Anita Woolfolk - Educational Psychology, Global Edition-Pearson Education Limited (2020)

Cover
	Title Page
	Copyright Page
	About the Author
Preface
	Brief Contents
	Contents
	Special Features
CHAPTER 1 Learning, Teaching, and Educational Psychology
	Teachers\' Casebook: Leaving No Student Behind: What Would You Do?
	Overview and Objectives
	Learning and Teaching Today
		Students Today: Dramatic Diversity and Remarkable Technology
		Confidence in Every Context
		High Expectations for Teachers and Students
		Do Teachers Make a Difference?
	Teacher–Student Relationships
			The Cost of Poor Teaching
	What is Good Teaching?
		Inside Three Classrooms
			A Bilingual First Grade
			A Suburban Fifth Grade
			An Inclusive Class
			So What is Good Teaching?
			Models of Good Teaching: Teacher Observation and Evaluation
		Beginning Teachers
	The Role of Educational Psychology
		In the Beginning: Linking Educational Psychology and Teaching
		Educational Psychology Today
		Is It Just Common Sense?
			Helping Students
			Answer Based on Research
			Skipping Grades
			Answer Based on Research
			Students in Control
			Answer Based on Research
			Obvious Answers?
		Using Research to Understand and Improve Learning
			Correlation Studies
			Experimental Studies
			ABAB Experimental Designs
			Clinical Interviews and Case Studies
			Ethnography
			The Role of Time in Research
	What\'s The Evidence? Quantitative versus Qualitative Research
			Mixed Methods Research
			Scientifically Based Research and Evidence-Based Practices
			Teachers as Researchers
		POINT/COUNTERPOINT: What Kind of Research Should Guide Education?
		Theories for Teaching
		Supporting Student Learning
	Summary and Key Terms
	Practice Using What You Have Learned
	Connect and Extend to Licensure
	Teachers\' Casebook: Leaving No Student Behind: What Would They Do?
PART I STUDENTS
	CHAPTER 2 Cognitive Development
	Teachers\' Casebook: Symbols and Cymbals: What Would You Do?
		Overview and Objectives
		A Definition of Development
			Three Questions Across the Theories
				What Is the Source of Development? Nature versus Nurture
				What Is the Shape of Development? Continuity versus Discontinuity
				Timing: Is It Too Late? Critical versus Sensitive Periods
				Beware of Either/Or
			General Principles of Development
		The Brain and Cognitive Development
			The Developing Brain: Neurons
			The Developing Brain: Cerebral Cortex
			Brain Development in Childhood and Adolescence
			Putting It All Together: How the Brain Works
				Culture and Brain Plasticity
			POINT/COUNTERPOINT: Brain-Based Education
			Neuroscience, Learning, and Teaching
				Does Instruction Affect Brain Development?
				The Brain and Learning to Read
				Emotions, Learning, and the Brain
			Lessons for Teachers: General Principles
	Piaget\'s Theory of Cognitive Development
			Influences on Development
			Basic Tendencies in Thinking
				Organization
				Adaptation
				Equilibration
			Four Stages of Cognitive Development
				Infancy: the Sensorimotor Stage
				Early Childhood to the Early Elementary Years: The Preoperational Stage
				FAMILY AND COMMUNITY PARTNERSHIPS: Helping Families Care for Preoperational Children
				Later Elementary to the Middle School Years: The Concrete-Operational Stage
				GUIDELINES: Teaching the Concrete-Operational Child
				High School and College: Formal Operations
				Do We All Reach the Fourth Stage?
	Some Limitations of Piaget\'s Theory
				The Trouble with Stages
				GUIDELINES: Helping Students to Use Formal Operations
	Underestimating Children\'s Abilities
				Cognitive Development and Culture
			Information Processing, Neo-Piagetian, and Neuroscience Views of Cognitive Development
	Vygotsky\'s Sociocultural Perspective
			The Social Sources of Individual Thinking
			Cultural Tools and Cognitive Development
				Technical Tools in a Digital Age
				Psychological Tools
			The Role of Language and Private Speech
	Private Speech: Vygotsky\'s and Piaget\'s Views Compared
			The Zone of Proximal Development
				Private Speech and the Zone
				The Role of Learning and Development
	Limitations of Vygotsky\'s Theory
	Implications of Piaget\'s and Vygotsky\'s Theories for Teachers
			Piaget: What Can We Learn?
	Understanding and Building on Students\' Thinking
				Activity and Constructing Knowledge
			Vygotsky: What Can We Learn?
				The Role of Adults and Peers
				Assisted Learning
			An Example Curriculum: Tools of the Mind
	Reaching Every Student: Teaching in the \"Magic Middle\"
			Cognitive Development: Lessons forTeachers
	GUIDELINES: Applying Vygotsky\'s Ideas in Teaching
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: Symbols and Cymbals: What Would They Do?
	CHAPTER 3 The Self, Social, and Moral Development
	Teachers\' Casebook: Mean Girls: What Would You Do?
		Overview and Objectives
		Physical Development
			Physical and Motor Development
				Young Children
				Elementary School Years
				The Adolescent Years
				Early and Later Maturing
			GUIDELINES: Dealing with Physical Differences in the Classroom
			Play, Recess, and Physical Activity
				Cultural Differences in Play
				Exercise and Recess
			Reaching Every Student: Inclusive Athletics
			Challenges in Physical Development
				Obesity
				Eating Disorders
			GUIDELINES: Supporting Positive Body Images in Adolescents
		Bronfenbrenner: The Social Context for Development
			The Importance of Context and the Bioecological Model
			Families
				Family Structure
				Parenting Styles
				Culture and Parenting
				FAMILY AND COMMUNITY PARTNERSHIPS: Connecting with Families
				Attachment
				Divorce
			GUIDELINES: Helping Children of Divorce
			Peers
				Cliques
				Crowds
				Peer Cultures
				Friendships
				Popularity
				Causes and Consequences of Rejection
				Aggression
				Relational Aggression
				Media, Modeling, and Aggression
				GUIDELINES: Dealing with Aggression and Encouraging Cooperation
				Video Games and Aggressive Behavior
			Reaching Every Student: Teacher Support
				Academic and Personal Caring
			Teachers and Child Abuse
			Society and Media
		Identity and Self-Concept
			Erikson: Stages of Psychosocial Development
				The Preschool Years: Trust, Autonomy, and Initiative
				The Elementary and Middle School Years: Industry versus Inferiority
				GUIDELINES: Encouraging Initiative and Industry
				Adolescence: The Search for Identity
				Identity and Technology
				Beyond the School Years
			Racial and Ethnic Identity
				GUIDELINES: Supporting Identity Formation
				Multidimensional and Flexible Ethnic Identities
				Black Racial Identity: Outcome and Process
				Racial and Ethnic Pride
			Self-Concept
				The Structure of Self-Concept
				How Self-Concept Develops
				Self-Concept and Achievement
			Sex Differences in Self-Concept of Academic Competence
			Self-Esteem
	POINT/COUNTERPOINT: What Should Schools Do to Encourage Students\' Self-Esteem?
		Understanding Others and Moral Development
			Theory of Mind and Intention
			Moral Development
	Kohlberg\'s Theories of Moral Development
	Criticisms of Kohlberg\'s Theory
			Moral Judgments, Social Conventions, and Personal Choices
				Moral versus Conventional Domains
				Implications for Teachers
	Beyond Reasoning: Haidt\'s Social Intuitionist Model of Moral Psychology
			Moral Behavior and the Example of Cheating
				Who Cheats?
				Dealing with Cheating
		Personal/Social Development: Lessons for Teachers
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: Mean Girls: What Would They Do?
	CHAPTER 4 Learner Differences and Learning Needs
	Teachers\' Casebook: Including Every student: What Would You Do?
		Overview and Objectives
		Intelligence
			Language and Labels
				Disabilities and Handicaps
				Person-First Language
				Possible Biases in the Application of Labels
			What Does Intelligence Mean?
				Intelligence: One Ability or Many?
	Another View: Gardner\'s Multiple Intelligences
				What Are These Intelligences?
				Critics of Multiple Intelligences Theory
				Gardner Responds
				Multiple Intelligences Go to School
			Multiple Intelligences: Lessons for Teachers
	Another View: Sternberg\'s Successful Intelligence
			Neuroscience and Intelligence
			Measuring Intelligence
	Binet\'s Dilemma
				What Does an IQ Score Mean?
				Group versus Individual IQ Tests
				The Flynn Effect: Are We Getting Smarter?
				GUIDELINES: Interpreting IQ Scores
				Intelligence and Achievement
			Gender Differences in Intelligence and Achievement
				Heredity or Environment?
			Learning to Be Intelligent: Being Smart About IQ
		Creativity: What It Is and Why It Matters
			Assessing Creativity
			OK, But So What: Why Does Creativity Matter?
			What Are the Sources of Creativity?
				Creativity and Cognition
				Creativity and Diversity
			Creativity in the Classroom
				Brainstorming
				Creative Schools
			GUIDELINES: Applying and Encouraging Creativity
		Learning Styles
			Learning Styles/Preferences
				Cautions About Learning Styles
				The Value of Considering Learning Styles
			Beyond Either/Or
		Individual Differences and the Law
			IDEA
				Least Restrictive Environment
				Individualized Education Program
				The Rights of Students and Families
			Section 504 Protections
			FAMILY AND COMMUNITY PARTNERSHIPS: Productive Conferences
		Students with Learning Challenges
			Neuroscience and Learning Challenges
			Students with Learning Disabilities
				Student Characteristics
				Teaching Students with Learning Disabilities
			Students with Hyperactivity and Attention Disorders
				Definitions
				Treating ADHD with Drugs
				Alternatives/Additions to Drug Treatments
			POINT/COUNTERPOINT: Pills or Skills for Children with ADHD?
			Lessons for Teachers: Learning Disabilities and ADHD
			Students with Communication Disorders
				Speech Disorders
				Language Disorders
			Students with Emotional or Behavioral Difficulties
				Suicide
				GUIDELINES: Disciplining Students with Emotional Problems
				Drug Abuse
				Prevention
			Students with Intellectual Disabilities
			GUIDELINES: Teaching Students with Intellectual Disabilities
			Students with Health and Sensory Impairments
				Cerebral Palsy and Multiple Disabilities
				Seizure Disorders (Epilepsy)
				Other Serious Health Concerns: Asthma, Sickle Cell Disease, and Diabetes
				Students with Vision Impairments
				Students Who Are Deaf
			Autism Spectrum Disorders and Asperger Syndrome
				Interventions
			Response to Intervention
		Students Who Are Gifted and Talented
			Who Are These Students?
				What Is the Origin of These Gifts?
				What Problems Do Students Who Are Gifted Face?
			Identifying Students Who Are Gifted and Talented
				Recognizing Gifts and Talents
			Teaching Students with Gifts and Talents
				Acceleration
				Methods and Strategies
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: Including Every Student: What Would They Do?
	CHAPTER 5 Language Development, Language Diversity, and Immigrant Education
	Teachers\' Casebook: Cultures Clash in the Classroom: What Would You Do?
		Overview and Objectives
		The Development of Language
			What Develops? Language and Cultural Differences
				The Puzzle of Language
	Beware of Either/Or Choices
			When and How Does Language Develop?
				Sounds and Pronunciation
				Vocabulary and Meaning
				Grammar and Syntax
				Pragmatics: Using Language in Social Situations
				Metalinguistic Awareness
			Emergent Literacy
				Inside-Out and Outside-In Skills
				Building a Foundation
				When There Are Persistent Problems
			Emergent Literacy and Language Diversity
				Languages and Emergent Literacy
				Bilingual Emergent Literacy
			GUIDELINES: Supporting Language and Promoting Literacy
		Diversity in Language Development
			Dual-Language Development
				Second-Language Learning
				Benefits of Bilingualism
				Language Loss
			Signed Languages
			What Is Involved in Being Bilingual?
			Contextualized and Academic Language
			GUIDELINES: Promoting Language Learning
		Dialect Differences in the Classroom
			Dialects
				Dialects and Pronunciation
				Dialects and Teaching
			Genderlects
		Teaching Immigrant Students
			Immigrants and Refugees
			Classrooms Today
				Four Student Profiles
			Generation 1.5: Students in Two Worlds
			Affective and Emotional/Social Considerations
			Working with Families: Using the Tools of the Culture
				GUIDELINES: Providing Emotional Support and Increasing Self-Esteem for Students Who Are ELLs
				Funds of Knowledge and Welcome Centers
				Student-Led Conferences
			FAMILY AND COMMUNITY PARTNERSHIPS: Welcoming All Families
		Teaching Immigrant Students Who Are English Language Learners
			Two Approaches to English Language Learning
				Research on Bilingual Education
				POINT/COUNTERPOINT: What Is the Best Way to Teach Students Who Are ELLs?
				Visual Strategies
				Literature Response Groups
				Bilingualism for All: Two-Way Immersion
			Sheltered Instruction
		Special Challenges: Students Who Are English Language Learners with Disabilities and Special Gifts
			Students Who Are English Language Learners with Disabilities
			Reaching Every Student: Recognizing Giftedness in Bilingual Students
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: Cultures Clash in the Classroom: What Would They Do?
	CHAPTER 6 Culture and Diversity
		Revised by Ellen L. Usher
	Teachers\' Casebook: White Girls Club: What Would You Do?
		Overview and Objectives
	Today\'s Diverse Classrooms
			American Cultural Diversity
			Meet Two More Students
			Cautions: Interpreting Cultural Differences
				Cultural Conflicts and Compatibilities
				Dangers in Stereotyping
		Economic and Social Class Differences
			Social Class and Socioeconomic Status
			Extreme Poverty: Homeless and Highly Mobile Students
			Poverty and School Achievement
				Health, Environment, and Stress
	Low Expectations—Low Academic Self-Concept
				Peer Influences and Resistance Cultures
				Home Environment and Resources
				Summer Setbacks
				GUIDELINES: Teaching Students Who Live in Poverty
				Tracking: Poor Teaching
		Ethnicity and Race in Teaching and Learning
			Terms: Ethnicity and Race
			Ethnic and Racial Differences in School Achievement
			The Legacy of Inequality
				What Is Prejudice?
				The Development of Prejudice
				From Prejudice to Discrimination
			Stereotype Threat
				Who Is Affected by Stereotype Threat?
				Short-Term Effects: Test Performance
				Long-Term Effects: Disidentification
				Combating Stereotype Threat and Discrimination
		Gender in Teaching and Learning
			Sex and Gender
			Gender Identity
			Gender Roles
			Gender Bias in Curriculum Materials and Media
			Gender Bias in Teaching
				Sexual Orientation
			POINT/COUNTERPOINT: Should Girls and Boys Be Taught Differently?
			Discrimination Based on Gender Expression and Sexual Orientation
			GUIDELINES: Avoiding Gender Bias in Teaching
		Creating Culturally Compatible Classrooms
			Culturally Relevant Pedagogy
				Self-Agency Strand
				Relationship Strand
			Diversity in Learning
				Social Organization
				Cultural Values and Learning Preferences
				Cautions (Again) About Learning Styles/Preferences Research
				Sociolinguistics
				Cultural Discontinuity
			Lessons for Teachers: Teaching Every Student
				Know Yourself
				Know Your Students
				Respect Your Students
				Teach Your Students
			GUIDELINES: Culturally Relevant Teaching
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: White Girls Club: What Would They Do?
PART II LEARNING AND MOTIVATION
	CHAPTER 7 Behavioral Views of Learning
	Teachers\' Casebook: Sick of Class: What Would You Do?
		Overview and Objectives
		Understanding Learning
			Ethical Issues
				Goals
				Strategies
			Learning Is Not Always What It Seems
		Early Explanations of Learning: Contiguity and Classical Conditioning
			GUIDELINES: Applying Classical Conditioning
		Operant Conditioning: Trying New Responses
			Types of Consequences
				Reinforcement
				Punishment
			Neuroscience of Reinforcement and Punishment
			Reinforcement Schedules
				Extinction
			Antecedents and Behavior Change
				Effective Instruction Delivery
				Cueing
		Putting It All Together: Applied Behavior Analysis
			Methods for Encouraging Behaviors
				Reinforcing with Teacher Attention
				Selecting Reinforcers: The Premack Principle
				GUIDELINES: Applying Operant Conditioning: Using Praise Appropriately
				Shaping
				Positive Practice
			GUIDELINES: Applying Operant Conditioning: Encouraging Positive Behaviors
			Contingency Contracts, Token Reinforcement, and Group Consequences
				Contingency Contracts
				Token Reinforcement Systems
				Group Consequences
			Handling Undesirable Behavior
				Negative Reinforcement
				Reprimands
				Response Cost
				Social Isolation
				Some Cautions About Punishment
			GUIDELINES: Applying Operant Conditioning: Using Punishment
			Reaching Every Student: Severe Behavior Problems
		Current Applications: Functional Behavioral Assessment, Positive Behavior Supports, and Self-Management
	Discovering the \"Why\": Functional Behavioral Assessments
			Positive Behavior Supports
			Self-Management
				Goal Setting
				Monitoring and Evaluating Progress
				FAMILY AND COMMUNITY PARTNERSHIPS: Applying Operant Conditioning: Student Self-Management
				Self-Reinforcement
		Challenges and Criticisms
	Beyond Behaviorism: Bandura\'s Challenge and Observational Learning
				Enactive and Observational Learning
				Learning and Performance
			POINT/COUNTERPOINT: Should Students Be Rewarded for Learning?
			Criticisms of Behavioral Methods
			Behavioral Approaches: Lessons for Teachers
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: Sick of Class: What Would They Do?
	CHAPTER 8 Cognitive Views of Learning
	Teachers\' Casebook: Remembering the Basics: What Would You Do?
		Overview and Objectives
		Elements of the Cognitive Perspective
			The Brain and Cognitive Learning
			The Importance of Knowledge in Cognition
				General and Specific Knowledge
				Declarative, Procedural, and Self-Regulatory Knowledge
		Cognitive Views of Memory
			Sensory Memory
				Capacity, Duration, and Contents of Sensory Memory
				Perception
				The Role of Attention
				Attention and Multitasking
	POINT/COUNTERPOINT: What\'s Wrong with Multitasking?
				Attention and Teaching
			GUIDELINES: Gaining and Maintaining Attention
			Working Memory
				Capacity of Working Memory
				The Central Executive
				The Phonological Loop
				The Visuospatial Sketchpad
				The Episodic Buffer
				The Duration and Contents of Working Memory
			Cognitive Load and Retaining Information
				Two Kinds of Cognitive Load
				Retaining Information in Working Memory
				Levels of Processing Theory
				Forgetting
			Individual Differences in Working Memory
				Developmental Differences
				Individual Differences
			Is Working Memory Really Separate?
		Long-Term Memory
			Capacity and Duration of Long-Term Memory
			Contents of Long-Term Memory: Explicit (Declarative) Memories
				Propositions and Propositional Networks
				Images
				Two Are Better Than One: Words and Images
				Concepts
				Prototypes, Exemplars, and Theory-Based Categories
				Teaching Concepts
				Schemas
				Episodic Memory
			Contents of Long-Term Memory: Implicit Memories
			Retrieving Information in Long-Term Memory
				Spreading Activation
				Reconstruction
				Forgetting and Long-Term Memory
			Individual Differences in Long-Term Memory
		Teaching for Deep, Long-Lasting Knowledge: Basic Principles and Applications
			Constructing Declarative Knowledge: Making Meaningful Connections
				Elaboration
				FAMILY AND COMMUNITY PARTNERSHIPS: Organizing Learning
				Organization
				Imagery
				Context
				Desirable Difficulty
				Effective Practice
			Reaching Every Student: Make it Meaningful
				Mnemonics
			If You Have to Memorize . . .
			Lessons for Teachers: Declarative Knowledge
			Development of Procedural Knowledge
				Automated Basic Skills
				GUIDELINES: Helping Students Understand and Remember
				Domain-Specific Strategies
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: Remembering the Basics: What Would They Do?
	CHAPTER 9 Complex Cognitive Processes
	Teachers\' Casebook: Uncritical Thinking: What Would You Do?
		Overview and Objectives
		Metacognition
			Metacognitive Knowledge and Regulation
			Individual Differences in Metacognition
			Lessons for Teachers: Developing Metacognition
				Metacognitive Development for Younger Students
				Metacognitive Development for Secondary and College Students (Like You)
		Learning Strategies
			Being Strategic About Learning
				Deciding What Is Important
				Summaries
				Underlining and Highlighting
				Taking Notes
			Visual Tools for Organizing
			Retrieval Practice: Powerful But Underused
			Reading Strategies
			Applying Learning Strategies
				Appropriate Tasks
				Valuing Learning
				Effort and Efficacy
			Reaching Every Student: Teaching How to Learn
		Problem Solving
			Identifying: Problem Finding
			Defining Goals and Representing the Problem
				Focusing Attention on What Is Relevant
				Understanding the Words
				Understanding the Whole Problem
				Translation and Schema Training: Direct Instruction in Schemas
				Translation and Schema Training: Worked Examples
				Worked Examples and Embodied Cognition
				The Results of Problem Representation
			Searching for Possible Solution Strategies
				Algorithms
				Heuristics
			Anticipating, Acting, and Looking Back
			Factors That Hinder Problem Solving
				Some Problems with Heuristics
			GUIDELINES: Applying Problem Solving
			Expert Knowledge and Problem Solving
				Knowing What Is Important
				Memory for Patterns and Organization
				Procedural Knowledge
				Planning and Monitoring
			GUIDELINES: Becoming an Expert Student
		Critical Thinking and Argumentation
			What Critical Thinkers Do: Paul and Elder Model
			Applying Critical Thinking in Specific Subjects
			Argumentation
				Two Styles of Argumentation
				POINT/COUNTERPOINT: Should Schools Teach Critical Thinking and Problem Solving?
				Lessons for Teachers
		Teaching for Transfer
			The Many Views of Transfer
			Teaching for Positive Transfer
				What Is Worth Learning?
				Lessons for Teachers: Supporting Transfer
				Stages of Transfer for Strategies
			FAMILY AND COMMUNITY PARTNERSHIPS: Promoting Transfer
		Bringing It All Together: Teaching for Complex Learning and Robust Knowledge
			What Is Robust Knowledge?
			Recognizing and Assessing Robust Knowledge
			Teaching for Robust Knowledge
				Practice
				Worked Examples
				Analogies
				Self-Explanations
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: Uncritical Thinking: What Would They Do?
	CHAPTER 10 Constructivism and Designing Learning Environments
	Teachers\' Casebook: Learning to Cooperate: What Would You Do?
		Overview and Objectives
		Cognitive and Social Constructivism
			Constructivist Views of Learning
				Cognitive Constructivism
				Social Constructivism
			How Is Knowledge Constructed?
			Knowledge: Situated or General?
			Common Elements of Constructivist Student-Centered Teaching
				Complex Learning Environments and Authentic Tasks
				Social Negotiation
				Multiple Perspectives and Representations of Content
				Understanding the Knowledge Construction Process
				Student Ownership of Learning
		Designing Constructivist Learning Environments
			Assumptions to Guide the Design of Learning Environments
			Facilitating in a Constructivist Classroom
				Scaffolding
				Advance Organizers as Scaffolding
				Facilitating Through Asking and Answering Deep Questions
			GUIDELINES: Facilitating Deep Questioning
			Inquiry and Problem-Based Learning
				Examples of Inquiry
				Problem-Based Learning
				Research on Inquiry and Problem-Based Learning
				Being Smart About Problem-Based Learning
			POINT/COUNTERPOINT: Are Inquiry and Problem-Based Learning Effective Teaching Approaches?
			Cognitive Apprenticeships and Reciprocal Teaching
				Cognitive Apprenticeships in Reading: Reciprocal Teaching
				Applying Reciprocal Teaching
		Collaboration and Cooperation
			Collaboration, Group Work, and Cooperative Learning
			Beyond Groups to Cooperation
			What Can Go Wrong: Misuses of Group Learning
			Tasks for Cooperative Learning
				Highly Structured, Review, and Skill-Building Tasks
				Ill-Structured, Conceptual, and Problem-Solving Tasks
				Social Skills and Communication Tasks
			Setting Up Cooperative Groups
				Assigning Roles
				Giving and Receiving Explanations
			Designs for Cooperation
				Reciprocal Questioning
				Jigsaw
				Constructive/Structured Controversies
			Reaching Every Student: Using Cooperative Learning Wisely
			GUIDELINES: Using Cooperative Learning
			Dilemmas of Constructivist Practice
		Designing Learning Environments in a Digital World
			Technology and Learning
				Technology-Rich Environments
				Virtual Learning Environments
				Personal Learning Environments
				Immersive Virtual Learning Environments
				Games
			Developmentally Appropriate Computer Activities for Young Children
				Computational Thinking and Coding
				GUIDELINES: Using Computers
				Media/Digital Literacy
			GUIDELINES: Supporting the Development of Media Literacy
			The Flipped Classroom
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: Learning to Cooperate: What Would They Do?
	CHAPTER 11 Social Cognitive Views of Learning and Motivation
		Revised by Ellen L. Usher
	Teachers\' Casebook: Failure to Self-Regulate: What Would You Do?
		Overview and Objectives
		Social Cognitive Theory
			A Self-Directed Life: Albert Bandura
			Beyond Behaviorism
			Triadic Reciprocal Causality
		Modeling: Learning by Observing Others
			Elements of Observational Learning
				Attention
				Retention
				Production
				Motivation and Reinforcement
			Observational Learning in Teaching
				Directing Attention
				Fine Tuning Already-Learned Behaviors
				Strengthening or Weakening Inhibitions
				Teaching New Behaviors
				Arousing Emotion
			GUIDELINES: Using Observational Learning
		Agency and Self-Efficacy
			Self-Efficacy, Self-Concept, and Self-Esteem
			Sources of Self-Efficacy
			Self-Efficacy in Learning and Teaching
			GUIDELINES: Encouraging Self-Efficacy
	Teachers\' Sense of Efficacy
		Self-Regulated Learning: Skill and Will
			What Influences Self-Regulation?
				Knowledge
				Motivation
				Volition
	POINT/COUNTERPOINT: Are \"Grittier\" Students More Successful?
				Development of Self-Regulation
			A Social Cognitive Model of Self-Regulated Learning
			Reaching Every Student: Examples of Self-Regulation in Two Classrooms
				Writing
				Math Problem Solving
			Technology and Self-Regulation
			Another Approach to Self-Regulation: Cognitive Behavior Modification
			Emotional Self-Regulation
			GUIDELINES: Encouraging Emotional Self-Regulation
		Teaching Toward Self-Efficacy and Self-Regulated Learning
			Teacher Stress, Efficacy, and Self-Regulated Learning
			Designing Classrooms for Self-Regulation
			Complex Tasks
			Control
			Self-Evaluation
			Collaboration
		Bringing It All Together: Theories of Learning
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: Failure to Self-Regulate: What Would They Do?
	CHAPTER 12 Motivation in Learning and Teaching
	Teachers\' Casebook: Motivating Students When Resources Are Thin: What Would You Do?
		Overview and Objectives
		What Is Motivation?
			Meeting Some Students
			Intrinsic and Extrinsic Motivation
				Intrinsic and Extrinsic Motivation: Lessons for Teachers
			What You Already Know About Motivation
		Needs and Self-Determination
	Maslow\'s Hierarchy of Needs
			Self-Determination: Need for Competence, Autonomy, and Relatedness
				Self-Determination in the Classroom
				Information and Control
				The Need for Relatedness
			Needs: Lessons for Teachers
			GUIDELINES: Supporting Self-Determination and Autonomy
		Goals and Goal Orientations
			Types of Goals and Goal Orientations
				Four Achievement Goal Orientations in School
	Wait—Are Performance Goals Always Bad?
				Social and Work-Avoidance Goals
				Goals in Social Context
			Feedback, Goal Framing, and Goal Acceptance
			Goals: Lessons for Teachers
		Expectancy-Value-Cost Explanations
			Costs
			Tasks Value
			Lessons for Teachers
	Attributions and Beliefs About Knowledge, Ability, and Self-Worth
			Attributions in the Classroom
			Teacher Attributions Trigger Student Attributions
			Beliefs About Knowing: Epistemological Beliefs
			Mindsets and Beliefs About Ability
			Mindsets: Lessons for Teachers
			Beliefs About Self-Worth
				Learned Helplessness
				Self-Worth
			Self-Worth: Lessons for Teachers
			GUIDELINES: Encouraging Self-Worth
		How Do You Feel About Learning? Interests, Curiosity, Emotions, and Anxiety
			Tapping Interests
				Two Kinds of Interests
				Catching and Holding Interests
			POINT/COUNTERPOINT: Does Making Learning Fun Make for Good Learning?
			Curiosity: Novelty and Complexity
	GUIDELINES: Building on Students\' Interests and Curiosity
			Flow
			Emotions and Anxiety
				Neuroscience and Emotion
				Achievement Emotions
				Arousal and Anxiety
				Anxiety in the Classroom
				How Does Anxiety Interfere with Achievement?
			Reaching Every Student: Coping with Anxiety
			GUIDELINES: Coping with Anxiety
			Curiosity, Interests, and Emotions: Lessons for Teachers
		Motivation to Learn in School: On Target
			Tasks for Learning
				Beyond Task Value to Genuine Appreciation
				Authentic Tasks
			Supporting Autonomy and Recognizing Accomplishment
				Supporting Choices
				Recognizing Accomplishment
			Grouping, Evaluation, and Time
				Grouping and Goal Structures
				Evaluation
				Time
				Putting It All Together
			Diversity in Motivation
			Lessons for Teachers: Strategies to Encourage Motivation
				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
				FAMILY AND COMMUNITY PARTNERSHIPS: Motivation to Learn
				Do I Belong in This Classroom?
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: Motivating Students When Resources are Thin: What Would They Do?
PART III TEACHING AND ASSESSING
	CHAPTER 13 Managing Learning Environments
	Teachers\' Casebook: Bullies and Victims: What Would You Do?
		Overview and Objectives
		The What and Why of Classroom Management
			The Basic Task: Gain Their Cooperation
			The Goals of Classroom Management
				Access to Learning
				More Time for Learning
				Management Means Relationships
				Management for Self-Management
			Creating a Positive Learning Environment
				Some Research Results
				Routines and Rules Required
					Routines and Procedures
					Rules
					GUIDELINES: Establishing Class Routines
					Rules for Elementary School
					Rules for Secondary School
					Consequences
					Who Sets the Rules and Consequences?
				Planning Spaces for Learning
					Personal Territories and Seating Arrangements
					Interest Areas
				Getting Started: The First Weeks of Class
					Effective Managers for Elementary Students
					GUIDELINES: Designing Learning Spaces
					Effective Managers for Secondary Students
		Maintaining a Good Environment for Learning
			Encouraging Engagement
			Prevention Is the Best Medicine
				GUIDELINES: Keeping Students Engaged
				Withitness
				Overlapping and Group Focus
				Movement Management
				Student Social Skills as Prevention
			Caring Relationships: Connections with School
				Teacher Connections
				School Connections
				Creating Communities of Care for Adolescents
		Dealing with Discipline Problems
			Stopping Problems Quickly
			GUIDELINES: Creating Caring Relationships
			If You Impose Penalties
			Teacher-Imposed Penalties versus Student Responsibility
			GUIDELINES: Imposing Penalties
			POINT/COUNTERPOINT: Is Zero Tolerance a Good Idea?
			What About Zero Tolerance?
			Bullying and Cyberbullying
				Victims
				Why Do Students Bully?
				What Can Teachers Do? Bullying and Teasing
				Cyberbullying
			Special Problems with High School Students
			GUIDELINES: Handling Potentially Explosive Situations
		The Need for Communication
	Message Sent—Message Received
			Empathetic Listening
			When Listening Is Not Enough: I-Messages, Assertive Discipline, and Problem Solving
	\"I\" Messages
				Assertive Discipline
				Confrontations and Negotiations
			Reaching Every Student: Peer Mediation and Restorative Justice
				Peer Mediation
				Restorative Justice
			Research on Management Approaches
		Diversity: Culturally Responsive Management
			FAMILY AND COMMUNITY PARTNERSHIPS: Classroom Management
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: Bullies and Victims: What Would They Do?
	CHAPTER 14 Teaching Every Student
	Teachers\' Casebook: Reaching and Teaching Every Student: What Would You Do?
		Overview and Objectives
		Research on Teaching
			Characteristics of Effective Teachers
				Clarity and Organization
				Enthusiasm and Warmth
			Knowledge for Teaching
			Research on Teaching Strategies
		The First Step: Planning
			Research on Planning
			Learning Targets
				An Example of State-Level Goals: The Common Core
				POINT/COUNTERPOINT: Are the Common Core Standards a Valuable Guide for Teaching?
				Classrooms Targets for Learning
	Flexible and Creative Plans—Using Taxonomies
				The Cognitive Domain
				The Affective Domain
				The Psychomotor Domain
				Another Take on Learning Targets
			Planning from a Constructivist Perspective
			GUIDELINES: Using Learning Targets
		Teaching Approaches
			Direct Instruction
	Rosenshine\'s Six Teaching Functions
				Why Does Direct Instruction Work?
				Evaluating Direct Instruction
			Seatwork and Homework
				Seatwork
				GUIDELINES: Effective Direct Instruction
				Homework
				The Case Against Homework
				Homework for Older Students
				Beware of Either/Or
			Questioning, Discussion, Dialogue, and Feedback
				FAMILY AND COMMUNITY PARTNERSHIPS: Homework
				Kinds of Questions
				Asking Deep Questions
				Fitting The Questions to the Students
				Responding to Student Answers
				Group Discussion
			Fitting Teaching to Your Goals
			Putting It All Together: Understanding by Design
			GUIDELINES: Productive Group Discussions
		Differentiated Instruction and Adaptive Teaching
			Within-Class and Flexible Grouping
				The Problems with Ability Grouping
				Flexible Grouping
			GUIDELINES: Using Flexible Grouping
			Adaptive Teaching
			Reaching Every Student: Differentiated Instruction in Inclusive Classrooms
			Technology and Differentiation
		Teacher Expectations
			Two Kinds of Expectation Effects
			Sources of Expectations
	Do Teachers\' Expectations Really Affect Students\' Achievement?
			Lessons for Teachers: Communicating Appropriate Expectations
			GUIDELINES: Avoiding the Negative Effects of Teacher Expectations
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: Reaching and Teaching Every Student: What Would They Do?
	CHAPTER 15 Classroom Assessment, Grading, and Standardized Testing
	Teachers\' Casebook: Giving Meaningful Grades: What Would You Do?
		Overview and Objectives
		Basics of Assessment
			Measurement and Assessment
				Formative, Interim, and Summative Assessment
			Assessing the Assessments: Reliability and Validity
				Reliability of Test Scores
				Validity
				Absence of Bias
		Classroom Assessment: Testing
			Interpreting Any Test Score
				Norm-Referenced Test Interpretations
				Criterion-Referenced Test Interpretations
			Using the Tests from Textbooks
			Selected-Response Testing
				Using Multiple-Choice Tests
				Writing Multiple-Choice Questions
			Constructed Responses: Essay Testing
				Constructing Essay Tests
				Evaluating Essays
			GUIDELINES: Writing Multiple-Choice Items
			Assessing Traditional Testing
		Formative and Authentic Classroom Assessments
			Informal Assessments
				Exit Tickets
				Journals
				Involving Students in Assessments
			Authentic Assessments: Portfolios and Exhibitions
				Portfolios
				Exhibitions
			Evaluating Portfolios and Performances
				Scoring Rubrics
				GUIDELINES: Creating Portfolios
				GUIDELINES: Developing a Rubric
				Reliability, Validity, Generalizability
				Diversity and Bias in Performance Assessment
			Assessing Complex Thinking
			Classroom Assessment: Lessons for Teachers
		Grading
			Norm-Referenced versus Criterion-Referenced Grading
			Effects of Grading on Students
				The Value of Failing?
				Retention in Grade
			Grades and Motivation
			POINT/COUNTERPOINT: Should Children Be Held Back?
			Beyond Grading: Communicating with Families
		Standardized Testing
			Types of Scores
				Measurements of Central Tendency and Standard Deviation
				GUIDELINES: Using Any Grading System
				The Normal Distribution
				Percentile Rank Scores
				Grade-Equivalent Scores
				Standard Scores
			Interpreting Standardized Test Reports
				Discussing Test Results with Families
			Accountability and High-Stakes Testing
				FAMILY AND COMMUNITY PARTNERSHIPS: Conferences and Explaining Test Results
				Making Decisions
				What Do Teachers Think?
				Documented Problems with High-Stakes Testing
			New Directions: PARCC and SBAC
				In Sum: Using High-Stakes Testing Well
			GUIDELINES: Preparing Yourself and Your Students for Testing
			Reaching Every Student: Helping Students with Disabilities Prepare for High-Stakes Tests
			Teacher Accountability and Evaluation
				Value-Added Measures
			Quality Standardized Assessment: Lessons for Teachers
		Summary and Key Terms
		Practice Using What You Have Learned
		Connect and Extend to Licensure
	Teachers\' Casebook: Giving Meaningful Grades: What Would They Do?
Licensure Appendix
Glossary
References
Name Index
Subject Index
Copyright
Title Page
Dedication
Contents
Chapter 1: ‘I’m thinking’ – Oh, but are you?
Chapter 2: Renegade perception
Chapter 3: The Pushbacker sting
Chapter 4: ‘Covid’: The calculated catastrophe
Chapter 5: There is no ‘virus’
Chapter 6: Sequence of deceit
Chapter 7: War on your mind
Chapter 8: ‘Reframing’ insanity
Chapter 9: We must have it? So what is it?
Chapter 10: Human 2.0
Chapter 11: Who controls the Cult?
Chapter 12: Escaping Wetiko
Postscript
Appendix: Cowan-Kaufman-Morell Statement on Virus Isolation
Bibliography
Index