Educational Psychology Windows on Classrooms Eighth Edition
Buku ini diterbitkan tahun 2010 Oleh Merrill, Upper Saddle River, New Jersey Columbus, Ohio adalah buku edisi Kedelapan.
Judul: Educational Psychology Windows on Classrooms Eighth Edition
Oleh: Paul Eggen, et al
Penerbit: Merrill, Upper Saddle River, New Jersey Columbus, Ohio
Tahun: 2010
Jumlah Halaman: 618 hal.
Penulis:
Paul Eggen
University of North Florida
Don Kauchak
University of Utah
Lingkup Pembahasan:
Tujuan utama buku ini untuk mempersiapkan guru agar dapat menggunakan psikologi pendidikan di tempat mereka mengajar untuk membawa psikologi pendidikan ke ruang kelas dan menjadi pedoman guru dan siswa bekerja bersama-sama setiap hari. Aplikasi, aplikasi, aplikasi tiga dari kata-kata yang paling penting yang dapat digunakan untuk menggambarkan buku ini. Buku ini membawa teori dan penelitian psikologi pendidikan ke praktek mengajar. Setiap topik dalam buku ini disajikan dalam konteks ruang kelas; membenamkan psikologi pendidikan di P-12 dunia pengajaran dan pembelajaran. Setiap bab dalam buku ini dimulai dengan kisah nyata dari kelas nyata; ini adalah mengapa buku ini membawa dan menguraikan cerita seluruh bab; dan ini adalah mengapa buku ini memberikan dasar, sekolah menengah, dan contoh sekunder dengan kekayaan pedoman mengajar ditemukan di fitur seperti Teori ke Praktek dan Kelas Koneksi. Ini adalah kekuatan pendorong di belakang semua yang akan ditemukan dalam buku ini.
Daftar Isi:
Chapter 1 Educational Psychology: Developing a Professional Knowledge Base 2
Educational Psychology and Becoming a Professional 4
Professional Knowledge and Learning to Teach 6
The Role of Research in Acquiring Professional Knowledge 14
The Use of Case Studies in Educational Psychology 22
PART 1 THE LEARNER
Chapter 2 The Development of Cognition and Language 28
What Is Development? 30
Piaget’s Theory of Intellectual Development 34
A Sociocultural View of Development: The Work of Lev Vygotsky 45
Language Development 50
Chapter 3 Personal, Social, and Moral Development 60
Bronfenbrenner’s Bioecological Theory of Development 62
The Development of Identity and Self-Concept 66
Social Development 75
Development of Morality, Social Responsibility, and Self-Control 79
Chapter 4 Learner Diversity 94
Culture 96
Linguistic Diversity 101
Gender 108
Socioeconomic Status 111
Chapter 5 Learners with Exceptionalities 124
Intelligence 126
Changes in the Ways Teachers Help Students with Exceptionalities 133
Students with Learning Problems 137
Students Who Are Gifted and Talented 149
The Teacher’s Role in Inclusive Classrooms 152
PART 2 LEARNING
Chapter 6 Behaviorism and Social Cognitive Theory 162
Behaviorist Views of Learning 164
Social Cognitive Theory 179
Chapter 7 Cognitive Views of Learning 194
Cognitive Perspectives on Learning 196
Memory Stores 199
Cognitive Processes 207
Metacognition: Knowledge and Control,of Cognitive Processes 217
Chapter 8 Constructing Knowledge 224
What Is Constructivist Learning Theory? 226
Characteristics of Constructivist Learning Theory 230
When Learners Construct Invalid Knowledge: Misconceptions and Conceptual Change 234
Constructivist Learning Theory in Classrooms 238
Putting Constructivist Learning Theory into Perspective 245
Chapter 9 Complex Cognitive Processes 252
Concept Learning 254
Problem Solving 258
The Strategic Learner 267
Transfer of Learning 275
PART 3 CLASSROOM PROCESSES
Chapter 10 Theories of Motivation 282
What Is Motivation? 284
The Influence of Needs on Motivation to Learn 290
The Influence of Beliefs on Motivation to Learn 296
The Influence of Goals on Motivation to Learn 303
The Influence of Interest and Emotion on Motivation to Learn 309
Chapter 11 Motivation in the Classroom 318
Class Structure: Creating a Mastery-Focused Environment 320
Self-Regulated Learners: Developing Student Responsibility 322
Teacher Characteristics: Personal Qualities That Increase Motivation to Learn 325
Climate Variables: Creating a Motivating Environment 332
Instructional Variables: Developing Interest in Learning Activities 336
Chapter 12 Creating Productive Learning Environments: Classroom Management 350
The Importance of Well-Managed Classrooms 352
Planning for Effective Classroom Management 356
Communication with Parents 367
Intervening When Misbehavior Occurs 371
Serious Management Problems: Violence and Aggression 382
Chapter 13 Creating Productive Learning Environments: Principles and Models of
Instruction 388
Planning for Instruction 390
Implementing Instruction: Essential Teaching Skills 399
Models of Instruction 409
Assessment and Learning: Using Assessment as a Learning Tool 424
Chapter 14 Assessing Classroom Learning 430
Classroom Assessment 434
Informal Assessment 437
Formal Assessment 440
Effective Assessment Practices 453
Grading and Reporting: The Total Assessment System 459
Chapter 15 Assessment Through Standardized
Testing 470
Standardized Tests 473
Understanding and Interpreting Standardized Test Scores 479
Accountability Issues in Standardized Testing 486
Diversity and Standardized Testing 489
Appendix A Feedback for “Check your Understanding” Questions A-1
Appendix B Feedback for “Preparing for Your Licensure Exam” Questions B-1
Appendix C Using This Text to Practice for the Praxis™ Principles of Learning and
Teaching Exam C-1
Glossary G - 1
References R - 1
Name index I - 1
Subject index I - 9
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