Ebook Download (Ebook PDF) Educational Psychology Active Learning Edition 13th All Chapter
Ebook Download (Ebook PDF) Educational Psychology Active Learning Edition 13th All Chapter
Ebook Download (Ebook PDF) Educational Psychology Active Learning Edition 13th All Chapter
http://ebooksecure.com/product/ebook-pdf-educational-psychology-
active-learning-edition-13th-edition/
https://ebooksecure.com/download/educational-psychology-active-
learning-edition-15th-edition-ebook-pdf/
http://ebooksecure.com/product/ebook-pdf-educational-
psychology-13th-edition/
http://ebooksecure.com/product/ebook-pdf-psychology-modules-for-
active-learning-14th-edition/
(eBook PDF) Educational Psychology for Learning and
Teaching 4th
http://ebooksecure.com/product/ebook-pdf-educational-psychology-
for-learning-and-teaching-4th/
http://ebooksecure.com/product/ebook-pdf-educational-psychology-
for-learning-and-teaching-6th-edition/
http://ebooksecure.com/product/ebook-pdf-educational-psychology-
theory-and-practice-13th-edition/
https://ebooksecure.com/download/educational-psychology-for-
learning-and-teaching-ebook-pdf/
http://ebooksecure.com/product/ebook-pdf-educational-
psychology-12th-edition/
PREFACE vii
CLUSTER 3 • THE SELF, SOCIAL, AND MORAL DEVELOPMENT 87
9 | COMPLEX
1. Be a good listener. Students may have no other adult 1. When parents have joint custody, both are entitled outside school.
to receive information and attend parent–teacher ments, and some common problems students have in
willing to hear their concerns. Examples
conferences. learning the material for that unit.
2. Let students know you are available to talk, and let the
CLUSTER FIGURE 6.1 2. Ask parents for suggestions about how their child’s inter- 1. Ask families to talk about and show how they use the
student set the agenda. 2. The noncustodial parent may still be concerned about the
ests could be connected to the curriculum topics. skills their children are learning in their jobs, hobbies, or
child’s school progress. Check with your principal about
3. Invite parents to school for an evening of “strategy learn- community involvement projects.
Watch your language to make sure BRANDON’S
you avoid stereotypes
PLAY PLANS state laws regarding the noncustodial parent’s rights.
ing.” Have the students teach their family members one of 2. Ask family members to come to class to demonstrate how
COGNITIVE
about “happy” (two-parent) homes.
At the beginning of age three, Brandon’s play plans show that Behe wants
aware of to go to the
long-term art center.
problems for students moving the strategies they have learned in school. they use reading, writing, science, math, or other knowl-
Examples
edge in their work.
1.BySimply
the end
say of agefamilies”
“your four, Brandon
insteadplans to pretend
of “your mothersto be a king.
and He is beginning
between to use sounds in
two households.
Give families ideas for how they might encourage their
writing.
fathers” when addressing the class. Examples
children to practice, extend, or apply learning from school. Make families partners in practicing learning strategies.
Guidelines: Family and Community Partnerships sections offer specific
2. Avoid statements such as “We need volunteers for room
mother” or “Your father can help you.”
1. Books, assignments, and gym clothes may be left at one
parent’s house when the student is currently on visitation Examples Examples CLUSTER 2 • COGNITIVE DEVELOPMENT
1. Focus on one learning strategy at a time. Ask families to
67
with the other parent. 1. To extend writing, ask parents to encourage their children
PROCESSES
guidelines for involving all families in their children’s learning—
Help students maintain self-esteem. 2. Parents may not show up for their turn to pick up their to write letters or e-mails to companies or civic organiza-
tions asking for information or free products. Provide a shell
simply remind their children to use a particular strategy
with homework
FIGURE 6.1 that week.
Examples child at school or may miss a parent–teacher conference
letter form for structure and ideas, and include addresses of 2. Develop a lending library of books and videotapes to
especially relevant now, when demand for parental involvement is at an
1. Recognize a job well done. because the note never got home.
companies that provide free samples or information.
BRANDON’S
teach families about learning strategies.
3. Give parents PLANS
PLAY
2. Make sure the student understands the assignment and
2. Ask family members to include their children in some a copy of the Guidelines: Becoming an
all-time high and the need for cooperation between home and school is
can handle the workload. This is not the time to pile on
new and very difficult work.
For ideas about helping children understand divorce, see
muextension.missouri.edu/xplor/hesguide/humanrel/gh6600.htm
projects that require measurement,
At the beginning
recipes, or estimating Bycosts.
halving or doubling
of age Expert
three, Brandon’s play Student
plans show on page
that 340, rewritten
he wants to go toforthe
your
artgrade level.
center.
the end of age four, Brandon plans to pretend to be a king. He is beginning to use sounds in
critical. See, for example, pages 49, 203, 365. writing.
End of age four
PEER CULTURES. At any age, students who have a set of “rules”—how to dress, talk, style their
hair, and interact with others—are called peer cultures. The group determines which activities, and practice being aware of when and how they are using it. In the retention phase, more practice
music, or other students are in or out of favor. For example, when Jessica, a popular high school
student, was asked to explain the rules that her group lives by, she had no trouble:
Teachers’ Casebook sections present students with realistic
with feedback helps students hone their strategy use. In the transfer phase, students should be
given new problems that they can solve with the same strategy, even though the problems appear
TEACHERS’ CASEBOOK work. You are more concerned that they cannot critically
WHAT
OK. No. 1: clothes.
WOULD
You of
Beginning cannot wear jeans any day but Friday, and youevaluate
age three cannot wearwhata they are reading. And all they are reading is classroom scenarios at the beginning of each cluster and ask “What
different on the surface. To enhance motivation, teachers should point out to students how using
the strategy will help them solve many problems and accomplish different tasks. These steps help
ponytail or sneakersYOUmore DO? UNCRITICAL
than once a week. Monday THINKING
is fancy day—like the blackNet!
pants or
This
Source:
maybe
year’s
forgot
“Brandon’s
youclass
over
bust out
the
Plan,
is worse
.org/curriculum/preschool.
weekend.
Beginning
with athan
skirt.any Age
You you’ve 3
Used by permission.
No. 2: parties. Of
Preschool”.
have to remind
ever had.
course we
Tools
peopleYou
sit down
of the
and
Mind. http://www.toolsofthemind
how cute you are in case they
discuss which ones
and why. Would You Do?”—giving students the opportunity to apply all
build both procedural and self-regulatory knowledge—how to use the strategy as well as when
assigned a research paper, and you find more and more CRITICAL THINKING For all students, there is a positive relationship between using learning strategies and academic
we’re going to because there is no point in getting all dressed up for a party that’s going
students are using the Web for their information. In itself,
to be lame. (Talbot, 2002, p. 28)
• How would you help your students evaluate the informa- the important topics of the cluster to these scenarios via application
gains such as high school GPA and retention in college (Robbins, Le, & Lauver, 2005). Some End of age four
using the Web is not bad, but the students appear to be tion they are finding on the Web? students will learn productive strategies on their own, but all students can benefit from direct
These peeruncritical
completely cultures encourage
about whatconformity
they findto the
ongroup rules. When another
the Internet. girl in Jessica’s
• Beyond this immediate issue, how will you help students
questions. S tudents may then compare their responses to those of
teaching, modeling, and practice of learning strategies and study skills. This is one important way
Reaching
group Every Student: Teaching in the “Magic
wearingMiddle”
“If itwore jeans
theonWeb,
Monday, Jessica
beconfronted her:attitude
“Why areofyou jeans today? Did you to prepare all of your students for the future. Newly mastered concepts, principles, and strategies
forget
Both
students.
is on
itPiaget
was Monday?”
and first
Their
it must
(Talbot, 2002,
Vygotsky
right” is the
p. 28).would
probably
drafts are filled with
Jessica explained
quotesagreethatthat
most
thatstudents
seem
the groupneed
think more critically about the subjects you are teaching?
had totosuspend
be this in the magic Connect and Extend to PRAXIS
taught
• How will you take into account the cultural beliefs and
must veteran teachers appearing at the end of each cluster. See, for example,
II®be applied in a wide variety of situations and with many types of problems (Z. Chen & Mo,
“rebel” several times, not allowing her to sit with them at lunch. 2004).
and Positive transfer is encouraged when skills are practiced
of age under
three authentic conditions, similar
middle
very biased
nor
(Berger, 2012),
to you, butorthere
the place
are no ofsources
the “match”cited or(J. listed.
Hunt, 1961)—where values
To understand the power of peers, we have to look at situations where the values and interests
It isfrustrated.
notclash
justwithStudents
that students should
don’t bethen
putseeinwhose
situations wheretheirthey In
have
they
of your
tocomparisons,
arestudents
neither bored
as you Distinctions
support theirBetween
critical Piaget’s
pages 30, 210, 412.
reach to understand but Vygotsky’s Theories (I, A2) to those that will exist when theSource:
Beginning
skills are needed later. Students can learn to write by corresponding
of parents those of peers, and know how to reference
influence dominates. thinking?
these with
Consider how two teachers—one based e-mail pen pals in other “Brandon’s
countries. They canPlan,
learnBeginning
historical Age 3 Preschool”.
research methods Tools of the Mind. http://www.toolsofthemind
by studying
where support from other students, learning materials, or the teacher is also available. Sometimes in Vygotskian theory and onetheir based
.org/curriculum/preschool. Used by permission.
owninfamily history. Some of these applications should involve complex, ill-defined, unstructured
the best teacher is another student who has just figured out how to solve the problem, because this Piagetian theory—might differ in their because many of the problems to be faced in later life, both in school and out, will not
problems,
student is probably operating in the learner’s ZPD. Having a student work with someone who is concepts of learning and teaching come to and
students complete with instructions. The Guidelines: Family and Community Partnerships give
just a bit better at the activity would be a good idea because both students benefit in the exchange the instructional techniques that ideasthey
Reaching Every Student sections present ideas for assessing,might
teaching,
prefer. and motivating
of explanations, elaborations, and questions. In addition, students should be encouraged to use lan-
for enlisting the support of families in encouraging transfer.
Reaching Every Student: Teaching in the “Magic Middle”
ALL of the students in today’s inclusive classrooms. See, for example on page 67.
M03_WOOL0794_13_SE_CH03.indd 87
guage to organize their thinking and to talk about what they are trying to accomplish. Dialogue and
21/09/15 5:18 PM
Both Piaget and Vygotsky probably would agree that students need to be taught in the magic Connect and Extend to PRAXIS II®
discussion are important avenues to learning (Karpov & Bransford, 1995; Kozulin & Presseisen, middle (Berger, 2012), or the place of the “match” (J. Hunt, 1961)—where they are neither bored Distinctions Between Piaget’s and
1995; Wink & Putney, 2002). The Guidelines: Applying Vygotsky’s Ideas in Teaching on the next page nor frustrated. Students should be put in situations where they have to reach to understand but Vygotsky’s Theories (I, A2)
give more ideas for applying Vygotsky’s insights. Consider how two teachers—one based
where support from other students, learning materials, or the teacher is also available. Sometimes in Vygotskian theory and one based in
the best teacher is another student who has just figured out how to solve the problem, because this Piagetian theory—might differ in their
Cognitive Development: Lessons for Teachers student is probably operating in the learner’s ZPD. Having a student work with someone who is concepts of learning and teaching and
In spite of cross-cultural differences in cognitive development and the different theories of the instructional techniques that they
M09_WOOL0794_13_SE_CH09.indd 365 just a bit better at the activity would be a good idea because both students benefit in the exchange
21/09/15 5:25 PM
might prefer.
development, there are some convergences. Piaget, Vygotsky, and more recent researchers of explanations, elaborations, and questions. In addition, students should be encouraged to use lan-
studying cognitive development and the brain probably would agree with the following guage to organize their thinking and to talk about what they are trying to accomplish. Dialogue and
big ideas: discussion are important avenues to learning (Karpov & Bransford, 1995; Kozulin & Presseisen,
1. Cognitive development requires both physical and social stimulation. 1995; Wink & Putney, 2002). The Guidelines: Applying Vygotsky’s Ideas in Teaching on the next page
2. To develop thinking, children have to be mentally, physically, and linguistically active. They give more ideas for applying Vygotsky’s insights.
need to experiment, talk, describe, reflect, write, and solve problems. But they also benefit
Cognitive Development: Lessons for Teachers
from teaching, guidance, questions, explanations, demonstrations, and challenges to their
thinking. In spite of cross-cultural differences in cognitive development and the different theories of
3. Teaching students what they already know is boring. Trying to teach what the student isn’t development, there are some convergences. Piaget, Vygotsky, and more recent researchers
M09_WOOL0794_13_SE_CH09.indd 328
ready to learn is frustrating and ineffective. Lessons for Teachers are succinct and usable principles for teaching based on the
21/09/15 5:25 PM studying cognitive development and the brain probably would agree with the following
4. Challenge with support will keep students engaged but not fearful. big ideas:
research. See, for example, on1. page 67.
Cognitive development requires both physical and social stimulation.
2. To develop thinking, children have to be mentally, physically, and linguistically active. They
need to experiment, talk, describe, reflect, write, and solve problems. But they also benefit
SUPPLEMENTS
from teaching, guidance, questions, explanations, demonstrations, and challenges to their
thinking.
3. Teaching students what they already know is boring. Trying to teach what the student isn’t
M02_WOOL0794_13_SE_CH02.indd 67 21/09/15 4:18 PM ready to learn is frustrating and ineffective.
This thirteenth edition of Educational Psychology provides a comprehensive and integrated collection of 4. Challenge with support will keep students engaged but not fearful.
supplements to assist students and professors alike in maximizing learning and instruction. Together,
these materials immerse students in the content of the text, allowing them and their instructors to ben-
efit from a deeper and more meaningful learning experience. The following resources are available for
instructors to download from www.pearsonhighered.com/educator. Enter the author, title of the text, or M02_WOOL0794_13_SE_CH02.indd 67 21/0
the ISBN number, then select this text, and click on the “Resources” tab. Download the supplement you
need. If you require assistance in downloading any resources, contact your Pearson representative.
INSTRUCTOR’S RESOURCE MANUAL. The Instructor’s Resource Manual synthesizes all of the
resources available for each cluster and sifts through the materials to match the delivery method (e.g.,
semester, quarter) and areas of emphasis for the course. This manual includes activities and strategies
designed to help prospective teachers—and others seeking a career working with children or adolescents—
to apply the developmental concepts and strategies they have learned.
POWERPOINT® SLIDES. Slide sets for each cluster include cluster objectives, key concepts,
summaries of content, and graphic aids, each designed to support class lectures and help students organize,
synthesize, and remember core content. All PowerPoint® slides have been updated for consistency and
reflect current content in this new edition.
TEST BANK. Built from the course objectives, the test bank questions offer both lower-level questions that ask
students to identify or explain concepts, principles, and theories about development, and higher-level questions
that require students to apply concepts, principles, and theories to student behavior and teaching strategies.
TESTGEN®. TestGen is a powerful test generator available exclusively from Pearson Education
publishers. You install TestGen on your personal computer (Windows or Macintosh) and create your own
tests for classroom testing and for other specialized delivery options, such as over a local area network or
on the Web. A test bank, which is also called a Test Item File (TIF), typically contains a large set of test
items, organized by cluster and ready for your use in creating a test, based on the associated textbook
material. Assessments may be created for both print and testing online.
The tests can be downloaded in the following formats:
TestGen Testbank file—PC Angel Test Bank (zip)
TestGen Testbank file—MAC D2L Test Bank (zip)
TestGen Testbank—Blackboard 9 TIF Moodle Test Bank
TestGen Testbank—Blackboard CE/Vista (WebCT) TIF Sakai Test Bank (zip)
ACKNOWLEDGMENTS
During the years I have worked on this book, from initial draft to this most recent revision, many people
have supported the project. Without their help, this text simply could not have been written.
Many educators contributed to this edition and previous editions. Carol Weinstein wrote the sec-
tion in Cluster 13 on spaces for learning. Nancy Perry (University of British Columbia) and Philip Winne
(Simon Frasier University) wrote sections of Cluster 11 on self-regulation. Brad Henry (The Ohio State
University) crafted sections on technology in two clusters. Michael Yough (Purdue University) looked
over several clusters including Cluster 5, “Language Development, Language Diversity, and Immigrant
Education.” Cluster 5 was also improved by suggestions from Alan Hirvela, The Ohio State University.
Jerrell Cassady, Ball State University, provided invaluable guidance for Cluster 11, “Social Cognitive
Views of Learning and Motivation,” and Cluster 12, “Motivation in Learning and Teaching.” The por-
traits of students in Clusters 1 and 6 were provided by Nancy Knapp (University of Georgia). Raye Lakey
is responsible for the media integration and for updating the Test Bank, PowerPoint® Presentations, and the
Instructor’s Resource Manual.
As I made decisions about how to revise this edition, I benefited from the ideas of colleagues around
the country who took the time to complete surveys, answer my questions, and review clusters.
For their revision reviews, thanks to Gregg Schraw, University of Nevada—Las Vegas; T heresa
M. Stahler, Kutztown University; Jeff Liew, Texas A&M University; Heather Welsh-Griffin, Washington
State University; Kate Niehaus, University of South Carolina; Nithya Iyer, The State University of
New York at Oneonta; and Alan Hirvela, The Ohio State University.
Many classroom teachers across the country and around the world contributed their experience,
creativity, and expertise to the Teachers’ Casebook. I have thoroughly enjoyed my association with these
master teachers, and I am grateful for the perspective they brought to the book:
In a project of this size, so many people make essential contributions. Carrie Mollette, Jorgensen
Fernandez, and Janet Woods worked diligently, often through weekends, to obtain permissions for the
material reproduced in this text and the supplements. The text designer, Diane Lorenzo, made the look
of this book the best yet—hard to do after 12 editions. Project Managers Roxanne Klaas from S4Carlisle
and Lauren Carlson from Pearson kept all aspects of the project moving forward with amazing skill,
grace, and good humor. Somehow they brought sanity to what could have been chaos and fun to what
might have been drudgery. Now the book is in the able hands of marketing managers Christopher Barry
and Krista Clark. I can’t wait to see what they are planning for me now! What a talented and creative
group—I am honored to work with them all.
On this edition, I was again privileged to work with an outstanding editorial group. Their intelligence,
creativity, sound judgment, style, and enduring commitment to quality can be seen on every page of this text.
Kevin Davis, Publisher, guided the project from reviews to completion with the eye of an artist, the mind of a
scholar, and the logistical capacity of a high-powered computer. He proved to be an excellent collaborator with
a wise grasp of the field and a sense of the future. Caitlin Griscom, Editorial Assistant, kept everything run-
ning smoothly and kept my e-mail humming. Luanne Dreyer Elliott carefully and expertly copy edited every
page—who knew I could invent such “creative” spellings! On this edition I was fortunate to have the help of
Gail Gottfried, an outstanding developmental editor with the perfect combination of vast knowledge, organi-
zational ability, and creative thinking. The text features, Teachers’ Casebook, and excellent pedagogical supports
would not exist without her tireless efforts. Lauren Carlson was the initial project manager and Kathy Smith
handled all the final production details—what amazing women! I love working with them.
Finally, I want to thank my family and friends for their kindness and support during the long days and
nights that I worked on this book. To my family, Marion, Bob, Eric, Suzie, Lizzie, Wayne K., Marie, Kelly,
Tom, Lisa, Lauren, Mike, and the newest member, Amaya—you are amazing.
And of course, to Wayne Hoy, my friend, colleague, inspiration, passion, husband—you are simply
the best.
PART I: STUDENTS
CLUSTER 2 Cognitive Development 30
CLUSTER 3 The Self, Social, and Moral Development 72
CLUSTER 4 Learner Differences and Learning Needs 120
CLUSTER 5 Language Development, Language Diversity,
and Immigrant Education 172
CLUSTER 6 Culture and Diversity 210
xi
CLUSTER 4 Learner Differences Lessons for Teachers: Learning Disabilities and ADHD 149
Students with Communication Disorders 149
and Learning Needs 120 Speech Disorders 150
Language Disorders 150
Teachers’ Casebook—Including Every Student: What Would Students with Emotional or Behavioral Difficulties 150
You Do? 120 Guidelines: Disciplining Students with Emotional
Overview and Objectives 121 Problems 152
MODULE 12: Intelligence and Thinking Styles 122 Suicide 153
Intelligence 122 Drug Abuse 153
Language and Labels 122 Prevention 155
Disabilities and Handicaps 122 Students with Intellectual Disabilities 155
Person-First Language 123 Guidelines: Teaching Students with Intellectual Disabilities 156
Possible Biases in the Application of Labels 124 Students with Health and Sensory Impairments 156
What Does Intelligence Mean? 124 Cerebral Palsy and Multiple Disabilities 156
Intelligence: One Ability or Many? 125 Seizure Disorders (epilepsy) 157
Multiple Intelligences 125 Other Serious Health Concerns: Asthma, HIV/AIDS,
What Are These Intelligences 126 and Diabetes 157
Critics of Multiple Intelligences Theory 126 Students with Vision Impairments 158
Gardner Responds 126 Students Who Are Deaf 158
Multiple Intelligences Go to School 128 Autism Spectrum Disorders and Asperger Syndrome 159
Multiple Intelligences: Lessons for Teachers 128 Interventions 159
Intelligence as a Process 128 Response to Intervention 160
Measuring Intelligence 129 MODULE 12: Summary 161
Binet’s Dilemma 130 MODULE 13: Students Who Are Gifted and Talented 163
What Does an IQ Score Mean? 130 Who Are These Students? 163
Group Versus Individual IQ Tests 130 What Is the Origin of These Gifts? 164
The Flynn Effect: Are We Getting Smarter? 130 What Problems Do Students Who Are Gifted Face? 164
Guidelines: Interpreting IQ Scores 131 Identifying Students Who Are Gifted and Talented 165
Intelligence and Achievement 131 Recognizing Gifts and Talents 165
Gender Differences in Intelligence 132 Teaching Students with Gifts and Talents 167
Heredity or Environment? 133 Acceleration 167
Being Smart About IQ Tests 133 Methods and Strategies 167
MODULE 13: Summary 168 Teaching Students Who Are English Language Learners 195
CLUSTER 4 Review 169 Two Approaches to English Language Learning 195
Practice Using What You Have Learned 170 Research on Bilingual Education 195
Teachers’ Casebook—Including Every Student: What Would Bilingualism for All: Two-Way Immersion 195
They Do? 170 Point/Counterpoint: What Is the Best Way to Teach Students
Who Are ELLs? 196
Sheltered Instruction 197
Immigrant Education 172 Guidelines: Providing Emotional Support and Increasing Self-
Esteem for Students Who Are ELLs 202
Teachers’ Casebook—Cultures Clash in the Classroom: Student-Led Conferences 203
What Would You Do? 172 Guidelines: Family and Community Partnerships 203
Overview and Objectives 173 Special Challenges: Students Who Are English Language
MODULE 14: Language Development and Emergent Literacy 174 Learners with Disabilities and Special Gifts 204
The Development of Language 174 Students Who Are English Language Learners with
What Develops? Language and Cultural Differences 174 Disabilities 204
The Puzzle of Language 174 Reaching Every Student: Recognizing Giftedness in Bilingual
When and How Does Language Develop? 175 Students 205
Sounds and Pronunciation 175 MODULE 16: Summary 206
Vocabulary and Meaning 175 CLUSTER 5 Review 207
Grammar and Syntax 176 Practice Using What You Have Learned 208
Pragmatics: Using Language in Social Situations 176 Teachers’ Casebook—Cultures Clash in the Classroom:
Metalinguistic Awareness 177 What Would They Do? 208
Emergent Literacy 177
Inside-Out and Outside-In Skills 178
Building a Foundation 179
When There Are Persistent Problems 179
CLUSTER 6 Culture and Diversity 210
Emergent Literacy and Language Diversity 179 Teachers’ Casebook—White Girls Club: What Would
Languages and Emergent Literacy 180 You Do? 210
Bilingual Emergent Literacy 180 Overview and Objectives 211
Guidelines: Supporting Language and Promoting Literacy 180 MODULE 17: Social and Economic Diversity 212
MODULE 14: Summary 181 Today’s Diverse Classrooms 212
MODULE 15: Language Diversity 182 American Cultural Diversity 212
Diversity in Language Development 182 Meet Four More Students 214
Dual-Language Development 182 Cautions: Interpreting Cultural Differences 216
Second-Language Learning 182 Cultural Conflicts and Compatibilities 216
Benefits of Bilingualism 183 Dangers in Stereotyping 216
Language Loss 183 Economic and Social Class Differences 217
Signed Languages 185 Social Class and Socioeconomic Status 217
What Is Involved in Being Bilingual? 185 Extreme Poverty: Homeless and Highly Mobile
Contextualized and Academic Language 186 Students 217
Guidelines: Promoting Language Learning 188 Poverty and School Achievement 218
Dialect Differences in the Classroom 188 Guidelines: Teaching Students Who Live in Poverty 220
Dialects 188 Health, Environment, and Stress 220
Dialects and Pronunciation 189 Low Expectations—Low Academic Self-Concept 221
Dialects and Teaching 189 Peer Influences and Resistance Cultures 221
Genderlects 189 Home Environment and Resources 221
MODULE 15: Summary 190 Summer Setbacks 221
MODULE 16: Students Who Are Immigrants and English Tracking: Poor Teaching 222
Language Learners 191 Point/Counterpoint: Is Tracking an Effective Strategy? 222
Teaching Immigrant Students 191 MODULE 17: Summary 222
Immigrants and Refugees 191 MODULE 18: Ethnicity, Race, and Gender 224
Classrooms Today 192 Ethnicity and Race in Teaching and Learning 224
Four Student Profiles 193 Terms: Ethnicity and Race 224
Generation 1.5: Students in Two Worlds 193 Ethnic and Racial Differences in School Achievement 224
The Legacy of Discrimination 226 Early Explanations of Learning: Contiguity and Classical
What Is Prejudice? 227 Conditioning 256
The Development of Prejudice 228 Guidelines: Applying Classical Conditioning 258
Continuing Discrimination 229 Operant Conditioning: Trying New Responses 258
Stereotype Threat 229 Types of Consequences 259
Who Is Affected by Stereotype Threat? 230 Reinforcement 259
Short-Term Effects: Test Performance 231 Punishment 260
Long-Term Effects: Disidentification 231 Reinforcement Schedules 260
Combating Stereotype Threat 232 Extinction 261
Gender in Teaching and Learning 232 Antecedents and Behavior Change 262
Sex and Gender 232 Effective Instruction Delivery 263
Sexual Orientation 233 Cueing 263
Gender Roles 234 Prompting 263
Gender Bias in Curriculum Materials 236 MODULE 20: Summary 264
Gender Bias in Teaching 236 MODULE 21: Possibilities and Cautions in Applying Behavioral
Guidelines: Avoiding Gender Bias in Teaching 237 Theories 265
MODULE 18: Summary 238 Putting It All Together to Apply Operant Conditioning:
MODULE 19: Diversity and Teaching: Multicultural Education 239 Applied Behavior Analysis 265
Multicultural Education: Creating Culturally Compatible Methods for Encouraging Behaviors 265
Classrooms 239 Reinforcing with Teacher Attention 266
Culturally Relevant Pedagogy 239 Selecting Reinforcers: The Premack Principle 266
Fostering Resilience 241 Guidelines: Applying Operant Conditioning:
Resilient Students 242 Using Praise Appropriately 267
Resilient Classrooms 242 Shaping 267
Self-Agency Strand 242 Positive Practice 268
Relationship Strand 242 Contingency Contracts, Token Reinforcement, and Group
Diversity in Learning 242 Consequences 268
Guidelines: Family and Community Partnerships—Building Contingency Contracts 268
Learning Communities 243 Guidelines: Applying Operant Conditioning:
Social Organization 243 Encouraging Positive Behaviors 269
Cultural Values and Learning Preferences 244 Token Reinforcement Systems 269
Cautions (Again) About Learning Styles Research 244 Group Consequences 271
Sociolinguistics 244 Handling Undesirable Behavior 272
Sources of Misunderstandings 245 Negative Reinforcement 272
Lessons for Teachers: Teaching Every Student 245 Reprimands 273
Know Your Students 245 Response Cost 273
Respect Your Students 246 Social Isolation 273
Teach Your Students 246 Some Cautions About Punishment 273
Guidelines: Culturally Relevant Teaching 247 Reaching Every Student: Severe Behavior Problems 274
MODULE 19: Summary 247 Guidelines: Applying Operant Conditioning: Using
CLUSTER 6 Review 248 Punishment 274
Practice Using What You Have Learned 249 Contemporary Applications: Functional Behavioral Assessment,
Teachers’ Casebook—White Girls Club: What Would They Positive Behavior Supports, and Self-Management 275
Do? 249 Discovering the “Why”: Functional Behavioral
Assessments 276
PART II: LEARNING AND Positive Behavior Supports 277
Self-Management 278
MOTIVATION Goal Setting 278
MODULE 32: Summary 454 Do I Want to Do It? Seeing the Value of Learning 482
MODULE 33: Needs, Goals, Beliefs 455 What Do I Need to Do to Succeed? Staying Focused
Goal Orientations 455 on the Task 482
Types of Goals and Goal Orientations 455 Do I Belong in This Classroom? 483
Four Achievement Goal Orientations in School 456 Guidelines: Motivation to Learn: Family and Community
Wait—Are Performance Goals Always Bad? 456 Partnerships 483
Beyond Mastery and Performance 457 MODULE 35: Summary 484
Goals in Social Context 458 CLUSTER 12 Review 485
Feedback, Goal Framing, and Goal Acceptance 458 Practice Using What You Have Learned 486
Goals: Lessons for Teachers 459 Teachers’ Casebook—Motivating Students When Resources
Beliefs and Self-Perceptions 459 Are Thin: What Would They Do? 486
Beliefs About Knowing: Epistemological Beliefs 459
Beliefs About Ability 460
Beliefs About Causes and Control: Attribution Theory 461 PART III: TEACHING
Attributions in the Classroom 462 AND ASSESSING
Teacher Actions and Student Attributions 462
Beliefs About Self-Worth 463
Learned Helplessness 463
CLUSTER 13 Creating Learning
Self-Worth 463 Environments 488
Guidelines: Encouraging Self-Worth 464 Teachers’ Casebook—Bullies and Victims: What Would
Beliefs and Attributions: Lessons for Teachers 465 You Do? 488
MODULE 33: Summary 465 Overview and Objectives 489
MODULE 34: Interests, Curiosity, and Emotions 466 MODULE 36: Positive Learning Environments 490
Interests, Curiosity, Emotions, and Anxiety 466 The What and Why of Classroom Management 490
Tapping Interests 466 The Basic Task: Gain Their Cooperation 492
Catching and Holding Interests 467 The Goals of Classroom Management 493
Curiosity: Novelty and Complexity 467 Access to Learning 493
Point/Counterpoint: Does Making Learning Fun Make for More Time for Learning 493
Good Learning? 468 Management for Self-Management 495
Guidelines: Building on Students’ Interests and Curiosity 469 Creating a Positive Learning Environment 495
Flow 469 Some Research Results 495
Emotions and Anxiety 469 Routines and Rules Required 496
Neuroscience and Emotion 470 Routines and Procedures 496
Achievement Emotions 470 Rules 496
Arousal and Anxiety 471 Rules for Elementary School 497
Anxiety in the Classroom 471 Guidelines: Establishing Class Routines 497
How Does Anxiety Interfere with Achievement? 472 Rules for Secondary School 498
Reaching Every Student: Coping with Anxiety 472 Consequences 498
Guidelines: Coping with Anxiety 473 Who Sets the Rules and Consequences 499
Curiosity, Interests, and Emotions: Lessons for Teachers 474 Planning Spaces for Learning 499
MODULE 34: Summary 474 Personal Territories 500
MODULE 35: Motivation to Learn in School 475 Interest Areas 500
Motivation to Learn in School: On Target 475 Guidelines: Designing Learning Spaces 501
Tasks for Learning 476 Getting Started: The First Weeks of Class 501
Task Value 476 Effective Managers for Elementary Students 501
Beyond Task Value to Genuine Appreciation 476 Effective Managers for Secondary Students 503
Authentic Tasks 476 Maintaining a Good Environment for Learning 503
Supporting Autonomy and Recognizing Accomplishment 477 Encouraging Engagement 503
Supporting Choices 477 Guidelines: Keeping Students Engaged 504
Recognizing Accomplishment 477 Prevention Is the Best Medicine 504
Grouping, Evaluation, and Time 478 Withitness 505
Grouping and Goal Structures 478 Overlapping and Group Focus 505
Evaluation 478 Movement Management 505
Time 479 Student Social Skills as Prevention 505
Putting It All Together 479 Caring Relationships: Connections with School 506
Diversity in Motivation 479 School Connections 506
Lessons for Teachers: Strategies to Encourage Motivation 481 Creating Communities of Care for Adolescents 506
Can I Do It? Building Confidence and Positive Expectations 481 Guidelines: Creating Caring Relationships 507
Motivating Students When Resources Are Thin 444 Applying Classical Conditioning 258
Motivating Students When Resources Are Thin 486 Applying Operant Conditioning: Using Praise
Appropriately 267
Bullies and Victims 488
Applying Operant Conditioning: Encouraging Positive
Bullies and Victims 528
Behaviors 269
Reaching and Teaching Every Student 530
Applying Operant Conditioning: Using Punishment 274
Reaching and Teaching Every Student 570
Family and Community Partnerships—Applying Operant
Giving Meaningful Grades 572
Conditioning: Student Self-Management 280
Giving Meaningful Grades 613
Gaining and Maintaining Attention 299
Family and Community Partnerships—Organizing Learning 316
GUIDELINES Helping Students Understand and Remember 323
Family and Community Partnerships—Helping Families Care Becoming an Expert Student 340
for Preoperational Children 49 Applying Problem Solving 350
Teaching the Concrete-Operational Child 52 Applying and Encouraging Creativity 356
xxii
TEACHING, AND
EDUCATIONAL
PSYCHOLOGY
TEACHERS’ CASEBOOK special needs; learning disabilities, particularly problems in
reading, seem to be the most common. Your state and
WHAT WOULD YOU DO? LEAVING NO district require you to prepare all your students for the
STUDENT BEHIND achievement tests in the spring, and the national emphasis is
It is your second year as a teacher in the Davis East school on readiness for college and career by the end of high
district. Over the last 4 years, the number of students from school—for everyone. Your only possible extra resource is a
immigrant families has increased dramatically in your school. student intern from the local college.
In your class, you have two students who speak Somali, one
Hmong, one Farsi, and three Spanish speakers. Some of CRITICAL THINKING
them know a little English, but many have very few words • What would you do to help all your students to progress
other than “OK.” If there had been more students from each and prepare for the achievement tests?
of the language groups, the district would have given your • How would you make use of the intern so that both she
school additional resources and special programs in each and your students learn?
language, providing you extra help, but there are not quite • How could you involve the families of your non-English–
enough students speaking most of the languages to meet speaking students and students with learning disabilities
the requirements. In addition, you have several students with to support their children’s learning?
The Greek virtue For we should not fail to note that in the Greek
of courage a
form of our
enumeration of the virtues, the virtue of self-sacrifice,
virtue of self- which we give the first place in our own moral ideal, is
sacrifice 438
hidden under courage or fortitude. With us this
virtue expresses itself in a great variety of forms; with the Greeks, in
one form chiefly—self-devotion on the battlefield. This altruism, it is
true, was narrow; it did not look beyond one’s own city; but
notwithstanding this limitation it was genuine altruism, for facing
death in battle, as Aristotle says, is “the greatest and noblest of
439
perils.” This ready self-devotion of the individual to the common
interests of his city was the most attractive feature of Greek morality.
It formed the basis of Greek civilization. When this virtue was lost the
Greek city perished, and with it Greek civilization passed away.
Among all the cities of Greece, Sparta realized most perfectly the
military virtues of the Greek ideal. The great place so long held by
her in the ancient world she won through the loyalty of her citizens to
the soldier’s ideal of obedience, courage, and self-devotion. The
conduct of Leonidas and his companions in the pass of Thermopylæ
not only had a bracing effect upon Greek character for generations,
but has never ceased, through the inspiration of example, to add to
the sum total in the world of loyalty to duty.