Educational psychology : developing learners / created by Jeanne Ellis Ormrod, Professor Emerita, University of North Colorado.

Includes bibliographical references (pages R-1 - R100) and indexes.

Machine generated contents note: 1.Teaching and Educational Psychology Case Study: The "No D" Policy Teaching as Evidence-Based Practice Understanding and Interpreting Research Findings Quantitative Research Qualitative Research Interpreting Research Results: A Cautionary Note From Research to Practice: The Importance of Theories Collecting Data and Drawing Conclusions about Your Own Students Assessing Students' Achievements and Behaviors Conducting Action Research Developing as a Teacher Strategies for Studying and Learning Effectively What Have You Learned? Practice for Your Licensure Exam: New Software pt. I DEVELOPMENT AND DIVERSITY 2.Cognitive and Linguistic Development Cases Study: Apple Tarts General Principles of Human Development The Multiple Layers of Environmental Influence: Bronfenbrenner's Theory Role of the Brain in Learning and Development Piaget's Theory of Cognitive Development Piaget's Basic Assumptions Piaget's Stages of Cognitive Development Critiquing Piaget's Theory Considering Diversity from the Perspective of Piaget's Theory Contemporary Extensions and Applications of Piaget's Theory Vygotsky's Theory of Cognitive Development Vygotsky's Basic Assumptions Critiquing Vygotsky's Theory Considering Diversity from the Perspective of Vygotsky's Theory Contemporary Extensions and Applications of Vygotsky's Theory Contrasting Piaget's and Vygotsky's Theories Language Development Theoretical Issues Regarding Language Development Diversity in Language Development Second-Language Learning and English Language Learners What Have You Learned? Practice for Your Licensure Exam: Stones Lesson 3.Personal and Social Development Case Study: Hidden Treasure Personality Development Temperament Environmental Influences on Personality Development The "Big Five" Personality Traits Temperament, Personality, and Goodness of Fit Development of a Sense of Self Factors Influencing Sense of Self Developmental Changes in Sense of Self Diversity in Sense of Self Development of Peer Relationships and Interpersonal Understandings Roles of Peers in Children's Development Characteristics of Peer Relationships Social Cognition Aggression Technology and Peer Relationships Diversity in Peer Relationships and Social Cognition Promoting Healthy Peer Relationships Moral and Prosocial Development Developmental Trends in Morality and Prosocial Behavior Factors Influencing Moral and Prosocial Development Diversity in Moral and Prosocial Development Encouraging Moral and Prosocial Development in the Classroom What Have You Learned? Practice for Your Licensure Exam: The Scarlet Letter 4.Group Differences Case Study: Why Jack Wasn't in School Cultural and Ethnic Differences Navigating Different Cultures at Home and at School Examples of Cultural and Ethnic Diversity Creating a Culturally Inclusive Classroom Environment Gender Differences Research Findings Regarding Gender Differences Origins of Gender Differences Making Appropriate Accommodations for Gender Differences Socioeconomic Differences Challenges Associated with Poverty Fostering Resilience Working with Homeless Students Students at Risk Characteristics of Students at Risk Why Students Drop Out Supporting Students at Risk What Have You Learned? Practice for Your Licensure Exam: The Active and the Passive 5.Individual Differences and Special Educational Needs Case Study: Tim Intelligence Theoretical Perspectives of Intelligence Measuring Intelligence Nature and Nurture in the Development of Intelligence Cultural and Ethnic Diversity in Intelligence Being Smart about Intelligence and IQ Scores Cognitive Styles and Dispositions Educating Students with Special Needs in General Education Classrooms Public Law 94-142: Individuals with Disabilities Education Act (IDEA) Potential Benefits and Drawbacks of Inclusion Identifying Students' Special Needs: Response to Intervention and People-First Language Students with Specific Cognitive or Academic Difficulties Learning Disabilities Attention-Deficit Hyperactivity Disorder (ADHD) Speech and Communication Disorders General Recommendations Students with Social or Behavioral Problems Emotional and Behavioral Disorders Autism Spectrum Disorders General Recommendations Students with General Delays in Cognitive and Social Functioning Intellectual Disabilities Students with Physical or Sensory Challenges Physical and Health Impairments Visual Impairments Hearing Loss General Recommendations Students with Advanced Cognitive Development Giftedness Considering Diversity When Identifying and Addressing Special Needs General Recommendations for Working with Students Who Have Special Needs What Have You Learned? Practice for Your Licensure Exam: Quiet Amy pt. II LEARNING AND MOTIVATION 6.Learning, Cognition, and Memory Case Study: Bones Basic Assumptions of Cognitive Psychology A Model of Human Memory The Nature of the Sensory Register Moving Information to Working Memory: The Role of Attention The Nature of Working (Short-Term) Memory Moving Information to Long-Term Memory: Connecting New Information with Prior Knowledge The Nature of Long-Term Memory Learning, Memory, and the Brain Critiquing the Three-Component Model Long-Term Memory Storage How Knowledge Can Be Organized How Declarative Knowledge Is Learned How Procedural Knowledge Is Learned Roles of Prior Knowledge and Working Memory in Long-Term Memory Storage Encouraging a Meaningful Learning Set and Conceptual Understanding Using Mnemonics in the Absence of Relevant Prior Knowledge When Knowledge Construction Goes Awray: Addressing Learners' Misconceptions Obstacles to Conceptual Change Promoting Conceptual Change Long-Term Memory Retrieval Factors Affecting Retrieval Why Learners Sometimes Forget Diversity in Cognitive Processes Facilitating Cognitive Processing in Students with Special Needs What Have You Learned? Practice for Your Licensure Exam: Vision Unit 7.Complex Cognitive Processes Case Study: Taking Over Metacognition and Learning Strategies Effective Learning Strategies Factors Affecting Strategy Use Diversity, Disabilities, and Exceptional Abilities in Metacognition Transfer Factors Affecting Transfer Problem Solving Problem Encoding Problem-Solving Strategies: Algorithms and Heuristics Working Memory and Problem Solving Metacognition in Problem Solving Using Computer Technology to Teach Problem-Solving Skills Creativity Fostering Creativity Critical Thinking Fostering Critical Thinking Diversity in Creativity, Critical Thinking, and Other Complex Cognitive Processes Accommodating Students with Special Needs What Have You Learned? Practice for Your Licensure Exam: Interview with Charlie 8.Learning and Cognition in Context Case Study: It's All in How You Look at Things Basic Assumptions of Contextual Theories Social Interactions as Contexts Interactions with More Advanced Individuals Interactions with Peers Creating a Community of Learners Cultures as Contexts Schemas, Scripts, and Worldviews as Aspects of Culture Communities of Practice as Aspects of Culture Society and Technology as Contexts Authentic Activities Technological Innovations Academic Content Domains as Contexts Literacy Mathematics Science Social Studies Taking Student Diversity into Account What Have You Learned? Practice for Your Licensure Exam: The Birth of a Nation 9.Behaviorist Views of Learning Case Study: The Attention Getter Basic Assumptions of Behaviorism Building on Existing Stimulus-Response Associations: Classical Conditioning Classical Conditioning of Involuntary Emotional Responses Common Phenomena in Classical Conditioning Addressing Counterproductive Emotional Responses Learning from Consequences: Instrumental Conditioning Contrasting Classical Conditioning and Instrumental Conditioning The Various Forms That Reinforcement Can Take The Various Forms That Punishment Can Take Strategies for Encouraging Productive Behaviors Using Reinforcement Effectively Shaping New Behaviors Bringing Antecedent Stimuli and Responses into the Picture Strategies for Discouraging Undesirable Behaviors Creating Conditions for Extinction Cueing Inappropriate Behaviors Reinforcing Incompatible Behaviors Using Punishment When Necessary Addressing Especially Difficult Classroom Behaviors Applied Behavior Analysis Functional Analysis and Positive Behavior Support Diversity in Student Behaviors and Reactions to Consequences Accommodating Students with Special Needs Strengths and Potential Limitations of Behaviorist Approaches What Have You Learned? Practice for Your Licensure Exam: Hostile Helen 10.Social Cognitive Views of Learning Case Study: Parlez-vous Francais? Basic Assumptions of Social Cognitive Theory The Social Cognitive View of Reinforcement and Punishment Modeling Behaviors and Skills That Can Be Learned through Modeling Characteristics of Effective Models Essential Conditions for Successful Modeling Self-Efficacy How Self-Efficacy Affects Behavior and Cognition Factors in the Development of Self-Efficacy Teacher Self-Efficacy Self-Regulation Self-Regulated Behavior Self-Regulated Learning Self-Regulated Problem Solving Diversity in Self-Regulation Revisiting Reciprocal Causation Comparing Theoretical Perspectives of Learning What Have You Learned? Note continued: Practice for Your Licensure Exam: Teacher's Lament 11.Motivation and Affect Case Study: Passing Algebra The Nature of Motivation Extrinsic versus Intrinsic Motivation Basic Human Needs Arousal Competence and Self-Worth Self-Determination Relatedness Universality and Diversity in Basic Needs A Possible Hierarchy of Needs: Maslow's Theory Cognitive and Sociocultural Factors in Motivation Interests Expectancies and Values Goals Attributions Teacher Attributions and Expectations Diversity in Cognitive and Sociocultural Factors Affecting Motivation A Targets Mnemonic for Remembering Motivational Strategies Affect and Its Effects How Affect and Motivation Are Interrelated How Affect Is Related to Learning and Cognition Anxiety in the Classroom Diversity in Affect What Have You Learned? Practice for Your Licensure Exam: When "Perfect" Isn't Good Enough pt. III CLASSROOM STRATEGIES 12.Instructional Strategies Case Study: Oregon Trail General Principles That Can Guide Instruction Planning for Instruction Identifying the Goals of Instruction Conducting a Task Analysis Developing a Lesson Plan Creating a Class Website to Share Goals and Facilitate Communication throughout the School Year Teacher-Directed Instructional Strategies Presenting New Material through Traditional Expository Methods: Lectures and Textbooks Asking Questions and Giving Feedback Providing Practice through In-Class Assignments Giving Homework Conducting Direct Instruction Promoting Mastery Using Instructional Websites Using Technology to Individualize Instruction Learner-Directed Instructional Strategies Stimulating and Guiding Class Discussions Conducting Reciprocal Teaching Sessions Conducting Discovery and Inquiry Activities Using Computer Simulations and Games Conducting Cooperative Learning Activities Structuring Peer Tutoring Sessions Conducting Technology-Based Collaborative Learning Activities Taking Instructional Goals and Student Diversity into Account Considering Group Differences Accommodating Students with Special Needs What Have You Learned? Practice for Your Licensure Exam: Cooperative Learning Project 13.Creating a Productive Learning Environment Case Study: A Contagious Situation Creating a Setting Conducive to Learning Arranging the Classroom Establishing and Maintaining Productive Teacher-Student Relationships Creating an Effective Psychological Climate Setting Limits Planning Activities That Keep Students on Task Monitoring What Students Are Doing Modifying Instructional Strategies Taking Developmental Differences into Account Taking Individual and Group Differences into Account Expanding the Sense of Community Beyond the Classroom Working with Other Faculty Members Working with the Community at Large Working with Parents Dealing with Misbehaviors Ignoring Certain Behaviors Cueing Students Discussing Problems Privately with Students Teaching Self-Regulation Skills Conferring with Parents Conducting Planned, Systematic Interventions Taking Students' Cultural Backgrounds into Account Addressing Aggression and Violence at School A Three-Level Approach Addressing Gang-Related Problems What Have You Learned? Practice for Your Licensure Exam: The Good Buddy 14.Classroom Assessment Strategies Case Study: The Math Test The Many Forms and Purposes of Assessment Guiding Instructional Decision Making Determining What Students Have Learned from Instruction Evaluating the Quality of Instruction Diagnosing Learning and Performance Problems Promoting Learning Enhancing Learning through Formative Assessments and Other Assessment Practices Including Students in the Assessment Process Important Qualities of Good Assessments Reliability Standardization Validity Practicality Assessing Learning and Performance Both Informally and Formally Informally Observing Students' Behaviors Using Paper-Pencil Assessments Using Performance Assessments Additional Considerations in Formal Assessment Using Digital Technologies in Classroom Assessments Taking Student Diversity into Account in Classroom Assessments Accommodating Group Differences Accommodating Students with Special Needs What Have You Learned? Practice for Your Licensure Exam: Pick and Choose 15.Summarizing Students' Achievement and Abilities Case Study: B in History Summarizing the Results of a Single Assessment Raw Scores Criterion-Referenced Scores Norm-Referenced Scores Using Criterion-Referenced versus Norm-Referenced Scores in the Classroom Determining Final Class Grades Considering Or Not Considering Other Factors in Grading Including Students in the Grading Process Using Portfolios Types and Purposes of Portfolios Benefits and Limitations of Portfolios Helping Students Construct Portfolios Standardized Tests Types of Standardized Tests Individual versus Group Administration of Standardized Tests Guidelines for Choosing and Using Standardized Tests Interpreting Standardized Test Scores High-Stakes Testing and Accountability The U.S. No Child Left Behind Act Problems with High-Stakes Testing Productive Steps Forward in High-Stakes Testing Taking Student Diversity into Account Cultural Bias in Test Content Cultural and Ethnic Differences Language Differences and English Language Learners Accommodating Students with Special Needs Confidentiality and Communication about Assessment Results Communicating Assessment Results to Students and Parents What Have You Learned? Practice for Your Licensure Exam: Can Johnny Read