Educational Psychology ISE

Höfundur: John Santrock (Útgáfa: 9)
Educational Psychology ISE

Kaup valmöguleikar

Educational Psychology emphasizes the application of theory to real classroom practice, drawing connections among chapter concepts, relevant scholarship, and rich vignettes of real-life experiences of teachers across all grade levels. Santrock’s hallmark Learning System organizes the content into manageable chunks under learning goals, supported by mini-chapter maps laying out each section, and reinforced by chapter-ending case studies that give students the opportunity to reflect on and synthesize what they have learned.

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Útgefandi
McGraw-Hill Higher Education (International)
ISBN
9781264896707
Print ISBN
9781266219900
Format
ePub
Útgáfa
9
Höfundar
John Santrock
Tungumál
English
Útgefið
2026-01-20
Prent takmörkun á líftíma
100
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Table of Contents and Preface
  • Cover Page
  • Title Page
  • Copyright Page
  • In Memoriam
  • Dedication
  • About the Author
  • Brief Contents
  • Contents
  • Chapter 1
  • Chapter 2
  • Chapter 3
  • Chapter 4
  • Chapter 5
  • Chapter 6
  • Chapter 7
  • Chapter 8
  • Chapter 9
  • Chapter 10
  • Chapter 11
  • Chapter 12
  • Chapter 13
  • Chapter 14
  • Chapter 15
  • Chapter 16
  • List of Features
  • Self-Assessment
  • Connecting with the Classroom: Crack the Case
  • Connecting with Teachers
  • Through the Eyes of Students
  • Connecting with Students: Best Practices
  • Expert Consultants for Educational Psychology
  • Preface
  • Connecting Theory and Practice
  • The Learning System
  • Main Chapter-By-Chapter Changes
  • Acknowledgments
  • Connect
  • Chapter 1: Educational Psychology: A Tool for Effective Teaching
  • Introduction
  • Connecting with Teachers Margaret Metzger
  • 1 Exploring Educational Psychology
  • Historical Background
  • Teaching: Art and Science
  • 2 Effective Teaching
  • Professional Knowledge and Skills
  • Commitment, Motivation, and Caring
  • 3 Research in Educational Psychology
  • Why Research Is Important
  • Research Methods
  • Program Evaluation Research, Action Research, and the Teacher-As-Researcher
  • Quantitative and Qualitative Research
  • Connecting with Learning: Reach Your Learning Goals
  • Historical Background
  • Teaching: Art and Science
  • Professional Knowledge and Skills
  • Commitment, Motivation, and Caring
  • Why Research Is Important
  • Research Methods
  • Program Evaluation Research, Action Research, and the Teacher-as-Researcher
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Chapter 2: Cognitive and Language Development
  • Introduction
  • Connecting with Teachers Donene Polson
  • 1 An Overview of Child Development
  • Exploring What Development Is
  • Processes and Periods
  • Developmental Issues
  • Development and Education
  • 2 Cognitive Development
  • The Brain
  • Piaget’s Theory
  • Vygotsky’s Theory
  • 3 Language Development
  • What Is Language?
  • Biological and Environmental Influences
  • How Language Develops
  • Connecting with Learning: Reach Your Learning Goals
  • Exploring What Development Is
  • Processes and Periods
  • Developmental Issues
  • Development and Education
  • The Brain
  • Piaget’s Theory
  • Vygotsky’s Theory
  • What Is Language?
  • Biological and Environmental Influences
  • How Language Develops
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Chapter 3: Social Contexts and Socioemotional Development
  • Introduction
  • Connecting with Teachers Keren Abra
  • 1 Contemporary Theories
  • Bronfenbrenner’s Ecological Theory
  • Erikson’s Life-Span Development Theory
  • 2 Social Contexts of Development
  • Families
  • Peers
  • Schools
  • 3 Socioemotional Development
  • The Self and Identity
  • Moral Development
  • Emotional Development
  • Connecting with Learning: Reach Your Learning Goals
  • Bronfenbrenner’s Ecological Theory
  • Erikson’s Life-Span Development Theory
  • Families
  • Peers
  • Schools
  • The Self and Identity
  • Moral Development
  • Emotional Development
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Collaborative Work
  • Chapter 4: Individual Variations
  • Introduction
  • Connecting with Teachers Shiffy Landa
  • 1 Intelligence
  • What Is Intelligence?
  • Intelligence Tests
  • Theories of Multiple Intelligences
  • The Neuroscience of Intelligence
  • Controversies and Issues in Intelligence
  • 2 Learning and Thinking Styles
  • Impulsive/Reflective Styles
  • Deep/Surface Styles
  • Optimistic/Pessimistic Styles
  • Criticisms of Learning and Thinking Styles
  • 3 Personality and Temperament
  • Personality
  • Temperament
  • Connecting with Learning: Reach Your Learning Goals
  • What Is Intelligence?
  • Intelligence Tests
  • Theories of Multiple Intelligences
  • The Neuroscience of Intelligence
  • Controversies and Issues in Intelligence
  • Impulsive/Reflective Styles
  • Deep/Surface Styles
  • Optimistic/Pessimistic Styles
  • Criticisms of Learning and Thinking Styles
  • Personality
  • Temperament
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Chapter 5: Sociocultural Diversity
  • Introduction
  • Connecting with Teachers Margaret Longworth
  • 1 Culture and Ethnicity
  • Culture
  • Socioeconomic Status
  • Ethnicity
  • Second-Language Learning and Bilingual Education
  • 2 Multicultural Education
  • Empowering Students
  • Culturally Relevant Teaching
  • Issues-Centered Education
  • Improving Relationships Among Children from Different Ethnic Groups
  • 3 Gender
  • Exploring Gender Views
  • Gender Stereotyping, Similarities, and Differences
  • Gender Controversy
  • Gender-Role Classification
  • Gender in Context
  • Eliminating Gender Bias
  • Connecting with Learning: Reach Your Learning Goals
  • Culture
  • Socioeconomic Status
  • Ethnicity
  • Second-Language Learning and Bilingual Education
  • Empowering Students
  • Culturally Relevant Teaching
  • Issues-Centered Education
  • Improving Relationships Among Children from Different Ethnic Groups
  • Exploring Gender Views
  • Gender Stereotyping, Similarities, and Differences
  • Gender Controversy
  • Gender-Role Classification
  • Gender in Context
  • Eliminating Gender Bias
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Collaborative Work
  • Chapter 6: Learners Who are Exceptional
  • Introduction
  • Connecting with Teachers Verna Rollins Hayes
  • 1 Children with Disabilities
  • Learning Disabilities
  • Attention Deficit Hyperactivity Disorder
  • Intellectual Disability
  • Physical Disorders
  • Sensory Disorders
  • Speech and Language Disorders
  • Autism Spectrum Disorder
  • Emotional and Behavioral Disorders
  • 2 Educational Issues Involving Children with Disabilities
  • Legal Aspects
  • Technology
  • 3 Children Who Are Gifted
  • Characteristics
  • Nature/Nurture and Domain-Specific Giftedness
  • Educating Children Who Are Gifted
  • Connecting with Learning: Reach Your Learning Goals
  • Learning Disabilities
  • Attention Deficit Hyperactivity Disorder
  • Intellectual Disability
  • Physical Disorders
  • Sensory Disorders
  • Speech and Language Disorders
  • Autism Spectrum Disorder
  • Emotional and Behavioral Disorders
  • Legal Aspects
  • Technology
  • Characteristics
  • Nature/Nurture and Domain-Specific Giftedness
  • Educating Children Who Are Gifted
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Collaborative Work
  • Chapter 7: Behavioral and Social Cognitive Approaches
  • Introduction
  • Connecting with Teachers Ruth Sidney Charney
  • 1 What Is Learning?
  • What Learning Is and Is Not
  • Approaches to Learning
  • 2 Behavioral Approaches to Learning
  • Classical Conditioning
  • Operant Conditioning
  • 3 Applied Behavior Analysis in Education
  • What Is Applied Behavior Analysis?
  • Increasing Desirable Behaviors
  • Decreasing Undesirable Behaviors
  • Evaluating Operant Conditioning and Applied Behavior Analysis
  • 4 Social Cognitive Approaches to Learning
  • Bandura’s Social Cognitive Theory
  • Observational Learning
  • Cognitive-Behavioral Approaches and Self-Regulation
  • Evaluating the Social Cognitive Approaches
  • Connecting with Learning: Reach Your Learning Goals
  • What Learning Is and Is Not
  • Approaches to Learning
  • Classical Conditioning
  • Operant Conditioning
  • What Is Applied Behavior Analysis?
  • Increasing Desirable Behaviors
  • Decreasing Undesirable Behaviors
  • Evaluating Operant Conditioning and Applied Behavior Analysis
  • Bandura’s Social Cognitive Theory
  • Observational Learning
  • Cognitive-Behavioral Approaches and Self-Regulation
  • Evaluating the Social Cognitive Approaches
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Collaborative Work
  • Chapter 8: The Information-Processing Approach
  • Introduction
  • Connecting with Teachers Laura Bickford
  • 1 The Nature of the Information-Processing Approach
  • The Information-Processing Approach
  • Cognitive Resources: Capacity and Speed of Processing Information
  • Mechanisms of Change
  • 2 Attention
  • What Is Attention?
  • Developmental Changes
  • 3 Memory
  • What Is Memory?
  • Encoding
  • Storage
  • Retrieval and Forgetting
  • 4 Expertise
  • Expertise and Learning
  • Acquiring Expertise
  • Expertise and Teaching
  • 5 Metacognition
  • Developmental Changes
  • The Good Information-Processing Model
  • Strategies and Metacognitive Regulation
  • Connecting with Learning: Reach Your Learning Goals
  • The Information-Processing Approach
  • Cognitive Resources: Capacity and Speed of Processing Information
  • Mechanisms of Change
  • What Is Attention?
  • Developmental Changes
  • What Is Memory?
  • Encoding
  • Storage
  • Retrieval and Forgetting
  • Expertise and Learning
  • Acquiring Expertise
  • Expertise and Teaching
  • Developmental Changes
  • The Good Information-Processing Model
  • Strategies and Metacognitive Regulation
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Collaborative Work
  • Chapter 9: Complex Cognitive Processes
  • Introduction
  • Connecting with Teachers Marilyn Whirry
  • 1 Conceptual Understanding
  • What Are Concepts?
  • Promoting Concept Formation
  • 2 Thinking
  • What Is Thinking?
  • Executive Function
  • Reasoning
  • Critical Thinking
  • Decision Making
  • Creative Thinking
  • 3 Problem Solving
  • Steps in Problem Solving
  • Obstacles to Solving Problems
  • Developmental Changes
  • Problem-Based Learning and Project-Based Learning
  • 4 Transfer
  • What Is Transfer?
  • Types of Transfer
  • Connecting with Learning: Reach Your Learning Goals
  • What Are Concepts?
  • Promoting Concept Formation
  • What Is Thinking?
  • Executive Function
  • Reasoning
  • Critical Thinking
  • Decision Making
  • Creative Thinking
  • Steps in Problem Solving
  • Obstacles to Solving Problems
  • Developmental Changes
  • Problem-Based Learning and Project-Based Learning
  • What Is Transfer?
  • Types of Transfer
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Collaborative Work
  • Chapter 10: Social Constructivist Approaches
  • Introduction
  • Connecting with Teachers Chuck Rawls
  • 1 Social Constructivist Approaches to Teaching
  • Social Constructivism in the Broader Constructivist Context
  • Situated Cognition
  • 2 Teachers and Peers as Joint Contributors to Students’ Learning
  • Scaffolding
  • Cognitive Apprenticeship
  • Tutoring
  • Cooperative Learning
  • 3 Structuring Small-Group Work
  • Composing the Group
  • Team-Building Skills
  • Structuring Small-Group Interaction
  • Connecting with Learning: Reach Your Learning Goals
  • Social Constructivism in theBroader Constructivist Context
  • Situated Cognition
  • Scaffolding
  • Cognitive Apprenticeship
  • Tutoring
  • Cooperative Learning
  • Composing the Group
  • Team-Building Skills
  • Structuring Small-Group Interaction
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Collaborative Work
  • Chapter 11: Learning and Cognition in the Content Areas
  • Introduction
  • Connecting with Teachers Wendy Nelson Kauffman
  • 1 Expert Knowledge and Pedagogical Content Knowledge
  • 2 Reading
  • A Developmental Model of Reading
  • Approaches to Reading
  • Cognitive Approaches
  • Social Constructivist Approaches
  • 3 Writing
  • Developmental Changes
  • Cognitive Approaches
  • Social Constructivist Approaches
  • 4 Mathematics
  • Developmental Changes
  • Controversy in Math Education
  • Cognitive Processes
  • Some Constructivist Principles
  • Technology and Math Instruction
  • 5 Science
  • Science Education
  • Constructivist Teaching Strategies
  • 6 Social Studies
  • What Is Social Studies?
  • Constructivist Approaches
  • 7 Technology Resources
  • Connecting with Learning: Reach Your Learning Goals
  • A Developmental Model of Reading
  • Approaches to Reading
  • Cognitive Approaches
  • Social Constructivist Approaches
  • Developmental Changes
  • Cognitive Approaches
  • Social Constructivist Approaches
  • Developmental Changes
  • Controversy in Math Education
  • Cognitive Processes
  • Some Constructivist Principles
  • Technology and Math Instruction
  • Science Education
  • Constructivist Teaching Strategies
  • What Is Social Studies?
  • Constructivist Approaches
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Collaborative Work
  • Chapter 12: Planning, Instruction, and Technology
  • Introduction
  • Connecting with Teachers Lois Guest and Kevin Groves
  • 1 Planning
  • Instructional Planning
  • Time Frames and Planning
  • 2 Teacher-Centered Lesson Planning and Instruction
  • Teacher-Centered Lesson Planning
  • Direct Instruction
  • Teacher-Centered Instructional Strategies
  • Evaluating Teacher-Centered Instruction
  • 3 Learner-Centered Lesson Planning and Instruction
  • Learner-Centered Principles
  • Some Learner-Centered Instructional Strategies
  • Evaluating Learner-Centered Strategies
  • 4 Technology and Education
  • The Technology Revolution and the Internet
  • Standards for Technology-Literate Students
  • Teaching, Learning, and Technology
  • Connecting with Learning: Reach Your Learning Goals
  • Instructional Planning
  • Time Frames and Planning
  • Teacher-Centered Lesson Planning
  • Direct Instruction
  • Teacher-Centered Instructional Strategies
  • Evaluating Teacher-Centered Instruction
  • Learner-Centered Principles
  • Some Learner-Centered Instructional Strategies
  • Evaluating Learner-Centered Strategies
  • The Technology Revolution and the Internet
  • Standards for Technology-Literate Students
  • Teaching, Learning, and Technology
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Collaborative Work
  • Chapter 13: Motivation, Teaching, and Learning
  • Introduction
  • Connecting with Teachers Jaime Escalante
  • 1 Exploring Motivation
  • What Is Motivation?
  • Perspectives on Motivation
  • 2 Achievement Processes
  • Extrinsic and Intrinsic Motivation
  • Attribution
  • Mastery Motivation and Mindset
  • Self-Efficacy
  • Goal Setting, Planning, and Self-Monitoring
  • Expectations
  • Delay of Gratification
  • Values and Purpose
  • 3 Motivation, Relationships, and Sociocultural Contexts
  • Social Motives
  • Social Relationships
  • Sociocultural Contexts
  • 4 Exploring Achievement Difficulties
  • Students Who Are Low Achieving and Have Low Expectations for Success
  • Students Who Protect Their Self-Worth by Avoiding Failure
  • Students Who Procrastinate
  • Students Who Are Perfectionists
  • Students with High Anxiety
  • Students Who Are Uninterested or Alienated
  • Connecting with Learning: Reach Your Learning Goals
  • What Is Motivation?
  • Perspectives on Motivation
  • Extrinsic and Intrinsic Motivation
  • Attribution
  • Mastery Motivation and Mindset
  • Self-Efficacy
  • Goal Setting, Planning, and Self-Monitoring
  • Expectations
  • Delay of Gratification
  • Values and Purpose
  • Social Motives
  • Social Relationships
  • Sociocultural Contexts
  • Students Who Are Low Achieving and Have Low Expectations for Success
  • Students Who Protect Their Self-Worth by Avoiding Failure
  • Students Who Procrastinate
  • Students Who Are Perfectionists
  • Students with High Anxiety
  • Students Who Are Uninterested or Alienated
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Collaborative Work
  • Chapter 14: Managing the Classroom
  • Introduction
  • Connecting with Teachers Adriane Lonzarich
  • 1 Why Classrooms Need to Be Managed Effectively
  • Management Issues in Elementary and Secondary School Classrooms
  • The Crowded, Complex, and Potentially Chaotic Classroom
  • Getting Off to the Right Start
  • Emphasizing Instruction and a Positive Classroom Climate
  • Management Goals and Strategies
  • 2 Designing the Physical Environment of the Classroom
  • Principles of Classroom Arrangement
  • Arrangement Style
  • 3 Creating a Positive Environment for Learning
  • General Strategies
  • Creating, Teaching, and Maintaining Rules and Procedures
  • Getting Students to Cooperate
  • Classroom Management and Diversity
  • 4 Being a Good Communicator
  • Speaking Skills
  • Listening Skills
  • Nonverbal Communication
  • 5 Dealing with Problem Behaviors
  • Management Strategies
  • Dealing with Aggression
  • Connecting with Learning: Reach Your Learning Goals
  • Management Issues in Elementary and Secondary School Classrooms
  • The Crowded, Complex, and Potentially Chaotic Classroom
  • Getting Off to the Right Start
  • Emphasizing Instruction and a Positive Classroom Climate
  • Management Goals and Strategies
  • Principles of Classroom Arrangement
  • Arrangement Style
  • General Strategies
  • Creating, Teaching, and Maintaining Rules and Procedures
  • Getting Students to Cooperate
  • Classroom Management and Diversity
  • Speaking Skills
  • Listening Skills
  • Nonverbal Communication
  • Management Strategies
  • Dealing with Aggression
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Collaborative Work
  • Chapter 15: Standardized Tests and Teaching
  • Introduction
  • Connecting with Teachers Barbara Berry
  • 1 The Nature of Standardized Tests
  • Standardized Tests and Their Purposes
  • Criteria for Evaluating Standardized Tests
  • 2 Aptitude and Achievement Tests
  • Comparing Aptitude and Achievement Tests
  • Types of Standardized Achievement Tests
  • High-Stakes State Standards-Based Tests
  • Standardized Tests of Teacher Candidates
  • 3 The Teacher’s Roles
  • Preparing Students to Take Standardized Tests
  • Understanding and Interpreting Test Results
  • Using Standardized Test Scores to Plan and Improve Instruction
  • 4 Issues in Standardized Tests
  • Standardized Tests, Alternative Assessments, and High-Stakes Testing
  • Diversity and Standardized Testing
  • Connecting with Learning: Reach Your Learning Goals
  • Standardized Tests and Their Purposes
  • Criteria for Evaluating Standardized Tests
  • Comparing Aptitude and Achievement Tests
  • Types of Standardized Achievement Tests
  • High-Stakes State Standards-Based Tests
  • Standardized Tests of Teacher Candidates
  • Preparing Students to Take Standardized Tests
  • Understanding and Interpreting Test Results
  • Using Standardized Test Scores to Plan and Improve Instruction
  • Standardized Tests, Alternative Assessments, and High-Stakes Testing
  • Diversity and Standardized Testing
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Collaborative Work
  • Chapter 16: Classroom Assessment and Grading
  • Introduction
  • Connecting with Teachers Vicky Farrow
  • 1 The Classroom as an Assessment Context
  • Assessment as an Integral Part of Teaching
  • Making Assessment Compatible with Contemporary Views of Learning and Motivation
  • Creating Clear, Appropriate Learning Targets
  • Establishing High-Quality Assessments
  • Current Trends
  • 2 Traditional Tests
  • SELECTED-RESPONSE ITEMS
  • CONSTRUCTED-RESPONSE ITEMS
  • 3 Alternative Assessments
  • Trends in Alternative Assessment
  • Performance Assessment
  • Portfolio Assessment
  • 4 Grading and Reporting Performance
  • The Purposes of Grading
  • The Components of a Grading System
  • Reporting Students’ Progress and Grades to Parents
  • Some Issues in Grading
  • Connecting with Learning: Reach Your Learning Goals
  • Assessment as an Integral Part of Teaching
  • Making Assessment Compatible with Contemporary Views of Learning and Motivation
  • Creating Clear, Appropriate Learning Targets
  • Establishing High-Quality Assessments
  • Current Trends
  • Selected-Response Items
  • Constructed-Response Items
  • Trends in Alternative Assessment
  • Performance Assessment
  • Portfolio Assessment
  • The Purposes of Grading
  • The Components of a Grading System
  • Reporting Students’ Progress and Grades to Parents
  • Some Issues in Grading
  • Key Terms
  • Portfolio Activities
  • Independent Reflection
  • Research/Field Experience
  • Collaborative Work
  • Glossary
  • Glossary
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  • Praxis™ Practice Answer Key
  • Praxis™ Practice Answer Key
  • Chapter 1
  • Chapter 2
  • Chapter 3
  • Chapter 4
  • Chapter 5
  • Chapter 6
  • Chapter 7
  • Chapter 8
  • Chapter 9
  • Chapter 10
  • Chapter 11
  • Chapter 12
  • Chapter 13
  • Chapter 14
  • Chapter 15
  • Chapter 16
  • Interstate Teacher Assessment and Support Consortium (InTASC)
  • Interstate Teacher Assessment and Support Consortium (InTASC)
  • Model Core Teaching Standards
  • References
  • References
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  • Name Index
  • Name Index
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  • Subject Index
  • Subject Index
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  • Accessibility Content: Extended Description for Images
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