1 Preface
2.1 The joys of teaching
2.2 Are there also challenges to teaching?
2.3 Teaching is different from in the past
2.4 How educational psychology can help
2.5 Chapter Summary and References
3.1 Teachers' perspectives on learning
3.2 Major theories and models of learning
3.3 Chapter summary and references
4.1 Why development matters
4.2 Physical development during the school years
4.3 Cognitive development: the theory of Jean Piaget
4.4 Social development: relationships, personal motives, and morality
4.5 Moral development: forming a sense of rights and responsibilities
4.6 Understanding “the typical student” versus understanding students
4.7 Chapter summary and references
5.1 Individual styles of learning and thinking
5.2 Multiple intelligences
5.3 Gifted and talented students
5.4 Gender differences in the classroom
5.5 Differences in cultural expectations and styles
5.6 Accommodating diversity in practice
5.7 Chapter summary and references
6.1 Three people on the margins
6.2 Growing support for people with disabilities: legislation and its effects
6.3 Responsibilities of teachers for students with disabilities
6.4 Categories of disabilities—and their ambiguities
6.5 Learning disabilities
6.6 Attention deficit hyperactivity disorder
6.7 Intellectual disabilities
6.8 Behavioral disorders
6.9 Physical disabilities and sensory impairments
6.10 The value of including students with special needs
6.11 Chapter summary and references
7.1 Motives as behavior
7.2 Motives as goals
7.3 Motives as interests
7.4 Motives related to attributions
7.5 Motivation as self-efficacy
7.6 Motivation as self-determination
7.7 Expectancy x value: effects on students’ motivation
7.8 TARGET: a model for integrating ideas about motivation
7.9 Chapter summary and references
8.1 Why classroom management matters
8.2 Preventing management problems by focusing students on learning
8.3 Responding to student misbehavior
8.4 Keeping management issues in perspective
8.5 Chapter summary and references
9.1 Communication in classrooms vs communication elsewhere
9.2 Effective verbal communication
9.3 Effective nonverbal communication
9.4 Structures of participation: effects on communication
9.5 Communication styles in the classroom
9.6 Using classroom talk to stimulate students’ thinking
9.7 The bottom line: messages sent, messages reconstructed
9.8 Chapter summary and references
10.1 Forms of thinking associated with classroom learning
10.2 Critical thinking
10.3 Creative thinking
10.4 Problem-solving
10.5 Broad instructional strategies that stimulate complex thinking
10.6 Teacher-directed instruction
10.7 Student-centered models of learning
10.8 Inquiry learning
10.9 Cooperative learning
10.10 Examples of cooperative and collaborative learning
10.11 Instructional strategies: an abundance of choices
10.12 Chapter summary and references
11.1 Selecting general learning goals
11.2 Formulating learning objectives
11.3 Students as a source of instructional goals
11.4 Enhancing student learning through a variety of resources
11.5 Creating bridges among curriculum goals and students’ prior experiences
11.6 Planning for instruction as well as for learning
11.7 Chapter summary and references
12.1 Basic concepts
12.2 Assessment for learning: an overview of the process
12.3 Selecting appropriate assessment techniques I: high quality assessments
12.4 Reliability
12.5 Absence of bias
12.6 Selecting appropriate assessment techniques II: types of teacher-made assessments
12.7 Selected response items
12.8 Constructed response items
12.9 Portfolios
12.10 Assessment that enhances motivation and student confidence
12.11 Teachers’ purposes and beliefs
12.12 Choosing assessments
12.13 Providing feedback
12.14 Self and peer assessment
12.15 Adjusting instruction based on assessment
12.16 Communication with parents and guardians
12.17 Action research: studying yourself and your students
12.18 Grading and reporting
12.19 Chapter summary and references
13.1 Basic concepts
13.2 High-stakes testing by states
13.3 International testing
13.4 International comparisons
13.5 Understanding test results
13.6 Issues with standardized tests
13.7 Chapter summary and references
14.1 Appendix A: Preparing for licensure
14.2 Appendix B: Deciding for yourself about the research
14.3 Appendix C: The reflective practitioner