Preface
Diversity Table
Digital Resources
About the Authors
INTRODUCTION
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
Case Study: Reflect and Evaluate
UNIT 1: PERSONAL DEVELOPMENT
Module 2: Contexts of Development
Outline and Learning Goals
Bronfenbrenner’s Bioecological Theory
Case Studies: Reflect and Evaluate
Module 3: Social-Emotional Development
Outline and Learning Goals
Erikson’s Psychosocial Theory
Case Studies: Reflect and Evaluate
Module 4: Moral Development
Outline and Learning Goals
Cognitive-Developmental Moral Reasoning
Case Studies: Reflect and Evaluate
UNIT 2: THE DEVELOPING LEARNER
Module 5: Brain Development
Outline and Learning Goals
Influence of Neuroscience on Education
Brain Mechanisms During Learning
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
Case Studies: Reflect and Evaluate
Module 7: Language Development
Outline and Learning Goals
Understanding Language Acquisition
Development of Language Skills
Case Studies: Reflect and Evaluate
UNIT 3: LEARNING THEORIES
Module 8: Behavioral Learning Theories
Outline and Learning Goals
Assumptions of Behavioral Learning Theories
Case Studies: Reflect and Evaluate
Module 9: Social Cognitive Theory
Outline and Learning Goals
Assumptions of Social Cognitive Theory
Personal Factors in Learning
Case Studies: Reflect and Evaluate
Module 10: Information Processing
Outline and Learning Goals
Assumptions of the Information Processing Approach
Case Studies: Reflect and Evaluate
UNIT 4: COGNITIVE PROCESSES
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
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?
Case Studies: Reflect and Evaluate
Module 13: Higher Order Thinking
Outline and Learning Goals
What Is Higher Order Thinking, and Why Is It Important?
Case Studies: Reflect and Evaluate
UNIT 5: MOTIVATION
Module 14: Behavioral Theory
Outline and Learning Goals
A Developmental View of Motivation
Rewarding Students for Learning
Praising Students for Learning
When the Reward Is the Activity Itself
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
Case Studies: Reflect and Evaluate
Module 16: Self Theories
Outline and Learning Goals
Self-Determination Theory
Integrating the Self Theories
Case Studies: Reflect and Evaluate
UNIT 6: CLASSROOM MANAGEMENT AND INSTRUCTION
Module 17: Classroom Management
Outline and Learning Goals
Importance of Classroom Management
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
Case Studies: Reflect and Evaluate
Module 19: Grouping Practices
Outline and Learning Goals
Case Studies: Reflect and Evaluate
UNIT 7: LEARNER DIFFERENCES
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
Case Studies: Reflect and Evaluate
Module 21: Cognitive Disabilities
Outline and Learning Goals
Cognitive Disabilities in Today’s Classrooms
Intellectual Disabilities
Specific Learning Disabilities
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
Case Studies: Reflect and Evaluate
UNIT 8: ASSESSMENT
Module 23: Assessing Student Learning
Outline and Learning Goals
Evaluating Student Performance
Communicating Assessment Information
Case Studies: Reflect and Evaluate
Module 24: Test Construction and Use
Outline and Learning Goals
Characteristics of High-Quality Classroom Tests
Case Studies: Reflect and Evaluate
Module 25: Standardized Tests and Scores
Outline and Learning Goals
Types of Standardized Tests
Understanding Test Scores
Characteristics of Good Tests
Case Studies: Reflect and Evaluate
Appendix: How Does EdPsych Help You Prepare for the Praxis Exam?
Glossary
References
Index