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Written to help readers understand and develop expertise in both teaching and learning, Educational Psychology focuses on the art and science necessary to become an expert teacher.
Renowned scholars, Sternberg and Williams help readers capitalize on their strengths by integrating questions into the text that encourage analytical, creative, and practical thinking. This framework, based on Sternberg’s triarchic theory of human intelligence, helps ensure that readers think deeply about what they are learning, rather than merely processing information at a superficial level.
In addition, Educational Psychology also:
Shows Readers How to Use Text Principles in the Classroom
- Expert Teacher Interviews illustrate the classroom application of chapter material.
- The Flexible Expert feature provides examples of solutions–analytical, creative, and practical–for daily challenges both students and teachers face in the classroom.
- Implications for Teaching illustrate the strategies expert teachers use in the classroom, using specific concepts of educational psychology.
Encourages Reflective Thinking
- Thinking Questions–Thinking Analytically, Thinking Creatively, and Thinking Practically–appear throughout each chapter to encourage readers to think deeply about chapter concepts.
- Constructing Your Own Learning activities help readers understand constructivism by using the theory themselves to build upon what they have read in the text.
- Forum debates illustrate contested educational issues –such as homogenous versus heterogeneous grouping–and show that there are middle-ground positions between extreme views of the issues.
- Becoming an Expert: Questions and Problems, grouped by elementary, middle, and high school settings, invite readers to apply chapter concepts to the problems of classroom practice.
Emphasizes Diversity, Helping Prepare Teachers for the Classrooms of Today and Tomorrow
- Guidelines for providing support for gifted students and students with disabilities are presented in Chapter 5: Individual Differences.
- The educational implications of socioeconomic, cultural, gender and linguistic diversity are discussed in detail in Chapter 6: Group Differences.
Table of contents
1. Becoming an Expert
The "Thinking" Triangle
What Is An Expert Teacher?
What Do We Know About Expert Learners?
How Educational Psychology Helps Create Expert Teachers and Learners
I. HUMAN DEVELOPMENT
2. Cognitive Development
Cognitive Development: Concepts for Teaching
Piaget's Stage Theory of Cognitive Development
Vygotsky's Sociocultural Theory of Cognitive Development
Information Processing Theories: Examining Learning and Memory Skills
Three Major Approaches to Cognitive Development: A Comparison
Theory of Mind
3. Personal, Gender, Social, and Moral Development
Why Understanding Personal, Gender, Social, and Moral Development Is Important to Teachers
Personal Development: Becoming Unique
Sexual and Gender Development: Acquiring Gender Roles
Social Development: Learning to Interact with Others
Moral Development: Acquiring a Sense of Right and Wrong
Identifying, Understanding, and Managing Developmental Risks
II. HUMAN DIVERSITY
4. Individual Differences: Intelligence, Cognitive and Learning Styles, and Creativity
Why Understanding Individual Differences Is Important to Teachers
Understanding Individual Differences in Intelligence
Current Educational Controversies in Intelligence
Cognitive Styles and Learning Styles
Understanding Individual Differences in Creativity
5. Individual Differences: Exceptional Children
Why Understanding Exceptional Children Is Important to Teachers
Teaching Exceptional Children
Extremes of Intellectual Functioning: Giftedness.
Extremes of Intellectual Functioning: Mental Retardation
Challenges to Learning
6. Group Differences: Socioeconomic Status, Ethnicity, Gender, and Language
Why Understanding Group Differences Is Important to Teachers
Ethnic and Racial Diversity
III. THINKING, LEARNING, AND MEMORY
7. Behavioral Approaches to Learning
Why Understanding Behavioral Learning Is Important to Teachers
Learning by Classical Conditioning
Learning by Operant Co
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