Edpsych modules. (2020)

• Record Type: Book
• Further Information: Note: Cheryl Cisero Durwin, Southern Connecticut State University, Marla Reese-Weber, Illinois State University.
• Authors: Durwin, Cheryl Cisero; Reese-Weber, Marla
• Contents: Preface; Acknowledgments; Digital Resources; About the Authors; INTRODUCTION; Case Study; MODULE 1: USING SCIENCE TO INFORM CLASSROOM PRACTICES; Outline and Learning Goals; Educational Psychology: A Resource for Teachers; Educational Psychology: The Science; Educational Psychology: Classroom Practices; Summary; Key Concepts; Case Study: Reflect and Evaluate; UNIT 1: PERSONAL DEVELOPMENT; Unit 1: Case Studies; MODULE 2: CONTEXTS OF DEVELOPMENT; Outline and Learning Goals; Bronfenbrenner’s Bioecological Theory; Family Context; Peer Context; Broader Contexts; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 3: SOCIAL-EMOTIONAL DEVELOPMENT; Outline and Learning Goals; Erikson’s Psychosocial Theory; Aspects of Identity; Understanding the Self; Social Competence; Applications: Fostering Social Competence; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 4: MORAL DEVELOPMENT; Outline and Learning Goals; Cognitive-Developmental Moral Reasoning; Prosocial Behavior; Aggressive Behavior; Applications: Advancing Moral Development; Summary; Key Concepts; Case Studies: Reflect and Evaluate; UNIT 2: THE DEVELOPING LEARNER; Unit 2: Case Studies; MODULE 5: BRAIN DEVELOPMENT; Outline and Learning Goals; Influence of Neuroscience on Education; Neuroscience 101; Brain Mechanisms During Learning; Applications: How Neuroscience Informs Best Practices; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 6: COGNITIVE DEVELOPMENT; Outline and Learning Goals; Constructivist Theories of Cognitive Development; Issues in Cognitive Development: Piaget and Vygotsky; Applications: Constructivist Principles for Effective Teaching; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 7: LANGUAGE DEVELOPMENT; Outline and Learning Goals; Understanding Language Acquisition; Development of Language Skills; Applications: Encouraging Language Development in the Classroom; Summary; Key Concepts; Case Studies: Reflect and Evaluate; UNIT 3: LEARNING THEORIES; Unit 3: Case Studies; MODULE 8: BEHAVIORAL LEARNING THEORIES; Outline and Learning Goals; Assumptions of Behavioral Learning Theories; Classical Conditioning; Operant Conditioning; Applications: Applied Behavior Analysis; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 9: SOCIAL COGNITIVE THEORY; Outline and Learning Goals; Assumptions of Social Cognitive Theory; Observational Learning; Personal Factors in Learning; Applications: Improving Students’ Self-Efficacy and Self-Regulation; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 10: INFORMATION PROCESSING; Outline and Learning Goals; Assumptions of the Information Processing Approach; Perception and Attention; Memory; Applications: Teaching Effective Processing; Summary; Key Concepts; Case Studies: Reflect and Evaluate; UNIT 4: COGNITIVE PROCESSES; Unit 4 Case Studies; MODULE 11: METACOGNITION; Outline and Learning Goals; What Is Metacognition and Why Is It Important?; Special Cases of Metacognition; Factors Affecting the Development and Use of Metacognition; Applications: Learning Strategies; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 12: TRANSFER OF SKILLS AND KNOWLEDGE; Outline and Learning Goals; What Is Transfer and Why Is It Important?; Do We Readily Transfer What We Learn?; Applications: How to Facilitate Transfer; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 13: HIGHER ORDER THINKING; Outline and Learning Goals; What Is Higher Order Thinking and Why Is It Important?; Critical Thinking; Applications: Fostering Critical Thinking; Problem Solving; Applications: Fostering Problem-Solving Strategies; Creativity; Applications: Fostering Creativity; Summary; Key Concepts; Case Studies: Reflect and Evaluate; UNIT 5: MOTIVATION; Unit 5: Case Studies; MODULE 14: BEHAVIORAL THEORY; Outline and Learning Goals; A Developmental View of Motivation; Rewarding Students for Learning; Applications: Using Rewards Effectively; Praising Students for Learning; Applications: Using Praise Effectively; When the Reward Is the Activity Itself; Applications: Creating an Intrinsically Motivating Learning Environment; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 15: COGNITIVE THEORIES; Outline and Learning Goals; Cognitive Theories of Motivation; Developmental and Cultural Differences in Motivation; Serious Motivational Problems; Applications: Enhancing Students’ Motivation; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 16: SELF THEORIES; Outline and Learning Goals; Self-Efficacy Theory; Self-Worth Theory; Self-Determination Theory; Integrating the Self Theories; Applications: Fostering Self-Efficacy, Self-Worth, and Self-Determination; Summary; Key Concepts; Case Studies: Reflect and Evaluate; UNIT 6: CLASSROOM MANAGEMENT AND INSTRUCTION; Unit 6: Case Studies; MODULE 17: CLASSROOM MANAGEMENT; Importance of Classroom Management; Time Management; Relationship Building; Applications: Addressing Discipline Problems; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 18: INSTRUCTION: APPLYING BEHAVIORAL, COGNITIVE, AND CONSTRUCTIVIST APPROACHES; Outline and Learning Goals; Meeting the Needs of Diverse Learners; Teaching Methods Based on Behaviorism; Teaching Methods Based on Cognitive Learning Theory; Teaching Methods Based on Constructivism; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 19: GROUPING PRACTICES; Outline and Learning Goals; Grouping by Ability; Cooperative Learning; Applications: Best Practices; Summary; Key Concepts; Case Studies: Reflect and Evaluate; UNIT 7: LEARNER DIFFERENCES; Unit 7: Case Studies; MODULE 20: INTELLIGENCE AND GIFTEDNESS; Outline and Learning Goals; Intelligence and Giftedness: More Than “Being Smart”; Assessing Intelligence and Giftedness; Biological, Social, and Cultural Issues; Applications: Intelligence and Giftedness in the Classroom; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 21: COGNITIVE DISABILITIES; Outline and Learning Goals; Cognitive Disabilities in Today’s Classrooms; Intellectual Disabilities; Applications: Guidelines for Teachers in the General Education Classroom; Specific Learning Disabilities; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 22: EMOTIONAL, SOCIAL, AND BEHAVIORAL DISORDERS; Outline and Learning Goals; Emotional, Social, and Behavioral Disorders in Today’s Classrooms; Characteristics of Disorders; Applications: Interventions; Summary; Key Concepts; Case Studies: Reflect and Evaluate; UNIT 8: ASSESSMENT; Unit 8: Case Studies; MODULE 23: ASSESSING STUDENT LEARNING; Outline and Learning Goals; What is Assessment?; Planning Assessments; Evaluating Student Performance; Communicating Assessment Information; Applications: Implementing Valid and Meaningful Assessments; Summary; Key Concepts; Case Studies: Reflect and Evaluate; MODULE 24: TEST CONSTRUCTION AND USE; Outline and Learning Goals; Characteristics of High-Quality Classroom Tests; Test Preparation&
• Edition: Fourth edition
• Publisher Details: Thousand Oaks : SAGE Publications, Inc
• Publication Date: 2020
• Extent: 1 online resource (696 pages)
• Subjects: 370.15; Educational psychology; Child development; Learning; Classroom management; Teaching; Education -- Evaluation
• Languages: English
• ISBNs: 9781544373584; 1544373589
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.