紹介
O'Donnell's latest issue of Educational Psychology: Reflection for Action 3 rd Edition has the reflective practice framework that teaches skills necessary to know how to connect the theory to various situations. This issue teaches critical thinking and reflective practice skills that are essential to long-term success and growth. Reflective practice is woven throughout the text using real classroom examples, and features such as "Analyze This Lesson Plan" and "How Can I Use This" to encourage probing and examining in order to find a solution.
目次
1 Introducing Educational Psychology and Reflective Teaching xxxiv Educational Psychology 2 Theories and Research 6 Narrowing the Gap between Theory and Practice 17 Reflective Teaching 19 2 Teachers and Teaching 28 The Teaching Life 30 What Is Teaching? 31 Teacher Development 33 Teaching Efficacy 41 Planning 48 General Approaches to Teaching 57 3 Cognitive Development 66 Brain Development 68 Cognitive Development 72 Sociocognitive Development 85 Language Development 93 4 Social Development 108 Relationships 111 Psychosocial Development 119 Moral Development 127 Social Competence 132 Aggression 136 5 Behavioral Learning Theory 150 Explaining Learning 152 Principles of Behavioral Learning Theory 155 Reinforcement 156 Punishment 160 Behavioral Learning Theory and Diverse Learners 164 Applied Behavior Analysis 165 Behavioral Learning Theory and Special Needs Students 167 Managing Behavior 167 Influences of Behavioral Learning Theory on Instruction 177 6 Managing Learning in Classrooms 186 Designing the Physical Environment 188 Designing the Social Environment: Norms and Rules 195 Managing Day-to-Day Classroom Instruction 206 Dealing with Behavior Problems 211 7 Cognitive Learning Theory 222 Cognitive Theories of Learning 224 The Information-Processing Model 225 Memory Systems 230 Encoding, Retrieval, and Forgetting 238 Categorization 244 8 Social Learning Theory, Complex Cognition, and Social Constructivism 254 Social Learning Theory 256 Complex Cognition 262 Complex Cognition and Social Constructivism 268 Instruction Influenced by Social-Constructivist and Sociocultural Theory 279 9 Learning from Peers 290 Perspectives on Peer Learning 292 Tutoring 304 Learning in Heterogeneous Groups 311 Collaboration and Technology 314 Influences on Effectiveness in Heterogeneous Groups 316 Learning from Peers: Practices for Learning 321 10 Motivation and Engagement 332 Engagement 334 Motivation 341 Intrinsic and Extrinsic Motivation 342 Psychological Needs 348 Curiosity, Interest, and Positive Affect 356 Engagement-Draining Motivational Deficits 360 11 Motivation to Learn 372 Motivation Is Rooted in Constructive Thinking 375 Self-Efficacy 376 Variability in the Classroom 414 Intelligence 415 Talent 423 Extremes of Intelligence 427 Differences in Ability and Instruction 429 Learners with Special Needs 430 Prevalent Student Needs and Challenges 435 Mastery Beliefs 381 Goals 387 Self-Regulation 397 Self-Concept 401 12 Individual Differences and Special Needs 412 13 Issues in Diversity 450 Diverse Learners 452 English Language Learners 460 Multicultural Education: An Overview 461 Implementing a Multicultural Approach to Teaching 465 Becoming a Teacher of Diverse Children 469 14 Assessment for Learning 482 Assessments in Everyday Life 484 Assessment for Learning: Roles, Goals, and Audiences 486 Principles of Assessment and Grading 489 Options for Assessment 491 Developing and Using Assessments 502 Interpreting Classroom Assessments 509 Developing a Grading System 513 Communicating with Parents 517 15 Standardized and Standards-Based Assessments 526 The Nature and Development of Standardized Assessment 528 Technical Issues in Assessment 534 Interpreting Standardized Assessments 547 Controversies in Assessment 555 Appendix: Looking at the Praxis II(TM) Principles of Learning and Teaching Assessment and the INTASC Principles 564 Glossary 574 References 582 Name Index 619 Subject Index 629
