experts Do?Creativity and Creative Problem Solving Defining Creativity What are the Sources of Creativity? Assessing Creativity Creativity in the Classroom The Big C: Revolutionary CreativityBecoming an Expert Student: Learning Strategies and Study Skills Learning Strategies and TacticsVisual Tools for OrganizingReading StrategiesApplying Learning StrategiesTeaching for Transfer The Many Views of TransferTeaching for Positive Transfer Diversity and Convergences in Complex Cognitive Processes Diversity ConvergencesSummary Table Teachers' Casebook/PRAXIS Connections: What Would They Do? 9. SOCIAL COGNITIVE AND CONSTRUCTIVIST VIEWS OF LEARNING Teachers' Casebook: What Would You Do? Social Cognitive TheoriesReciprocal DeterminismSelf-Efficacy Applying Social Cognitive TheoriesSelf-Efficacy and Motivation Teachers' Sense of EfficacySelf Regulated LearningAn Individual ExampleReaching Every Student: Two Classrooms and the FamilyTeaching Toward Self-Efficacy and Self-Regulated LearningCognitive and Social ConstructivismConstructivist Views of LearningHow Is Knowledge Constructed?Knowledge: Situated or General?Common Elements of Constructivist PerspectivesApplying Constructivist Perspectives Inquiry and Problem-Based LearningDialogue and Instructional ConversationsCognitive ApprenticeshipsApprenticeships in ThinkingAn Integrated Constructivist Program: Fostering Communities of Learners Dilemmas of Constructivist PracticeWorking with FamiliesDiversity and Convergences in Theories of LearningSummary Table Teachers' Casebook/PRAXIS Connections: What Would They Do? 10. MOTIVATION IN LEARNING AND TEACHING Teachers' Casebook: What Would You Do?What Is Motivation? Meeting Some Students Intrinsic and Extrinsic Motivation Four General Approaches to Motivation Needs: Competence, Autonomy, and Relatedness Self-Determination Needs: Lessons for TeachersGoal Orientations and Motivation Types of Goals and Goal Orientations Feedback and Goal Acceptance Goals: Lessons for TeachersInterests and EmotionsTaping Interests Arousal: Excitement and Anxiety in LearningReaching Every Student: Coping with Anxiety Interests and Emotions: Lessons for TeachersBeliefs and Self-Schemas Beliefs about Ability Beliefs about Causes and Control: Attribution Theory Beliefs about Self-Efficacy and Learned Helplessness Beliefs about Self-Worth Beliefs and Self-Schemas: Lessons for TeachersMotivation to Learn in School: On TARGETTasks for Learning Supporting Autonomy and Recognizing Accomplishment Grouping, Evaluation, and Time Diversity and Convergences in Motivation to LearnDiversity in Motivation to Learn Convergences: Strategies to Encourage Motivation and Thoughtful Learning Can I Do It? Building Confidence and Positive Expectations Do I Want to Do It? Seeing the Value of Learning What Do I Need to Do to Succeed? Staying Focused on the Task Do I Belong in this Classroom?Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do? 11. ENGAGED LEARNING: COOPERATION AND COMMUNITY Teachers' Casebook: What Would You Do? Social Processes in Learning Peers Parents and Teachers Collaboration and CooperationCollaboration, Group Work, and Cooperative LearningTasks for Cooperative LearningPreparing Students for Cooperative LearningDesigns for Cooperation Reaching Every Student: Using Cooperative Learning WiselyThe Classroom Community Constructive Conflict ResolutionCivic Values Getting Started on CommunityViolence in Schools Prevention Respect and ProtectCommunity Outside the Classroom: Service LearningDiversity and Convergence in Engagement Summary Table Teachers' Casebook/PRAXIS Connections: What Would They Do? 12. CREATING LEARNING ENVIRONMENTS Teachers' Casebook: What Would You Do? The Need for Organization The Basic Task: Gain Their CooperationThe Goals of Classroom ManagementCreating a Positive Learning Environment Some Research ResultsRules and Procedures RequiredPlanning Spaces for Learning Planning for Computer UsesGetting Started: The First Weeks of ClassMaintaining a Good Environment for Learning Encouraging EngagementPrevention Is the Best MedicineDealing with Discipline ProblemsSpecial Problems with Secondary Students Reaching Every Student: School-wide Positive Behavior SupportsThe Need for Communication Message Sent-Message ReceivedDiagnosis: Whose Problem Is It?Counseling: The Student's ProblemConfrontation and Assertive DisciplineDiversity and Convergences in Learning EnvironmentsDiversity: Culturally Responsive ManagementConvergences: Research on Management ApproachesSummary Table Teachers' Casebook/PRAXIS Connections: What Would They Do? 13. TEACHING FOR LEARNING Teachers' Casebook: What Would You Do? The First Step: Planning Objectives for LearningFlexible and Creative Plans-Using TaxonomiesAnother View: Planning from a Constructivist PerspectiveTeacher-Directed Instruction Characteristics of Effective TeachersExplanation and Direct InstructionSeatwork and HomeworkQuestioning and RecitationGroup DiscussionTeacher Expectations Two Kinds of Expectation EffectsSources of ExpectationsDo Teachers' Expectations Really Affect Students' Achievement?Student-Centered Teaching: Examples in Reading, Mathematics, and Science Learning to Read and WriteLearning and Teaching MathematicsLearning ScienceReaching Every Student: Effective Teaching in Inclusive Classrooms Technology and Exceptional StudentsDiversity and Convergence in TeachingDiversity: Differentiated InstructionConvergence: Beyond the Debates to Outstanding TeachingSummary Table Teachers' Casebook/PRAXIS Connections: What Would They Do? 14. STANDARDIZED TESTING Teachers' Casebook: What Would You Do? Measurement and Assessment Norm-Referenced TestsCriterion-Referenced TestsWhat Do Test Scores Mean? Basic ConceptsTypes of ScoresInterpreting Test ScoresTypes of Standardized Tests Achievement Tests: What Has the Student Learned?Aptitude Tests: How Well Will the Student Do in the Future?Issues in Standardized Testing Accountability and High-Stakes Testing The Dangers of High-Stakes TestingPreparing for Tests Reaching Every Student: Helping Student with Disabilities Prepare for High-Stakes TestsNew Directions in Assessment Diversity and Convergence in TestingSummary Table Teachers' Casebook/PRAXIS Connections: What Would They Do? 15. CLASSROOM ASSESSMENT AND GRADING Teachers' Casebook: What Would You Do? Formative and Summative Assessment Getting the Most from Traditional Assessment Planning for TestingObjective TestingEssay TestingAlternative to Traditional AssessmentsAuthentic Classroom AssessmentPortfolios and ExhibitionsEvaluating Portfolios and Performances Informal AssessmentsInvolving Students in AssessmentsEffects of Grading on Students Effects of FailureEffects of FeedbackGrades and MotivationGrading and Reporting: Nuts and Bolts Criterion-Referenced versus Norm-Referenced GradingThe Point System and Percentage GradingThe Contract System and Grading RubricsOther Issues in GradingReaching Every StudentBeyond Grading: Communicating with FamiliesDiversity and Convergences in Classroom Assessment
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Produktdetaljer

ISBN13
9780205503940
Publisert
2007
Utgave
10. utgave
Utgiver
Vendor
Pearson
Aldersnivå
06, P
Språk
Product language
Engelsk
Format
Product format
Lydfil
Vekt
1 gr
Se alle
Forfatter