Efnisyfirlit

• IFC
• Insert-1
• Title
• Statement
• Copyright
• Brief Contents
• Contents
• Preface
• Ch 1: Applying Psychology to Teaching
  • Learning Objectives
  • Introduction
  • 1-1: What Is Educational Psychology?
  • 1-2: How Will Learning About Educational Psychology Help You Be a Better Teacher?
  • 1-3: The Nature and Values of Science
  • 1-4: Complicating Factors in the Study of Behavior and Thought Processes
  • 1-5: Good Teaching Is Partly an Art and Partly a Science
  • 1-6: Teaching as Inquiry: A Process to Help You Grow from Novice to Expert
  • Summary
  • Resources for Further Investigation
• Part I: Developmental Characteristics and Theories
  • Ch 2: Theories of Psychosocial and Cognitive Development
    • Learning Objectives
    • Introduction
    • 2-1: Erikson: Psychosocial Development
    • 2-2: Piaget: Cognitive Development
    • 2-3: Vygotsky: Cognitive Development
    • 2-4: Using Technology to Promote Cognitive Development
    • 2-5: Piaget, Kohlberg, and Gilligan: Moral Development
    • Summary
    • Resources for Further Investigation
  • Ch 3: Age-Level Characteristics
    • Learning Objectives
    • Introduction
    • 3-1: Preschool and Kindergarten (Three, Four, and Five Years)
    • 3-2: Primary Grades (1, 2, and 3; Six, Seven, and Eight Years)
    • 3-3: Elementary School (Grades 4 and 5; Nine and Ten Years)
    • 3-4: Middle School (Grades 6, 7, and 8; Eleven, Twelve, and Thirteen Years)
    • 3-5: High School (Grades 9, 10, 11, and 12; Fourteen, Fifteen, Sixteen, and Seventeen Years)
    • 3-6: Selecting Technologies for Different Age Levels
    • Summary
    • Resources for Further Investigation
• Part II: Student Differences and Diversity
  • Ch 4: Understanding Student Differences
    • Learning Objectives
    • Introduction
    • 4-1: The Nature and Measurement of Intelligence
    • 4-2: Using the New Views of Intelligence to Guide Instruction
    • 4-3: Learning Styles
    • 4-4: Gender Differences and Gender Bias
    • Summary
    • Resources for Further Investigation
  • Ch 5: Addressing Cultural and Socioeconomic Diversity
    • Learning Objectives
    • Introduction
    • 5-1: The Rise of Multiculturalism
    • 5-2: Ethnicity and Social Class
    • 5-3: Multicultural Education Programs
    • 5-4: Bilingual Education
    • 5-5: Technology and Bilingual Education
    • Summary
    • Resources for Further Investigation
  • Ch 6: Accommodating Student Variability
    • Learning Objectives
    • Introduction
    • 6-1: Historical Developments
    • 6-2: Ability Grouping
    • 6-3: The Individuals with Disabilities Education Act (IDEA)
    • 6-4: Students with Intellectual Disability
    • 6-5: Students with Learning Disabilities
    • 6-6: Students with Emotional Disturbance
    • 6-7: Students Who Are Gifted and Talented
    • 6-8: Using Technology to Assist Exceptional Students
    • Summary
    • Resources for Further Investigation
• Part III: Learning and Thinking
  • Ch 7: Behavioral Learning Theory: Operant Conditioning
    • Learning Objectives
    • Introduction
    • 7-1: Operant Conditioning
    • 7-2: Educational Applications of Operant Conditioning Principles
    • Summary
    • Resources for Further Investigation
  • Ch 8: Information-Processing Theory
    • Learning Objectives
    • Introduction
    • 8-1: The Information-Processing View of Learning
    • 8-2: A Model of Information Processing
    • 8-3: Metacognition
    • 8-4: Technology as an Information-Processing Tool
    • Summary
    • Resources for Further Investigation
  • Ch 9: Social Cognitive Theory
    • Learning Objectives
    • Introduction
    • 9-1: The Triadic Reciprocal Causation Model
    • 9-2: Self-Control, Self-Regulation, and Self-Efficacy
    • 9-3: Helping Students Become Self-Regulated Learners
    • 9-4: Research on Social Cognitive Theory
    • 9-5: Using Technology to Promote Self-Regulated Learning
    • Summary
    • Resources for Further Investigation
  • Ch 10: Constructivist Learning Theory, Problem Solving, and Transfer
    • Learning Objectives
    • Introduction
    • 10-1: Meaningful Learning Within a Constructivist Framework
    • 10-2: The Nature of Problem Solving
    • 10-3: Transfer of Learning
    • 10-4: Technology Tools for Knowledge Construction and Problem Solving
    • Summary
    • Resources for Further Investigation
• Part IV: Creating a Positive Environment for Learning and Teaching
  • Ch 11: Motivation and Perceptions of Self
    • Learning Objectives
    • Introduction
    • 11-1: The Behavioral View of Motivation
    • 11-2: The Social Cognitive View of Motivation
    • 11-3: Other Cognitive Views of Motivation
    • 11-4: The Humanistic View of Motivation
    • 11-5: The Role of Self-Perceptions in Motivation
    • 11-6: Motivating Students with Technology
    • Summary
    • Resources for Further Investigation
  • Ch 12: Classroom Management
    • Learning Objectives
    • Introduction
    • 12-1: Authoritarian, Permissive, and Authoritative Approaches to Classroom Management
    • 12-2: Preventing Problems: Techniques of Classroom Management
    • 12-3: Techniques for Dealing with Behavior Problems
    • 12-4: Violence in American Schools
    • 12-5: Reducing School Violence, Bullying, and Misbehavior
    • Summary
    • Resources for Further Investigation
  • Ch 13: Approaches to Instruction
    • Learning Objectives
    • Introduction
    • 13-1: Devising and Using Objectives
    • 13-2: Ways to State and use Objectives
    • 13-3: The Behavioral Approach to Teaching: Direct Instruction
    • 13-4: The Cognitive Approach to Teaching: Facilitating Meaningful and Self-Regulated Learning
    • 13-5: The Humanistic Approach to Teaching: Student-Centered Instruction
    • 13-6: The Social Approach to Teaching: Teaching Students How to Learn from Each Other
    • 13-7: Using Technology to Support Learning Through Instruction
    • Summary
    • Resources for Further Investigation
• Part V: Assessing Students' Capabilities
  • Ch 14: Assessment of Classroom Learning
    • Learning Objectives
    • Introduction
    • 14-1: The Role of Assessment in Teaching
    • 14-2: Ways to Measure Student Learning
    • 14-3: Ways to Evaluate Student Learning
    • 14-4: Technology for Classroom Assessment
    • Summary
    • Resources for Further Investigation
  • Ch 15: Understanding Standardized Assessment
    • Learning Objectives
    • Introduction
    • 15-1: Standardized Tests
    • 15-2: Using Standardized Tests for Accountability Purposes: High-Stakes Testing
    • 15-3: Standardized Testing and Technology
    • Summary
    • Resources for Further Investigation
  • Ch 16: Learning from Teaching
    • Learning Objectives
    • Introduction
    • 16-1: Improving Your Inquiry Skills to Improve Your Teaching
    • 16-2: Using Technology for Reflective Inquiry
    • Summary
    • Resources for Further Investigation
• References
• Glossary
• Author Index
• Subject Index
• Insert-3
• Insert-4
• IBC

UM RAFBÆKUR Á HEIMKAUP.IS

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Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
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Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu