Table Of Contents:
Preface xxi

Teachers, Teaching, and Educational Psychology 1(17)

Teachers' Casebook: What Would You Do? 1(1)

Teachers, Teaching, and Educational Psychology 1(1)

Overview 2(1)

Teacher-Student Relationships 2(1)

Teacher Preparation and Quality 2(2)

Inside Four Classrooms 4(1)

A Bilingual 1st Grade 4(1)

A Suburban 5th Grade 4(1)

Two Advanced Math Classes 5(1)

Expert Knowledge 5(1)

Beginning Teachers 6(2)

The Role of Educational Psychology: Is It Just Common Sense? 8(2)

Taking Turns 9(1)

Helping Students 9(1)

Skipping Grades 9(1)

Obvious Answer? 10(1)

Using Research to Understand and Improve Teaching 10(4)

Descriptive Studies 10(1)

Correlational Studies 11(1)

Experimental Studies 11(1)

Single-Subject Experimental Designs 12(1)

Microgenetic Studies 12(1)

The Role of Time in Research 13(1)

Theories for Teaching 13(1)

Teachers as Researchers 14(1)

Summary 14(1)

Key Terms 15(1)

Check Yourself 16(1)

Teachers' Casebook: What Would They Do? 17

Point/Counterpoint: What Is Good Teaching? 7(11)

Cognitive Development and Language 18(42)

Teachers' Casebook: What Would You Do? 19(1)

Development: Some General Principles 20(1)

Overview 20(1)

The Brain and Cognitive Development 21(3)

The Developing Brain: Cerebral Cortex 21(1)

Specialization and Integration 22(1)

The Developing Brain: Neurons 22(2)

Implications for Teachers 24(1)

The Development of Language 24(2)

Diversity in Language: Dual Language Development 26(1)

Language Development in the School Years 26(3)

Pronunciation 26(1)

Syntax 27(1)

Vocabulary and Meaning 27(1)

Pragmatics 27(1)

Metalinguistic Awareness 27(1)

Partnerships with Families 27(2)

Summary 29(1)

Key Terms 29(1)

Check Yourself 30(1)

Piaget's Theory of Cognitive Development 31(1)

Overview 31(1)

Influences on Development 31(1)

Basic Tendencies in Thinking 32(1)

Organization 32(1)

Adaptation 32(1)

Equilibration 33(1)

Four Stages of Cognitive Development 33(8)

Infancy: The Sensorimotor Stage 33(1)

Early Childhood to the Elementary Years: The Preoperational Stage 34(2)

Later Elementary to the Middle School Years: The Concrete-Operational Stage 36(2)

Junior and Senior High: Formal Operations 38(2)

Do We All Reach the Fourth Stage? 40(1)

Summary 41(1)

Key Terms 41(1)

Check Yourself 42(1)

Vygotsky's Sociocultural Perspective 43(1)

Overview 43(1)

The Social Sources of Individual Thinking 44(1)

Cultural Tools and Cognitive Development 45(1)

The Role of Language and Private Speech 45(3)

Language and Cultural Diversity 46(1)

Vygotsky's and Piaget's Views Compared 46(1)

Self-Talk and Learning 47(1)

The Role of Learning and Development 48(1)

Vygotsky's and Piaget's Views Compared 48(1)

The Role of Adults and Peers 48(1)

Summary 49(1)

Key Terms 49(1)

Check Yourself 50(1)

Implications of Piaget and Vygotsky for Teachers 51(1)

Overview 51(1)

Understanding and Building on Students' Thinking 51(1)

Activity and Constructing Knowledge 52(1)

The Value of Play 52(1)

Some Limitations of Piaget's Theory 53(2)

The Trouble with Stages 53(1)

Underestimating Children's Abilities 53(1)

Cognitive Development and Information Processing 54(1)

Cognitive Development and Culture 54(1)

Assisted Learning 55(1)

The Zone of Proximal Development 55(2)

Private Speech and the Zone 56(1)

Teaching 56(1)

Summary 57(1)

Key Terms 57(1)

Check Yourself 58(1)

Teachers' Casebook: What Would They Do? 59

Point/Counterpoint: Brain-Based Education 25(3)

Family and Community Partnerships: Promoting Literacy 28(32)

Guidelines: Teaching the Preoperational Child 37(2)

Teaching the Concrete-Operational Child 39(2)

Helping Students to Use Formal Operations 41(16)

Applying Vygotsky's Ideas in Teaching 57(3)

Personal, Moral, and Social Development 60(40)

Teachers' Casebook: What Would You Do? 61(1)

Understanding Ourselves and Others 62(1)

Overview 62(1)

Erikson's Stages of Psychosocial Development 62(1)

The Preschool Years: Trust, Autonomy, and Initiative 62(2)

Elementary and Middle School Years: Industry versus Inferiority 64(1)

Adolescence: The Search for Identity 65(1)

Identity Statuses 65(1)

Consequences of Different Statuses 65(1)

Beyond the School Years 66(1)

Self-Concept and Self-Esteem 66(3)

The Structure of Self-Concept 67(1)

How Self-Concept Develops 68(1)

School Life and Self-Esteem 69(2)

Gender, Ethnicity, and Self-Esteem 71(3)

Diversity and Self-Esteem 72(1)

Personal and Collective Self-Esteem 73(1)

The Self and Others 74(2)

Intention 74(1)

Taking the Perspective of Others 74(1)

Emotional Competence 75(1)

Summary 76(1)

Key Terms 76(1)

Check Yourself 77(1)

Moral Development 78(1)

Overview 78(1)

Kohlberg's Stages of Moral Development 78(2)

Alternatives to Kohlberg's Theory 80(1)

Cultural Differences in Moral Reasoning 80(1)

Diversity in Reasoning: The Morality of Caring 80(2)

Moral Behavior 82(4)

Aggression 82(1)

Bullies 83(1)

Relational Aggression 83(1)

Victims 84(1)

When Aggression Leads to Violence 84(1)

Cheating 85(1)

Summary 86(1)

Key Terms 86(1)

Check Yourself 87(1)

Socialization: Family, Peers, and Teachers 88(1)

Overview 88(1)

American Families Today 88(1)

Divorce 88(1)

Effects of Divorce 89(1)

Peer Relationships and Peer Cultures 89(2)

Who Is Likely to Have Problems with Peers? 90(1)

Peer Cultures 90(1)

New Roles for Teachers 91(1)

Navigating Transitions 92(2)

Young Children: Starting School 92(1)

Students in the Middle Grades: Another Transition 92(2)

Children and Youth at Risk 94(3)

Child Abuse 94(1)

Eating Disorders 95(1)

Drug Abuse 96(1)

Suicide 96(1)

Summary 97(1)

Key Terms 97(1)

Check Yourself 98(1)

Teachers' Casebook: What Would They Do? 99

Point/Counterpoint: What Should Schools Do to Encourage Students' Self-Esteem? 70(4)

Family and Community Partnerships: Building Self-Esteem 74(26)

Guidelines: Encouraging Initiative in Preschool Children 64(1)

Encouraging Industry 64(2)

Supporting Identity Formation 66(9)

Encouraging Emotional Competence 75(9)

Dealing with Aggression and Encouraging Cooperation 84(5)

Helping Children of Divorce 89(2)

Supporting Personal and Social Development 91(3)

Safety on the Internet 94(6)

Learner Differences and Learning Needs 100(46)

Teachers' Casebook: What Would You Do? 101(1)

Individual Differences: Intelligence, Cognitive Processing, and Learning Styles 102(1)

Overview 102(1)

Language and Labeling 102(1)

Person-First Language 102(1)

Disabilities and Handicaps 103(1)

Individual Differences in Intelligence 103(4)

Intelligence: One Ability or Many? 104(1)

Multiple Intelligences 104(2)

Multiple Intelligences Go to School 106(1)

Intelligence as a Process 107(2)

How Is Intelligence Measured? 109(1)

Binet's Dilemma 109(1)

Group versus Individual IQ Tests 109(1)

What Does an IQ Score Mean? 110(1)

Intelligence and Achievement 110(1)

Intelligence: Heredity or Environment? 111(1)

Cognitive Styles 111(1)

Field Dependence and Field Independence 111(1)

Impulsive and Reflective Cognitive Styles 112(1)

Learning Styles and Preferences 112(2)

What Are Learning Preferences? 113(1)

Cautions 113(1)

Summary 114(1)

Key Terms 114(1)

Check Yourself 115(1)

Integration and Inclusion: Teaching Every Child in Today's Classroom 116(1)

Overview 116(1)

Least Restrictive Placement 116(1)

Individualized Educational Program 117(1)

The Rights of Students and Families 117(1)

Prevalent Problems and Mild Disabilities 118(1)

Students with Learning Disabilities 118(3)

Student Characteristics 119(2)

Teaching Students with Learning Disabilities 121(1)

Students with Communication Disorders 121(2)

Speech Disorders 121(1)

Language Disorders 122(1)

Students with Mental Retardation 123(2)

Students with Emotional or Behavioral Disorders 125(1)

Less Prevalent Problems and More Severe Disabilities 126(1)

Students with Health Impairments 126(2)

Cerebral Palsy and Multiple Disabilities 127(1)

Seizure Disorders (Epilepsy) 127(1)

Students Who Are Deaf and Hard of Hearing 128(1)

Students with Low Vision and Blindness 128(1)

Section 504 Protections for Students 129(1)

Students with Hyperactivity and Attention Disorders 130(1)

Treating and Teaching Students with ADHD 131(2)

Summary 133(1)

Key Terms 134(1)

Check Yourself 135(1)

Ability Differences and Teaching 136(1)

Overview 136(1)

Between-Class Ability Grouping 136(1)

Within-Class Ability Grouping 137(2)

Students Who are Gifted and Talented: Who Are These Students? 139(2)

What Is the Origin of These Gifts? 140(1)

What Problems Do The Gifted Face? 141(1)

Strategies for Identifying and Teaching Gifted Students 141(2)

Recognizing Gifts and Talents 142(1)

Teaching Gifted Students 142(1)

Summary 143(1)

Key Terms 144(1)

Check Yourself 144(1)

Teachers' Casebook: What Would They Do? 145

Point/Counterpoint: Is Tracking an Effective Strategy? 138

Family and Community Partnerships: Productive Conferences 118(28)

Guidelines: Interpreting IQ Scores 110(12)

Encouraging Language Development 122(2)

Teaching Students with Mild Retardation 124(2)

Disciplining Students with Emotional Problems 126(13)

Grouping by Achievement 139(7)

Culture and Community 146(42)

Teachers' Casebook: What Would You Do? 147(1)

Diversity in Today's Classrooms 148(1)

Overview 148(1)

Individuals, Groups, and Society 148(2)

American Cultural Diversity 150(1)

Culture and Group Membership 150(1)

Cautions in Interpreting Cultural Differences 150(1)

Social Class Differences: Being Poor 151(1)

SES and Achievement 152(3)

Poor Health Care 152(1)

Low Expectations---Low Self-Esteem 152(1)

Learned Helplessness 153(1)

Peer Influences and Resistance Cultures 153(1)

Tracking 153(1)

Childrearing Styles 154(1)

Home Environment and Resources 154(1)

Ethnic, Racial, and Cultural Differences: The Changing Demographics 155(2)

Cultural Conflicts 156(1)

Cultural Compatibility 156(1)

Ethnic and Racial Differences in School Achievement 157(1)

The Legacy of Discrimination 158(3)

The Development of Prejudice 159(1)

Continuing Discrimination 160(1)

Stereotype Threat 161(2)

Short-Term Effects: Test Performance 161(1)

Long-Term Effects: Disidentification 162(1)

Combating Stereotype Threat 162(1)

Summary 163(1)

Key Terms 163(1)

Check Yourself 164(1)

Girls and Boys: Differences in the Classroom 165(1)

Overview 165(1)

Gender-Role Identity 165(3)

Gender-Role Stereotyping in the Preschool Years 166(1)

Gender Bias in the Curriculum 167(1)

Sex Discrimination in Classrooms 167(1)

Sex Differences in Mental Abilities 168(1)

Eliminating Gender Bias 169(2)

Summary 171(1)

Key Terms 171(1)

Check Yourself 172(1)

Creating Culturally Compatible Classrooms 173(1)

Overview 173(1)

Social Organization 173(1)

Learning Styles 173(2)

Possible Differences 173(2)

Cautions about Learning Styles Research 175(1)

Sociolinguistics: Language Differences in the Classroom 175(1)

Participation Structures 175(1)

Sources of Misunderstanding 175(1)

Dialects 176(1)

Dialects and Pronunciation 176(1)

Dialects and Teaching 176(1)

Bilingualism 177(4)

What Does Bilingualism Mean? 177(1)

Becoming Bilingual 178(1)

Bilingual Education 179(2)

Research on Bilingual Programs 181(1)

Culturally Relevant Pedagogy 181(2)

Students Must Experience Academic Success 181(1)

Develop/Maintain Their Cultural Competence 181(1)

Develop a Critical Consciousness to Challenge the Status Quo 182(1)

Teaching Every Student: Know Your Students, Respect Your Students, Teach Your Students 183(2)

Know Your Students 183(1)

Respect Your Students 183(1)

Teach Your Students 184(1)

Summary 185(1)

Key Terms 185(1)

Check Yourself 186(1)

Teachers' Casebook: What Would They Do? 187

Point/Counterpoint: Do Boys and Girls Learn Differently? 170

Family and Community Partnerships: Building Learning Communities 158(30)

Guidelines: Avoiding Sexism in Teaching 169(9)

Dialects in the Classroom 178(6)

Culturally Relevant Teaching 184(4)

Behavioral Views of Learning 188(38)

Teachers' Casebook: What Would You Do? 189(1)

Behavioral Explanations of Learning: Continguity, Classical Conditioning, and Operant Conditioning 190(1)

Overview 190(1)

Learning: A Definition 190(1)

Learning Is Not Always What It Seems 191(1)

Early Explanations of Learning: Contiguity and Classical Conditioning 192(1)

Pavlov's Dilemma and Discovery: Classical Conditioning 192(1)

Generalization, Discrimination, and Extinction 193(1)

Operant Conditioning: Trying New Responses 194(1)

The Work of Thorndike and Skinner 195(1)

Types of Consequences 195(3)

Reinforcement 196(1)

Punishment 197(1)

Reinforcement Schedules 198(1)

Extinction 198(1)

Antecedents and Behavior Change 199(2)

Cueing 199(1)

Prompting 200(1)

Summary 201(1)

Key Terms 201(1)

Check Yourself 202(1)

Applied Behavior Analysis 203(1)

Overview 203(1)

Methods for Encouraging Behaviors 203(3)

Reinforcing with Teacher Attention 203(2)

Selecting Reinforcers: The Premack Principle 205(1)

Shaping 205(1)

Positive Practice 206(1)

Coping with Undesirable Behavior 206(4)

Negative Reinforcement 206(2)

Satiation 208(1)

Reprimands 208(1)

Response Cost 209(1)

Social Isolation 209(1)

Some Cautions 209(1)

Summary 210(1)

Key Terms 210(1)

Check Yourself 211(1)

Behavioral Approaches to Teaching and Management 212(1)

Overview 212(1)

Mastery Learning 212(1)

Group Consequences 213(1)

Token Reinforcement Programs 213(1)

Contingency Contract Programs 214(1)

Recent Approaches: Self-Regulation and Cognitive Behavior Modification 215(1)

Self-Management 216(2)

Goal Setting 216(1)

Monitoring and Evaluating Progress 216(1)

Self-Reinforcement 217(1)

Cognitive Behavior Modification and Self-Instruction 218(1)

Criticisms of Behavioral Methods 219(3)

Ethical Issues 222(1)

Goals 222(1)

Strategies 222(1)

Summary 223(1)

Key Terms 223(1)

Check Yourself 224(1)

Teachers' Casebook: What Would They Do? 225

Point/Counterpoint: Should Students Be Rewarded for Learning? 221

Family and Community Partnerships: Student Self-Management 218(8)

Guidelines: Applying Classical Conditioning 194(10)

Using Praise Appropriately 204(3)

Encouraging Positive Behaviors 207(2)

Using Punishment 209(17)

Cognitive Views of Learning 226(38)

Teachers' Casebook: What Would You Do? 227(1)

Elements of the Cognitive Perspective: Information Processing 228(1)

Overview 228(1)

Comparing Cognitive and Behavioral Views 228(1)

The Importance of Knowledge in Learning 229(1)

General and Specific Knowledge 230(1)

Declarative, Procedural, and Conditional Knowledge 230(1)

An Overview of the Information Processing Model of Memory 230(2)

Sensory Memory 232(2)

Capacity, Duration, and Contents of Sensory Memory 232(1)

Perception 232(1)

The Role of Attention 233(1)

Attention and Teaching 233(1)

Working Memory 234(4)

The Central Executive 235(1)

The Phonological Loop 235(1)

The Visuospatial Sketchpad 236(1)

Duration and Contents of Working Memory 236(1)

Retaining Information in Working Memory 237(1)

Forgetting 238(1)

Summary 238(1)

Key Terms 239(1)

Check Yourself 240(1)

Long-Term Memory: The Goal of Teaching 241(1)

Overview 241(1)

Capacity, Duration, and Contents of Long-Term Memory 241(1)

Explicit Memories: Semantic and Episodic 242(3)

Propositions and Propositional Networks 243(1)

Images 243(1)

Schemas 243(2)

Episodic Memory 245(1)

Implicit Memories 245(1)

Storing and Retrieving Information in Long-Term Memory 246(4)

Levels of Processing Theories 247(1)

Retrieving Information from Long-Term Memory 247(1)

Forgetting and Long-Term Memory 248(2)

Summary 250(1)

Key Terms 250(1)

Check Yourself 251(1)

Cognition, Metacognition, and Teaching 252(1)

Overview 252(1)

Metacognitive Knowledge and Regulation 252(1)

Individual Differences in Metacognition 253(1)

Individual Differences and Working Memory 253(2)

Developmental Differences 254(1)

Individual Differences 254(1)

Individual Differences and Long-Term Memory 255(1)

Development of Declarative Knowledge 255(3)

Making it Meaningful 255(2)

Mnemonics 257(1)

Rote Memorization 258(1)

Becoming an Expert: Development of Procedural and Conditional Knowledge 258(2)

Automated Basic Skills 259(1)

Domain-Specific Strategies 260(1)

Learning Outside School 260(1)

Summary 261(1)

Key Terms 261(1)

Check Yourself 262(1)

Teachers' Casebook: What Would They Do? 263

Point/Counterpoint: What's Wrong with Memorizing? 259(2)

Family and Community Partnerships: Organizing Learning 261(3)

Guidelines: Getting and Maintaining Attention 234(15)

Using Information Processing Ideas in the Classroom 249(15)

Complex Cognitive Processes 264(38)

Teachers' Casebook: What Would You Do? 265(1)

Learning and Teaching about Concepts 266(1)

Overview 266(1)

Views of Concept Learning 266(1)

Prototypes and Exemplars 266(1)

Concepts and Schemas 267(1)

Strategies for Teaching Concepts 267(3)

An Example Concept-Attainment Lesson 267(1)

Lesson Components 268(1)

Lesson Structure 268(2)

Extending and Connecting Concepts 270(1)

Teaching Concepts through Discovery 270(1)

Structure and Discovery 270(1)

Discovery in Action 270(1)

Teaching Concepts through Exposition 271(2)

Advance Organizers 272(1)

Steps in an Expository Lesson 273(1)

Teaching Concepts in Diverse Classrooms 273(1)

Summary 274(1)

Key Terms 274(1)

Check Yourself 275(1)

Problem Solving 276(1)

Overview 276(1)

Problem Solving: General or Domain-Specific? 276(1)

Identifying: Problem Finding 277(1)

Defining Goals and Representing the Problem 277(3)

Focusing Attention 278(1)

Understanding the Words 278(1)

Understanding the Whole Problem 278(1)

Translation and Schema Training 279(1)

The Results of Problem Representation 280(1)

Exploring Possible Solution Strategies 280(1)

Algorithms 280(1)

Heuristics 281(1)

Anticipating, Acting, and Looking Back 281(1)

Factors That Hinder Problem Solving 282(2)

Functional Fixedness 282(1)

Response Set 283(1)

The Importance of Flexibility 284(1)

Effective Problem Solving: What Do the Experts Do? 284(3)

Expert Knowledge 284(2)

Novice Knowledge 286(1)

Summary 287(1)

Key Terms 287(1)

Check Yourself 288(1)

Teaching for Transfer 289(1)

Overview 289(1)

Learning Strategies and Tactics 289(3)

Deciding What Is Important 290(1)

Summaries 290(1)

Underlining and Highlighting 290(1)

Taking Notes 291(1)

Visual Tools for Organizing 292(1)

Reading Strategies 292(2)

Applying Learning Strategies 294(2)

Valuing Learning 294(1)

Effort and Efficacy 295(1)

Epistemological Beliefs 295(1)

A Contemporary View of Teaching for Transfer 296(1)

Teaching for Positive Transfer 297(2)

What Is Worth Learning? 298(1)

How Can Teachers Help? 298(1)

Stages of Transfer for Strategies 298(1)

Summary 299(1)

Key Terms 300(1)

Check Yourself 300(1)

Teachers' Casebook: What Would They Do? 301

Point/Counterpoint: Should Students Be Allowed to Use Calculators and Spell-Checkers? 283(16)

Family and Community Partnerships: Promoting Transfer 299(3)

Guidelines Applying Bruner's Ideas 272(1)

Applying Ausubel's Ideas 273(13)

Problem Solving 286(9)

Becoming an Expert Student 295(7)

Social Cognitive and Constructivist Views of Learning 302(36)

Teachers' Casebook: What Would You Do? 303(1)

Social Learning and Social Cognitive Theories 304(1)

Overview 304(1)

Parents, Peers, and Teachers 304(2)

Learning by Observing Others 306(2)

Attention 306(1)

Retention 307(1)

Production 307(1)

Motivation and Reinforcement 307(1)

Factors That Influence Observational Learning 308(1)

Observational Learning in Teaching 308(2)

Directing Attention 309(1)

Fine-Tuning Already-Learned Behaviors 309(1)

Strengthening or Weakening Inhibitions 309(1)

Teaching New Behaviors 309(1)

Arousing Emotion 309(1)

Reciprocal Determinism 310(2)

Summary 312(1)

Key Terms 312(1)

Check Yourself 313(1)

Constructivism and Situated Learning 314(1)

Overview 314(1)

Constructivist Views of Learning 315(2)

Psychological/Individual Constructivism 315(1)

Vygotsky's Social Constructivism 316(1)

Constructionism 316(1)

How Is Knowledge Constructed? 317(1)

Knowledge: Situated or General? 318(1)

Common Elements of Constructivist Perspectives 318(2)

Complex Learning Environments and Authentic Tasks 319(1)

Social Negotiation 319(1)

Multiple Perspectives and Representations of Content 319(1)

Understanding the Knowledge Construction Process 320(1)

Student Ownership of Learning 320(1)

Looking Back at Learning 320(2)

Summary 322(1)

Key Terms 322(1)

Check Yourself 323(1)

Applications of Constructivist and Situated Perspectives on Learning 324(1)

Overview 324(1)

Inquiry and Problem-Based Learning 324(4)

Examples of Inquiry 324(2)

Problem-Based Learning 326(1)

Research on Inquiry and Problem-Based Learning 327(1)

Dialogue and Instructional Conversations 328(1)

Cognitive Apprenticeships 329(2)

A Cognitive Apprenticeship in Learning Mathematics 330(1)

Cognitive Apprenticeships in Thinking 331(2)

Developing Thinking in Every Class 331(1)

Critical Thinking 331(2)

The Language of Thinking 333(1)

An Integretated Constructivist Program: Fostering Communities of Learners 333(2)

Working with Families 335(1)

Summary 335(1)

Key Terms 335(1)

Check Yourself 336(1)

Teachers' Casebook: What Would They Do? 337

Point/Counterpoint: Should Schools Teach Critical Thinking and Problem Solving? 332(2)

Family and Community Partnerships: Communicating about Innovations 334(4)

Guidelines: Using Observational Learning 310(28)

Motivation in Learning and Teaching 338(48)

Teachers' Casebook: What Would You Do? 339(1)

Motivation: A Definition and Four General Approaches 340(1)

Overview 340(1)

Meeting Some Students 340(1)

Intrinsic and Extrinsic Motivation 341(2)

Behavioral Approaches to Motivation 343(1)

Humanistic Approaches to Motivation 343(1)

Maslow's Hierarchy 343(1)

Cognitive Approaches to Motivation 344(2)

Attribution Theory 344(1)

Attributions in the Classroom 345(1)

Teacher Actions and Student Attributions 345(1)

Expectancy x Value Theories 346(1)

Sociocultural Conceptions of Motivation 346(2)

Summary 348(1)

Key Terms 348(1)

Check Yourself 349(1)

Goals, Interests, and Emotions 350(1)

Overview 350(1)

Types of Goals and Goal Orientations 350(3)

Four Goal Orientations in School 351(1)

Wait---Are Performance Goals Always Bad? 351(1)

Beyond Mastery and Performance 352(1)

Feedback and Goal Acceptance 353(1)

Goals: Lessons for Teachers 353(1)

Tapping Interests and Emotions 353(1)

Arousal: Excitement and Anxiety in Learning 354(4)

Curiosity: Novelty and Complexity 355(2)

Anxiety in the Classroom 357(1)

How Does Anxiety Interfere with Achievement? 357(1)

Coping with Anxiety 357(1)

Interests and Emotions: Lessons for Teachers 358(1)

Summary 359(1)

Key Terms 359(1)

Check Yourself 360(1)

Self-Schemas 361(1)

Overview 361(1)

Beliefs about Ability 361(1)

Beliefs about Self-Efficacy 362(2)

Self-Efficacy, Self-Concept, and Self-Esteem 362(1)

Sources of Self-Efficacy 362(1)

Efficacy and Motivation 363(1)

Teacher Efficacy 363(1)

Self-Determination 364(1)

Self-Determination in the Classroom 364(1)

Information and Control 364(1)

Learned Helplessness 365(1)

Self-Worth 366(1)

Self-Schemas: Lessons for Teachers 367(1)

Summary 368(1)

Key Terms 368(1)

Check Yourself 369(1)

Motivation to Learn in School 370(1)

Overview 370(1)

On TARGET for Learning 370(1)

Tasks for Learning 370(3)

Task Value 371(1)

Authentic Tasks 371(2)

Supporting Autonomy and Recognizing Accomplishment 373(2)

Supporting Choices 373(2)

Recognizing Accomplishment 375(1)

Grouping, Evaluation, and Time 375(2)

Grouping and Goal Structures 375(1)

Evaluation 375(1)

Time 376(1)

Bringing it All Together: Strategies to Encourage Motivation and Thoughtful Learning 377(1)

Can I Do It? Building Confidence and Positive Expectations 378(1)

Do I Want to Do It? Seeing the Value of Learning 379(2)

Attainment and Intrinsic Value 379(1)

Instrumental Value 380(1)

What Do I Need to Do to Succeed? Staying Focused on the Task 381(1)

Summary 382(1)

Key Terms 383(1)

Check Yourself 384(1)

Teachers' Casebook: What Would They Do? 385

Point/Counterpoint: Does Making Learning Fun Make Good Learning? 356(26)

Family and Community Partnerships: Motivation to Learn 382(4)

Guidelines: Building on Students' Interests 355(3)

Coping with Anxiety 358(7)

Supporting Self-Determination and Autonomy 365(2)

Encouraging Self-Efficacy and Self-Worth 367(19)

Creating Learning Environments 386(36)

Teachers' Casebook: What Would You Do? 387(1)

Creating a Positive Learning Environment 388(1)

Overview 388(1)

The Basic Task: Gain Their Cooperation 388(1)

The Goals of Classroom Management 389(3)

More Time for Learning 390(1)

Access to Learning 390(1)

Management for Self-Management 391(1)

Some Research Results 392(1)

Rules and Procedures Required 392(5)

Procedures 393(1)

Rules 393(1)

Rules for Elementary School 394(1)

Rules for Secondary School 395(1)

Consequences 395(1)

Who Sets the Rules and Consequences? 396(1)

Planning Spaces for Learning 397(1)

Interest-Areas 397(1)

Personal Territories 397(1)

Getting Started: The First Weeks of Class 398(2)

Effective Managers for Elementary Students 398(2)

Effective Managers for Secondary Students 400(1)

Summary 400(1)

Key Terms 400(1)

Check Yourself 401(1)

Maintaining a Good Environment for Learning 402(1)

Overview 402(1)

Encouraging Engagement 402(1)

Prevention Is the Best Medicine 402(2)

Withitness 403(1)

Overlapping and Group Focus 403(1)

Movement Management 403(1)

Dealing with Discipline Problems 404(1)

Special Problems with Secondary Students 405(3)

Summary 408(1)

Key Terms 408(1)

Check Yourself 409(1)

The Need for Communication 410(1)

Overview 410(1)

Message Sent---Message Received 410(1)

Diagnosis: Whose Problem Is It? 411(1)

Counseling: The Student's Problem 411(1)

Confrontation and Assertive Discipline 412(2)

Messages 412(1)

Assertive Discipline 412(1)

Confrontations and Negotiations 413(1)

Student Conflicts and Confrontations 414(2)

Peer Harassment 414(1)

Violence in the Schools 415(1)

Summing It Up: Learning Environments for All Students 416(1)

Culturally Responsive Management 417(1)

Communicating with Families about Classroom Management 418(1)

Summary 419(1)

Key Terms 419(1)

Check Yourself 420(1)

Teachers' Casebook: What Would They Do? 421

Point/Counterpoint: Is Zero Tolerance a Good Idea? 406(12)

Family and Community Partnerships: Classroom Management 418(4)

Guidelines: Establishing Class Procedures 394(5)

Designing Learning Spaces 399(4)

Keeping Students Engaged 403(3)

Imposing Penalties 406(16)

Teaching for Academic Learning 422(46)

Teachers' Casebook: What Would You Do? 423(1)

The First Step: Planning 424(1)

Overview 424(1)

Objectives for Learning 425(2)

Mager: Start with the Specific 425(1)

Gronlund: Start with the General 426(1)

Flexible and Creative Plans---Using Taxonomies 427(2)

The Cognitive Domain 427(1)

Bloom 2001 427(1)

The Affective Domain 428(1)

The Psychomotor Domain 429(1)

Another View: Planning from a Constructivist Perspective 429(3)

An Example of Constructivist Planning 430(1)

Integrated and Thematic Plans 430(2)

Summary 432(1)

Key Terms 432(1)

Check Yourself 433(1)

Teacher-Directed Instruction and Teacher Expectations 434(1)

Overview 434(1)

Characteristics of Effective Teachers 434(2)

Teachers' Knowledge 434(1)

Clarity and Organization 435(1)

Warmth and Enthusiasm 435(1)

Explanation and Direct Instruction 436(3)

Direct Instruction 437(1)

Rosenshine's Six Teaching Functions 437(1)

Why Does Direct Instruction Work? 438(1)

Criticisms of Direct Instruction 439(1)

Seatwork and Homework 439(3)

Seatwork 440(1)

Homework 440(1)

Making Seatwork and Homework Valuable 440(2)

Questioning and Recitation 442(3)

Kinds of Questions 443(1)

Fitting the Questions to the Students 444(1)

Responding to Student Answers 445(1)

Group Discussion 445(1)

Teacher Expectations: Two Kinds of Expectation Effects 446(1)

Sources of Expectations 447(1)

Do Teachers' Expectations Really Affect Students' Achievement? 448(1)

Teacher Behavior and Student Reaction 448(3)

Instructional Strategies 448(1)

Teacher---Student Interactions 449(2)

Summary 451(1)

Key Terms 451(1)

Check Yourself 452(1)

Student-Centered Teaching in Content Areas and Inclusive Classrooms 453(1)

Overview 453(1)

Learning to Read and Write 454(2)

Balance in Reading and Writing 454(1)

Comprehension Monitoring and Reading: Reciprocal Teaching 454(2)

Applying Reciprocal Teaching 456(1)

Learning and Teaching Mathematics 456(1)

Learning and Teaching Science 457(2)

Beyond the Debates to Outstanding Teaching 459(1)

Effective Teaching in Inclusive Classrooms 460(1)

Resource Rooms, Collaborative Consultation, and Cooperative Teaching 461(1)

Working with Individual Students 462(1)

Technology and Exceptional Students 462(2)

Summary 464(1)

Key Terms 465(1)

Check Yourself 466(1)

Teachers' Casebook: What Would They Do? 467

Point/Counterpoint: Is Homework a Valuable Use of Time? 441(1)

Family and Community Partnerships: Homework 442(26)

Guidelines: Using Instructional Objectives 429(7)

Teaching Effectively 436(10)

Productive Group Discussions 446(4)

Avoiding the Negative Effects of Teacher Expectations 450(9)

Teaching for Conceptual Change 459(9)

Teaching for Self-Regulation, Creativity, and Tolerance 468(34)

Teachers' Casebook: What Would You Do? 469(1)

Self-Regulation and Agency 470(1)

Overview 470(1)

What Influences Self-Regulation? 470(1)

Knowledge 470(1)

Motivation 471(1)

Volition 471(1)

Family Influences 471(1)

Self-Regulation Processes 471(2)

Social and Emotional Learning 473(2)

What Is EQ? 474(1)

EQ Goes to School 475(1)

Cautions 475(1)

Social Skills 475(1)

Life Skills: Preventing High-Risk Behaviors 476(1)

Compassion and Tolerance 477(2)

Group Work and Cooperation in Learning 479(2)

Beyond Groups to Cooperation 479(1)

What Can Go Wrong: Misuses of Group Learning 480(1)

Making Cooperative Learning Work 481(2)

Setting Up Cooperative Groups 481(1)

Giving and Receiving Explanations 481(1)

Assigning Roles 482(1)

Strategies for Cooperation 483(4)

Jigsaw 483(1)

Reciprocal Questioning 484(1)

Scripted Cooperation 485(1)

STAD 485(2)

Summary 487(1)

Key Terms 487(1)

Check Yourself 488(1)

Creativity and Community 489(1)

Overview 489(1)

Defining Creativity 489(1)

What Is the Source of Creativity? 489(1)

Creativity and Cognition 490(1)

Creativity and Diversity 490(1)

Assessing Creativity 490(1)

Creativity in the Classroom 491(2)

Brainstorming 491(1)

Take Your Time---and Play! 492(1)

The Big C: Revolutionary Innovation 493(1)

Creating a Classroom Learning Community 493(3)

Getting Started on Community 496(1)

Conflict and Negotiation 496(1)

Respect and Protect 497(1)

Community Outside the Classroom: Service Learning 497(2)

Summary 499(1)

Key Terms 499(1)

Check Yourself 500(1)

Teachers' Casebook: What Would They Do? 501

Point/Counterpoint: Should Schools Teach Character and Compassion? 478

Family and Community Partnerships: Parents Supporting Self-Regulation 472(30)

Guidelines: Using Cooperative Learning 486(6)

Encouraging Creativity 492(10)

Evaluation, Measurement, and Assessment 502(65)

Teachers' Casebook: What Would You Do? 503(1)

Definitions and Concepts 504(1)

Overview 504(1)

Norm-Referenced Tests 505(1)

Criterion-Referenced Tests 505(1)

What Test Scores Mean 506(3)

Frequency Distributions 507(1)

Measurements of Central Tendency and Standard Deviation 507(1)

The Normal Distribution 508(1)

Types of Scores 509(3)

Percentile Rank Scores 509(1)

Grade Equivalent Scores 510(1)

Standard Scores 511(1)

Interpreting Test Scores 512(5)

Reliability 512(1)

True Score 512(1)

Confidence Interval 513(1)

Validity 513(1)

Absence of Bias 514(3)

Summary 517(1)

Key Terms 517(1)

Check Yourself 518(1)

Standardized Tests 519(1)

Overview 519(1)

Achievement Tests: What Has the Student Learned? 519(3)

Using Information from a Norm-Referenced Achievement Test 519(3)

Diagnostic Tests: What Are the Student's Strengths and Weaknesses? 522(1)

Aptitude Tests: How Well Will the Student Do in the Future? 522(1)

IQ and Scholastic Aptitude 522(1)

Discussing Test Results with Families 523(1)

How Widespread Is Standardized Testing? 523(1)

Accountability and High Stakes Testing 524(2)

Testing Teachers 526(2)

PRAXIS™ 527(1)

National Board Certification 527(1)

The Uses of Testing in American Society 528(1)

Preparing for Tests 528(1)

New Directions in Standardized Testing: Authentic Assessment 529(3)

Changes in the SAT 530(2)

Accommodating Diversity in Testing 532(1)

Summary 532(1)

Key Terms 532(1)

Check Yourself 533(1)

Getting the Most from Traditional Assessment Approaches: Testing and Grading 534(1)

Overview 534(1)

Formative and Summative Assessment 534(1)

Planning for Testing 535(1)

When to Test? 535(1)

Judging Textbook Tests 535(1)

Objective Testing 535(3)

Using Multiple-Choice Tests 536(1)

Writing Multiple-Choice Questions 536(2)

Essay Testing 538(2)

Constructing Essay Tests 538(1)

Evaluating Essays: Dangers 538(1)

Evaluating Essays: Methods 539(1)

Grades, Grading, and Students 540(1)

Effects of Failure 540(1)

Effects of Feedback 541(1)

Grades and Motivation 541(1)

Grading and Reporting: Nuts and Bolts 542(1)

Criterion-Referenced versus Norm-Referenced Grading 543(1)

Criterion-Referenced Systems 543(1)

Norm-Referenced Systems 543(1)

The Point System and Percentage Grading 543(3)

The Contract System and Grading Rubrics 546(1)

Grading on Effort and Improvement 546(2)

Cautions: Being Fair 548(1)

Diversity and Grading 548(1)

Beyond Grading: Communication 549(2)

Summary 551(1)

Key Terms 551(1)

Check Yourself 552(1)

Innovations in Classroom Assessment 553(1)

Overview 553(1)

Authentic Classroom Assessment 553(2)

Performance in Context: Portfolios and Exhibitions 555(3)

Portfolios 556(1)

Exhibitions 557(1)

Evaluating Portfolios and Performances 558(3)

Scoring Rubrics 558(3)

Reliability, Validity, Generalizability 561(1)

Diversity and Equity in Performance Assessment 561(1)

Assessing Learning Potential: Dynamic Assessment 561(1)

Summary 562(1)

Key Terms 563(1)

Check Yourself 564(1)

Teachers' Casebook: What Would They Do? 565

Point/Counterpoint: Should Tests Be Used to Hold Teachers Accountable? 525(29)

Point/Counterpoint: Which Is Better---Traditional Tests or Authentic Assessments? 554

Family and Community Partnerships: Explaining and Using Test Results 515(35)

Family and Community Partnerships: Conferences 550(17)

Guidelines: Increasing Reliability and Validity 514(2)

Becoming an Expert Test-Taker 516(15)

Accommodations in Testing 531(6)

Writing Objective Test Items 537(5)

Minimizing the Detrimental Effects of Grades 542(5)

Using Any Grading System 547(11)

Creating Portfolios 558(2)

Developing a Rubric 560(7)
Appendix A: Becoming a Professional 567(18)
Appendix B: Standards and Licensure: PRAXIS II™ and INTASC 585(16)
Glossary 601(10)
References 611(38)
Name Index 649(12)
Subject Index 661