Psychology Applied to Teaching

Höfundar: Jack Snowman; Rick McCown; Amy Olson; Christopher Harris (Útgáfa: 15)
Psychology Applied to Teaching

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Widely acclaimed for its applied, practical and teacher-centered approach, "Psychology Applied to Teaching," 15th Edition, shows how psychological theories can help teachers better understand their students, support them as learners and improve their own practice. The text is framed for aspiring and developing educators to see themselves as scholars of practice -- teachers who are intentional in their inquiry to improve outcomes for every learner.

The text combines fresh concepts and contemporary research with long-standing theory and tools for growth. This edition integrates InTASC Standards and aligns with the Core Propositions of the National Board for Professional Teaching Standards, offering a roadmap for professional development. New Learning Objectives connect Knowing and Doing Objectives to critical thinking questions explored in every chapter.

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Útgefandi
Cengage Learning US
ISBN
9798214489766
Print ISBN
9780357520031
Format
ePub
Útgáfa
15
Höfundar
Jack Snowman; Rick McCown; Amy Olson; Christopher Harris
Tungumál
English
Útgefið
2026-06-17
Prent takmörkun á líftíma
100
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Cover Page
  • Title Page
  • Copyright Page
  • Preface
  • Authors’ Acknowledgements
  • 1. Applying Psychology to Teaching
  • 1-1.1. Learning Discernment
  • 1-1.2. Two Definitions and Three Axioms (Foundational Assumptions)
  • Axiom 1. Teaching and learning are two facets of a single process. [Teaching As Learning]
  • 1-4.1. Systems Thinking
  • 1-4.2. Problems of Practice
  • Part I: Facilitating Student Development
  • Conclusion
  • Part I. Facilitating Student Development
  • 2. Theories and Expectations for Student Development
  • 2-1.1. Noddings’S Ethics of Care
  • 2-1.2. Erikson’S Psychosocial Development Theory
  • 2-2.1. Bronfenbrenner’S Ecological Systems Theory
  • 2-2.2. Vygotsky’S Sociocultural Theory
  • 2-3.1. Piaget’S Cognitive Development Theory
  • 2-3.2. Information Processing Theory
  • 2-4.1. Brain Development
  • 2-4.2. Body Development
  • Conclusion
  • 3. Identity Development
  • 3-1.1. Identity Statuses
  • 3-1.2. Supporting Students as They Navigate Identity Development
  • 3-1.2.1. Moving from One Status to Another
  • 3-1.2.2. Facilitating Students’ Identity Development in the Classroom
  • 3-2.1. Exploration, Commitment, and Wellness
  • 3-2.2. Identity, Diversity, and Social Marginalization
  • 3-2.3. Racial Identity Development
  • 3-2.3.1. Black Racial Identity Development
  • 3-2.3.2. White Racial Identity Development
  • 3-2.3.3. Black-White Biracial Identity Development
  • 3-2.3.4. Differently Abled Identity Development
  • 3-3.1. Intersectionality
  • 3-3.2. Critical Race Theory
  • 3-3.3. A Review of Bronfenbrenner’s Ecological Systems Theory
  • 3-3.4. Introducing a Whole Child Approach
  • Conclusion
  • Part II. Creating and Sustaining Learning Communities
  • 4. Understanding Performance Differences Through a Systems Lens
  • 4-1.1. The Origin of Intelligence Testing
  • 4-1.2. What Traditional Intelligence Tests Measure
  • 4-1.3. Limitations of Intelligence Tests
  • 4-1.4. The Persistence of Achievement Tests
  • 4-2.1. Robert Sternberg’s Triarchic View: The Theory of Successful Intelligence
  • 4-2.2. Howard Gardner’s Multiple Intelligences Theory
  • 4-2.3. Using Expanded Views of Intelligence to Support Student Learning
  • 4-2.3.1. Sternberg’s Triarchic Theory of Successful Intelligence
  • 4-2.3.2. Gardner’s Multiple Intelligences Theory
  • 4-3.1. Maslow’s Theory of Growth Motivation
  • 4-3.2. Implications of Maslow’s Theory
  • 4-3.3. Reconsiderations of Maslow’s Theory
  • 4-4.1. Seeing the System: An Apology from the Discipline of Psychology
  • 4-4.2. The Science of Learning and Development: Seeing the Whole Child
  • 4-5.1. Federal Laws and Policies Designed to Support All Learners: A Brief History
  • 4-5.2. Co-Construction of Safe, Inclusive, Supportive, and Fair Learning Environments
  • 4-5.2.1. Foster a Sense of Belonging through a Positive, Safe, Welcoming, and Inclusive School Environment
  • 4-5.2.2. Support the Social, Emotional, Physical, and Mental Health Needs of All Students through Evidence-Based Strategies
  • 4-5.2.3. Adequately Support High-Quality Teaching and Learning by Increasing Educator Capacity
  • 4-5.2.4. Recruit and Retain a Diverse Educator Workforce
  • 4-5.2.5. Ensure the Fair Administration of Student Discipline Policies in Ways That Treat Students with Dignity and Respect (including through Systemwide Policy and Staff Development and Monitoring Strategies)
  • 4-5.3. Guiding Principles for Equitable Whole Child Design
  • 4-5.3.1. Positive Developmental Relationships
  • 4-5.3.2. Environments Filled with Safety and Belonging
  • 4-5.3.3. Rich Learning Experiences and Knowledge Development
  • 4-5.3.4. Development of Skills, Habits, and Mindsets
  • 4-5.3.5. Integrated Support Systems
  • 5. Using Assets-Based Pedagogies to Address Performance Differences
  • 5-1.1. Culturally Relevant Pedagogy
  • 5-1.2. Culturally Sustaining Pedagogies
  • 5-2.1. Culturally Responsive Pedagogy
  • 5-2.2. Strategies for Culturally Responsive Teachers
  • 5-2.3. Culturally Responsive and Sustaining Framework
  • 5-3.1. Culturally and Linguistically Responsive Pedagogy
  • 5-3.2. Funds of Knowledge
  • 5-4.1. Self Reflection and Antiracist Pedagogy
  • 5-4.2. Being User-Centered to Push Back Against Deficit Ideology
  • Be user-centered and problem-specific
  • Conclusion
  • Part III. Facilitating Significant Learning
  • 6. Learning from the Environment
  • 6-1.1. Introducing the Behaviorist Frame
  • 6-1.2. Operant Conditioning for Teachers
  • 6-2.1. Schedules of Reinforcement
  • 6-2.2. Efficiency and Effectiveness of Intermittent Schedules for Teachers
  • 6-3.1. Managing Contingencies
  • 6-3.2. Shaping
  • 6-3.3. Contracting
  • 6-3.4. The Premack Principle
  • 6-3.5. Token Economies
  • Conclusion
  • 7. Learning as an Internal Process
  • 7-1.1. Reintroducing the Information Processing Frame
  • 7-1.2. Using the Information Processing Frame to Describe Learning Processes
  • 7-2.1. Reintroducing the Central Executive
  • 7-2.2. Equity and Executive Functioning
  • 7-2.3. Designing for Attention
  • 7-2.4. Designing for Processing
  • 7-3.1. Thinking about Thinking
  • 7-3.2. Metacognitive Knowledge and Skills
  • 7-3.3. Self-Regulated Learning
  • 7-3.4. Phases of Self-Regulation
  • 7-3.5. Helping Students Become Metacognitive Self-Regulated Learners
  • Conclusion
  • 8. Learning as Critical Construction
  • 8-1.1. A Brief History of the Constructivist Perspective on Learning
  • 8-1.2. Common Claims That Frame Constructivism
  • 8-1.3. Three Variations on the Constructivist Frame
  • 8-1.4. An Overview of Constructivist Teaching Practices
  • 8-2.1. Three Common Types of Problems
  • 8-2.2. Helping Students Become Good Problem Solvers
  • 8-2.2.1. Step 1: Realize That a Problem Exists
  • 8-2.2.2. Step 2: Understand the Nature of the Problem
  • 8-2.2.3. Step 3: Compile Relevant Information
  • 8-2.2.4. Step 4: Formulate and Carry Out a Solution
  • 8-2.2.5. Step 5: Evaluate the Solution
  • 8-3.1. The Relationship Between Assets-Based Pedagogy and Community-Engaged Learning Opportunities
  • 8-3.2. Participatory Teaching Practices That Support Community-Engaged Learning
  • 8-3.3. Problem-Based Inquiry in the Classroom and in the Community
  • 9. Learning as Growth in Motivation and Self-Beliefs
  • 9-1.1. Introducing the Social Cognitive Frame
  • 9-1.2. Observational Learning (Also Known as Modeling)
  • 9-1.3. Reciprocal Determinism
  • 9-1.4. Motivation and Self-Beliefs
  • 9-2.1. What Is Self-Efficacy?
  • 9-2.2. How Can Teachers Support the Development of Self-Efficacy?
  • 9-2.3. What Is Growth Mindset
  • 9-3.1. What Are Intrinsic and Extrinsic Motivation
  • 9-3.2. How Does Understanding Goal Orientation Help Teachers?
  • 9-4.1. What Are Attributions and Why Do We Study Them?
  • 9-4.2. How Can Teachers Use Attribution Theory to Support Student Motivation?
  • Conclusion
  • Part IV. Creating and Sustaining Learning-Centered Practice
  • 10. Leading Learning and Learners
  • 10-1.1. Revisiting the Science of Learning and Development (SoLD) and Assets-Based Pedagogy (ABP)
  • Assets-Based Pedagogy (ABP)
  • 10-1.2. The Whys and Hows of Establishing Norms and Relationships in the Classroom
  • Establishing norms and building relationships in elementary classrooms
  • 10-2.1. Kounin’s Group Management Model
  • 10-2.2. Emmer and Evertson’s Classroom Management Structures Model
  • 10-2.3. Emdin’s Reality Pedagogy Model
  • The 7 Cs of Reality Pedagogy
  • 10-3.1. Management Practices and Leadership Choices
  • 10-3.2. Support Systems That Contribute to Positive Classroom Climates and Student Success
  • Multi-Tiered System of Support (MTSS)
  • 10-3.3. Consulting with Counselors, Psychologists, and Administrators to Support Learners and Learning
  • School Counselors
  • Conclusion
  • 11. Classroom Assessment as Inquiry
  • 11-1.1. What Is Included in the Classroom Assessment Process?
  • 11-1.2. What Knowledge and Skills Are Needed for Teachers to Be Able to Use Assessment to Support Learning and Improvement?
  • 11-2.1. Assessment Purpose and Focus
  • 11-2.2. Assessment of Learning, for Learning, and as Learning
  • 11-3.1. A Return to the Purposes of Assessment
  • 11-3.2. Common Classroom Formative Assessment Strategies
  • 11-4.1. Standards, Learning Objectives, and Learning Targets
  • 11-4.2. Defining Difficulty and Cognitive Complexity
  • Conclusion
  • 12. Instructional Strategies
  • 12-1.1. An Improvement of the Understanding by Design Frame
  • 12-1.2. How to Use the WHERETO Tool to Evaluate Instructional Strategies
  • 12-2.1. The Nature of Direct Instruction
  • 12-2.2. The Components of Direct Instruction
  • 12-2.3. Effectiveness of Direct Instruction
  • 12-3.1. General Practices to Support Students as “Information Processors”
  • 12-3.2. Explicit Teaching and Supporting Students’ Executive Functioning
  • Stage 1—Identify Desired Results: Clarifying the Executive Function Demands
  • 12-4.1. Key Elements of Constructivist-Framed Instruction
  • 12-4.1.1. Provide Scaffolded Instruction Within the Zone of Proximal Development
  • 12-4.1.2. Provide Opportunities for Learning by Discovery and Inquiry
  • 12-4.1.3. Foster Multiple Viewpoints
  • 12-4.1.4. Emphasize Relevant and Authentic Problems
  • 12-4.1.5. Encourage Students to Become Autonomous Learners
  • 12-4.2. The Challenges of Being a Constructivist Teacher
  • 12-5.1. Pioneers of the Humanistic Approach
  • 12-5.2. Teaching from a Humanistic Orientation
  • 12-5.3. How Recent Research and Theory Supports Humanistic Instructional Practice
  • Recent Research That Supports Humanistic Instructional Practice
  • 12-6.1. UDL as a Form of Systems Thinking
  • 12-6.2. The Foundational Principles of the UDL Frame for Instructional Practice
  • 12-6.3. The UDL Design Cycle, UbD Stages, and Improvement Inquiry: Tools for Growing as a Scholar of Practice
  • 12-6.3.1. The UDL Design Cycle
  • 12-6.3.2. Alignment of UDL Design Cycle, UbD Stages, and Improvement Inquiry
  • 13. Learning from Teaching
  • 13-2.1. Teachers Are Committed to Students and Their Learning: A Scholar of Practice Perspective
  • 13-2.2. Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students: A Scholar-of-Practice Perspective
  • 13-2.3. Teachers Are Responsible for Managing and Monitoring Student Learning: A Scholar-of-Practice Perspective
  • 13-2.4. Teachers Think Systematically About Their Practice and Learn from Experience: A Scholar-of-Practice Perspective
  • 13-2.5. Teachers Are Members of Learning Communities: A Scholar of Practice Perspective
  • 13-3.1. Connecting the Big Ideas About the Teaching-Learning Process to the Five Core Propositions
  • 13-3.2. Framing an Improvement Inquiry Agenda
  • Conclusion: Learning from Teaching
  • References