Educational Psychology: Theory and Practice (with MyLabSchool)

This edition continues to have in-depth, practical coverage with a focus on the intentional teacher by presenting up-to-the-minute research that a reflective, intentional teacher can apply. The eighth edition of this popular text from renowned educational psychologist Robert Slavin translates theory into practices that teachers can use in their classrooms with a further inquiry into the concept of intentionality. An “intentional teacher,” according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become “intentional teachers,” the author offers a set of questions to guide them and models best practices through classroom examples. Firmly rooted in research, up-to-date theory, and classroom-tested applications, Educational Psychology prepares teachers as no other text does. It teaches them to think about how students develop and learn, to make decisions before and during instruction, and to consider what constitutes evidence that their students are learning and succeeding.   This edition includes a new focus on reflection, new cases, sections on brain research, programs for language minority students, technology, No Child Left Behind, and after school and summer school programs. It contains new critiques of assessment and accountability strategies and a substantially updated treatment of programming for students with special needs.

Table of Contents:
Each chapter concludes with “Chapter Summary,” “Key Terms,” and “Self-Assessment: Preparing for Licensure.”   1. Educational Psychology:  A Foundation for Teaching.   What Makes a Good Teacher?       Knowing the Subject Matters (but So Does Teaching Skill)       Mastering the Teaching Skills       Can Good Teaching Be Taught?       The Intentional Teacher       Personal Reflection:  Adapting What Is the Role of Research in Educational Psychology?       The Goal of Research in Educational Psychology       The Value of Research in Educational Psychology to the Teacher       Teaching as Decision Making       Theory into Practice:  Teaching as Decision Making       Research + Common Sense = Effective Teaching       Research on Effective Programs       Impact of Research on Educational Practice       Theory into Practice:  How to Be an Intelligent Consumer of Educational Psychology Research What Research Methods Are Used in Educational Psychology?       Experiments       Correlational Studies       Descriptive Research       Personal Reflection:  Using Research to Inform Teaching       Action Research How Can I Become an Intentional Teacher?       Teacher Certification       Beyond Certification       The Intentional Teacher:  Choosing a New Curriculum   2. Theories of Development.   What Are Some Views of Human Development?       Aspects of Development       Issues of Development How Did Piaget View Cognitive Development?       How Development Occurs       Piaget's Stages of Development       Personal Reflection:  Egocentrism in Action How Is Piaget's Work Viewed Today?       Criticisms and Revisions of Piaget's Theory       Theory into Practice:  Educational Implications of Piaget’s Theory       Neo-Piagetian and Information-Processing Views of Development How Did Vygotsky View Cognitive Development?       How Development Occurs       Applications of Vygotskian Theory in Teaching       Theory into Practice:  Classroom Applications of Vygotsky’s Theory How Did Erikson View Personal and Social Development?       Stages of Psychosocial Development       Implications and Criticisms of Erikson's Theory What Are Some Theories of Moral Development?       Piaget's Theory of Moral Development       Kohlberg's Stages of Moral Reasoning       Theory into Practice:  Fostering Moral Development in the Classroom       Criticisms of Kohlberg's Theory       Personal Reflection: Developing Character       Teaching Dilemma: Using Moral Reasoning       The Intentional Teacher:  Using What You Know About Human Development to Improve Teaching and Learning   3. Development during Childhood and Adolescence.   How Do Children Develop During the Preschool Years? Physical Development in Early Childhood Language Acquisition Personal Reflection: Understanding Development Teaching Dilemma: Adapting Instruction Theory into Practice:  Promoting Language Development in Young Children Socioemotional Development What Kinds of Early Childhood Education Programs Exist? Day-Care Programs Preschools Compensatory Preschool Programs Early Intervention Kindergarten Programs Developmentally Appropriate Practice How Do Children Develop During the Elementary Years? Physical Development during Middle Childhood Cognitive Abilities Socioemotional Development in Middle Childhood Theory into Practice:  Promoting the Development of Self-Esteem Theory into Practice:  Helping Children Develop Social Skills How Do Children Develop During the Middle School and High School Years? Physical Development during Adolescence Cognitive Development Characteristics of Hypothetical-Deductive Reasoning Theory Into Practice: Promoting Formal Operational Thought Socioemotional Development in Adolescence Identity Development Personal Reflection: Coping with Change James Marcia's Four Identity Statuses Self-Concept and Self-Esteem Social Relationships Emotional Development Problems of Adolescence Theory into Practice:  Providing Developmental Assets for Adolescents The Intentional Teacher:  Using What You Know About Early Childhood, Middle Childhood, and Adolescent Students to Promote Teaching and Learning   4. Student Diversity.   What Is the Impact of Culture on Teaching and Learning? How Does Socioeconomic Status Affect Student Achievement? The Role of Child-Rearing Practices The Link between Income and Summer Learning The Role of Schools As Middle-Class Institutions School and Community Factors School, Family, and Community Partnerships Theory Into Practice: Parent Involvement Is the Low Achievement of Children from Low-Income Groups Inevitable? Implications for Teachers How Do Ethnicity and Race Affect Students' School Experiences? Racial and Ethnic Composition of the United States Academic Achievement of Minority-Group Students Why Have Minority-Group Students Lagged in Achievement? Teaching Dilemma:  Meeting Resistance Effects of School Desegregation Personal Reflection: Being Sensitive to Race Theory into Practice:  Teaching in a Culturally Diverse School How Do Language Differences and Bilingual Programs Affect Student Achievement?       Bilingual Education Theory into Practice:  Teaching English Language Learners What Is Multicultural Education?       Dimensions of Multicultural Education How Do Gender and Gender Bias Affect Students' School Experiences? Do Males and Females Think and Learn Differently? Sex-Role Stereotyping and Gender Bias Theory into Practice:  Avoiding Gender Bias in Teaching How Do Students Differ in Intelligence and Learning Styles? Definitions of Intelligence Theory into Practice:  Multiple Intelligences Origins of Intelligence Theories of Learning Styles Aptitude-Treatment Interactions Personal Reflection: Understanding Diverse Thinkers The Intentional Teacher:  Using What You Know About Student Diversity to Improve Teaching and Learning   5. Behavioral and Social Theories of Learning.   What Is Learning? What Behavioral Learning Theories Have Evolved?       Pavlov: Classical Conditioning       Thorndike: The Law of Effect       Skinner: Operant Conditioning What Are Some Principles of Behavioral Learning?       The Role of Consequences       Reinforcers       Theory into Practice:  Classroom Uses of Reinforcement       Intrinsic and Extrinsic Reinforcers       Theory into Practice:  Practical Reinforcers       Punishers       Immediacy of Consequences       Personal Reflection:  Modifying Behavior       Shaping       Extinction       Schedules of Reinforcement       Teaching Dilemma:  Dealing with Behavior Problems       Maintenance       The Role of Antecedents How Has Social Learning Theory Contributed to Our Understanding of Human Learning?       Bandura: Modeling and Observational Learning       Theory into Practice:  Observational Learning       Meichenbaum's Model of Self-Regulated Learning       Personal Reflection:  Using Different Styles       Strengths and Limitations of Behavioral Learning Theories       The Intentional Teacher:  Using What You Know About Behavioral and Social Theories of Learning to Improve Teaching and Learning   6. Cognitive Theories of Learning.   What Is an Information-Processing Model?       Sensory Register       Short-Term or Working Memory       Long-Term Memory       Factors That Enhance Long-Term Memory       Other Information-Processing Models       Research on the Brain What Causes People to Remember or Forget?       Forgetting and Remembering       Theory into Practice:  Reducing Retroactive Inhibition       Practice How Can Memory Strategies Be Taught?       Verbal Learning       Paired-Associate Learning       Theory Into Practice:  Keyword Mnemonics       Serial and Free-Recall Learning What Makes Information Meaningful?       Rote versus Meaningful Learning       Schema Theory       Teaching Dilemma:  Differing Approaches How Do Metacognitive Skills Help Students Learn? What Study Strategies Help Students Learn?       Note-Taking       Underlining       Summarizing       Outlining and Mapping       Outlining and Mapping       The PQ4R Method       Personal Reflection:  Defining “Effective”       Theory into Practice:  Teaching the PQ4R Method How Do Cognitive Teaching Strategies Help Students Learn?       Making Learning Relevant and Activating Prior Knowledge       Organizing Information       The Intentional Teacher:  Using What You Know About Cognitive Theories of Learning to Improve Teaching and Learning   7. The Effective Lesson.         Personal Reflection:  Balancing Instruction What Is Direct Instruction? How Is a Direct Instruction Lesson Taught?       State Learning Objectives       Theory into Practice:  Planning a Lesson       Orient Students to the Lesson       Theory into Practice:  Communicating Objectives to Students       Review Prerequisites       Present New Material       Conduct Learning Probes       Provide Independent Practice       Assess Performance and Provide Feedback       Provide Distributed Practice and Review       Teaching Dilemma:  Designing Lessons What Does Research on Direct Instruction Methods Suggest?       Advantages and Limitations of Direct Instruction How Do Students Learn and Transfer Concepts?       Concept Learning and Teaching       Teaching for Transfer of Learning How Are Discussions Used in Instruction?       Subjective and Controversial Topics       Difficult and Novel Concepts       Affective Objectives       Whole-Class Discussions       Small-Group Discussions       The Intentional Teacher:  Using What You Know About Direct Instruction to Improve Teaching and Learning  8. Student-Center and Constructivist Approaches to Instruction. What Is the Constructivist View of Learning?        Historical Roots of Constructivism        Top-Down Processing        Cooperative Learning        Discovery Learning        Self-Regulated Learning       Teaching Dilemma:  Developing Self-Regulating Techniques        Scaffolding        APA’s Learner-Centered Psychological Principles        Constructivist Methods in the Content Areas        Theory into Practice:  Introducing Reciprocal Teaching        Research on Constructivist Methods How Is Cooperative Learning Used in Instruction?        Cooperative Learning Methods        Theory into Practice:  Student Teams-Achievement Divisions (STAD)        Research on Cooperative Learning        Personal Reflection:  Working Together How Are Problem-Solving and Thinking Skills Taught?        The Problem-Solving Process        Obstacles to Problem Solving        Teaching Creative Problem Solving        Teaching Thinking Skills        Critical Thinking        The Intentional Teacher: Using What You Know About Student-Centered and Constructivist Approaches to Improve Teaching and Learning 9. Accommodating Instruction to Meet Individual Needs.   What Are Elements of Effective Instruction Beyond a Good Lesson?       Carroll’s Model of School Learning and QAIT How Are Students Grouped to Accommodate Achievement Differences?       Between-Class Ability Grouping       Untracking       Regrouping for Reading and Mathematics       Nongraded (Cross-Age Grouping) Elementary Schools       Within-Class Ability Grouping What Is Mastery Learning?       Forms of Mastery Learning       Theory into Practice:  Applying the Principles of Mastery Learning       Research on Mastery Learning What Are Some Ways of Individualizing Instruction?       Peer Tutoring       Adult Tutoring       Theory into Practice:  Effectively Using Tutoring Methods to Meet Individual Needs How Is Technology Used in Education? Technology for Instruction Technology for Learning       Personal Reflection:  Computers in Education Technology for Administration Research on Computer-Based Instruction Cutting Edge Educational Technologies       Teaching Dilemma:  Should Computers Be in Labs or Classrooms? What Educational Programs Exist for Students Placed at Risk?       Compensatory Education Programs       No Child Left Behind       Early Intervention Programs       After School and Summer Programs       The Intentional Teacher:  Using What You Know About Accommodating Instruction to Meet Individual Needs   10. Motivating Students to Learn.   What Is Motivation? What Are Some Theories of Motivation?       Motivation and Behavioral Learning Theory       Motivation and Human Needs       Motivation and Attribution Theory       Theory into Practice:  Giving Students Motivating Feedback       Motivation and Self-Regulated Learning       Motivation and Expectancy Theory How Can Achievement Motivation Be Enhanced?       Motivation and Goal Orientations       Learned Helplessness and Attribution Training       Theory into Practice:  Helping Students Overcome Learned Helplessness       Teacher Expectations and Achievement       Teaching Dilemma:  Expectations       Anxiety and Achievement How Can Teachers Increase Students’ Motivation to Learn?       Intrinsic and Extrinsic Motivation       How Can Teachers Enhance Intrinsic Motivation?       Teaching Dilemma:  Adapting Strategies       Principles for Providing Extrinsic Incentives to Learn How Can Teachers Reward Performance, Effort, and Improvement?       Using Praise Effectively       Teaching Students to Praise Themselves       Using Grades As Incentives       Incentive Systems Based on Goal Structure       The Intentional Teacher:  Using What You Know About Motivation to Improve Teaching and Learning   11. Effective Learning Environments.   What Is an Effective Learning Environment? What Is the Impact of Time on Learning?       Using Allocated Time for Instruction       Using Engaged Time Effectively       Personal Reflection:  Maintaining Control       Can Time On-Task Be Too High?       Classroom Management in the Student-Centered Classroom What Practices Contribute to Effective Classroom Management?       Starting Out the Year Right       Setting Class Rules       Teaching Dilemma:  Rules of the Room What Are Some Strategies for Managing Routine Misbehavior?       The Principle of Least Intervention       Prevention       Nonverbal Cues       Praising Behavior That Is Incompatible with Misbehavior       Praising Other Students       Verbal Reminders       Repeated Reminders       Applying Consequences How Is Applied Behavior Analysis Used to Manage More Serious Behavior Problems?       How Student Misbehavior Is Maintained       Principles of Applied Behavior Analysis       Applied Behavior Analysis Programs       Theory into Practice:  Using a Daily Report Card       Theory into Practice:  Establishing a Group Contingency Program       Ethics of Behavioral Methods How Can Serious Behaviors Problems Be Prevented?       Preventive Programs       Identifying Causes of Misbehavior       Enforcing Rules and Practices       Enforcing School Attendance       Check and Connect       Avoiding Tracking       Practicing Intervention       Requesting Family Involvement       Using Peer Mediation       Judiciously Applying Consequences       The Intentional Teacher:  Using What You Know About Effective Learning Environments to Improve Teaching and Learning   12. Learners with Exceptionalities.   Who Are Learners with Exceptionalities?       “People-First” Language       Types of Exceptionalities and the Numbers of Student Served       Students with Mental Retardation       Theory into Practice:  Teaching Adaptive Behavior Skills       Student with Learning Disabilities       Theory into Practice:  Teaching Students with Learning Disabilities       Students with Attention Deficit Hyperactivity Disorder       Theory into Practice:  Students with ADHD:  The Role of the Teacher       Students with Speech or Language Impairments       Students with Emotional and Behavioral Disorders       Students with Sensory, Physical, and Health Impairments       Students Who Are Gifted and Talented What Is Special Education?       Public Law 94-142 and IDEA       An Array of Special Education Services       Teaching Dilemma:  Referring a Student       Theory into Practice:  Preparing IEPs What Are Mainstreaming and Inclusion?       Research on Inclusion       Personal Reflection:  The Struggle Over Inclusion       Adapting Instruction       Theory into Practice:  Adapting Instruction for Students with Special Needs       Teaching Learning Strategies and Metacognitive Awareness       Prevention and Early Intervention       Computers and Students with Disabilities       Buddy Systems and Peer Tutoring       Special-Education Teams       Teaching Dilemma:  Finding What Works       Social Integration of Students with Disabilities       The Intentional Teacher:  Using What You Know About Learners with Exceptionalities to Improve Teaching and Learning   13. Assessing and Grading Student Learning.   What Are Instructional Objectives and How Are They Used?       Planning Lesson Objectives       Theory into Practice:  Planning Courses, Units, and Lessons       Linking Objectives and Assessment       Using Taxonomies of Instructional Objectives       Research on Instructional Objectives Why Is Evaluation Important?       Evaluation As Feedback       Evaluation As Information       Evaluation As Incentive How Is Student Learning Evaluated?       Formative and Summative Evaluations       Norm-Referenced and Criterion-Referenced Evaluations       Matching Evaluation Strategies with Goals How Are Tests Constructed?       Principles of Achievement Testing       Theory Into Practice:  Making Assessments Fair       Using a Table of Specifications       Writing Selected-Response Test Items       Theory into Practice:  Writing Multiple-Choice Tests       Writing Constructed-Response Items       Writing and Evaluating Essay Tests       Theory Into Practice:  Detecting Bluffing in Students’ Essays       Writing and Evaluating Problem-Solving Items       Theory into Practice:  Peer Evaluations What Are Portfolio and Performance Assessments?       Portfolio Assessment       Theory into Practice:  Using Portfolios in the Classroom       Performance Assessment       How Well Do Performance Assessments Work?       Scoring Rubrics for Performance Assessments How Are Grades Determined?       Establishing Grading Criteria       Assigning Letter Grades       Teaching Dilemma:  Establishing a Grading System       Performance Grading       Other Alternative Grading Systems       Assigning Report Card Grades       Personal Reflection:  Assigning Grades       The Intentional Teacher:  Using What You Know About Assessing and Grading Student Learning to Improve Teaching and Learning   14. Standardized Tests.   What Are Standardized Tests and How Are They Used?       Selection and Placement       Diagnosis       Evaluation       School Improvement       Accountability       Theory into Practice:  Teaching Test-Taking Skills       Personal Reflection:  Mixed Messages What Types of Standardized Tests Are Given?       Aptitude Tests       Norm-Referenced Achievement Tests       Criterion-Referenced Achievement Tests       Standard Setting How Are Standardized Tests Interpreted?       Percentile Scores       Grade-Equivalent Scores       Standard Scores       Theory into Practice:  Interpreting Standardized Test Scores What Are Some Issues Concerning Standardized and Classroom Testing?       Test Validity       Test Reliability       Test Bias       Computer Test Administration       Teaching Dilemma:  Dealing with High-Stakes Testing       The Intentional Teacher:  Using What You Know About Standardized Tests to Improve Teaching and Learning