- Preface...............................................................................................................................................................
- The changing teaching profession and you.............................................................................
- The joys of teaching..........................................................................................................................................
- Are there also challenges to teaching?............................................................................................................
- Teaching is different from in the past............................................................................................................
- How educational psychology can help............................................................................................................
- The learning process .............................................................................................................
- Teachers’ perspectives on learning................................................................................................................
- Major theories and models of learning..........................................................................................................
- Student development.............................................................................................................
- Why development matters.............................................................................................................................
- Physical development during the school years..............................................................................................
- Cognitive development: the theory of Jean Piaget........................................................................................
- Social development: relationships,personal motives, and morality .............................................................
- Moral development: forming a sense of rights and responsibilities.............................................................
- Understanding “the typical student” versus understanding students...........................................................
- Student diversity....................................................................................................................
- Individual styles of learning and thinking.....................................................................................................
- Multiple intelligences.....................................................................................................................................
- Gifted and talented students..........................................................................................................................
- Gender differences in the classroom..............................................................................................................
- Differences in cultural expectations and styles..............................................................................................
- Accommodating diversity in practice............................................................................................................
- Students with special educational needs..............................................................................
- Three people on the margins..........................................................................................................................
- Growing support for people with disabilities: legislation and its effects......................................................
- Responsibilities of teachers for students with disabilities.............................................................................
- Categories of disabilities—and their ambiguities...........................................................................................
- Learning disabilities........................................................................................................................................
- Attention deficit hyperactivity disorder.........................................................................................................
- Intellectual disabilities...................................................................................................................................
- Behavioral disorders.......................................................................................................................................
- Physical disabilities and sensory impairments.............................................................................................
- The value of including students with special needs.....................................................................................
- Student motivation..............................................................................................................
- Motives as behavior.......................................................................................................................................
- Motives as goals.............................................................................................................................................
- Motives as interests.......................................................................................................................................
- Motives related to attributions......................................................................................................................
- Motivation as self-efficacy............................................................................................................................
- Motivation as self-determination.................................................................................................................
- Expectancy x value: effects on students’ motivation....................................................................................
- TARGET: a model for integrating ideas about motivation...........................................................................
- Classroom management and the learning environment....................................................
Why classroom management matters..........................................................................................................
- Preventing management problems by focusing students on learning......................................................... This book is licensed under a Creative Commons Attribution 3.0 License
- Responding to student misbehavior.............................................................................................................
- Keeping management issues in perspective.................................................................................................
- The nature of classroom communication............................................................................
- Communication in classrooms vs communication elsewhere.....................................................................
- Effective verbal communication...................................................................................................................
- Effective nonverbal communication.............................................................................................................
- Structures of participation: effects on communication................................................................................
- Communication styles in the classroom.......................................................................................................
- Using classroom talk to stimulate students’ thinking..................................................................................
- The bottom line: messages sent, messages reconstructed...........................................................................
- Facilitating complex thinking..............................................................................................
- Forms of thinking associated with classroom learning................................................................................
- Critical thinking............................................................................................................................................
- Creative thinking ..........................................................................................................................................
- Problem-solving............................................................................................................................................
- Broad instructional strategies that stimulate complex thinking..................................................................
- Teacher-directed instruction........................................................................................................................
- Student-centered models of learning..........................................................................................................
- Inquiry learning............................................................................................................................................
- Cooperative learning....................................................................................................................................
- Examples of cooperative and collaborative learning...................................................................................
- Instructional strategies: an abundance of choices.......................................................................................
- Planning instruction..........................................................................................................
- Selecting general learning goals...................................................................................................................
- Formulating learning objectives...................................................................................................................
- Students as a source of instructional goals..................................................................................................
- Enhancing student learning through a variety of resources........................................................................
- Creating bridges among curriculum goals and students’ prior experiences...............................................
- Planning for instruction as well as for learning...........................................................................................
- Teacher-made assessment strategies................................................................................
- Basic concepts...............................................................................................................................................
- Assessment for learning: an overview of the process...................................................................................
- Selecting appropriate assessment techniques I: high quality assessments................................................
- Reliability
- Absence of bias
- Selecting appropriate assessment techniques II: types of teacher-made assessments..............................
- Selected response items................................................................................................................................
- Constructed response items
- Portfolios.......................................................................................................................................................
- Assessment that enhances motivation and student confidence..................................................................
- Teachers’ purposes and beliefs
- Choosing assessments
- Providing feedback
- Self and peer assessment
- Adjusting instruction based on assessment.................................................................................................
- Communication with parents and guardians...............................................................................................
- Action research: studying yourself and your students.................................................................................
- Grading and reporting
- Standardized and other formal assessments.....................................................................
- Basic concepts...............................................................................................................................................
- High-stakes testing by states........................................................................................................................
- International testing.....................................................................................................................................
- International comparisons
- Understanding test results...........................................................................................................................
- Issues with standardized tests .....................................................................................................................
- Appendix A: Preparing for licensure......................................................................................
- Appendix B: Deciding for yourself about the research...........................................................
- Appendix C: The reflective practitioner..................................................................................
- Types of resources for professional development and learning..................................................................
- Reading and understanding professional articles .......................................................................................
- Action research: hearing from teachers about improving practice.............................................................
- The challenges of action research.................................................................................................................
Benefiting from all kinds of research...........................................................................................................
chris devlin
(Chris Devlin)
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